Work in A Team Environment 1

COMPETENCY BASED LEARNING MATERIAL
Sector:
TOURISM
Qualification:
FOOD AND BEVERAGE SERVICES NC II
Unit of Competency:
WORK IN A TEAM ENVIRONMENT
Module Title:
Working in a Team Environment
TECHNICAL EDUCATION SKILLS DEVELOPMENT

AUTHORITY
Maryland Global College Foundation Inc.

2nd Floor G. Yu Bldg. Lugay St. Brgy. 04
Guiuan E. Samar
HOW TO USE THIS COMPETENCY-BASED

Date Developed: Document No.
FOOD & BEVERAGE SERVICES December 2022
NC II Issued by: PAGE
Developed by: Revision No:
1
MGCFI Work in a Team Environment MILA ROSE O. ARIAS

LEARNING MATERIAL
Welcome!
The unit of Competency “Work in team environment,” is one of the Basic

competencies for Food and Beverage Services NC II, a course which comprises the
knowledge, skills and attitudes required for a TVET trainee to possess.
The module, Working in Team Environment, contains training materials

and activities related to describe team role and scope; identify own role and
responsibility within team; and work as a team member.
In this module you are required to go through a series of learning activities to

complete each learning outcome. In each learning outcome are Information Sheets,
Self-checks, and Job Sheets. Follow and perform the activities on your own. If you
have question, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Work through all information and complete the activities in each

section.
 Read the information sheets and complete the self-checks. Suggested
references are included to supplement the materials provided in the
module.
 Most probably your trainer will also be your supervisor or manager.
He/she is there to support and show you’re the correct way to do
things.
 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.
 Use the Self-Checks, and Job Sheet at the end of each section to test
your own progress. Use the Performance Criteria Checklist or
Procedural Checklist located after the sheet to check your own
performance.
 When you feel confident that have had sufficient practice, ask your
Trainer to evaluate you. The result of your assessment will be recorded
in your Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module on
common competencies.

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Food and Beverage Services NC II
List of Competencies
No. Unit of Competency Module Title Code

BASIC COMPETENCIES
1 Participate in workplace Participating in workplace 500311105

communication communication
2 Work in a Team Environment Working in a team environment 500311106
3 Practice Career Professionalism Practicing career professionalism 500311107
4 Practice Occupational Health and Practicing occupational health and 500311108

Safety Procedures safety procedures

3

MODULE CONTENT
QUALIFICATION TITLE : Food and Beverage Services NC II
UNIT OF COMPETENCY: Work in team environment
MODULE TITLE : Working in team environment
Introduction:
This unit covers the skills, knowledge and attitudes required in working in team
environment.
LEARNING OUTCOMES:
Upon completion of this module, you must be able to:
1. Describe team role and scope

2. Identify own role and responsibility within team
3. Work as a team member
ASSESSMENT CRITERIA:
1. Identify the role and objective of the team from available sources of
information
2. Identify team parameters, reporting relationships and from team discussions
and appropriate external sources
3. Identify individual role and responsibilities within the team environment
4. Identify and recognized roles and responsibility of other team members
5. Identify reporting relationships within team and external to team
6. Use and undertake effective and appropriate forms of communications with
team members who contribute to known team activities and objectives
7. To complement team activities and objectives, make effective and appropriate
contributions based on individual skills and competencies and workplace
context
8. Observe protocols in reporting using standard operating procedures
9. Contribute to the development of team work plans based on an understanding
of team’s role and objectives and individual competencies of the members.
10. Operate in a team to complete workplace activity
11. Work effectively with others
12. Convey information in written or oral form
13. Select and use appropriate workplace language
14. Follow designated work plan for the job
15. Report outcomes
16. Communicate appropriately, consistent with the culture of the workplace

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LEARNING OUTCOME #1 Describe team role and scope
CONTENTS:
1. Team roles
2. Relationships and responsibilities within the team
1. Identify the role and objective of the team from available sources of
information
2. Identify team parameters, reporting relationships and from team
discussions and appropriate external sources
CONDITIONS:
Students/trainees must be provided with the following:

 Standard operating and/or other workplace procedures
 Job procedures
 Machine/equipment manufacturer’s specifications and instructions
 Organizational or external personnel
 Client/supplier instructions
 Quality standards
 OHS and environmental standards
ASSESSMENT METHOD:
 Oral-recitation
 Written examination
 Direct observation

5

LEARNING OUTCOME #2 Identify own role and responsibility
within team
CONTENTS:
 Role and responsibilities with team environment.

 Reporting Relationship within a team.
1. Identify individual role and responsibilities within the team environment

2. Identify and recognized roles and responsibility of other team members
3. Identify reporting relationships within team and external to team
CONDITIONS:

 Job procedures
ASSESSMENT METHOD:
 Oral-recitation

6

LEARNING OUTCOME #3 Work as a team member
CONTENTS:
 Communication process
 Team structure
 Group planning and decision making
1. Use and undertake effective and appropriate forms of communications with
team members who contribute to known team activities and objectives
2. To complement team activities and objectives, make effective and appropriate
contributions based on individual skills and competencies and workplace
context
3. Observe 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.
5. Operate in a team to complete workplace activity
6. Work effectively with others
7. Convey information in written or oral form
8. Select and use appropriate workplace language
9. Follow designated work plan for the job
10. Report outcomes
11. Communicate appropriately, consistent with the culture of the workplace
CONDITIONS:
 Job procedures
ASSESSMENT METHOD:
 Oral-recitation

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Learning Experiences
Learning Outcome 1
Describe team role and scope
Learning Activities Special Instructions

Read and understand the information
1. Read: Information Sheet 3.1-1 on sheets and check yourself by answering
team roles and its scope the self-check.
2. Answer: self-check 3.1-1 for this

information sheet. You can access the internet and books
in the library for further information
about the topics.
3. Read: Information Sheet 3.1-2 on
relationships and responsibilities
within teams
Always ask the assistance of your
trainer for important coaching and
mentoring during the performance/
information sheet.
hands on of the different tasks and jobs
given to you.
5. Perform: Task Sheet 3.1-2 on
Identifying team roles
6. Perform: Task Sheet 3.1-1 on Job sheet will help you practice your
listing of team roles and skills
responsibilities
The Performance Criteria Checklist will
7. Perform: Job Sheet 3.1-1 on guide and help you evaluate your work
presenting at least one kind of a as you are practicing the skill.
Parlor game
When you are ready present your work
to your trainer for final evaluation and
recording.

8

INFORMATION SHEET 3.1-1
Team Roles
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Identify and describe team roles

2. Discuss team parameters, objectives and scope
Introduction:
In a workplace you will be required to work in a workgroup/team and

contribute to the team environment.
Each role may correspond to one individual or to a group, or one individual

may perform multiple roles, but regardless of how the roles get assigned to
individuals, they represent common sets of key skill sets and the way that those skills
are applied in achieving the goals of the project.
What is a team and team roles?
A common definition of a team is a group of individuals working together to

achieve a common goal. The common goals are seen as more important than the goals
of the individuals.
The team consists of a set of roles. Each role is responsible for the designated
knowledge area (being a key resource for the area). Other roles can share or substitute
this role where required. Note that one person can have more than one role.
Teams are a composition of people whose talents complement each other. Two
or more people make up a team whose main objective is to reach a common unilateral
goal as identified through a common source. This source could be a coach, your boss,
or a teacher. Teams work in various contexts and are not identified in only one facet.
Characteristics are easily identified as norms, size, and roles.
There are eight team roles:
 Coaches produce agreement and harmony across the team, trying to create a
positive team atmosphere and reach a consensus.
 Crusaders produce a sense of priority, stressing those issues that have most
importance so that discussions are focused on the most valuable topics
 Explorers uncover new potential in situations and people and explore new
areas and the possibilities that they present
 Innovators produce a sense of imagination and contribute new and
alternative perspectives and ideas
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 Sculptors bring things to fruition, producing action to address the most urgent
matters, and using tools or techniques that they know (from experience) will
work
 Curators produce a clarification of ideas and information, producing a better
knowledge and clearer picture of any situation
 Conductors produce structure and introduce a logical organization into the
way things are done
 Scientists produce explanation of what is happening and the cause of
problems, and generate models to demonstrate how things work
Each team role contributes different ‘soft products’ the way the team
interacts. At how to use products to work out the contribution you are
making to the team, and therefore your team role.
Team Dynamics are the unseen forces that operate in a team between different
people or groups. Team Dynamics can strongly influence how a team reacts, behaves
or performs, and the effects of team dynamics are often very complex. This page
considers what team dynamics are and the impact they have on the team.
Suppose in a small team of six people working in one office there are two people who
have a particularly strong friendship. This friendship is a “natural force” that may
have an influence on the rest of the team, and can be manifest in various ways, either
positively or negatively.
Other factors can also play an influence. For example, if a wall of cupboards were to
be placed across the middle of the office, this would also form a ‘natural force’ that
influences the communication flow and may separate the group into two further sub-
groups.
Sometimes, an “absence” of a natural force can also be a team dynamic. For example,
if the leader or manager is permanently removed from the office, the group may be
drawn into a change of behaviour.

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SELF-CHECK 3.1-1
A. Multiple Choice
Directions:
Read each statement very comprehensively and be able to identify the
correct answer from the choices given. Write only the letter of your answer before
each number.
a. coaches
b. team role
c. explorer
d. conductors
e. team dynamics
f. role
g. innovators
h. scientist
i. crusaders
j. sculptors
1. Produce explanation of what is happening and the cause of problems, and
generate models to demonstrate how things work.
2. Produce a sense of priority, stressing those issues that have most
importance so that discussions are focused on the most valuable topics.
3. Bring things to fruition, producing action to address the most urgent
matters, and using tools or techniques that they know (from experience)
will work.
4. The unseen forces that operate in a team between different people or
groups.
5. It is responsible for the designated knowledge area (being a key resource
for the area).
6. Produce a sense of imagination and contribute new and alternative
perspectives and ideas
7. Produce agreement and harmony across the team, trying to create a
positive team atmosphere and reach a consensus.
8. Contribute different ‘soft products’ the way the team interacts. At how to
use products to work out the contribution you are making to the team.
9. Uncover new potential in situations and people and explore new areas and
the possibilities that they present.
10. Produce structure and introduce a logical organization into the way things
are done.
ANSWER KEY 3.1-1

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1. h
2. i
3. j
4. e
5. f
6. g
7. a
8. b
9. c
10. d
TASK SHEET 3.1-1

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Title: Brainstorming Activity on Identifying Own Roles
Performance Objectives:
Given the appropriate resources, you should be able to brainstorm with

your group members about your own roles and identify and list your own roles in
your team that you most likely want to assume. (Allotted time is 1 hour).
Supplies/Materials:
CBLM
Multimedia gadgets
Equipment:
Table and chairs
PLEASE READ CAREFULLY:
1. Form your group and assigned roles for each member.
2. List down each member’s role and be able to identify some duties and
functions attached to it that is expected of her to be performed.
3. Discuss these duties and functions of each role with the other
members.
Performance Criteria Checklist 3.1-1

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CRITERIA
Did you…. YES NO
1. Identify individual role and responsibilities within the
team environment
2. Identify and recognized roles and responsibility of other
team members
3. Identify reporting relationships within team and external
to team
Comments/suggestions:
Trainer:________________________________
Date:___________________________

14

Relationship and Responsibilities
1. Identify and reorganize roles and responsibilities of other teams

2. Identify and discuss team parameters
Introduction:
In order to succeed in your working life, it is important to have a good

working relationship and a good understanding of how to react in the workplace.
Understanding how to communicate in a group, to understand your

responsibilities and those of others and to support group goals are important skills.
This unit shall provide you with the knowledge and skills to improve your skills and
establish good relationship with others in the workplace.
Relationships in an organization are complex. For example, a product line may

have reporting responsibilities to multiple functions or vice versa.
What is a good working relationship?
Characteristics of a good working relationship are:

 Open and honest communication
 Support
 Respect
 Trust
 Feedback
Benefits of good working relationships:

 Positive working relationships with others help to make the workplace
enjoyable and allow for a supportive environment
 Being able to ask questions, receive assistance and have someone to
confide in, are extremely helpful, particularly in times of stress
 Conflicts in the workplace sometimes occur and your ability to deal with
these situations is very important.
 The way conflicts is resolved affects relationships
Relationships and Responsibilities in work can be shown in diagrams:
The tree diagram starts with one item that branches into two or more, each of which
branch into two or more, and so on. It looks like a tree, with trunk and multiple
branches.
Also called: systematic diagram, tree analysis, analytical tree, hierarchy diagram

15

It is used to break down broad categories into finer and finer levels of detail.
Developing the tree diagram helps you move your thinking step by step from
generalities to specifics.
When to Use a Tree Diagram

 When an issue is known or being addressed in broad generalities and you
must move to specific details, such as when developing logical steps to
achieve an objective.
 When developing actions to carry out a solution or other plan.
 When analyzing processes in detail.
 When probing for the root cause of a problem.
 When evaluating implementation issues for several potential solutions.
 After an affinity diagram or relations diagram has uncovered key issues.
 As a communication tool, to explain details to others.
Example of a tree diagram:
The Pearl River, NY School District, a 2001 recipient of the Malcolm Baldrige
National Quality Award, uses a tree diagram to communicate how district-wide goals
are translated into sub-goals and individual projects. They call this connected
approach “The Golden Thread.”
The district has three fundamental goals. The first, to improve academic performance,
is partly shown in the figure below. District leaders have identified two strategic
objectives that, when accomplished, will lead to improved academic performance:
academic achievement and college admissions
Lag indicators are long-term and results–oriented. The lag indicator for academic
achievement is Regents’ diploma rate: the percent of students receiving a state
diploma by passing eight Regents’ exams.

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Lead indicators are short-term and process-oriented. Starting in 2000, the lead
indicator for the Regents’ diploma rate was performance on new fourth and eighth
grade state tests.
Finally, annual projects are defined, based on cause–and–effect analysis, that will
improve performance. In 2000–2001, four projects were accomplished to improve
academic achievement. Thus, this tree diagram is an interlocking series of goals and
indicators, tracing the causes of system wide academic performance first through high
school diploma rates, then through lower grade performance, and back to specific
improvement projects.
Excerpted from Nancy R. Tague’s The Quality Toolbox, Second Edition, ASQ
Quality Press, 2004, pages 501–504.
Five Tips to Build Better Work Relationships
Is there someone at work you don’t get along with and yet need to influence? And,
yes, you tend to avoid them because you just don’t see eye to eye? It could be a peer,
a boss, a direct report. Here’s the best advice I have seen recently on a TED talk by
Elisabeth Lesser, co-founder of the Omega Institute.
Her advice is simple, “Take the Other to Lunch”. Here are 5 Tips to start to turn the
corner on the difficult relationship.
1. Clarify Your Objective. What’s your goal? The goal here is to simply build a
more trusting relationship with the other person. Once the mutual trust is established,
it is more possible to work on the areas where you want to influence the person.
Believe it or not, this is the hardest part. It involves us being really honest with
ourselves about our true intent and then following through on it. Your objective at the
outset is simply to be curious about the other person and to build a trusting
relationship.
2. What’s the best way to approach them? The bad news is that they are probably
not oblivious to the fact that you are not on great terms. So just be
honest. Acknowledge the fact that you realize the relationship is not off to the best
start and state your intent to see if you can get a fresh start. This takes courage on
your part. You will be surprised how barriers in the other person can come down
when you acknowledge a sincere desire to get to know them. If you have made any
mistakes in the past in the relationship, coming clean on these is critical. So, go ahead
and ask them to lunch.
3. What If They Say No? They may be a bit suspicious. After all, everyone wants to
have lunch with friends. And it may be just the excuse you may be looking for to
retreat to your office cave to nurse the ego. But you can prevail. Persist. Ask if there is
a better time to connect, perhaps for coffee.

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4. What Do We Talk About? Understandably when we perceive that we have
nothing in common with the other person, we are anxious to spend an hour with them.
One of my most miserable mentoring experiences was when I was invited to a 1 on 1
mentoring lunch with my boss’s boss early in my career. We went to a noisy
restaurant (thankfully I thought at the time because we certainly didn’t have much to
say to each other). But now I know better! You need to take 100% accountability
yourself, to be curious about the other person. Ask questions about their background,
their interests, what’s made them successful. You don’t need to get into your agenda
or convince them you’re right. Your goal is to simply build a more trusting
relationship with the other. See them as people instead of “the other.” Take the time to
share yourself, your background, what’s important to you. Start to look for
similarities rather than differences. If there has been lack of trust in the past, it is very
powerful to acknowledge that. It clears the air. Own up to what you did to cause lack
of trust to happen and your intent to fix that. They may choose to own up as well, but
don’t go in expecting them to. The key here you’re having the courage and power to
take 100% accountability.
5. Be Persistent. As Elisabeth Lesser says, this is not an easy process and it takes
time, but it does work, and it takes patience. You may experience setbacks. Stay true
to your intent. If your intent is sincere (i.e. build trust), then you are bound to get
results.
The above is not rocket science but how often do we practice it? Often, we let our
emotional feelings about “the other” (and the beliefs that we are right and they are
wrong) get in the way of our goals and progress. Elisabeth Lesser ends by quoting one
of my favorite quotes from the Sufi poet Rumi “Out beyond ideas of wrong-doing and
right-doing there is a field, I’ll meet you there.” Here is wishing you great success in
this field.
So, pick one person you will take to the lunch experiment and do comment on how
this worked for you.

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SELF-CHECK 3.2-2
Directions:
Read each question carefully and be able to answer by selecting the letter only.
1. What is not a Characteristic of a good working relationship in the list?

a. Open and honest communication
b. Support
c. Conflict
d. Respect
e. Trust
f. Feedback
2. When to Use a Tree Diagram, find two statements which are not applicable.
a. When an issue is not known and or cannot be addressed in broad generalities
and you must move to specific details, such as when developing logical steps
to achieve an objective.
b. When developing actions to carry out a solution or other plan.
c. When documenting only some processes in detail.
d. When probing for the root cause of a problem.
e. When evaluating implementation issues for several potential solutions.
f. After an affinity diagram or relations diagram has uncovered key issues.
g. As a communication tool, to explain details to others.
3. What are the Five Tips To Build Better Work Relationships? (5 pts)
4. Select one of the five tips in building work relationships and discuss or
explain it. (5 pts)

19

ANSWER KEY 3.2-2
1. C
2. A & C
3. a) clarify your objectives
b) what’s the best way to approach them
c) what if they say no
d) what do we talk about
e) be persistent

20

TASK SHEET 3.2-2
Specific Instruction for the Candidate
Conduct a meeting and plan for a specific project and assign members for
a specific activity.
Qualification For NC II Qualifications
Unit of Competency Work in team environment
Given the appropriate resources, you should be able to make a tree diagram
for work assignment of every member in the group and conduct a meeting following
the correct structures or parts.(Allotted time is 1 hour)

21

CRITERIA
Did you…. YES NO
3.1. Individual role and responsibilities within the team
environment are identified.
3.2. Roles and responsibility of other team members are
identified and recognized.
3.3 Reporting relationships within team and external to
team are identified.
3.4 Individual role and responsibilities within the team

22

JOB SHEET 3.1-1
Please observe the do’s and don’ts in group dynamics before you start the
activity.
Qualification For NC II Qualifications
Given the appropriate resources, you should be able to perform a group

parlor game. (Allotted time is 1 hour)

23

CRITERIA
Did you…. YES NO
1. Individual role and responsibilities within the team
2. Roles and responsibility of other team members are
3. Reporting relationships within team and external to

24

Learning Outcome 2
Identify own role and responsibility within team structure
1. Read: Information Sheet 3.1-1 on Read and understand the information

own roles and responsibilities within sheets and check yourself by answering
team structure the self-check.
2. Answer: self-check 3.1-1 for this You can access the internet and books
information sheet. in the library for further information
about the topics.
Perform: Task Sheet 3.1-2 on making an Always ask the assistance of your
organizational chart trainer for important coaching and
given to you.
Task sheet will help you practice your

skills

guide and help you evaluate your work
as you are practicing the skill.
When you are ready present your work

to your trainer for final evaluation and
recording.

25

Team Structure
1. Consider essential elements in establishing team’s composition

2. Identify and discuss team structures
Introduction:
Team structure can be seen as a "bridge between organization-level strategy

and staffing decisions" (Hollenbeck et al., 2002, p. 600). Team structure is an
essential element in establishing guidance for team composition. It is helpful to
consider the desired composition of the team when deciding which type of structure
will be used to unite team members.
Functional structure
Functional structure is present when members within a team are organized
around performing similar tasks (Mathieu et al., 2008).
Divisional structure
Divisional structure is present when members within a team are organized
based on the similar organizational area (i.e. working on the same, specific
product) in which they have responsibility (Mathieu et al., 2008).
Leadership structure
Teams generally have a leader (Mello & Ruckes, 2006). Leadership within a team has
been shown to impact the outcome of team processes (Koslowski & Ilgen, 2006) such
as team member selection. A standard leadership structure for teams involves a
hierarchical leadership structure where there are leaders and subordinates.
Showing team wise distribution- Team Structure
Sometimes teams are distributed around specific objectives or projects. The following
organogram allows you to depict that relationship in a straightforward way:

26

Structure of Team-Based Organizations
Teams of employees achieve progress toward a common goal while completing

individual tasks. Cooperation is critical in team-based organizations, and this type of
organization must be structured to facilitate communication. Team-based
organizations are less hierarchical, and they exhibit more flexible structures that foster
problem-solving, participation in decision-making and teamwork to achieve
organizational goals. In team-based organizations, labor and management must work
cooperatively.
Objectives of Team-Based Organizations
Team-based organizations exist across all types of industries in many nations.

Globalization requires people in all industries and all over the world to work
cooperatively to produce goods and services. Teams must solve production problems
and market goods and services. Manufacturing companies must work as a team with
suppliers around the globe to produce high-quality goods while keeping costs under
control.

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Disadvantages of Team-Based Organizations
Recognition for individual achievement within a hierarchical organization is a

motivator and a factor in determining compensation. However, team-based
organizations value team performance over individual performance. This lack of
focus on the individual can be a disadvantage of team-based organizations, since
participants seek recognition for their individual contributions; thus, motivating
individuals in a team-based organization can be more challenging. In addition, team-
based organizations are decentralized rather than hierarchical. This lack of
centralization is another disadvantage of team-based organizations, because
decentralization can lead to coordination and control problems for management.
Advantages of Team-Based Organizations
Team-based organizations filter decision making down to all levels of management,

while traditionally structured organizations rely on top management to make
decisions. Team-based organizations require that all employees participate in the
decision-making process. Employees feel they are part of the total organization, rather
than members of an individual department. Consequently, team-based organizations
run more efficiently and effectively, giving them a competitive edge in today's global
market.

28

SELF-CHECK 3.2-1
1. Discuss the essential elements in establishing teams’ composition. (10 points)
2. Enumerate and explain the different team structures. (5 points)

29

TASK SHEET 3.2-1
Title: Drawing an Organizational Chart
Given the appropriate resources, you should be able to perform the given
activity about organizing a team and drawing an organizational chart/structure.
(Allotted time is 1 hour)
Supplies/Materials:
CBLM
Multimedia gadgets
Equipment:
Table and chairs
Please observe the do’s and don’ts in group dynamics before

you start the activity.

30

CRITERIA
Did you…. YES NO
2. Roles and responsibility of other team members are
3. Reporting relationships within team and external to

31

Learning Outcome 3
Work as a team member

Read and understand the information
1. Read: Information Sheet 3.3-1 on sheets and check yourself by answering
communication process in teams the self-check.

information sheet. You can access the internet and books
in the library for further information
about the topics.
3. Read: Information Sheet 3.3-2 on
group planning and decision making
in teams
Always ask the assistance of your
trainer for important coaching and
information sheet.
given to you.
Perform: Task Sheet 3.3-1 on role Task sheet will help you practice your
playing exercise on telephone skills
conversation
Perform: Task Sheet 3.3-2 on work guide and help you evaluate your work
planning as you are practicing the skill.
Perform: Job Sheet 3.3-1 on group When you are ready present your work
dance presentation to your trainer for final evaluation and
recording.

32

Communication Process in Teams
1. Define communication and its concepts

2. Discuss communication processes
Introduction:
Work requires communication. It is not just talking or writing to someone

with anything else but it is an opportunity to send a message and receive an answer or
feedback out of it.
In any business, there are informal methods of communication such as

“conversations” between workers on the shop and formal methods such as “memos”
from management. Communication needs to be clear and effective in order to achieve
its aim, when it is not, all kinds of problems can result.
To be an effective worker it is necessary to have the skills and confidence to

communicate with others. Information is created in two directions sometimes you
receive information and sometimes you convey it. In the workplace, you
communicate regularly with your employer or supervisor and co-workers. You might
also communicate with customers and suppliers, contractors, or other people from
outside your workplace
In every organization, information or service is created and delivered through

communication. People communicate to plan products and services, hire, train, and
motivate workers; coordinate manufacturing and delivery; persuade customers to buy;
and bill them for sell. For many business, nonprofit, community, and government
organizations, the “product” is information or a service rather than something
tangible.
1. Definitions and Concepts of Communication and Communication Process
1.1.1 What is communication?
Communication is the way people get their points across, get their work
done, and get recognized for their contributions. There are two general forms of
communication- the spoken-oral (or any verbal form) ; and written (or non-
verbal form) to include the sign language behavior of man which gives
people the opportunity to send their thoughts and feelings and to have these
thoughts and feelings received by someone else.
33

Spoken communication includes:
 face to face conversation
 telephone or cell phone conversation
 two-way radio communication
Written communication includes:

 written notes
 email
 reading instruction manuals
 workplace signs
 text instructions
 memos/ circulars
Communication is not just about talking to someone.
Circle the items in the list which you think are examples of
communication:
Talking Listening
Holding hands Giving the thumbs up
Body language Sending a fax
Showing a photo Using the telephone
If you circled all of them you are right.
1.1.2 What is communication process?
In order to communicate well, it is helpful to understand the process.
Communication involves:
 A sender who has a message or idea which they wish to send
 A message which is sent between the sender and the receiver
 A method (face to face, telephone, letter, form) by which the message
is sent
 A receiver who receives and understands the message
 A feedback passed from the receiver to the sender showing that the
message has been received and understood.
Good communication is affected when sender and the receiver do not

understand the message in the same way.
1.1.3 Barriers to good communication can make things difficult and

cause
misunderstanding such as;

34

 Non-verbal communication which sends opposite message to
what is being said
 Poor listening
 Use of slang and jargon
 Ambiguity
 People who think that they know everything and don’t listen
 Making assumptions about what people do or don’t know
 Poor expression
Effective Group Communication Processes

by David Ingram, Demand Media
group image by ARNAUD JORON from Fotolia.com
Group communication is both a science and an art. There are a number of elements
that have been proven to encourage effective group communication processes.
1. Significance
Groups, or work teams, can accomplish great things in small and large businesses
alike. A group's overall effectiveness, however, hinges to a great extent on the
effectiveness of the participants' communication abilities. Without positive flows of
communication, misunderstandings can occur between groups, creating a fractious
work environment. Without clear communication between group leaders and workers,
productivity can slow as workers struggle to understand their specific job functions.

35

Communication styles can vary according to group dynamics. Geographically
dispersed groups connected via the Internet, for example, are likely to communicate
much differently than individuals who work in the same room with each other every
day. Whatever the setting, the way groups communicate in your company can directly
influence the success of your strategic goals.
2. Company Culture
Instilling a culture of openness, honesty and trust among co-workers is vital to

effective group communication. All group participants must feel that they are free to
contribute to the best of their ability without the fear of rejection, insult or political
repercussions. Groups must be able to pool their intellectual resources to reach their
full effectiveness, and that can only be accomplished when all members are ready and
able to tackle new challenges in innovative ways.
3. Respect for Individuals
Individual respect is key to effective group communication. Clear hierarchical

boundaries in meetings can stifle ideas and insights from lower-ranking employees.
Every individual must truly believe that their input will be valued and considered,
without undue clout given to the input of managers and executives. This kind of
respect for group members' individuality cannot come to fruition through formal
policies; executives and managers must lead by example in this area by first
encouraging employees to contribute in meetings, then recognizing and considering
input from all participants.
4. Business Etiquette
Adhering to a common code of etiquette in workplace groups can help

communication processes to remain productive and collaborative by reducing
distractions and feelings of resentment. If all group members dress professionally,
speak courteously, avoid divisive, irrelevant topics of conversation and generally
avoid causing offense to other group members, a team can find it easier to mesh and
form a cohesive unit. A lack of attention to etiquette, on the other hand, can create
divisions while encouraging gossip and feelings of resentment, all of which can
present serious impediments to effective communication.
5. Theories
A number of theories attempt to analyze and explain the dynamics of group

communication and the elements that determine its effectiveness. One such theory is
the Decision Emergence Theory set forth by Aubrey Fisher. Decision Emergence
asserts that new groups progress through four stages that lead the group from a
diverse collection of individuals to a productive unit with shared experiences, decision
methods, work ethic and values.

36

SELF-CHECK 3.3-1
A-Directions:
Identify whether the communication presented is verbal or non-verbal

communication by writing V for verbal and NV for non-verbal.
1. talking
2. listening
3. body language
4. telephone call
5. sending a fax
6. giving the thumbs up
7. memorandum
8. holding hands
9. showing a photo
10. radio ad
11. letters
12. posters/ bulletin board/billboards
13. text
14. newscast on TV
15. Newspaper
B- Directions:
Pick from the list below the correct term being described in each item.
Company culture Respect for individuals

Theories Significance
Business etiquette
1. This attempt to analyze and explain the dynamics of group communication

and the elements that determine its effectiveness.
2. Whatever the setting, the way groups communicate in your company can
directly influence the success of your strategic goals.
3. Adhering to a common code of etiquette in workplace groups can help

communication processes to remain productive and collaborative.
4. Every individual must truly believe that their input will be valued and
considered, without undue clout given to the input of managers and
executives.

37

5. All group participants must feel that they are free to contribute to the best of
their ability without the fear of rejection, insult or political repercussions.
ANSWER KEY 3.3-1

A.
1. V
2. NV
3. NV
4. V
5. V
6. NV
7. V
8. NV
9. NV
10. V
11. V
12. V
13. V
14. V
15. V
B.
1. Theories
2. Significance
3. Business Etiquette
4. Respect for individuals
5. Company culture

38

TASK SHEET 3.3-1
Title: Simulation of a telephone conversation
Given the appropriate resources, you should be able to formulate a

concept of a telephone conversation. (Allotted time is 1 hour)
Supplies/Materials:
CBLM
Multimedia gadgets
Equipment:
Table and chairs


39

CRITERIA
Did you…. YES NO
1.1 Effective and appropriate forms of communications
used and interactions undertaken with team members
who contribute to known team activities and objectives.
1.2 Effective and appropriate contributions made to
complement team activities and objectives, based on
individual skills and competencies and workplace
context.
1.3 Observed protocols in reporting using standard
operating procedures.
1.4 Contribute to the development of team work plans based
on an understanding of team’s role and objectives and
individual competencies of the members.

40

Group Planning and Decision Making
1. Define group planning and decision making

2. Develop teamwork plans
3. Make valuable contribution as a team member
Introduction:
In a workplace you will be required to work in a workgroup/team and

contribute to the team environment.
To achieve workgroup goals, group planning and appropriate and fair decision
making is considered. Teams are given specific, smaller goals which contribute to the
achievement of the overall goals. It is the responsibility of the group members to
support each other so that these goals are met.
This lesson discusses planning and decision making as very important concepts for a
manager. These principles combine to form perhaps the most important function
of the principles of management. Most experts believe managers cannot be
effective unless they plan. A large part of planning is decision making. Since
planning was discussed in the last lesson, much of this lesson will consider
decision making. Managers must not shy away from making the decisions that
impact themselves, their employees, and their organization. Some decisions are
simple and some require much effort to effect the organization in positive ways
and achieve organizational objectives.
Group Planning and Decision Making
a. What is group planning?
Planning determines how an organization can get to where it wants to go.

Planning determines what an organization will do to accomplish its objectives. The
fundamental purpose of planning is to achieve your objectives. In order to do that

41

planners must keep in mind the organization’s mission, environment, resources, and
values. All of these play a part in successful planning.
An important point about planning is that it helps managers think beyond the
daily activities that surround them. It helps them plan for the future and be ready for
challenges.
Planning Process
There are several models that could be used for planning, but they are all very
similar. This one should work fine as an example of effective planning.
The planning process contains six steps:

1. Stating organizational objectives – this is a necessary beginning point of
successful planning and should remain a focal point throughout the planning process.
2. Listing alternatives for reaching objectives – managers should list many different
ways to possibly reaching the objectives.
3. Developing assumptions about each alternative – managers should spend time
thinking about what might happen depending on which alternative is chosen.
Managers need to use their knowledge and experience to make solid assumptions.
4. Choose the best alternative – evaluate the assumptions and choose the best
alternative.
5. Develop plans to pursue the chosen alternative – manager begins to develop
plans.
6. Put the plans into action – this is where the organization benefits from all the
planning.
When we think of the different types of planning what comes to mind?

Someone should say strategic planning, and this is where you want to start.
Strategic planning is defined as long-range planning that focuses on the

entire organization. Strategic planning involves managers at the highest levels.
Tactical planning is characterized as short-term planning. Tactical planners

are thinking about tomorrow and next week or next month and planning is much more
detailed than strategic. Strategic is more broad.
Contingency planning is worth a brief mention. This is a term that is

frequently used within organizations. It simply means what does an organization do
when something unexpected happens or when something needs changing.
a. What is decision making?
DECISION MAKING
In the past, decision making was thought of as a management function all by

itself, but now almost everyone places it with planning. Regardless of how you view
42

it, decision making is a critical part of being an effective manager. Managers make
dozens of decisions everyday. Many are quite small but some are huge. Your success
as a manager depends on how well you make decisions.
A decision is a choice between alternatives and decision making is the

process of choosing one alternative over the others. Making good decisions should be
a process. It is a process of identifying problems and resolving them, or of identifying
opportunities and taking advantage of them. The process is made up of two
components:
Judgment – a process of evaluating alternatives

Choice – a process of selecting a specific alternative to implement
Judgment can occur without being followed by choice. However, some level
of judgment will always precede choice.
Context Factors for Decision Making
Degree of Certainty
|------------------|-----------------|--------------------|----------------------|
Certainty Risk Uncertainty Ambiguity
Certainty: All information relevant to the decision is known or available to the

decision maker, including specific goals, alternatives, and outcomes associated with
each alternative action.
Risk: Decision maker has specific goals and good information relevant to
alternatives, but there is some risk associated with the outcomes of each alternative—
but the risk can be assessed.
Uncertainty: Decision maker has specific goals, but information about alternatives
and outcomes of alternatives is incomplete.
Ambiguity: The situation is so new or unclear that goals are vague, alternatives are
difficult to specify, and outcomes of alternatives are unknown.
Given what we know about individual risk propensity, this context feature can
have huge consequences to judgment and choice.
Urgency – how quickly do you have to decide

Importance – how much impact will the decision have
Lifespan of Problem/Opportunity– how likely is the issue to go away on its own
Creating a Decision Support Process
The steps in this Decision Support Process mimic the steps of the Classical
model of decision making. The goal of establishing a Decision Support Process is to
create opportunities and structures to enable yourself or others to move complex,
ambiguous decisions into the realm of objective, rational processing where possible.
In so doing, you require yourself to work through more information in the judgment

43

process than you might otherwise, generating more alternatives, which should result
in sounder choices.
1. Recognize need for a choice – build in scanning and feedback systems with the
intent to notice when problems or opportunities exist.
2. Diagnose causal relationships – use theory and analysis to find cause-effect
relationships, enabling you to create impactful interventions or strategies.
3. Identify criteria for evaluation of alternatives and establish weights for
criteria. Before you ever start looking for alternatives, decide what is important
in choosing between options. How will you know a good one from a bad one?
Especially in situations where you face strong opposition, this is a good place to start
to build common interest and good will.
4. Identify all relevant alternatives. Build in time, whenever possible, to generate
many alternatives. Especially in ambiguous situations, this can be very important in
generating “what if” scenarios. This will preclude your being “blind-sided”.
5. Assess each alternative against the criteria—the judgment process. Be sure you
stick to your criteria and their weights as you proceed from alternative to alternative.
Here, it will be important to avoid “filling in” missing information….just because you
don’t have a piece of information about one alternative, doesn’t warrant that
alternative getting a very low or very high score.
6. Determine “score” for each alternative. This involves simple addition—don’t
cheat!
7. Choose alternative with “best” score. This is a simple comparison with the
highest or lowest score winning. Again, don’t cheat!!!
Note that these steps could be used with every decision mode except intuitive….to
create information input to be used in building coalitions, creating background for
voting, etc.
Decision Making Steps
There are many decision-making models. Here is another that is not nearly as
insightful as the one above, but it is one that many of the students will be familiar
with.
1. Identify the problem. The first step is to recognize there is a problem and a
decision must be made. Some people just react to problems, but good managers seek
to understand the problem. Defining and clarifying the problem helps. Decision
making is essentially a problem-solving process. This involves understanding the
situation and trying to resolve it.
2. List alternatives. Managers need to develop a list of possible courses of action that
will solve the problem. Managers must look for standard answers and also creative
answers. The technique “brainstorming” is an example of creative thinking that can
take place between a manager and the subordinates. In brainstorming, everyone
comes up with as many alternatives as possible. A critical point about brainstorming
sessions is that no criticism should be allowed. You want to foster a nurturing
environment where everyone will feel like contributing. Shooting down an idea will
stop the free flow of exchange.
3. Select the best alternative. In some models, the next step is evaluating your
alternatives, but we are combining the evaluation with the selection. Evaluating is part
of selecting. As part of the evaluation, you should list the potential effects of each
44

choice. You should also weigh the advantages and disadvantages. Discuss those
effects and make the decision based on what is best for the organization.
4. Implement the chosen alternative. Put the alternative into action. This is critical.
All of your successful analysis won’t do any good if you are afraid to act. Whether the
implementation is easy or hard, you must take action.
5. Evaluate. Earlier we evaluated the alternatives, but now this final step means to
evaluate the action. This is done with feedback. Collect the best feedback you can.
If the problem is not resolved, a manager must go back through the process
and look at other alternatives.
Skills for constructive contribution
To be a good team member the things you should do to make sure that you are
making a valuable contribution are:
 Enter into discussion voluntarily
 Share ideas, information and experiences
 Help the group understand their goals
 Listen actively
 Draw all participants into the discussion
 Keep discussion on track
 Support all members of the group to be able to say their piece
 Build on the contribution of others
 Help the group to work out conflicts and problems
 Give feedback
 Show empathy
 Respect different points of view
 Respect the feelings of others

45

SELF-CHECK 3.3-2
A. Multiple Choice
Directions:
Recall the process in decision making arranging the scrambled list
below into the correct sequence of the process. (1 to 5 items)
Evaluate Implement the best alternative
Identify the problem Select the best alternative
Select the best alternative
B. Essay
1. What are the stages/steps in group planning? Discuss each.

2. What is decision making and discuss the many considerations before a
decision is reached?

46

Answer key 3.3-2
1. Identify the problem

2. List alternatives
3. Select the best alternative
4. Implement the chosen alternative
5. Evaluate

47

TASK SHEET 3.3-2
Title: Formulating a Work Plan
Given the appropriate resources, you should be able to formulate a

group work plan. (Allotted time is 1 hour)
Supplies/Materials:
CBLM
Multimedia gadgets
Equipment:
Table and chairs


48

CRITERIA
Did you…. YES NO
1. Effective and appropriate forms of communications
2. Effective and appropriate contributions made to
context.
3. Observed protocols in reporting using standard
4. Contribute to the development of team work plans based

49

JOB SHEET 3.3-1
Title: Group Games & Group Dancing
Performance Objective:
Given the appropriate resources, you should be able to perform a group game &
dance according to the performance criteria. (Allotted time is 1 hour)
Tools and Supplies/Materials: DVD
Equipment: Cassette Player
Please observe the do’s and don’ts in group dynamics before you start the activity.
Steps/Procedure:
Assessment Method:
Observation and Interview based on the Performance Criteria

50

CRITERIA
Did you…. YES NO
1. Effective and appropriate forms of communications
2. Effective and appropriate contributions made to
context.
3. Observed protocols in reporting using standard
4. Contribute to the development of team work plans based

51

Republic of the Philippines
Technical Education and Skills Development Authority
INSTITUTIONAL COMPETENCY ASSESSMENT
IN
WORK IN TEAM ENVIRONMENT
Prepared by: Reviewed by:
MILA ROSE O. ARIAS JOHN MANUEL Y. VELASCO

Trainer Head, Instructional Services

52

Evidence Plan
Competency standard: NC II QUALIFICATIONS
Unit of competency: Work in team environment
Ways in which evidence will be collected:
Demonstration
Observation &
& Questioning
[tick the column]
Questioning
Third party
Portfolio
Written
Report
The evidence must show that the trainee…
Identify the role and objective of the team from available    
sources of information
Identify team parameters, reporting relationships and from 
team discussions and appropriate external sources
Identify individual role and responsibilities within the team   
environment
Identify and recognized roles and responsibility of other 
team members
Identify reporting relationships within team and external to  
team
Use and undertake effective and appropriate forms of
communications with team members who contribute to  
known team activities and objectives
To complement team activities and objectives, make
effective and appropriate contributions based on individual 
skills and competencies and workplace context
Observe protocols in reporting using standard operating 
procedures
Contribute to the development of team work plans based on
an understanding of team’s role and objectives and 
Operate in a team to complete workplace activity*  
Work effectively with others*  
Convey information in written or oral form*  
Select and use appropriate workplace language*  
Follow designated work plan for the job*  
Report outcomes*  
Communicate appropriately, consistent with the culture of  
the workplace*
NOTE: *Critical aspects of competency

53

TABLE OF SPECIFICATION
Objectives/Content No. /% of
Knowledge Comprehension Application
area/Topics items
Describe team role and
3 2 5 10/50%
scope
Identify own role and
1 1 3 5/25%
responsibility within team
Work as a team member 1 2 2 5/25%
TOTAL 5 5 10 20/100%

54

Republic of the Philippines
Technical Education and Skills Development Authority
INSTITUTIONAL ASSESSMENT
Work in Team Environment

(Basic Competency)
Name______________________________Score___________Rating__________
_
Date______________
WRITTEN TEST
Satisfactory
QUESTIONS Response
Yes No
1 What is your individual role and responsibilities
within the team environment?
2 When and how did you recognize roles and
responsibility of other team members?
3 How did you find reporting relationships within
team and external to team?
4
What are the Five Tips To Build Better Work
Relationships?
5 Select one of the five tips in building work
relationships and discuss or explain it.
6 What are the stages/steps in group planning?
Discuss each.
7 What is decision making and discuss the many
considerations before a decision is reached?

55

Performance Test
Please observe the do’s and don’ts in group dynamics before you start the
activity.
Qualification Food and Beverage Services NC II
Given the appropriate resources, you should be able to present a group

game and a group dance. (Allotted time is 1 hour)

56

QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No

1. Are the skills you learned in working with teams applicable to any nationality?  
2. Is individual role and responsibilities always considered within the team
environment?  
3. What happens when people are participative doing a work?  

4. What do you know about quality work? How’s that?  
Safety Questions
5. Is it proper to participate a group game without wearing a prescribed uniform?  
6. Do you need to comply with procedures of the job? Why?  
7. What will you do when something went wrong with your job?  
8. What really is your basis for safety operations?  
Contingency Questions
9. What will you do when to inform your group about your plans?  
10. You did not catch the last trip, what will you do?  
11. You feel unknowledgeable of your assignment, then what?  
Job Role/Environment Questions  
12. Do you dispose regularly your garbage/wastes to the garbage can?  
13. How do wastes become useful?  
14. Are you always interested to attend trade fair, if invited?  
Rules and Regulations  
15. Do we maintain our equipment as scheduled only?  
16. What agency do you know that is responsible for personal safety?  
17. When you operate an equipment, do you have a guide?  
The candidate’s underpinning knowledge  Satisfactory  Not Satisfactory
was:

57

Recommended list of tools, equipment and materials for the
training of 25 trainees for NC II –BASIC COMPETENCIES.
TOOLS EQUIPMENT MATERIALS
QTY QT QTY
Y
4 Working Tables 1 LCD 1 pack Manila paper
25 Plastic chairs 1 LCD Screen board 2 packs cartolina
5 Pentel pens 1 Laptop 1 ream Art papers
1 box Push pins 1 Set speaker 2 rolls Masking/paper
tapes
5 Stapler 2 microphones 2 tubes Paste
10 CBLM 1 box Staple wire
3 E-learning
DVDs

58

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COMPETENCY BASED LEARNING MATERIAL

TECHNICAL EDUCATION SKILLS DEVELOPMENT

Maryland Global College Foundation Inc.

HOW TO USE THIS COMPETENCY-BASED

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

The unit of Competency “Work in team environment,” is one of the Basic

The module, Working in Team Environment, contains training materials

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

 Work through all information and complete the activities in each

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

No. Unit of Competency Module Title Code

1 Participate in workplace Participating in workplace 500311105

4 Practice Occupational Health and Practicing occupational health and 500311108

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

QUALIFICATION TITLE : Food and Beverage Services NC II

UNIT OF COMPETENCY: Work in team environment

MODULE TITLE : Working in team environment

Upon completion of this module, you must be able to:

1. Describe team role and scope

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

Students/trainees must be provided with the following:

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

 Role and responsibilities with team environment.

1. Identify individual role and responsibilities within the team environment

Students/trainees must be provided with the following:

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

Describe team role and scope

Learning Activities Special Instructions

2. Answer: self-check 3.1-1 for this

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

After reading this INFORMATION SHEET, YOU MUST be able to:

1. Identify and describe team roles

In a workplace you will be required to work in a workgroup/team and

Each role may correspond to one individual or to a group, or one individual

What is a team and team roles?

A common definition of a team is a group of individuals working together to

There are eight team roles:

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

Date Developed: Document No.

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

ANSWER KEY 3.1-1

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

TASK SHEET 3.1-1

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

Given the appropriate resources, you should be able to brainstorm with

PLEASE READ CAREFULLY:

1. Form your group and assigned roles for each member.

Performance Criteria Checklist 3.1-1

MGCFI Work in a Team Environment MILA ROSE O. ARIAS

INFORMATION SHEET 3.2-2