ABSTRACT

This module covers the skills,

knowledge, and attitudes to
identify role and
responsibility as a member of
a team
Runeth R. Barawid

HOW TO USE THIS EVENTS MANAGEMENT

SERVICES NCIII

LEARNING GUIDE
BASIC COMPETENCY
 How to Use This Competency – Based Learning Material

Welcome to the competency – based learning material on “LEAD

SMALL TEAMS.” This contains training materials, information sheets and
activities for you to read and accomplish.
The unit of competency “LEAD SMALL TEAMS” covers the skills,
knowledge and attitude to identify the roles and responsibilities of a team
member.
You will be required to read reference materials or information sheets
and go through some activities in order for you to achieve each learning
outcome. You will do these activities at your own face and then answer the
self-check at the end of each information sheet. If you have questions
please feel free to ask your trainer for assistance.

Instruction Sheets:
 Information Sheet – this will provide you with information (concepts,
principles and other relevant information) needed in performing
certain activities.
 Worksheet – worksheets are the different forms that you need to fill-
up in certain activities that you performed.

Recognition of prior Learning (RPL)

You may have some knowledge and skills in this particular unit of
competency because you have had training in this area or you have worked
in an industry for sometimes.
If you feel that you already have the skills/knowledge in this
competency or if you have a certificate from previous training, you may
show it to your trainer and have your prior learning formally recognized.
A Trainee Record Book (TRB) is provided for you to record important
dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer.

DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required

competency: LEAD SMALL TEAMS. This will be the source of information
for you to acquire the knowledge and skills in this particular module with
minimum supervision or help from your trainer. With the aid of this material,
you will acquire the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the
training of this unit. Read through the module carefully. It is divided into
sections which covers all the skills and knowledge you need to successfully
complete in this module.
 Work through all the information sheets and complete the activities in
each section. Do what is asked in the INSTRUCTIONAL SHEETS , ACTIVITY
SHEETS and complete the SELF-CHECK. Suggested references are included
to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.

Talk to more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the
activities outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this
reason. When you have successfully completed each element or learning
outcome, ask your trainer to mark on the reports that you are ready for
assessment.
When you have completed this module and feel confident that you have
had sufficient practice, your trainer will schedule you for the institutional
assessment. The result of your assessment/evaluation will be recorded in
your COMPETENCY ACHIEVEMENT RECORD.
 MODULE CONTENT

MODULES OF INSTRUCTIONS

UNIT OF COMPETENCY : LEAD SMALL TEAMS

MODULE TITLE : LEADING SMALL TEAMS

INTRODUCTION : This module covers the skills, knowledge,

and attitudes to identify role and responsibility as a member of a team

NOMINAL DURATION: 16 hours

SUMMARY OF LEARNING OUTCOMES:

At the end of the module you must be able to:

LO1. Describe and identify team role and responsibility in a team.

LO2. Describe work as a team member.

ASSESSMENT CRITERIA:

1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are identified.
Individual role and responsibilities within the team environment
are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified and
recognized.
5. Reporting relationships within team and external to team are
identified.
6. Appropriate forms of communication and interactions are
undertaken.
7. Appropriate contributions to complement team activities and
objectives are made.
8. Reporting using standard operating procedures is followed.
9. Development of team work plans based from on team are
contributed.

PREREQUISITE : None
LEARNING OUTCOME 1

DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A

TEAM

CONTENTS:

Team Work
Team Role
Role and responsibilities

ASSESSMENT CRITERIA:

1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are
identified. Individual role and responsibilities within the team
environment are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified and
recognized.
5. Reporting relationships within team and external to team are
identified

CONDITIONS:

The students/trainees must be provided with the following:

Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets

ASSESSMENT METHODS

Written Examination
Observation
Simulation
Role Playing
LEARNING EXPERIENCES

Learning Outcome 1 - Describe and identify team role and

responsibility in a team.

Learning activities Special Instructions

1. Read Information Sheet 2.1- If you have some problem on the

1 on Team Work content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module

2. Answer self-check for 2.1-1 Refer your answer to answer

key 2.1-1

3. Read Information Sheet 2.1- If you have some problem on the

2 on Team Role content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module

4. Answer self-check for 2.1-2 Refer your answer to answer key

2.1-1

5. . Read Information Sheet 2.1-3 If you have some problem on the

on Role and Responsibilities with
team environment
content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
 now answer self check provided in
the module

6. Answer self-check for 2.1-3 Refer your answer to answer key

2.1-1
 INFORMATION SHEET. 2.1-1
BUILDING RELATIONSHIP AND TEAM WORK

Learning Objectives:

1. Define team and its importance to a certain organization.

2. Identify the skills needed for teamwork

What is Team?

A Team is a group of people working together to achieve common

objectives and willing to forego individual autonomy to the extent necessary
to achieve those objectives.

A smallest team consists of 2 people and the upper limit can be to the
size of the organization. The whole organization can work as a team if its
members develop a common style of working i.e., constructive and
cooperative. This is normally described as teamwork. An organization is
viewed as a network of teams, temporary and permanent.
For a team to achieve it’s common objectives, its members should
share its objectives and be identified wholeheartedly with them. By joining a
team, the individual member “signs on” the team’s objectives, he enters into
a contract as a condition of becoming a member of the team. A team member
is willing to forego personal autonomy to the extent necessary to achieve
common objectives, by joining a team one has to limit his freedom to do as
he likes.

There cannot be a team without a leader who has ultimate responsibility

for deciding the degree to which autonomy of the team member has to be
constrained. He has to exercise his responsibility in a way that it does not
erode the commitment of the team members. He needs to establish the
constraints through a consultation process of problem solving and
negotiations.

Skills needed for teamwork

Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:

 Listening - it is important to listen to other people's ideas. When people

are allowed to freely express their ideas, these initial ideas will produce
other ideas.
 Questioning - it is important to ask questions, interact, and discuss
the objectives of the team.
 Persuading - individuals are encouraged to exchange, defend, and then
to ultimately rethink their ideas.
 Respecting - it is important to treat others with respect and to support
their ideas.
 Helping - it is crucial to help one's coworkers, which is the general
theme of teamwork.
 Sharing - it is important to share with the team to create an
environment of teamwork.
 Participating - all members of the team are encouraged to participate
in the team.
 Communication - For a team to work effectively it is essential team
members acquire communication skills and use effective
communication channels between one another e.g. using email, viral
communcation, group meetings and so on. This will enable team
members of the group to work together and achieve the teams purpose
and goals.
 SELF CHECK 2.1-1

Multiple Choice: Choose the letter of the correct answer from the given choices.

1. A teamwork skill which treats others with respect

a. Listening
b. Communication
c. Sharing
d. Respecting

2. Needed for a team to work effectively

a. Communication
b. Persuasion
c. Participation
d. sharing

3.Consist of two people in an organization

a. team

b. largest team

c. thing

d. smallest team

4. A group of people working together to achieve common objectives and

willing to forego individual autonomy to the extent necessary to achieve

a. tines

b. teens

c. teams

d. times

5. The general theme of teamwork

a. searching

b. helping

c. persuading

d. sharing
 SELF CHECK ANSWER KEY 2.1-1

1. d
2. a
3. d
4. c
5. b
 INFORMATION SHEET 2.1-2

TEAM ROLES

Learning objective:

1. Describe and identify the different roles of a team

Meredith Belbin (1993) basing on his research proposed nine roles that
successful teams should have:

Coordinator
This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving these,
rather than just pushing his or her own view. The coordinator (or
chairperson) is self disciplined and applies this discipline to the team.
They are confident and mature, and will summarize the view of the
group and will be prepared to take a decision on the basis of this.
Shaper
The shaper is full of drive to make things happen and get things going.
In doing this they are quite happy to push their own views forward, do
not mind being challenged and are always ready to challenge others.
The shaper looks for the pattern in discussions and tries to pull things
together into something feasible which the team can then get to work
on.
Plant
 This member is the one who is most likely to come out with original
ideas and challenge the traditional way of thinking about things.
Sometimes they become so imaginative and creative that the team
cannot see the relevance of what they are saying. However, without the
plant to scatter the seeds of new ideas the team will often find it difficult
to make any headway. The plant’s strength is in providing major new
insights and ideas for changes in direction and not in contributing to
the detail of what needs to be done.
Resource investigator
The resource investigator is the group member with the strongest
contacts and networks, and is excellent at bringing in information and
support from the outside. This member can be very enthusiastic in
pursuit of the team’s goals, but cannot always sustain this
enthusiasm.
Implementer
The individual who is a company worker is well organised and effective
at turning big ideas into manageable tasks and plans that can be
achieved. Such individuals are both logical and disciplined in their
approach. They are hardworking and methodical but may have some
difficulty in being flexible.
Team worker
The team worker is the one who is most aware of the others in the
team, their needs and their concerns. They are sensitive and
supportive of other people’s efforts, and try to promote harmony and
reduce conflict. Team workers are particularly important when the
team is experiencing a stressful or difficult period.
Completer
As the title suggests, the completer is the one who drives the deadlines
and makes sure they are achieved. The completer usually
communicates a sense of urgency which galvanises other team
members into action. They are conscientious and effective at checking
the details, which is a vital contribution, but sometimes get ‘bogged
down’ in them.
Monitor evaluator
The monitor evaluator is good at seeing all the options. They have a
strategic perspective and can judge situations accurately. The monitor
evaluator can be overcritical and is not usually good at inspiring and
encouraging others.
Specialist
This person provides specialist skills and knowledge and has a
dedicated and single-minded approach. They can adopt a very narrow
perspective and sometimes fail to see the whole picture.
Finisher
A person who sticks to deadline and likes to get on with things, Will
probably be irritated by the more relaxed member of the team.
 SELF CHECK 2.1-2

Multiple Choice: Choose the letter of the correct answer from the given choices.

1.This person will have a clear view of the team objectives and will be skilled
at inviting the contribution of team members in achieving these, rather than
just pushing his or her own view.

a. Shaper
b. Plant
c. Coordinator
d. Resource investigator

2.They are hardworking and methodical but may have some difficulty in
being flexible.

a. Implementer
b. Shaper
c. Team worker
d. Completer

3.Full of drive to make things happen and get things going.

a. Coordinator
b. Shaper
c. Implementer
d. Team worker

4.One who is most aware of the others in the team, their needs and their
concerns

a. Implementer
b. Worker
c. Tosser
d. Team worker

5.A person who sticks to deadline and likes to get on with things

a. Completer
b. Finisher
c.Implementer
d.shaper
SELF CHECK ASWER KEY 2.1-2

1. c
2. a
3. b
4. d
5. b
 INFORMATION SHEET # 2.1-3
Team Roles and Responsibilities

Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.

Working in groups is a very common phenomenon in the private sector

and government agencies. It is important that each member of a team to not
only be an active participant in the team, but also to be certain that all other
team members are contributing members of the team. There are many ways
in which members of a team can contribute. Some may lead with key
concepts; others may supply key details; while others may assist in
sharpening or further development of certain details or concepts. It is
expected that you will discuss your individual efforts with other members of
the team. You may also discuss the problem with class members from other
teams, but not to the exclusion of the members of your own team.

Team members don't have specific responsibilities, but their

participation is critical to the team's success. Team members must
agree to:

 Be enthusiastic and committed to the team's purpose.

 Be honest and keep any confidential information behind closed doors.
 Share responsibility to rotate through other team roles like facilitator,
recorder, and timekeeper.
 Share knowledge and expertise and not withhold information.
 Ask questions, even seemingly "dumb" ones. Often the new
perspective of "inexperienced" team members can provide insight.
 Fulfill duties in between meetings.
 Respect the opinions and positions of others on the team, even if the
person has an opposing view or different opinion.
 Individual Responsibilities Group Control or Override
Executive 1. Decide who should be
Sponsor invited to subsequent
1. Defines the team's meetings.
Charter approved by a 2. Request specific
Strategy Council meetings which
which Sponsor should
controls/supports attend or not attend.
cross-functional teams.
2. Recruits the team's
Coordinator.
3. Recommends potential
members for the team.
4. Requests budget of
time from managers of
potential team
members.
5. Decides who should be
invited to the
initial/kick-off
meeting.
6. Introduces team
members to each
other.
7. Explains to the team
the need for their
contributions and how
their work fits within
the organization as a
whole.
8. Reports the progress of
the team to a Strategy
Council.
9. Resolves conflicts the
team has with other
groups.
10. Clarify whether
different people carry
different "weight" in
discussions and
decisions.
Coordinator 1. Agree on how much
/Chairperson time to spend on
/Leader 1. Recruits members to each topic.
join the team.
2. Greets team members
as they arrive.
3. Calls the meeting to
order at the appointed
start time.
4. During the meeting,
controls the order of
events.
5. Proposes Agenda
topics and how much
time should be
devoted to each topic.
6. Concludes the meeting
at the appointed
ending time.
7. Clarifies the method
for making decisions
(consensus, voice vote,
anonymous ballots,
etc.) before discussions
begin.
8. Creates and maintains
team Project Plans
(e.g., flow charts).
9. Anticipates, seeks, and
reserves support
services needed by the
team.
10. Arranges for
refreshments food,
travel, lodging, etc. for
team members.

Facilitator 1. Agree on specific

meetings which
1. Interrupts the meeting Facilitator should
to remind the group attend or not attend.
about a process
concern.
2. Evaluates norms and
methods used during
the meeting.
3. Between meetings,
coaches individual
team members.
 4. Mediates conflict
among individuals
within the group.
5. Collects and
summarizes
anonymous
questionaires and
ballots.

Team 1. Define what

Members precautions are
1. Notify Coordinator needed to maintain an
about not being able to appropriate level of
attend a meeting. confidentiality.
2. Bring individual 2. Define rules for
calendars/schedules, members to follow.
distributions received,
and personal notes to
the meeting.
3. Bring name tags or
name tents when
appropriate.
4. Arrive at meetings
prior to the start time.
5. Help in room setup
when needed.
6. Turn electronics
(beepers, phones, etc.)
off tone mode during
meetings.
7. Greet other members
of the team.
8. Write questions and
comments down to
participate when
appropriate.
9. Clarify concerns
before identifying
solution options.
10. Focus on
creatively addressing
interests rather than
selling specific
options/positions.
11. Clean up the
room (align chairs,
discard trash, etc.)
before leaving.
 12. Respect requests
for confidentiality.
13. Complete
assignments between
meetings.
14. Brief members
who are absent.

Timekeeper 1. Stop presentation to

"Call the Question" --
1. Brings a timer to take a vote whether to
meetings. continue.
2. room are calibrated to
a common standard
Ensures that clocks in
the meeting.
3. Before the meeting
starts, announces "x
minutes before the
meeting".
4. Says "the meeting has
started" at the
appointed start of the
meeting.
5. If the meeting has not
started, says "the
meeting started x
minutes ago" every 5
minutes.
6. Communicates to
presenters how much
time is remaining (e.g.,
10 minutes, 5 minutes,
2 minutes, 1 minute,
30 seconds).
7. Interrupts group with a
"Point of Order" to
announce end of time.

Scribe 1. Agree on whether

1. Brings large format
papers and dry-erase
pens to meetings.
2. Puts title and date on
each sheet of paper
produced by the team.
3. Legibly writes what the
group verbalizes onto
items should be
written down or not.
The term Minutes of
a meeting orginates
from the Latin
minutus, meaning
“small”, because they
 flip-chart paper or are meant to be short
white-board. and quick.
4. Posts flip-chart paper
or white-board.
5. Ensures that charts
match Notes taken by
Note taker.
6. Gives charts to Note
taker.

Note taker 1. Agree on whether

1. Brings blank note
paper and writing
instruments to
meetings.
2. Takes legible notes
during team meetings.
3. If necessary, types up
notes.
notes need to be typed
up.
2. Review notes for
mistakes/omissions.
3. Agree on whether
specific entries should
be in or out of the
notes.

Librarian -

1. Brings team's Archive

Binder(s) to meetings
(or arranges someone
else to bring it/them).
2. Looks up and reads
information from
archives during team
meetings.

Publisher 1. Sends invitations to 1. Agree on who should

those invited to the
meeting.
2. Makes copies for team
before, during, and
after meetings.
3. Maintains the team's
Distribution List.
4. Procures/Provides
binders and binds
papers as needed.
5. Provides copies of the
team's Distribution
List.
be invited to the
meeting.
2. Agree on who is on
the team's
Distribution List.
3. Approve who receives
the team's
Distribution List.
4. Agree on binding and
distribution methods
and styles.
 6. Ensures that recipients
actually received
publications.
7. Brings enough extra
copies to team
meetings.

Technician 1. Agree on what the

/Facilities desired environmental
Manager 1. Brings extra bulbs and conditions.
other supplies to the
meeting.
2. Makes sure equipment
operates properly x
minutes before the
start of the meeting.
3. Monitors
environmental
conditions (heat, etc.).
4. Adjusts thermostats as
needed or as
anticipated.

Presenter(s) 1. Bring presentation 1. Approve the objectives

materials (overhead of the presentation.
foils, flip charts, etc.) 2. Ask questions only
2. Make sure equipment when appropriate.
operates properly x 3. Provide feedback to
minutes before the Presenter(s).
start of the meeting.
3. If new, provide
Coordinator with a
statement of
introduction.
4. Request adjustments
to lighting, sound
levels, etc.
5. Organize information
logically -- in chunks.
6. Make transitions of
topic logically easy to
follow.
7. Define what
important/specialized
words mean.
8. Provide concrete
examples
9. Explain why -- reasons
for statements and
questions.
10. Provide written
back-up to verbally
presented information.
 SELF CHECK 2.1-3

Multiple Choice: Choose the letter of the correct answer from the given choices.

1. Monitors environmental conditions

a. Publisher
b. Presenter
c. Technician/Facilities manager
d. Note taker

2. Makes copies for team before, during and after meetings

a. Publisher
b. Manager
c. Presenter
d. Note taker

3. Make sure equipment operates properly x minutes before the start of

the meeting.

a. Publisher
b. Presenter
c. Manager
d. Note taker

4. Ensures that charts match Notes taken by Note taker

a. Scribes
b. Presenter
c. Note taker
d. Trainer

5. Greet other members of the team.

a. Presenter
b. Time keeper
c. Worker
d. Team member
ANSWER KEY 2.1-3

1.c

2. a

3. b

4. a

5. d
 LEARNING OUTCOME 2 -DESCRIBE WORK AS TEAM MEMBER

1 CONTENTS :
- Communication process
- Team structure/team roles
- Group planning and decision making

ASSESSMENT CRITERIA :

1. Appropriate forms of communication and interactions are

undertaken.
2. Appropriate contributions to complement team activities and
objectives are made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from on team are
contributed.

CONDITIONS :

The students/ trainees must be provided with the following:

Learning guides
Transparencies

CD’s

METHODOLOGIES:

Group Discussion/ Interaction

Simulation
Demonstration

ASSESSMENT METHODS:

Observation of work activities

Observation through simulation or role play
LEARNING EXPERIENCES

Learning Outcome 2- DESCRIBE WORK AS TEAM MEMBER

Learning activities Special Instructions

1. Read Information Sheet 2.2- If you have some problem on the

1 on Communication Process
content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module

2. Answer self-check for 2.2-1 Refer your answer to answer

key 2.2-1

3. Read Information Sheet 2.2- If you have some problem on the

2 on Team Structure/Team Roles content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module

4. Answer self-check for 2.2-2 Refer your answer to answer key

2.2-2

5. . Read Information Sheet 2.2-3 If you have some problem on the

on Role and Responsibilities with
team environment
content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
 now answer self check provided in
the module

6. Answer self-check for 2.2-3 Refer your answer to answer key

2.2-3
INFORMATION SHEET # 2.2-1

COMMUNICATION PROCESS

Learning objectives:

1. Be more aware of the importance of communication in a

team

2. Apply the importance of good communication

Communication is the ability to share information with people and to

understand what information and feelings are being conveyed by others.
Communication can take on many forms including gestures, facial
expressions, signs, vocalizations (including pitch and tone), in addition
to speech and written communication. Trainers, trainee frequently use
nonverbal methods to communicate. Trainee often show disinterest in school
by avoiding eye contact or sitting back in their chairs with their arms folded
across their chests during instruction. Staff members may indicate that they
have time to talk but they may show disinterest by making themselves busy
to something unimportant while you are trying to talk. Conversely, a smiling,
nodding face indicates that the listener is interested in what we are saying
and encourages us to continue. Communication includes a broad range of
actions which help the students work more effectively with their teachers.

Effective communication is an essential component of

organizational success whether it is at the interpersonal, intergroup, intra
group, organizational, or external levels.
 It is also very important to understand that a majoring of
communication is non-verbal. This means that when we attribute meaning
to what someone else is saying, the verbal part of the message actually means
less than the non-verbal part. The non-verbal part includes such things as
body language and tone.

If you’re a Team Member

Communicate, Communicate, and Communicate
If you have a problem with someone in your group, talk to him about it.
Letting bad feelings brew will only make you sour and want to isolate
yourself from the group. Not only does it feel good to get it out, but it will be
better for the team in the long run.

Don't Blame Others

People in your group lose respect for you if you're constantly blaming others
for not meeting deadlines. You're not fooling anyone, people know who isn't
pulling his weight in a group. Pointing the finger will only make you look
cowardly. Group members understand if you have a heavy workload and
weren't able to meet a deadline. Saying something like, "I'm really sorry, but
I'll get it to you by the end of today." will earn you a lot more respect than
trying to make it seem like it's everyone else's fault that you missed your
deadline.

Support Group Member's Ideas

If a teammate suggests something, always consider it – even if it's the
silliest idea you've ever heard! Considering the group's ideas shows you're
interested in other people's ideas, not just your own. And this makes you a
good team member. After all, nobody likes a know-it-all.

No Bragging
It's one thing to rejoice in your successes with the group, but don't act like
a superstar. Doing this will make others regret your personal successes and
may create tension within the group. You don't have to brag to let people
know you've done a good job, people will already know. Have faith that
people will recognize when good work is being done and that they'll let you
know how well you're doing. Your response? Something like "Thanks that
means a lot." is enough.

Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and
acknowledge what's said by paraphrasing points that have been made. If
you're unclear about something that's been said, ask for more information
to clear up any confusion before moving on. Effective communication is a
vital part of any team, so the value of good listening skills shouldn't be
underestimated.

Get Involved
Share suggestions, ideas, solutions and proposals with your team
members. Take the time to help your fellow teammates, no matter the
request. You can guarantee there will be a time in the future when you'll
need some help or advice. And if you've helped them in past, they'll be more
than happy to lend a helping hand.
SELF CHECK 2.2-1

Write TRUE if the statement is correct and write FALSE if the statement is incorrect.

1. If you're unclear about something that's been said, ask for

more information to clear up any confusion before moving on
2. Effective communication is an essential component of
organizational success.
3. If a teammate suggest something, do not consider it.
4. You have to brag to let people know that you have done a good
job
5. Communication is the ability to share information with people.
ANSWER KEY 2.2-1

1.True
2.True
3. False
4. False
5. True
INFORMATION SHEET 2.2-2

TEAM STRUCTURE/TEAM ROLES

Learning objectives:

1. Use high interaction among members of the team to increase trust

and openness.

2. Able to apply inter personal skills

Team and Individual

In a team, individual members tend to be highly aware of their responsibility,

whether it stems from social pressure or the fulfillment of personal need.
Teams are capable of performing functions and achieving some goals more
efficiently and accurately than individuals can. Although there is evidence
that individuals sometimes perform better than teams, the quality of decision
making is much high in teams working under certain conditions.

The team and the individual members are dependent on each other. Their
relationships play a vital role in the success of the team. As the individual
member grows and matures, so does the team.

To perform effectively a team requires three different types of skills:

 It needs people with technical expertise.

 It needs people with the problem solving and decision making skills to
be able to identify problems, generate alternatives, evaluate those
alternatives and make competent choices.
 Teams need people with good listening, feed back, conflict resolution
and other inter personal skills.

No team can achieve its performance – potential without developing all three
types of skills. The mix is crucial. Too much of one at the expense of others
will result in lower team performance. But team doesn’t need to have all the
complementary skills in place at the beginning.

It is not uncommon for one or more members to take responsibility to learn

the skills in which the group is deficient, thereby allowing the team to reach
its full potential.

Intra Group Development

The activities considered in team building typically include goal setting,
development of interpersonal relations among team members role analysis to
clarify each member’s role and responsibilities and team process analysis.
Of course team building may emphasize or exclude certain activities
depending on the purpose of the development effort and the specific problems
with which the team is confronted. Basically, however team building
attempts to use high interaction among members to increase trust and
openness.

It may be beneficial to begin by having members attempt to define the goals

and priorities of the team. This will bring to the surface different perceptions
of what the team’s purpose may be. Following this, members can evaluate
the team’s performance – how effective are they in structuring priorities and
achieving their goals? This should identify potential problem areas. This self
critique discussion of means and ends can be done with members of the total
present or, where large size impinges on a free interchange of views, may
initially take place in smaller groups followed up by the sharing of their
findings with the total team.

Team building can also address itself to clarifying each member’s role on the
team. Each role can be identified and clarified. Previous ambiguities can be
brought to the surface. For some individuals, it may offer one of the few
opportunities they have had to think through thoroughly what their job is all
about and what specific tasks they are expected to carry out if the team is to
optimize its effectiveness.

Inter-group Development

Inter-group development seeks to change the attitudes, stereotypes, and

perceptions that groups have of each other. For example, in one company,
the engineers saw the accounting department as composed of shy and
conservative types, and the human resources department as having as
bunched of “ultraliberals who are more concerned that some protected group
of employees might get their feelings hurt than with the company making a
profit.” Such stereotypes can have an obvious negative impact on the
coordinative efforts between the departments.

Although there are several approaches for improving inter-group relations, a

popular method emphasizes problem solving. In this method, each group
meets independently to develop lists of its perception of itself, the other
group, and how it believes the other group perceives it. The groups then
share their list, after which similarities and differences are discussed.
Differences are clearly articulated, and the groups look for the causes of the
disparities.

Are the groups’ goals at odds? Were perceptions distorted? On what basis
were stereotypes formulated? Have some differences been caused by
misunderstandings of intention? Have words and concepts been defined
differently by each group? Answers to questions like these clarify the exact
nature of the conflict. Once the causes of the difficulty have been identified,
the groups can move to the integration phase – working to develop solutions
that will improve relations between the groups, sub-groups, with members
from each of the conflicting groups, can now be created for further diagnosis
and to begin to formulate possible alternative actions that will improve
relations.

Essential Team Roles

Involving role. One initiates action. A team member may motivate others
by getting them involved in an idea or problem. The involving role consists
of asking questions of other members to "bring out" or stimulate each team
member.

Listening role. A member listens actively (nodding, leaning forward),

expressing that he/she is really hearing what is being said. Active listeners
encourage group members to express themselves.
Supporting role. A team member gives an added dimension to good ideas
by their support. By supporting and encouraging others, the team member
strengthens confidence and trust.

Compromising role. One member gives up something for problem solving

to take place. Compromising can lead to team productivity. It is a role that
is necessary for cooperation and collaboration.
SELF CHECK 2.2-2

Multiple Choice: Choose the letter of the correct answer from the given choices.

This role consists of asking questions of other members to "bring out" or

stimulate each team member.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

2. It is a role that is necessary for cooperation and collaboration.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

3. the team member strengthens confidence and trust.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

4.encourage group members to express themselves

a.Involving role

b.Listening role

c.Supporting role

d.Compromising role
INFORMATION SHEET 2.2-3

GROUP PLANNING AND DECISION MAKING

Learning objectives:

1. Identify the different types of group decision making

2. Learn the procedures in effective discussion

For effective group discussion, you must follow some procedures:

1. Identify the particular problem or situation- what the problem or

situation is; analyze it, find its causes, determine its seriousness, and
decide whether or not it is something deserving attention.
2. Establish a criteria or course of action leading to a workable solution.
For example, in a flood calamity, you must determine the time, the
effort, and the money that will be involved in helping the flood victims
as acceptable solutions to solve the crisis.
3. Research possible solutions or courses of action – this implies using
interviews, library work, observation, experiment-actions as tools for
arriving at valid conclusions and solutions to the problem at hand.
4. Evaluate proposed solutions or courses of action for the purpose of
selecting one to be tested, i.e. test each proposed solution for effectivity
of results. For example, using helicopters to bring food, medicine, and
clothing to the people in the flooded areas that had remained
impassable because of high water.
5. Test the selected solution or course of action so as to find out how
workable the solution is.
Types of Group Decision-making

Abstract- Many managers like to believe that they are accomplished in

such group decision-making processes as action planning, goal setting
and problem-solving. However, their ability to implement such
techniques effectively is often hindered by their lack of understanding
of the dynamics of these group decision-making processes. As a result,
these managers often end up perpetuating problems that they
themselves create through their insensitivity to the needs of other
group members. Hence, instead of achieving a consensus, such
managers only serve their own interests by leading the group to
situations such as decision-making by lack of response or by authority
role. Sometimes, they lead the group toward decision-making by
minority rule or by majority role, as the case might be. The better way
to achieve consensus would be for them to track how decisions are
made and ensure that they are achieved by true consultation.

Decision By Lack of Response (The "Plop" Method)

The most common--and perhaps least visible--group decision-making

method is that in which someone suggests an idea and, before anyone else
has said anything about it, someone else suggests another idea, until the
group eventually finds one it will act on. This results in shooting down the
original idea before it has really been considered. All the ideas that are
bypassed have, in a sense, been rejected by the group. But because the
"rejections" have been simply a common decision not to support the idea, the
proposers feel that their suggestions have "plopped." The floors of most
conference rooms are littered with "plops."

Decision by Authority Rule

Many groups start out with--or quickly set up--a power structure that makes
it clear that the chairman (or someone else in authority) will make the
ultimate decision. The group can generate ideas and hold free discussion,
but at any time the chairman may say that, having heard the discussion, he
or she has decided upon a given plan. Whether this method is effective
depends a great deal upon whether the chairman is a sufficiently good
listener to have culled the right information on which to make the decision.
Furthermore, if the group must also implement the decision, then the
authority-rule method produces a bare minimum of involvement by the group
(basically, they will do it because they have to, not necessarily because they
want to). Hence it undermines the potential quality of implementation.

Decision by Minority Rule

One of the most-often-heard complaints of group members is that they feel

"railroaded" into some decision. Usually, this feeling results from one, two,
or three people employing tactics that produce action--and therefore must be
considered decisions--but which are taken without the consent of the
majority.

A single person can "enforce" a decision, particularly if he or she is in some

kind of chairmanship role, by not giving opposition an opportunity to build
up. For example, the manager might consult a few members on even the most
seemingly insignificant step and may get either a negative or positive
reaction. The others have remained silent. If asked how they concluded there
was agreement, chances are they will say, "Silence means consent, doesn't
it? Everyone has a chance to voice opposition." If the group members are
interviewed later, however, it sometimes is discovered that an actual majority
was against a given idea, but that each one hesitated to speak up because
she thought that all the other silent ones were for it. They too were trapped
by "silence means consent."

Finally, a common form of minority rule is for two or more members to come
to a quick and powerful agreement on a course of action, then challenge the
group with a quick, "Does anyone object?," and, if no one raises their voice
within two seconds, they proceed with "Let's go ahead then." Again the trap
is the assumption that silence means consent.

Decision by Majority Rule (Voting and Polling)

More familiar decision-making procedures are often taken for granted as

applying to any group situation because they reflect our political system. One
simple version is to poll everyone's opinion following some period of
discussion. If the majority of participants feels the same way, it is often
assumed that is the decision. The other method is the more formal one of
stating a clear alternative and asking for votes in favor of it, votes against it,
and abstentions.

On the surface, this method seems completely sound, but surprisingly often
it turns out that decisions made by this method are not well implemented,
even by the group that made the decision. What is wrong? Typically, it turns
out that two kinds of psychological barriers exist:

First, the minority members often feel there was an insufficient period of
discussion for them to really get their point of view across; hence they feel
misunderstood and sometimes resentful.

Second, the minority members often feel that the voting has created two
camps within the group and that these camps are now in a win-lose
competition: The minority feels that their camp lost the first round, but that
it is just a matter of time until it can regroup, pick up some support and win
the next time a vote comes up.
In other words, voting creates coalitions, and the preoccupation of the losing
coalition is not how to implement what the majority wants, but how to win
the next battle. If voting is to be used, the group must be sure that it has
created a climate in which members feel they have had their day in court--
and where all members feel obligated to go along with the majority decision.

The Better Way

Because there are time constraints in coming to a group decision and

because there is no perfect system, a decision by consensus is one of the
most effective methods. Unfortunately, it is one of the most time- consuming
techniques for group decision-making. It is also quite important to
understand that consensus is not the same thing as unanimity. Rather, it is
a state of affairs where communications have been sufficiently open
(and the group climate has been sufficiently supportive) to make everyone in
the group feel that they have had their fair chance to influence the decision.
Someone then tests for the "sense of the meeting," carefully avoiding formal
procedures like voting. If there is a clear alternative to which most members
subscribe and if those who oppose it feel they have had their chance to
influence, then a consensus exists. Operationally, it would be defined by the
fact that those members who would not take the majority alternative
nevertheless understand it clearly and are prepared to support it in deference
to any others that are probably about as good.

In order to achieve such a condition, time must be allowed by the group for
all members to state their opposition--and to state it fully enough to get the
feeling that others really do understand them. This condition is essential if
they are later to free themselves of the preoccupation that they could have
gotten their point of view across if others had understood what they really
had in mind. Only by careful listening to the opposition can such feelings be
forestalled, thereby allowing effective group decisions to be reached.

Of course, recognizing the several types of group decision-making is only part

of the process. Managers must be specific in their approach to the one that
is best in their own situation.

What are the actual steps in a decision made by a group?

1. Identify the Problem. Tell specifically what the problem is and how you
experience it. Cite specific examples.

"Own" the problem as yours -- and solicit the help of others in solving it,
rather than implying that it's someone else's problem that they ought to
solve. Keep in mind that if it were someone else's problem, they would be
bringing it up for discussion.
In the identification phase of problem-solving, avoid references to solutions.
This can trigger disagreement too early in the process and prevent the group
from ever making meaningful progress.

Once there seems to be a fairly clear understanding of what the problem is,
this definition should be written in very precise language. If a group is
involved, it should be displayed on a flip chart or chalkboard.

2. Clarify the Problem. This step is most important when working with a
group of people. If the problem is not adequately clarified so that everyone
views it the same, the result will be that people will offer solutions to different
problems. To clarify the problem, ask someone in the group to paraphrase
the problem as they understand it. Then ask the other group members if they
see it essentially the same way. Any differences must be resolved before going
any further.

In clarifying the problem, ask the group the following questions: Who is
involved with the problem? Who is likely to be affected? Can we get them
involved in solving the problem? Who legitimately or logically should be
included in the decision? Are there others who need to be consulted prior to
a decision?

These questions assume that commitment from those involved (and affected
by the problem) is desirable in implementing any changes or solutions. The
best way to get this commitment is to include those involved and affected by
the problem in determining solutions.

3. Analyze the Cause. Any deviation from what should be is produced by a

cause or interaction of causes. In order to change "what is" to "what is
wanted," it is usually necessary to remove or neutralize the cause in some
way. This calls for precise isolation of the most central or basic cause (or
causes) of the problem and requires close analysis of the problem to clearly
separate the influencing from the non-influencing factors.
This is probably an easier process to follow when dealing with problems
involving physical things rather than with interpersonal or social issues.
Typically, interpersonal and social problems are more likely to spring from a
dynamic constellation of causes that will be more difficult to solve if the
causes are only tackled one at a time. Still, whether dealing with physical or
social problems, it is important to seek those causes that are most
fundamental in producing the problem. Don't waste energy on causes that
have only a tangential effect.

4. Solicit Alternative Solutions To the Problem. This step calls for

identifying as many solutions to the problem as possible before discussing
the specific advantages and disadvantages of each. What happens frequently
in problem-solving is that the first two or three suggested solutions are
debated and discussed for the full time allowed for the entire problem-solving
session. As a result, many worthwhile ideas are never identified or
considered. By identifying many solutions, a superior idea often surfaces that
reduces or even eliminates the need for discussing details of more debatable
issues. These solutions may be logical attacks at the cause or they may be
creative solutions that need not be rational. Therefore, it is important at this
step to limit the time spent discussing any one solution and to concentrate
instead on announcing as many as possible.

5. Selecting One or More Alternatives for Action. Before selecting specific

alternatives for action, it is advisable to identify criteria the desired solution
must meet. This can eliminate unnecessary discussion and help focus the
group toward the solution (or solutions) that will most likely work.

At this point, it becomes necessary to look for and discuss the advantages
and disadvantages of options that appear viable. The task is for the group
members to come to a mutual agreement on which solutions to actually put
into action. It is desirable for positive comments to be encouraged (and
negative comments to be ignored or even discouraged) about any of the
solutions. One solution should be the best, of course, but none should be
labeled as a "bad idea."

6. Plan for Implementation. This requires looking at the details that must
be performed by someone for a solution to be effectively activated. Once the
required steps are identified, it means assigning these to someone for action:
it also means setting a time for completion.

Not to be forgotten when developing the implementation plan: Who needs to

be informed of this action?

7. Clarify the Contract. This is to insure that everyone clearly understands

what the agreement is that people will do to implement a solution. It is a
summation and re statement of what people had agreed to do and when it is
expected they will have it done. It rules out possible misinterpretation of
expectations.

8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for any
part of the plan to carry out their assignments according to the agreed upon
contract. This is the phase of problem- solving that calls for people to do what
they have said they would do.
9. Provide for Evaluation And Accountability. After the plan has been
implemented and sufficient time has elapsed for it to have an effect, the group
should reconvene and discuss evaluation and accountability. Have the
agreed upon actions been carried out? Have people done what they said they
would do?

If they have not accomplished their assignments, it is possible that they ran
into trouble that must be considered. Or it may be that they simply need to
be reminded or held accountable for not having lived up to their end of the
contract. Once the actions have been completed, it is necessary to assess
their effectiveness. Did the solution work? If not, can a revision make it work?
What actions are necessary to implement changes?

Other Considerations

Keeping adequate records of all steps completed (especially brainstorming)

can allow energy to be "recycled." Falling back on thinking that was
previously done makes it unnecessary to "plow the same ground twice."

When entering into problem-solving, remember that it is unlikely that the

best solution will be found on the first attempt. Good problem- solving can
be viewed as working like a guidance system: The awareness of the problem
is an indication of being "off course," requiring a correction in direction. The
exact form the correction is to take is what problem-solving is aimed at
deciding. But once the correction (the implemented solution) is made, it is
possible that, after evaluation, it will prove to be erroneous--perhaps even
throwing you farther off course than in the beginning.

If this happens, the task becomes to immediately compute what new course
will be effective. Several course corrections may be necessary before getting
back on track to where you want to go. Still, once the desired course is
attained, careful monitoring is required to avoid drifting off course again
unknowingly. Viewing problem-solving in this realistic manner can save a lot
of the frustration that comes from expecting it to always produce the right
answers.
SELF CHECK 2.2-3

1.What are the actual steps in a decision made by a group?

ANSWER KEY 2.2-3

1."Own" the problem as yours

2. Clarify the Problem.

3. Analyze the Cause.

4. Solicit Alternative Solutions To the Problem

5. Selecting One or More Alternatives for Action

INSTRUMENT FOR INSTITUTIONAL ASSESSMENT

EVIDENCE PLAN

Qualification Title
Unit of Competency
Ways in which evidence will
be collected

Demonstratio
Question/inte

Third party
Written

report
rview
The evidence must show that the candidate…

n
 Identified role and objectives of the team
 Identified team parameters,relationships and
responsibilities

 Identified individual role and responsibilities within team

environment
 Recognized and identified roles and responsibilities of other
team members
 Identified reporting relationships within team and external
team
Achieved appropriate forms of communications and
interactions
Made appropriate contributions to complement team
activities
Followed reporting using standard operating procedures
Contributed development of team work plans
COMPETENCY ASSESSMENT RESULTS SUMMARY

Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following
Not
assessment methods – LEAD SMALL TEAMS Satisfactory
Satisfactory
[Pls. check () appropriate box]

A. Demonstration with Oral Questioning

B. Written Exam

Did the candidate's overall performance meet the required

evidences/ standards?

OVERALL EVALUATION COMPETENT NOT YET COMPETENT

Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________

General Comments [Strengths / Improvements needed]

Candidate’s signature:
Date:

Assessor’s signature: Date:

WRITTEN TEST

INSTITUTIONAL EVALUATION

Write TRUE if the statement is correct and write FALSE if the statement is
incorrect.

1. The ability to share information to others is called communication.

2. When entering into problem-solving, it is unlikely that the best
solution will be found on the first attempt.
3. Compromising does not lead to team productivity.
4. Take the time to help your fellow teammates, no matter the request.
5. Do not respect the opinions of others in the team.
6. Fulfilling duties in between meetings of the team is not necessary.
7. Communication is very important in a team work
8. The better way to achieve consensus would be for them to track how
decisions are made and ensure that they are achieved by true
consultation.
9. Inactive listeners encourage group members to express themselves.
10.Team building can also address itself to clarifying each member’s role
on the team.
ANSWER KEY

1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10.True