UC2-Work-in-A-Team-Environment-PTC Final (1).docx

COMPETENCY-BASED LEARNING MATERIAL
Sector : PROCESSED FOODS AND BEVERAGES
(21ST CENTURY)
Qualification Title : PROCESS FOOD BY SUGAR CONCENTRATION
(LEADIG TO FOOD PROCESSING NC II)
Unit of Competency : WORK IN A TEAM ENVIRONMENT
Module Title : WORKING IN A TEAM ENVIRONMENT
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
The unit of competency, “Work in a Team Environment”, is one of the
competencies of Food Processing NCII, a course which comprises the knowledge,
skills, and attitudes required for a TVET trainee to possess.
The module, “Working in a Team Environment”, contains training and
activities related to Work in a Team Environment.
In this module, you are required to go through a series of learning activities
in order to complete each learning outcome. In each learning outcome are
Information Sheets, Self-checks, Operation Sheets, Task Sheets, and Job Sheets.
Follow and perform the activities on your own. If you have questions, do not
hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.
 Perform the Task Sheets, Operation Sheets, and Job Sheets until you are
confident that your outputs conform to the Performance Criteria Checklists
that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets to
your facilitator for evaluation and recording in the Achievement Chart.
Outputs shall serve as your portfolio during the Institutional Competency
Evaluation. When you feel confident that you have had sufficient practice,
ask your trainer to evaluate you. The results of your assessment will be
recorded in your Achievement Chart and Progress Chart.
You must pass the Institutional Competency Evaluation for this competency
before moving to another competency. A Certificate of Achievement will be awarded
to you after passing the evaluation.
You need to complete this module before you can perform the module on

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

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UNIT OF COMPETENCY : Work In A Team Environment
MODULE TITLE : Working In A Team Environment
MODULE DESCRIPTOR : This module covers the knowledge, skills and
Attitude required to gather, interpret and convey
information in response to workplace requirements.
NOMINAL DURATION : 5 hours
QUALIFICATION LEVEL : NC II
PREREQUISITE :
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1 Describe team role and scope
LO2 Identify own role and responsibility within a team
LO3 Work as a team member

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LEARNING OUTCOME SUMMARY
LEARNING OUTCOME #1 Describe Team Role and Scope
CONTENTS:
 Team role
 Relationship and responsibilities
 Role and responsibilities with team environment
 Relationship within a team
ASSESSMENT CRITERIA:
1. Role and objective of the team is identified.
2. Team parameters, relationships and responsibilities are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified and
recognized.
5. Reporting relationships within team and external to team are identified.
CONDITION:
The students/trainees must be provided with the following:
 SOP of workplace
 Job procedures
 Supplier
instructions
 Quality
standards
 Organizational or
external
personnel
ASSESSMENT METHODS:
 Written test
 Observation
 Simulation
 Role playing

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LEARNING EXPERIENCES
Learning Outcome #1
DESCRIBE TEAM ROLE AND SCOPE
.Learning Activities Special Instructions
READ INFORMATION SHEET
2.1-1
This Learning Outcome deals with the
development of the Institutional Competency
Evaluation Tool which trainers use in
evaluating their trainees after finishing a
competency of the qualification.
Go through the learning activities outlined for
you on the left column to gain the necessary
information or knowledge before doing the
tasks to practice on performing the
requirements of the evaluation tool.
The output of this LO is a complete
Institutional Competency Evaluation Package
for one Competency of Organic Agriculture
Production NC II. Your output shall serve as
one of your portfolio for your Institutional
Competency Evaluation for describe and
identify team role and scope, identify
individual role and responsibilities.
Feel free to show your outputs to your trainer
as you accomplish them for guidance and
evaluation.
After doing all the activities for this LO, you
are ready to proceed to the next LO:
Describe and work as a team member.
“TEAM ROLES”
ANSWER Self- Check 2.1-1
2.1-2
Relationship and
responsibilities
2.1-3
Role and responsibilities with
team environment.
2.1-4 Relationship within a team

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INFORMATION SHEET 2.1-1 TEAM ROLE
Learning Objective:
After reading this INFORMATION SHEET, you must be able to understand
what the role of a team is.
What is a Team?
A team is a unit of two or more people who interact and coordinate their is
work to accomplish a specific goal.
What is Teamwork?
When the members of the team know their objectives, contribute responsibly
and enthusiastically to the task and support one another, they are exhibiting
teamwork.
What is Team Building?
Team members must work together to be effective. Team building is the
process of making teams more effective by encouraging members to examine how
they work together, identify their weakness and develop more effective ways of
cooperating.

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THE TEAM BUILDING PROCESS
1. Identification of a problem
2. Collection of a relevant data
3. Data feedback and confrontation
4. Problem-solving experience
5. On the job application and follow up
Ingredients of Effective Teams
1. Supportive Environment
2. Skills and Role Clarity
3. Super Ordinate Goals
4. Team Rewards
FACTORS AFFECTING TEAM PRODUCTIVITY
a. Productivity implies effectiveness and efficiency in individual and group
performance. To be effective, the objectives must be achieved. To be efficient,
the objectives must be achieved with the least amount of resources.
Productivity implies measurement. Productivity involves the relative use of
skills and the relative use of knowledge. Measurement of skills work is easy,
but it becomes more difficult to measure knowledge work. The 91B10 may take
and record vital signs of 20 patients in one hour. The team leader may use
eight hours completing next month's schedule, while directing subordinates.
One difficulty in measuring the productivity of knowledge work is that often
the output contributes indirectly to achieve end results. Factors affecting the
nursing team's productivity are:
(1) The number of team members. A team that is too large wastes time and
fosters indecision. The team should be large enough to complete the
assigned tasks, but small enough for adequate communication among its
members.
(2) The number of assignments. Whatever the situation, the team members
must learn to organize their work so that they are able to give adequate care
to all of their patients.
(3) The types of tasks to be accomplished. Team members should be competent
in performing all tasks that may be assigned. Non-nursing tasks such as
answering the telephone, emptying the garbage, and transporting non-acute
patients should be eliminated from their duties.

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A Team
Environment
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(4) The time allocated to complete the tasks. As conservation of scarce
resources such as time, money, and supplies is more vigorously enforced,
the need for nurses to be "faster and smarter" in delivering patient care will
increase.
(5) The environment. A smaller staff will be on duty during the evening and
night. There will be fewer members to a team, and each member will be
assigned to care for more patients. Although more personnel are available
during the day shift, more patient services are provided. Continuity of care
is the key; communication between shifts is vital.
(6) The management style of the team leader. Whether the team leader has an
autocratic, democratic, or laissez-faire management style, he must have a
thorough knowledge of nursing and an intuitive understanding of human
behavior if the team is to produce efficiently.
(7) The skills and experience of each team member. Each team member should
have the needed skills for the technique, treatment, or procedure they are to
perform. If in doubt, they should know where to find the SOP (standing
operating procedures) if required.
Although the terms management and leadership are sometimes treated as
synonyms, there is a distinct difference between a manager and a leader.
The key functions of a manager are planning, organizing, staffing, leading,
and controlling. Leadership is an important aspect of managing; however,
there can be leaders of completely unorganized groups.
(1) A manager plans and sets up the organizational structure and assigns
specific people to accomplish specific tasks.
(2) A leader influences people to be enthusiastic and willing to achieve the
desired goals.
Leadership and motivation are closely connected
(3) Team leadership requires some management skills as well as leadership
skills.

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SELF-CHECK 2.1-1
MULTIPLE CHOICE:
1. It is a unit of two or more people who interact and coordinate their work to
accomplish a specific goal.
a. Teamwork
b. Team mates
c. Team
d. Team building
2. It is when the members of the team know their objectives, contribute
responsibly and enthusiastically to the task and support one another, they
are exhibiting teamwork.
a. Teamwork
b. Team mates
c. Team
d. Team building
3. It is the process of making teams more effective by encouraging members to
examine how they work together, identify their weakness and develop more
effective ways of cooperating.
a. Teamwork
b. Team mates
c. Team
d. Team building
4. It requires some management skills as well as leadership skills.
a. Teamwork
b. Team leadership
c. Team
d. Team building
5. It implies effectiveness and efficiency in individual and group performance
a. Teamwork
b. Team leadership
c. Team productivity
d. Team building

ANSWER TO SELF-CHECK 2.1-1
1. C
2. B
3. D
4. B
5. C
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INFORMATION SHEET 2.1-2
Relationship & Responsibilities
Learning Objective:
After reading this INFORMATION SHEET, you must be able to identify and
understand relationship and responsibilities.
Leadership Qualities
Leadership can be defined as one's ability to get others to willingly follow.
Every organization needs leaders at every level. Leaders can be found and
nurtured if you look for the following character traits.
A leader with vision has a clear, vivid picture of where to go, as well as afirm grasp
on what success looks like and how to achieve it. But it’s not enough to have a vision;
leaders must also share it and act upon it. Jack Welch, former chairman and CEO of
General Electric Co., said, "Good business leaders create a vision, articulate the vision,
passionately own the vision and relentlessly drive it to completion."
A leader must be able to communicate his or her vision in terms that cause followers to
buy into it. He or she must communicate clearly and passionately, as passion is
contagious.
A good leader must have the discipline to work toward his or her vision single-
mindedly, as well as to direct his or her actions and those of the team
toward the goal. Action is the mark of a leader. A leader does not suffer “analysis
paralysis” but is always doing something in pursuit of the vision, inspiring others to
do the same.
Analysis
Integrity is the integration of outward actions and inner values. A person of integrity
is the same on the outside and on the inside. Such an individual can be trusted
because he or she never veers from inner values, even when it might be expeditious to do
so. A leader must have the trust of followers and therefore must display integrity.
Honest dealings, predictable reactions, well-controlled emotions, and anabsence of
tantrums and harsh outbursts are all signs of integrity. A leader who is centered in
integrity will be more approachable by followers.

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Dedication means spending whatever time or energy is necessary to accomplish the task
at hand. A leader inspires dedication by example, doing whatever it takes to complete the
next step toward the vision. By setting an excellent example, leaders can show followers
that there are no nine-to-five jobs on the team, only opportunities to
achieve something great.
Magnanimity means giving credit where it is due. A magnanimous leader ensures that
credit for successes is spread as widely as possible throughout the company. Conversely, a
good leader takes personal responsibility for failures. This sort of reverse magnanimity
helps other people feel good about themselves and draws the team closer together. To
spread the fame and take the blame is a hallmark of effective leadership.
Leaders with humility recognize that they are no better or worse than other members of
the team. A humble leader is not self-effacing but rather tries to elevate everyone.
Leaders with humility also understand that their status does not make them a god.
Mahatma Gandhi is a role model for Indian leaders, and he pursued a “follower-
centric” leadership role.
Openness means being able to listen to new ideas, even if they do not conform to the
usual way of thinking. Good leaders are able to suspend judgment while listening to
others’ ideas, as well as accept new ways of doing things that someone else thought of.
Openness builds mutual respect and trust between leaders and followers, and it
alsokeeps the team well supplied with new ideas that can further its
vision.
Creativity is the ability to think differently, to get outside of the box that constrains
solutions. Creativity gives leaders the ability to see things that others have not seen
and thus lead followers in new directions. The most important question that a
leadercan ask is, “What if … ?” Possibly the worst thing a leader can say is,
“I know this is a dumb question ...
”
Fairness means dealing with others consistently and justly. A leader must check all the
facts and hear everyone out before passing judgment. He or she must avoid leaping to
conclusions based on incomplete evidence. When people feel they that are being
treated fairly, they reward a leader with loyalty and dedication.
Assertiveness is not the same as aggressiveness. Rather, it is the ability to clearly state
what one expects so that there will be no misunderstandings. A leader must be
assertive to get the desired results. Along with assertiveness comes the responsibility
to clearly understand what followers expect from their leader.
Many leaders have difficulty striking the right amount of assertiveness, according to a
study in the February 2007 issue of the Journal of Personality and Social Psychology,
published by the APA (American Psychological Association). It seems that being under
assertive or overassertive may be the most common

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Weakness among aspiring leaders.
A sense of humor is vital to relieve tension and boredom, as well as to defuse hostility.
Effective leaders know how to use humor to energize followers. Humor isa form of
power that provides some control over the work environment. And simply put, humor
fosters good camaraderie.
Intrinsic traits such as intelligence, good looks, height and so on are not necessary to
become a leader. Anyone can cultivate the proper leadership traits.
Three leadership styles
1. Autocratic leadership
 The leader determines policies and gives orders and directions to the
members
 Often makes team members dissatisfied
 May be necessary style when urgent decision-making is required
2. Democratic leadership
 The leader encourages team discussion and decision-making
 This supportive style increases team productivity and satisfaction
 Has positive connotations but requires time for discussion
 May not always be the most effective when team members lack the
skills to make decision or when urgent decision making is required
3. Laissez-faire leadership
 The leader participates minimally and acts as a resource person and
consultant at the request of the team members
 Is described as the “hands-off” approach
 It is most effective after the team has made a decision, is committed to
that decision and has the expertise to implement it

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SELF CHECK 2.1-2
IDENTIFICATION:
1. means spending whatever time or energy is necessary
to accomplish the task at hand
2. means dealing with others consistently and justly.
3. is vital to relieve tension and boredom, as well as to
defuse hostility.
4. The leader determines policies and gives orders and
directions to the members.
5. The leader encourages team discussion and decision-
making
6. Means being able to listen to new ideas, even if they do
not conform to the usual way of thinking.

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ANSWER KEY TO 2.1-2
1. Dedication
2. Fairness
3. A sense of humor
4. Autocratic leadership
5. Democratic leadership
6. Openness

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Roles and Responsibilities with Team Environment
Learning Objective:
After reading this INFORMATION SHEET, you must be able to know the
roles and responsibilities with team environment.
What is Teamwork?
When the members of the team know their objectives, contribute
process of making teams more effective by encouraging members to
examine howthey work together, identify their weakness and develop more
Productivity implies effectiveness and efficiency in individual and group
performance. To be effective, the objectives must be achieved. To be
efficient, the objectives must be achieved with the least amount of
resources. Productivity implies measurement. Productivity involves the
relative use of skills and the relative use of knowledge. Measurement of
skills work is easy, but it becomes more difficult to measure knowledge
work. The 91B10 may take and record vital signs of 20 patients in one hour.
The team leader may use eight hours completing next month's schedule,
while directing subordinates. One difficulty in measuring the productivity of
knowledge work is that often the output contributes indirectly to achieve
end results. Factors affecting the nursing team's productivity are:
The number of team members. A team that is too large wastes time and
members.
The number of assignments. Whatever the situation, the team members
must learn to organize their work so that they are able to give adequate care to
all of their patients.
The types of tasks to be accomplished. Team members should be competent
in performing all tasks that may be assigned. Non-nursing tasks such
as answering the telephone, emptying the garbage, and transporting non-
acute patients should be eliminated from their duties.

CBLM in Work
in A Team
Environment
Date Prepared:
September 2022
Document No:
Page 12 of 74
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Prepared By:
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Antonette B.
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The time allocated to complete the tasks. As conservation of scarce
resources such as time, money, and supplies is more vigorously
enforced, the need for nurses to be "faster and smarter" in delivering
patient care will increase.
The environment. A smaller staff will be on duty during the evening
and night. There will be fewer members to a team, and each member
will be assigned to care for more patients. Although more personnel
are available during the day shift, more patient services are provided.
Continuity of care is the key; communication between shifts is vital.
The management style of the team leader. Whether the team leader
has an autocratic, democratic, or laissez-faire management style, he
must have a thorough knowledge of nursing and an intuitive
understanding of human behavior if the team is to produce
efficiently.
The skills and experience of each team member. Each team member
should have the needed skills for the technique, treatment, or procedure
they are to perform. If in doubt, they should know where to find the
SOP (standingoperating procedures) if required.
Although the terms management and leadership are sometimes
treated as synonyms, there is a distinct difference between a
manager and a leader. The key functions of a manager are planning,
organizing, staffing, leading, and controlling. Leadership is an
important aspect of managing; however, there can be leaders of
completely unorganized groups.
A manager plans and sets up the organizational structure and
assigns specific people to accomplish specific tasks.
A leader influences people to be enthusiastic and willing to achieve
the desired goals.
Leadership and motivation are closely connected.
Team leadership requires some management skills as well as leadership
skills.

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Environment
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HEALTH CARE TEAM LEADER RESPONSIBILITIES
1. Supervise other health-related personnel.
2. Coordinate and make assignments health-related personnel and
patients.
3. Serve as team leader.
4. Serve as charge nurse.
All members on a nursing team work together under the direction of the
physician to help the patient return to his optimum function as
quickly as possible. The team leader's responsibilities are:
(1) To attend change of shift reports. The change of shift report may be given
to the entire oncoming shift in one area or it may be given in "walking
rounds." In walking rounds, the departing nurse moves from patient to
patient as he or she gives the report to the oncoming staff. This enables
the oncoming staff to view the patient's equipment and dressings as the
departing nurse reports what hasoccurred during her shift.
(2) To assign personnel. Personnel assignments are made with the patient's
needs and each team member's proficiency in mind. The team leader
reviews the nursing care plan, provides each team member with a written
assignment sheet, and discusses the assignment with each member. The
team leader also assigns breaks and lunch time.
(3) To assist team members with patient care. The team leader may assist
with patient care as needed, but usually supervises the care that team
members provide and sees that the goals of patient care are being met. He
explains procedures to team members.
(4) To coordinate staff activities. The team leader coordinates staff activities to
ensure quality patient care. The team leader attends patient care
conferences and provides input to the Nursing Care Plan. He keeps abreast of
any changes in patient status. He ensures utilization of quality assurance
and infection control policies.
(5) To motivate the team. The team leader motivates the team to give skilled
nursing care. Self-esteem, status, affiliation with others, affection,
giving, accomplishment, and self-assertion are regarded as secondary
needs. These needs vary in intensity with various individuals. The team
leader must do or say those things, which will influence the team
members to act in the desired manner (give skilled nursing care).
(6) To make final rounds. About one hour before the shift ends, the team
leader should begin final rounds to observe and assess patient care and
patient needs, and to see that everything is in order before the staff goes
off duty for that shift. In making final rounds, the team leader would
include the following:

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 Check for completion of assignments.
 Check input/output (I&O) sheets.
 Check intravenous (IV) infusions and nasogastric (NG) intubations.
 Review nursing documentation.
 Talk to the patients. Gather information for the change of shift
report. Listen for compliments or complaints concerning nursing care.
 Thank team members and give constructive feedback to those team
members who were unable to complete their assignments.
To complete nursing care rounds. The team leader should visually
assess individual patients following the change of shift report.

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SELF CHECK 2.1-3
IDENTIFICATION:
What are the seven (6) responsibilities of a leader in a healthcare
setting?

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ANSWER KEY TO 2.1-3
1. To attend change of shift reports.
2. To assign personnel.
3. To assist team members with patient care.
4. To coordinate staff activities.
5. To motivate the team.
6. To make final rounds.

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Relationship Within A Team
Learning Objective:
After reading this INFORMATION SHEET, you must be able to know the
relationship within a team.
What is a Team?
A team is a unit of two or more people who interact and coordinate their
work to accomplish a specific goal.
What is Teamwork?
When the members of the team know their objectives, contribute
process of making teams more effective by encouraging members to
examine howthey work together, identify their weakness and develop more
Leadership Qualities
Leadership can be defined as one's ability to get others to willingly follow.
Everyorganization needs leaders at every level. Leaders can be found and
nurtured if you look for the following character traits.
A leader with vision has a clear, vivid picture of where to go, as well as
a firm grasp on what success looks like and how to achieve it. But it‘s not
enough to have a vision; leaders must also share it and act upon it. Jack
Welch, former chairman and CEO of General Electric Co., said, "Good
business leaders create a vision, articulate the vision, passionately own
the vision and relentlessly drive it to completion."
A leader must be able to communicate his or her vision in terms that

CBLM in Work
in A Team
Environment
Date Prepared:
September 2022
Document No:
Page 12 of 74
Issued By:
Prepared By:
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Antonette B.
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cause followers to buy into it. He or she must communicate clearly and
passionately, as passion is contagious.
A good leader must have the discipline to work toward his or her vision
single- mindedly, as well as to direct his or her actions and those of the
team toward the goal. Action is the mark of a leader. A leader does not
suffer ―analysis paralysis‖but is always doing something in pursuit of the
vision, inspiring others to do the same.
Analysis
Integrity is the integration of outward actions and inner values. A person
of integrity is the same on the outside and on the inside. Such an
individual can betrusted because he or she never veers from inner values,
even when it might beexpeditious to do so. A leader must have the trust of
followers and therefore must display integrity.
Honest dealings, predictable reactions, well-controlled emotions, and an
absence of tantrums and harsh outbursts are all signs of integrity. A leader
who is centered in integrity will be more approachable by
followers.
Dedication means spending whatever time or energy is necessary to
accomplish the task at hand. A leader inspires dedication by example,
doing whatever it takes to complete the next step toward the vision. By
setting an excellent example, leaders can show followers that there are no nine-
to-five jobs on the team, only opportunities to achieve something
great.
Magnanimity means giving credit where it is due. A magnanimous leader
ensuresthat credit for successes is spread as widely as possible throughout the
company. Conversely, a good leader takes personal responsibility for failures.
This sort of reverse magnanimity helps other people feel good about
themselves and draws the team closer together. To spread the fame and take
the blame is a hallmark of effective leadership.
Leaders with humility recognize that they are no better or worse than other
members of the team. A humble leader is not self-effacing but rather tries
to elevate everyone. Leaders with humility also understand that their status
does not make them a god. Mahatma Gandhi is a role model for Indian
leaders, and he pursued a ―follower-centric‖ leadership role.
Openness means being able to listen to new ideas, even if they do not
conform tothe usual way of thinking. Good leaders are able to suspend
judgment while listening to others‘ ideas, as well as accept new ways of
doing things that someoneelse thought of. Openness builds mutual respect
and trust between leaders and followers, and it also keeps the team well
supplied with new ideas that can further its vision.

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Creativity is the ability to think differently, to get outside of the box that
constrains solutions. Creativity gives leaders the ability to see things that
others have not seen and thus lead followers in new directions. The most
importantquestion that a leader can ask is, ―What if … ?‖ Possibly the
worst thing a leader can say is, ―I know this is
a dumb question ... ‖
Fairness means dealing with others consistently and justly. A leader
must checkall the facts and hear everyone out before passing judgment. He
or she must avoid leaping to conclusions based on incomplete evidence.
When people feel they that are being treated fairly, they reward a
leader with loyalty and dedication.
Assertiveness is not the same as aggressiveness. Rather, it is the ability to
clearly state what one expects so that there will be no misunderstandings.
A leader must be assertive to get the desired results. Along with
assertiveness comes the responsibility to clearly understand what
followers expect from their leader.
Many leaders have difficulty striking the right amount of assertiveness,
according to a study in the February 2007 issue of the Journal of
Personality and Social Psychology, published by the APA (American
Psychological Association). It seems that being under assertive or
overassertive may be the most common weakness among aspiring
leaders.
A sense of humor is vital to relieve tension and boredom, as well as to defuse
hostility. Effective leaders know how to use humor to energize followers.
Humor isa form of power that provides some control over the work
environment. And simply put, humor fosters good camaraderie.
Intrinsic traits such as intelligence, good looks, height and so on are not
necessary to become a leader. Anyone can cultivate the proper leadership
traits.
Productivity implies effectiveness and efficiency in individual and group
performance. To be effective, the objectives must be achieved. To be efficient,
the objectives must be achieved with the least amount of resources.
Productivity implies measurement. Productivity involves the relative use of
skills and the relative use of knowledge. Measurement of skills work is easy,
but it becomes more difficult to measure knowledge work. The 91B10 may
take and record vital signs of 20 patients in one hour. The team leader may
use eight hours completing next month's schedule, while directing
subordinates. One difficulty in measuring the productivity of knowledge work
is that often the output contributes indirectly to achieve end results.
Factors affecting the nursing team's productivity are:

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The number of team members. A team that is too large wastes time and
members.
The number of assignments. Whatever the situation, the team members
must learn to organize their work so that they are able to give adequate care to
all of their patients.
The types of tasks to be accomplished. Team members should be
competent in performing all tasks that may be assigned. Non-nursing
tasks such as answering the telephone, emptying the garbage, and
transporting non-acute patients should be eliminated from their duties.
The time allocated to complete the tasks. As conservation of scarce
resources such as time, money, and supplies is more vigorously enforced, the
need for nurses to be "faster and smarter" in delivering patient care will
increase.
The environment. A smaller staff will be on duty during the evening and
night. There will be fewer members to a team, and each member will be
assigned to care for more patients. Although more personnel are available
during the day shift, more patient services are provided. Continuity of care
is the key; communication between shifts is vital.
The management style of the team leader. Whether the team leader has
an autocratic, democratic, or laissez-faire management style, he must have
a thorough knowledge of nursing and an intuitive understanding of human
behavior if the team is to produce efficiently.
The skills and experience of each team member. Each team member
should have the needed skills for the technique, treatment, or procedure they
are to perform. If in doubt, they should know where to find the SOP
(standingoperating procedures) if required.
Although the terms management and leadership are sometimes treated as
synonyms, there is a distinct difference between a manager and a leader.
The key functions of a manager are planning, organizing, staffing, leading,
and controlling. Leadership is an important aspect of managing; however,
there can be leaders of completely unorganized groups.
A manager plans and sets up the organizational structure and assigns
specific people to accomplish specific tasks.
A leader influences people to be enthusiastic and willing to achieve
the desired goals.
1. Leadership and motivation are closely connected.
2. Team leadership requires some management skills as well as leadership
skills.

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SELF CHECK 2.1-4
Encircle the word that does not belong to the group.
The following are qualities of a good leader, EXCEPT:
1. Integrity
2. Dedication
3. Magnanimity
4. Humanity
5. Openness
6. Creativity
7. Fairness
8. Assertiveness
9. Sense of humor

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ANSWER TO SELF CHECK 2.1-4
The following are qualities of a good leader, EXCEPT:
a. Integrity
b. Dedication
c. Magnanimity
e. Openness
f. Creativity
g. Fairness
h. Assertiveness
i. Sense of humor

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LEARNING OUTCOME #2 IDENTIFY OWN ROLE AND
RESPONSIBILITY WITHIN A TEAM
CONTENTS:
 Communication process
 Team structure / team roles
 Group planning and decision making
1. Individual role and responsibilities within the team
environment areidentified.
2. Roles and responsibility of other team members are
identified andrecognized.
3. Reporting relationships within team and external to team are
identified.
CONDITION:
 SOP of
workplac
e
 Job procedures
 Organization
orexternal
personnel
ASSESSMENT METHODS:
 Written test
 Observation
 Simulation
 Role playing

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Learning Outcome 2
IDENTIFY OWN ROLE AND RESPONSIBILITY WITHIN A TEAM
Learning Activities Special Instructions
READ INFORMATION
SHEET
2.2-1 ―Communication
process‖
This Learning Outcome deals with
the development of the Institutional
Competency Evaluation Tool which
trainers use in evaluating their
trainees after finishing a
competency of the qualification.
Go through the learning activities
outlined for you on the left column to
gain the necessary information or
knowledge before doing the tasks to
practice on performing the
requirements of the evaluation tool.
The output of this LO is a complete
Institutional Competency Evaluation
Package for one Competency of
Organic Agriculture Production NC
II. Your output shall serve as one of
your portfolio for your Institutional
Competency Evaluation for
IDENTIFY OWN ROLE AND
RESPONSIBILITY WITHIN A
TEAM. Feel
free to show your outputs to your
trainer as you accomplish them for
guidance and evaluation.
After doing all the activities for this
LO, you are ready to proceed to the
next LO: WORK AS A TEAM
MEMBER.
READ INFORMATION
SHEET
2.2-2 ―Team
Structure/Team Roles‖
READ INFORMATION
SHEET
2.2-3 Group planning
anddecision making.

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Team Roles by Scope of Responsibility
This topic is all about being an effective worker. To be an effective worker
means many things. It means that you are a:
• safe worker
• worker who is responsible for the quality of their work
• worker that communicates well and works as a team member,
sharinginformation and resources
• worker that seeks to resolve conflicts and problems
• worker that accepts change
• worker who appropriately utilises resources for maximum efficiency
andwith regard to the environment
• worker that plans their daily work
Planning is essential regardless of your job role or responsibilities because
as a worker you are part of a group or team. This might be a small
team of two, or a large team such as a company or an organisation. It is
very rare for someone to work completely alone. Even in the most
isolated of situations where you may be physically alone there is still a
work plan, a communication process and an emergency response
process.
As a member of a team it is very important to realise that the actions of
every individual will impact on the team as a whole.
Quite simply, the way you work affects everyone else. Think about how
you would feel if you worked with someone who showed the following
habits:

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 disorganised
 late
 does not bring the correct tools and equipment
 does not use safety gear
 leaves the workplace in a mess
 cannot be communicated with, because they have not
turned on the radioor mobile
 does not finish a job (manage their workload) in the
designated time, thus holding everyone else up
In every workplace situation and on every workday, a person
who is truly aneffective worker will endeavour to:
• Take time and resource constraintsinto account in fulfilling
workrequirements.
• Contribute actively to the team and the appropriate work outcomes.
• Encourage, acknowledge and act upon constructive feedback.
• Identify their responsibilities and duties in relation to workgroup
membersand undertake activities in a manner that
promotes cooperation and good relationships.
• Communicate appropriately with others about work issues.
• Provide support to team members to ensure workgroup goals are met.
• Share information relevant to the work with co-workers
DEAL EFFECTIVELY WITH ISSUES, PROBLEMS AND CONFLICT
You will become a valuable person in the workplace, if you actively
seek to co- operate with all of your workmates and supervisors and
contribute to a productive environment. This means that you
demonstrate a positive and courteous manner, recognizing cultural
differences and special needs.
Every workplace will have conflict from time to time. Do you know how
you wouldsolve conflict in your workplace?
It is always best to try and resolve differences on a one to one
basis with the person concerned, as a first step. Personal and tactful
communication is the best starting approach. You must remember to
consider the other person‘s point of view as well as any cultural
differences or special needs. However, the clear starting point for
conflict resolution is yourself. You need to clearly understand how you
respond to conflict situations. When you do this, you‘ll begin to identify
your own patterns in conflict situations.

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By asking yourself key questions about your responses in conflict
situations, youcan learn more about your style of dealing with negative
interpersonal situations.
• Do you avoid conflict, hoping to ―keep the peace‖?
• Do you accommodate?
• Do you compete?
• Do you feel that compromise is the way resolve things?
• Do you actively collaborate?
AVOID
Some people have a tendency to deny, suppress, or ―put aside‖ the
differences. This will only work if the real issue is still adequately dealt
with. If not, then you will eventually become resentful. You would be
better to learn to speak up respectfully about issues that bother you. If
you do this tactfully, you can disagree without creating disharmony.
ACCOMMODATE
Similar to avoidance is the situation where you simply accommodate,
always yielding to the other person. This style can grow out of the
desire to avoid conflict, or it can be due to the person‘s belief that his
or her rights, feelings, or desires
are not as important as those of others. To be an effective worker, you
must also look after yourself as part of the team. Accommodating others
needs over yours every time is not sustainable.
COMPETE
There are those who see each workplace conflict as an opportunity to
―win.‖ They go all out to win, often at the expense of others. They show
concern only for whatthey want. The only way to truly ―win‖ is for
everyone involved to leave the table feeling like winners, with each
person‘s concerns having been heard and his/herbasic needs met in the
solution.

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COMPROMISE
Compromise is typically conceived as a positive step in conflict
resolution Compared with the negativity of some other ways of dealing
with conflict, it is a step in the right direction. However, compromise
involves identifying something that both sides must give up, so it is still
not ideal.
COLLABORATE
When you collaborate, you work with the other person to mutually solve
the problem in a way that recognizes and respects the goals of each. Be
honest and direct, while being considerate. Learning effective
collaboration means that you will always be aiming to achieve the best
outcome in any conflict situation in the workplace.
DEAL EFFECTIVELY WITH ISSUES, PROBLEMS AND CONFLICT
Working Effectively within the Workplace and with Others
Let‘s assume that you are going to work at developing your skills so
that you become a ―collaborator‖ in the workplace. Here are some tips that
will help you become a good collaborator.
Tip 1 – Make sure you are clearly understood. When people in the
workplace communicate with each other, they need to make sure that
the other person understands what they are hearing. When interacting
with others, it is often helpful to repeat the key points that you want
them to remember.
Tip 2 – Remember that everyone should always be direct and truthful.
Don‘t imply or exaggerate anything you say, this is not honestly or
correctly representing theproblem or conflict.
Tip 3 – If the same problems are recurring on a regular basis, have a whole
of staff meeting to seek a solution to eliminate problems before they
begin.
Tip 4 – Solve problems when they arise. Don‘t let a small problem grow
into abigger one. As soon as possible, discuss acceptable solutions to
the problems withthe concerned and appropriate people. Determine the
best actions to solve the problem and implement those actions.

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Tip 5 – If you are not able to resolve a conflict then don‘t bitch and
gossip about it to other workmates. Immediately request that both parties
refer to a supervisor or manager to support a resolution.
Remember – In seeking the resolution of any conflict, appropriate
legislation such as anti-discrimination, workplace harassment and
equal employment opportunity must be considered. Working with
others is not without its difficulties and problems, and at times conflicts
arise. It is important that these are resolved to ensure effective and
efficient working.
Now we need to consider some basic steps in a successful collaboration
process. They will include:
• Gather information: identify key issues without making accusations,
focus on what the issues are, not who did what, do not accuse, find
fault, call names.
• Each party states their position and how it has affected them;
others listen attentively and respectfully without interruption.
• Each party, in turn, repeats or describes as best they can the
other‘s position to the listener‘s satisfaction. Parties try to view the
issue from other points of view beside the two conflicting ones.
• Parties brain storm to find the appropriate way to collaborate and
therefore achieve a mutually beneficial outcome.

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SELF-CHECK 2.2-1
TRUE OR FALSE:
5. It is always best to try and resolve differences on a one to one
basis with theperson concerned
6. Compromise involves identifying something that both sides must
give up, soit is still not ideal.
7. To be an effective worker, you must consider yourself first.
8. Accommodating others needs over yours every time is sustainable.
9. There are those who see each workplace conflict as an opportunity to
―win.‖

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ANSWER KEY 2.2-1
1. True
2. True
3. False
4. False
5. True

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LEARNING OUTCOME #3 WORK AS A TEAM MEMBER
CONTENTS:
 Communication process
 Team structure / team roles
 Group planning and decision making
1. Appropriate forms of communication and interactions are
undertaken.
2. Appropriate contributions to complement team activities and
objectives are made.
3. Reporting using standard operating procedures followed.
4. Development of team work plans based from team role is
contributed.
CONDITION:
 SOP of
workplac
e
 Job procedures
 Organization
orexternal
personnel
ASSESSMENT METHODS:
 Observation of work activities
 Observation through simulation or role play
 Case studies and scenarios.

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Learning Outcome 3
WORK AS A TEAM MEMBER
Learning Activities Special Instructions
READ INFORMATION
SHEET 2.3-1
COMMUNICATION
PROCESS
This Learning Outcome deals with
the development of the Institutional
Competency Evaluation Tool which
trainers use in evaluating their
trainees after finishing a
competency of thequalification.
Go through the learning activities
outlined for you on the left column to
gain the necessary information or
knowledge before doing the tasks to
practice on performing the
requirements of theevaluation tool.
The output of this LO is a
complete Institutional Competency
Evaluation Package for one
Competency of Organic Agriculture
Production NC II. Your output shall
serve as one of your portfolio for
your Institutional Competency
Evaluation for WORK AS A TEAM
MEMBER Feel free to show your
outputs to your trainer as you
accomplish them for guidance and
evaluation.
After doing all the activities for this
LO, you are ready to proceed to the
next competency
READ INFORMATION
SHEET 2.3-2 TEAM
STRUCTURE/ROLES
READ INFORMATION
SHEET 2.3-3 GROUP
PLANNING AND
DECISION MAKING
READ INFORMATION
SHEET 2.3-4 ON
GENDER AWARENESS
AND DEVELOPMENT

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Communication Process
The Communication Process
The goal of communication is to convey information—and the
understanding of that information—from one person or group to another
person or group. This communication process is divided
into three basic components: A sender transmits a message
through a channel to the receiver. (Figure shows a more elaborate model.)
The sender first develops an idea, which is composed into a message and
then transmitted to the other party, who interprets the message and
receives meaning. Information theorists have added somewhat more
complicated language. Developing a message is known as encoding.
Interpreting the message is referred to as decoding.

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The other important feature is the feedback cycle. When two people
interact, communication is rarely one‐way only. When a person receives
a message, she responds to it by giving a reply. The feedback cycle is
the same as the sender‐receiver feedback noted in Figure . Otherwise,
the sender can't know whether the other parties properly interpreted
the message or how they reacted to it. Feedback is especially significant
in management because a supervisor has to know how subordinates
respond to directives and plans. The manager also needs to know how
work is progressing and how employees feel about the general work
situation.
The critical factor in measuring the effectiveness of communication is
common understanding. Understanding exists when all parties involved
have a mutual agreement as to not only the information, but also the
meaning of the information. Effective communication, therefore, occurs
when the intended message of the sender and the interpreted message
of the receiver are one and the same. Although this should be the goal
in any communication, it is not always achieved.
The most efficient communication occurs at a minimum cost in terms of
resources expended. Time, in particular, is an important resource in
the communication process. For example, it would be virtually
impossible for an instructor to take the time to communicate
individually with each student in a class about every specific topic
covered. Even if it were possible, it would be costly. This is why
managers often leave voice mail messages and interact by e‐mail rather
than visit theirsubordinates personally.
However, efficient time‐saving communications are not always effective. A
low‐cost approach such as an e‐mail note to a distribution list may save
time, but it does not always result in everyone getting the same
meaning from the message. Without opportunities to ask questions and
clarify the message, erroneous interpretations are possible. In addition to
a poor choice of communication method, other barriers to effective
communication include noise and other physical distractions, language
problems, and failure to recognize nonverbal signals.
Sometimes communication is effective, but not efficient. A work team
leader visiting each team member individually to explain a new
change in procedures may guarantee that everyone truly understands
the change, but this method may be very costly on the leader's time. A
team meeting would be more efficient. In these and other ways,
potential tradeoffs between effectiveness and efficiencyoccur.

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Communication Defined
Lindsey is the supervisor of a team of employees in a research and
development department for a small tech company that focuses its
research on new apps. Her boss wants Lindsey to work on a new
project. But Lindsey can't successfully manage her team in order to
complete the project unless she is able to effectively communicate with
them. Communication is the process of conveying information
between two or more people. The communication process is the steps
we take inorder to achieve a successful communication.
The communication process consists of several components. Let's take a
look.
A sender is the party that sends a message. Lindsey, of course, will be
the sender. She'll also need the message, which is the information to
be conveyed. Lindsey will also need to encode her message, which is
transforming her thoughts of the information to be conveyed into a
form that can be sent, such as words.
A channel of communication must also be selected, which is the
manner in which the message is sent. Channels of communication
include speaking, writing, video transmission, audio transmission,
electronic transmission through emails, text messages and faxes and
even nonverbal communication, such as body language. Lindsey also
needs to know the target of her communication. This party is called the
receiver.
The receiver must be able to decode the message, which means
mentally processing the message into understanding. If you can't
decode, the message fails. For example, sending a message in a
foreign language that is not understood by the receiver probably will
result in decoding failure.
Sometimes, a receiver will give the sender feedback, which is a message
sent by the receiver back to the sender. For example, a member of
Lindsey's team may provide feedback in the form a question to clarify
some information received in Lindsey's message.

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Let's put all these components together to build a model of the
communication process:
1. A sender encodes information
2. The sender selects a channel of communication by which to
send themessage
3. The receiver receives the message
4. The receiver decodes the message
5. The receiver may provide feedback to the sender
The sharing of meaningful information between two or more people with
the goal of the receiver understanding the sender's intended message. In
business, the effectiveness of a company's internal and external
communication process is often very important to its overall success.

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Self check 2.3-1
Communication Process
1. is the process of conveying information between
two ormore people.
2. A is the party that sends a message.
3. The receiver must be able to the message.
4. The critical factor in measuring the effectiveness of communication
is
.
5. is an important resource in the
communication process.

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ANSWER KEY 2.3-1
1. Communication
2. Sender
3. Decode
4. common understanding
5.Time

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Team Structure
These guidelines provide an overview of three main aspects of group
work.These are:
1. Working as a team – overview of why group work is important
2. Stages in group development – forming, storming, norming,
performing andMorning
3. Roles in groups – important behaviors in effective teams
An excellent reference for more information about working in teams and
groups is:
Why work in teams? There are several good reasons:
• it's good to develop these skills as early as possible.
• Research shows that we all learn effectively from each other. Hence,
your teamsshould be learning teams, with the focus on helping each
other to learn.
• Teams are much more effective than individuals for work on complex
projects.
• Teamwork develops your interpersonal skills in coping with conflict, in
being achairperson, in developing your interdependence and accountability
and in developing your sense of self esteem. This aids your personal
development and your non-work-related relationships.

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Effective teams
Why do some groups accomplish very little, while others achieve much
more?
This difference stems very much from the processes within the group -
its innerdynamics or workings. The features of an effective team include:
• combined group effort of all members
• clear goals
• group members focused on learning
• mutual trust and support
• open communication
• democratic processes.
Making the most of your team
There are many advantages of working collaboratively with other
students. Tomake the most of your experience as a team member,
remember to:
• Become actively. Don't wait for another team member to do all the work.
• Share - open communication and the contribution of ideas and
information isessential for successful and highly performing teams.
• Learn to work cooperatively. The success of your team will depend on
helpingeach other.
• Respect your fellow team members. Be aware that each team
member will haveunique talents and ways of learning. Not everyone
learns by the same process.
• Use your time productively and effectively. Define clear goals - what
needs to getdone, by whom and why?
• Expect success - be enthusiastic and positive.
• Meet with your group members regularly.
• Ask your tutor for frequent feedback - that's the tutor's role.
• Maintain a sense of humour - keep things in perspective.
• Hang in there - developing a good team is hard work and demands
commitmentfrom all team members.
Group development
There is strong evidence that groups pass through a sequence of five
stages ofdevelopment. These are sometimes defined as:

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 Forming, or coming
together Storming,
or conflict
 Norming, or working out
the rules Performing, or
getting the job done
Mourning, or breaking
up.
The length of time different groups take to pass through each of
these developmental stages will vary, but it is generally not possible to
achieve high team performance until the group has passed through at least
the first three stages. The duration of each stage will depend on factors
such as individual and team maturity, task complexity, leadership,
organizational climate, and external climate.
Forming ….. Am I a member of this group?
During this stage of group development new team members discover
what being amember of this group means.
You may find that you and/or other group members need:
• clear goals and objectives
• definition of tasks and roles
• clear work plans
• to identify group behaviour, standards and norms and ways to
handlebehavioural problems
Communicating and Learning in Engineering Online
Resources 2 You and/or other group members may:
• demonstrate excitement
• participate hesitantly
• show tentative attachment to the group
• discuss problems peripheral to the task
• be uncomfortable and anxious about the new situation
• accomplish minimal work

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This stage is complete when new members start thinking of themselves
as part ofa group.
Storming ….. Who controls this group?
During this stage of group development, team members may become hostile
oroverzealous as a way to express their individuality and resist group
formation.
You may find that you and/or other group members exhibit:
• infighting, defensiveness and competition
• doubts about success
• low group morale
• polarization of group members
• concern over excessive work
• disunity and increased tension
You and/or other group members may:
• set unrealistic goals
• resist the task demands
• establish a pecking order
• criticise group leaders or other group members
• complain.
Many groups do not develop beyond this stage because they lack the
ability to listen to each other and find mutually acceptable resolutions to
the major issues.
Forming ….. What are the rules of this group?

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During this stage of group development, members accept the team, the
team norms, their own roles and the idiosyncrasies of fellow group
members. Emotional conflict is reduced by patching up previously
conflicting relationships.
• attempt to achieve maximum harmony by avoiding conflict
• develop a high level of trust and respect for others in the group
• discuss group dynamics constructively
• form friendships
• develop a sense of team cohesion with a common spirit and goals
• have high group morale
• establish and maintain group boundaries
• accomplish a moderate amount of work
During this stage, if the formally appointed leader is not effective, or there
is no formal leader, a leader will emerge or should be agreed upon who
can focus thegroup resources to solve problems.
Communicating and Learning in Engineering Online
Resources 3 Performing ….. How high can this group
go?
Now that the team has established its interpersonal norms, it becomes an
entity capable of diagnosing and solving problems, and making
decisions. This stage is not always reached by all teams.
• be willing to sort through group problems
• develop high conflict resolution skills
• understand members' strengths and weaknesses
• undertake constructive self change
• identify closely with the group
• accomplish a great deal of work
Groups reaching this stage will be effective and will devote energy to
maintain good group relations.
Mourning ….. Where do we go from here?
This final stage of group development applies more to temporary teams like
task.

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SELF- CHECK 2.3-2
A. Give good reasons why it is good to work in a team.
B. FIVE stages of Group development

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ANSWER KEY 2.3-2
A.
1. it‘s good to develop these skills as early as possible.
2. Research shows that we all learn effectively from each other.
Hence, your teams should be learning teams, with the focus on
helping each other to learn.
3. Teams are much more effective than individuals for work on
complex projects.
4. Teamwork develops your interpersonal skills in coping with
conflict, in being a chairperson, in developing your
interdependence and accountability and in developing your sense
of self esteem. This aids your personal development and your non-
work-related relationships.
B.
Forming, or coming
together Storming, or
conflict
Norming, or working out the
rules Performing, or getting
the job done Mourning, or
breaking up.

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Group Planning and Decision Making
Your work with colleagues and clients from other cultures can be
very interesting. It can also be very challenging on occasion when their
beliefs and attitudes are very different from your own.
Individual differences and beliefs affect everything we do and say.
We may not even be aware of these differences. Often we base our
expectations of others on our own experiences. If you have not had
experience with people outside your own culture, you may find your
expectations of how others should act are misguided.
Think about some of the attitudes, ideas and beliefs that people
from other cultures have that are different to yours.
You may have developed a set of attitudes about the behaviour and
rights of people from other countries; in this case, your frame of reference
could well influence the way you work with others. When you work in
the service industry, you need to be aware of your values.
A cultural frame of reference is the way people from the same
cultural group see their world; it is their world view.
An essential part of the functioning of a team is being aware of
cultural practices and/or differences and using effective communication
techniques to further understanding.
To effectively contribute to best practice in an organisation workers
need to consider that values are beliefs and attitudes they may have
about:

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 how things should be in the world
 how people should act in certain circumstances
 how the important aspects of life are handled, e.g.
money, family, relationships, power, male and female role.
These beliefs and attitudes are extremely important and personal.
Values are formed and absorbed by people as they develop through
childhood. Customary ways of behaving and responding to situations can
vary considerably from one society to another.
You should not see these customs as right or wrong; you should learn
to understand the reasons behind them. Such customs or patterns of
behaviour are very important, especially in the aged community or in
migrants who may find comfort in continuing practices remembered from
their country of origin. You should always:
 be respectful of cultural practices, attitudes and beliefs. e.g
removing shoesbefore entering a home
 show consideration, e.g. think of the needs of others from their point
of view
 be polite, e.g. use the preferred title and the appropriate tone of
voice, listento others address each other
 show genuine interest
 respect a person‘s right to privacy and confidentiality.
When addressing a person from another culture, you may need to
consider:
 different ways of speaking or titles that may be preferred
 male and female roles clearly defined along cultural boundaries
 different speech patterns / language
 codes of behavior
 clothing
 gender-specific tasks to complete
 non-verbal communication and body language eg eye contact,
use oftouching etc
 use of physical space.
If in doubt, ask someone; otherwise you may cause offence without being
aware ofthe fact.
There are most likely workplace guidelines for you to follow in your
work in cross-cultural situations. You can refer to your supervisor if
there are any problems arising for you from your clients‘ or co-workers‘
customs and spiritual beliefs which you feel you cannot deal with.

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Performance Expectations = Results + Actions & Behaviors
To perform well, employees need to know what is expected of them.
The starting point is an up-to-date job description that describes the
essential functions, tasks, and responsibilities of the job. It also
outlines the general areas of knowledge and skills required of the
employee an employee to be successful inthe job.
Performance expectations go beyond the job description. When you
think about high quality on-the-job performance, you are really
thinking about a rangeof expected job outcomes, such as
 What goods and services should the job produce?
 What impact should the work have on the organization?
 How do you expect the employee to act with clients, colleagues,
andsupervisors?
 What are the organizational values the employee must demonstrate?
 What are the processes, methods, or means the employee is
expected touse?
In discussing performance expectations an employee should
understand why the job exists, where it fits in the organization, and
how the job's responsibilities link to organization and department
objectives. The range of performance expectations can be broad but
can generally be brokeninto two categories:
 Results (The goods and services produced by an employee often
measuredby objectives or standards)
 Actions & Behaviors (The methods and means used to make a
product and the behaviors and values demonstrated during the
process. Actions and Behaviors can be measured through
performance dimensions.)
Performance expectations serve as a foundation for communicating
about performance throughout the year. They also serve as the basis for
reviewing employee performance. When you and an employee set clear
expectations about the results that must be achieved and the methods
or approaches needed to achieve them, you establish a path for
success.

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MANAGING DIVERSITY IN THE WORKPLACE
Excellence through diversity is one of the Chancellor's goals, yet the
term diversity often raises controversy, confusion, and tension. What
does it mean? Is it the same as affirmative action? Why should you focus
on it?
When people think of diversity, they may think first of ethnicity
and race, and then gender; however, diversity is much broader than
that. In Workforce America! Managing Employee Diversity as a Vital
Resource, diversity is defined as ―otherness or those human qualities
that are different from our own and outside the groups to which we
belong, yet present in other individuals and groups.‖ Dimensions of
diversity include, but are not limited to: age, ethnicity, ancestry, gender,
physical abilities/qualities, race, sexual orientation, educational
background, geographic location, income, marital status, military
experience, religious beliefs, parental status, and work experience
(Loden and Rosener 1991, 18-19).
It's important to understand how these dimensions affect
performance, motivation, success, and interactions with others.
Institutional structures and practices that have presented barriers to
some dimensions of diversity should be examined, challenged, and
removed.
Guiding Principles
 Workforce diversity is a reality at Berkeley. We already reflect the
national demographic trends predicted for the year 2000 by the Hudson
Institute in its 1987 report, Workforce 2000. At Berkeley, women make
up 60% of the workforce while people of color constitute 43%.
Accommodation issues for this diverse workforce, such as childcare,
elder care, flexible work arrangements, disability accommodation, and
literacy are being addressed in the workplace.
 Managing diversity is defined as "planning and implementing
organizational systems and practices to manage people so that the
potential advantages of diversity are maximized while its potential
disadvantages are minimized," according to Taylor Cox in "Cultural
Diversity in Organizations."
 Managing diversity well provides a distinct advantage in an era
when flexibility and creativity are keys to competitiveness. An
organization needs to be flexible and adaptable to meet new customer
needs.

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 Heterogeneity promotes creativity and heterogeneous groups have
been shown to produce better solutions to problems and a higher
level of critical analysis. This can be a vital asset at a time when the
campus is undergoing tremendous change and self-examination to
find new and more effective ways to operate.
 With effective management of diversity, the campus develops a
reputation as an employer of choice. Not only will you have the
ability to attract the best talent from a shrinking labor pool, you
can save time and money inrecruitment and turnover costs.
 The campus will fulfill its role as a public institution by reflecting
the diversity of the state as well as meeting the increasing demand
to provide culturally informed services to an increasingly diverse
customer-base.

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SELF- CHECK 2.3-2
TRUE OR FALSE
1. Performance expectations go beyond the job description.
2. The goods and services produced by an employee often
measuredby personal goals.
3. Performance Expectations = Results + Actions & Behaviors
4. When people think of DEVELOPMENT, they may think first
ofethnicity and race, and then gender.
5. Actions and Behaviors can be measured through
performancedimensions.)

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ANSWER KEY 2.3-3
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. TRUE

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Gender Awareness and Development
Sex = Gender?
The English-language distinction between the words sex and
gender was first developed in the 1950s and 1960s by British and
American psychiatrists and other medical personnel working with
intersex and transsexual patients.1
Since then, the term gender has been increasingly used to
distinguish between sex as biological and gender as socially and
culturally constructed. Feminists have used this terminology to argue
against the ‗biology is destiny‘ line,and gender and development
approaches have widely adopted this system ofanalysis.
―Sex marks the distinction between women and men as a result of their
biological, physical and genetic differences…Gender roles are set by
convention and other social, economic, political and cultural forces‖
From this perspective, sex is fixed and based in nature; gender is fluid
and based in culture. This distinction constitutes progress compared
with ‗biology is destiny‘. However, it ignores the existence of persons

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who do not fit neatly into the biological or social categories of women
and men, such as intersex, transgender, transsexual people and hijras.
Furthermore, for many people the sex categories of female and male
are neither fixed nor universal, but vary over time and across cultures.
Accordingly, sex, like gender, is seen as a social and cultural construct.
This paper presents a range of definitions of gender and sex which reveal
the diversity of individual and institutional understandings on these much-
debated terms.
―Gender refers to the array of socially constructed roles and
relationships, personality traits, attitudes, behaviors, values, relative power
and influence that society ascribes to the two sexes on a differential basis.
Whereas biological sex is determined by genetic and anatomical
characteristics, gender is an acquired identity that is learned, changes over
time, and varies
widely within and across cultures. Gender is relational and refers not simply
to women or men but to the relationship between them‖. (INSTRAW, Glossary
of
Gender-related Terms and Concepts
―Gender refers to the economic, social and cultural attributes and
opportunities associated with being male or female at a particular point in
time‖ (World Health Organization, 2001, Transforming health systems:
gender and rights in reproductive health,
―Sex refers to the biological characteristics that define humans as female or
male. While these sets of biological characteristics are not mutually
exclusive, as there are individuals who possess both, they tend to
differentiate humans as males and females‖. (World Health Organization,
2002, Gender and Reproductive Rights: Working Definitions,
Sex = male and female
Gender = masculine and feminine So in essence:
Sex refers to biological differences; chromosomes, hormonal profiles,
internal andexternal sex organs.
Gender describes the characteristics that a society or culture delineates
asmasculine or feminine.
So while your sex as male or female is a biological fact that is the same in
any culture, what that sex means in terms of your gender role as a 'man' or
a 'woman' in society can be quite different cross culturally. These
'gender roles' have animpact on the health of the individual.

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In sociological terms 'gender role' refers to the characteristics and
behaviours that different cultures attribute to the sexes. What it means to
be a 'real man' in any culture requires male sex plus what our various
cultures define as masculine characteristics and behaviours, likewise a
'real woman' needs female sex and feminine characteristics. To
summarise:
'man' = male sex+ masculine
social role (a 'real man',
'masculine' or 'manly')
'Woman' = female sex + feminine
social role(a 'real woman', 'feminine' or
'womanly')
How do you know when to call something a sex difference rather than a gender
difference Using the definitions given for sex (biological differences between
males and females) and gender (socially defined differences between men
and women), sex differences therefore refer only to those differences that
can be attributed solely to biological difference. Medical literature most
commonly addresses biological sex differences. Increasingly we find that
medical evidence is published with sex as a variable of analysis.
Gender differences delineate those differences that exist between men and
women. Gender differences by definition take into consideration the fact
that outside the test tube it is impossible to control for the interactions
between people and their environment. Outcomes data therefore
demonstrate gender difference because it is impossible to tell whether
health outcomes are 100% attributable to the biology of males and females
or whether they are some mixture of the interaction between biology and
the environment within which men and women experience them.
It is therefore more common to use gender differences as a blanket term
for sex and gender difference when speaking about people because you
can‘t separate them from their environment. The generic rule of thumb
must therefore be:

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Gender Studies
Originally 'gender' is a grammatical term borrowed from linguistics; it is
the collective term for the categories of masculine or feminine or neuter
into which nouns of many languages are allocated. Anthropology
borrowed the term to discuss the social roles occupied by males and
females in society. The gendered roles in society were assumed to be the
‗natural‘ result of ones sex, but cross- cultural studies demonstrate that
while sex is a universal condition of humans, gender roles vary across
culture.
Gender studies as a field has arisen out of women‘s studies and indeed is
still very closely linked in most academic institutions. Because our
gender is so core to what we do as human beings, every epistemology
has a contribution to make to the field, whether it be psychology,
cultural studies or anthropology. But whatever the discipline, the core
question is the same; to what extent are gender roles the
result of biology and to what extent the result of social conditioning or
‗enculturation‘?
This is an important question for medicine for many reasons because
patterns of health and illness in men and women are different
throughout the life span. To understand whether these differences are
the result of biology or environment is vital to the formulation of
effective treatments and health interventions.
One of the features of medicine as a discipline has been its unwillingness
to collaborate with non-medical disciplines in order to enrich its own
practice, and yet the social sciences have much to offer about dealing
with people within theirsocial context, which is fundamental to medical
practice. Partly this problem is due to the fact that gender studies and
medicine do not speak the same language easily. Medicine is a
positivistic paradigm (the truth is knowable and can be found through
deductive reasoning) whereas gender studies generally follow a more post-
structuralist, critical paradigm (where there is no universal truth
because meaning is not fixed but contextually dependent). Obviously, for
the two fields to communicate effectively careful translation is required.
To begin this process we have taken quite a basic representation of sex
and gender as our starting point.
Gender identity can be defined as, "an individual's self-conception as
being male or female, as distinguished from actual biological sex." If a
person's self-conception differs from their actual biological sex then
they are said to be transgendered.
Sexual orientation is, "an enduring pattern of emotional, romantic,

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and/or sexual attractions to men, women, or both sexes." According
to the American Psychological Association "it also refers to an
individual‘s sense of personal and social identity based on those
attractions, behaviors expressing them, and membership in a
community of others who share them."
Gender identity and sexual orientation are therefore similar in the fact
that both reflect an individual's self-
conception.
The difference is that sexual orientation also includes sexual behaviors. It
is therefore a more empirical (observable) trait.
Sexual Orientation and Gender Identity
 Sexual orientation
"Sexual orientation" is the preferred term used when referring to an
individual's physical and/or emotional attraction to the same and/or
opposite gender. "Heterosexual," "bisexual" and "homosexual" are all
sexual orientations. A person's sexual orientation is distinct from a
person's gender identity and expression.
 Gender identity
The term "gender identity," distinct from the term "sexual orientation,"
refers to a person's innate, deeply felt psychological identification as male
or female, which may or may not correspond to the person's body or
designated sex at birth (meaning what sex was originally listed on a
person's birth certificate).
 Gender expression
Gender expression refers to all of the external characteristics and
behaviours that are socially defined as either masculine or feminine,
such as dress, grooming, mannerisms, speech patterns and social
interactions. Social or cultural norms can vary widely and some
characteristics that may be accepted as masculine, feminine or neutral
in one culture may not be assessed similarly in another.

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 Transgender
A broad range of people who experience and/or express their gender
differently from what most people expect — either in terms of
expressing a gender that does not match the sex listed on their original
birth certificate (i.e., designated sex at birth), or physically changing
their sex. It is an umbrella term that includes people who are
transsexual, cross-dressers or otherwise gender non-conforming. Not all
people who consider themselves (or who may be considered by others
as) transgender will undergo a gender transition.
 Transsexual
A transsexual person has changed, or is in the process of changing, his
or her physical and/or legal sex to conform to his or her internal sense of
gender identity. The term can also be used to describe people who, without
undergoing medical treatment, identify and live their lives full-time as a
member of the gender opposite their birth sex. Transsexuals transitioning
from male to female are often referred to as "MTFs." Similarly, female- to-
male transsexuals are frequently called "FTMs."
 Gender transition
The term "transitioning" refers to the process through which a person
modifies his or her physical characteristics and/or manner of gender
expression to be consistent with his or her gender identity. This
transition may include hormone therapy, sex-reassignment surgery
and/or other components and is generally conducted under medical
supervision based on a set of standards developed by medical
professionals. The transition process typically includes a one-year "real-
life experience" in which the individual lives and presents consistently
with their gender identity under medical supervision.
 Cross-dresser
A cross-dresser wears the clothing and/or accoutrements, such as
makeup and accessories, that are considered by society to correspond
to the "opposite sex." Unlike transsexuals, cross-dressers typically do
not seek to change their physical characteristics and/or manner of
expression permanently or desire to live full-time as the opposite gender.
(Cross-dressers are sometimes called "transvestites," but that term is
considered pejorative.)

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Employees who cross-dress some of the time may fear that
discovery of their cross-dressing, even when on personal time, may lead
to discrimination or harassment at work. While cross-dressing off-duty
is not related to an employee's job performance, a person who cross-
dresses off-duty is still protected by our EEO policy prohibiting
discrimination or harassment based on [gender identity / gender identity
and expression].
 Gender identity disorder / Gender dysphoria
GID is a psychological diagnosis recognized by the American
Psychiatric Association. This disorder is marked by severe distress and
discomfort caused by the conflict between one's gender identity and
one's designated sex at birth. Not all transgender people experience
gender dysphoria or are diagnosed with GID.
Gender & Gender Identity
Gender and Gender Identity.
Gender is our social and legal status as girls and boys,
women and men. Gender identity is how you feel about and
express your gender.
Culture determines gender roles and what is masculine and feminine.
What does it mean to be a woman or man? Whether we are women or
men is not determined just by our sex organs. Our gender includes a
complex mix of beliefs, behaviors, and characteristics. How do you act,
talk, and behave like a woman or man? Are you feminine or masculine,
both, or neither? These are questions that help us get to the core of our
gender and gender identity.
There are few easy answers when it comes to gender and gender
identity, so it is normal to have questions. Here are some of the most
common questions we hear about gender and gender identity. We hope
our answers are helpful.

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GENDER INEQUALITY IN TVET AND SOCIETY
GENDER ISSUES IN EDUCATION AND TRAINING
Gender issues are problems that stem from the way women and men
have been socially constructed. They are commonly shared experiences
and are, therefore, brought about by structural/societal causes.
Gender issues are recognized as undesirable and unjust. It has
something to do with gender inequality, with practices that marginalize,
discriminate and violate women‘s rights.
Gender Issues in Technical-Vocational Education and Training
imit women's areas/ fields of participation.
Women tend to be channelled to ―feminine‖ courses/trade areas, which
are an extension of their household and reproductive roles, e.g.,
dressmaking, cosmetology, food trades, etc. and men to ―masculine
courses, e.g. carpentry, automotive, welding, etc. While more women
now tend to enter ―masculine‖ courses/trade areas, the gender tracking
that occurs still remains an issue.
textbooks and instructional materials. Sexist language and pictures
are being used that foster their stereotyped roles. Such stereotypes do
not only restrict the role orientation of learners but also reinforce
traditional views of femalesubordination.

CBLM in Work
in A Team
Environment
Date Prepared:
September 2022
Document No:
Page 12 of 74
Issued By:
Prepared By:
Romally
Antonette B.
Tagnipez
Revision 1
gender perspectives. This is to ensure that the training system, its
training plans, policies, programs and projects are gender responsive.
career choices. Due to inadequate vocational guidance in training
institutes, students end up with courses that are not ―employable‖ or
not really their interests. Guidance counsellors often encourage
students, as their career options, to take up courses that are
appropriate to their perceived roles and characteristics.
institutions.
separate lodging, etc.)
Short summary
Gender inequality pervades the world. In considering the
dimensions of economic gender inequality, women still make less than
menin the formal work sector, are more likely to live in poverty, are less
likelyto participate in the formal work sector, and do a
larger share of work in the household sector.
The dimensions of political gender inequality include women's
lower representation in elected office and lower representation in political
and corporate appointments. Social gender inequality has numerous
dimensions, some of which are less favorable to men while others are
less favorable to women: men are more prone to violence, imprisonment,
and disability, while women are more likely to be the victims of domestic
violence and sexual assault; in some countries men have lower
educational attainment than women, while the pattern is reversed in
other countries. Demographic gender inequality includes the fact that
men live shorter lives on average than do women (65 years for men, 69
years for women—CIA 2010), but there is also concern that many
women are never given the chance to be born, and in the younger
generations men now outnumber women, by large numbers in China and
India in particular (with gender ratios respectively of 113 men and 117
men per hundred women in the under-15 age range—CIA 2010).

CBLM in Work
in A Team
Environment
Date Prepared:
September 2022
Document No:
Page 12 of 74
Issued By:
Prepared By:
Romally
Antonette B.
Tagnipez
Revision 1
While many of the costs of gender inequality are ultimately born by particular
individuals, they can also be calculated at a society, or even world wide level. If
individuals of different genders are not given equal opportunity to develop their
potential, then societies forego the increased level of output and ultimately wellbeing
that would derive from their higher productivity. If societies do not invest equally in
educating and training men and women, do not give them equal opportunities to engage
in more productive forms of work, and do not give them equal opportunities to advance
to more productive positions over time, then the societies do not harness the full
potential of their members.
Refers to unequal treatment or perceptions of individuals based
on their gender. It arises from differences in socially constructed gender as
well as biologically through chromosomes, brain structure, and hormonal
differences.[1] Gender systems are often dichotomous and hierarchical;
gender binary systems may reflect the inequalities that manifest in
numerous dimensions of daily life. Gender inequality stems from
distinctions, whether empirically grounded or socially constructed. (On
differences between the sexes, see Sex and psychology.)
Main article: Gender pay gap
Wage discrimination exists when workers are equally qualified and
perform the same work but one group of workers is paid more than
another. Historically, wage discrimination has favored men over
similarly qualified women.
Income disparity between genders stems from processes that determine
the quality of jobs and earnings associated with jobs.[clarification needed]
Earnings associated with jobs will cause income inequality to take form in
the placement of individuals into particular jobs through individual
qualifications or stereotypical norms.
Placement of men or women into particular job categories can be
supported through the human capital theories of qualifications of
individuals or abilities associated with biological differences in men and
women.[citation needed] Conversely, the placement of men or women
into separate job categories is argued to be caused by social status
groups who desire to keep their position through the placement of
those in lower statuses to lower paying positions.
Human capital theories refer to the education, knowledge, training,
experience, or skill of a person which makes them potentially valuable to
an employer. This has historically been understood as a cause of the
gendered wage gap but is no longer a predominant cause as women and
men in certain occupations tend to have similar education levels or
other credentials. Even when such characteristics of jobs and workers are
controlled for, the presence of women within a certain occupation leads to
lower wages. This earnings discrimination is considered to be a part of

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