Basic 2 Work in Team Environment

IBAJAY ACADEMY, INC.
Poblacion, Ibajay Aklan
COMPETENCY BASED LEARNING MATERIALS
Qualification Title: DRIVING (LIGHT VEHICLE) NC II
Unit of Competency: WORK IN TEAM ENVIRONMENT
Module Title: WORKING IN TEAM ENVIRONMENT
Sector: AUTOMOTIVE AND LAND TRANSPORT SECTOR
Date Developed: Document No.

DRIVING NC II JUNE 2023 2023-01
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BASIC COMPETENCIES IBAJAY Academy,
ACADEMY, INC. Inc. Rev #00
Work in Team Environment
HOW TO USE THIS COMPETENCY BASED LEARNING MODULE
Welcome to the Module “Working in Team Environment”. This module

contains training materials and activities for you to complete.
The unit of competency “Work in Team Environment” contains the knowledge,

skills and attitudes required for a Driving NC II course. It is one of the Basic
Competencies Modules of Driving (Light Vehicle) NC II.
You are required to go through a series of learning activities in order to complete

each learning outcomes of the module. In each learning outcome there are Information
Sheets for further reading to help you better understanding of the required activities.
Follow these activities on your own and answer the self- check at the end of each
learning outcome. Get the answer key from your instructor and check your work
honestly. If you have questions, please don’t hesitate to ask your facilitator for
assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
module because you have:
• Been working in the industry for some time.

• Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular skill
or skills, talk to him/her about having them formally recognized so you won’t have to do
the same training again. If you have qualifications or Certificate of Competency from the
previous trainings, show them to your trainer. If the skills you acquired are still relevant
to this module, they may become part of the evidence you can present RPL.
At the end of this learning material is a Trainee Record Book (TRB) is given to
you to record important dates, jobs undertaken and other workplace events that will
assist you in providing further details to your trainer or assessors. A Record of
Achievement/Progress Chart is also provided to your trainer to complete/accomplish
once you have completed the module. This will show your own progress.
This learning material was prepared to help you achieve the required
competency, Work in Team Environment. This will be source of information for you to
acquire the knowledge and skills in this particular trade independently and your own
pace with minimum supervision or help from your trainer.
In doing the activities to complete the requirements of this module, please be

guided of the following:

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• Talk to your trainer and agree on how you will both organize the training under
this module. Read through the module carefully. It is divided into sections that
cover all the skills and knowledge you need to successfully complete.
• Work through all the information and complete the activities in each section.
Read the information sheets and complete the self-checks provided in this
module.
• Most probably your trainer will also be your supervisor or manager. He/She is
there to support you and show you the correct way to do things. Ask for help.
• Your trainer will tell you about the important things you need to consider when
you are completing the activities and it is important that you listen and take
notes.
• You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This way
you will improve both your speed and memory and also your confidence.
• Talk to more experienced work mates and ask for their guidance.
• Use self-check questions at the end of each section to test your own progress.
• When you are ready, ask your trainer to watch you perform the activities outlined
in this module.
• As you work through the activities, ask for written feedback on your progress.
Your trainer keeps feedback/pre-assessment reports for this reason. When you
have completed this learning material and feel confident that you have had
sufficient knowledge and skills, your trainer will arrange an appointment with a
registered assessor to assess you. The results of the assessment will be
recorded in your Competency Achievement Record.
A certificate of achievement will be awarded to you after passing the

evaluation. You must pass the institutional competency evaluation for this competency
before moving to another competency.

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LIST OF BASIC COMPETENCIES
No. Unit of Competency Module Title Code

Participate in Workplace Participating in Workplace 500311105
1. Communication Communication
Work in Team Working in Team 500311106
2. Environment Environment
Practice Career Practicing Career 500311107
3. Professionalism Professionalism
Practice Occupational Practicing Occupational
Health and Safety Health and Safety 500311108
4.
Procedures Procedures
MODULE CONTENT
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QUALIFICATION Driving (LIGHT VEHICLE) NCII
UNIT OF COMPETENCY Work in Team Environment
MODULE TITLE Working in Team Environment
INTRODUCTION: This module covers the knowledge, skills and attitudes to identify
role and responsibility as a member of a team.
NOMINAL DURATION: 4HRS
LEARNING OUTCOMES:
1.1 Describe team role and scope
1.2 Identify own role and responsibility within team
1.3 Work as a team member
ASSESSMENT CRITERIA:
1.1. The role and objective of the team is identified from available sources of
information
1.2. Team parameters, reporting relationships and responsibilities are identified from
team discussions and appropriate external sources
2.1. Individual role and responsibilities within the team environment are identified
2.2. Roles and responsibility of other team members are identified and recognized
2.3. Reporting relationships within team and external to team are identified
3.1. Effective and appropriate forms of communications used and interactions
undertaken with team members who contribute to known team activities and objectives
3.2. Effective and appropriate contributions made to complement team activities and
objectives, based on individual skills and competencies and workplace context
3.3. Observed protocols in reporting using standard operating procedures
3.4. Contribute to the development of team work plans based on an understanding of
team’s role and objectives and individual competencies of the members.
Prerequisite: None

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LEARNING OUTCOME SUMMARY
LEARNING OUTCOME #1 Describe team role and scope
CONTENTS:
• Group Structure
• Five Stages Model of Group Development
ASSESSMENT CRITERIA:
1.1. The role and objective of the team is identified from available sources of
information
1.2. Team parameters, reporting relationships and responsibilities are identified from
team discussions and appropriate external sources
CONDITION:
Trainees must be provided with the following:
1. Writing materials (pen & paper)
2. References
3. Manuals
4. CBLM
ASSESSMENTMETHOD:
1. Demonstration
2. Observation
3. Written Exam
4. Interviews/Oral Questioning

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LEARNING EXPERIENCES
LEARNING OUTCOME #1: DESCRIBE TEAM ROLE AND SCOPE
Learning Activities Special Instructions
1. Read Information sheet 2.1-1 on Group If you have some concern on the
structure content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are
knowledgeable on the content of
the information sheet, you can now
answer self-check 2.1-1 provided in
the module.
2. Answer self-check 2.1-1 Refer your answers to the answer
key 2.1-1 for self-check. You are
required to get all answers correct.
If not, read the information sheet
again to answer all questions
correctly.
3. Read Information sheet 2.1-2 on Five Stage If you have some concern on the
Model of Group Development content of the information sheet
facilitator.
the module.
4.Answerself-check 2.1-2 Refer your answers to the answer

correctly.
Congratulations on a Job well done!!! You have now successfully completed
the learning activities of LO1 of Basic 2 and now ready to proceed to LO2.
INFORMATION SHEET2.1-1
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Group Structure
Learning Objective:
After reading this INFORMATION SHEET, you MUST be able to:
1. Identify the structure element of a group.

2. Determine successful group structure.
Work groups are not like a mob of people, storming through the streets setting
couches on fire over a team win. Work groups are organized and have structural
elements that help the members
understand who is responsible for what
tasks, what kind of behaviors are
expected of group members, and more.
These structural elements include roles,
norms, and status. Groups are also
influenced by size and the degree of
group cohesiveness.
Let’s take a look at how each of
those elements creates a structure that
helps the members understand the
purpose of and function within the group.
Roles
A role is a set of expected behavior patterns attributed to someone occupying a
given position in a social unit. Within a role there is
• Role identity: the certain actions and attitudes that is consistent with a particular
role.
• Role perception: our own view of how we ourselves are supposed to act in a
given situation. We engage in certain types of performance based on how we
feel we’re supposed to act.
• Role expectations: how others believe one should act in a given situation
• Role conflict: conflict arises when the duties of one role conflict with the duties
of another role.
Norms

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Norms are the acceptable standards of behavior within a group that are shared
by the members.
There are common classes of norms:
• Performance norms: the group will determine what an acceptable level of effort
is, product and outcome should exist in the workplace.
• Appearance norms: the group will determine how members should dress, when
they should be busily working and when they can take a break, and what kind of
loyalty is shown to the leader and company.
• Social arrangements norms: the group regulates interaction between its
members.
• Allocation of resources norms: the group or the organization originates the
standards by which pay, new equipment, and even difficult tasks are assigned.
If you wish to be accepted by a particular group, you may conform to that group’s
norms even before you’ve become a part of it. Conformity is adjusting one’s behavior to
align with the norms of a particular group. By watching and observing that group to
better understand its expectations, you are using the group as a reference group. A
reference group is an important group to which individuals belong or hope to belong and
with those norms individuals are likely to conform.
When people act outside a group’s norms – perhaps a manager makes sexual
advances to his assistant, or one co-worker spreads vicious rumors about another – this
is referred to as deviant workplace behavior.
Status
The socially defined position or rank given to groups or group members by others
is called status. Status seems to be something we cannot escape. No matter what the
economic approach, we always seem to have classes of people. Even the smallest of
groups will be judged by other small groups, opinions will be made, reputations will be
earned, and status will be assigned.
Status characteristics theory suggests that difference in status characteristics

create status hierarchies within groups. People who lead the group, control its
resources, or make enormous contributions to its success tend to have high status.
People who are attractive or talented may also have high status.
Size
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Does the size of a group affect its dynamics? You bet! But how size affects the
group depends on where you’re looking.
As a rule, smaller groups are faster than their larger counterparts. But when it
comes to decision making, larger groups end up scoring higher marks. So, if there’s a
decision to be made, it’s wise to poll a larger group… and then give the input to a
smaller group so they can act on it.
A side note about size: groups with odd numbers of people tend to operate better
than those that have an even number, as it eliminates the issue of a tie when votes are
taken. Groups of five or seven tend to be an ideal size, because they’re still nimble like
a smaller group, but they make solid decisions like a larger group does.
Cohesiveness
Cohesiveness is the degree to which group members enjoy collaborating with the
other members of the group and are motivated to stay in the group.
Cohesiveness is related to a group’s productivity. In fact, the higher the

cohesiveness, the more there’s a chance of low productivity, if norms are not
established well. If the group established solid, productive performance norms and their
cohesiveness is high, then their productivity will ultimately be high. If the group did not
establish those performance norms and their cohesiveness is high, then their
productivity is doomed to be low. Think about a group of high school friends getting
together after school to work on a project. If they have a good set of rules and tasks
divided amongst them, they’ll get the project done and enjoy the work. And, without
those norms, they will end up eating Hot Pockets and playing video games until it’s time
to go home for dinner.

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The picture shows the relationship between performance norms and
cohesiveness. In the workplace, there are ways to increase cohesiveness within a
group.
A group leader can:

• Shrink the sizes of the group to encourage its members get to know each
other and can interact with each other.
• Increase the time the group spends together, and even increase the status
of the group by making it seem difficult to gain entry to it.
• Help the group come to agreement around its goals.
• Reward the entire group when those goals are achieved, rather than the
individuals who made the biggest contributions to it.
• Stimulate competition with other groups.
• Isolate the group physically.
All of these actions can build the all-important cohesiveness that impacts
productivity.
Now that we fully understand what a group is and what its dynamics are, shall we
go build one to work on a project? Or…wait. Are we better off letting one individual
person tackle that particular task? We’ll next talk about making the choice between
assigning an individual to work on a project, versus assigning a group.
References:
https://anyflip.com/czgge/vhcw
http://courses.lumenlearning.com/wm-organizationalbehavior/chapter/group-structure/
SELF - CHECK 1-1.1
Group Structure

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True or False: Write T if the statement is true and write F if the statement is false.
1. Status characteristics theory suggests that difference in status characteristics

create status hierarchies within their own.
2. Shrink the size of the group to encourage its members get to know each other
and can interact with each other.
3. Isolate the group mentally.
4. Reward the entire group when those goals are achieved, rather than the
individuals who made the biggest contributions to it.
5. A role is a set of expected behavior patterns attributed to someone occupying a
given position in a social unit.
ANSWER KEY 1.1-1

Parts of Speech

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1. F
2. T
3. F
4. T
5. T

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INFORMATION SHEET2.1-2
Five Stage Mode of Group Development
Learning Objective:
After reading this information sheet, the student/ trainee should be able to:
1. Identify the five stage model of group development.
2. Determine the situation of the following stage model.
A team cannot be expected to perform well right from the time it is formed.
Forming a team is just like maintaining a relationship. It takes time, patience, requires
support, efforts and members often go through recognizable stages as they change
from being a collection of strangers to a united group with common goals.
Bruce Tuckman presented a model of five stages Forming, Storming, Norming,

and Performing in order to develop as a group.
Orientation (Forming Stage)

• The first stage of group development is the forming stage. This stage presents a
time where the group is just starting to come together and is described with
anxiety and uncertainty.
• Members are discreet with their behavior, which is driven by their desire to be
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accepted by all members of the group. Conflict, controversy, misunderstanding
and personal opinions are avoided even though members are starting to form
impressions of each other and gain an understanding of what the group will do
together.
• Typical consequences of the forming stage include achieving an understanding
of the group’s purpose, determining how the team is going to be organized and
who will be responsible for what, discussion of major milestones or phases of the
group’s goal that includes a rough project schedule, outlining general group rules
that includes when they will meet and discovery of what resources will be
available for the group to use.
• At this stage, group members are learning what to do, how the group is going to
operate, what is expected, and what is acceptable.
Power Struggle (Storming Stage)

• The second stage of group development is the storming stage. The storming
stage is where dispute and competition are at its greatest because now group
members have an understanding of the work and a general feel of belongingness
towards the group as well as the group members.
• This is the stage where the dominating group members emerge, while the less
confrontational members stay in their comfort zone.
• Questions around leadership, authority, rules, policies, norms, responsibilities,
structure, evaluation criteria and reward systems tend to arise during the
storming stage. Such questions need to be answered so that the group can
move further on to the next stage.
Cooperation and Integration (Norming Stage)

• In this stage, the group becomes fun and enjoyable. Group interaction are lot
easier, more cooperative, and productive, with weighed give and take, open
communication, bonding, and mutual respect.
• If there is a dispute or disruption, it’s comparatively easy to be resolved and the
group gets back on track.
• Group leadership is very important, but the facilitator can step back a little and let
group members take the initiative and move forward together.
Synergy (Performing Stage)

• Once a group is clear about its needs, it can move forward to the third stage of
group development, the norming stage. This is the time where the group
becomes really united.
• At this stage, the morale is high as group members actively acknowledge the
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talents, skills and experience that each member brings to the group. A sense of
belongingness is established and the group remains focused on the group’s
purpose and goal.
• Members are flexible, interdependent, and trust each other. Leadership is
distributive and members are willing to adapt according to the needs of the
group.
Closure (Adjourning Stage)
• This stage of a group can be confusing and is usually reached when the task is
successfully completed. At this stage, the project is coming to an end and the
team members are moving off in different directions.
• This stage looks at the team from the perspective of the well-being of the team
instead of the perspective of handling a team through the original four stages of
team growth.
21st Century Skills Integration/Infusion

Module 2: Working in a Team Environment
Key Facts 2.3: Working Styles and Team Personality Types
Working Style Definition

Pioneer Pioneers like to see the big picture instead of the small details
and explore uncharted territory. They take risks, value
possibility, and gravitate towards challenging tasks and
projects. Creativity is their compass, and they love imagining
new ideas.
Independent Independent workers thrive when they work alone. They are
disciplined, productive, and efficient. They can find it difficult to
collaborate with others and do not always appreciate
supervision.
Cooperative Cooperative workers flourish when they are part of a larger
group and like working with others. Good communicators, they
are often very diplomatic, tactful, and well organized. They can
handle responsibility for a task or a project but enjoy sharing
responsibility for success.
Proximity Proximity workers are a hybrid, or a mix, of the independent
and cooperative working styles. They like to assume sole
responsibility for a task but also share responsibility with
others. These workers are often adaptable and versatile. They
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have a talent for connecting their colleagues with different work
styles.
Guardian Guardians thrive on order and stability. They generally avoid
risks and are very detailed oriented and pragmatic.
Supporter Supporter workers enjoy nurturing relationships with clients
and colleagues. Emotionally aware and often very expressive,
they are adept at facilitating meetings, interactions, and
projects. They gravitate toward collaboration instead of
competition.
Keep in mind that many of us may be a mix of more than one different working style.
The important thing is to recognize that there are many different styles and that they can
work harmoniously together!
Teamwork is important and cooperative team members are needed to achieve a goal.
Recognize that individuals making up a team may have different personalities and
approaches. Here are some examples of individual personalities in this activity:
• Group leader: A strong leader tries to speak clearly and listen effectively. The
group leader needs to clearly explain the objectives to the group and keep the
group on task. As the person responsible for developing the plan, the leader tries
to involve all in the discussion.
• Quiet / shy person: This person has a lot of very good ideas but won’t say
anything until someone asks directly.
• Domineering person: This person wants to take over the discussion and lead the
group. A domineering person thinks s/he has all the answers and does not want
to waste time having everybody share their ideas.
• Disagreeable person: This person has a negative attitude and is resistant
towards all ideas.
• Encouraging person: This person makes sure that everybody is heard,
regardless of their background or ideas. She or he pulls group members into the
conversation.
• Ideas person: This person gets very excited in the group and loves to brainstorm
and share extravagant ideas that are not always realistic.
SELF-CHECK2.1-2
Five Stage Model of Group Development
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MULTIPLE CHOICE: Choose the letter of the correct answer from the given choices.
1. In this stage, the group becomes fun and enjoyable. Group interaction are lot
easier, more cooperative, and productive, with weighed give and take, open
communication, bonding, and mutual respect.
a. Cooperation and Integration (Norming Stage)
b. Closure (Adjourning Stage)
c. Orientation (Forming Stage)
d. Power Struggle (Storming Stage)
2. Members are discreet with their behavior, which is driven by their desire to be
accepted by all members of the group.
3. This stage looks at the team from the perspective of the well-being of the team
instead of the perspective of handling a team through the original four stages of
team growth.
4. Questions around leadership, authority, rules, policies, norms, responsibilities,
structure, evaluation criteria and reward systems tend to arise during the
storming stage.
b. Synergy (Performing Stage)
d. Power Struggle (Storming Stage
5. A sentence which actually contains two (or more) complete sentences without
the proper punctuation to create separate sentences.
b. Synergy (Performing Stage)
d. Power Struggle (Storming Stage
ANSWERKEY2.1-2
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Five Stages Model of Group Development
1. A
2. C
3. B
4. D
5. B

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References:
http://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_
development.htm
21st Century Skills Module 2: Working in a Team Environment

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LEARNING OUTCOME #2 Identify own role and responsibility
within team
CONTENTS:
1. Understanding Team Roles to Improve Team Performance
ASSESSMENTCRITERIA:
1. Individual role and responsibilities within the team environment are
identified
2. Roles and responsibility of other team members are identified and
recognized
3. Reporting relationships within team and external to team are identified
CONDITION:
1. Learning Materials
2. CBLM
3. Operating Standards
METHODOLOGIES:
• Group Discussion
• Interaction
• Lecture
ASSESSMENTMETHOD:
• Written Exam
• Demonstration
• Interview

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LEARNING OUTCOME #2: IDENTIFY OWN ROLE AND RESPONSIBILITY WITHIN

TEAM
1. Read Information sheet 2.2-1 on If you have some concern on the

Understanding Team Roles to Improve Team content of the information sheet
Performance don’t hesitate to approach your
facilitator.
the module.
correctly.
thelearning activities of LO2 of Basic 2 and now ready to proceed to LO3.

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Information Sheet 2.2-1
Understanding Team Roles to Improve Team Performance
Learning Objective:
After reading this information sheet, the trainee should be able to:
1. Understand team roles.

2. Determine the following team roles.
Introduction
When a team is performing at its best, you’ll usually find that each team
member has clear responsibilities. Just as importantly, you’ll see that every role
needed to achieve the team’s goal is being performed fully and well. But often,
despite clear roles and responsibilities, a team will fall short of its full potential.
How often does this happen in the teams you work with? Perhaps some
team members don’t complete what you expect them to do. Perhaps others are
not quite flexible enough, so things “fall between the cracks.” Maybe someone
who is valued for their expert input fails to see the wider picture, and so misses
out tasks or steps that others would expect. Or perhaps one team member
becomes frustrated because he or she disagrees with the approach of another
team member.
Dr. Meredith Belbin studied team-work for many years, and he famously
observed that people in teams tend to assume different “team roles”. He defined
a team role as “a tendency to behave, contribute and interrelate with others in a
particular way” and named nine such team roles that underlie team success.
Creating More Balanced Teams
Belbin suggests that, by understanding your role within a particular team,

you can develop your strengths and manage your weaknesses as a team
member, and so improve how you contribute to the team.
Teams can become unbalanced if all team members have similar styles of
behavior or team roles. If team members have similar weaknesses, the team as a
whole may tend to have that weaknesses. If team members have similar team-
work strengths, they may tend to compete (rather than cooperate) for the team
tasks and responsibilities that best suit their natural styles.
Knowing this, you can use the model with your team to help ensure that
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necessary team roles are covered, and that potential behavioral tensions or
weaknesses among the team member are addressed.

Activity 5: Understanding Roles and Responsibilities in a Team
Objectives:
✓ Identify roles and responsibility of Team Leader and Team Member
✓ Describe an effective Team Leader and Team Member
✓ Identify one’s roles and responsibilities
Are you familiar with the game of volleyball? If not, ask a family member or a
friend who knows how to play volleyball. You can also search the internet to
answer the questions below. In a volleyball team, what are the different
roles/positions that members perform? What are their tasks? List at least 4
positions and corresponding tasks/responsibilities.
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POSITION/ROLE TASKS/RESPONSIBILITIES
What does a team captain of a volleyball team usually do? What are his or
her responsibilities?
What are the expectations for a volleyball team member aside from
performing their tasks in their designated positions?
How do the volleyball team captain and team members work together to win
a game? To win a championship?

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In this activity, you will learn about roles and responsibilities within a team. Let us
first review concepts from Module 2 NC I:
A role is the individual member’s job title or position in the organization or the team
such as the business owner, or supplies officer, or master electrician.
Responsibilities are the expected duties and tasks that come with a given role.
For example, at a supermarket, someone may have the role of general manager;
his or her responsibilities may include organizing staffing schedules, overseeing
produce delivery, and overseeing sanitation practices, etc.
In your opinion, what makes an excellent team leader? Team member? Describe
them below. Example responses have been provided.
Example: Leads
by setting an
examples
Team
Leader

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Team Example: Willingly
volunteers for
Leader tasks
A team is a group of individuals working together to reach a common goal. To make a

team work well, team leaders should consider several actions. Below is a short
inventory of actions about teamwork. Give 2 checks for actions that you are already
applying, and1 check for actions that you would like to practice.
As a leader you can do the Working as a team means that

following to develop team spirit: team members:
❑ Work with the team to develop a ❑ Consult each other
common goal ❑ Help each other
❑ Nurture a sense of belonging; ❑ Complement each other
focus on what team members have ❑Encourage and motivate each
in common other
❑ Make all team members feel that
The following strategies can be
they have something to contribute
used by the leader to support the
❑ Help team members work effectiveness of the team:
together to efficiently solve ❑Encourage discussion
problems
❑Ensure all team members
❑ Encourage members to set aside
understand that their ideas &
personal goals and desires for the
opinions are equally important &
benefit of the team
relevant
❑ Treat team members fairly and
❑Encourage everyone to
equally
participate fully
❑ Structure the work of the team in
❑Model respect towards everyone
a simple & logical fashion; distribute
❑Encourage people with different
work fairly
abilities & personalities to work
❑ Manage the team efficiently so
together
that every member is able to deliver
❑Use positive feedback
his/her tasks and work proceeds in
a timely manner ❑Remain calm
❑ Create an environment that
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supports and rewards openness,
creativity, trust, mutual respect, and
a commitment to provide high
quality services.
Teams can work independently (if leader is not there) if team members:
❑ Are aware of strengths & weaknesses
❑ Are able to set their own goals
❑ Are able to act according to goals
❑ Take responsibility for their action
❑ Are able to avoid opinions and behavior that block change
Based on your answers above, how can you describe yourself as a team leader? As a
team member?
As a Team Leader I am... As a Team Member I am...

• •
• •
• •
• •
Which of the two roles do you prefer? Why?
References:

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21st Century Skills Module 2: Working in a Team Environment
SELF-CHECK2.2-1

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Matching Type: Select a letter from column B that match with column A.
A B
1. Shaper a. Single-minded, self-starting, dedicated
2. Implementer b. Judges accurately
3. Completer finisher c. Creative, imaginative, unorthodox
4. Coordinator d. Explores opportunities
5. Team worker e. Co-operative, mild, perceptive and diplomatic
6. Resource investigator f. Mature, confident, a good chairperson
7. Plant g. Delivers on time
8. Monitor evaluator h. Turn ideas into practical action
9. Specialist i. The drive and courage to overcome obstacle
ANSWER KEY 1.2-1


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1. i
2. h
3. g
4. f
5. e
6. d
7. c
8. b
9. a

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LEARNING OUTCOME #3 Work as a team member
CONTENTS:
1. Communication Etiquette that Works in Workshop

2. Effective Team Decision-Making Process
3. Short Guide to Building Your Team’s Critical Thinking Skills
ASSESSMENTCRITERIA:
1. Effective and appropriate forms of communications used and interactions
undertaken with team members who contribute to known team activities
and objectives
2. Effective and appropriate contributions made to complement team
activities and objectives, based on individual skills and competencies and
workplace context
3. Observed protocols in reporting using standard operating procedures
4. Contribute to the development of team work plans based on an
understanding of team’s role and objectives and individual competencies
of the members.
CONDITION:
1. Learning Materials
2. CBLM
3. Operating Procedures
METHODOLOGIES:
• Group Discussion
• Interaction
• Lecture
ASSESSMENTMETHOD:
• Written Exam
• Demonstration
• Interview

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LEARNING OUTCOME #3: WORK AS A TEAM MEMBER
1. Read Information sheet 2.3-1 on If you have some concern on the

Communication Etiquette That Works in content of the information sheet
Workshop don’t hesitate to approach your
facilitator.
the module.
correctly.
3. Read Information sheet 2.3-2 on Effective If you have some concern on the
Team Decision-Making Process content of the information sheet
facilitator.
the module.

correctly.
5. Read Information sheet 2.3-3on Short Guide If you have some concern on the
to Building Your Team’s Critical Thinking Skills content of the information sheet
facilitator.

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the module.
correctly.
the learning activities of LO3 of Basic 2 and now ready to proceed to Basic 3 –
LO1.

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InformationSheet2.3-1
Communication Etiquette That Works in Workshop
Learning Objective:
1. Identify communication etiquette in workshop.

2. Apply the communication etiquette in the workshop.
Most of us have no trouble talking, but many of us could use some help in effectively
getting our message across, especially when communicating in the workplace. First-
rate leadership embodies strong communication skills, as the successful exchange of
information or ideas is critical to any business.
Clear communication builds engagement, harmony, and loyalty among

coworkers. There are plenty of obstacles that can hinder effective discussions and
leave coworkers frustrated, confused, or disengaged. Fortunately, most of the biggest
hurdles can be corrected as you fine-tune your emotional intelligence.
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These 7 tips will help you become a better communicator at work (and everywhere
else).
1. Focus on the other person.

• Even those who consider themselves master multitaskers can’t deny
strong one to one communication requires the eyes to show respect. If
you are replying to text messages while someone across the table is
expecting your complete attention, your actions signal you are not
interested. We also miss important social cues when we don’t give
another person our dull attention.
• Although you are perfectly capable of carrying on a thoughtful
conversation, giving concise feedback, and scanning your emails for
important updates, you are best served to look squarely in the eyes of
your client or supervisor and give them your undivided attention.
2. Listen.
• Workplace miscommunication comes with a cost in terms of lawsuits, low
morale, loss of respect, misunderstandings, and poor customer service.
Listening is perhaps the most underrated communication tool at work (and
in life). So often when someone else is speaking, we are focusing on
what we want to say next, instead of listening to what they are attempting
to tell us.
• Break the habit by reframing what you just heard or don’t understand,
asking for clarification if you have a question or concern. Use your body
to your advantage by smiling, nodding when appropriate, and facing the
person who is speaking, shoulder to shoulder. Avoid shaking your foot or
fidgeting, which sends the message you are anxious for the conversation
to be over.
3. Be concise.
• Be respectful of everyone’s time by keeping your message brief, direct,
and specific. We’ve all been around people who tend to ramble, veering
conversations off on random tangents, or devoting excessive time to
personal agendas.
• Be mindful of starting (and ending) meetings when you say you will. The
consideration will be appreciated/
4. Timing is everything.
• If you are working on deadline and a coworker pops into your office to talk
about something that’s not urgent, ask if you can get back to them instead
of trying to multitask or getting annoyed: “This report is due shortly. Can I
get back to you in about an hour?”
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• Likewise, people will be more receptive to your idea when they have an
adequate window available to process it. Set up a meeting that works for
you both to discuss a project. Don’t try to talk about non-urgent matters
with someone who is scrambling to prepare for a big client presentation.
5. Choose the right delivery.
• Decide the most appropriate method for the message and the recipient.
Sometimes a face-to-face discussion is necessary, other times a quick
text works just as well. Certain information is best delivered via email,
which can be read at the recipient’s convenience and not only provides a
written record but allows for more thought and careful choosing of words.
6. Ask questions.
• Communication is a two-way street. Thoughtful, open-ended questions
are the workhorses of effective communication: they show your interest,
invite others to contribute, identify and clear up misconceptions, improve
understanding, and spark new ideas.
7. Use your words to your advantage.
• Your words have the power to forge connections, build your career, help
others, and improve your business. Avoid speaking in destructive ways,
such as gossip, disparaging remarks, or negative comments. That doesn’t
mean never disagreeing or expressing a concern, but doing so in way that
is constructive. Keep an open mind and avoid personal attacks on
character or opinions.
References:
SELF-CHECK 2.3-1
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TRUE or FALSE: Write the letter T if the statement is correct and write F if the
statement is incorrect. Write your answers on your answer sheet.
1. Clear communication builds engagement, harmony, and loyalty among

coworkers.
2. Communication is a one-way street.
3. Be respectful of everyone’s time by keeping your message brief, direct, and
specific.
4. Workplace miscommunication comes with a cost in terms of lawsuits, low morale,
loss of respect, misunderstandings, and poor customer service.
5. Even those who consider themselves master multitaskers can’t deny strong one
to one communication requires the eyes to show respect.
ANSWER KEY 2.3-1

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1. T
2. F
3. T
4. T
5. T
Effective Team Decision-Making Process

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Learning Objective:
1. Identify effective team decision-making process.

2. Apply the effective team decision-making process.
Teams are particularly effective in problem solving as they are comprised of

people with complementary skills. These complementary skills allow team members to
examine issues from various angles, as well as see the implications of their decisions
from a variety of perspectives. In this section we will look at a process that can help
team solve problems and make ‘good’ decisions.
In essence, teams make decisions using problem solving techniques. Thus, the
process largely rests on the selection of a course of action following the evaluation of
two or more alternatives. To effectively this path, the following step-by-step approach 1
can be used.
1. Recognize the problem. Teams must see and recognize that a problem exists
and that a decision needs to be made to move forward. While on its face this
step appears elementary, many teams do not always recognize that there is an
issue that needs to be addressed due to issues such as group think.
2. Define the problem. In this stage, teams must map out the issue at hand.
During this step, teams should:
• State how, when, and where members became aware of the problem
• Explore different ways of viewing the problem – different ways of viewing
the problem can lead to an improved understanding of the ‘core’ problem
• Challenge any assumptions that are made about the problem to ensure
that the team fully sees the ‘real’ issue at hand.
3. Gather information. Once the problem has been defined, teams need to gather
information relevant to the problem. Why do teams need to perform this step?
Two reasons: (1) to verify that the problem was defined correctly instep; and (2)
to develop alternative solutions to the problem at hand.
4. Develop Alternative Solutions. While it can be easy for teams to ‘jump on’ and
accept the first solution, teams that are effective in problem solving take the time
to explore several potential solutions to the problem. Some ways to generate
alternatives include:
a. Brainstorming. During this process teams are encouraged to come up with as
many ways as possible to solve the problem at hand. While brainstorming
can help generate creative solutions to problems, a few guidelines are
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needed to help it wok most effectively.
No criticism of any ideas during the brainstorming phase;
All ideas, no matter how silly, get recorded’
Get past the sillies – sometimes very creative, and viable, solutions
come after people have made what appear to be ‘silly’ suggestions.
b. Ask Questions. Network with colleagues internal and external to the
organization to get their ideas and suggestions.
c. Explore. Read journals/books, go to networking functions, and attend
conferences etc. that cover similar issues. Also be prepared to go outside of
the healthcare domain. Other industries may have faced similar issues and
their solutions can provide insights for you.
5. Select the alternative. Once all the alternatives are in, the team needs to
determine the alternative that best addresses the problem at hand. For this
element to be effective, you need to consider both rational and human elements.
a. Rational Elements. These rational elements stem from the previous steps of
the team decision making/problem solving model:
1. Analyze the problem (see Steps 1-2)
2. Determine the desired end state. Here teams need to clearly define what
success looks like.
3. Evaluate alternatives against the desired state. Here teams discuss the
merits of each alternative and the extent to which each can move the team
to the desired state. To help on this step, some teams rate each
alternative on a scale of 1 to 5 where 1 is low and 5 is high.
4. Discuss potential adverse consequences of each alternative. Here teams
need to discuss the potential downsides of the options.
b. Human Elements. Here the team needs to ensure the following:
Active listening. This requires that team members:
o Pay attention to the dialogue and anticipate where the
conversation is going;
o Objectively weigh out what’s been said;
o Try to understand what the other person is saying; and
o Review and summarize what has been said.
Supporting each other’s ideas. Most people tend to focus on what is
wrong versus right. Being supportive requires that you:
o Assume that others have valid points;
o Point out the useful aspects of what has been said;
o Build on these useful points; and
o Avoid unnecessary criticism.
Are comfortable presenting differing views. Remember that group
think is a key concern for teams. To effectively present differing views
make sure that you:
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o Clearly state your differing view;
o Focus on the reasons for the differences; and
o Treat differences as a source of ideas rather than a source of
interpersonal conflict.
Participate. To fully take advantage of the complementary skills
present in a team, all team members must participate. Sometimes,
one or two people dominate team decision making processes because
of their interpersonal style (i.e. extraverted vs. introverted), their need
for recognition, or their presumed status/position. This can have a
negative effect on the team in terms of its ability to make effective
decisions. When this occurs, the team needs to address this issue-
especially ad they face this problem as a team.
6. Implement the best alternative. Once the alternative has been chosen, the
team needs to implement its decision. This requires effective planning as well as
communicating the decision to all the stakeholders that may be impacted by this
decision.
7. Evaluate the outcome. Remember that teams and team building is a learning
process. It is critical that the team examine whether the proposed plans of action
were achieved in an effective way and resulted in positive outcomes.
References:
https://pdfcoffee.com/cblm-participate-in-workplace-comm-nc-ii-pdf-free.html
Self-Check 2.3-2
Multiple Choice. Choose the letter of the correct answer.

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1. Teams must see and recognize that a problem exists and that a decision needs
to be made to move forward.
a. Define the problem
b. Select the best alternative
c. Implement the best alternative
d. Gather information
2. Once all the alternatives are in, the team needs to determine the alternative that
best addresses the problem at hand.
a. Recognize the problem
3. Once the problem has been defined, teams need to gather information relevant
to the problem.
4. Once the alternative has been chosen, the team needs to implement its decision.
5. In this stage, teams must map out the issue at hand.
b. Define the problem
Answer Key 2.3-2

1. A
2. B

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3. D
4. C
5. B

Short Guide to Building Your Team’s Critical Thinking Skills
Learning Objectives:
After reading this information sheet, you must be able to:

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1. Identify guide in building teams critical thinking skills.
2. Apply the guide in building teams critical thinking skills.
With critical thinking ranking among the most in-demand skills for job candidates,
you would think that educational institutions would prepare candidates well to be
exceptional thinkers, and employers would be adept at developing such skills in existing
employees. Unfortunately, both are largely untrue.
Why is it so difficult to teach people how to think critically?
It starts with the fact that there is little agreement around what critical thinking is.
From there, it gets even less clear. Most employers lack an effective way to objectively
assess critical thinking skills and most managers don’t know how to provide specific
instruction to team members in need of becoming better thinkers. Instead, most
managers employ a sink-or-swim approach, ultimately creating work-around to keep
those who can’t figure out how to “swim” from making important decisions.
Here is how to assess the critical thinking skills of each of your team members, how to
help those who are struggling, and how to now when a team member has mastered one
phase and is ready for the next.
Phase1: Execute
If team members are just starting a new role or have never been pushed to think
for themselves, they will likely be in the execution phase. In this phase, team members
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simply do what they are asked to do. This may seem basic and even pre-critical
thinking, but converting instructions into action requires several of the skills Halpern
describes as critical thinking: verbal reasoning, decision-making, and problem-solving.
You know your employee is getting it when you can answer “yes” to these 3 questions:
• Do they complete all parts of their assignments?

• Do they complete them on time?
• Do they complete them at or close to your standard of quality?
Phase2: Synthesize
In this phase, team members learn to sort through a range of information and
figure out what is important. For example, they can summarize the key takeaways after
an important meeting. Here, you want to be able to answer “yes” to these questions:
• Can they identify all the important insights?

• Do they exclude all unimportant insights?
• Do they accurately assess the relative importance of the important insights?
• Can they communicate the important insights clearly and succinctly?
Phase3: Recommend
In this phase, team members move from identifying what is important to
determining what should be done. The primary goal is for team members to
consistently make recommendations that are well-founded – even if their
recommendations don’t align with your opinion. Here’s how you can assess their
progress:
• Do they always provide a recommendation when asking you questions instead of

relying on you to come up with answers?
• Do they demonstrate appreciation for the potential downsides of their
recommendation?
• Do they consider alternatives before landing on a recommendation?
• Are their recommendations backed by strong, sensible reasoning?
Phase4: Generate
To operate in this phase of thinking, team members must be able to create
something out of nothing. For example, they are told there is a need to improve the
training program for new hires and they develop a project to do it. In this phase, they
become adept at translating the vision in others’ head (and their own) into projects that
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can be executed. Assess their progress with these questions:
• Do they propose high-value work that doesn’t follow logically from work they are
already doing?
• Can they convert your and others’ visions into feasible plans for realizing those
visions?
• Can they figure out how to answer questions you have but don’t know how to
answer?
To help team members move into this phase, you will often have to model this
thinking for them. Invite them to observe and participate in your own generative
process. Many people don’t make it to this phase because they don’t give
themselves permission to do the kind of open-ended thinking required. By
inviting them to attend your brainstorming session, you show them it is not only
okay to spend time thinking, but it is required. You can also ask them to keep a
list of their ideas for improving the project, department, or organization. Invite
them to share those ideas with you regularly. Then, seriously vet the ideas with
them to show them the exercise was more than a practice activity.

Activity 7: Teamwork vs. Individual Work
Objectives:
✓ Identify the advantages and disadvantages between teamwork and
individual work
✓ Identify the appropriate communication channels or approaches that you
should use when working in a team environment
In the workplace, some tasks are best accomplished individually. Other tasks are best
accomplished with the help of others. Below is a table that shows the advantages and
disadvantages of teamwork.
TEAMWORK
Advantages Disadvantages
➢ Increased collaboration ➢ Risk of delays
➢ Frequent brainstorming ➢ Coordination required among team
➢ Accelerated accomplishment of a task members
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➢ A diversity of ideas ➢ Risk that meetings could go off topic,
➢ Sense of membership in a group or decreasing efficiency of the team
team ➢ Longer decision-making processes
➢ Risk of personality clashes among
members
Below is a table that shows advantages and disadvantages of individual work.
INDIVIDUAL WORK
Advantages Disadvantages
➢ Working at your own pace ➢ Needs to motivate and monitoring
➢ Independent work while working
➢ Concentration is easier ➢ Risk of feeling isolated
➢ Gets the whole credit for the work ➢ Possibility of decision fatigue
that you did ➢ No other person will be blamed for
➢ Sole decision maker poor quality of work
Are there any additional advantages or disadvantages that you would add to the charts
above?If so, list them here:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Teamwork requires constant communication among members. Depending on the task

and protocols of an organization, the following forms of communication channels can be
utilized by the team or group:
Type of communication Possible communication channels

Oral - In person
- Phone
Virtual - Virtual teleconferencing platforms
Written - Text message
- Email
- Briefing notes
- Written reports
- Evaluation reports
It is important for the team to set the official communication channel. If you are
employee, you need to ask your supervisor about your company’s official
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communication channel. Keep in mind that a team may have multiple communication
channels for different purposes. For example, weekly team calls may be conducted on a
platform such as Skype or Microsoft Teams while written documents (such as reports or
meeting notes) may be shared over email. Remember your context: you must maintain
professional conduct (in tone and content) over all forms of work communication,
especially if you are using a work-issued computer, email account, etc.
Do Exercise: Communication while Working in a Team Environment- pages 71-73

of Module 2: Work in a Team Environment
References:
https://hbr.org/resources/images/article_assets/2019/10/Oct19_11_1096519222-2-
768x432.jpg
21st Century Skills Module2: Work in a Team Environment
SELF-KEY 2.3-3
TRUE OR FALSE: Write the letter T if the statement is correct and write F if the
statement is incorrect. Write your answers on your answer sheet.
1. Team leaders must be able to create something out of nothing.

2. Team members learn to sort through a range of information and figure out what
is important.
3. Team members move from identifying what is important to determining what
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should be done.
4. The primary goal is for team members to consistently make recommendations
that are well-founded – even if their recommendations don’t align with your
opinion.
5. Most employers lack an effective way to objectively assess critical thinking skills
and most managers don’t know how to provide specific instruction to team
members in need of becoming better thinkers.
ANSWER KEY 2.3-3

1. F
2. T
3. T
4. T
5. T

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IBAJAY ACADEMY, INC.

Poblacion, Ibajay Aklan

COMPETENCY BASED LEARNING MATERIALS

Qualification Title: DRIVING (LIGHT VEHICLE) NC II

Unit of Competency: WORK IN TEAM ENVIRONMENT

Module Title: WORKING IN TEAM ENVIRONMENT

Sector: AUTOMOTIVE AND LAND TRANSPORT SECTOR

Date Developed: Document No.

Welcome to the Module “Working in Team Environment”. This module

The unit of competency “Work in Team Environment” contains the knowledge,

You are required to go through a series of learning activities in order to complete

Recognition of Prior Learning (RPL)

• Been working in the industry for some time.

In doing the activities to complete the requirements of this module, please be

Date Developed: Document No.

A certificate of achievement will be awarded to you after passing the

Date Developed: Document No.

No. Unit of Competency Module Title Code

UNIT OF COMPETENCY Work in Team Environment

MODULE TITLE Working in Team Environment

Date Developed: Document No.

LEARNING OUTCOME #1 Describe team role and scope

Date Developed: Document No.

LEARNING OUTCOME #1: DESCRIBE TEAM ROLE AND SCOPE

Learning Activities Special Instructions

4.Answerself-check 2.1-2 Refer your answers to the answer

1. Identify the structure element of a group.

Date Developed: Document No.

There are common classes of norms:

Status characteristics theory suggests that difference in status characteristics

Cohesiveness is related to a group’s productivity. In fact, the higher the

Date Developed: Document No.

A group leader can:

Date Developed: Document No.

1. Status characteristics theory suggests that difference in status characteristics

ANSWER KEY 1.1-1

Date Developed: Document No.

Date Developed: Document No.

Bruce Tuckman presented a model of five stages Forming, Storming, Norming,

Orientation (Forming Stage)

Power Struggle (Storming Stage)

Cooperation and Integration (Norming Stage)

Synergy (Performing Stage)

Closure (Adjourning Stage)

21st Century Skills Integration/Infusion

Key Facts 2.3: Working Styles and Team Personality Types

Working Style Definition

Date Developed: Document No.

LEARNING OUTCOME SUMMARY

Date Developed: Document No.

LEARNING OUTCOME #2: IDENTIFY OWN ROLE AND RESPONSIBILITY WITHIN

Learning Activities Special Instructions

1. Read Information sheet 2.2-1 on If you have some concern on the

Date Developed: Document No.

Understanding Team Roles to Improve Team Performance

1. Understand team roles.

Creating More Balanced Teams

Belbin suggests that, by understanding your role within a particular team,

21st Century Skills Integration/Infusion

Activity 5: Understanding Roles and Responsibilities in a Team