Module 3 PDF

JABATAN PEMBANGUNAN KEMAHIRAN
KEMENTERIAN SUMBER MANUSIA

ARAS 7-8, BLOK D4, KOMPLEK D
PUSAT PENTADBIRAN KERAJAAN PERSEKUTUAN
62530 PUTRAJAYA
KERTAS PENERANGAN
(INFORMATION SHEET)
KOD DAN NAMA

PROGRAM /
Z-009-3:2015 CORE ABILITIES
PROGRAM CODE AND
NAME
TAHAP / LEVEL 3 (THREE)
NO DAN TAJUK
KEBOLEHAN TERAS /
CA03 LEADERSHIP SKILLS
CORE ABILITY NO AND
TITLE
03.01 DEMONSTRATE COUNSELLING ABILITIES

03.02 DEMONSTRATE RESPONSIBILITY AND
AUTHORITY ABILITIES
NO DAN PENYATAAN 03.03 DEMONSTRATE TEAM WORK ABILITIES
KEBOLEHAN / 03.04 DEMONSTRATE EMOTIONAL CONTROL IN
ABILITY NO AND
STATEMENT CONFLICTS
03.05 APPLY WORK KNOWLEDGE IN IDENTIFYING
CLIENTS’ NEED
03.06 MONITOR WORK PERFORMANCE DELIVERIES
NO. KOD / CODE NO. Z-009-3:2015-M03/P(1/6) Muka Surat / Page : 1

Drpd / of : 7
TAJUK/TITLE : COUNSELLING AT WORK PLACE
TUJUAN/PURPOSE :
This Information Sheet is intended to describe basic counselling abilities, including needs
assessment, situational analysis and techniques for running a successful counselling
session or program. The person who is competent in this Module will become a more
effective leader as he/she is able to reduce problems and extract the best performance
from his/her team through good counselling practices.
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PENERANGAN/INFORMATION :
1. Introduction To Counselling
1.1 Counselling is a type of talking therapy that allows a person to talk about their
problems and feelings in a confidential and dependable environment.
A counsellor is trained to listen with empathy and trust. Most of us have been an
informal counsellors whether to friends or siblings but few of us would have had
any guidance on how to perform the counsellor role effectively for the benefit of
the other party.
1.2 In the workplace, counselling is often undertaken by qualified professionals.

Nonetheless, good supervisors should develop their coaching skills and
counselling abilities and apply them in all situations where they are giving one-
off advice to their subordinate or peers, or becoming a coach or mentor to
others for an extended period. Aside from helping to improve their team’s growth
and performance, good coaching skills and counselling abilities help to create a
caring culture within the team and good rapport between leaders and members,
which boosts staff retention and team performance.
2. Communication Skill
2.1 Communication skills are obviously of utmost importance to counsellors. It
includes active listening, clarification, reflection and effective questioning skill.
2.2 The style of communication which you should practice throughout counselling is
empathetic communication. And empathetic communicator has the capacity to
understand the unique experiences of somebody else, and respond to them
effectively. Some of the key elements of this type of communication are:
i) Asking open-ended questions which invite a deeper answer, not Yes / No
questions. E.g. Ask questions like ”So tell me more about….”, and ”Tell me
more about why that is important to you….”. This allows you to explore the
issue jointly with the person you are counselling.
ii) Slow down, give the person your full attention and let the story unfold.
a. Avoid the temptation to recommend a quick fix or tell the person where
b. they went wrong, even if it’s very obvious to you.
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iii) Be firm. The person you are counselling will often resist opening up, or try to
change the subject when the topic becomes uncomfortable. You should point
this out and emphasize that it is important to pursue the topic. No pain no gain!
iv) Become an avid listener. You should aim to be listening to your colleague 80%
of the time, and talking only 20% of the time. Avid listening means you are not
letting your mind wander off when the person is talking, or already thinking
about your response, or only listening to some parts, or filtering out what you
don’t like to hear based on your personal prejudices.
v) Avid listeners practice behaviours like acknowledging the talker with nodding
and eye contact, probing for more information, reflecting feelings (e.g. ”It seems
like you felt ______ during that situation”) and summarizing what you heard and
asking for validation to ensure you really understood.
3. Coaching Skill
3.1 With the right Counselling Abilities and Communication Skills, you are ready to
run a counselling session. This Coaching Skills section lists what a counselling
session should typically cover.
3.2 A counselling session can normally be broken into four steps:

i) Identify the need.
This is when you decide whether you are the right person to be the counsellor,
or else delegate to your peer. You do your research to collect the data and inputs
from counsellee during your session, observe the situation (events or issues),
compare the current situation and focus on two way communication session.
ii) Prepare for counselling

a) Select a suitable place.
b) Establish the right atmosphere, light and receptive introductions, introduce
light chit-chat and ensuring the comfort of the counsellee.
c) Outline the session components. Stating the reason for the session, e.g.
”I have observed that you have had some issues with work quality in this last
month. Before this you were one of our most dependable members of my
team.”
d) Stating the desired outcome of the session, e.g. ”I want to understand
why this is happening and see how we can work together to solve any
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issues, not just to go back to how thing were, but so that you can progress
to the next stage in your career.”
e) Stating how you will run the session, e.g. ”This is an informal session,
everything is confidential and off-the-record. I will be listening a lot and
will be asking some questions. I am not going to judge. Only when you have
finished sharing will we start looking at solutions. I want us to work jointly
towards a solution.”
iii) Conduct the counselling session

a) Open the session by discussing the issue.
 What is causing the causes
 What emotions he / she is feeling
 What his / her hopes and priorities are
b) Developing the plan of action.
c) Recording and closing the session
iv) Follow up
a) Discussions of possible solutions. It’s best to let the employee
lead this, but you can make suggestions
b) Adoption of best solution, and resulting Action Plan. Again, let the
counsellee lead, and you ensure they stay within reasonable parameters.
c) Agree to bring in other help or escalate to the next level if needed.
d) Mutual commitment to the Action Plan, including what you will be doing to
help.
e) Agree on what goal you are hoping to achieve, and when to review the
results next.
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Figure 3 – Counselling Process
4. Cultural awareness
4.1 Be aware that gender, race and personality styles may play a part in whether
you can be an effective counsellor to another party.
4.2 It is not always the case that a lady must be counseled by a lady, or that both
must be from the same race. Often it helps for an employee to speak to
someone from a different background who might be able to look at the issue
from a fresh perspective, or have fresh solutions. This decision should be
evaluated on a case-by-case basis.
4.3 When counseling someone from a different background, be extra careful to

understand the context of their lives, and extra careful to check your own prejudices
and biases. The best counsellors will be able to put themselves into the shoes of the
person they are counseling and will be able to exercise respect and empathy towards
anyone from any background.
5. Counselling abilities
5.1 Counselling Abilities is a specific soft skills which you will need to cultivate in
order to be an effective counsellor when needed. You can think of them as the
pre-requisites for starting and continuing a counselling session. They are five
basic abilities to become a good counsellor:-
i) You need to be able to build a trusting and safe relationship with the person
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ii) you are counselling. If you and he / she do not get on well, then you are
probably not the right person to provide him / her with counselling and you
may have to delegate to another peer.
iii) You need to be committed to understanding and genuinely helping the person
you are counselling. This means you need to be able to listen without judging
or criticizing, and to keep an open mind until you have all the facts, understand
his/her emotions and understand the full context of the problem. Don’t work
towards a solution until you have done all this. And don’t pretend you have a
solution when you don’t; it’s always better to seek help.
iv) You need to have emotional intelligence. This means you can understand
different emotions which you are observing, control them and use this
information about emotions to guide your counselling session.
v) You need to be an effective role model, and practice what you preach. E.g.
you cannot advice someone to take things positively if you yourself are
constantly negative. Model the types of good behaviours you are advocating
to others. People do not trust someone who does not seem genuine.
vi) You need to be in full control of your own emotions, such as anger,
defensiveness, annoyance, regardless of what is being said or who is being
blamed by the employee.
5.2 As a Counsellor, you need to be self-aware of your own shortcomings and

abilities. Only when you are satisfied with your own Counselling Abilities, should
you proceed to performing a counselling session, adopting suitable Communication
Skills and Coaching Skills to match the situation.
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SOALAN/QUESTION :
1. What are the key Counselling Abilities that counselors should possess?
2. What are some of the techniques for empathetic listening?
3. What are the 4 stages for running a counselling session?
RUJUKAN / REFERENCES:
1. Stephen E. Kohn & Vincent D. O’ Connell. (2015) 9 Powerful Practices of Really Great
Mentors. Advantage Quest Publications. ISBN-13: 978-967-0789-24-8
2. http://www.armystudyguide.com/content/army_board_study_guide_topics/counseli
ng/the-counseling-process.html
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62530 PUTRAJAYA
KERTAS PENERANGAN
(INFORMATION SHEET)
KOD DAN NAMA

PROGRAM /
Z-009-3: 2015 CORE ABILITIES
PROGRAM’S CODE AND
NAME
NO. DAN TAJUK

KEBOLEHAN TERAS /
CORE ABILITY NO. AND
TITLE

03.02 DEMONSTRATE RESPONSIBILITY &
AUTHORITY ABILITIES
NO. DAN PENYATAAN
03.03 DEMONSTRATE TEAM WORK ABILITIES
KEBOLEHAN /
03.04 DEMONSTRATE EMOTIONAL CONTROL IN
ABILITY NO. AND
CONFLICTS
STATEMENT
CLIENTS’ NEED
03.06 MONITOR WORK PERFORMANCE DELIVERIE
NO. KOD / CODE NO. Z-009-3:2015-M03/P(2/6)
Drpd / of : 7
TAJUK/TITLE : RESPONSIBILITY AND AUTHORITY
TUJUAN/PURPOSE :
This Information Sheet is intended to describe on the requirement to understand the

concept of honesty and integrity. The person who is competent in this Module shall be
able to demonstrate good attitudes, values and behaviours in the working environment
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1.0 Hierarchy At Work Place

1.1 Hierarchy at work place is a system or organization in which people or groups are
positioned according to ranks or responsibility or skills or job title or job positon..
1.2 The positions are created to identify the roles and responsibilities of a person and
their connection of task to others while stating the work/command flow.
2.0 Responsibility And Authority

2.1 Each individual is explained of the responsibilities and the circle of inflluence
and perhaps authority that comes with it.
2.2 Working leadership focuses the process of directing the behaviour of
subordinates toward the accomplishment of some common objectives.
2.3 Leadership responsibility is defined as, the state or fact of being
responsible, answerable, or accountable for something within one’s power,
control or management.
2.4 Authority is defined as the power to determine, adjudicate, or otherwise settle
issues or disputes; jurisdiction; the right to control, command, or determine.
2.5 The role of a leader is to inspire and create followers who are also self leader
2.6 The task of a leader is to bring about constructive and necessary change.
2.7 The responsibility of a corporate leader is to bring about the change in a way
that is responsive to the true and long-term needs of all stakeholders.
2.8 The greatest source of power available to a leader is the trust that derives from
faithfully serving followers
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3.0 Individual And Cultural Differences

3.1 Each organization have its own work culture set by top-level which takes into
account the presence of employees from different races, religions,culture and
countries.
3.2 As the leader of a group, awareness,sensitive and being liable to subordinate/
employees are traits that should exist for a good working relationship.
3.3: Some examples of a good group leader are as follows:
i) Works within the development of team charter, goals and team expectations.
ii) Negotiates to gain necessary team resources.
iii) Establishes goal, objective and target deadline for team.
iv) Establishes and gains consensus on team ground rules.
v) Encourages fair play with team rules and ensures all team members are held
accountable for their actions.
vi) Communicates expectation of the team and the importance of completing
team assignments on time.
vii) Ensures measurable goals.
viii) Helps the team with conflict resolution and educates them on how to
constructively solve problems.
ix) Reviews and monitors team progress toward goals.
x) Encourages celebration for successful task completed.
Figure 1. Example image structure of leadership.
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3.4 “The Art Of Leadership’ explains:

i) A leader is one who has followers.
ii) A leader deserves to have followers if he or she has earned recognition.
iii) Authority alone is no longer enough to command respect.
iv) A leader sees things through the eyes of followers.
v) A leader puts himself or herself in the shoes of the follower and helps make
their dreams come true.
vi) A leader does not say, “Get going!” Instead, a leader says “Let’s go!” and
leads the way.
vii) A leader does not walk behind with a whip, but is out in front with a banner.
viii) A leader assumes that followers are working with the leader, not for the
leader.
ix) A leader considers followers to be partners in the work and sees to it that
everyone share in the rewards.
x) A leader glorifies team spirit.
xi) A leader duplicates himself or herself in others.
xii) A leader is a person builder, helping followers grow big because the more
big people there are, the stronger the organization.
xiii) A leader does not hold others down, but lifts them up.
xiv) A leader reaches out his or her hand to help followers scale the peaks.
xv) A leader has faith in people, believes in them, trusts them, and thus draws
out the best in them, enabling them to rise to high expectations.
xvi) A leader is a self-starter.
xvii) A leader creates plans and sets them in motion.
xviii) A leader is a person of thought and of action, both a dreamer and a doer.
xix) A leader has a sense of humour.
xx) A leader is not a stuffed shirt.
xxi) A leader can laugh at himself or herself.
xxii) A leader has a humble spirit.
xxiii) A leader can be led by others.
xxiv) A leader is not interested in having his or her own way, but works to find
the best way.
xxv) A leader always has an open mind.
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xxvi) A leader has high goals, strives to make the efforts of himself or herself
and his or her followers contribute to the enrichment of the entire group.
4.0 Delegation of responsibilities is supported by appropriate authority.

4.1 Authorisation granted by the employer is to ensure responsibilities are carried
out responsibly and achieves the objective/s.
4.2 Guidelines need to be known and understood by the group's leaders.Among the
main ideas of a leader in an organization are:
i) Required at all levels

Leadership is a function which is important at all levels of management. In the
top level, it is important for getting co-operation in formulation of plans and
policies. In the middle and lower level, it is required for interpretation and
execution of plans and programs framed by the top management. Leadership
can be exercised through guidance and counseling of the subordinates at the
time of execution of plans.
ii) Representative of the organization

A leader, e.g. a manager is said to be the representative of the enterprise. He
represents the company at seminars, conferences, general meetings, etc.
His role is to communicate the rationale of the enterprise to the public. He is
also the representative of his department which he leads.
iii) Integrates and reconciles the personal goals with organizational goals
A leader through leadership traits helps in reconciling/ integrating the personal
goals of the employees with the organizational goals. He is to co-ordinate the
efforts of people towards a common purpose and thereby achieves objectives.
This can be done only if he can influence and get co-operation
iv) He solicits support

A manager is a leader and he is also a person who solicits support and
co-operation of subordinates. A leader encourages suggestions and if possible
implement them into plans and programs of enterprise if it is a good suggestion.
Thru thus he can solicit full support from employees which results in willingness
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to perform in work and thereby improves the effectiveness in handling a concern.
v) As a friend, philosopher and guide

A leader must possess the three dimensional traits in him. He can be a friend by
sharing the feelings, opinions and desires with the employees. He can be a
philosopher by utilizing his intelligence and experience and thereby guiding the
employees as and when time requires. He can be a guide by supervising and
communicating the employees the plans and policies of top management and
secure their co-operation to achieve the goals of a concern. At times he can also
play the role of a counselor by counseling and a problem-solving approach. He
can listen to the problems of the employees and try to solve them.
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SOALAN/QUESTION :
1. What are the responsibility and authority in leadership skills?
2. What are the existence of individual and cultural differences to be recognized?
3. Why delegation of responsibilities is supported by appropriate authority?
1. http://www.nfty.org/_kd/Items/actions.cfm?action=Show&item_id=1285&destination=Sh
owItem
2. http://www.managementstudyguide.com/role_of_a_leader.htm
3. http://www.mindtools.com/pages/article/newLDR_41.htm
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62530 PUTRAJAYA
KERTAS PENERANGAN
(INFORMATION SHEET)
KOD DAN NAMA

PROGRAM /
Z-009-3:2015 CORE ABILITIES
PROGRAM CODE AND
NAME
NO DAN TAJUK
KEBOLEHAN TERAS / CA03 LEADERSHIP SKILLS
CORE ABILITY NO AND
TITLE
03.01 DEMONSTRATE COUNSELING ABILITIES
AUTHORITY ABILITIES
NO DAN PENYATAAN 03.03 DEMONSTRATE TEAM WORK ABILITIES
KEBOLEHAN / 03.04 DEMONSTRATE EMOTIONAL CONTROL IN
ABILITY NO AND
STATEMENT CONFLICTS
CLIENTS’ NEED
Muka Surat / Page : 1

NO. KOD / CODE NO. Z-009-3:2015-M03/P(3/6) Drpd / of : 9
TAJUK/TITLE: TEAM WORK
TUJUAN/PURPOSE:
The purpose of this section is to provide the trainee with information and self-assessment
and skill development exercises that will assist the trainee to develop teamwork skills. The
person who is competent in this module will become a more effective leader as he/she is
able to develop team work skills which benefits the performance and reduce problems
through a good teamwork skills practices.
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PENERANGAN/INFORMATION:
1. Team Work Abilities

1.1 Team work is cooperative or coordinated effort on the part of a group of persons
acting together as a team or in the interests of a common cause.
1.2 The best working team is a group of workers who are able to take responsibilities for
managing their own work. A self-managing work team is a small group of employees
responsible for managing and performing technical tasks to deliver a product or
service to an external or internal customer.
1.3 Advantages and disadvantages of team work are:

i) Advantages: A group of knowledgeable people can bring about synergy, whereby
the group’s total output exceeds the sum of each individual’s contribution. Groups
help gain acceptance and commitment. Team members often critically evaluate
each other’s thinking, thus avoiding major errors. Working in teams and other
group also enhances job satisfaction and need satisfaction, such as the need for
affiliation.
ii) Disadvantages: Groups and teams often talk too much and act too little. A major
problem in groups is pressure toward conformity to group standards of
performance and conduct which could hurt the organization. Social loafing is the
shirking of individual responsibility in a group setting. At their worst, groups foster
conflict, with people bickering about matters such as doing a fair share of work.
Groups can become xenophobic, thus entering into conflict with other groups.
1.4 Characteristics of effective teams are:

i) Membership: two or more individuals work together toward a common goal.
ii) Common goal: the members have negotiated shared aims and goals.
iii) Social organizations: the group develops or actively negotiates functional
norms, roles, and relationships;
iv) Interdependence between members: members succeed only if all succeed.
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v) Productive involvement: all members are supported to contribute equally to the
workload; resources and skills are identified early on and used effectively.
Decisions are made by consensus.
vi) Effective communication and interaction: face-to-face and other modes of
communication help to monitor group processes and dynamics, drive creativity
and enable productive work practices
vii) Mutual interest: members focus on the interests of the group as a whole, and
avoid personalising problems or differences of opinion
viii) Collective consciousness: members perceive themselves as belonging to the
group even when the group is not together
ix) Mutual trust: members listen to each other, respect contributions, help each
other to clarify ideas, and show interest in each other
x) Cohesion: group processes function smoothly without need for intervention,
members are able to contribute equally to produce something greater than the
individual parts, individual contributions are brought together seamlessly and
within nominated deadlines, and members feel they have learnt something from
the process and from the other group members
1.5 A major challenge in becoming an effective team member is to choose the right
roles to occupy. Frequently observed positive roles are :
i) Knowledge Contributor: The Knowledge Contributor provides the group with
useful and valid information, and shares technical expertise with team
members. A person occupying this role pays enough attention to the human
element to get the task accomplished.
ii) Process Observer: The process, or soft side, of teamwork includes the
transactions that take place among and between team members. The Process
Observer forces the group to look at how it is functioning by confronting others
about the transactions taking place.
iii) Collaborator: The collaborator keeps the team focused on its goal and
frequently reminds the group to do whatever is necessary to stay on track.
iv) People Supporter: The People Supporter assumes some of the leader’s
responsibility for providing emotional support to teammates and resolving
conflict. He or she serves as a model of active listening, and is a model of
etiquette and professionalism.
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v) Challenger: The Challenger confronts and challenges bad ideas, yet has good
interpersonal skills. He or she will criticize any decision or preliminary thinking
that is deficient, including ethical problems.
vi) Listener: Listening is part of other roles, yet it contributes so substantially to
team success that it comprises a separate role. The team leader must shift
frequently into the Listener role. The Listener provides summaries for the group.
vii) Mediator: The Mediator attempts to resolve conflict by asking permission to
interpret each position, then makes the interpretation. Each side is given the
opportunity to edit or correct the statement of his or her position. Mediation can
move a group away from being stuck, and on to more productive activity.
viii) Gatekeeper: When the opportunity gate for speaking is closed for several
members, the Gatekeeper intentionally opens the gate. The Gatekeeper will
request that a specific team member be allowed to contribute, or that his or her
past contribution be recognized.
2. Team Cooperation
2.1 In the workplace, cooperation represents the blending of many skills to produce
collective achievement. Even in teams where some members are competitive in
nature, there are simple things you can do inspire genuine cooperation.
2.2 All workplace teams have the common element of people working together
cooperatively and members possessing a mix of skills.
i) Self-Managing Work Teams: The best known work team is a group of workers
who take over much of the responsibility for managing their own work. A self-
managing work team is a small group of employees responsible for managing
and performing technical tasks to deliver a product or service to an external or
internal customer. The vast majority of large- and medium-size firms make some
use of self-managing work teams. Such teams perform a wide variety of
manufacturing and service activities.
ii) Cross-Functional Teams: A cross-functional team is a work group composed of
workers from different specialties, at about the same organizational level, who
come together to accomplish a task. The people from different specialties are
supposed to blend their talents. Cross-functional teams are widely used in
product development.
iii) Virtual Teams: Some teams conduct most of their work by sending electronic
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messages to each other rather than conducting face-to-face meetings. A virtual
team is a small group of people who conduct almost all of their collaborative work
by electronic communication rather than face-to-face meetings.
2.3 In creating a good team cooperation, team members must:

i) Focus on Team Goals –Keeping the team’s goals center stage, and explaining how
each person’s “to do’s” contribute to the team’s mission, encourages team members
to be more cooperative as individuals in order to be more competitive as a team.
ii) Focus Team Members on Doing Their Best (Not on “Besting” Other Teammates) –
Make sure members know that they’ve been put on the team not to show what they
can do personally, but rather to assist in making the TEAM successful. Identify each
person’s strengths from the standpoint of how those strengths will blend with others
to help the team achieve its desired outcomes.
iii) Reward the Team by Distributing Rewards Cooperatively Rather than Competitively
– Celebrate as a group when the team defeats its “opponent” (such as solving a key
problem) and recognize individual contributions toward that victory.
iv) Don’t Confine Cooperation – Encourage team members to find ways of cooperating
with other departments and outside entities in order to uncover fresh insights and
new ways of doing things.
2.4 Effectiveness as a team player can be enhanced by understanding the skills, actions,
and attitudes required to be an effective team player. A convenient method for
classifying team activities in pursuit of goals is people-related versus task-related.
i) Trusting Team Members: The cornerstone attitude of an outstanding team player is
to trust team members including the leader. Working on a team is akin to a small
business partnership. Trusting team members also includes believing that their ideas
are technically sound and rational until proven otherwise.
ii) High Level of Cooperation and Collaboration: Cooperation and collaboration are
synonymous with teamwork. Collaboration at a team level refers to working jointly
with others to solve mutual problems. Achieving a cooperative team spirit is often a
question of making the first move.
iii) Recognizing the Interests and Achievements of Others: A fundamental tactic for
establishing oneself as a solid team player is to actively recognize the interests and
achievements of others. Let others know that you care about their interests. Be
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prepared to compliment any tangible achievement.
iv) Share the Glory: An effective team player shares praise and other rewards for
accomplishment even if he or she were the most deserving. Shared praise is usually
merited to some extent because teammates have probably made at least some
contribution to the achievement that received praise.
v) Don’t Rain On Another Person’s Parade: We all have achievements and
accomplishments that are sources of pride. Belittling the achievements of others for
no legitimate reasons brings about tension and anger. Suppress your feelings of
petty jealousy.
3. Communication Skills
3.1 Communiactions is the process of transferring signals or messages between a
sender and a receiver through various methods such as written words, nonverbal
cues, or spoken words. Effective communication skills are fundamental to success in
many aspects of life. Many jobs require strong communication skills and socially
people with improved communication skills usually enjoy better interpersonal
relationships with friends and family.
3.2 To function successfully in a small group, trainee needs to be able to communicate
clearly on intellectual and emotional levels. Effective communicators:
i) can explain their own ideas
ii) express their feelings in an open but non-threatening way
iii) listen carefully to others
iv) ask questions to clarify others’ ideas and emotions
v) can sense how others feel based on their nonverbal communication
vi) will initiate conversations about group climate or process if they sense tensions
a) brewing reflect on the activities and interactions of their group and
encourage other
b) group members to do so as well
3.3 To work together successfully, group members must demonstrate a sense of

cohesion. Cohesion emerges as group members exhibit the following skills:
i) Openness: Group members are willing to get to know one another, particularly
those with different interests and backgrounds. They are open to new ideas,
diverse viewpoints, and the variety of individuals present within the group. They
listen to others and elicit their ideas. They know how to balance the need for
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cohesion within a group with the need for individual expression.
ii) Trust and self-disclosure: Group members trust one another enough to share their
own ideas and feelings. A sense of mutual trust develops only to the extent that
everyone is willing to self-disclose and be honest yet respectful. Trust also grows
as group members demonstrate personal accountability for the tasks they have
been assigned.
iii) Support: Group members demonstrate support for one another as they
accomplish their goals. They exemplify a sense of team loyalty and both cheer on
the group as a whole and help members who are experiencing difficulties. They
view one another not as competitors (which is common within a typically
individualistic educational system) but as collaborators.
iv) Respect: Group members communicate their opinions in a way that respects
others, focusing on “What can we learn?” rather than “Who is to blame?” See
constructive feedback in the process section for more details.
3.4 Besides knowing how to develop a healthy group climate, trainee also needs to know
how to function so that they are productive and accomplish their tasks effectively. An
effective process will emerge as trainee exhibit these skills:
i) Individual responsibility and accountability: All group members agree on what
needs to be done and by whom. Each student then determines what he or she
needs to do and takes responsibility to complete the task(s). They can be held
accountable for their tasks, and they hold others accountable for theirs.
ii) Constructive Feedback: Group members are able to give and receive feedback
about group ideas. Giving constructive feedback requires focusing on ideas and
behaviours, instead of individuals, being as positive as possible and offering
suggestions for improvement. Receiving feedback requires listening well, asking for
clarification if the comment is unclear, and being open to change and other ideas.
iii) Problem solving: Group members help the group to develop and use strategies
central to their group goals. As such, they can facilitate group decision making and
deal productively with conflict. In extreme cases, they know when to approach the
professor for additional advice and help.
iv) Management and organization: Group members know how to plan and manage a
task, how to manage their time, and how to run a meeting. For example, they
ensure that meeting goals are set, that an agenda is created and followed, and
that everyone has an opportunity to participate. They stay focused on the task and
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help others to do so too.
v) Knowledge of roles: Group members know which roles can be filled within a group
(e.g., facilitator, idea-generator, summarizer, evaluator, mediator, encourager) and
are aware of which role(s) they and others are best suited for. They are also willing
to rotate roles to maximize their own and others’ group learning experience.
4. Training And Development Program

4.1 The purpose of training and management development programs is to improve
employee capabilities and organizational capabilities. Training and development
programs may be focused on individual performance or team performance.
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SOALAN/QUESTION :
1. What are the advantages and disadvantages of team work practice?
2. What are some of the characteristics of effective team work?
3. How to choose roles as team member?
4. What are the types of team work?
5. How to creat a good team cooperation?
6. What is communication skills and how to succeed the skills?
7. Why training and development program are important to organization?
1. Patrick Lencioni. (2002) The Five Dysfunctions of a Team: A Leadership Fable. ISBN-
13:978-078-7960-75-9
2. John C.Maxwell. (2001) The 17 Indisputable Laws of Teamwork. ISBN-13: 978-078-
5274-34-6
9
ARAS 7 & 8 BLOK D4, KOMPLEKS D
62530 PUTRAJAYA
KERTAS PENERANGAN
(INFORMATION SHEET)
KOD DAN NAMA

PROGRAM /
Z-009-3: 2015 CORE ABILITIES
PROGRAM CODE &
NAME
NO. DAN TAJUK

KEBOLEHAN TERAS /
CORE ABILITY NO.
AND TITLE

03.02 DEMONSTRATE RESPONSIBILITY & AUTHORITY
NO. DAN PENYATAAN ABILITIES
KEBOLEHAN / 03.03 DEMONSTRATE TEAM WORK ABILITIES
03.04 DEMONSTRATE EMOTIONAL CONTROL IN
ABILITY NO. AND
CONFLICTS
STATEMENT 03.05 APPLY WORK KNOWLEDGE IN IDENTIFYING
CLIENT NEED
03.06 MONITOR WORK PERFORMANCE DELIVERY
TAJUK/TITLE : EMOTIONAL CONTROL AT WORK PLACE
TUJUAN/PURPOSE :
This Information Sheet is intended to describe the ability to counsel, lead, delegate,
discuss solutions to conflict and identifying work targets and job performance. Trainee
should be able to handle job coordination responsibly and lead his/her subordinates
and/or peers to deliver work results in a controlled working environment.
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1 CONFLICTS IN THE WORKPLACE
1.1 Conflicts at the workplace can happen for many reasons. Some of the
common types of conflicts are:
i) Role Conflicts – when roles and scopes of responsibilities clash
ii) Interpersonal Conflicts – when personalities and people clash
iii) External Conflicts – when your team or organization clashes with
outsiders and their competing needs
iv) Direction Conflicts – when there’s disagreement about the direction of
the team or organization
v) Process Conflicts – when there’s disagreement or disfunction in how
things work in your team or organization
1.2 Conflicts are usually seen as a bad, destructive thing, and many indeed are.
Frequent conflicts will almost certainly damage business performance and
employee satisfaction.
1.3 However, conflicts are also a necessary part of working life, without which
there can be no innovation, no growth and no change. ”Good conflicts” are
those which result in a net positive outcome in terms of change, growth or
innovation.
1.4 As such, this section is meant to help supervisors to ensure that conflicts that
occur do not deteriorate into ”bad conflicts” with a net negative outcome, that
”unnecessary conflicts” are reduced, and that the conflicts that do happen are
channelled into opportunities for positive change or ”good conflicts”.
1.5 Tools to reduce ”unnecessary conflicts” include

i) Basic Stress Management,
ii) Cultural Awareness
iii) Motivational Skills
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1.6 Tools to prevent conflicts from deteriorating into ”bad conflicts” include
i) Awareness of Personal Behaviours during conflicts
1.7 Tools to channel conflicts into ”good conflicts” with positive opportunities are
i) Problem Solving Skills
ii) Counselling Abilities
iii) Communication Skills
iv) Coaching Skills
2 BASIC STRESS MANAGEMENT TO REDUCE UNNECESSARY CONFLICTS

2.1 ”Unnecessary conflicts” often stem from poor stress management at the
workplace. Some common workplace stressors are low salaries; excessive
workloads; few opportunities for growth or advancement; fear of being laid-off;
work that isn't engaging or challenging; lack of social support; not having
enough control over job-related decisions; conflicting demands; being asked
to work at optimum levels all the time; unclear performance expectations and
many more.
2.2 Important steps you can take to reduce both your overall stress levels at work
include:
i) Recognizing your own signs of excessive stress, such as feeling anxious,
irritable or depressed, muscle tension, headaches, stomach problems,
fatigue, loss of sleep and so on.
ii) Taking responsibility for restoring and improving your physical and
emotional well-being being impacted by the stress, such exercising,
eating properly and sharing your feelings with a good listener.
iii) Stay calm and patient. Check your reactions to the stress, and control
negative attitudes and tendencies for knee-jerk reactions (like losing your
temper) which adds more stress.
iv) Adopt better communication skills and emotional intelligence to improve
your relationship with management and co-workers
v) Prioritize your work and organize yourself better. Don’t overcommit
yourself. Create a balanced schedule which includes personal time and
regular breaks
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vi) Develop the capacity to meet challenges with appropriate humour.
2.3 As a supervisor, you can definitely lower the stress levels in your team by
adopting practices such as:
i) Improve and share communication, to remove uncertainty for your team
members.
ii) Consult your team and give them the opportunity to participate in
decisions that affect their work lives.
iii) Praise and recognize good performance, and try to publically reward and
incentivize it.
iv) Resolve conflicts positively. Resolving conflict in healthy, constructive
ways can strengthen trust between people and reduce stress in the
workplace.
v) Cultivate a friendly social climate at work.
3 CULTURAL AWARENESS TO REDUCE UNNECESSARY CONFLICTS
3.1 Being a diverse nation, Malaysia is home to significant populations from

different races and religions which are free practice their respective cultures.
Additionally, there are more subtle cultural differences by state of origin,
gender, age and by socio economic background too.
3.2 In such a situation, it is important that everyone practices Cultural Awareness

in their daily interactions. This includes
i) Understanding that our perception and reaction to things are already
coloured by our own cultural values, and this may distort reality for us.
ii) Appreciating that others value different things as much as we value what
is important to us.
iii) Understanding that what is considered appropriate in one culture may be
considered inappropriate in another.
3.3 Without Cultural Awareness, conflicts can easily arise when cultures meet.
Simple behaviours of the culturally ignorant can ignite anger and
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defensiveness in others, such as ridiculing others’ beliefs, giving deregotary

labels to others and pushing for your values to prevail over others’.
3.4 In order to reduce conflict in the workplace, supervisors should instill a

overarching culture of fairness and mutual respect between different cultural
groups in the workplace. Encourage team members to put themselves in
others’ shoes when acting or speaking, and avoid doing things which they
would not like others to do to them. This creates empathy, which is one of the
most effective conflict-retardants known to man.
4 MOTIVATIONAL SKILLS TO REDUCE ”UNNECESSARY CONFLICTS”
4.1 Having good Motivational Skills is one of the biggest determinants of a good
leader. Applying these skills is critical across most of the roles a leader plays.
4.2 In the context of reducing unnecessary conflicts, the Motivational Skill the
leader should utilize is Positive Reinforcement, meaning publically
recognizing and praising team members showing exemplary behaviour which
retards conflicts including:
i) Behaviours which avoided conflict

ii) Behaviours which effectively resolved conflict for a win-win.
iii) Strong team work within a team
iv) Cooperation between teams
v) Self sacrifice for the benefit of others.
4.3 Motivational Skills are also important when already in a conflict situation. A
timely and inspiring talk by the leader can motivate members to set aside
differences, and work towards the team vision and the mutual common good.
5 AWARENESS OF PERSONAL BEHAVIOURS TO PREVENT CONFLICTS FROM

BECOMING ”BAD CONFLICTS”.
5.1 Conflicts can be about many things. But they are always fuelled by emotions.
Otherwise, all parties would simply sit around a table, rational work out a win-
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win solution and there would be no more conflict! Of course, this is not about
to happen.
5.2 If you are one of the parties in the conflict, you must be very self-aware of
your own role in promoting or expanding the confict. Honestly ask yourself if
you are Escalating or De-Escalating the conflict, and be committed to
behaviours which De-Escalate.
5.3 Some of the personal behaviours you should avoid during a conflict are
i) Having strong views, without trying to explain them well, so that others can
understand.
ii) Losing sight of the higher purpose, and going for small wins at all costs.
This is what is meant by ”winning the battle and losing the war”.
iii) Saying too much and not controlling your words. Words cannot be
retracted after they are said, and they can do lasting damage. So, before
you say something, ask yourself, ”Is this kind?”, ”Is this necessary?”, ”Do I
know this to be really true?”, ”Am I going to regret saying this later?”.
iv) Withholding a necessary apology. If you are in the wrong, apologize, even
if you think the other party is wrong too. This already puts the conflict on
the road to recovery. But make sure any apology is genuine. A half-
hearted apology is the same or worse than not apologizing at all.
v) Lecturing the other party, and refusing to really listen to them.
vi) Needing to be always right or seeming to be always right. Properly explore
what the other party is saying, and remember all the times you have been
wrong before, before being confident of your case. In reality, the person
who is always right, has stopped learning.
5.4 In order to check your own behaviours during a conflict, you must maintain a
cool head, and full control over your emotions. You must find the still center
within yourself which will allow you to have a detached look at your behaviour
and the behaviour of others, and rationally decide on the best reaction to
defuse the conflict in the best way. Imagine a blue dessert oasis in a
sandstorm; that is what you need to aim to create in yourself, during a conflict!
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6 PROBLEM-SOLVING SKILLS TO TURN CONFLICTS INTO ”GOOD CONFLICTS”
6.1 Conflicts can become positive opportunities, when they deliver Win-Win
outcomes, where both parties get what they want, or are able to compromise
and still gain enough of what they each need.
6.2 Each conflict can result in one of the following outcomes.

i) Win-Lose. This means that you Win and the other party Loses. While this
may sound like a good outcome for you, it’s bad for your relationships.
Nobody likes to be made to lose, and they will resent and distrust you for
it. Win-Lose is really only acceptable in sports and war.
ii) Lose-Win. This means that you Lose and the other party Wins. While it’s
okay to give in on trivial matters, and even to sacrifice on important things
once in a while, if you are regularly losing it means that you are not
effectively standing up for yourself. You will end up being taken advantage
of and resenting your situation.
iii) Lose-Lose. Both parties lose as a result of the conflict. This is the worst
scenario and should be avoided. Examples of lose-lose is having an
emotional fight in the office which is embarassing to both parties, and
taking part in revenge or tit-for-tat behaviour which results in a cycle of
losing for both parties.
iv) Win-Win. This is the outcome which both parties in the conflict should
strive for, in order for either party to enjoy a true, lasting win. This means
striving for outcomes where both parties get what they want, or
compromise but are still happy with what they get. It means having the
kind of mindset which is caring towards the other party in the conflict, and
which believes that there is enough success for everyone to share.
Examples of Win-Win involves acknowledging other team’s contributions
towards your team’s win and exchanging resources between teams to
support the team with the most pressing need.
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6.3 In order to achieve the Win-Win outcome, both leaders and team members
should learn and apply good Problem-Solving Skills during a conflict. This is a
big topic, but two of the most basic problem-solving skills are:
i) Applying the right Process for problem-solving. The process is typically

split into 5 parts, and applied whether you are trying to solve the problem
yourself or in a group:
a) Define the problem and state the ideal solutions wanted by all parties.
This practice itself sheds new light which really aids in problem-
solving.
b) Exploring information and create ideas / alternatives.
c) Select the best idea / alternative
d) Create a plan and apply the idea / alternative
e) Evaluate the results
i) Applying suitable Tools for exploring and creating viable ideas /

alternatives. Some of the most used tools are:
a) Brainstorming: A group suggests a large number of solutions or
ideas, and combine and develop them until an optimum solution is
found
b) Root Cause Analysis: Identifying all the causes of a problem. This
starts with creating a timeline of events culminating with the crisis /
problem. Then ask “Why did this happen?” against each of events
which contributed to the end problem. For each factor causing the
event, ask another why, and another why, until you reach the root
cause. Repeat this with the other events until you have a view of all
root causes. Come up with changes which will remove the root
causes, and other problems along the way.
c) Research and Analogy: Investigate similar situations (for example
through reading, interviewing experienced people) and use a solution
that has solved an analogous problem.
6.4 Problem Solving Skills is just like any other skills. The more you practice, the
better you get!
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7 COMMUNICATION SKILLS, COUNSELLING ABILITIES AND COACHING

ABILITIES TO TURN CONFLICTS INTO ”GOOD CONFICTS”
7.1 In a conflict situation, a Supervisor will often have to play the role of mediator
to help solve the conflict. This may done with each party of the conflict
separately, or together, and should be run along the lines of the counselling
session which has been covered in the Counselling Abilities section of this
module.
7.2 The Supervisor must aim to exercise the Counselling Abilities, Communication
Skills and Coaching Skills covered in that section.
7.3 Additionally, remember that whatever the reason for the conflict, once the
conflict is happening, it is being fueled by emotions. Address these emotions
in the room, using the skills in 7.2, and the conflict will start to cool down, and
the stage set for finding the win-win. The main emotions in play are:
i) Need for Appreciation. Everyone needs to feel appreciated for who they
are and what they have contributed. Remember to show appreciation.
ii) Need for Affiliation. Everyone needs to feel that they belong. So
emphasize the connections and commonality between the parties.
iii) Need for Autonomy. Everyone needs to feel that they are trusted to make
their own decision and be independent. So involve the parties in the
resolution and show them trust to decide on what is best.
iv) Need for Role and Status. Everyone needs to feel recognized, in charge
and important within their sphere. So ensure that due regard and respect
is being shown to the role and status of each party.
7.4 A Supervisor who is willing the play the mediator role, and apply the right
Problem Solving Skills, Counsellling Abilities, Communication Skills and
Coaching Skills, will find the conflicts within his/her team not only being
resolved satisfactorily, but becoming a useful source of improvement, ideas
and innovation for his/her team. In other words, a ”good conflict” to have!
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SOALAN/QUESTION :
1. What are the 5 typical types of conflicts which occur in the workplace?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2. All conflicts can end in one of 4 kinds of outcomes. What are they?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
3. What are the 5 stages of the typical Problem-Solving process?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
1. Ian Atkinson (2014) The Creative Problem Solver. Pearson Education Limited. ISBN:
978-1-292-01618-4
2. Stephen R. Covey (2004) The 7 Habits of highly Effective People. Simon & Schuster.
ISBN: 978-1-4767-4005-8
3. http://www.helpguide.org/articles/stress/stress-at-work.htm
10
62530 PUTRAJAYA
KERTAS PENERANGAN
(INFORMATION SHEET)
KOD DAN NAMA

PROGRAM / Z-009-3:2015 CORE ABILITIES
PROGRAM’S CODE AND
NAME
NO. DAN TAJUK

KEBOLEHAN TERAS /
CA03 LEADERSHIP SKILL
TITLE

03.02 DEMONSTRATE RESPONSIBILITY AND AUTHORITY
ABILITIES
NO. DAN PENYATAAN
KEBOLEHAN /
ABILITY NO. AND 03.04 DEMONSTRATE EMOTIONAL CONTROL IN
CONFLICTS
STATEMENT
CLIENTS’ NEED
TAJUK / TITLE : WORKPLACE CLIENTS’ NEED
TUJUAN / PURPOSE :
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NO. KOD /CODE NO. Z-009-3:2015-M03/P(5/6)
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This Information Sheet is intended to describe the abilities to counsel, lead, delegate,
discuss solution to conflicts and identify work targets and job performance. The person
who is competent in this CA shall be able to handle job coordination responsibly and lead
his/her subordinates and/or peers to deliver work results in a controlled working
environment.
PENERANGAN / INFORMATION :
1. Expectation
There will be great challange in serving the clients at workplace. In order to achieve the
client satisfaction trainees are expected to come out with suggestions on how to improve
and handle the shortages.
2. Client Expectations
Client expectation refers to the total perceived benefits a customer expects from a
company’s product or service. If the actual experience customers have with a product
exceeds the expectation, they are typically satisfied. If the actual performance falls below
the expectation, they are typically disappointed.
2.1 Identifying Client Expectations
Because customer expectations are an ever-evolving process, it can be very

challenging to know precisely what those expectations might be. The best course of
action is to take the question directly to the customer base through a variety of
customer service research techniques.
For example, have customers’ complete surveys about the products and service.
Provide incentive for them to complete that survey, such as entry into a drawing for an
enticing prize. Next time you see a customer, ask if his expectations of the business
are being met. If not, find out why and what you can do to make the service better.
To identify client expectations, check written documents, and initiate through

management to have a dialogue with the client to uncover unwritten expectations
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by asking questions and listening. Manage increasing expectations by reminding

the staff and client of the original objectives.
The stated corporate values are determined by going through written documents
and check actions related to those stated values to see which ones are the basis
for action. Attempt to avoid conflicts of values by identifying the differences before
they become problems.
Do not take advantage of clients’ mistakes; instead help them meet their objectives
in spite of their errors. Live your own values of fairness.
2.2 Common Expectations to Consider

Some of the most common and basic expectations customers have for most
businesses include:
i) Fast, efficient and accurate service

ii) High quality products at a competitive price
iii) Friendly, helpful service staff to provide information and answer questions
iv) Prompt responses to their inquiries, whether online, by phone or in person
v) Sufficient stock to meet their needs without long waits
vi) A trained staff that can handle their questions without referring them on
vii) A clean facility or easy to navigate website
All of these expectations comprise the minimum of what the top-notch service should
look like. Additional expectations may arise from the customer research, which one
can address on an individual basis.
2.3 Benefits of Meeting Expectations
When one is able to accurately identify and adequately meet his clients' expectations,
his customer service reputation will automatically be enhanced.
Some of the benefits of meeting the clients' expectations include:
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i) Customers that transform from first-time visitors to loyal clients

ii) Increased sales as customers feel more comfortable doing business with one
iii) More referrals from satisfied customers who bring in additional business by
word of mouth
2.4 Tools to meet the client expectations include

i) Knowing the customers’ needs
ii) Setting customer expectations
iii) Meeting customer expectations
iv) Fixing and resetting expectations
2.4.1 Knowing the customers’ needs
Knowing customer needs is at the centre of every successful business, whether

it sells directly to individuals or other businesses. Once you have this knowledge,
you can use it to persuade potential and existing customers that buying from you
is in their best interests. The more you know about your customers, the more
effective your sales and marketing efforts will be. It's well worth making the effort
to find out:
i) who they are
ii) what they buy
iii) why they buy it
2.4.2 Setting customer expectations
Right from the first contact you have with a customer it’s important to set
expectations. Too many times I’ve talked to customers where they’ve had sales
guys over promise and set expectations so high that their poor account
managers had no chance of meeting them.
Once you know your customer needs, you can begin setting expectations. Here
you can tell customers what service levels they can expect to receive, what
support is available to them, what results they should be getting and what KPI’s
you’ll be working towards. Every industry and even every customer might have a
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different set of expectations. This are because there different needs to be

adjusted accordingly.
2.4.3 Meeting customer expectations
Meeting customer expectations is the most valuable part of customer

satisfaction. A satisfied customer is one that has had their expectations met. To
do this, you must make sure you deliver a consistent level of service that is
based on the key areas and KPI you have set for each customer when you set
expectations.
2.4.4 Fixing and resetting expectations
From time to time you are going to fail to meet customers’ expectations. It’s the
nature of the beast. There are a number of reasons why this might happen from
poor customer service, under-trained staff, expectations set incorrectly, or even
growing pains where expectations have changed.
The key word is how, you go about acknowledging you have stuffed up and how
you put systems in place to fix and reset customer expectations. Immediately
after finding out that you’ve failed to meet customers expectations is to call them.
Get the complete picture of what’s going on and try to tee up a face to face
meeting.
3 Product and Service Providers Capability
Product or service quality is the ability of business to design, develop and deliver product
or service that meets or exceeds customer expectations. Customers expect certain things
when they walk into a business, and those with the highest level of service will know how
to identify those expectations and meet them to the customer's satisfaction.
The quality of the customer service is almost wholly determined by the ability to meet the
client expectations. One can have the greatest service team, but if the customers perceive
their needs are not being met, the service reputation suffers.
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By the same token, companies that don’t spend much time worrying about customer
service – but manage to meet customer expectations consistently – are perceived as
offering good customer service.
Product or service quality is largely determined by customer's perception, that is why

meeting client expectations is an essential part of the process. The product or service
orientation; implies a desire to identify and serve customers/clients, who may include the
public, colleagues, partners (e.g. educational institutes, non-government organizations,
etc.), co-workers, peers, branches, ministries/agencies and other government
organizations. It means focusing one's efforts on discovering and meeting the needs of the
customers/clients involves many levels:
i) Follow Up.
ii) Maintain Clear Communication.
iii) Take Personal Responsibility.
iv) Take Action for the Customer/Client.
v) Address Underlying Customer/Client Needs
vi) Use a Long-Term Perspective
The important strategies for enhanced quality products or services are:

i) seek improvements to delivering quality services;
ii) increase their satisfaction with the service rendered;
iii) better understand their needs for and expectations of the services you
provide;
iv) help them understand the services you provide;
v) manage their expectations where these exceed the organization's
limitations or mandate;
vi) accommodate their desire to be consulted about the services they receive.
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4. Client Satisfaction
Customer satisfaction is a term frequently used in marketing. It is a measure of how

products and services supplied by a company meet or surpass customer expectation.
Customer satisfaction is defined as "the number of customers, or percentage of total
customers, whose reported experience with a firm, its products, or its services (ratings)
exceeds specified satisfaction goals. It is seen as a key performance indicator within
business and is often part of a Balanced Scorecard.
Figure 1: Cycle of Customers Needs
Customer expectations are a dynamic feature that ebbs and flows regularly in accordance
with a wide range of factors. However, when expectations are not met by the performance
of the customer service representatives, customer dissatisfaction is the result.
Client Expectations + Service Performance = Client Satisfaction
Client satisfaction is a result of the service level one deliver compared to what the client
expects to receive. Two of the sources of dissatisfaction in personal and business
interactions are unmet expectations and a misunderstanding or ignorance of the values
held by the other party. The supervisor must avoid having a dissatisfied client due to a
clash of values or a failure to meet expectations, as it can result in unhappiness.
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4.1 Tools to avoid having dissatisfied client include
i) Understanding client expectations
Excellent customer service and high customer satisfaction must start

with understanding customer expectations. You need to know who
your customers are and what they want. When measuring customer
satisfaction, companies generally ask customers whether their product
or service has met or exceeded expectations. This is an important
question to ask and is a key factor behind satisfaction
Benefits that can be obtained from understanding client expectations:
a) It lets one know what service levels are expected to keep customers
happy and achieve high client satisfaction
b) It enables employees to focus on fulfilling clients’ expectations
c) It gives one the opportunity to exceed expectations and create raving

advocates
d) It can help one resolve customer complaints. Since complaints are a

result of failing to meeting expectations, one have the ability to
quickly fix the problems and retain the business
ii) Clarify values and determine the differences
Values are desirable principles or qualities. Disagreements based on

differences in values are extremely difficult to resolve because
compromising means conciliation your values. Organizations often have
developed a list of corporate values. Sometimes these are real and
sometimes they are more important to the corporate brand. The
supervisor needs to understand the real organizational and personal
values related to his/her job scope and objective.
8
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iii) Describe the importance of dealing fairly with the client
During the provision of a service or handling a task involving identified

client, the organization will often have the opportunity to take advantage of
the client. In most cases, the client wants to be treated fairly. Fairness is
characterized by impartiality and honesty that is free from self-interest,
prejudice, or favoritism. If the client interprets the deal as fair, then the
organization or supervisor has the opportunity to create a satisfied client. If
the client believes the behavior of the supervisor is unfair, then it is difficult
to create a satisfied client.
9
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SOALAN/QUESTION:
1. Define what is client expectation.
....................................................................................................................................
...................................................................................................................................
....................................................................................................................................
...................................................................................................................................
(4 marks)
2. Define what is client satisfaction.
....................................................................................................................................
...................................................................................................................................
....................................................................................................................................
...................................................................................................................................
(4 marks)
3. What determines the quality of the customer service?
...................................................................................................................................
....................................................................................................................................
...................................................................................................................................
...................................................................................................................................
10
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4. Name five (5) most common and basic expectations, the customers expect for most
businesses.
1. .............................................................................................................................
2. .............................................................................................................................
3. .............................................................................................................................
4. .............................................................................................................................
5. .............................................................................................................................
11
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1. Farris, Paul W.; Neil T. Bendle; Phillip E. Pfeifer; David J. Reibstein (2010). Marketing
Metrics: The Definitive Guide to Measuring Marketing Performance.Upper Saddle
River, New Jersey: Pearson Education, Inc. ISBN 0-13-705829-2.
2. Beard R (2013). Customer satisfaction, customer service-October 15
3. www.infoentrepreneurs.org/ennlguides/know-your-customers-needs/
4. The Importance of Meeting Customer Expectations (And How to Meet Them). Posted
by Meredith Estepon Tue, Dec 2o, 2011 @ 10.08 Am
5. http://www.unitiv.com/intelligent-help-desk-blog/bid
12
62530 PUTRAJAYA
KERTAS PENERANGAN
(INFORMATION SHEET)
KOD DAN NAMA

PROGRAM / Z-009-3: 2015 CORE ABILITIES
PROGRAM CODE AND
NAME
NO. DAN TAJUK

KEBOLEHAN TERAS / CA03 LEADERSHIP SKILL
TITLE

AUTHORITY ABILITIES
NO. DAN PENYATAAN
KEBOLEHAN /
ABILITY NO. AND 03.04 DEMONSTRATE EMOTIONAL CONTROL IN
CONFLICTS
STATEMENT
CLIENTS’ NEED
NO. KOD / CODE NO. Z-009-03:2015-M03/P(6/6) Drpd/ of : 13
TAJUK / TITLE : WORK PERFORMANCE DELIVERY
TUJUAN / PURPOSE :
This Information Sheet is intended to describe the abilities to counsel, lead, delegate,
discuss solution to conflicts and identify work targets and job performance. The person
who is competent in this CA shall be able to handle job coordination responsibly and lead
his/her subordinates and/or peers to deliver work results in a controlled working
environment.
1
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1. Introduction
In delivering performance of works, one has to be aware and acquitance with his nature
and types of of works. He is expected to have a vast knowledge in his job functions in
order to be effective and competent in monitoring and evaluating his subordinates
performance.
A superior is expected to acquire the knowhow of works under his supervision and
gathering information at work place before practising and monitoring staff performance
and abilities.
2. Types of Work
In today's workplace, there are two types of work; product and service based work. Both
types involve business of selling a product. The ultimate difference between the two is that
the product type actually sells a physical, tangible product, while the service type sells
skills/expertise as the main product. In service based work, potential clients invest in the
salesperson or owner, which makes the client relationship even more valuable and
important than in the product-based work. Service type work rely on people and the client
experience, which can be risky. It is a commercial enterprise that provides work performed
in an expert manner by an individual or team for the benefit of its customers and provides
intangible products, such as accounting, banking, consulting, cleaning, landscaping,
education, insurance, treatment, and transportation services.
Meanwhile, product-based work assures that the product is going to be the same from
customer to customer, making the customer experience fairly predictable. The product
here refers to tangible and discernible items that the organization produces.
2.1 Key Concepts of Product and Service Types of Work
Products and services are closely aligned, and, in fact, most products have an element of
service in them. For example, a car buyer now buys a comprehensive bundle of service
benefits, in addition to the tangible components of the car1. However, there is a distinct
difference between them and it is important to establish some working definitions. One
way to think of them is from the clients’ point of view. When a client asks "what can you
make for me?" they are asking about products; when a client asks "what can you do for
2
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me?" they are asking about services. While a product is something that can be measured
and counted, a service is less concrete and is the result of the application of skills and
expertise towards an identified need. A product is something you can point at, whereas a
service, as The Economist defines it, is any activity "you can't drop on your foot"2 although
this definition doesn't hold up when the products are digital in form – weightless objects
that have no mass or material definition aside from the physical media on which they exist.
Nonetheless, even in file-based workflows, there is a distinction between a product being
produced and a service provided to fill a need.
2.2 Advantages and Disadvantages of Product and Service Types of Work
In services you will get to work in a lot of different technologies but it is very difficult to
choose which one you want to work in and depends on a lot of factors. In service
companies they tend to look for more general proficiency, so it is not very difficult to break
in if you have your basics right.
In product oriented companies the criteria is much more rigid, so you have to absolutely fit
the bill and have a very good grasp of things required for that particular position. The pay
scale also reflects the same .
In service oriented companies the work loads tend to get disproportionate due to poor
estimation or lack of right people so the work life balance can get skewed, on the bright
side there is always a much higher chance to travel abroad to work in short or long term
projects. Sometimes you will work across diversed technologies and might enjoy the
experience.
In product oriented companies the work life balance is generally better as you will tend to
work on a particular product for quite some time and your skills and job requirements are a
close match.
3. Monitoring Procedure
Monitoring can be implemented either directly or indirectly. Direct monitoring involves a

supervisor directly observing performance (for example reading a report, emails, minutes
or letters prepared by the employee). Indirect monitoring occurs when the first-level
supervisor or second-level supervisor receives feedback on the employee’s performance
from other sources (for example from a client, customer, stakeholder or peer).
3
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Here are some basic direct and indirect monitoring techniques:

i) Observation
ii) Talking with people
iii) Monitoring work performance and output
iv) Monitoring absenteeism and staff turnover
v) Employee surveys (before, during and after the change)
vi) Baseline measuring before and after the change
vii) Benchmarking with other work units
viii) Financial recording
ix) Usage recording
x) Focus groups to provide direct feedback
xi) Questionnaires
xii) Feedback sheets
xiii) Measuring the time it takes to complete tasks
xiv) Recording errors
xv) Recording questions asked
xvi) Monitoring returns (for example, customer returns)
xvii) Logging the level of complaints.
3.1 Monitoring Performance
Monitoring performance is an essential part of a supervisor's day-to-day work, and is a

responsibility placed on superiors by the Agreement. Employees and their first-level
supervisors have the responsibility to regularly monitor performance against the agreed
Key Expected Results (KER) on the employee's Performance Agreement. Employees can
then be provided with timely, honest and appropriate feedback about the standard of their
work performance. Second-level supervisors have a support role in this process.
The wider the range of methods you use, the more effective the monitoring will be
because using a range of methods means you will gain a more balanced view of the
employee’s performance. This means you can give the type of feedback that employee’s
tell us they want more of, because they find it constructive and motivational, and which
improves performance.
3.2 Monitoring performance against quantifiable objectives
4
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i) Methods
ii) Sales reports
iii) Deadlines met
iv) Error reports
v) Accuracy reports
vi) Documents
vii) Proposals
viii) Plans
ix) Budget forecasts
These tend to be the monitoring methods most superiors are comfortable with because
they’re about what the employee does. It’s easy to see if your employee is achieving a
sales target or submitting accurate work and these are great monitoring methods for the
quantity, quality and time elements of the job
The difficulty arises when these are the only monitoring methods a supervisor/manager
uses because most jobs are not just about the ‘what’, they’re also about ‘how’ the
employees do their job. About:
i) how they work as a team member

ii) how they work with customers
iii) how they deal with problems
iv) how they deal with change and so on
If you only monitor the ‘what’ of the job you will only be monitoring half of the job. And if
you only monitor half of the job then possibly only that portion the employees will feel it’s
worth focusing on!
3.3 Monitoring Performance against Behavioral Objectives

Here are three ways to monitor behaviours:
i) Observation
Observation is taking a planned approach to watching the employees ‘in action’. The
idea is that you plan to observe the specific behaviours that you have described in
the performance objectives. For example, if you have agreed that a performance
objective for team work is ‘offering help to team members’ and ‘contributing to team
meetings’ then those are the specific behaviours you plan to observe. So it is about
5
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looking at the performance objectives you have agreed that relate to behavioural
elements of the job and then planning how you will observe those behaviours e.g.
paying particular attention to the employee’s behaviour in the next team meeting.
ii) Report back
Report back is about your employee reporting back to you on their performance. This
is a really useful technique where the employee is responsible for ‘evidencing ‘their
performance against the objectives you’ve agreed
A good example would be if you had an agreed a performance objective from

‘effective time management’ which included ‘takes action to manage interruptions’.
Then the employee would simply report back to you with some examples of when
they had taken action to manage interruptions
iii) Feedback
Feedback is about getting the response from people on the employee’s performance.
This could be from;
a) Customers
b) Suppliers
c) Team members
d) Other departments
It’s important that you only look for feedback;
a) As agreed between you and the employee and

b) Described in the performance objectives
4. Performance Evaluation
Performance evaluation is a formal determination of an individual's job-related actions and

their outcomes within a particular position or setting. In financial trading, its objective is to
assess the extent to which the individual added wealth to the firm and/or its clients, and
whether his or her achievement was above or below the market or industry norms. Also,
called performance measurement.
4.1 Personal Performance Evaluation System
6
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The personal performance evaluation system comprises the procedures for evaluating the
performance of individuals, the associated evaluation factors and the evaluation scale.
The impact of personal performance on the personal salary element is stipulated in the
collective agreement.
The evaluation discussion is an important element in the work of supervisors and staff
administration, and in interaction between individual employees and their superiors. A
successful evaluation discussion requires careful preparation. Individual employees may
prepare for it, for example, by evaluating their own performance in advance. Both parties
must set aside time for the discussion away from the distraction of other duties.
i) Personal Performance Evaluation
The personal performance of an employee is evaluated in the course of an

evaluation discussion. The evaluation focuses on the performance of individual
employees in the duties assigned in their job descriptions and otherwise by the
employer, and on the objectives assigned for the employees in the previous
performance appraisal or in some other corresponding manner.
The job performance of an individual is evaluated on an overall assessment scale of

1-5 with respect to the three main criteria specified below. Sub-criteria are used for
assessing each main criterion, but are not evaluated independently. The individual
performance level is determined as the average of the evaluation outcomes for the
main criteria.
A supervisor will evaluate the employee’s performance. The supervisor records the
outcome of the evaluation and its grounds, and these are communicated to the
employee. The supervisor in question will propose a performance level on the basis
of the evaluation. If the outcome of the evaluation does not accord with the
employee’s own view of his or her performance, then the employee will enter his or
her own view and the reasons for it in the evaluation summary. The performance
evaluation and performance level will be confirmed by the employer in the light of
such factors as the grounds for the performance evaluation, the general evaluation
policy and the performance of employees working in duties of equivalent job
requirement.
7
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Reasons shall be given in particular for unusual evaluations of job performance that
satisfy the job requirements. If the performance level is 1 or 2, then measures for
supporting improved performance shall be mutually agreed.
ii) The Evaluation Criteria / Factors

The main criteria of personal performance evaluation for staff are:
a) Vocational competence
 Skills, evaluated with reference to such factors as:

 Overall command of the employee’s duties; knowledge, skills,
methods and tools.
 Maintenance of vocational skills.
 Ability to focus on essentials.
 Personal development, evaluated with reference to such factors as:

 How the employee responds to new challenges and ideas, and
views new duties and practices.
 An active role in improving the job.
 How the employee improves personal skills.
 Plurality of skills / special ability, evaluated with reference to such factors

as:
 Whether the employee has skills exceeding the employee’s
own basic duties that benefit the workplace.
 Special ability or expertise.
 General diversity of the employee’s skills.
b) Responsibility at work and activity in the workplace
 Spontaneity, evaluated with reference to such factors as:

 How spontaneous the employee is in his/her work
 How the employee takes the initiative in improving working
methods and the workplace
8
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c) Co-operation skills, evaluated with reference to such factors like:

 How the employee co-operates at workplace, and with external parties
and stakeholders.
 How the employee promotes community and a positive atmosphere.
 How the employee deals with conflict.
d) Commitment to work and colleagues/co-workers, evaluated with

reference to such factors as:
 How the employee participates in improving the workplace.
 How the employee adheres to mutually agreed practices.
 How the employee is committed to duties and to the aims of the
employee’s workplace.
 The extent of the employee’s involvement in discharging universality
community functions.
Employees working in supervisory capacities will be evaluated for success

and improvement in supervisory and leadership work (including participation
in supervisory and leadership training) and for supervisory skills in general.
The evaluation will consider how the supervisor supports, encourages and
motivates employees to achieve their objectives and how the supervisor
fosters a positive, effective and productive workplace.
iii) Quality and performance
a) Productivity, evaluated with reference to such factors as:

 Achievement, such as quantitative objectives or deadlines imposed on
the employee.
b) Quality of work, evaluated with reference to such factors as:

 Quality of work in relation to the demands and goals of duties.
c) Economy, evaluated with reference to such factors as:

 Overall economy in discharging duties.
 Careful use of resources.
iv) The Evaluation Scale

9
NO. KOD /CODE NO. Z-009-3:2015-M03/P(6/6)
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The evaluation scale is as follows:
Level 5 The employee’s performance is excellent and clearly exceeds all job
requirements and the quantitative and qualitative objectives assigned.
Level 4 The employee’s performance satisfies all job requirements very well. The
performance exceeds the quantitative and qualitative objectives assigned
in many respects.
Level 3 The employee’s performance satisfies the job requirements and the
objectives assigned well. Performance attains a high quality standard in
key fields of duty.
Level 2 The employee’s performance satisfies the basic job requirements and the
principal objectives assigned. Some aspects of performance are
nevertheless need improvement.
Level 1 There is a substantial need for improvement in the employee’s

performance.
10
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SOALAN/QUESTION:
1. Briefly describe two levels in the evaluation scale?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.................................................................................................................................
2. What are the main criteria of personal performance evaluation for staff?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
3. Descibe one way to monitor behaviour?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
4. Define indirect monitoring method and give two examples?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.................................................................................................................................
11
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5. Give one advantage of service type of work.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.................................................................................................................................
6. How co-operation skills are evaluated in terms of responsibilityat work and activity
in the workplace?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.................................................................................................................................
12
NO. KOD /CODE NO. Z-009-3:2015-M03/P(6/6)
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1. http://www.businessdictionary.com/definition/service-industry.html#ixzz3hiVfgWuA
Defining Key Concepts: Products vs. Services
2. http://www.defence.gov.au/dpe/pac/DWRM/DW_12_01_06_monitor_feedback.ht
m
3. There are Five Ways to Monitor Employee Performance" Bruce Tulgan, employee
performance. Posted by Bruce Tulgan on Thursday, 05/20/2010 9:55 am
3. http://www.ulapland.fi/InEnglish/About-us/Vacancies/The-salary-system/General-
staff/Evaluating-the-Personal-Work-Performance
4. http://www.businessdictionary.com/definition/performance-evaluation
5. http://www.performanceobjectivesnow.com/blog/monitoring-performance-against-
performance-objectives/ Posted on July 20, 2011 by Joan Henshaw
6. Palmer, Adrian. Principles of Services Marketing. McGraw Hill. December 2007
Available online April 8. 2010
7. The Economist. Economics A- Z. Available online April 8, 2010
13

Module 3 PDF

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Module 3 PDF

Uploaded by

JABATAN PEMBANGUNAN KEMAHIRAN

KEMENTERIAN SUMBER MANUSIA

KOD DAN NAMA

TAHAP / LEVEL 3 (THREE)

03.01 DEMONSTRATE COUNSELLING ABILITIES

NO. KOD / CODE NO. Z-009-3:2015-M03/P(1/6) Muka Surat / Page : 1

TAJUK/TITLE : COUNSELLING AT WORK PLACE

1.2 In the workplace, counselling is often undertaken by qualified professionals.

3.2 A counselling session can normally be broken into four steps:

ii) Prepare for counselling

iii) Conduct the counselling session

Figure 3 – Counselling Process

4.3 When counseling someone from a different background, be extra careful to

5.2 As a Counsellor, you need to be self-aware of your own shortcomings and

KOD DAN NAMA

TAHAP / LEVEL 3 (THREE)

NO. DAN TAJUK

03.01 DEMONSTRATE COUNSELLING ABILITIES

TAJUK/TITLE : RESPONSIBILITY AND AUTHORITY

This Information Sheet is intended to describe on the requirement to understand the

1.0 Hierarchy At Work Place

2.0 Responsibility And Authority

3.0 Individual And Cultural Differences

Figure 1. Example image structure of leadership.

3.4 “The Art Of Leadership’ explains:

4.0 Delegation of responsibilities is supported by appropriate authority.

i) Required at all levels

ii) Representative of the organization

iv) He solicits support

v) As a friend, philosopher and guide

1. What are the responsibility and authority in leadership skills?

2. What are the existence of individual and cultural differences to be recognized?

3. Why delegation of responsibilities is supported by appropriate authority?

KOD DAN NAMA

TAHAP / LEVEL 3 (THREE)

Muka Surat / Page : 1

TAJUK/TITLE: TEAM WORK

1. Team Work Abilities

1.3 Advantages and disadvantages of team work are:

1.4 Characteristics of effective teams are:

2.3 In creating a good team cooperation, team members must:

3.3 To work together successfully, group members must demonstrate a sense of

4. Training And Development Program

1. What are the advantages and disadvantages of team work practice?

2. What are some of the characteristics of effective team work?

3. How to choose roles as team member?

4. What are the types of team work?

5. How to creat a good team cooperation?

6. What is communication skills and how to succeed the skills?

7. Why training and development program are important to organization?

KOD DAN NAMA

TAHAP / LEVEL 3 (THREE)

NO. DAN TAJUK

03.01 DEMONSTRATE COUNSELLING ABILITIES

TAJUK/TITLE : EMOTIONAL CONTROL AT WORK PLACE

1 CONFLICTS IN THE WORKPLACE

1.5 Tools to reduce ”unnecessary conflicts” include

2 BASIC STRESS MANAGEMENT TO REDUCE UNNECESSARY CONFLICTS

vi) Develop the capacity to meet challenges with appropriate humour.

3 CULTURAL AWARENESS TO REDUCE UNNECESSARY CONFLICTS

3.1 Being a diverse nation, Malaysia is home to significant populations from

3.2 In such a situation, it is important that everyone practices Cultural Awareness

defensiveness in others, such as ridiculing others’ beliefs, giving deregotary

3.4 In order to reduce conflict in the workplace, supervisors should instill a

4 MOTIVATIONAL SKILLS TO REDUCE ”UNNECESSARY CONFLICTS”

i) Behaviours which avoided conflict

5 AWARENESS OF PERSONAL BEHAVIOURS TO PREVENT CONFLICTS FROM

6 PROBLEM-SOLVING SKILLS TO TURN CONFLICTS INTO ”GOOD CONFLICTS”

6.2 Each conflict can result in one of the following outcomes.

i) Applying the right Process for problem-solving. The process is typically

i) Applying suitable Tools for exploring and creating viable ideas /

7 COMMUNICATION SKILLS, COUNSELLING ABILITIES AND COACHING

3. What are the 5 stages of the typical Problem-Solving process?

KOD DAN NAMA

NO. DAN TAJUK

03.01 DEMONSTRATE COUNSELLING ABILITIES