Basic UC2 - Working in team environment

COMPETENCY- BASED LEARNING MATERIAL

Sector: (Photos copied form SH Electrical Work, Lorex Technology)

ELECTRICAL AND ELECTRONICS

Qualification:

ELECTRICAL INSTALLATION AND MAINTENANCE NC II

Unit of Competency:

WORK IN TEAM ENVIRONMENT

Module Title:

WORKING IN TEAM ENVIRONMENT

Technical Education And Skills Development Authority
PROVINCIAL TRAINING CENTER – PILAR

Poblacion, Pilar, Bohol

HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE

Welcome to the Module “Working in Team Environment”. This module contains
training materials and activities for you to complete.

The unit of competency “ Installing electrical protective devices for distribution,
power, lighting, auxiliary, lightning protection and grounding systems ” is one of the Core
Competencies which contains the knowledge, skills and attitudes required for all the
programs offered by all TESDA-Institutes in Region 02.

You are required to go through a series of learning activities in order to complete
each learning outcome of the module. In each learning outcome there are Information
Sheets, Resource Sheets and Reference Materials for further reading to help you better
understand the required activities. Follow these activities on your own and answer the self-
check at the end of each learning outcome. Get the answer key from your trainer and
check your work honestly. If you have questions, please don’t hesitate to ask him/her for
assistance.

Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this module

because you have:
 Been working in the same industry for some time.

 Already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular skill or
skills, talk to him/her about having them formally recognized so you won’t have to do the
same training again. If you have qualifications or Certificates of Competency from previous
trainings, show them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL.

A Trainee Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing further details to
your trainer/assessor. A Record of Achievement/Progress Chart is also provided to your
trainer to complete/accomplish once you have completed the module. This will show your
own progres.

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DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency:
Working in Team Environment. This will be the source of information for you to
acquire the knowledge and skills in this particular module with minimum supervision or
help from your trainer. With the aid of this material, you will acquire the competency
independently and at your own pace.

Talk to your trainer and agree on how you will both organize the training of this
unit. Read through the module carefully. It is divided into sections which covers all the
skills and knowledge you need to successfully complete in this module.

Work through all the information sheets and complete the activities in each
section. Do what is asked in the INSTRUCTIONAL SHEETS and complete the SELF-
CHECK. Suggested references are included to supplement the materials provided in
this module.

Most probably, your trainer will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things. Ask for help.

Your trainer will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes. Talk to
more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to test your own
progress.

When you are ready, ask your trainer to watch you perform the activities outlined
in the module.

As you work through the activities, ask for written feedback on your progress.
Your trainer gives feedback/pre-assessment reports for this reason. When you have
successfully completed each element or learning outcome, ask your trainer to mark on
the reports that you are ready for assessment.

When you have completed this module and feel confident that you have had
sufficient practice, your trainer will schedule you for the institutional assessment. The
result of your assessment/evaluation will be recorded in your COMPETENCY
ACHIEVEMENT RECORD.

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LISTS OF BASIC COMPETENCIES

Competency Unit Of Competency Module Title Code
Number
1 Participate in workplace Participating in workplace 400311210
2 communication communication 400311211
3 Work in team environment Working in team environment 400311212
4 Solve/address general Solving/addressing general 400311213
5 workplace problems workplace problems 400311214
6 Develop career and life Developing career and life 400311215
7 decisions decisions 400311216
Contribute to workplace Contributing to workplace
8 innovation innovation 400311217
Present relevant information Presenting relevant information
9 Practice occupational safety Practicing occupational safety 400311218
and health policies and and health policies and
procedures procedures
Exercise efficient and Exercising efficient and
effective sustainable effective sustainable practices
practices in the workplace in the workplace
Practice entrepreneurial Practicing entrepreneurial skills
skills in the workplace in the workplace

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MODULE CONTENT

UNIT OF COMPETENCIES : Work In Team Environment

MODULES TITLE : Working In Team Environment

MODULES DESCRIPTOR : This module covers the skills, knowledge and
attitudes to identify role and responsibility as a
member of a team.

NOMINAL DURATION : 1.6 hours

SUMMARY OF LEARNING OUTCOMES:

LO1. Describe team role and scope
LO2. Identify one’s role and responsibility within a tea

LO3. Work as a team member

ASSESSMENT CRITERIA:

 The role and objective of the team is identified from available sources of
information

 Team parameters, reporting relationships and responsibilities are identified from
team discussions and appropriate external sources

 Individual role and responsibilities within the team environment are identified
 Roles and responsibility of other team members are identified and recognized
 Reporting relationships within team and external to team are identified
 Effective and appropriate forms of communications used and interactions

undertaken with team members who contribute to known team activities and
objectives

 Effective and appropriate contributions made to complement team activities and
objectives, based on individual skills and competencies and workplace context

 Observed 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 individual competencies of the members.

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LO1. DESCRIBE TEAM ROLE AND SCOPE

CONTENTS
1. Group Structure
2. Five Stage Model of Group Development

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

CONDITIONS
The students/ trainees must be provided with handouts and samples of the following:
Hand-outs on

 Standard operating procedure (SOP) of workplace
 Job procedures and work practices
 Organizational or external personnel
 Client/supplier instructions
 Quality standards, Conditions of work environments, housekeeping guidelines
 Legislation and industrial agreements

METHODOLOGIES
1. Group discussion
2. Lecture

ASSESSMENT METHODS
1. Oral evaluation
2. Written examination

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LEARNING EXPERIENCES

Learning Outcome 1
DESCRIBE TEAM ROLE AND SCOPE

Learning Activities Special Instructions

Read Information Sheet 2.1-1on Group Read and understand the information

structure sheet. If you cannot understand its

contents, you may ask assistance from

your facilitator.

Answer Self-Check 2.1-1. Compare answers to Answer Key 2.1-1.

You must answer all the questions

correctly before proceeding to the next

Learning Activity.

Listen / Participate in the lecture /

discussion on Communication

definition, medium, and barriers.

Read Information Sheet 2.1-2 on Five Read and understand the information
Stage Model of Group Development sheet. If you cannot understand its

contents, you may ask assistance from

your facilitator.

Answer Self-Checkc2.1-2 Compare answers to Answer Key 2.1-2.
You must answer all the questions
correctly before proceeding to the next
Learning Activity.
Listen / Participate in the lecture /
discussion on Communication
definition, medium, and barriers.
Once you are done with these
activities, you may proceed to
Learning Outcome 2.

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INFORMATION SHEET 2.1-1
Group Structure

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. Identify the structure element of a group.
2. Determine successful group structure.

Work groups are not like a mob of people, storming through the streets setting
couches on fire over a team win. Work groups are organized and have structural
elements that help the members understand who is responsible for what tasks, what
kind of behaviors are expected of group members, and more. These structural elements
include roles, norms, and status. Groups are also influenced by size and the degree of
group cohesiveness.

Let’s take a look at how each of those elements creates a structure that helps the
members understand the purpose of and function within the group.

Roles

A role is a set of expected behavior patterns attributed to someone occupying a
given position in a social unit. Within a role there is

 Role identity: the certain actions and attitudes that are consistent with a particular
role.

 Role perception: our own view of how we ourselves are supposed to act in a
given situation. We engage in certain types of performance based on how we feel
we’re supposed to act.

 Role expectations: how others believe one should act in a given situation
 Role conflict: conflict arises when the duties of one role conflict with the duties of

another role.

Norms

Norms are the acceptable standards of behavior within a group that are shared
by the members.

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There are common classes of norms:

 Performance norms: the group will determine what is an acceptable level of
effort, product and outcome should exist in the workplace.

 Appearance norms: the group will determine how members should dress, when
they should be busily working and when they can take a break, and what kind of
loyalty is shown to the leader and company.

 Social arrangement norms: the group regulates interaction between its
members.

 Allocation of resources norms: the group or the organization originates the
standards by which pay, new equipment, and even difficult tasks are assigned.

If you wish to be accepted by a particular group, you may conform to that group’s
norms even before you’ve become a part of it. Conformity is adjusting one’s behavior to
align with the norms of a particular group. By watching and observing that group to
better understand its expectations, you are using the group as a reference group. A
reference group is an important group to which individuals belong or hope to belong and
with whose norms individuals are likely to conform.

When people act outside a group’s norms—perhaps a manager makes sexual
advances to his assistant, or one co-worker spreads vicious rumors about another—this
is referred to as deviant workplace behavior.

Status

The socially defined position or rank given to groups or group members by others
is called status. Status seems to be something we cannot escape. No matter what the
economic approach, we always seem to have classes of people. Even the smallest of
groups will be judged by other small groups, opinions will be made, reputations will be
earned, and status will be assigned.

Status characteristics theory suggests that difference in status characteristics
create status hierarchies within groups. People who lead the group, control its
resources, or make enormous contributions to its success tend to have high status.
People who are attractive or talented may also have high status.

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Size

Does the size of a group affect its dynamics? You bet! But how size affects the
group depends on where you’re looking.

As a rule, smaller groups are faster than their larger counterparts. But when it
comes to decision making, larger groups end up scoring higher marks. So, if there’s a
decision to be made, it’s wise to poll a larger group . . . and then give the input to a
smaller group so they can act on it.

A side note about size: groups with odd numbers of people tend to operate better
than those that have an even number, as it eliminates the issue of a tie when votes are
taken. Groups of five or seven tend to be an ideal size, because they’re still nimble like
a smaller group, but they make solid decisions like a larger group does.

Cohesiveness

Cohesiveness is the degree to which group members enjoy collaborating with the
other members of the group and are motivated to stay in the group.

Cohesiveness is related to a group’s productivity. In fact, the higher the cohesiveness,
the more there’s a chance of low productivity, if norms are not established well. If the

group established solid, productive performance norms and their cohesiveness is high,

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

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

A group leader can:

 shrink the size of the group to encourage its members get to know each other and
can interact with each other.

 increase the time the group spends together, and even increase the status of the
group by making it seem difficult to gain entry to it.

 help the group come to agreement around its goals.

 reward the entire group when those goals are achieved, rather than the individuals
who made the biggest contributions to it.

 stimulate competition with other groups.

 isolate the group physically.

All of these actions can build the all-important cohesiveness that impacts
productivity.

Now that we fully understand what a group is and what its dynamics are, shall we
go build one to work on a project? Or . . . wait. Are we better off letting one individual
person tackle that particular task? We’ll next talk about making the choice between
assigning an individual to work on a project, versus assigning a group.

Reference:
https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/group-structure/

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SELF-CHECK 2.1-1
Group Structure

True or False: Write T if the statement is true and write F if the statement is false.

1. Status characteristics theory suggests that difference in status characteristics
create status hierarchies within their own.

2. Shrink the size of the group to encourage its members get to know each other
and can interact with each other.

3. Isolate the group mentally.
4. Reward the entire group when those goals are achieved, rather than the

individuals who made the biggest contributions to it.

5. A role is a set of expected behavior patterns attributed to someone occupying a
given position in a social unit.

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ANSWER KEY 2.1 -1
Group Structure

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

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INFORMATION SHEET 2.1-2
Five Stage Model of Group Development

Learning Objectives:

After reading this INFORMATION SHEET, you must be able to:
1. Identify the five stage model of group development.
2. Determine the situation of the following stage model.

A team cannot be expected to perform well right from the time it is formed. Forming a
team is just like maintaining a relationship. It takes time, patience, requires support,
efforts and members often go through recognizable stages as they change from being
a collection of strangers to a united group with common goals.
Bruce Tuckman presented a model of five stages Forming, Storming, Norming, and
Performing in order to develop as a group.

Orientation (Forming Stage)

 The first stage of group development is the forming stage. This stage presents a
time where the group is just starting to come together and is described with
anxiety and uncertainty.

 Members are discreet with their behavior, which is driven by their desire to be
accepted by all members of the group. Conflict, controversy, misunderstanding
and personal opinions are avoided even though members are starting to form

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impressions of each other and gain an understanding of what the group will do
together.

 Typical consequences of the forming stage include achieving an understanding
of the group's purpose, determining how the team is going to be organized and
who will be responsible for what, discussion of major milestones or phases of
the group's goal that includes a rough project schedule, outlining general group
rules that includes when they will meet and discovery of what resources will be
available for the group to use.

 At this stage, group members are learning what to do, how the group is going to
operate, what is expected, and what is acceptable.

Power Struggle (Storming Stage)

 The second stage of group development is the storming stage. The storming
stage is where dispute and competition are at its greatest because now group
members have an understanding of the work and a general feel of
belongingness towards the group as well as the group members.

 This is the stage where the dominating group members emerge, while the less
confrontational members stay in their comfort zone.

 Questions around leadership, authority, rules, policies, norms, responsibilities,
structure, evaluation criteria and reward systems tend to arise during the
storming stage. Such questions need to be answered so that the group can
move further on to the next stage.

Cooperation and Integration (Norming Stage)

 In this stage, the group becomes fun and enjoyable. Group interaction are lot
more easier, more cooperative, and productive, with weighed give and take,
open communication, bonding, and mutual respect.

 If there is a dispute or disruption, it’s comparatively easy to be resolved and the
group gets back on track.

 Group leadership is very important, but the facilitator can step back a little and
let group members take the initiative and move forward together.

Synergy (Performing Stage)

 Once a group is clear about its needs, it can move forward to the third stage of
group development, the norming stage. This is the time where the group
becomes really united.

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 At this stage, the morale is high as group members actively acknowledge the
talents, skills and experience that each member brings to the group. A sense of
belongingness is established and the group remains focused on the group's
purpose and goal.

 Members are flexible, interdependent, and trust each other. Leadership is
distributive and members are willing to adapt according to the needs of the
group.

Closure (Adjourning Stage)

 This stage of a group can be confusing and is usually reached when the task is
successfully completed. At this stage, the project is coming to an end and the
team members are moving off in different directions.

 This stage looks at the team from the perspective of the well-being of the team
instead of the perspective of handling a team through the original four stages of
team growth.

Reference:
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group
_development.htm

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SELF - CHECK 2.1-2
Five Stage Model of Group Development

Multiple Choice: Choose the letter of the correct answer.

1. In this stage, the group becomes fun and enjoyable. Group interaction are lot
more easier, more cooperative, and productive, with weighed give and take,
open communication, bonding, and mutual respect.
a. Cooperation and Integration (Norming Stage)
b. Closure (Adjourning Stage)
c. Orientation (Forming Stage)
d. Power Struggle (Storming Stage)

2. Members are discreet with their behavior, which is driven by their desire to be
accepted by all members of the group.
a. Cooperation and Integration (Norming Stage)
b. Closure (Adjourning Stage)
c. Orientation (Forming Stage)
d. Power Struggle (Storming Stage)

3. This stage looks at the team from the perspective of the well-being of the team
instead of the perspective of handling a team through the original four stages of
team growth.
a. Cooperation and Integration (Norming Stage)
b. Closure (Adjourning Stage)
c. Orientation (Forming Stage)
d. Power Struggle (Storming Stage)

4. Questions around leadership, authority, rules, policies, norms, responsibilities,
structure, evaluation criteria and reward systems tend to arise during the
storming stage.
a. Cooperation and Integration (Norming Stage)
b. Closure (Adjourning Stage)
c. Orientation (Forming Stage)
d. Power Struggle (Storming Stage)

5. At this stage, the morale is high as group members actively acknowledge the
talents, skills and experience that each member brings to the group.
a. Cooperation and Integration (Norming Stage)
b. Synergy (Performing Stage)
c. Orientation (Forming Stage)
d. Power Struggle (Storming Stage)

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ANSWER KEY 2.1-2
Five Stage Model of Group Development

1. A
2. C
3. B
4. D
5. B

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LO2. IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN A TEAM

CONTENTS
1. Understanding Team Roles to Improve Team Performance

ASSESSMENT CRITERIA:

1. Individual roles and responsibilities within the team environment are identified
2. Roles and objectives of the team is identified from available sources of information

Team parameters, reporting relationships and responsibilities are identified based
on team discussions and appropriate external sources

CONDITIONS
The students/ trainees must be provided with handouts and samples of the following:
Hand-outs on

 Standard operating procedure (SOP) of workplace
 Job procedures and work practices
 Machine/ equipment manufacturer’s specifications and instructions
 Organizational or external personnel
 Client/supplier instructions
 Quality standards, Conditions of work environments, housekeeping guidelines
 OSH and environmental standards

METHODOLOGIES
1. Group discussion
2. Lecture

ASSESSMENT METHODS
1. Oral evaluation
2. Written examination

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LEARNING EXPERIENCES

Learning Outcome 2
IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN A TEAM

Learning Activities Special Instructions

Read Information Sheet 2.2-1. Read and understand the information
sheet. If you cannot understand its
Understanding Team Roles to Improve contents, you may ask assistance from
Team Performance

your facilitator.

Answer Self-Check 2.2-1. Compare answers to Answer Key 2.2-1.

You must answer all the questions

correctly before proceeding to the next

Learning Activity.

Listen / Participate in the lecture /

discussion on Communication

definition, medium, and barriers.

Once you are done with these

activities, you may proceed to

Learning Outcome 3.

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INFORMATION SHEET 2.2-1
Understanding Team Roles to Improve Team Performance

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to
1. Understand team roles.
2. Determine the following team roles.

When a team is performing at its best, you'll usually find that each team member
has clear responsibilities. Just as importantly, you'll see that every role needed to
achieve the team's goal is being performed fully and well.
But often, despite clear roles and responsibilities, a team will fall short of its full
potential.

How often does this happen in the teams you work with? Perhaps some team
members don't complete what you expect them to do. Perhaps others are not quite
flexible enough, so things "fall between the cracks." Maybe someone who is valued for
their expert input fails to see the wider picture, and so misses out tasks or steps that
others would expect. Or perhaps one team member becomes frustrated because he or
she disagrees with the approach of another team member.

Dr Meredith Belbin studied team-work for many years, and he famously observed
that people in teams tend to assume different "team roles." He defined a team role as "a
tendency to behave, contribute and interrelate with others in a particular way" and
named nine such team roles that underlie team success.

Creating More Balanced Teams
Belbin suggests that, by understanding your role within a particular team, you

can develop your strengths and manage your weaknesses as a team member, and so
improve how you contribute to the team.
Team leaders and team development practitioners often use the Belbin model to help
create more balanced teams.

Teams can become unbalanced if all team members have similar styles of
behavior or team roles. If team members have similar weaknesses, the team as a whole
may tend to have that weakness. If team members have similar team-work strengths,
they may tend to compete (rather than cooperate) for the team tasks and
responsibilities that best suit their natural styles.

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Knowing this, you can use the model with your team to help ensure that
necessary team roles are covered, and that potential behavioral tensions or
weaknesses among the team member are addressed.

References:

https://www.mindtools.com/pages/article/newLDR_83.htm
https://www.ifm.eng.cam.ac.uk/research/dmg/tools-and-techniques/belbins-team-roles/

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SELF - CHECK 2.2-1
Understanding Team Roles to Improve Team Performance

Matching Type: Select a letter from column B that match with column A.

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

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ANSWER KEY 1.2-1
THE WORKER’S BASIC RIGHTS

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

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LO3. WORK AS A TEAM MEMBER

CONTENTS
1. Communication Etiquette That Works in Workshop
2. Effective Team Decision-Making Process
3. Short Guide to Building Your Team’s Critical Thinking Skills

ASSESSMENT CRITERIA:

1. Effective and appropriate forms of communications are used and interactions
undertaken with team members based on company practices.

2. Effective and appropriate contributions made to complement team activities and
objectives, based on workplace context

3. Protocols in reporting are observed based on standard company practices.
4. Contribute to the development of team work plans based on an understanding of

team’s role and objectives

CONDITIONS
The students/ trainees must be provided with handouts and samples of the following:
Hand-outs on
 Standard operating procedure (SOP) of workplace
 Job procedures and work practices
 Machine/ equipment manufacturer’s specifications and instructions
 Organizational or external personnel
 Client/supplier instructions
 OSH and environmental standards
 Legislation and industrial agreements

METHODOLOGIES
1. Group discussion
2. Role play
3. Lecture
4. Group discussion
ASSESSMENT METHODS
1. Oral evaluation
2. Observation
3. Written examination

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LEARNING EXPERIENCES

Learning Outcome 3

WORK AS A TEAM MEMBER

Learning Activities Special Instructions

Read Information Sheet 2.3-1 Read and understand the information

Communication Etiquette That Works in sheet. If you cannot understand its

Workshop contents, you may ask assistance from

your facilitator.

Answer Self-Check 2.3-1 Compare answers to Answer Key 2.3-1.
You must answer all the questions
Read Information Sheet 2.3-2 Effective correctly before proceeding to the next
Team Decision-Making Process Learning Activity.
Listen / Participate in the lecture /
discussion on Communication
definition, medium, and barriers.
Read and understand the information
sheet. If you cannot understand its
contents, you may ask assistance from
your facilitator.

Answer Self-Check 2.3-2 Compare answers to Answer Key 2.3-2.
You must answer all the questions
Read Information Sheet 2.3-3 Short Guide correctly before proceeding to the next
to Building Your Team’s Critical Thinking Learning Activity.
Skills Listen / Participate in the lecture /
discussion on Communication
definition, medium, and barriers.
Read and understand the information
sheet. If you cannot understand its
contents, you may ask assistance from
your facilitator.

Answer Self-Check 2.3-3 Compare answers to Answer Key 2.3-3.

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You must answer all the questions
correctly before proceeding to the next
Learning Activity.
Listen / Participate in the lecture /
discussion on Communication
definition, medium, and barriers.
Once you are done with these
activities, you may proceed to
Unit of Copetency 3.

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INFORMATION SHEET 2.3-1
Communication Etiquette That Works in Workshop

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to
1. Identify communication etiquette in workshop.
2. Apply the communication etiquette in the workshop

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

Clear communication builds engagement, harmony, and loyalty among
coworkers. There are plenty of obstacles that can hinder effective discussions and leave
coworkers frustrated, confused, or disengaged. Fortunately, most of the biggest hurdles
can be corrected as you fine-tune your emotional intelligence.

These 7 tips will help you become a better communicator at work (and
everywhere else).
1. Focus on the other person.

 Even those who consider themselves master multitaskers can't deny strong one
to one communication requires the eyes to show respect. If you are replying to
text messages while someone across the table is expecting your complete

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attention, your actions signal you are not interested. We also miss important
social cues when we don't give another person our full attention.
 Although you are perfectly capable of carrying on a thoughtful conversation,
giving concise feedback, and scanning your emails for important updates, you
are best served to look squarely in the eyes of your client or supervisor and give
them your undivided attention.
2. Listen.
 Workplace miscommunication comes with a cost in terms of lawsuits, low morale,
loss of respect, misunderstandings, and poor customer service. Listening is
perhaps the most underrated communication tool at work (and in life). So often
when someone else is speaking, we are focusing on what we want to say next,
instead of listening to what they are attempting to tell us.
 Break the habit by reframing what you just heard or don't understand, asking for
clarification if you have a question or concern. Use your body to your advantage
by smiling, nodding when appropriate, and facing the person who is speaking,
shoulder to shoulder. Avoid shaking your foot or fidgeting, which sends the
message you are anxious for the conversation to be over.
3. Be concise.
 Be respectful of everyone's time by keeping your message brief, direct, and
specific. We've all been around people who tend to ramble, veering
conversations off on random tangents, or devoting excessive time to personal
agendas.
 Be mindful of starting (and ending) meetings when you say you will. The
consideration will be appreciated.
4. Timing is everything.
 If you are working on deadline and a coworker pops into your office to talk about
something that's not urgent, ask if you can get back to them instead of trying to
multitask or getting annoyed: "This report is due shortly. Can I get back to you in
about an hour?"
 Likewise, people will be more receptive to your idea when they have an adequate
window available to process it. Set up a meeting that works for you both to
discuss a project. Don't try to talk about non-urgent matters with someone who is
scrambling to prepare for a big client presentation.
5. Choose the right delivery.
 Decide the most appropriate method for the message and the recipient.
Sometimes a face-to-face discussion is necessary, other times a quick text works
just as well. Certain information is best delivered via email, which can be read at

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the recipient's convenience and not only provides a written record but allows for
more thought and careful choosing of words.
6. Ask questions.
 Communication is a two-way street. Thoughtful, open-ended questions are the
workhorses of effective communication: they show your interest, invite others to
contribute, identify and clear up misconceptions, improve understanding, and
spark new ideas.
7. Use your words to your advantage.
 Your words have the power to forge connections, build your career, help others,
and improve your business. Avoid speaking in destructive ways, such as gossip,
disparaging remarks, or negative comments. That doesn't mean never
disagreeing or expressing a concern, but doing so in a way that is constructive.
Keep an open mind and avoid personal attacks on character or opinions.

References:

https://www.incimages.com/uploaded_files/image/1920x1080/getty_550382891_101143
.jpg
https://www.inc.com/diane-gottsman/communication-etiquette-that-works-in-the-
workplace.html

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SELF CHECK 2.3-1
Communication Etiquette That Works in Workshop

TRUE OR FALSE: Write the word T if the statement is correct and write F if the
statement is incorrect. Write your answers on your answer sheet

1. Clear communication builds engagement, harmony, and loyalty among
coworkers.

2. Communication is a one-way street.
3. Be respectful of everyone's time by keeping your message brief, direct, and

specific.
4. Workplace miscommunication comes with a cost in terms of lawsuits, low morale,

loss of respect, misunderstandings, and poor customer service.
5. Even those who consider themselves master multitaskers can't deny strong one

to one communication requires the eyes to show respect.

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ANSWER KEY 2.3-1
Communication Etiquette That Works in Workshop

TRUE OR FALSE:
1. T
2. F
3. T
4. T
5. T

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INFORMATION SHEET 2.3-2
Effective Team Decision-Making Process

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. Identify effective team decision-making process.
2. Apply the effective team decision-making process.

Teams are particularly effective in problem solving as they are comprised of
people with complementary skills. These complementary skills allow team members to
examine issues from various angles, as well as see the implications of their decisions
from a variety of perspectives. In this section we will look at a process that can help
teams solve problems and make ‘good’ decisions.

In essence, teams make decisions using problem solving techniques. Thus, the
process largely rests on the selection of a course of action following the evaluation of
two or more alternatives. To effectively navigate this path, the following step-by-step
approach1 can be used.

1. Recognize the problem. Teams must see and recognize that a problem exists and
that a decision needs to be made to move forward. While on its face this step appears
elementary, many teams do not always recognize that there is an issue that needs to be
addressed due to issues such as group think.

2. Define the problem. In this stage, teams must map out the issue at hand. During this
step, teams should:

o State how, when, and where members became aware of the problem
o Explore different ways of viewing the problem – different ways of viewing the

problem can lead to an improved understanding of the ‘core’ problem

o Challenge any assumptions that are made about the problem to ensure that the
team fully sees the ‘real’ issue at hand.

3. Gather information. Once the problem has been defined, teams need to gather
information relevant to the problem. Why do teams need to perform this step? Two
reasons: (1) to verify that the problem was defined correctly in step 2; and (2) to develop
alternative solutions to the problem at hand.

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4. Develop Alternative Solutions. While it can be easy for teams to ‘jump on’ and
accept the first solution, teams that are effective in problem solving take the time to
explore several potential solutions to the problem. Some ways to generate alternatives
include:

a. Brainstorming. During this process teams are encouraged to come up with as
many ways as possible to solve the problem at hand. While
brainstorming can help generate creative solutions to problems, a
few guidelines are needed to help it work most effectively.

 no criticism of any ideas during the brainstorming phase;
 all ideas, no matter how silly, get recorded;
 get past the sillies - sometimes very creative, and viable, solutions come

after people have made what appear to be ‘silly’ suggestions.
b. Ask Questions. Network with colleagues internal and external to the organization

to get their ideas and suggestions.
c. Explore. Read journals/books, go to networking functions, and attend

conferences etc. that cover similar issues. Also be prepared to go
outside of the healthcare domain. Other industries may have
faced similar issues and their solutions can provide insights for
you.

5. Select the BEST alternative. Once all the alternatives are in, the team needs to
determine the alternative that best addresses the problem at hand. For this element to
be effective, you need to consider both rational and human elements.

a. Rational Elements. These rational elements stem from the previous steps of the
team decision making/problem solving model:

1. Analyze the problem (see Steps 1 –2)
2. Determine the desired end state. Here teams need to clearly define

what success looks like.
3. Evaluate alternatives against the desired state. Here teams discuss the

merits of each alternative and the extent to which each can move the
team to the desired state. To help on this step, some teams rate each
alternative on a scale of 1 to 5 where 1 is low and 5 is high.
4. Discuss potential adverse consequences of each alternative. Here
teams need to discuss the potential downsides of the options.
b. Human Elements. Here the team needs to ensure the following:
 Active listening. This requires that team members:

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• Pay attention to the dialogue and anticipate where the
conversation is going;

• Objectively weigh out what’s been said;
• Try to understand what the other person is saying; and
• Review and summarize what has been said.
 Supporting each others’ ideas. Most people tend to focus on what is

wrong versus right. Being supportive requires that you:
• Assume that others have valid points;
• Point out the useful aspects of what has been said;
• Build on these useful points; and
• Avoid unnecessary criticism.
 Are comfortable presenting differing views. Remember that group think
is a key concern for teams. To effectively present differing views
make sure that you:
• Clearly state your differing view;
• Focus on the reasons for the differences; and
• Treat differences as a source of ideas rather than a source of

interpersonal conflict.
 Participate. To fully take advantage of the complementary skills present

in a team, all team members must participate. Sometimes, one or
two people dominate team decision making processes because of
their interpersonal style (i.e. extraverted vs. introverted), their need
for recognition, or their presumed status/position. This can have a
negative effect on the team in terms of its ability to make effective
decisions. When this occurs, the team needs to address this issue -
especially as they face this problem as a team.

6. Implement the best alternative. Once the alternative has been chosen, the team
needs to implement its decision. This requires effective planning as well as
communicating the decision to all the stakeholders that may be impacted by this
decision.

7. Evaluate the outcome. Remember that teams and team building is a learning
process. It is critical that the team examine whether the proposed plans of action were
achieved in an effective way and resulted in positive outcomes.

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References:

Adapted from Lafferty, J.T. (1988). Subarctic survival situation: Leader’s guide.
Plymouth, MI: Human Synergistics.

https://www.med.mun.ca/getdoc/3aaca216-c482-4b2c-85fc-4a8579df8f0f/Effective-
Team-Decision.aspx

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SELF - CHECK 2.3-2
Effective Team Decision-Making Process

Multiple Choice: Choose the letter of the correct answer.

1. Teams must see and recognize that a problem exists and that a decision

needs to be made to move forward.

a. Recognize the problem c. Implement the best alternative

b. Select the BEST alternative d. Gather information

2. Once all the alternatives are in, the team needs to determine the alternative

that best addresses the problem at hand.

a. Recognize the problem c. Implement the best alternative

b. Select the BEST alternative d. Gather information

3. Once the problem has been defined, teams need to gather information
relevant to the problem.

a. Recognize the problem c. Implement the best alternative

b. Select the BEST alternative d. Gather information

4. Once the alternative has been chosen, the team needs to implement its

decision.

a. Recognize the problem c. Implement the best alternative

b. Select the BEST alternative d. Gather information

5. In this stage, teams must map out the issue at hand.

a. Recognize the problem c. Implement the best alternative

b. Define the problem d. Gather information

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ANSWER KEY 2.3-2
Effective Team Decision-Making Process

1. A
2. B
3. D
4. C
5. B

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INFORMATION SHEET 2.3-3
Short Guide to Building Your Team’s Critical Thinking Skills

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. Identify guide in building teams critical thinking skills.
2. Apply the guide in building teams critical thinking skills.

With critical thinking ranking among the most in-demand skills for job candidates, you
would think that educational institutions would prepare candidates well to be exceptional
thinkers, and employers would be adept at developing such skills in existing employees.
Unfortunately, both are largely untrue.

Why is it so difficult to teach people how to think critically?

It starts with the fact that there is little agreement around what critical thinking is. From
there, it gets even less clear. Most employers lack an effective way to objectively assess
critical thinking skills and most managers don’t know how to provide specific instruction to
team members in need of becoming better thinkers. Instead, most managers employ a
sink-or-swim approach, ultimately creating work-arounds to keep those who can’t figure
out how to “swim” from making important decisions.

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Here is how to assess the critical thinking skills of each of your team members, how to
help those who are struggling, and how to know when a team member has mastered one
phase and is ready for the next.

Phase1:Execute
If team members are just starting a new role or have never been pushed to think for
themselves, they will likely be in the execution phase. In this phase, team members
simply do what they are asked to do. This may seem basic and even pre-critical thinking,
but converting instructions into action requires several of the skills Halpern describes as
critical thinking: verbal reasoning, decision-making, and problem-solving. You know your
employee is getting it when you can answer “yes” to these 3 questions:

 Do they complete all parts of their assignments?
 Do they complete them on time?
 Do they complete them at or close to your standard of quality?

Phase2:Synthesize

In this phase, team members learn to sort through a range of information and figure out
what is important. For example, they can summarize the key takeaways after an
important meeting. Here, you want to be able to answer “yes” to these questions:

 Can they identify all the important insights?
 Do they exclude all unimportant insights?
 Do they accurately assess the relative importance of the important insights?
 Can they communicate the important insights clearly and succinctly?

Phase3:Recommend

In this phase, team members move from identifying what is important to determining what

should be done. The primary goal is for team members to consistently make
recommendations that are well-founded — even if their recommendations don’t align with
your opinion. Here’s how you can assess their progress:

 Do they always provide a recommendation when asking you questions instead of
relying on you to come up with answers?

 Do they demonstrate appreciation for the potential downsides of their
recommendation?

 Do they consider alternatives before landing on a recommendation?
 Are their recommendations backed by strong, sensible reasoning?

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Phase4:Generate
To operate in this phase of thinking, team members must be able to create something out
of nothing. For example, they are told there is a need to improve the training program for
new hires and they develop a project to do it. In this phase, they become adept at
translating the vision in others’ heads (and their own) into projects that can be executed.
Assess their progress with these questions:

 Do they propose high-value work that doesn’t follow logically from work they are
already doing?

 Can they convert your and others’ visions into feasible plans for realizing those
visions?

 Can they figure out how to answer questions you have but don’t know how to
answer?

To help team members move into this phase, you will often have to model this thinking for
them. Invite them to observe and participate in your own generative process. Many
people don’t make it to this phase because they don’t give themselves permission to do
the kind of open-ended thinking required. By inviting them to attend your brainstorming
session, you show them it is not only okay to spend time thinking, but it is required. You
can also ask them to keep a list of their ideas for improving the project, department, or
organization. Invite them to share those ideas with you regularly. Then, seriously vet the
ideas with them to show them the exercise was more than a practice activity.

References:

https://hbr.org/2019/10/a-short-guide-to-building-your-teams-critical-thinking-skills
https://hbr.org/resources/images/article_assets/2019/10/Oct19_11_1096519222-2-
768x432.jpg

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SELF - CHECK 2.3-3
Short Guide to Building Your Team’s Critical Thinking Skills

TRUE OR FALSE: Write the word T if the statement is correct and write F if the
statement is incorrect. Write your answers on your answer sheet.

1. Team leader must be able to create something out of nothing.
2. Team members learn to sort through a range of information and figure out what is

important.
3. Team members move from identifying what is important to determining what should

be done.
4. The primary goal is for team members to consistently make recommendations that are

well-founded — even if their recommendations don’t align with your opinion.
5. Most employers lack an effective way to objectively assess critical thinking skills and

most managers don’t know how to provide specific instruction to team members in
need of becoming better thinkers.

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ANSWER KEY 2.3-3
Short Guide to Building Your Team’s Critical Thinking Skills

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

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