Basic Wte

COMPETENCY BASED LEARNING MATERIAL
Qualification Title: ALL QUALIFICATION FOR NC II
Unit of Competency: WORK IN A TEAM ENVIRONMENT
Module Title: WORKING IN A TEAM ENVIRONMENT
Technical Education and Skills Development

Authority
Region IV-A CALABARZON
HOW TO USE THIS COMPETENCY BASED LEARNING
MATERIAL
Welcome to the Module Working in a Team Environment. This

module contains training materials and activities for you to complete.
The unit of competency Work in a Team Environment contains the

knowledge, skills and attitudes related to team role, scope and responsibility
within team, work as team member, work effectively with colleagues and
work in a socially diverse environment.
In this module, 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, Self Checks, Answer
Keys, Task Sheets and/or Job Sheets and Performance Criteria Checklist. Do
these activities on your own. Answer the Self-Check and perform the task
sheet or job sheet at the end of each learning activity.
This module was prepared to help you achieve the required

competency, in Work in a Team Environment. This will be the source of
information for you to acquire knowledge and skills in this particular trade
independently and at your own pace, with minimum supervision or help
from your trainer.
Talk to your trainer and agree on how you will both organize the
Training of this unit. Read through the module carefully. It is divided
into sections, which cover all the skills, and knowledge you need to
successfully complete this module.
Work through all the information and complete the activities in each
section. Read information sheets and complete the self-check.
Suggested references are included to supplement the materials
provided in this module.
Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do
things.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that
you listen and take notes.
You will be given plenty of opportunity 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.
Date Developed: Document No.

January 8, 2016
BASIC COMPETENCY Revision No.
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Talk to more experience workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your
own progress.
When you are ready, ask your trainer to watch you perform the
activities outlined in 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 successfully completed each element, ask
your trainer to mark on the reports that you are ready for assessment.
When you have completed this module (or several modules), and feel
confident that you have had sufficient practice, your trainer will
arrange an appointment with registered assessor to assess you. The
results of your assessment will be recorded in your competency
Achievement Record.
At the end of this module is a Learners Diary. Use this diary to

record important dates, jobs undertaken and other workplace events that
will assist you in providing further details to your trainer or assessor. A
Record of Achievement is also provided for your trainer to complete once
you complete the module. If you have questions, dont hesitate to ask your
trainer for assistance. Your trainer will always be available to assist you
during the training.
Recognition of Prior Learning (RPL)
You have already some basic knowledge and skills covered in this module
because you have:
Been working for some time

Already complete training in this area
If you can demonstrate competence to your trainer in a particular skill,

talk to him/her about having them formally recognized so you dont have to
do the same training again. If you have a qualification or Certificate of
Competency from previous trainings, show it to your trainer. If the skills you
acquired are still current and relevant to the unit/s of competency that may
become part of the evidence you can present it for RPL. If you are not sure
about your competence skills, discuss this with your trainer.

January 8, 2016
BASIC COMPETENCY Revision No.
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LIST OF COMPETENCIES
Basic
No. Unit of Competency Module Title Code

1 Participate in Workplace Participating in Workplace
500311105
Communication Communication
2 Work in a Team Working in a Team
500311106
Environment Environment
3 Practice Career Practicing Career
500311107
Professionalism Professionalism
4 Practice Occupational Practicing Occupational
500311108
Health and Safety Health and Safety Procedures
Procedures

BASIC COMPETENCY January 2016
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TABLE OF CONTENTS
Page No.
Cover 1
How to Use this Competency Based Learning Material 2
List of Competencies 4
Table of Contents 5
Module Content 7
Learning Outcome # 1 Describe Team Role and Scope 9
Learning Experiences 10
Information Sheet 2.1- Team, Objectives, Parameters and Role 11
Self-check No. 2.1-1 16
Answer Key No. 2.1-1 17
Task Sheet No. 2.1 18
Performance Criteria Checklist N. 2-1 19
Learning Outcome # 2 Identify Own Role and
Responsibility Within Team 20
Information Sheet 2.2-1 Team Role and Responsibilities 22
Self-check 2.2-1 28
Answer Key 2.2-1 29
Task Sheet 2.2 30
Performance Criteria Checklist 2.2 31
Learning Outcome # 3 Work as a Team Member 32
Information Sheet 2.3-1 Effective and Appropriate Forms of
Communication 36
Self-check 2.3-1 45
Answer Key 2.3-1 46

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Information Sheet 2.3-2 Effective Contribution of Team in a
Workplace 47
Self-check 2.3-2 53
Answer Key 2.3-2 54
Information Sheet 2.3-3 - Reporting Protocols 55

Self-check 2.3-3 62
Answer Key 2.3-3 63
Information Sheet 2.3-4 Establish and Maintain Effective
Relationships with Colleagues 64
Self-check 2.3-4 67
Answer Key 2.3-4 68
Information Sheet 2.3-5 Work in a Socially Diverse
Environment 69
Self-check 2.3-5 75
Answer Key 2.3-5 76
Task Sheet 2.3 77
Performance Criteria Checklist 2.2 78

References 79
Writers 80

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MODULE CONTENT
UNIT OF COMPETENCY : Work in a Team Environment
MODULE TITLE : Working in a Team Environment
NOMINAL DURATION : 3 hours
INTRODUCTION
This module covers the knowledge, skills and attitudes of a team

member; their roles and responsibilities within a team. It also contains the
techniques to work effectively with colleagues in a socially diverse
environment. It is one of the specialized modules of Basic Competencies.
LEARNING OUTCOMES :
At the end of this module you MUST be able to:
LO1. Describe team role and scope

LO2. Identify own role and responsibility within team
LO3. Work as a team member
ASSESSMENT CRITERIA:
1. The role and objective of the team is identified from available sources
of information
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external sources
3. Individual role and responsibilities within the team environment are
identified
4. Roles and responsibility of other team members are identified and
recognized
5. Reporting relationships within team and external to team are
identified

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6. Effective and appropriate forms of communications used and
interactions undertaken with team members who contribute to known
team activities and objectives
7. Effective and appropriate contributions made to complement team
activities and objectives, based on individual skills and competencies
and workplace context
8. Observed protocols in reporting using standard operating procedures
9. Contribute to the development of team work plans based on an
understanding of teams role and objectives and individual
competencies of the members.

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LEARNING OUTCOME #1 DESCRIBE TEAM ROLE AND SCOPE
CONTENTS:
1. Team
2. Team Objectives
3. Team Parameters
4. Team Role
1. The role and objective of the team is identified from available sources of
information
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external sources
CONDITION:
Student/ trainee must be provided with the following:
1. WORKPLACE LOCATION
2. TOOLS, ACCESSORIES AND SUPPLIES
LCD Projector (optional)
Computer
Printer
Pen
Paper
3. TRAINING MATERIALS
Video (if applicable)
Competency-based learning materials
ASSESSMENT METHOD:
Demonstration
Observation
Interviews/questioning

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LEARNING EXPERIENCES / ACTIVITIES
Learning Outcome 1
Describe Team Role and Scope
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Read Information Sheet Read and understand the information

2.1-1 on Team, sheet and check yourself by answering the
Objectives, Parameters Self-check. You must answer all questions
and Role correctly before proceeding to the next
activity.
Answer Self-check 2.1-1 Compare answers with the Answer Key

2.1-1. If you got a perfect score, read the
next information sheet.
Perform Task Sheet 2.1 Practice your skills by doing the Task
Sheet. Use the Performance Criteria
Checklist as your guide.
Evaluate your own work using the

Performance Criteria. When you are
ready, present your work to your trainer
for final evaluation and recording.
If you have performed all the tasks, you may now proceed to next
Information Sheet but if you fail to perform all the tasks, you may
do the job again.

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INFORMATION SHEET 2.1-1
TEAM, OBJECTIVES, PARAMETERS AND ROLE
Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. Differentiate team from a group.

2. Identify team objectives, parameters and roles of a team.
Introduction:
Team members need to learn how to help one another, help other
team members realize their true potential, and create an environment that
allows everyone to go beyond their limitations. A team becomes more than
just a collection of people when a strong sense of mutual commitment
creates synergy, thus generating performance greater than the sum of the
performance of its individual members.
Team vs Group
Team
People working together towards a common goal who coordinate their
work amongst themselves. Teams normally have members with
complementary skills and generate synergy through a coordinated
effort which allows each member to maximize his/her strengths and
minimize his/her weaknesses.
Group
People working towards the goal whose work is coordinated by
someone else (e.g. manager) for them. A group in itself does not
necessarily constitute a team.

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Unique Characteristics of a Team:
Must have an agreement or a reason for working together.

Members must be interdependent, each needing one anothers
experience, abilities and commitment in order to reach the common
goal.
Must be committed to the idea that working together produces more
effective decisions.
Must operate as a functioning unit within the larger organizational
context.
TEAM PARAMETERS
Eight (8) dimensions
The model is based on the realization that people who work together need to
cooperate with one another in order to be most effective and productive.
1. Participation
members need to be present at team meetings
present in this context refers both to being physically present and
being psychologically present by being attentive and involved
2. Collaboration
teamwork requires cooperation
members need to operate as team players working toward solutions
that benefit the team as a unit.
3. Flexibility
team members should be open minded about others points of view
and should be willing to be influenced by what they hear
they need to let go of personal opinions in the interest of the team and
to assume a variety of responsibilities within the work-group
situation.
4. Sensitivity
team members must be aware of others feelings
they should not consciously hurt the feeling of fellow team members.

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5. Risk-Taking
one of the oldest maxims of our culture is Nothing ventured,
nothing gained.
most relevant risks the team members can take are confronting
negative situations within the team, adhering to a point of view even if
it alienates other team members and reaching out to other team
members to offer emotional support
to take risks is itself risky, but the team suffers when too many
members play it safe.
6. Commitment
implies that members goals are consonant with the groups objectives,
that members exhibit a strong we attitude.
members are willing to do their fair share of the teams work, and that
they support the team within the organization
if a person never volunteers for tasks, is me oriented, or speaks
disparagingly to others about the team, he or she probably is not
committed.
7. Facilitation
each member of a team is responsible for helping the team to operate
a group that does not critically examine its own functioning (process)
is not likely to be maximally effective.
8. Openness
team members should not withhold significant information from one
another
should not be deceptive in their participation; should make their data
available for team problem solving and planning
should openly express their feelings, attitudes, values and beliefs
relative to the tasks and functioning of the group.
Each of the eight dimensions in the model form a pair; each pair should be
kept in balance both within the behavior of individuals and within that of
the team.
1. Participation/Risk Taking.
2. Collaboration/Commitment
3. Facilitation/Flexibility
4. Openness/Sensitivity

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TEAM OBJECTIVES
Objectives are the specific goals that the team will accomplish in a fixed
amount of time. These objectives flow from the team's purpose. Each one
moves you towards your vision.
Team objectives support the teams vision and purpose and the
Company and/or Department objectives.
Why are team objectives important?
Team objectives are the basis of the teams planned work.

Team objectives should be the starting point for the employee
objectives set as part of the performance management process.
Team objectives provide the basis for talent and resource
planning. They dictate the resources needed.
TEAM ROLE
Meredith Belbin (1993) based on his research proposed roles for

successful teams. The nine (9) Belbin Team Roles represent team members
preferred ways to interact and behave in a group.
Some people are more comfortable working behind the scenes. Others
like to interact and engage with clients and customers. Some like ideas.
Others prefer decisions.
Top-performing teams are built on a balance of nine basic roleswith

each team member performing a role (or roles) that reflect their unique,
inherent strengths.
People
1. Resource Investigator: Extroverted, enthusiastic, and
communicative. Explores opportunities and develops contacts that
can help the project.
2. Team Worker: Cooperative, mild, perceptive and diplomatic. Listens,
builds, averts friction and calms the waters.
3. Coordinator: Mature, confident and a good team leader. Clarifies
goals, promotes decision-making and delegates well.

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Action/Task
4. Shaper: Challenging, dynamic, thrives on pressure. Drive and
courage to overcome obstacles.
5. Implementer: Disciplined, reliable, conservative and efficient. Turns
ideas into practical actions.
6. Completer-Finisher: Painstaking, conscientious. Seeks errors and
omissions. Delivers on time.
Thinking
7. Plant: Creative, imaginative, unorthodox. Able to solve difficult
problems.
8. Specialist: Single-minded, self-starting, dedicated. Provides
knowledge and skills in rare supply.
9. Monitor-Evaluator: Sober, strategic, discerning. Sees and evaluates
options. Judges accurately.
Team Sources of Information
Standard operating and/or other workplace procedures

Job procedures
Machine/equipment manufacturers specifications and instructions
Organizational or external personnel
Client/supplier instructions
Quality standards
OHS and environmental standards

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SELF CHECK NO. 2.1-1
True or False. Write True if the statement is correct and False if the
statement is incorrect. Put your answers in a separate sheet
of paper.
1. A team is a group of people who work interdependently in order to attain

the individual and group common goals.
2. A group of people close together is also a team.
3. Synergy is generated through coordinated efforts between members of a
team.
4. A team must operate as a functioning unit within the smaller
organizational context.
5. Participation means you should be physically and psychologically
present in meetings.
6. When too many members of a team play it safe, the team suffers.
7. Team objectives are the specific goals that the team will accomplish in a
fixed amount of time.
8. Team dimensions are the basis of the team's planned work.
9. Team roles represent team members' preferred ways to interact and
behave in a group.
10. Team sources of information includes organizational or external
personnel.

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ANSWER KEY No. 2.1-1
1. True
2. False
3. True
4. False
5. True
6. True
7. True
8. True
9. True
10. True

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TASK SHEET 2.1-1
Title and description: Word Scramble
Performance Objective: Its purpose is to demonstrate the importance of

cooperation in the team, and is useful to observe the teams group dynamics
as they work together to solve a problem. (20-30 minutes)
Supplies and Materials Required

10 pieces of paper
Two pens
A large piece of paper
Marker
Dictionary (Optional)
Steps / Procedures:
1. Divide your group into two or more teams (about 5 in a team)
2. Get pieces of paper and one pen each for your team.
3. When the time starts, each members of your team must write down
as many words that can be formed from the 7 random letters.
4. Form at least a 3-letter word; any 2-letter words get no score.
5. You will be given 3 minutes for each team to come up with words.
6. At the end of the 3 minutes, go over the list of words to see if the
words are found in the English dictionary(use if necessary)
7. Repeat for about 2 more rounds with different sets of 7 letter words
8. At the end of the three rounds, tally your score. The team with the
highest score wins.
9. The scoring systems is as follows:
7 letter word 40 points
Assessment Method
1. Observation
2. Demonstration

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PERFORMANCE CRITERIA CHECKLIST NO. 2.1-1
CRITERIA YES NO
1. Prepared all necessary tools and materials needed
2. The group is divided into two or more teams (about 5

a team
3. Got pieces of paper and one pen each for the team.
4. Each team wrote down as many words that can be

formed from the 7 random letters.
5. Demonstrated characteristics of a good teamwork.
6. Demonstrated importance of cooperation in the team
7. Worked as a team
8. Discussion is facilitated by the trainer for further

understanding on teams group dynamics.

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LEARNING OUTCOME #2 IDENTIFY OWN ROLE AND
RESPONSIBILITY WITHIN TEAM
CONTENTS:
1. Team Role and Responsibilities
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:

Computer
Printer
Pen
Paper
Video (if applicable)
ASSESSMENT METHOD:
Demonstration
Observation

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Learning Outcome 2
Identify Own Role and Responsibility Within Team
Read Information Sheet Read and understand the information

2.2-1 on Team Role and sheet and check yourself by answering
Responsibilities the Self-check. You must answer all
questions correctly before proceeding to
the next activity.
Answer Self-check 2.2-1 Compare answers with Answer Key 2.2-

1. If you got a perfect score, read the
next information sheet.

ready, present your work to your trainer
for final evaluation and recording.
Information Sheet but if you fail to perform all the tasks, you may
do the job again.

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TEAM ROLE AND RESPONSIBILITIES
Learning Objective:
After reading this information sheet, you should be able to

identify the team individual roles and responsibilities.
Introduction
Working in groups is a very common phenomenon in the private

sector and government agencies. It is important that each member of a team
not only be an active participant in the team, but also to be certain that all
other team members are contributing members of the team.
TEAM STRUCTURE
Team and Individual
In a team, individual members tend to be highly aware of their

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

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The team and the individual members are dependent on each other. Their
relationships play a vital role in the success of the team. As the individual
member grows and matures, so does the team.
INDIVIDUAL ROLE AND RESPONSIBILITIES IN A TEAM
Task Focused Behaviors

Behaviors that assist with the accomplishment of the task or assists
with the process.
Initiator: proposes, suggests, defines

Informer: offers facts, expresses feelings, gives opinions
Clarifier: interprets, defines, clarifies
Summarizer: connects, restates, concludes
Reality Tester: offers critical analysis
Maintenance Behaviors
Behaviors that focus on the members of the group.
Harmonizer: reduce tension and reconciles disagreements

Gate Keeper: facilitates participation by all
Consensus Tester: checks on decision making process
Encourager: warm, responsive, shows acceptance
Compromiser: admits error, avoids conflict
Disruptors (or Interrupters)

Behaviors that get the group off-task or make the process difficult; it
may be behaviors that are directed to a particular individual within
the group.
Aggressor: deflates others, attacks ideas

Blocker: disagrees & opposes beyond reason
Dominator: asserts superiority to manipulate, controls
Cavalier: plays in group non-productively
Avoidance: pursues special interests to avoid task

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GENDER SENSITIVITY IN A TEAM
Gender Roles refer to the activities that both sexes actually do.
They are reinforced by the gender values, norms and stereotypes that
exist in each society.
Gender Roles can and do change.
Gender Roles are learned behavior in a given society, community or
social group in which people are conditioned to perceive activities,
tasks and affected by age, class, caste, race, ethnicity, culture,
religion, or other ideologies, and by the geographical, economical and
political environment
A Sex Role is a function or role which a male or female assumes because of

the basic physiological or anatomical differences between the sexes. It is
biologically determined role which can be performed by only one of the sexes
Gender Streotypes are the ideas that people have on what boys and men,
girls and women are capable of doing.
Gender Socialization is the process by which people learn to behave in a

certain way, as dictated by societal beliefs, values, attitudes and examples.
Some examples of socialization agents and forces:
Socialization agents
o Parents
o Teachers
o Peers, Friends, etc.
Socialization forces
o School
o The media
o Language
o Play
o Art and music
o Religion, etc.

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Developing your values
The first step in developing gender values is to develop your gender
sensitivity and raise your gender awareness. Gender awareness is a way of
seeing, a perspective-insights which form our understanding of people and
society. It means looking at things with new eyes, which are constantly open
to new learning.
Gender equality means that women and men enjoy the same status and
conditions and have equal opportunity for realizing their full human rights
and potential to contribute to the national, political, economical, social and
cultural development of their countries. They should also benefit equally
from the result of development; the equal valuing by society of both the
similarities and differences between women and men, and the varying roles
that they play.
Gender equity moves beyond a focus on equal treatment. Gender equity is

the process of being fair to women and men. It means giving to those who
have less on the basis of needs, and taking steps to compensate for
historical and social disadvantages that prevent women and men from
otherwise operating on a level playing field. Equity can be understood as the
means, and equality is the end. Equity leads to equality
A gender-blind person is someone who does not

explicitly distinguish between the sexes. Assumptions
incorporate biases in favour of existing gender relations
and so tend to exclude women.
A gender-sensitive/aware person is someone who recognizes that women

and men are constrained in different and often unequal ways, and that they
may consequently have differing and sometimes conflicting needs, interests
and priorities.
Becoming a gender sensitive person

Respectful of the pagkatao of every individual across the lifecycle
and social categories.
Recognizes gender inequalities and biases transmitted from generation
to generation, and the need to transform structural and personal
inequities and biases.
Commits self to healing relational inequities and biases at the
personal and institutional levels.
Works towards empowering and gender-fair relationships in all
aspects of life.

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ESSENTIAL TEAM ROLES
Involving role
One initiates action. A team member may motivate others by getting
them involved in an idea or problem. The involving role consists of asking
questions of other members to "bring out" or stimulate each team member.
Listening role
A member listens actively (nodding, leaning forward), expressing that
he/she is really hearing what is being said. Active listeners encourage group
members to express themselves.
Supporting role
A team member gives an added dimension to good ideas by their
support. By supporting and encouraging others, the team member
strengthens confidence and trust.
Compromising role
One member gives up something for problem solving to take place.
Compromising can lead to team productivity. It is a role that is necessary for
cooperation and collaboration.
HOW TO WORK WELL WITHIN AND EXTERNAL TO A TEAM
The key to working well in teams is to have great communication among

everyone involved.
As a team member, communication is critically important.
If you have a problem with other team members, talk to them directly.
If you can't talk and listen to other team members you might as well be
working individually.
Communicating effectively can also make your team, as a whole, work
better and accomplish your given tasks quicker.
Here are some other ideas to help you work well with team members:
1. First focus on the work assigned to you.

If you finish with your task before other team members, ask other
members if they need your help.

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2. Meet your deadlines.
If you must miss a deadline, apologize for not meeting it, tell your
team when they'll have your part, and then make sure you meet that
deadline.
3. Be supportive of your team members.

Be sure to consider other team members' suggestions, even if you
don't think they'll work. Considering other ideas shows you're
interested in someone else's opinion.
4. Realize the project is a collaborative effort.

It's important that each team member can claim ownership of some
part of the project.
By having ownership they're more likely to put forth the effort to make
the project a success.
5. If you're leading the team, let the team members know what's expected of
them.
Establish clear objectives and how each person will contribute.
Be open to making changes if someone else can do a certain aspect of
the job better than the person you assigned to do it.
6. Motivate the team.

Work on establishing and maintaining each team member's morale
and their motivation to succeed as a team.
Give them a reason to want the team to succeed
7. Work together on the plan.

The team will feel more ownership of the project if everyone works
together to set goals and establish deadlines for the various aspects of
the job.
Meet together periodically to check on progress
Switch jobs among team members if necessary.
Everyone needs to pitch in to be sure the job is done correctly
and on time.

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SELF CHECK NO. 2.2-1
True or False. Write True if the statement is correct and False if the
statement is incorrect. Put your answers in a separate sheet
of paper.
1. Members of a team should not only be active participant but also

contributing members.
2. Individuals perform better than teams but the quality of decision making
is much high in teams working under certain conditions.
3. Task focused behaviors assist with the accomplishment of the task or
assist with the process.
4. Disruptors are behaviors that get the group off-task or make the process
difficult.
5. Involving role listens actively to what is being said.
6. Supporting role initiates action by motivating others to getting involved
in an idea or a problem.
7. If you can't talk and listen to other team members you might as well be
working individually.
8. To help you work well with team members, focus first on the work
assigned to you.
9. If you want to motivate the team, give them a reason to want the team to
succeed.
10. The team will feel more ownership of the project if everyone works
together to set goals and establish deadlines for the various aspects of
the job.

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

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TASK SHEET 2.2
Understanding Gender Roles
Performance objective:
This activity aims to help trainees to understand gender roles.
EQUIPMENT, TOOLS AND MATERIALS:
1. A4 size plain white paper

2. Personal Computer with Windows Media Player
3. LCD Projector and speaker
4. Video showing gender role as identified by the respondents
interviewed
PROCEDURE:
1. Review your notes on Information Sheet No. 2.2-1.
2. View a video clip on Gender and Sensitivity Training (GST): (Video Clip
Interview on Gender Roles
3. During the viewing of the video clip, you take note of roles and
responsibilities identified by the respondents.
4. After viewing the video clip fill-up the form by listing the different task
performed by each gender. (See example below).
5. After the task, submit to your trainer and discuss the output that you
have done.
ASSESMENT METHOD
Observation
Group Discussion
Questioning
Role and Man Woman

Responsibilities
1. Cleaning the house
2. Working for income
3.

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PERFORMANCE CRITERIA CHECKLIST 2.2-1
CRITERIA YES NO
1. Reviewed notes on Information Sheet No. 2.2-1.
2. Viewed video clips on Gender and Sensitivity Training

GST): (Video Clip # 4 Interview on Gender Roles
3. Noted roles and responsibilities identified by the
respondents.
4. Wrote a brief summary of the film identifying the

different roles.
5. The output was submitted to the trainer.

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LEARNING OUTCOME #3 Work as a Team Member
CONTENTS:
1. Effective and Appropriate Forms of Communication

2. Effective Contribution of Team in a Workplace
3. Reporting Protocols
4. Establish and Maintain Effective Relationships with Colleagues
5. Work in a Socially Diverse Environment
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 teams role and objectives and individual competencies
of the members.
CONDITION:

Computer
Printer
Pen
Paper
Video (if available)

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ASSESSMENT METHOD:
Demonstration
Observation

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1. Read Information Sheet 2.3-1 Read and understand the information

on Effective and Appropriate sheet and check yourself by answering
Forms of Communication the Self-check. You must answer all
questions correctly before proceeding
to the next activity.
Answer Self Check No. 2.3-1 Compare answers with the Answer
Key No. 2.3-1. If you got a perfect
score, read the next information sheet.

on Effective Contribution of sheet and check yourself by answering
Team in a Workplace the Self-check. You must answer all

on Reporting Protocols sheet and check yourself by answering
the Self-check. You must answer all

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on Establish and Maintain sheet and check yourself by answering
Effective Relationships with the Self-check. You must answer all
Colleagues questions correctly before proceeding
Compare answers with the Answer

Answer Self Check No. 2.3-4

on Work in a Socially Diverse sheet and check yourself by answering
Environment the Self-check. You must answer all
Compare answers with the Answer

Answer Self Check No. 2.3-5

ready, present your work to your
trainer for final evaluation and
recording.
Information Sheet but if you fail to perform all the tasks, you may do
the job again.

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INFORMATION SHEET NO. 2.3-1
EFFECTIVE AND APPROPRIATE FORMS OF

COMMUNICATION
Learning Objectives:
After reading this information sheet, you should be able to:
1. Identify the appropriate types of communication to use

2. Explain the importance of communication in a team.
Introduction
Communication is the ability to share information with people and to

understand what information and feelings are being conveyed by others.
Communication can take on many forms including gestures, facial
expressions, signs, vocalizations (including pitch and tone), in addition to
speech and written communication. Trainers, trainee frequently use
nonverbal methods to communicate. Communication includes a broad range
of actions which help the students work more effectively with their teachers.
Types of communication
The basic communication options include:
1. Verbal including face-to-face communication and talking on the

phone. This also embraces the use of languages other than
English and the use of Indigenous languages
2. Written format which includes electronic mail and hard copy

communications such as letters, signs, labels, posters and
advertising and warning material
3. Non-verbal facial expressions, gestures, sign language. Use of an

interpreter to interpret verbal and printed language.

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Communication tips
1. Follow all establishment policies regarding communication with others

2. Use a persons name where it is known
3. Be honest but be sensitive, tactful, caring and respectful
4. Use please and thank you a lot
5. Dont interrupt
6. Speak at an appropriate pace and volume dont yell, dont whisper
7. Make sure your non-verbal language matches the verbal
communication you are sending. This commonly means smiling when
it is appropriate to do so, and displaying a serious demeanour when
something serious is being discussed.
The need for effective communication
1. All verbal or written communication needs to be effective in order to

demonstrate our intention to meet customer and colleague needs and
to deliver service and responses quickly.
2. To help achieve effective communication, the following five rules apply:
3. Every message must have a purpose
4. Messages should match the interests and abilities of the receiver
5. Unnecessary words should be eliminated
6. Chosen words should be within the experience range of the receiver
7. Verbal messages should be clear and concise, using the correct words
and their pronunciation, along with appropriate inflection, tone,
language, speed and volume of voice.
This means that in some instances, written communication may need to:
1. Use graphics or pictures to help clarify meaning
2. Be produced in a language other than English
3. Be printed in a font that is easy to read and in a print size that
encourages people to read it
4. Be available in take away form so that people can take a copy with
them to read later and or in more detail.

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Communication skills
1. Communication involves sending and receiving messages via language

or speech (verbal communication) or via body language (non-verbal
communication).
2. Many people think that communication is a one-way thing where you
send a message to a customer or staff member, or vice versa.
3. In actual fact, for communication to occur there must be "feedback.
The receiver must also send a message that indicates they have
understood the message that has been sent.
4. Without feedback, there is only monologue, not dialogue.
5. Without feedback it is possible to argue that no real communication
has occurred.
6. It is now recognised that communication comprises both verbal
communication and "non-verbal communication:
Verbal communication is questioning, listening and answering
the spoken word.
Non-verbal communication is body language facial
expressions, eye contact, gestures and posture.
7. It is important for the body language to match the verbal message so
that there is no mismatch. This occurs for example when a positive
verbal message is sent while the speaker is frowning and or looking
annoyed. The listener will nearly always:
Be confused about what they are hearing or seeing
Believe the message that the body language is sending, rather
than believing the verbal message.
VERBAL COMMUNICATION
Listening
1. Listening is sometimes referred to as the neglected skill.

2. It is without doubt a much under-rated skill; consider that we have
two ears, and only one mouth!
3. Because we listen so often, we assume we are good at it and dont
need to spend any time worrying about how to do it, or how to
improve doing it.
4. Fortunately, with practise, listening skills can be improved.

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Effective listening:
1. Encourages others to fully transmit their message by indicating
our interest and concern
2. Increases the likelihood that the receiver is in possession of all the
relevant facts before proceeding
3. Improves the quality of relationships staff-staff, staff-customer
and staff-management
4. Assists in problem resolution
5. Enhances the chance of a proper understanding between people
6. Reduces many problems and conflicts found in the workplace
7. Improves staff morale
8. Raises workplace productivity.
9. When we listen effectively we gain the appreciation, gratitude and
respect of the other person, whether a customer or staff member.
We have two listening options.

1. One involves listening only (active listening).
2. The other involves your giving verbal feedback that ensures the
channel of communication continues clear and without conflict
(reflective listening).
Active listening
When engaged in active listening, you do not speak, but listen.

1. You allow your body language to encourage the speaker.
2. Active listening is:
3. Showing sensitivity to the talker and showing all due respect
4. Displaying empathy with the person speaking
5. Demonstrating your attention to all the non-verbal signals you send
6. Not interrupting the speaker
7. Encouraging the other person to continue talking by using
encouraging behaviour nods, murmurs, short words of
encouragement
8. Concentrating on what is being said rather than allowing yourself to
drift off and thinking of something else
9. Not being judgmental about the way the speaker looks, or what they
are saying.

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Reflective listening
In this variation, you still listen to the speaker, but you encourage
them to continue with your words rather than non-verbally.
Reflective listening is especially useful where emotions are seen to be
clouding the issue. This form of listening enables you to acknowledge
the way the person is feeling.
Reflective listening requires you to:

1. Paraphrase what the speaker says sum up what has been said and
repeat it using similar words
2. Read between the lines of what is actually being said factoring in
their body language
3. Utilise questioning to sum up or clarify the situation in many
situations, an effective communicator will ask lots of questions
4. Continue being non-judgmental
5. Refrain from making comments or interrupting
6. Continue being sensitive which means taking into account the way
the speaker feels, as well as what they are saying.
Methods to aid effective listening
Effective listening requires practice, and concentration is the key.
Practice should be focused and based on the following points:

1. Prepare yourself to listen get rid of things that may interrupt or
act as blocks to communication. Get into the right frame of mind
2. Become interested focus on what is being said and get caught up
in it. Make sure you find some way to find interesting what is being
said. Ask questions, look interested, ask yourself how you can use
what you are being told
3. Keep an open mind dont pre-judge the situation, dont interrupt
and dont tune-out. Make sure you dont try to make what is being
said fit into your pre-conceived notions, ideas and prejudices
4. Identify the main idea listen to what is being said with the
intention of extracting the core message. Realise that this may
come at the start of the message, the middle or the end. There is no
set rule
5. Listen critically weigh up what is being said without simply
accepting what is being transmitted

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6. Dont get distracted focus your attention on the speaker and
what they are saying
7. Take notes dont be afraid to write down vital points it
demonstrates interest and that you are taking things seriously
8. Help where necessary where the speaker pauses, prompt them
into continuing
9. Reflect on what has been said re-state a point the speaker has
made. For example, You said that ...
10. Keep quiet realise that interrupting is a major cause of
communication breakdown, and often annoys the speaker.
Questioning
The asking of questions is a powerful tool in communication.

Questioning is not simply a method of eliciting information, although
it naturally performs that primary role.
Reflective questioning is the same idea as reflective listening, in that
it involves repeating back to the speaker what they have just said. In
addition, as its name states, reflective questioning puts the words in
the shape of a question.
It frequently begins with the word So ... For example, So, you feel
really angry when you see someone walk out of the room and not turn
out the light?
This method:
Shows the speaker that you have listened to what theyve said
Gives them feedback as to whether or not you have focused on the
main points of the issue as they see them
Encourages them to go on and provide more information
Encourages them to clarify what theyve already stated. Many people
will provide extra useful information when encouraged to keep talking.
Open and closed questions
Closed questions are asked in such a way as to elicit only a Yes or

No answer. They are suitable only in rare customer-service instances
because they dont encourage the speaker to talk.

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A much better choice is the use of open questions. These are
questions that probe the talker for more information and encourage them to
supply further detail. They are questions that begin with:
What
Why
How
Where
When.
These questions dig for further information, show attention, interest,

concern and a desire to assist, as well as giving another opportunity to gain
facts. An open question cannot be answered with a Yes or No.
NON VERBAL COMMUNICATION SKILLS
Body language is also called non-verbal communication. Non-

verbal communication is anything other than words that communicates a
message. It includes:
The way we stand including the use of space and where we stand
in relation to others
The way we talk
The clothes we wear and the accessories we use
Our facial expressions.
All these things communicate something. In dealing with other people,

the non-verbal cues are often used, consciously or subconsciously, in
making judgements about people, about what they say and about their
honesty and deceptiveness. It is important to remember that while we are
making judgements about customers based on their non-verbal
communication, the customers are also making judgements about us based
on the non-verbal communication we consciously or unconsciously send.
Major aspects of non-verbal communication
1. Emblems
- explicit type of gestures or body language that are used with
complete intention, and whose meanings are generally accepted and
understood.

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Examples are:
Cupping the hand to the ear to indicate "I cant hear you
Holding the forefinger vertically in front of the lips to indicate
"Shhh, be quiet.
2. Illustrators
- mannerisms that are unique to individuals i.e what people do when
talking.
- used to reinforce the verbal message they are sending
- usually related to the use of the hands, but they also include things
that mark a persons speech, such as the way one person may end a
sentence, pauses in their speech, and emphasises words.
- individualistic, the people are usually not aware that they do them
until they see themselves on video-tape or hear themselves on audio-
tape.
3. Affect displays
- ways in which our facial expressions or our body movements reveal
our emotions.
- people tend not to monitor or intentionally control their affect
displays; true emotions are allowed to show.
- staff may be required to display emotions that are contrary to their
real feelings; case where they primarily have customer-contact that
requires them to smile all the time and present themselves as happy and
pleasant when they may even feel the opposite.
4. Regulators
- behaviours such as:
Nods
Stance
The direction and the duration of someones gaze
Vocal pitch
Raised eyebrows
The position or inclination of the head.
- regulate the verbal message, for instance, making it stronger or
gentler, more authoritative or friendlier, casual or more formal.
- hardly noticed by the person speaking, but they are certainly noticed
by others.

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5. Adaptors
- unconscious behaviours that are mainly nervous in nature.
- people are generally unaware of making them.
Examples are:
Doodling
Rubbing your nose
Picking your nails
Scratching
Importance of non-verbal communication

1. Body language has a positive impact on communication when it
supports the verbal message, and when it signifies genuine interest
and attention.
2. Body language is negative when there is no match between the verbal
and non-verbal messages. In other words, the spoken message and
the body language should say the same thing. If they dont, the result
is negative, because the two different signals are confusing.
3. In most instances where there is a conflict between verbal and non-
verbal communication, the body language is the one that people tend
to take more notice of. Actions do indeed speak louder than words.

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SELF CHECK No.2.3-1
Direction: Provide the correct answer to the statement.
____________________ 1. A type of communication which involves face-to-face

and talking on the phone.
_____________________2. This type of communication use electronic mail,
letters, signs, labels, etc.
_____________________3. This type of communication can use an interpreter.
_____________________4. It involves sending and receiving messages via

language, speech or body language.
_____________________5. A message sent back by the receiver.
_____________________6. Displaying empathy to the speaker without

interrupting.
_____________________7. A powerful tool in communication, not simply a
method of eliciting information.

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1. Verbal
2. Written
3. Non-verbal
4. Communication
5. Feedback
6. Active listening
7. Reflective listening

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EFFECTIVE CONTRIBUTION OF TEAM IN A WORKPLACE
Learning objectives:
After reading this information sheet, you should be able to identify the
contributions of team in team activities based on workplace setting.
Introduction
Teamwork in the workplace offers the company and staffs the ability
to become more familiar with each other and learn how to work together.
There are several ways in which teamwork is important and vital to the
success of the company and to the development of each employee.
Understanding those important elements will assist in developing company
policies geared toward encouraging team growth in the workplace.
Elements of Team Growth in Workplace
1. Delegation
A team that works well together understands the strengths and
weaknesses of each team member. One of the benefits of strong teamwork in
the workplace is that team leaders and members become proficient at
dividing up tasks so they are done by the most qualified people. Without
strong teamwork, it can be difficult for managers and executives to
determine which staff members can best accomplish job tasks.
2. Efficiency
Work groups and teams develop systems that allow them to complete
tasks efficiently and quickly. When a task is handed to a well-trained and
efficient team, the team's work pace assures that the task will be completed
quickly and accurately. This allows the company to take on more work and
generate more revenue without having to add more staff. This becomes
helpful when efficient teams from different departments work together. Each
team is well aware of its own abilities and the groups can work together
effectively as opposed to disjointed groups of employees who may not be
familiar with how to work together.

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3. Ideas
Teams in the workplace often meet to discuss how to solve company
issues. When a team works well together, it allows staff members to feel
more comfortable in offering suggestions. Team members become
accustomed to processing brainstorming information and the company
benefits from the variety of suggestions that come from effective teams.
4. Support
There are challenges each day in any workplace, and a strong team
environment can act as a support mechanism for staff members. Work
group members can help each other improve their performance and work
together toward improving their professional development. Team members
also come to rely on each other and trust each other. These bonds can be
important when the team faces a particularly difficult challenge or if the
group is forced to deal with the loss of a team member while still trying to
maintain productivity.
Importance of Teamwork in the Workplace
1. Fast Learning
tend to learn things at a faster rate, if you are working with a team
experiences and the knowledge of the older team members help you to
grasp new concepts quickly
it proves to be an additional bonus for you as you avoid mistakes at
work.
2. Workload Distribution
workload getting distributed amongst all the team members.
can concentrate on a single activity till the time you gain expertise in
it and you do not feel stressed out due to work.
3. Building Bonds
continuous interaction with the team members, working with them for
the whole day, having your meals with them, sharing joys and sorrows
helps in building a bond of friendship and unity between each other.
some of them turn to be friends for a life time.
4. Healthy Competition
think of a situation where people are competing with each other and
trying to excel better than the other.

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at the same time they are helping and assisting each other in work
related as well as personal difficulties and problems.
5. Exploring Creativity
you will never be alone, you will always have some or the other
person to suggest you good things.
suggestions and advice can help you in generating new ideas and
bring out the creativity in you.
6. Job Satisfaction
working in a team improves employee performance as well as makes
the work enjoyable for them.
conducive to employee motivation.
7. Increased Speed of Work

with many people handling a single project and doing the assigned
work properly, the overall work speed increases and your team can
complete the project well within the given time frame.
Effective teamwork in the workplace benefits the organization by

increasing the individual productivity which is important in order to
achieve the targets and fulfill commitments.
Teamwork decreases the non-productive hours, which therefore

increases productivity and ensures maximum utilization of manpower.
Check your workplace/ establishment policies
Many venues have policies and procedures to guide communication so

it is necessary to find out what these are. Even where no formal printed
policies and procedures exist, there are usually many generally accepted
and unacceptable communication techniques.
The best way to determine what applies in your workplace is to:

Read the policies and procedures
Look and listen to what others do
Ask your supervisor.

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Acceptable and Unacceptable Communication Techniques in the
Workplace
1. If youre a Team Member Communicate, Communicate, and

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

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

If a teammate suggests something, always consider it even if it's
the silliest idea you've ever heard! Considering the group's ideas shows
you're interested in other people's ideas, not just your own. And this
makes you a good team member. After all, nobody likes a know-it-all.
4. No Bragging
It's one thing to rejoice in your successes with the group, but don't
act like a superstar. You don't have to brag to let people know you've
done a good job, people will already know. Have faith that people will
recognize when good work is being done and that they'll let you know
how well you're doing. Your response? Something like "Thanks that
means a lot." is enough.
5. Listen Actively
Look at the person who's speaking to you, nod, ask probing
questions and acknowledge what's said by paraphrasing points that
have been made. If you're unclear about something that's been said, ask
for more information to clear up any confusion before moving on.
Effective communication is a vital part of any team, so the value of good
listening skills shouldn't be underestimated.

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6. Get Involved
Share suggestions, ideas, solutions and proposals with your team
members. Take the time to help your fellow teammates, no matter the
request. You can guarantee there will be a time in the future when you'll
need some help or advice. And if you've helped them in past, they'll be
more than happy to lend a helping hand.
What Makes Effective Teamwork?
Five components of teamwork that can make it effective
1. Effective Communication
if a team has open and honest communication, every member can

speak her opinion and point of view, a lot more will be accomplished.
ensures that everyone listens to one another's viewpoints and will help
each individual express his thoughts and feelings.
2. Complementary Skills
people with complimentary skills paired together so that they can

utilize one another's knowledge and skill set
ex. few people who excel at planning, one or two key leaders and
several experts in various subjects.
too many experts in one subject, there will be too many differing
options and viewpoints.
too many planners, you will come up with an excellent plan for
execution, but you won't get anything accomplished without the
expertise of the specialists.
3. Strong Leadership
needed to settle disputes, set goals and keep the team on track.
can lead without being bossy, can accomplish goals by encouraging
his team and stepping in when necessary to help, and can make
suggestions for improvements with constructive criticism.

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4. Ability to Compromise
must be able to step back from a situation and come up with a

compromise.
If group members have a "It's my way or no way at all," attitude,
nothing will ever get done.
there should be at least one member of the team who sees
opportunities for compromise and presents them to the group
all of the parties involved must be humble enough to back down and
accept a compromise from time to time.
5. Commitment
a commitment to the task you are doing is essential for a productive

work environment.
if any member of the team does not have the motivation to get the job
done and to do it well, she will slack on her duties and bring the rest
of the team down.

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SELF CHECK No.2.3-2
Enumeration: Enumerate the answers to the following statement. Put your

answers in a separate sheet of paper.
1- 4 Elements of team growth

5 - 11 Importance of teamwork
12 - 17 Acceptable and unacceptable communication techniques

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1. Delegation
2. Efficiency
3. Ideas
4. Support
5. Fast learning
6. Workload distribution
7. Building bonds
8. Healthy competition
9. Exploring creativity
10. Job satisfaction
11. Increased speed of work
12. Communicate, communicate
13. Don't blame others
14. Support group member's ideas
15. No bragging
16. Listen actively
17. Get involved

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REPORTING PROTOCOLS
Learning Objective:
After reading this information sheet, you should be able to follow

proper protocols in reporting.
Introduction
Reporting is relaying information or recounting certain events in a

widely presentable form. Reports are often conveyyed in writing, speech,
television or film.
What are the Main Advantages of Report Writing ?
1. Gives consolidated & updated information

- provides consolidated, factual and an up-
to-date information about a particular matter or
subject. Information in the report is well
organized and can be used for future
planning and decision making.
2. A means of internal communication

- acts as an effective means of communication within the
organization. It provides feedback to employees. It is prepared for the
information and guidance of others connected with the matter /
problem.
3. Facilitates decision making and planning

- provide reliable data which can be used in the planning and
decision making process. It acts as a treasure house of reliable
information for long term planning and decision making.
4. Discloses unknown information

- provide information, which may not be known previously. The
committee members collect data, draw conclusions and provide
information which will be new to all concerned parties. Even new
business opportunities are visible through unknown information

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available in the reports.
5. Gives Information to employees

- available to managers and departments for internal use. They are
widely used by the departments for guidance. Report provide a feedback
to employees and are useful for their self-improvement.
6. Gives reliable permanent information

- information provided by a report is a permanent addition to the
information available to the office. We have census reports (prepared
since last 100 years) which are used even today for reference purpose.
7. Facilitates framing of personnel policies

- reports relating to employees are useful while preparing personnel
policies such as promotion policy, training policy and welfare facilities to
employees.
8. Gives information to shareholders

- some company reports are prepared every year for the benefit of
shareholders. Annual report for example, is prepared and sent to all
shareholders before the AGM. It gives information about the progress of
the company.
9. Gives information to the Registrar

- annual report and annual accounts are sent to the Registrar every
year for information. Such reports enable the government to keep
supervision on the companies.
10. Solves current problems

- useful to managers while dealing with current problems faced by
the company. They provide guidance while dealing with complicated
problems.
11. Helps directors to take prompt decisions

- company reports relate to internal working of the company and
are extremely useful to directors in decision making and policy framing.
Reports give reliable, updated and useful information in a compact
form.

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What are Features or Characteristics of Report ?
1. Complete and Compact Document

- a complete and compact written document giving updated
information about a specific problem.
2. Systematic Presentation of Facts

- a systematic presentation of facts, figures, conclusions and
recommendations.
- writers closely study the problem under investigation and prepare
a report after analyzing all relevant information regarding the
problem.
- supported by facts and evidence; no scope for imagination in a
report which is basically a factual document.
3. Prepared in Writing
- usually in writing.
- useful for reference purpose; serves as complete, compact and self-
explanatory document over a long period.
- oral reporting is possible in the case of secret and confidential
matters.
4. Provides Information and Guidance
- a valuable document which gives information and guidance to the
management while framing future policies.
- facilitates planning and decision making.
- also useful for solving problems faced by a business enterprise
5. Self-explanatory Document
- a comprehensive document and covers all aspects of the subject
matter of study.
- a self-explanatory and complete document by itself.
6. Acts as a Tool of Internal Communication
- an effective tool of communication between top executives and
subordinate staff working in an organization.
- provides feedback to employees and to executives for decision
making; generally submitted to higher authorities; an example of
upward communication.
- also sent by company executives to the lower levels of
management; treated as downward communication.
- also sent to shareholders and others connected with the
company.
- acts as a backbone of any system of communication.

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7. Acts as Permanent Record
- serves as a permanent record relating to certain business matter.
It is useful for future reference and guidance.
8. Time Consuming and Costly Activity

- time consuming, lengthy and costly activity as it involves
collection of facts, drawing conclusion and making recommendations.
BENEFITS OF REPORTING
An effective sustainability reporting cycle, which includes a regular

program of data collection, communication, and responses, should benefit
all reporting organizations, both internally and externally.
Internal benefits for companies and organizations can include:
Increased understanding of risks and opportunities

Emphasizing the link between financial and non-financial
performance
Influencing long term management strategy and policy, and business
plans
Streamlining processes, reducing costs and improving efficiency
Benchmarking and assessing sustainability performance with respect
to laws, norms, codes, performance standards, and voluntary
initiatives
Avoiding being implicated in publicized environmental, social and
governance failures
Comparing performance internally, and between organizations and
sectors
External benefits of sustainability reporting can include:
Mitigating or reversing negative environmental, social and

governance impacts
Improving reputation and brand loyalty
Enabling external stakeholders to understand the organizations true
value, and tangible and intangible assets
Demonstrating how the organization influences, and is influenced by,
expectations about sustainable development

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TEAM REPORTING PROTOCOLS
A REPORT needs to include all the essential information about the anything
that happens. e.g. accident. The report-writing process begins with fact
finding and ends with recommendations.
Writing any incident report involves four basic steps.
1. Find the Facts
To prepare for writing a report, gather and record all the facts and
evidences. For example:
Date, time, and specific location of incident
Names, job titles, and department of employees involved and
immediate supervisor(s)
Names and accounts of witnesses
Events leading up to incident
Exactly what employee was doing at the moment of the accident
Environmental conditions (e.g. slippery floor, inadequate lighting,
noise, etc.)
Circumstances (including tasks, equipment, tools, materials, PPE,
etc.)
Specific injuries (including part(s) of body injured and nature and
extent of injuries)
Damage to equipment, materials, etc.
2. Determine the Sequence

Based on the facts, you should be able to determine the sequence of
events. In your report, describe this sequence in detail, including:
Events leading up to the incident. Was the employee walking,

running, bending over, squatting, climbing, lifting operating
machinery, pushing a broom, turning a valve, using a tool,
handling hazardous materials, etc.?
Events involved in the incident. Was the employee struck by an object

or caught in/on/between objects? Did the worker fall on the same
level or from a height? Did the employee inhale hazardous vapors or
get splashed with a hazardous chemical?

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Events immediately following the incident. What did the employee do:
Grab a knee? Start limping? Hold his/her arm? Complain about back
pain? Put a hand over a bleeding wound? Also describe how other co-
workers responded. Did they call for help, administer first aid, shut
down equipment, move the victim, etc.?
The incident should be described on the report in sufficient detail that

any reader can clearly picture what happened. You might consider creating
a diagram to show, in a simple and visually effective manner, the sequence
of events related to the incident and include this in your incident report. You
might also wish to include photos of the scene, which may help readers
follow the sequence of events.
3. Analyze
Your report should include an in-depth analysis. Causes include:
Primary cause (e.g., a spill on the floor that caused a slip and fall)
Secondary causes (e.g., employee not wearing appropriate work shoes

or carrying a stack of material that blocked vision)
Other contributing factors (e.g., burned out light bulb in the area).
4. Recommend
Recommendations for corrective action might include immediate
corrective action as well as long-term corrective actions such as:
Employee training on safe work practices

Preventive maintenance activities that keep equipment in good
operating condition
Evaluation of job procedures with a recommendation for changes
Conducting a job hazard analysis to evaluate the task for any other
hazards and then train employees on these hazards
Engineering changes that make the task safer or administrative
changes that might include changing the way the task is performed

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Procedures of Team Reporting
Situation: Accident Report

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SELF CHECK No. 2.3-3
Direction: Write True if the statement is correct and False if the statement is
incorrect. Write your answers in a separate sheet of paper.
1. Reporting is relaying information or recounting certain events conveyed

in writing, speech, television, or film.
2. Report is prepared for the information and guidance of others connected
with the matter / problem.
3. Report provide reliable data which can be used in the planning and
decision making process.
4. A self-explanatory document is a written document giving updated
information about a specific problem is a characteristic of a report.
5. An effective sustainability reporting cycle, which includes a regular
program of data collection, communication, and responses, should
benefit all reporting organizations, both internally and externally.
6. Streamlining processes, reducing costs and improving efficiency are the
benefits gained by internal organizations.
7. External benefits of sustainability reporting can include mitigating or
reversing negative environmental, social and governance impacts.

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1. True
2. True
3. True
4. False
5. True
6. True
7. True

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ESTABLISH AND MAINTAIN EFFECTIVE RELATIONSHIPS

WITH COLLEAGUES
Learning Objective:
After reading this information sheet, you should be able to identify

ways to build relationship with colleagues.
Introduction
Good working relationships give us several other benefits: our work is

more enjoyable when we have good relationships with those around us.
Also, people are more likely to go along with changes that we want to
implement, and we're more innovative and creative. Because everyone has
their role to play in a company, it is important for everyone to get along not
just for the sake of the work environment, but for the sake of the company
and its success, too.
Defining a Good Relationship
There are several characteristics that make up good, healthy working

relationships:
1. Trust
the foundation of every good relationship. When you trust your team
and colleagues, you form a powerful bond that helps you work and
communicate more effectively. If you trust the people you work with, you
can be open and honest in your thoughts and actions, and you don't
have to waste time and energy "watching your back."
2. Mutual Respect
when you respect the people that you work with, you value their
input and ideas, and they value yours. Working together, you can develop
solutions based on your collective insight, wisdom and creativity.
3. Mindfulness
taking responsibility for your words and actions. Those who are
mindful are careful and attend to what they say, and they don't let their
own negative emotions impact the people around them.

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4. Welcoming Diversity
People with good relationships not only accept diverse people and
opinions, but they welcome them. For instance, when your friends and
colleagues offer different opinions from yours, you take the time to
consider what they have to say, and factor their insights into your
decision-making.
5. Open Communication
We communicate all day, whether we're sending emails and IMs, or
meeting face-to-face. The better and more effectively you communicate
with those around you, the richer your relationships will be. All good
relationships depend on open, honest communication.
Five ways to Build Relationship with Colleagues
1. Be Honest And Communicate

- encourage people to be honest with their co-workers about having a
social relationship and communicate that you want to get to know them
better in order to work better as a team.
2. Be Likable
- dont completely write-off someone who isnt interested in building a
relationship. Instead, be sure to keep them in the communication loop
and still offer assistance and support to work-related tasks.
3. Be Observant
- encourage individuals to take a look at the companys culture and
use that as one of the factors to inform their decision regarding if and
how to engage co-workers outside of regular work activities; if you have a
good time, it can become a regular thing and help you grow as co-
workers.
4. Find A Common Interest

- most of the people who we consider close friends were strangers to
us at one point; a way to make this a little easier is to focus on an
interest you both have in common.
- this common interest can be a good foundation for a positive
relationship.

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5. Dont Be Afraid To Aim A Little Higher (Or Lower)
- it might be easier to build a relationship with a co-worker who holds
the same working status as you, it doesnt mean you cant try to build a
relationship with a co-worker who outranks you or even one you
outrank in the company.
- ranks in companies do change. The person who was once in charge
of you may not be if youre someone who plans on growing within the
company. If the ranks between co-workers are reversed, having already
established a positive relationship makes the transition run more
smoothly.

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SELF CHECK No.2.3-4

15 What are the characteristics of a good and healthy relationships?
6 10 What are the ways to build relationship with colleagues?

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1. Trust
2. Mutual Respect
3. Mindfulness
4. Welcoming Diversity
5. Open Communication
6. Be Honest And Communicate
7. Be Likable
8. Be Observant
9. Find A Common Interest
10. Dont Be Afraid To Aim A Little Higher (Or Lower)

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WORK IN A SOCIALLY DIVERSE ENVIRONMENT
Learning Objective:
After reading this information sheet, you should be able to understand

how to work with customers and colleagues from diverse background.
Introduction
Many workplaces are staffed with people from various cultures. Also
staff interacts with and serves people from different nations and cultural
backgrounds. It is vital that all these people, whether staff and customers,
are treated with respect and sensitivity.
The diversity of customers and colleagues
People are different. There are a number of things that make us all
different, including:
The way they live including where and how they live
Values and principles the importance placed on people, actions and
things, and personal guidelines for living life
Educational background how far they got through schooling, and
whether or not they did any further education
Sporting interests whether they play sport, or whether they are even
interested in sport and which sport
Food and beverage tastes do they drink alcohol or prefer juice, do
they eat red meat or are they vegetarian?
Lifestyle background what car do they drive, where have they
worked?
Place of birth which country where they born in?
Styles of communication what is their preferred communication
medium and method?

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Religious beliefs who or what do they believe in?
What is their preferred language?
All of these factors and a whole lot more, combine to produce a world
full of different people. It is critical to remember that just because these
people are different to you doesnt make them any better or worse. They are
just different. In your industry workplace you must, therefore, make sure
that any personal bias is not allowed to adversely influence and affect the
way you interact with such individuals.
Valuing customers and colleagues
An essential element of working in a socially diverse environment is to

make sure that customers and colleagues feel valued. This means making
sure that they know and that we demonstrate in practical terms that those
people are important to the business and that the business appreciates their
presence.
As an individual worker within a business you must therefore make

sure other staff understand that you place worth on their:
Working abilities and skills
Workplace and product knowledge
Experience within the industry, customers and other relevant
stakeholders including management, authorities and suppliers
Their contribution to discussions such as Occupational Safety and
Health (OSH), general work planning, suggestions and input to daily
workplace activities
Achievement of team and workplace goals.
The key to doing this is that the value you place on these coworkers
should be based on them as an individual and not influenced by any
irrelevant issues such as age, gender, race or disabilities. Make sure all
customers understand you place worth on their:
Presence on the premises
The money they spend with us
The other customers they bring to the business

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Respect and sensitivity Respect and sensitivity are two of the
characteristics we should display towards colleagues and customers when
demonstrating the value we place on them.
Respect
Holding that person in high regard for who they are, not what they
are; acknowledging them for being who they are
Being deferential in the way the person is treated as in the saying
treating the person with respect"
Showing courtesy to the person
Sensitivity
Identifying what their cultural or social background is

Determining what special considerations should be given to that
person
Taking action to ensure that their specific cultural needs are met to
the best of your ability, in-line with your other workrelated
obligations.
Knowing that another person merits consideration based on their
cultural or social background, and accommodating that need
Learning about different cultural requirements
1. Attend a cultural awareness program

These classes explain cultural needs, wants and preferences and
advise you in relation to a range of things such as:
Basic greetings and phrases
Body language of that country what is acceptable and what is
not, what may be offensive and things to avoid
General expectations of people from that country in terms of
service, formality, food and beverages, visitor expectations
History of their country
Basic geographical awareness
Contributions made by that country to the world Religious issues
and observations Values and value systems
Customs and taboos
Beliefs
Role and importance of family

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2. Talk to people from different cultures and countries
Many people are eager to share their culture when they find an
interested person. You might find a suitable person:
On the staff where you work
Amongst the customers you deal with
Amongst your friends
Amongst the network of contacts you should start developing as
part of your professional role within the industry
Working with an industry stakeholder this may be a supplier,
service agency, government body or peak industry body.
3. Reading books, watching DVDs and getting on-line

There are lots of excellent books about different cultures and
newspapers can also be a great source of information. Travel
documentaries provide a good background for understanding too.
Searching the net for various cultures or support services is also a good
way to go.
4. Visit embassies and consulates of various countries

You may wish to visit the embassies or consulates of key countries
that are important to your business. They will be able to provide you
with literature or may be able to meet and chat to you.
Keys in factoring in appropriate verbal and non-verbal communication when

dealing with people from another culture include:
Identify the country and culture
Take time to plan what to say and how to say it
Be mindful of your body language most non-verbal communication
is spontaneous
Avoid industry and establishment jargon
Avoid local expressions
Avoid complex statements Give the person your full attention
Use alternative communication strategies to support the verbal
communication
Be alert to feedback from the other person especially in regard to
identifying when something you may have said or done has given
unintended offence.

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DEAL WITH CROSS CULTURAL MISUNDERSTANDINGS
In relation to working effectively and successfully in a socially diverse

environment, conflict and misunderstanding must be given a very broad
interpretation and definition.
Conflict or a misunderstanding
Anything that upsets another person, whether that person is a

customer or colleague. There are degrees of it ranging from being mildly
upset all the way through to outright anger and rage.
Addressing workplace conflict and misunderstanding properly and as early

as possible seeks to:
Keep all conflict and misunderstanding at the mild end of the
spectrum
Clarify any perceptions that arose due to misunderstanding
Rectify the situation to the greatest extent possible, given the
circumstances that applied.
Possible causes of conflict and misunderstanding
There are a number of key areas that can cause conflict

misunderstanding in the workplace. If a message is not interpreted in the
way the sender intended, problems can easily arise.
Difficulties or conflict can also arise out of misunderstandings due to:

Poor communication
Lack of communication
Intolerance
Impatience
Poor judgement
Conflicting personal values, beliefs and opinions
Personal prejudices.
Examples of situations that can cause conflict or misunderstanding:
Welcoming guests due to the body language used or an incorrect

attempt to use a foreign language to greet people. The informal or
formal manner used by different people can readily give offence or if
an Asian or German guest is referred to by their first name. Similarly,

Work in a Team
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a handshake can cause embarrassment to some guests who prefer a
brief bow instead
Giving directions or instructions where the use of even simple

language and gestures leads to confusion or the wrong message being
received by the guest
Answering questions where the necessary complexity of a response
causes misunderstanding and frustration
Serving customers for example, offence may be caused in the
following situations:
a. Offering an alcoholic drink to someone whose religion forbids

the consumption of liquor
b. Recommending pork or shellfish dishes to certain customers
c. Serving beef-based dishes to certain customers
Describing products, services and facilities especially where the
description is somewhat excessive and leads the guest to false
expectations. Many overseas visitors have a strict time constraint on
their time and anything that wastes this precious commodity is
definitely frowned on
Working with colleagues the pressure of work sometimes gives rise
to a comment or look that is easily misinterpreted. There is always a
need to act professionally while at work in order, amongst other
things, to prevent these situations arising
Socialising with colleagues after work even in a social setting, it is
possible to give unintended offence by a look or a statement that is
deemed by the other party to be offensive or inappropriate.

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SELF CHECK No.2.3-5

1 10 What are the things that make people differ from one another?
11-15 Give examples of situations that can cause conflict or
misunderstanding in the workplace.

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1. The way they live

2. Values and principles
3. Educational background
4. Sporting interests
5. Food and beverage tastes
6. Lifestyle background
7. Place of birth
8. Styles of communication
9. Religious beliefs
10. What is their preferred language?
11. Welcoming guests
12. Giving directions or instructions
13. Answering questions
14. Serving customers
15. Describing products, services and facilities

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TASK SHEET 2.3
Building a Light House
Performance objective:
This activity aims to use effective communication in the interactions
as a team and helps them understand the essence of working in a team.
EQUIPMENT, TOOLS AND MATERIALS:
1. A4 size plain white paper

2. Scotch tape
STEPS/PROCEDURE:
1. Group yourselves with 4 to 5 members. Discuss and plan on how

you are going to build a lighthouse thereby forming a lighthouse
layout.
2. Assign a leader for your group. Each member should have a
designated part of the lighthouse to build.
3. Using your layout as a guide, assemble together each part of the
lighthouse when complete.
4. After the task, submit your output to trainer for discussion and
scoring.
Criteria for scoring:
Appearance 25 pts
Durability 30 pts
Height 25 pts
Time of speed 20 pts
Total Points- 100 pts
ASSESMENT METHOD
Demonstration
Group Discussion
Questioning

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PERFORMANCE CRITERIA CHECKLIST 2.3
CRITERIA Yes No
1. Used effective and appropriate forms of communications

and interactions with each team members to achieve team
objectives
2. Carry out contributions made to complement team

objectives, based on individual skills and competencies
3. Collaborate each team member contributions
4. Submit output to be discussed

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REFERENCES/READING MATERIALS
How to Understand Team Roles by Nannette Richford, ehow Contributor,

www.ehow.com
What Makes Effective Teamwork? by Melissa McKean, ehow Contributor,

www.ehow.com, 5/26/2010
Teamwork in the Workplace by Uiwal Deshmukh, ads by Google
Importance of Teamwork in the Workplace by Tulika Nair, buzzle.com,

12/1/2010
Teamwork Skills by Stephen Rampur, Google, 3/17/2010
How to Define Roles within a Work Team by Jade Balle, ehow Contributor,
www.ehow.com
How to Work Well within a Team Environment by Maurice Castle, Reference

and Education, Google
How to Build Relationships with People on Your Team by Joe Raasch, ehow
Member, User, Submitted Article, Google
ASEAN Toolboxes
http://www.powershow.com/view/3b7a73MzhjZ/Work_in_A_Socially_Diver
se_Environment_powerpoint_ppt_presentation

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WRITERS:
Group II
1. Jovert M. Cabaces RTC CALABARZON

2. Perfecto R. Zafra RTC CALABARZON
3. Pedro M. Gulanhagui RTC CALABARZON
4. Lodivinio O. Santos RTC CALABARZON
5. Orlando P. Iosa RTC CALABARZON
6. Jose M. Jerios RTC CALABARZON
7. Ronald B. Salvador RTC CALABARZON
8. Maximo D. Soriano - RTC CALABARZON
9. Rogel M. Borbon - RTC CALABARZON
10. Joel F. Robles PTC Paliparan
11. Lea G. Robles PTC Paliparan
12. Liberty R. Geronimo PTC Binangonan
13. Julius N. Abancio PTC Binangonan
14. Malvin V. Marquez - BPTI
15. Cherrylyn M. Manalo - BPTI
16. Ma. Rosa V. Perona - BPTI
17. Johnard N. Pasatiempo - BPTI
18. Mely D. Pea QNAS
19. Nia Rochelle V. Ariano QNAS
20. Ma. Lisa Fe O. Tria QNAS
21. Zenaida L. Afable QNAS
22. Roma S. Valderama QNAS
23. Cristeta C. Dacumos JZMGSAT
24. Nenita S. Pastrano JZGMSAT
25. Leonida M. Camua - JZGMSAT

Work in a Team
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Work in a Team
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81

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COMPETENCY BASED LEARNING MATERIAL

Qualification Title: ALL QUALIFICATION FOR NC II

Unit of Competency: WORK IN A TEAM ENVIRONMENT

Module Title: WORKING IN A TEAM ENVIRONMENT

Technical Education and Skills Development

Welcome to the Module Working in a Team Environment. This

The unit of competency Work in a Team Environment contains the

In this module, you are required to go through a series of learning

This module was prepared to help you achieve the required

You will be given plenty of opportunity to ask questions and practice

Date Developed: Document No.

Work in a Team Developed by: Issued by:

At the end of this module is a Learners Diary. Use this diary to

Recognition of Prior Learning (RPL)

Been working for some time

If you can demonstrate competence to your trainer in a particular skill,

Date Developed: Document No.

Work in a Team Developed by: Issued by:

No. Unit of Competency Module Title Code

Date Developed: Document No.

Information Sheet 2.2-1 Team Role and Responsibilities 22

Performance Criteria Checklist 2.2 31

Learning Outcome # 3 Work as a Team Member 32

Date Developed: Document No.

Information Sheet 2.3-3 - Reporting Protocols 55

Task Sheet 2.3 77

Performance Criteria Checklist 2.2 78

Date Developed: Document No.

UNIT OF COMPETENCY : Work in a Team Environment

MODULE TITLE : Working in a Team Environment

NOMINAL DURATION : 3 hours

This module covers the knowledge, skills and attitudes of a team

At the end of this module you MUST be able to:

LO1. Describe team role and scope

Date Developed: Document No.

Date Developed: Document No.

Student/ trainee must be provided with the following:

Date Developed: Document No.

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

Read Information Sheet Read and understand the information

Answer Self-check 2.1-1 Compare answers with the Answer Key

Evaluate your own work using the

Date Developed: Document No.

After reading this INFORMATION SHEET, you must be able to:

1. Differentiate team from a group.

Date Developed: Document No.

Must have an agreement or a reason for working together.

Eight (8) dimensions

Date Developed: Document No.

Date Developed: Document No.

Why are team objectives important?

Team objectives are the basis of the teams planned work.

Meredith Belbin (1993) based on his research proposed roles for

Top-performing teams are built on a balance of nine basic roleswith

Date Developed: Document No.

Team Sources of Information

Standard operating and/or other workplace procedures

Date Developed: Document No.

1. A team is a group of people who work interdependently in order to attain

Date Developed: Document No.

Date Developed: Document No.

Title and description: Word Scramble

Performance Objective: Its purpose is to demonstrate the importance of