Module in Work in Team Environment

Sector: TOURISM
Qualification: Housekeeping NC II
Unit of Competency: Work in a Team Environment
Module Title: Working in a Team Environment
Republic of the Philippines

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
Region 8 Eastern Visayas
Tel. # (053) 321-4365
TABLE OF CONTENTS
TESDA Document No.:
Development of Learning
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Development of Learning Guide Procedure for the TESDA QA System
Page
A. Instruction (How to Use this Competency-Based
Learning Module) ………………………………… 3
B. Introduction to LO 1 ………………………………………………… 5
C. Learning Experience ………………………………………………… 8
o Information Sheet 1 ………………………………………………… 9

o Self-Check 1 ………………………………………………… 19
o Activity Sheet 1 ………………………………………………… 20
o Activity Sheet 2 ………………………………………………… 22

o Activity Sheet 3 ………………………………………………… 25
o Self-Check 2 ………………………………………………… 29

o Self-Check 3 ………………………………………………… 35
D. Introduction to LO2 ………………………………………………… 37
E. Learning Experience ………………………………………………… 38

o Self-Check 1 ………………………………………………… 49
F. Institutional Assessment……………………………………………….. 50
G. Glossary of Terms ………………………………………………... 55
H. Acknowledgment ………………………………………………... 58
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HOW TO USE THIS COMPETENCY–BASED LEARNING MODULE
Welcome to the Module Working in a Team Environment. This module contains

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

skills and attitudes required in Automotive Servicing. It is one of the Common
Modules at National Certificate Level ll.
You are required to go through 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 instructor and check your work honestly. If you have questions, please don’t
hesitate to ask your facilitator for assistance.
Recognition to Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
module because you have:
 been working for sometime

 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.
At the end of this learning material is a Learner’s Diary, use this diary to record
important dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer or assessors. A Record of Achievement is
also provided for your trainer to complete once you completed the module.
This learning material was prepared to help you achieve the required competency in
Working in a Team Environment. This will be the source of information for you to
acquire the knowledge and skills in this particular trade independently and at your
own pace with minimum supervision or help from your instructor.
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In doing the activities to complete the requirements of this module, please be guided
with the following:
 Talk to your trainer and agree on how you will both organize the training under
this module. Read through the module carefully. It is divided into sections
which cover all the skills and knowledge you need to successfully complete.
 Work through all information and complete the activities in each section.
Read the information sheets and complete the self-checks provided.
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 the important things you need to consider when you
are completing the activities and it is important that you listen and take notes.
 You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during the regular work shifts.
This way you will improve both your speed and memory and also your
confidence.
 Talk to more experienced work mates and ask for their guidance.
 Use self–check questions at the end of each section to test your own
progress.
 When you are ready, ask you trainer to watch you perform the activities
outlined in this module.
 As you work through the activities, ask for written feedbacks on your progress.
Your trainer keeps feedbacks/pre-assessment reports for this reason. When
you have completed this learning material and feel confident that you have
had sufficient knowledge and skills, your trainer will arrange on appointment
with a registered assessor to assess you. The results of the assessment will
be recorded in your Competency Achievement Record.
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FORM LGD 01-0606
CALUBIAN NATIONAL VOCATIONAL SCHOOL

Calubian, Leyte
Course Title HOUSEKEEPING NC II
Unit of Competency
WORK IN A TEAM ENVIRONMENT
Module Title WORKING IN A TEAM ENVIRONMENT
Module Description This module covers the knowledge, skills and

attitudes required to relate in a work based environment.
This module consists of two learning outcomes,

each outcome contains learning activities for both
knowledge and skills supported with information sheets,
self-check and job/operation sheets gathered from
different sources. Before you perform the manual
exercises, read the information sheet and answer the self-
check provided to confirm to yourself and to your instructor
that you are equipped with knowledge necessary to
perform the skill portion of the particular learning
outcomes.
Upon completion of this module, you have to

subject yourself to your instructor for assessment; you will
be given a certificate of completion as a proof that you met
the standard requirement (knowledge and skills) for this
module. The assessment could be in different methods as
prescribed in the competency standard.
Nominal Duration 4 hours
Pre-Requisite NONE
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Qualification Level National Certificate Level II
Learning Outcomes
LO 1 Describe and identify team role and
responsibility in a team
LO 2 Describe work as a team
LO 3 Complete relevant work related documents

Assessment Criteria
LO 1 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.
LO 2 1. Appropriate forms of communication and interactions

are undertaken.
2. Appropriate contributions to complement team

activities and objectives were made.
3. Reporting using standard operating procedures

followed.
4. Development of team work plans based from role

team was contributed.
HOUSEKEEPING NC II
TESDA Document No.:
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Qualifications
Module Title
Working in a Team Environment
Learning Outcome Describe and identify team role and responsibility in 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 re identified.
Resources Module in Working in a Team Environment

Answer Sheets
Learning Materials: Learning Manuals
Work Instructions
Learning Guides
(Work with others)
Handouts
(Leadership/Team Building)
(Managing through People)
Trainors’ and Trainees’ Productivity
Enhancement Handbook
Children’s Right (Secondary Level
Modules (SL)
Learning Experiences
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LO 1 Describe and identify team role and responsibility in a team.
Learning Activities Specific Instructions
Reading Activity 1
Read: Information Sheet 1 Read: Teams

Identifying Team Roles
Building an Effective
Team
How to Get Along and
Cooperate with Peers
Do: Self-Check 1 Read the instructions carefully in

Activity 1 & 2 the self-check and Activity 1 & 2
Check your work with the Answer Sheet Refer to your trainer for the
correct answer of the self-check
Read: Information Sheet 2 Read: The Rights and

Responsibilities of a Child
Do: Activity 3 Read the instructions carefully in

Activity 3
Continue reading the succeeding

topics

the Self-Check
Read: Information Sheet 3 Read: The Role of Society in the

Development of a Child

the Self-Check
Information Sheet NO. 1 Unit Work in a Team Environment

LO 1 Module Working in a Team Environment
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Self Check No. 1 Unit Work in a Team Environment
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Learn your mastery of learning outcome 1 by completing the questions below.
Directions: Read and understand the statement carefully and answer the
questions.
1. What is a group of people with different backgrounds, skills, and

abilities who work together to achieve clearly defined common goals
through clear communication and action?
2. Before the start of the training what kind of relationship that must
exist among yourselves and your instructor?
What is a good working relationship?
3. What are
Characteristics of a you
goodgoing
workingtorelationship
do to get are:
along with your fellow trainees?
 open and honest

4. There is joycommunication
in helping others.How are you going to do this, what
 are
support the things that you should follow?
 respect
5. What is rule no. 3 in how to win friends?
 trust
 6. When action is taken and work assignments are made, what is the
feedback
best way for a team member to do in order to achieve the goal?
Activity 1: Who do you work well with?
7. Write the complete names of your classmates that you already
knew.
Think about your current workplace.
Who do you have a good working relationship with?
Tick ( √ ) one of the following:
Supervisor or trainer
Member of your work team or classmate
Another work mate or learner from another program
Office worker or administrative staff
Use examples to explain the five points below:
1. Open and honest communication – Give an example of how you speak openly to this
person.
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Activity Sheet No. 1 Unit Work in a Team Environment
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3. Respect – Give an example of how this person respects your opinion on things and
treats you fairly.
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4. Trust – Give an example of how you are able to confide in this person and open up to
them about any problems that you have.
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5. Feedback – Give an example of how this person tells you how you are performing at
work.
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Benefits of good working relationships

Positive working relationships with others help to make the workplace enjoyable and allow
for a supportive environment. Being able to ask questions, receive assistance and have
someone to confide in, are extremely helpful, particularly in times of stress.
Conflicts in the workplace sometimes occur and your ability to deal with these situations is
very important. The way conflict is resolved affects relationships.
Responsibilities and duties

TESDAResponsibilities and duties are usually discussed when youDocument No.:
are employed. Sometimes
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It’s up to you to read your job description or duty statement before you start work. You
may need to discuss or clarify this with your supervisor and/or your co workers so that you
and those you work with are clear about your work responsibilities
Activity 2: Responsibility within a team
Read the following case study and answer the questions that follow.
Why were some worker upset because Jun did not do his job properly?
………………………………………………………………………………………………………
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Was the misunderstanding Jun’s fault or the employer’s fault?

Explain your answer.
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Why do you think confusion over roles/responsibilities can cause conflict at work?
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Activity Sheet No. 2 Unit Work in a Team Environment
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Jun had begun work at a paper recycling plant in Quezon City and was enjoying his work
for the first 4 weeks. He noticed that some of the workers were not being as friendly to
him over the last few days. Cesar was a friend of Jun’s and told him quietly after lunch
one day that some of the workers were annoyed because he never filled the bins at the end
of his shift. Jun commented that he had not been told by his supervisor that this was part
of the job.
THE RIGHTS AND RESPONSIBILITIES OF A CHILD
What do you remember about your childhood? What are the happy memories
that you can recall? Do not forget that you were once a child who liked to play all day.
Many times, we see children playing, and we remember what it was like when we were
also of that age.
We should never forget that everyone in this world was once a child. Even before
you grew up, you were also a child who liked to play and have fun.
The United Nations defines a child in this manner: “a child means every human
being below 18 years unless, under the law applicable to the child, maturity is attained
earlier.”
This statement tells us that, according to the United Nations, anyone below 18
years of age is considered a child. However, some countries might have laws that
consider an age lower than 18 years as the age in which the child becomes an adult. If
that is the case, then the law of the country will be followed.
Information Sheet No. 2 Unit Work in a Team Environment

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Some of the persons, organizations and institutions that should help in the
development of a child are the family, friends, government, school, church, organizations
and the community. Each of these persons, institutions and organizations can do its part
in preparing the child for a responsible adulthood.
Here are some ways on how these persons, organizations and institutions can
help in the development of a child: The child is one of the most
important assets of the nation. Every
 The home should be a wholesomeeffort should be exerted place
and harmonious to promote
to live ain.
child’s
Family members should be closely knit.well-being and enhance his/her
opportunities for a useful and happy life.
 Government should provide aidTheandchild is also
support fora the
citizen of our country.
development of the
child. His/her traits and capabilities should be
developed for the betterment of society.
 The school, church, community and other organizations can help the
home and the nation in preparing the child for the responsibilities of
adulthood.
The child’s character development
starts at home. Each family member should
try to make the home a wholesome and
harmonious place to live in. This is because
whatever happens at home greatly
influences the child’s development.
Attachment to the home and strong family
ties should be encouraged.
It is the right and duty of parents to raise their children. Parents should
receive the aid and support of the government in rearing the child. Other institutions
should assist the home and the nation in preparing the child for responsible
adulthood. These institutions include the school, the church, social organizations and
the community.
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For you to be able to understand more about the rights of the children, play the
audio tape of the song entitled “Bawat Bata” (Every Child) by the Apo Hiking Society.
Read and understand the lyrics of the song as you sing along.
(English Translation)
Bawat Bata Every Child
I
I
Ang bawat bata sa ating mundo
Ay may pangalan, may karapatan Every little child in this world
Tumatanda ngunit bata pa rin Each has a name, each has a right
Ang bawat tao sa ating mundo Every one of us might get old
But each one of us must remain a child
II
II
Hayaan mong maglaro ang bata sa araw
Kapag umulan nama’y magtatampisaw Let the child play in the sun
Mahirap man o may kaya
And in the puddles when it rains
Maputi, kayumanggi
At kahit ano mang uri ka pa Whether rich or poor
Sa ‘yo ang mundo pag bata ka pa White skinned or brown skinned
(REPEAT I) No matter who you are
The world is yours when you are a child
III
III
Bawat nilikha sa mundo’y
Minamahal ng Panginoon Everyone that comes into this world
Ang bawat bata’y may pangalan Is loved by God
May karapatan sa ating mundo
And each child has a name
IV Each has a right to live in this world
Activity
Hayaan Sheet
mo’t bigyanNo. Unit
3 ng pagmamahal
na lang IV
Work in a Team Environment
LOng
Katulad 1 sinadya ng Maykapal
Module Working in a Team Environment
Maputi, kayumanggi Let the children be, and shower them with
At kahit ano mang uri ka pa love
Sa ‘yo ang mundo pag bata ka pa Just as God meant it to be
Hoo – wa – hoo – wa, la la la… White skinned, brown skinned
No matter what you are
The world is yours when you are a child
(REPEAT II)
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(REPEAT I)
(REPEAT III)
(REPEAT I to fade)
Did you like the song? Try answering the following questions.
1. What do you think of the song?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What do you think is the message of stanza 2?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. What do you think is the message of stanzas 3 and 4?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Below are the rights of every child. How many are you already familiar
with? Think about whether or not these rights are observed in your family and
community.
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We cannot expect children to do everything that adults do. However, children still
have responsibilities to their families, to their communities and to their country.
You learned that the child is the nation’s most valuable asset. This means that with
proper guidance, the child can grow up to be a responsible citizen who loves his/her country.
If a child learns his/her responsibilities early in life, he/she will be able to contribute to the
development of the nation.
Below are the responsibilities of every child in our society. As you read through each
of these responsibilities, check those which you think are practiced by the children in your
community.
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I. You are given four columns in this page. The leftmost contains statements about
children. You may or may not agree with these statements. If you agree with them, put a
check mark ( √ ) in the column that says Agree. If you do not agree with them, put the
check mark in the column that says Disagree. If you are not sure of your feelings about
these statements, put the check in the column that says Not Sure.
Agree Disagree Not Sure
_____ ________ ________
_____ ________ ________
_____ ________ ________
_____ ________ ________
_____ ________ ________
_____ ________ ________
Self-Check No. 2 Unit Work in a Team Environment

LO 1 Module _____
Working in ________ ________
a Team Environment
Show your answers to your trainer for further discussion. Also reflect on the
thoughts given below.
How did you feel while reading the statements? Can you relate it to what you
really feel about the children in your family and your community? Do you
Document consider them
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as citizens of our country who of
have rights just like you?
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How important are children to our nation? Many 000 people feel
Pagethat the child is a
very valuable part of society. Do you Development of Learning
feel this way, too?Guide
In Procedure
the nextforactivity,
the TESDA QA System
you will
learn more about the importance of the child in our country. You will also learn about the
roles and responsibilities of the family, school and other institutions and sectors in the
development of the child.
1. Children do not contribute anything
to society.
2. Children have no rights.
3. The kind of environment where the

child grows up has an effect on
his/her development.
4. The child is also considered a

II. citizen
It is of
notour country.to just know the rights of a child. Every right of a child
enough
goes together with a responsibility.
5. The government should not be
expected to give any support to
1.parents
Observe in the
the children in your
development of home and community and answer the
following questions by writing down none, few or many in a separate
children.
sheet of paper.
6. A child has no worth to the nation
_____
until How
he/she many children
becomes an adult. do you see smoking around you?
(Remember that children are persons below 18 years old.)
7. Besides the home, other institutions
like schools,
_____ How churches and social
many children do you see drinking alcohol in sari-sari stores,
organizations should prepare
bars and other places? the
child for adult responsibilities.
_____ How many young beggars do you see in the streets?
_____ How many children do you know of who ran away from their
parents?
_____ How many children do you know of who are out-of-school because
of personal problems, laziness or boredom?
_____ How many youth organizations do you have in your community?
2. How many children do you know have been punished because of juvenile
crimes such as rape, murder or drug addiction?
___________________________________________________________
___________________________________________________________
___________________________________________________________.
Why do you think they chose to commit those crimes?
3. List down some of your thoughts on why the children in Item No. 1 behave
they way they do?
___________________________________________________________
___________________________________________________________
___________________________________________________________.
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4. How do you think children should learn their
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___________________________________________________________
___________________________________________________________.
A. Below are some statements about children. If the statement describes the
right of a child, write Agree. If the statement does not describe the right of
a child, write Disagree. Write your answers on a separate sheet of paper.
___1. According to the United Nations, a child is anyone below 18 years

old, unless there are laws that state that a child becomes an adult at
an earlier age.
___2. The child is not really very important to the nation.
___3. The child’s development begins in the home.
___4. Children have no rights because they are not really citizens of the
country.
___5. The only one responsible for a child’s development is the child
herself or himself
B. Identify at least 5 rights of a child. Write your answers on another sheet of

paper.
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
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THE ROLE OF SOCIETY IN THE DEVELOPMENT OF THE CHILD
In the previous lesson, you learned about the rights and responsibilities of a
chilled. Did you think about whether or not people in your community were aware of
these rights? Maybe if you asked the people in your community, very few would be able
to identify all the rights of a child.
Children are very important to the nation. They need the proper guidance and
care from their families and other sectors of society so they can develop into responsible
adults. Because of this, the family, the school and the community have roles to play in
the development of each child.
Even if there were many countries around the world that have agreed to uphold
the rights of children, there are still many cases where children’s rights are violated.
There are many reasons why this happens. One reason is that people are not aware of
the rights of children. Another is that the government cannot properly enforce the laws
that protect children’s rights. If there is one thing that is certain, it is that many people do
not understand, or simply do not believe in children’s rights. And so they end up violating
the rights of children.
Look at the pictures below. Can you figure out what situation each picture
describes?

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Many children in the Philippines today face very unacceptable situations.
Many children are victims of violence or sexual abuse. This violates the right of
every child to be safe from any form of abuse. Many children are also forced to
work, or have no homes to live in. These are all violations of children’s rights.
You learned in the previous lesson that each child has the right to live in an
environment that promotes human well-being. EachThese child also has the right to be
are three common
nurtured by a family, to engage in recreation, violations
and to beofeducated.
children’s The
rightsfigures on
in the
the previous page tell us The
thatfirst
many
picturechildren are
country. living in very unacceptable
conditions. portrays child
prostitution. There are many organizations
which collect information about the
There are many organizations that aresituation
responsible for protecting children
of many children in the country.
and making sure their rights are not violated.According
The Department of Social welfare
to these organizations, there
and Development, or DSWD, is one of these organizations.
are many violations of There
children’sarerights
also
private organizations like the Bantay Bataoccurringprogram of Philippines
in the ABS-CBN. today. These
The
organizations rescue children from situations biggest problemtheir
in which is thatrights
not many arepeople
being
The second are aware of this.
violated. Many times, these organizations provide shelter and care to these
picture portrays
children. Usually, people call theseabuse.
physical organizations to Here
reportareviolations
some figures of children’s
to help
rights, and then representatives from these organizations
you realize howwill come
serious thistosituation
pick upis:the
child.
There are about 32 million children in
It is important to know the organizations the in country.
your community that protect
About 18,000 children are abused.
children’s rights. Everyone should also try to getAbout
involved60,000
in protecting the rights
children are
of children. Remember that Thethe future of our country
third rests in the hands of our
prostitutes.
children. portrays child About 5,000,000 are child laborers.
labor About 1,500,000 are homeless.
The family is a very important part of a child’s development. A child learns
most of his or her values in the home. In order to help a child develop into a
responsible adult, parents must try to create a good environment for the child.
This means that parents must:
 give their children affection, companionship and understanding;

 provide support and moral guidance to their children;
 supervise the activities and recreation of their children;
 teach their children the value of thrift and self-reliance;
encourage their children to participate in socio-civic affairs, teach

them the duties of a citizen, and developDocument in themNo.: the sense of
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their children properly on any matter
SYSTEM  Revision: 000 Page affecting their
development and well-being;
 always set a good example for their children; and

 provide their children with enough support.
Aside from the family, the school is another place where children receive
guidance and support. The duties of a school are:
 to admit any child in public schools;

 to provide school children and students with adequate classrooms and
facilities, including a playground, and other space and facilities for
recreation;
 to maintain the facilities and environment of the school by making it free
from dangers to the health and safety of the children; and
 to have, or to support, special classes in every province and special
schools for the physically handicapped, mentally retarded, emotionally
disturbed, and gifted children.
Aside from the family and the school, the community is also responsible for the
development of the child.
A community means a group of people living in one place. It includes the local
government leader, civic leaders and other individuals with common interests and shared
origins.
The duties of the community are the following:

 Bring about a healthy environment necessary to promote the normal
growth of children and the development of their physical, mental and
spiritual well-being.
 Help institutions of learning, whether public or private, achieve the
fundamental objectives of education.
 Organize or encourage activities for the cultivation of the interests of
children.
 Promote the establishment and maintenance of adequately equipped
playgrounds, parks and other recreational facilities.
 Support parent education programs by encouraging its members to attend
and actively participate in them.
 Assist the government in fighting juvenile crimes and rehabilitating young
lawbreakers.
 Aid in carrying out special projects for the betterment of children who live
in the remote areas, belong to cultural minorities, or are out-of-school.
TESDA They should cooperate with private and publicDocument
child welfare
No.: agencies in
Development
providing care,oftraining
Learning
and protection to poor, abandoned, neglected,
QA Issued by: Date:
Guide Procedure
abused and handicapped children.
 Organize barangay councils,Developmentsocio-civic
of Learning Guideassociations and QA
Procedure for the TESDA youth
System
associations which will be responsible for guiding, training and educating
children to be socially responsible and environmentally literate individuals.
A. Answer the questions below. Use another sheet of paper for your
answers.
1. Why is it important to guide and protect the children of our nation?

_________________________________________________________
_________________________________________________________
_________________________________________________________
2. List down five rights of a child.

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. List down five responsibilities of a child.

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
B. Read the sentences below. Some of the sentences describe the violations
of children’s rights. Chose a sentence that shows a violation of children’s
Self-Check No. your
rights. Write 3 answerUnit in anotherWork
sheetinofa paper.
Team Environment
1. A 10-year-old boy will be paid to perform sexual acts for a man.
2. A little girl has a home where she is cared for by her parents.
3. A-22-year-old boy is made to work 8 hours a day carrying bags of

cement.
4. A father hits his 10-year-old son in the head several times after the boy
TESDA dropped and broke a plate. Document No.:
QA Issued by: Date:
5. A Guide
parent tries Procedure
to convince a child that she must go to school.
C. Read each of the following sentences. Identify which of the following
duties belong to parents, the school, or the community. Write Parents if
the sentence describes the duty of a parent to a child. Write School if the
sentence describes the duty of the school to the child. Write Community
if the sentence describes a duty of the community to the child. Write your
answers in another sheet of paper.
1. To give children affection, companionship and understanding
2. To provide children with enough classrooms and facilities, including

a playground and other space and facilities for recreation
3. To assist the government in fighting juvenile crimes and

rehabilitating young lawbreakers
4. To advise children properly on any matter affecting their

development and well-being
5. To organize or encourage activities for the cultivation of the

interests of children
6. To provide special classes in every province and special schools for

the physically handicapped, mentally retarded, emotionally
disturbed, and gifted children
7. To always set a good example
8. To bring about a healthy environment necessary for the normal

growth of children and the development of their physical, mental
and spiritual well-being.
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Qualifications HOUSEKEEPING NC II
Module Title
Working in a Team Environment
Learning Outcome 1. Appropriate forms of communication and

Describe work as a team
interactions are undertaken.
Assessment Criteria 2. Appropriate contributions to complement team

activities and objectives were made.
TESDA Document No.:
Reporting using standard operating procedures
3. Learning
Development of
QA followed. Issued by: Date:
Guide Procedure
4. Development of team work plans based from
role team was contributed.
[
Resources Module in Working in a Team Environment

Answer Sheets
Learning Materials: Learning Manuals
Work Instructions
Learning Guides
(Work with others)
Handouts
(Leadership/Team Building)
(Managing through People)
Trainors’ and Trainees’ Productivity
Enhancement Handbook
Learning Experiences
LO 2 Describe work as a team.
Learning Activities Specific Instructions
Reading Activity 1
Read: Information Sheet 1 (LO2)
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Reading Activity 2
Read: What is workgroup or team?

Do: Activity 1
Read: Support and the workgroup

Do: Activity 2
Read: Achieving workgroup goals

Do: Activity 3
Read: Contributing to the achievement

of Goals
Do: Activity
What Makes 4
Strong Teams? Role playing
The keyStrategies
Read: to a strong team can be summed
for improvement ofup
thein a few words: two-way-communication.
Work
In fact, according to many experts, combined with job satisfaction, this is the most important
Do:in Activity
ingredient effective 5teamwork. Identifying two-way communication as crucial to establishing a
strong team is easier than accomplishing it.
Self-Check 2
Several situations may arise in the team that can ruin the lines of communications. They
must beDo: Self-Check
guarded against to2ensure the team will achieve its
Read
goals.the
Beinstructions carefully
sure not to judge in
an idea.
the self-check
Instead, evaluate whether or not it will solve the problem. If it will, then use it. If not, then search
for another idea.your
Check No work
member of the
with the team should
Answer feel superior
Sheet Referto to
others;
youreveryone
traineris an
forequal.
the
Trying to control other team members will also result in correct answer
a breakdown of the self-check
of communication. All
members of the team must feel that they are free of unnecessary constraints. They must not feel
like their power has been taken away. Manipulating team members will not only damage
communication, but also build resentment. Any member who feels indifferent toward the team will
destroy the “team” feeling and communication. All members must feel dedicated to the team
goals. Certainty also stalls communication since you have shut the door to discussion for other
team members, assuming you already have all the answers.
Communication can be established by avoiding the previously mentioned qualities, and by
integrating the following qualities into the team. Describe your ideas. Don’t assume that other
team members will automatically know all the points of your idea. Ensure understanding with
clear communication of all the points. Treat all embers as equals to ensure camaraderie in the
group. You must be open with all team members. This helps to build trust between all team
members. Stay problem-oriented with all your efforts. Don’t waste your time or energy on
projects which will not lead to solving the problem. Always keep a positive attitude. Allowing a
negative attitude to cast a shadow over the group will reduce the team’s productivity and quality of
work. Be understanding of the other team members. See a situation from their point of view, and
TESDA Document No.:
be QA Development
empathetic toward that view. of Learning
Trust is also a vitalIssued
component
by: of communication.
Date: It allows the
Guide Procedure
SYSTEM
other team members to communicate with you openly, without000
Revision: holding anything
Page back.
TESDA Document No.:
QA Issued by: Date:
Guide Procedure
What is a workgroup or team?
In the workplace you will be required to work in a workgroup/team and contribute to the
team environment.
Some of you may have experienced working in a team or playing in a sports team. An
extended family is another example of a team. A common definition of a team is a group
of individuals working together to achieve common goals. The common goals are seen
as more important than the goals of the individuals. An example would be a basketball
team where all members work together and put the team goals (to win matches and get
into the finals) ahead of their own goals (to score the most individual goals).
Activity 1: Workgroup you have been involved in
Choose a team (extended family, sporting association, workgroup) that you currently
belong to or have belonged to.
What was the goal of the team and what was your role?
Team
………………………………………………………………………………………………………
……
Team goal
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
My role
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TESDA Document No.:

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Guide Procedure
The benefits of teams
Working as part of a team benefits both the organization and the individual.
Benefits for the individual
The benefits for the individual of working in a team are:

 improved communication – team members improve their speaking skills and
communicate in an open and honest way, making for a friendly working environment.
 a cooperative and supportive work environment – as the team develops, the members
begin to trust one another and work in cooperation.
 the opportunity to be involved in decision making – all members of the team have the
chance to voice their opinions and be involved in making decisions, which can be
rewarding.
 commitment develops – when team members have made decisions they feel absence
of ownership and are committed to making the decision work.
 effective problem solving – as team members are encouraged to be involved and offer
suggestions about problems, many solutions are offered, and the team can then
select the best option available.
 development of individual skills – team members are able to try many different roles in
the team which leads to an improvement in skill level and confidence.
 conflict resolution – team members are working towards the one goal and have
developed the skills and trust to resolve conflicts before they become too serious.
Benefits for the Workplace
The employer benefits as well as individual members.
Some major benefits are:
 improvement in quality
 increased efficiency
TESDA reduced costs. Document No.:

QA  increased cooperation between staff across
Issued by:
departments Date:
and increased
Guide Procedure
SYSTEM accountability. Revision: 000 Page
Support and the workgroup
You will probably experience being part of a workgroup at some stage. The main
difference between a workgroup and a work team is that teams tend to be more cohesive
and work towards a team goal. Workgroups contain individuals who work together but
who are concerned about individual goals. It is essential that you are able to work well
within the group and support group members.
You can provide support to others by:
 listening
 giving feedback
 showing empathy and understanding
 communicating clearly
 being approachable
 being open and honest
 keeping others on track and committed
Activity 2: Providing support
Annibel is a member of your team and been a bit depressed lately. Her work performance
has been a little slower as well.
How could you provide support to Annibel?
Read through the list of techniques on providing support. Select three of the techniques
and explain what you would do or say.
1. ………………………………………………………………………………………………
………………………………………………………………………………………………
2. ………………………………………………………………………………………………
………………………………………………………………………………………………
3. ………………………………………………………………………………………………
………………………………………………………………………………………………
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Achieving workgroup goals
A workgroup must achieve a goal or set of goals to be successful. In any organization,
goals are set so that profits are made and the company stays in business. Teams are
given specific, smaller goals which contribute to the achievement of the overall goals. It is
the responsibility of group members to support each other so that these goals are met.
Goals and the SMART approach
The SMART approach to goal setting suggests that goals should be:
Specific – goals are clear, understood and clearly communicated so that all members
understand what needs to be achieved.
Measurable – goals need to be measured. For example it may be to produce 4,000

boxes by 5pm Friday
Attainable – goals must be achievable. They should be challenging but not realistic.
Relevant – the goals must be in line with what the group does and important to the group.
Tractable – goals should not be set in an inflexible manner. They should be flexible to
allow for changes of unforeseen circumstances.
Activity 3: Workgroup goals
What goals does your team at your workplace or training institution have?
Select one key activity which has a clearly defined goal.
Apply the SMART formula to these goals. If you are unsure please ask your trainer or
supervisor.
S ………………………………………………………………………………………………
………………………………………………………………………………………………
M ………………………………………………………………………………………...........
………………………………………………………………………………………………
A ………………………………………………………………………………………………
………………………………………………………………………………………………
TESDA Document No.:
R Development of Learning
………………………………………………………………………………………………
QA Issued by: Date:
Guide Procedure
………………………………………………………………………………………………
T ………………………………………………………………………………………………
………………………………………………………………………………………………
Contributing to the achievement of goals
In order to achieve workgroup goals, constructive contributions and relevant information
must be shared with other members. It is essentials that good communication occurs
between members.
In order for individuals to be involved in an effective workgroup, members need to:
 share common goals

 interact with one another
 see themselves as a group
 gain satisfaction as a result of group memberships and participation
These things help the group work well and ensure positive contributions are made.
Individuals are also more likely to share information if they feel positive and committed to
the team.
Skills for constructive contribution
To be a good team member the things you should do to make sure that you are making a
valuable contribution are:
 enter into discussion voluntarily

 share ideas, information and experiences
 help the group understand their goals
 listen actively
 draw all participants into the discussion
 keep discussion on track
 support all members of the group to be able to say their piece
 build on the contribution of others
 help the group to work out conflicts and problems
 give feedback
 show empathy
 respect different points of view Document No.:
TESDA
QA  respect the feelings of others Issued by: Date:
Guide Procedure
Activity 4: Making constructive contributions
Rod is a member of your team and is very enthusiastic and outgoing. He often dominates
the discussion and like things to be his way. Some of the other members are not
confident enough to say anything to Rod, but you can tell he upsets certain team
members.
1. What strategies can you use to improve the situation?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………
2. How might the team be affected if you do nothing?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………
3. Could this impact on the group achieving its goals?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Strategies for improvement of the workgroup
Members of the workgroup must be able to provide each other honest feedback and must
be able to evaluate the team’s performance in terms of:
 Achievement of tasks/goals
 Group functioning
At the end of each team meeting members should discuss the team’s performance so that
improvements can be made. When the final task has been completed then the members
should think about well the group performed and what changes or improvements can be
made. Tools such as checklists, feedback forms or team evaluations may be completed
then discussed. The group can also run a structured team discussion where key issues
are discussed.
The following items could be addressed:
 Were the goals and objectives met?

 Were resources used to their full potential?
 Was there a high degree of trust in the group?
 Was there any conflict and how was it resolved?
 Was there a leader?
 Were the group procedures acceptable?
 Was interpersonal communication effective?
 How did the group solve problems/make decisions?
 Was the team creative?
 Was the atmosphere friendly?
 Was there a lot of support for team members?
 Was feedback and communication open and honest?
Asking questions like these and evaluating group performance will allow the group to
improve and increase its members’ performance if they have to work together again.
Even if they do not, this feedback will be valuable for individual members who will work in
a team at some point again in their working lives.
TESDA Document No.:
QA Issued by: Date:
Guide Procedure
Activity 5: Making improvements to your workgroup
Think about a team or workgroup you are currently involved in or have been a member of.
Could improvements be or have been made to the team?
List improvements with a reason for each one.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Directions: Read and understand the statement carefully and answer the
questions.
1. What is the key to a strong team?
2. What is the other vital component of communication that allows other

team members to communicate openly without holding anything back?
3. What are some major benefits of teams for the workplace?
4. What SMART stands for?
5. What should an individual do in order to be involved in an effective

workgroup?
Self-Check No. 1 Unit Work in a Team Environment

Learn your mastery of learning outcome 2 by completing the questions below.
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Institutional Assessment for Unit Work in a Team Environment
Working in a Team
Environment Module Working in a Team Environment
Name: Date:
Element: Test Attempt: 1st 2nd 3rd
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Directions:
Performance Level
 Ask your instructor to assess Level
your competencies of the critical Overall Evaluation
Achieved
performance listed below. Can perform this skill without
4 supervision and with adaptability
to problem situations.
 Overall evaluation will be
Can perform this skill
assessed based on the guide on 3 satisfactorily without assistance
the other side and supervision.
Can perform this skill
2 satisfactorily with some
assistance and supervision.
Can perform part of this skill
1
satisfactorily with full assistance.
0 Cannot perform this skill.
Instructor will initial level achieved.
Performance Level
Performance Standard
Yes No N/A
1. Identified the role and objective of the team.
2. Identified individual role and responsibilities within the team
environment.
3. Identified and recognized the roles and responsibility of other
team members.
4. Reporting relationships within team and external to team are
identified
5. Undertaken effective and appropriate forms of communications
with team members.
6. Contributed to the development of team work plans based on an
understanding of team’s role and objectives and individual
competencies of the members.
Feedback:
Areas for improvement:
Strength:
Trainee’s Signature: Date:

Trainer’s Signature: Date:
Assessment Instrument
Evidence Plan
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Competency standard: Housekeeping NC II
Unit of competency: Work in a Team Environment
Title of Module Working in a Team Environment
Ways in which evidence will be collected:
[tick the column]
Questioning
Written
The evidence must show that the candidate …
 Operated in a team to complete workplace activity.

 Worked effectively with others.
 Conveyed information in written or oral form.
 Selected and used appropriate workplace language
Multiple Choice: appropriately, consistent with the culture of the
Communicate
workplace.
Instruction:
 ParticipatedReadsimulation
and understand
and ortherole
statement
play in carefully
simulated and answer the questions by writing
workplace
setting. the letter of the correct answer in your answer sheet.

__________ 1. What do you call a team member who is concerned for team unity and good
 spirits?
a. Team worker c. Team Leader

b. Judge d. Checker

__________ 2. If things do not work the first time, what should you do?
a. Blame the team members
 b. Blame the team leader
 c. Don’t blame the team, try again
d. Don’t blame the team, quit from the group

__________ 3. The following are rules on how to win friends, except one:
a. Be genuinely interested in other people
 b. Always manage to smile when you are with other people
c. Be a good listener
Prepared by:d. Talk in term of your own interest Date:
__________ 4. To get the most out of life, you must bring people into your life. How?
Checked by:a. You must work with them. Date:
b. Always be ready to lend a helping hand.
c. Be ready to teach others
WRITTEN TEST d. All of the above
Unit can
Institutional5. When
__________ of Competency Work
we say that a team ineffective
is an a Team work
Environment
team?
Assessment a. ModuleWhen everybody dominate
Working in thea group
Team Environment
b. When members of the group genuinely involved and interested in the team’s
effort
c. When members choose their responsibilities
TESDA d. When all the members are good Document No.:
QA Issued by: Date:
Guide Procedure
Demonstration
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Candidate’s name:
Assessor’s name:
Assessment Center
Competency standards Housekeeping NC II
Instructions for the assessor:
1. Observe the candidate [insert description of activity being observed].
2. Describe the assessment activity and the date on which it was taken.
3. Place a tick in the box to show that the candidate completed each aspect of the activity to the
standard expected in the establishment.
4. Ask the candidate selected questions from the attached list to confirm his/her underpinning
knowledge.
5. Place a tick on the box to show that the candidate answered the questions correctly.
Date of observation
Description of assessment activity
Location of assessment activity
Materials tools and equipment:
1. Instructional materials needed for the demonstration (materials may vary on the
trainer’s expertise.
2. Set of tools and equipment (tools and equipment may vary on the trainer’s area of
expertise)
Observation:  to show if evidence is
demonstrated
During the demonstration of skills, did the candidate: Yes No N/A
 Operated in a team to complete workplace activity.   
 Worked effectively with others.   

 Conveyed information in written or oral form.   
 Selected and used appropriate workplace language   
 Communicate appropriately, consistent with the
  
culture of the workplace.
 Participated simulation and or role play in simulated
  
workplace setting.
The candidate’s demonstration was:
Satisfactory  Not Satisfactory 
Record Sheet for Oral Questioning and Interview
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Candidate’s name:
Competency standards Housekeeping NC II
Satisfactory
Oral / Interview Questions response
The candidate should answer the following questions: Yes No
1. When action is taken and work assignments are made, what is

the best way for a team member to do in order to achieve the  
goal?
2. Building a successful team can be a slow process and requires
patience and perseverance on your part. If things do not work  
the first time, what is the best way to do?
3. There is joy in helping other. How are you going to do this, what
 
are the things that you should follow?
4. What characteristics must an effective work team must possess?  
5. Why do you think confusion over roles/responsibilities can cause
 
conflict at work?
The candidate’s underpinning knowledge was:

Satisfactory  Not Satisfactory 
Feedback to candidate:
The candidate’s overall performance was:

Satisfactory  Not Satisfactory 
Candidate signature: Date:
Assessor signature: Date:
Assessment Result Summary
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Candidate’s name:
Assessor’s name:
Qualification applied for: Housekeeping NC II
Date of assessment:
Assessment Center:
The performance of the candidate in the following units of
Not
competency. Satisfactory
Satisfactory
Please tick the space provided
Sharing Information with Customers
 Operated in a team to completeGLOSSARY
workplaceOF TERMS
activity.  
 Worked effectively with others.  
Assessment
Conveyed information
the in written of
process or gathering
oral form. and judging evidence
 in order to decide

 Selected and used whether a person
appropriate workplacehaslanguage
achieved a standard of competency
 or
competence
 Communicate appropriately, objective.
consistent with the culture  
of the workplace.
Bantay Bata simulation
Participated a program of ABS-CBN
and or role Corporation which helps children whose
play in simulated 
workplace setting. rights have been violated either through physical abuse or child
prostitution.
Child abuse physically hurting a child. This includes hitting children in anger, or
calling them names or degrading them either physically or verbally.
Child labor a condition in which a child has to work to earn a living. This
usually happens when the child becomes the breadwinner of the
family.
Note: Satisfactory performance rating shall only be given to candidate who was observed to be
successfully competent in the task.
Child prostitution paying a child to perform sexual acts for a customer
Did the candidate’s overall performance meet the required
 
evidence/standard?
Duty
Recommendations: - a cluster of related tasks from a broad work area or general area
of responsibility or area of competence.
____ For assessment
____ For admission of documents,
- something pls.
that one specify
must do; (portfolio)
a moral or legal obligation.
____ For instance of certificate (COC/NC pls. specify qualification NC Level)
DSWD (Department of Social Welfare and Development) A government
General Comments: (Strength / Improvement needed)
agency tasked with protecting and ensuring the welfare of many
sectors of society, including children, the elderly and women.
Education the aggregate of all the processes by which a person develops

Candidate’s Name: Date:
abilities, attitudes and other forms of behavior or positive value in
the society where he lives.
Assessor’s Name: Date:
Emotionally disturbed – a state where a person is burdened by many concerns. This is
usually a very serious condition that affects the person’s outlook in
life, behavior and thinking.
Graduate a trainee or student who enrolls in a particular course and

eventually completes the requirements for that course (Glossary of
TESDA Terms Commonly Used in Labor and Employment
Document No.: Statistics,
Development
BLES) of Learning
QA Issued by: Date:
Guide Procedure
Learning module a segment of a given body of skill for which a measurable learning
objective can be identified. The term is also used to describe a
self-contained booklet covering a specific item of skill or
knowledge. (Vocational Training: Glossary of Selected Terms,
ILO)
Mentally retarded to be backward or slow in the development of the mind. Mental
retardation is a condition over which the child has no control. Most
of the time, the child is born mentally retarded.
Out-of-school youth persons aged 15-24 who are not in school, not employed, and not
graduates of the tertiary level (Glossary of Terms Commonly Used
in Labor and Employment Statistics, BLES)
Schools duly established institutions of learning below the college level
Skill means the acquired and practiced ability to carry out a task or job
Skilled worker a person who has acquired the full qualifications needed to
perform a recognized trade, craft or related occupation
Task a discrete, assignable unit of work which has an identifiable

beginning and end, containing two or more steps which when
performed, leads to a product, service or decision. This is normally
performed within a specified period of time.
Team is a group of people with different backgrounds, skills, and abilities

who work together to achieve clearly defined common goals
through clear communication and action.
Trainer a person who directs the practices of skills towards immediate

improvement in some task.
Training a systematic process of the development of competencies required

by an individual to perform adequately in a given job or task.
Total quality management a comprehensive fundamental rule or belief for leading and
operating an organization, aimed at continually improving
performance over the long term by addressing the needs of the
stakeholders (ISO TC176/SC2/WG15/N100 – Quality Management
Principles and Guidelines on their Application)
Trainees persons who are participants in a vocational, administrative or

technical training program for the purpose of acquiring and
developing job-related skills (RA 7796 – TESD Act of 1994)
Trainers/trainors
TESDA - persons who provide training, to trainees aimed at
Document developing the
No.:
Development
latter’s of Learning
capacities for imparting attitude, knowledge, skills and
QA Issued by: Date:
Guide Procedure
behavior patterns required for specific jobs, tasks, occupations or
SYSTEM Revision: 000
group of related occupations Page
(RA 7796 – TESD Act of 1994)
- persons who direct the practice of skills towards immediate

improvement in some task (RA 7796 – TESD Act of 1994)
Training a process of the development of skills, related knowledge, attitudes
and behavior patterns required for the adequate performance of a
given task or job.
Training center an establishment specialized in training people for skilled

occupations, usually comprised of classrooms and training
workshops. Training centers generally exist outside the formal
education system and can be either privately or government
funded. (Vocational Training: Glossary of Selected Terms, ILO)
United Nations an association of independent states formed in 1945 to promote

peace and international cooperation.
Work any economic activity that a person does for pay, in cash or in
kind, in any establishment, office, farm, private home, or for profit
or without pay in the family farm or enterprise (Glossary of Terms
Commonly Used in Labor and Employment Statistics, BLES)
Youth that portion of the population between 15-24 years of age.
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QA Issued by: Date:
Guide Procedure
Answer Key
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
Check your answer with the answer key below. If you fail to get it right, refer to
corresponding resource until you make it perfect.
Self-Check 1 Activity 3 3. Children may behave they

LO 1 LO 1 way the do because they
are neglected or not
1. Team Answer to this part of the lesson may properly guided by their
2. Friendly relations vary. Here are some possible parents or guardians. They
3. answers that you can discuss with smoke, drink, run away
- be frank but not abrupt your Trainer or Facilitator. from their families, or
or discourteous commit juvenile crimes
Your -answers
correctshould but notto 1. The
be similar
politely live song
in a peaceful
reminds society;
us to matter they
because affecting
have theirnot
these: ridicule mistakes of be ruled
protect theby an effective
rights of andthe development
learned and well-
the virtue of
A. 1. others
Agree 4. Disagree honest government; and
children. being. love and respect
honesty,
2.
- doDisagree not be5. Disagree
self-  live with freedom and for their family. They may
2. The message of stanza 2 is
3. conceited
Agree or have too responsibility. 5. beCommunity
out-of-school–oritare is now
the
that we should allow every
much confidence on duty of the
begging on community
the streets to
child to enjoy playing.
B. Here oneare selfthe rights of a child. 3. The responsibilities of a organize
because theyorhave encourage
not be
You should
- practice have answered3. Every
“pakikisama” child
child is created by God,
are: activitiesto joinfor
interested the
socio-civic
any five of the “No
- remember: following:
Man is has his/her name and has cultivation oforthetointerests
organizations help in
an Island”. This his/her own rights.
 love, respect and obey Wehis of children.human rights
observing
 bemeansgivenyou a proper birth;
need other should love children as much
parents; 6. andSchoolfreedom– it is the
for duty of
world
 be cared
people tofor by parents;
achieve your as God loves
 extend them regardless
to his/her brothers and the school
peace and toprosperity
provide
 begoal.nurtured by a family; of their
sisters culture,
love, gender and
thoughtfulness, special classes
because they are in every
not
4.  live in an environment that skin
and color.
helpfulness; province
aware and special
of the importance of
promotes well-being;
a) be ready to teach  develop his/her potential for schools for the physically
these.
 beothers
healthy; Self-Checkservice 2 to the nation by handicapped, mentally
 receive
- contributecare, protection
your LO1 getting an education; 4. One retarded,
can help emotionally
these
and opinions
assistance from and theI.  respect his/her elders and the disturbed,
children by and gifted
encouraging
government;
talents to fellow 1. customs
Disagree and traditions of our children.
their parents to provide
 be educated;
trainees 2. Disagree
people, our heroes, leaders, 7. them
Parents with– it is
thethe duty
properof
 engaged
- sharein recreation;
your work/ 3. laws
Agree
and democracy; parents and
guidance to always
support. set In
a
 be safe good from ideas anywithabuse; 4. Agree
 participate actively in socio- good of
terms example.
providing them
and others 5. civic
Disagree
affairs; and 8. with
Community – it is the
proper education, if
b) live in a peaceful
concern society.
yourself 6.
 helpDisagree
in the observance of duty ofare
children the not
community
interestedto
with thethought
welfareofofother 7. Agree human rights, the
individual to bring
attendabout formal a healthy
school,
You might have
II. strengthening of freedom, environment necessary
rights of others
a child not mentioned then they may be
- be sensitive
here. Discuss your answersto the with1. Your andanswer the willpromotion
depend on of to the normal togrowthtake
encouraged of
needs and thecooperation
children among that nations
you children education
nonformal and where the
your Trainer/Facilitator for
feelings of others observed
for in your community.
world peace and development
they can learn based of their on
additional feedback.
- be concerned with prosperity. physical,
their own pace mental and
and ability.
2. Here is a sample answer: spiritual should
well-being.
Self-Checkthe 3 safety of your Children also be
LO1 fellow trainees. B.
I know___√__
of a few1. children in my encouraged to turn their
community who have been punished Self-Check
attention 1away from bad
5.
A. Rule
1. ItNo. 3 Remember
is important ______ 2.I think they chose
to guide for drug addiction. LOvices
2 or from committing
that andto protect
a person, his
the children to commit those crimes because they juvenile crimes, and toward
name is nation
of our because thehad many ___√__
the sweetest problems. 3. Many times, the 1. joining
two-way communication socio-civic
and future most of ourimportant
country children who engage in criminal 2. associations
trust that would
sound restsin onanytheir
language.
hands. activities ___√__
have not4.been taught their 3. train
- them improved quality
to become better
Learn Thetochildren
address your
of our responsibilities to their families, -
citizens increased efficiency
of the country.
fellow trainees
country by their
will eventually community______ 5
and country. - reduced cost
first name.
grow up to be our - increased
citizens and leaders. C.
Your answer may be quite cooperation between
6. Members should accept 1. Parents
different. Discuss your– it isanswer
the dutywithof staff, across
2. A child has the right to: parents to give affection, departments and
their responsibilities your Instructor/Trainer/Facilitator,
 be given proper birth; companionship
co-learners, family members, and or increased
 be nurtured by a
friends. understanding. accountability
family; 2. School – it is the
 live in an environment 4. S – Specific
responsibility of the school M – Measurable
that promoted well- to provide children with
being; A – Attainable
enough classrooms and R – Relevant
 be healthy; facilities, including a T – Tractable
Document No.:
TESDA  be cared for by playground and other
Development
parents; of Learning 5. - share common goal
QA  be educated; space and Issued facilities
by: for Date:
Guide Procedure recreation. - interact with one
SYSTEM be safe from any form Revision: 000
3. Community – it is the duty
Page
another
of abuse; Development of
of the community to assistLearning Guide - see
Procedure for themselves asSystem
the TESDA QA a
 engage in recreation; the government in fighting group
 receive care, juvenile crimes and - gain satisfaction as
protection and rehabilitating young a result of group
assistance from the lawbreakers. membership and
government 4. Parents – it is the duty of participation
ACKNOWLEDGMENT
TESDA Document No.:

QA Issued by: Date:
Guide Procedure
The Technical Education and Skills Development Authority (TESDA) Regional
Office 8 wishes to extend thanks and appreciation to the following persons who
rendered their time and expertise to the development of this competency-based
learning module:
 The Staff and Personnel of TESDA 8 Regional Training Center (RTC)
o Mr. Rodrigo A. Lacaba - Center Administrator
 The PARTICIPANTS in the Phase II: Seminar-Workshop on Learning

Materials Development for Basic Competencies (Work in a Team
Environment)
o ARACELI C. de PAZ – PICARDAL

Calubian National Vocational School
Calubian, Leyte
o ANUNCIACION Y. TENEDERO
Las Navas Agro-Industrial School
Las Navas, Northern Samar
o BASILIA R. DADIZON
Cabucgayan National School of Arts and Trade
Cabucgayan, Biliran
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QA Issued by: Date:
Guide Procedure

Module in Work in Team Environment

Uploaded by

Module in Work in Team Environment

Uploaded by

Sector: TOURISM

Unit of Competency: Work in a Team Environment

Module Title: Working in a Team Environment

Republic of the Philippines

C. Learning Experience ………………………………………………… 8

o Information Sheet 1 ………………………………………………… 9

o Information Sheet 2 ………………………………………………… 23

o Information Sheet 3 ………………………………………………… 32

D. Introduction to LO2 ………………………………………………… 37

E. Learning Experience ………………………………………………… 38

o Information Sheet 1 ………………………………………………… 39

G. Glossary of Terms ………………………………………………... 55

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Welcome to the Module Working in a Team Environment. This module contains

This unit of competency Work in a Team Environment contains the knowledge,

Recognition to Prior Learning (RPL)

 been working for sometime

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CALUBIAN NATIONAL VOCATIONAL SCHOOL

Course Title HOUSEKEEPING NC II

Module Title WORKING IN A TEAM ENVIRONMENT

Module Description This module covers the knowledge, skills and

This module consists of two learning outcomes,

Upon completion of this module, you have to

Nominal Duration 4 hours

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LO 2 Describe work as a team

LO 3 Complete relevant work related documents

2. Team parameters, relationships and responsibilities

3. Individual role and responsibilities within team

4. Roles and responsibilities of other team members

5. Reporting relationships within team and external to

LO 2 1. Appropriate forms of communication and interactions

2. Appropriate contributions to complement team

3. Reporting using standard operating procedures

4. Development of team work plans based from role

Assessment Criteria 1. Role and objective of the team is identified.

2. Team parameters, relationships and

3. Individual role and responsibilities within team

4. Roles and responsibilities of other team members

5. Reporting relationships within team and external

Resources Module in Working in a Team Environment

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Learning Activities Specific Instructions

Read: Information Sheet 1 Read: Teams

Do: Self-Check 1 Read the instructions carefully in

Read: Information Sheet 2 Read: The Rights and

Do: Activity 3 Read the instructions carefully in

Continue reading the succeeding

Do: Self-Check 2 Read the instructions carefully in

Read: Information Sheet 3 Read: The Role of Society in the

Do: Self-Check 3 Read the instructions carefully in

Information Sheet NO. 1 Unit Work in a Team Environment

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1. What is a group of people with different backgrounds, skills, and

 open and honest

Who do you have a good working relationship with?

Tick ( √ ) one of the following:

Use examples to explain the five points below:

Benefits of good working relationships

Responsibilities and duties

Was the misunderstanding Jun’s fault or the employer’s fault?

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THE RIGHTS AND RESPONSIBILITIES OF A CHILD

Information Sheet No. 2 Unit Work in a Team Environment

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1. What do you think of the song?

2. What do you think is the message of stanza 2?

3. What do you think is the message of stanzas 3 and 4?

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Agree Disagree Not Sure

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