Working with Others: Learner's Handbook (NC I)

Module 2: Working with Others (NC I) Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Learner’s Handbook Page 2 Module 2: Working with Others (NC I) Learner’s Handbook Acknowledgements Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0 Program, Philippines local team, and the Technical Education and Skills Development Authority’s (TESDA) National Institute for Technical Education and Skills Development (NITESD) through its Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the adaptation of this curriculum. Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-of-school youth (OSY) by collaboratively working with TESDA in strengthening its technical education and training systems to develop, deliver and monitor workforce readiness and technical-vocational training programs that will prepare large numbers of out-of-school youth to transition to further education and training, immediate jobs and self-employment opportunities. In line with this objective, Opportunity 2.0 has developed the Work Readiness Modules on 21 st Century Skills which are appropriate for self-directed learning or modular learning delivery. The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally recognized Work Ready Now. The curriculum addresses the TESDA Amended Competency Standards for Basic Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019. © 2020 Education Development Center, Inc. This content may not be produced without the permission of Education Development Center or the United States Agency for International Development. This curriculum is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Education Development Center, Inc. and do not necessarily reflect the views of USAID or the United States Government. EDC 43 Foundry Avenue Waltham, MA 02453 Contact: youth-intl@edc.org Phone: 617-969-7100 Education Development Center (EDC) is a global nonprofit that advances lasting solutions to improve education, promote health, and expand economic opportunity. Since 1958, we have been a leader in designing, implementing, and evaluating powerful and innovative programs in more than 80 countries around the world. Boston | Chicago | New York | Washington, D.C. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 3 Module 2: Working with Others (NC I) Learner’s Handbook Table of Contents Summary of Learning Outcomes ............................................................................................. 5 Module Overview ....................................................................................................................... 5 Written Assignments................................................................................................................. 6 Skills Demonstration ................................................................................................................. 6 SESSION 1: Develop Effective Workplace Relationships ....................................................... 7 Activity 1: Introductory Activity & Pre-Module Learner’s Reflection ........................................................ 8 Activity 2: Working Together ............................................................................. 12 Activity 3: Workplace Behaviors and Attitudes .......................................................... 20 Activity 4: Working Styles ................................................................................ 27 Activity 5: Promoting Cooperation and Good Relationship within Teams ............................... 33 SESSION 2: Contribute to Workgroup Activities ................................................................... 45 Activity 6: Workgroup Goals, Team Tasks and Roles ..................................................... 46 Activity 7: Giving and Receiving Feedback within Teams ................................................ 51 Activity 8: Goal-Setting, Planning and Implementing a Group Activity .................................. 58 Activity 9: Post-Module Learner’s Reflection ................................................................................ 64 Activity 10: End-of-Module Assessment .................................................................. 69 Key to Correction .................................................................................................................... 74 Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 4 Module 2: Working with Others (NC I) Learner’s Handbook Module 2: Working with Others (NC Level I) A Unit of Competency Under the Basic Competency on Collaboration and Teamwork “Alone we can do so little; together we can do so much.” – Helen Keller (Kaunti lang ang ating magagawa kapag tayo’y nag-iisa; Marami tayong magagawa kapag tayo’y magkasama.) Unit Code: 400311102 Unit Descriptor: This unit covers the skills, knowledge and attitudes required in working as member of a team, interacting with co-members and performing one’s role in the team. Summary of Learning Outcomes Upon completion of the module, you will be able to:  L.O. 1 - Develop effective workplace relationships  L.O. 2 - Contribute to work group activities Module Overview  Activity  Recommended Time Session 1: Develop Effective Workplace Relationships (L.O. 1) 1. Introductory Activity & Pre-Module Learner’s Reflection 2. Working Together 3. Workplace Behaviors and Attitudes 4. Working Styles 5. Promoting Cooperation and Good Relationships within Teams (15-30 minutes) 30-45 minutes 45-60 minutes 45-60 minutes 30-45 minutes Session 2: Contribute to Workgroup Activities (L.O. 2) 6. Workgroup Goals, Team Tasks, and Roles 7. Feedback & Information Sharing within Teams 8. Goal-Setting, Planning, and Implementing a Group Activity 30-45 minutes 15-30 minutes 15-30 minutes Session 3: Review & Assessment Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 5 Module 2: Working with Others (NC I) 9. Module 2 Review and Post-Module Learner’s Reflection Learner’s Handbook 15-30 minutes Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 6 Module 2: Working with Others (NC I) Learner’s Handbook 10. End of Module Assessment (Quiz) (15-30 minutes) Total Time: 3.75 – 5.75 hours Written Assignments Please complete all written work in the module. Your skills in this module will be evaluated through your project. Your project is comprised of the following:      Project Worksheet 1 - Teamwork in Action (Activity 2) Project Worksheet 2 - Work Habits Inventory (Activity 3) Project Worksheet 3 - What’s Your (Working) Style? (Activity 4) Project Worksheet 4 - Past Encounters with Feedback (Activity 7) Project Worksheet 5 - Goal-setting, Implementing and Planning Group Activities (Activity 8) Skills Demonstration The following activities will help you develop the knowledge and skills to achieve the learning outcomes of this module:  Real-Life Teamwork (Activity 2)  Your Take on Working with Others (Activity 9)  Mini-Project with a Team (Activity 9) Mini-Project with a Team (Activity 9) Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 7 Module 2: Working with Others (NC I) Learner’s Handbook SESSION 1: Develop Effective Workplace Relationships Performance Criteria: 1.1 1.2 1.3 1.4 Duties and responsibilities are done in a positive manner to promote cooperation and good relationship Assistance is sought from workgroup when difficulties arise and addressed through discussions Feedback provided by others in the team is encouraged, acknowledged and acted upon Differences in personal values and beliefs are respected and acknowledged during interaction  Key Topics and Learning Points  1. Qualities of a good team player 2. Different working styles  A team player is respectful and inclusive of others and encourages their feedback whileactively working to move the group toward a common goal.  There are many different types of working styles that can contribute toward healthy communication, cooperation, and positive teamwork.  Social perceptiveness can help us notice and productively interact with people from arange of social and cultural backgrounds. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 8 Module 2: Working with Others (NC I) Learner’s Handbook Activity 1: Introductory Activity & Pre-Module Learner’s Reflection Objectives:  Review the main concepts of the previous module (Communication)  Identify the topics that are important for collaboration and teamwork  Take a Start-of-Module Skills Check  Recommended Time: 15 - 30 minutes Welcome to Module 2, which will teach you on Working with Others for National Certificate Level I! In this module, you will learn about the skills, knowledge and attitudes required in working as member of a team, and about effective ways for interacting with co-members and performing one’s role in the team. Before we proceed to this module, let’s quickly review the key points that we have learned in the Communication module. Write 3 ideas that you can recall about the demonstration of non-verbal communication, listening actively and appropriately, or the practice of good customer service skills. Read the proverb at the beginning of the module. “Alone we can do so little; together we can do so much.” (Konti lang ang ating nagagawa kapag tayo’y nag-iisa; Marami tayong nagagawa kapag tayo’y magkasama.) Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 9 Module 2: Working with Others (NC I) Learner’s Handbook  In your own words, relate this proverb to yourself by recalling a time that you joineda group. What were the things that you liked in that group? Why?  This module will focus on collaboration and teamwork at work. What do you thinkisthe relevance between this topic and the proverb? How does this topic relate to real life? Read the Working with Others objectives at the beginning of the module. Then proceed to the Pre-Module Learner’s Reflection below to reflect on what you already know and what you will learn in the course. Pre-Module Learner’s Reflection: Working with Others (NC I) Start-of-Module Skills Check This is not a test but is a way for you to see what you already know or do not know about the topics. You will read a skill that is listed in the left column. Think about yourself and your experience. Then read the statements across the top. Check the column that best represents your situation. The results will help you and your teacher know which topics may require more time, effort and guidance. Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan na nakalista sa kaliwang hanay. Magbalik‐ tanaw sa iyong sarili at mga karanasan. Basahin ang lahat ng mga pangungusap at i‐ tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol sa paksang ito. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 10 Module 2: Working with Others (NC I) My experience Knowledge, skills and abilities Kaalaman, kasanayan at kakayahan Learner’s Handbook 1 I don’t have any experience doing this. Wala akong karanasan sa paggawa nito 2 I have little experienc e doing this 3 I have some experienc e doing this 4 I have a lot of experienc e doing this. Mayroon akong kaunting karanasan sa paggawa nito Mayroon akong karanasan sa paggawa nito Marami akong karanasan sa paggawa nito Identify the qualities of a good team player / Tukuyin ang mga katangian ng isang mahusay na miyembro ng pangkat Identify factors that promote cooperation and teamwork / Tukuyin ang mga dahilan na nakapagtataguyod ng kooperasyon at pagkakaisa. Practice teamwork and value the importance of group effort / Makalahok sa pangkatang gawain at napahahalagahan ang ginugol na lakas ng pangkat. Identify appropriate workplace behaviors and attitudes that promote good relationships and cooperation within a team. / Tukuyin ang mga angkop na kilos at gawain sa lugar ng trabaho na nakapagtataguyod ng mabuting relasyon at pagkakaisa sa pangkat. Recognize different types of working styles, including my own work style / Kilalanin ang iba’t-ibang istilo sa paggawa, kasama ang pansariling istilo sa pagtratrabaho. Recognize the different personalities and approaches that individuals bring to a team and handle them / Kilalanin ang iba’t ibang personalidad at pamamaraang dinadala ng mga katrabaho sa isang pangkat. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 11 Module 2: Working with Others (NC I) Learner’s Handbook Identify ways on how to handle different personalities in a team / Tukuyin ang mga paraan sa paghawak ng iba’t ibang personalidad sa isang pangkat. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 12 Module 2: Working with Others (NC I) My experience Knowledge, skills and abilities Kaalaman, kasanayan at kakayahan Learner’s Handbook 1 I don’t have any experience doing this. Wala akong karanasan sa paggawa nito 2 I have little experienc e doing this 3 I have some experienc e doing this 4 I have a lot of experienc e doing this. Mayroon akong kaunting karanasan sa paggawa nito Mayroon akong karanasan sa paggawa nito Marami akong karanasan sa paggawa nito Be familiar with organizational roles and personnel code of conduct / Maging pamilyar sa papel na pangorganisasyon at wastong pag-uugali ng mga tauhan Identify ways to help achieve group goals and team tasks / Tukuyin ang pamamaraan upang makatulong sa pagkamit ng mga layunin at mithiin ng pangkat Learn how to constructively give or receive feedback / Matutunan ang pamamaraan sa pagbibigay at pagtanggap ng makabuluhang puna. Identify the basic sequential steps in implementing a group activity, including goal setting, implementing and evaluating results / Tukuyin ang mga hakbang sa pagsasagawa ng pangkatang gawain kasama ang pagtukoy ng layunin, pagsasagawa ng gawain, at pagsusuri ng resulta. Communicate appropriately and respectfully with individuals from a different cultural or social background. / Makipag-usap nang maayos at magalang sa mga indibidwal mula sa ibang kultura o lipunan Develop effective workplace relationships / Makabuo ng mainam at mahusay na relasyon sa lugar ng trabaho. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 13 Module 2: Working with Others (NC I) Learner’s Handbook Contribute to work group activities / Makapagbigay ng ambag sa mga pangkatang gawain. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 14 Module 2: Working with Others (NC I) Learner’s Handbook Activity 2: Working Together Objectives:  Identify the qualities of a good team player  Identify factors that promote cooperation and teamwork  Practice teamwork and value the importance of group effort  Recommended Time: 30 - 45 minutes Look at the picture1 and imagine that you are with your friends playing tug of war game. You are a member of the group that wins the first round, loses the second round, but wins the final round and is declared as champion. How did you feel at each stage of the game? When you won the first round? When you lost? When your team was declared as champion?  Have you experienced participating in an actual competition in the past? What was the competition all about? Did your team win or lose the game? What do you think was the winning team’s strategy for the game? 1 Source:https://commons.wikimedia.org/wiki/Category:Tug_of_war#/media/File:COLLECTIE_TROPENMUSEUM_Kin deren_tijdens_touwtrekwedstrijden_in_Ullath_TMnr_20018287.jpg Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 15 Module 2: Working with Others (NC I) Learner’s Handbook What were your contributions to the team that you think were factors for winning or losing the game? What were the contributions of your teammates? Was there a member in your group who acted as a leader and guided the team? What strategies did she or he use? We all work in a group, either at work or in our personal lives. Establishing effective work relationship helps groups to do their activity successfully—and it all begins with individual members who are good team players. Learn more by reading 2.1. Qualities That Make A Good Team Player.  Key Facts 2.1. Qualities that Make a Good Team Player What is a Team Player? There are many common soft skills—or interpersonal skills that we use at work—that make individuals great team players. While soft skills are not as easily learned as technical skills, they can certainly be developed with time and practice. An effective and cooperative team player…         Interacts with and includes others in polite, respectful, and honest ways Is respectful of differences—in opinions, culture, and ethnicity Provides input and seeks the opinions and ideas of others Discusses and negotiates ideas while being flexible to meet the goals of the group Performs identified tasks to meet the goals of the group Listens without interrupting Shares ideas without interrupting Is aware of his or her own thoughts and feelings and keeps them under control for the good of the group Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 16 Module 2: Working with Others (NC I)  Learner’s Handbook Moves the group towards resolving conflict (if it exists) so goals can be met So, what makes a good team player? It is a mix of these characteristics. You do not necessarily need to possess all of them, but you should at least strive to develop many of them. Take a moment to reflect on the qualities of a good team player. I’m good at I can improve on Now, choose three qualities and write about a situation where you demonstrated those qualities. An example is given below. Team player quality - Provides input and seeks the opinions and ideas of others A situation where I demonstrated this quality We had to submit a group project but all of us members gave different ideas. I was the group leader and after giving my idea, I asked our members that we listen to each idea and agree on our project. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 17 Module 2: Working with Others (NC I) Learner’s Handbook Let’s Apply: Project Worksheet 1 - Real-Life Teamwork You are now going to practice learning how to work together and communicate in small to medium-sized groups. You need to get as many family members, friends and neighbors join you in this activity. You need to have at least 6 people to play. Materials: Stick, approx. 3 meters long; this can be a long, thin, lightweight rod/plastic pipe or bamboo Preparation: Find some plastic straws. Now, place the edges of each plastic straw into the edge of the next plastic straw to create 2 long sticks. The sticks should be long enough for your participants to hold up like in the photo shown here: Ask your participants line up in two rows facing each other. Then ask participants to point their index fingers and hold their arms out. Lay the stick down on their fingers. Get the group to adjust their finger heights until the stick is horizontal and everyone's index fingers are touching the stick. The picture2 on the left will give you an idea how the participants should arrange themselves for the activity. Explain to your family and friends that the objective is to lower the stick to the ground. Each person's fingers must be in contact with the stick at all times. Pinching or grabbing the stick is not allowed --- it must rest on top of fingers. Reiterate to the group that if anyone's finger is caught not touching the stick, the task will be restarted. Now, begin! Were you successful? Were you able to lower the stick to the ground? 2 Source: Education Development Center. (2020). ALS Life Skills Self-Directed Modules. Module 3. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 18 Module 2: Working with Others (NC I) Learner’s Handbook Think about it! With your family and friends who joined the game, discuss the questions below. Be honest in your answers! 1. What did the group do first? How did the group plan out for the activity? 2. What skills did members use to become successful as a group? 3. How did the group perceive the ideas and suggestions of the team members? 4. What were the roles played by the different members of the team? Did anyone take on the leadership role? How did each role contribute to the success of the team? 5. As a leader, how will you encourage teamwork and collaboration? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 19 Module 2: Working with Others (NC I) Learner’s Handbook 6. What situations in life/work/home could the stick represent? Most of us will think that this is going to be an easy activity, but we will then realize that despite the light weight of the stick, it is difficult to get it down to the ground. Everybody needs to communicate well, plan, a strategy and then implement it. Working together is the key to success in this activity. Usually, people take on leadership roles at different stages in the activity, depending on how it is going. The stick can represent any task or problem that a group—whether at work, at home, or in the community—must work on together to resolve. Leaders need to make sure that everybody is “on board” by engaging individuals directly, asking questions, asking for ideas, complimenting people when they have a good idea or taking an action that helps the group, etc. Reflect further on the aspects of teamwork and strategies that your family and friends used in this activity. In 2.2: Cooperation and Leading Teamwork below, check the boxes that apply to your team.  Key Facts 2.2: Cooperation and Leading Teamwork To be successful, teams need the following: 1. A common purpose or goal: All team members need to understand and accept the team’s objectives. 2. Clear roles and tasks: All team members should understand what is expected of them. May want to use a plan that shows the tasks that each team member is responsible for and the timelines. 3. Decision-making procedures: All team members should know how decisions are made and in what ways problems are solved. An effective team works with defined procedures to come to a unanimous decision so that action can be taken. 4. Clear communication: All team members should practice effective listening, speaking, and transparent communication. 5. Trust among team members: All team members should feel safe and supported. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 20 Module 2: Working with Others (NC I) Learner’s Handbook Aspects of teamwork: A team is a group of individuals working together to reach a common goal. For a team to work together well, supervisors or leaders can do the following. As a leader you can do the following to develop team spirit:  Work with the team to develop a common goal  Nurture a sense of belonging; focus on what team members have in common  Make all team members feel that they have something to contribute  Help team members work together to efficiently solve problems  Encourage members to set aside personal goals and desires for the benefit of the team  Treat team members fairly and equally  Structure the work of the team in a simple & logical fashion; distribute work fairly  Manage the team efficiently so that every member can complete his/her tasks and work proceeds in a timely manner  Create an environment that supports and rewards openness, creativity, trust, mutual respect, and a commitment to provide high quality services Working as a team means that team members:  Consult each other  Help each other  Complement each other  Encourage and motivate each other The following strategies can be used by the leader to support the effectiveness of the team:  Encourage discussion  Ensure all team members understand that their ideas & opinions are equally important & relevant  Encourage everyone to participate fully  Model respect towards everyone  Encourage people with different abilities & personalities to work together  Use positive feedback  Remain calm Teams can work independently (if leader is not there) if team members:  Are aware of strengths & weaknesses  Are able to set their own goals  Are able to act according to goals  Take responsibility for their action  Are able to avoid opinions and behavior that block change Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 21 Module 2: Working with Others (NC I) Learner’s Handbook Let’s Apply: Teamwork in Action Imagine that you have just finished training as welder. To advance your professional development, you and three of your co-trainees want to qualify for post-training assistance, which includes welding tools and equipment. To do so, you all need to be organized as a group and present a plan. 1. If you were elected as leader in this organization, what would you do to promote cooperation among your team members? 2. What would you do to help members complete the necessary tasks that you decide to do as a team? 3. If you are not the leader but just a member, how will you work to support teamwork? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 22 Module 2: Working with Others (NC I) Learner’s Handbook Activity 3: Workplace Behaviors and Attitudes Objective:  Identify appropriate workplace behaviors and attitudes  Recommended Time: 45 - 60 minutes Read the workplace scenario below and write down your response to the questions that follow. Grace has been working at Alnor Hotel for 4 months as a receptionist. She greets guests and answers any questions about the hotel. Grace lives a bit far from the office, so it takes her one hour to get to work. Her supervisor noticed that over the last month Grace has been arriving half an hour late and is often on the phone quarreling with her aunt. The supervisor has given Grace two warnings now. One day, Grace arrives 20 minutes late due to traffic. When she arrives, she sees her supervisor helping a customer. Once the customer departs, the supervisor informs Grace that she will no longer need Grace to work for her. She needs someone who can be on time and responsive to customer needs. What behaviors do you think led Grace to losing her job? Do you recognize any parts of yourself in Grace’s behavior? If so, which ones? Do you think the supervisor made the right decision to fire Grace? Why or why not? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 23 Module 2: Working with Others (NC I) Learner’s Handbook If you could give Grace any advice for her future jobs, what would it be? What could have Grace done differently so that she would not have lost her job? Is it important to keep work and family life separate? If so, how does a person achieve this balance? Think about it! This section encourages you to express your opinions to family and friends. Start a discussion with them face to face, via text, chat, or whatever means available and comfortable to you. It’s always great to share your ideas and hear more points of view  Share the scenario and your response to the reflection points with a member of your family or a friend. Ask your family member or friend if they know of anyone who has lost a job because of poor workplace behavior. If so, what happened to that person? Did they improve their behavior in the future? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 24 Module 2: Working with Others (NC I) Learner’s Handbook 1. Record the key ideas from the discussion in this space below. 2. Write a list of appropriate workplace behaviors and attitudes based on the scenario and what you know from your own experiences as well as the discussion with a member of your family or a friend. Reflect further on your list of appropriate workplace behaviors and attitudes. Read handout 2.3 below and list the behaviors you already have and those that you need to improve on.  Key Facts 2.3: Appropriate Workplace Behaviors and Attitudes  Dress neatly and appropriately for the work: If wearing a uniform, make sure it is clean and neat; clothing should not get in the way or prevent you from doing your work; Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 25 Module 2: Working with Others (NC I)             Learner’s Handbook clothing should not be distracting to you or others. Be on time: Attendance and punctuality are essential to keep your job. Let your supervisor know if you are going to be late. Manage time well: Focus on doing your work during work hours; follow break times. Speak to co‐workers in a positive and respectful manner. Speak to supervisors in a positive and productive manner. Be open to feedback and ask for it. Be honest: Being honest will gain the respect of co‐workers. Keep discussions and interactions related to work: Don’t bring your personal problems to work or let them affect how you do your job or interact with others. Avoid topics or making comments that might make others feel uncomfortable. Stay positive: Don’t complain or be pulled into negative discussions about work. Rather, approach problems positively and help to think about how to improve the situation. Be respectful of others and your environment: Take proper care of equipment, put things back where they belong, keep the environment tidy. Be a team player: Participate proactively and respectfully and listen to the ideas of others as well. Respect the roles of others. Believe in yourself and what you do: Being positive about your job and how you do it will help you to succeed and achieve your goals. With this list in mind, fill out the charts below. Examples have been provided for you. Workplace behaviors and attitudes that I already have Behavior Dress neatly for work Ways I demonstrate this behavior I always wear a freshly washed and ironed version of my uniform. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 26 Module 2: Working with Others (NC I) Learner’s Handbook Workplace attitudes and behaviors that I can improve on Behavior Be on time Idea for how I can work to improve this behavior I sometimes run late for my morning work shift. To improve my behavior, I can set my alarm clock an extra 15 minutes early to give myself more time to get ready for work. Let’s Apply: Project Worksheet 2 - Work Habits Inventory Habits are routine behaviors—in other words, things we do on a regular basis (such as brushing our teeth!). Fill out the Work Habits Inventory to reflect on the habits that you already have and the habits that you need to work more on. Read the descriptions given for each of the qualities listed below. Place a check mark on the box next to the statement which most accurately describes you. 1. COURTESY  I am often discourteous to others  I am sometimes not 2. COOPERATION (ability to get along with others)  I work against rather than with others courteous in action or speech  I find it difficult to get  I am usually courteous and  I usually get along with considerate of others  I am considerate and courteous of others along with others others  I get along with others 3. INITIATIVE (tendency to go ahead)  I need to have repeated instruction  I need to be urged to do things  I do routine work acceptably  I am fairly resourceful, do well by myself Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 27 Module 2: Working with Others (NC I)  I am always very courteous and considerate 4. ATTITUDE TOWARD CONSTRUCTIVE CRITICISM  I resent any criticism  I do not pay much attention to criticism  I accept constructive criticism and try to change  I accept constructive criticism and improve greatly Learner’s Handbook  I get along well with others; I am friendly and helpful 5. SUPERVISION  I usually need constant supervision to complete routine tasks  I need frequent supervision to complete routine tasks  I need occasional supervision while doing routine tasks  I need little supervision while doing routine tasks  I do not need supervision while doing routine tasks 7. WORK ACCOMPLISHED  I am very slow; output is unsatisfactory  I am slower than average; output is mediocre  I work with ordinary speed; output is generally satisfactory  I work rapidly; output is above average  I am fast and efficient; output is well above average 8. TIME USAGE  I waste time and need to be prodded along  I waste time and need some supervision  I waste time occasionally but am usually reliable  I seldom waste time and am reliable  I am industrious and concentrate very well 10. PERSONAL APPEARANCE (neatness and personal care)  I am careless about my appearance  I sometimes neglect my appearance  I make an effort to improve my appearance  I care about my appearance; I look neat most of the time  I am extremely careful about my appearance; I 11. ATTENDANCE (to work, or organizations to which I belong)  I am frequently absent  I am not regular enough in attendance  I am average in my attendance  I am almost always in attendance  I am never absent except for an unavoidable emergency  I am resourceful, look for things to learn and do 6. ACCURACY OF WORK  I am very careless about my work  I am frequently inaccurate and careless  I make errors; I show average care, thoroughness and neatness  I make few errors; I am careful, thorough, and neat  I seldom make errors and do work of very high quality. 9. ADAPTABILITY  I can't adjust to change  I have difficulty adapting to new situations  I adjust to change after instruction  I adjust to change readily  I find it pleasant to adapt and meet changes 12. PUNCTUALITY  I am frequently tardy  I am very often tardy  I could improve my punctuality  I am seldom tardy  I am never tardy except for an unavoidable emergency Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 28 Module 2: Working with Others (NC I) Learner’s Handbook look very neat all of the time Summarize the habits that you already have and the habits that you need to work more on in the table below. Work habits I already have Work habits I need to work on Sharing is caring This section encourages you to share your output to family and friends. You worked hard on this so now it is time to tell others about the task you have just completed. Do it face to face, via text, chat, or whatever means available and comfortable to you. It’s always great to share your thoughts and hear feedback from people who care  If you feel comfortable, you can choose to share the table above with a member of your family or a friend. Discuss with them about what you can do to build good work habits. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 29 Module 2: Working with Others (NC I) Learner’s Handbook Activity 4: Working Styles Objective:  Identify different types of working styles  Recognize your own working style(s)  Recommended Time: 60 minutes With excellent work habits, you can become successful at work and become more productive each day. How can you continue to rise and flourish in your career while keeping a healthy and happy personal life? A better understanding of working styles can help us to work toward a balance! Read 2.4 Working Styles and note down 2 to 3 key words you picked up to help you recall the working styles. An example is given below.  Key Facts 2.4: Working Styles Working Style Pioneer 3 Definition Pioneers like to see the big picture instead of the small details and explore uncharted territory. They take risks, value possibility, and gravitate towards challenging tasks and projects. Creativity is their compass, and they love imagining new ideas. My Notes - Goal-oriented Big picture Risk-taker Independent Independent workers thrive when they work alone. They are disciplined, productive, and efficient. They can find it difficult to collaborate with others and do not always appreciate supervision. 3 Adapted from Sid, Sam. (2020, February 18). “What Is Your Work Style?” Recognizing And Managing Different Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 30 Module 2: Working with Others (NC I) Learner’s Handbook Work Styles. 101 Productivity. https://101productivity.com/what-is-your-work-style/ Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 31 Module 2: Working with Others (NC I) Working Style Definition Cooperative Cooperative workers flourish when they are part of a larger group and like working with others. Good communicators, they are often very diplomatic, tactful, and well organized. They can handle responsibility for a task or a project but enjoy sharing responsibility for success. Proximity Proximity workers are a hybrid, or a mix, of the independent and cooperative working styles. They like to assume sole responsibility for a task but also share responsibility with others. These workers are often adaptable and versatile. They have a talent for connecting their colleagues with different work styles. Guardian Guardians thrive on order and stability. They generally avoid risks and are very detailed oriented and pragmatic. Supporter Supporter workers enjoy nurturing relationships with clients and colleagues. Emotionally aware and often very expressive, they are adept at facilitating meetings, interactions, and projects. They gravitate toward collaboration instead of competition. Learner’s Handbook My Notes Keep in mind that many of us may be a mix of more than one different working style. The important thing is to recognize that there are many different styles and that they can work harmoniously together! Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 32 Module 2: Working with Others (NC I) Learner’s Handbook Let’s Exercise: Working Styles Read and Match. Recall the working styles and their definitions. Match the working style in Column A and the letter of its correct definition in Column B. Column A 1. Pioneer Column B A. People who are happiest when they are working alone 2. Independent B. People who like to take risks, consider other possibilities, and spark the imagination of their team 3. Cooperative C. People who prefer rigor, order, and stability 4. Proximity D. People who are expressive and like to facilitate team interactions E. People who like to maintain sole responsibility for a task but don’t mind working with others as well 5. Guardian 6. Supporter F. People who like working with others and are open to feedback Check how well you did in this quiz by referring to the answers at the end of this module. If you scored less than 5, it is better that you re-read Key Facts 2.4 to review the work styles and their definitions. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 33 Module 2: Working with Others (NC I) Learner’s Handbook Let’s Apply: Project Worksheet 3 - What’s Your (Working) Style? What working style fits you best? Take this quiz to find out! WHAT’S YOUR (WORKING) STYLE? Circle the response that best fits for each question. 1. When it comes to perspective, I 2. This statement best aligns with my approach: like to a. I avoid taking risks. a. Focus on the tiny details. b. I love spontaneity. b. See the big picture. c. If something is wrong with my colleague, I become very c. Consider the well-being and thoughts concerned. of my team members. d. I am very versatile and can adapt to many tasks or d. See both the big picture and the tiny situations. details. e. I don’t always enjoy following orders from my supervisor. e. Follow my own instinct. f. I love working on group projects. f. Consider strategy learning and group work. 3. I feel most inspired at work when 4. This statement best describes me: a. Things are orderly and stable. b. I can be spontaneous and explore new ideas. c. My colleagues are happy and we are collaborating. d. I can be responsible for a task but still work with others. e. I can work on a task alone. f. I receive feedback from my colleagues and am part of a group. a. I am pragmatic (that, is I am realistic and practical). b. I often spark the imagination of my teammates. c. I am expressive and attuned to the emotions of my colleagues. d. I like to connect my colleagues who have different working styles. e. I am very disciplined and productive, especially when I can work on my own schedule. f. I am diplomatic and have been told I am a brilliant communicator. Now, count the number of times you circled the following letters: a. b. c. d. e. f. If you circled mostly a. b. c. d. e. f. Then your main style is… Guardian Pioneer Supporter Proximity Independent Cooperative Remember that many of us have more than one working style. The purpose of this quiz is to help you begin to reflect on your own style! Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 34 Module 2: Working with Others (NC I) Learner’s Handbook Reflect upon the outcome of the quiz. Do you think that your results were accurate? Why or why not?  Many people fit more than one category of working style. Do you think that youalso draw from other working styles? If so, which ones?  Which working style are you least comfortable with? Why?  Do you think that is it possible to use /adopt all types of the working styles? Why orwhy not? Remember, a team that has different working styles can be a positive thing, as it promotes diversity of ideas and offers balance in the workplace. Also, keep in mind that some situations may require you to adapt another working style than one that comes most naturally to you. For instance, you may be more of a Pioneer at heart, but you may need to adopt the qualities of a Guardian to independently complete a detail-oriented task such as taking a stock inventory. It’s good to be flexible! Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 35 Module 2: Working with Others (NC I) Learner’s Handbook Sharing is caring If you feel comfortable, you can share your working style with a member of your family or a friend. Discuss with them about what you can do to work well with people with different working styles. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 36 Module 2: Working with Others (NC I) Learner’s Handbook Activity 5: Promoting Cooperation and Good Relationship within Teams Objectives:      Recognize the different personalities and approaches that individuals bring to a team Identify ways on how to handle different personalities in a team Recognize the ways that social perceptiveness contributes to promoting cooperation Identify ways to promote good relationships and cooperation within a team Value the importance of social perceptiveness, especially when interacting with people from different cultural or social backgrounds  Recommended Time: 30 - 45 minutes Look at the picture4 on the right. In a basketball game (or any team-based athletic competition), there is usually a winning team and a non-winning team. Describe the qualities of a winning team and a non-winning team. Also, describe the characteristics of an individual team member of the winning as well as those of the non-winning team. Add your description to the examples given in the table below. Winner      4 The Team Has a game plan Non-Winner      The Team Lacks a strategy Source: https://www.pexels.com/photo/silhouette-of-men-playing-basketball-69773/ Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 37 Module 2: Working with Others (NC I)      Winner Individual Member Listens to the coach Learner’s Handbook      Non-Winner Individual Member Relies on himself alone Of course, even the teams that lose the competition might practice teamwork, too! Still, the winning team almost always practices teamwork. Teamwork is important and cooperative team members are needed to achieve a goal. Recognize that individuals making up a team may have different personalities and approaches. Here are some examples of individual personalities in this activity:  Group leader: A strong leader tries to speak clearly and listen effectively. The group leader needs to clearly explain the objectives to the group and keep the group on task. As the person responsible for developing the plan, the leader tries to involve all in the discussion.  Quiet / shy person: This person has a lot of very good ideas but won’t say anything until someone asks directly.  Domineering person: This person wants to take over the discussion and lead the group. A domineering person thinks s/he has all the answers and does not want to waste time having everybody share their ideas.  Disagreeable person: This person has a negative attitude and is resistant towards all ideas.  Encouraging person: This person makes sure that everybody is heard, regardless of their background or ideas. She or he pulls group members into the conversation.  Ideas person: This person gets very excited in the group and loves to brainstorm and share extravagant ideas that are not always realistic. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 38 Module 2: Working with Others (NC I) Learner’s Handbook Let’s Exercise: Working with Different Working Styles You are now going to do an activity that will help you to think of ways to promote cooperation and good relationships within a team. You will also reflect on the different types of personalities you may find in a group. Read this scenario: Renovations are complete and your new office space is ready for people to move into. You are part of a group of co-workers who has been called together to plan the move. You have been selected as a leader, but everybody else’s roles still need to be determined. This is the first time that you and your co-workers are meeting as a group. You need to discuss the location of people’s desks, the photocopier, printers, etc. and to decorate so the office will attract customers. You all need to determine the steps necessary to accomplish the task and the roles and responsibilities of those in the group. Your co-workers say these statements at the meeting: Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 39 Module 2: Working with Others (NC I) Learner’s Handbook Answer the following questions based on the comic strip from the previous page: 1. In the chart below, reflect on each of the team members. An example has been provided for you. Team Personality contribute member How is his/her behavior affecting How could s/he the group? Is s/he helping or more hurting progress? way? to the goal in a constructive Bea Rose Dely Dan 2. As the group leader, how would you respond to your colleagues? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 40 Module 2: Working with Others (NC I) Learner’s Handbook 3. Now, imagine how the characters can contribute to the team in a more productive way. Fill out the same comic but add your own words for each character. (If you want to keep the original words for a certain character, that is fine, too!) Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 41 Module 2: Working with Others (NC I) Learner’s Handbook 4. Name some concrete actions that you would take for team members to work harmoniously and achieve the goal. Part of being able to foster teamwork and collaboration is having the soft skill of social perceptiveness. Social perceptiveness is the ability to discern what someone is thinking through some means of human observation, such as observing body language, eye contact, and tone of voice.5 It is being aware that something may be influencing another person’s behavior and attitude beyond his/her words, actions or written messages. It may also be referred to as “reading between the lines,” or being able to understand what is being communicated indirectly. Let us continue to deepen our understanding on social perceptiveness. Read the scenario and answer the questions: Sheila has just been hired by an organization to help in their advertising and marketing team. The organization has projects in the Visayas and is based in Tacloban, Leyte. She has never been to Leyte and she is not completely fluent in any of the languages spoken in the Visayas. After their first team meeting, Sheila was pulled aside by her direct supervisor to remind her to use appropriate titles for others as it is customary in the organization. When Sheila invited her teammates to join her for lunch, they said that they 5 Adapted from MIT Sloan Executive Education. (2015, September 5.) Social perception in the workplace makes organizations smarter. MIT Sloan Executive Education Blog. https://executive.mit.edu/blog/socialperception-in- the-workplace-makes-organizationssmarter#:~:text=Social%20perceptiveness%20is%20a%20kind,emotions%20from%20other%20people%27s%20eye s; Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 42 Module 2: Working with Others (NC I) Learner’s Handbook are too busy and have too much work. Later, Sheila saw the same co-workers eating together at a nearby restaurant. 1. What can you say about the situation? What do you think might explain the dynamics between Sheila and the team? 2. If you were Sheila’s colleague, what would you do? 3. How might social perceptiveness be a helpful tool in this situation? What does it mean to “read between the lines”? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 43 Module 2: Working with Others (NC I) Learner’s Handbook Working collaboratively in a group requires people to be respectful and to be active listeners. They show empathy, or understanding of other members’ concerns, thoughts, feeling, and ideas. They offer ideas without interrupting, ask the opinions of others and are accepting of differences. They stay focused and move the group towards accomplishing the tasks / goals of the group. Read the article below, “How to promote cooperation in a winning team,”6 and then identify the actions that you are already doing and the actions that you would like to practice by answering the short inventory after the article. Here are some of the key qualities that make a winning team: 1. A common purpose or goal: All team members need to understand and accept the team’s objectives. 2. Clear roles and tasks: All team members should understand what is expected of them. May want to use a plan that shows the tasks that each team member is responsible for and the timelines. 3. Decision making procedures: All team members should know how decisions are made and in what ways problems are solved. An effective team works with defined procedures to come to a unanimous decision so that action can be taken. 4. Clear communication: All team members should practice effective listening, speaking, and transparent communication. 5. Trust among team members: All team members should feel safe and supported. Aspects of teamwork: A team is a group of individuals working together to reach a common goal. To make a team work well, supervisors or leaders should consider several actions. Below is a short inventory of actions about teamwork. Give 2 checks for actions that you are already applying, and 1 check for actions that you would like to practice. 6 Adapted from Education Development Center. (2016). MYDev Life Skills Module 3: Leadership & Teamwork. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 44 Module 2: Working with Others (NC I) As a leader you can do the following to develop team spirit:  Work with the team to develop a common goal  Nurture a sense of belonging; focus on what team members have in common  Make all team members feel that they have something to contribute  Help team members work together to efficiently solve problems  Encourage members to set aside personal goals and desires for the benefit of the team  Treat team members fairly and equally  Structure the work of the team in a simple & logical fashion; distribute work fairly  Manage the team efficiently so that every member is able to deliver his/her tasks and work proceeds in a timely manner  Create an environment that supports and rewards openness, creativity, trust, mutual respect and a commitment to provide high quality services. Learner’s Handbook Working as a team means that team members:  Consult each other  Help each other  Complement each other  Encourage and motivate each other The following strategies can be used by the leader to support the effectiveness of the team:  Encourage discussion  Ensure all team members understand that their ideas & opinions are equally important & relevant  Encourage everyone to participate fully  Model respect towards everyone  Encourage people with different abilities & personalities to work together  Use positive feedback  Remain calm Teams can work independently (if leader is not there) if team members:  Are aware of strengths & weaknesses  Are able to set their own goals  Are able to act according to goals  Take responsibility for their action  Are able to avoid opinions and behavior that block change Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 45 Module 2: Working with Others (NC I) Learner’s Handbook Sharing is caring Have a chat with a friend and share your self-reflection and get his/her honest opinion about your strengths and areas for improvement related to promoting cooperation in teams. ☑ Performance Criteria Checklist The Performance Criteria Checklist is an opportunity for you to assess your learning outcomes in the session and know how well you did in doing the activities in this session. You will speak to your facilitator to 1. Share your experiences in completing the session 2. Discuss your development and progress towards the intended skills 3. Plan how you will move forward to continue making progress in the module Conduct a quick self-assessment and complete the table below. Statements Did you… Please check Yes or No if you have shown or can do the statement. YES NO 1. Identify the qualities of a good team player? 2. Identify factors that promote cooperation and teamwork? 3. Practice teamwork and value the importance of group effort? 4. Identify appropriate workplace behaviors and attitudes that promote good relationships and cooperation within a team? 5. Identify different types of working styles, including your own style? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 46 Module 2: Working with Others (NC I) Learner’s Handbook 6. Recognize the different personalities and approaches that individuals bring to a team? 7. Identify ways on how to handle different personalities in a team? 8. Value the importance of social perceptiveness, especially when interacting with people from different cultural or social backgrounds? Guide to the Learner and Facilitator’s Discussion: Topics to discuss during the Learning Check: 1. Parts of the module that were the easiest to answer/do. 2. Parts of the module that were the hardest to answer/do. 3. Parts of the module that need further clarification or explanation. 4. Additional support needed by the learner from the facilitator. 5. Review and check of the learner’s answers and outputs for the session. 6. Feedback on the learner’s performance in terms of the following: mastery of content, skills development, and pace in answering the module. 7. Plans for how the learner will move forward with the module. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 47 Module 2: Working with Others (NC I) Learner’s Handbook Session 1 – Writing Space Use this space to complete any of the written assignments above or write any thoughts or ideas that have come to mind on developing effective workplace relationships. Congratulations! Now that you know how to cooperate with others better, you are ready to move to Session 2: Contribute to Workgroup Activities. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 48 Module 2: Working with Others (NC I) Learner’s Handbook SESSION 2: Contribute to Workgroup Activities Performance Criteria: 2.1 Support is provided to team members to ensure workgroup goals are met 2.2 Constructive contributions to workgroup goals and tasks are made according to organizational requirements 2.3 Information relevant to work is shared with team members to ensure designated goals are met  Key Topics and Learning Points  1. Organizational roles and personnel code of ethics 2. Constructive or positive feedback 3. Group implementation plan  In a workgroup, every individual—whether a leader/supervisor or a member/worker— depends on each another to achieve a common goal.  Tools such as organizational charts and guidelines such as codes of ethics can guide the direction of a workgroup and clarify everyone’s roles and responsibilities.  Constructive feedback—or information about past behavior, delivered in the present, which should influence future performance—is a communication tool that teams can use to work toward the implementation of a goal. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 49 Module 2: Working with Others (NC I) Learner’s Handbook Activity 6: Workgroup Goals, Team Tasks and Roles Objectives:  Be familiar with organizational roles and personnel code of conduct  Identify ways to help achieve group goals and team tasks  Recommended Time: 30 - 45 minutes This session is going to focus on contributing to workgroup activities. A workgroup may include you and your co-workers or peers; or you, your co-workers and your supervisor all working as a team. In a workgroup, every individual—whether a leader/supervisor or a member/worker—is dependent on one another in the achievement of a common goal. In the space provided below, write at least two experiences, or skills or abilities that you have about working in groups. As a group leader: As a group member: Now, let’s learn more about working in groups. Look at this image: Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 50 Module 2: Working with Others (NC I) Learner’s Handbook Reflecting on the image, write your answers on the space provided. Share your answers with one of your family members or friends and solicit their thoughts on the same questions relating to the photo. 1. What does the illustration tell us? 2. What do you think is the purpose or goal of the people in the illustration? 3. If you see yourself as a member of the team in this illustration, what would you do to help achieve the goal? In this section you will learn about organizational roles and personnel code of ethics. Workgroups are often the building blocks of organizations. Organizations, whether big businesses or small companies, are often made up of workgroups or units such as a finance unit, an administration or logistics unit, and a technical or implementation unit. Each workgroup and the individual members have specific roles and responsibilities. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 51 Module 2: Working with Others (NC I) Learner’s Handbook A role is the individual member’s job title or position in the organization or the team such as the business owner, or supplies officer, or master electrician. Responsibilities are the expected duties and tasks that come with a given role. For example, at a supermarket, someone may have the role of general manager; his or her responsibilities may include organizing staffing schedules, overseeing produce delivery, and overseeing sanitation practices, etc. Organizations also have a structure or an organizational chart. An organizational chart describes the hierarchy of roles in an organization and shows the roles or positions of individual members, who reports to whom, or who supervises whom. The example below shows an organizational chart in a bakery. Daily Bread Bakery ORGANIZATIONAL CHART Rita Owner Marisol Ernesto Head Chef General Manager Rosa Isko Sales Associate Sales Associate Tala Alon Sanitation Manager Chesa Accountant Jasmine Pastry Chef Baker These charts (often called “org charts”) help to clarify lines of communication and protocol. For instance, if Rosa, who is a sales associate, is overwhelmed by her responsibilities at the cash register, she can ask Marisol, her general manager, or Isko, her peer, for assistance. If she spills coffee when serving a customer, she can ask Alon, who is the sanitation manager. Ideally, she should not ask Tala or Jasmine, the pastry Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 52 Module 2: Working with Others (NC I) Learner’s Handbook chefs, for help, as their responsibilities do not involve sales and customer service, but production of the bread and pastries.7 Members of an organization or a team are able to work cooperatively and harmonious when they are guided by the organization’s code of ethics. The code of ethics or code of conduct is a set of guidelines on how all employees or members of the organization should behave in the workplace. Some examples are guidelines on work hours; dress code; responsible use of internet; mobile phones and office resources; and workplace policies on harassment, and safety and health. For collaboration and teamwork, it is important that    Code of Conduct I will maintain high standards of personal and professional conduct. I will protect the safety and wellbeing of myself and others. I will safeguard the equipment and assets. I will protect the best interest of our customers. I will report any incident that violates the code of conduct. Team members understand their own as well as their groupmate’s specific roles and responsibilities. Members recognize the levels of authority described by the organizational structure. Members’ behavior in the workplace are guided by its personnel code of ethics. Let’s Exercise: Working in the company of my dreams Imagine that you were hired in a company or workplace that you have been hoping to work for. You may ask a family member or a friend who may have knowledge or experience about the company of your choice to be your partner in this activity.  What is the company or workplace that you have chosen? 7 Image taken from Microsoft Word image library. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 53 Module 2: Working with Others (NC I) Learner’s Handbook  Can you list down some work groups or teams and their main roles in the company orworkplace that you have chosen?  What are some positive values and practice that you would like the company orworkplace that you have chosen to have?  How do you think are the workgroups organized? Choose a workgroup and make anorganizational diagram showing the members and their supervisors, and the supervisors reporting to the owner or leader of the workplace. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 54 Module 2: Working with Others (NC I) Learner’s Handbook Activity 7: Giving and Receiving Feedback within Teams Objectives:  Recognize the types and purpose of feedback  Identify ways to give and acknowledge or receive feedback  Learn how to constructively give or receive feedback  Recommended Time: 20 - 30 minutes This session is going to focus on giving and receiving feedback. Please read the scenario and answer the questions. Scenario Mario works for Dennis Construction. He has good skills in construction but can be stubborn sometimes. While working on a new project, Mario’s supervisor, who was new to the job, made some suggestions on how to cut some pieces of wood so they would provide more support to the floor above. Mario had always cut the support beams in a certain way and thought his supervisor must not know much about construction. Mario complained to his co-workers but did not discuss the issue with his supervisor. When it came time to cutting the wood, Mario did it his usual way. The supervisor saw him doing this and yelled at him, telling him to do it the way that he was told. Being yelled at in front of his co-workers embarrassed Mario. He threw down his tools, yelled at his supervisor and walked away from the construction site. Reflection Points What happened in the scenario and why? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 55 Module 2: Working with Others (NC I) Learner’s Handbook What behaviors and attitudes led Mario to his state of anger? Do you think Mario could have handled it differently? How? Do you think Mario should lose his job? Why or why not? What can Mario do to improve his relationship with his boss and succeed in his job? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 56 Module 2: Working with Others (NC I) Learner’s Handbook Do you think Mario’s supervisor could have handled it differently? How? “Feedback” is a word that we often use, but it is worth slowing down to reflect further on exactly what it means. Let’s look at the text below to learn more about feedback.  Key Facts 2.5: What is feedback? 8 Feedback is… which should influence future performance. There are many ways to communicate or deliver feedback. The best way to communicate feedback is called constructive or positive feedback. It is called “constructive” feedback because it helps build the recipient up—not to tear him or her down. Even if constructive feedback offers suggestions of how things could be improved, it does so in a respectful way with the goal of inspiring higher future performance. Constructive or positive feedback     8 Helps you to be proud of what you are doing well Helps you become aware of things that you can improve at work Contributes to harmonious working development Motivates and inspires others to higher levels of performance Adapted from Education Development Center. (2019). Master Trainer Resource Book. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 57 Module 2: Working with Others (NC I) Learner’s Handbook  Redirects undesirable behavior and points out a more productive course of action Some tips for giving feedback9 1. Ask for the other person’s feedback first on his or her own performance before you give your own feedback. 2. Think about what you want to say beforehand so you can make sure the feedback is balanced. Balanced feedback provides positive and negative aspects of the other person’s performance but is done in a way that motivates the other person to do better. 3. Feedback should be positive and constructive. Positive feedback on performance and behavior is encouraging, and constructive feedback provides suggestions on what and how something can be done differently to improve performance. Here is a sample statement of constructive feedback: You clearly worked very hard on the presentation to the potential funders. Still, I think that you could have managed your time better because you were not able to finish all of the PowerPoint slides within the 30-minute timeslot. Next time, perhaps you could share the slides with me ahead of time and you could rehearse your presentation? I am optimistic your time management will improve next time. As we see in the example above, this process includes giving positive feedback, making a recommendation on how to improve, and ending with something positive. 4. Choose an appropriate time and place: Choose a time when you both have time to give and discuss feedback. Do not give negative feedback to someone in front of others. 5. Be clear and concise. The feedback should be based on your observations, not on what others think or say. Describe what you have observed rather than being judgmental about it. For example, say what you saw the person do in performing a task rather than saying it was good or bad and then remind him/her of the steps in the process. Highlight what was done well and then give suggestions on how to improve what was not done properly. 6. When giving feedback that is negative, be prepared for an emotional reaction such as anger or disagreement. Stay calm and professional in these situations. Present what the observations have been and give suggestions on how to improve the situation. Receiving Feedback Welcome feedback from supervisors and co-workers. If they do not provide any feedback, you may ask them how they think you are doing your job, what they think you do well and Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 58 Module 2: Working with Others (NC I) Learner’s Handbook 9 Adapted from Centre for Teaching Excellence, University of Waterloo. Receiving and Giving Effective Feedback. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessingstudent- work/grading-and-feedback/receiving-and-giving-effective-feedback Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 59 Module 2: Working with Others (NC I) Learner’s Handbook what you could do better. Here are some tips for receiving feedback: 1. Listen actively: Pay attention to what is being said and do not tune out to think about your response to defend yourself. 2. Check your understanding: Ask for clarifications or examples to help you understand the feedback 3. Be respectful: Maintain eye contact and be aware of your body language and tone of voice. Remain calm even if the feedback makes you angry, frustrated or upset. 4. Be open: Consider that there are other ways of doing things and the person giving the feedback may have other perspectives. Consider the feedback as an opportunity to learn. 5. Acknowledge the feedback: Whether you received a constructive or negative feedback, thank the person for taking the time and effort to give you feedback 6. Reflect and decide on your next step: Consider the feedback given and choose your action. You may choose to implement the given suggestions or to seek the advice or opinion of another colleague or supervisor. Let’s Apply: Project Worksheet 4 - Your Past Encounters with Feedback 1. Think of a time when you had to give feedback. Was it received well by the other person? Why or why not? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 60 Module 2: Working with Others (NC I) Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Learner’s Handbook Page 61 Module 2: Working with Others (NC I) Learner’s Handbook 2. Think of a time when you received feedback. Did you find the feedback helpful? Why or why not? Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 62 Module 2: Working with Others (NC I) Learner’s Handbook Activity 8: Goal-Setting, Planning and Implementing a Group Activity Objectives:  Identify the basic sequential steps in implementing a group activity, including goal setting, implementing and evaluating results  Familiarize yourself with vocabulary and tools that help groups to plan and implement their goals  Recommended Time: 20 - 30 minutes This activity focuses on basic steps that groups should know to successfully implement a group activity. Group activities may vary from small and simple to relatively complex projects. Projects may also have different purposes. Some projects such as setting up a small business are for profit or income generation, while other projects such as organizing a relief distribution are serviceoriented. Regardless of the size or purpose of the group activity, please take note of some key steps to successfully implement your project. Before you make your plan, familiarize yourself with some terms that we will use in this activity.      Deliverable: also known as output, refers to the results or product of the completed project or activity Resources: the materials needed for the project and may include goods or inkind materials, services, people and money Budget: an estimate of total cost needed to complete a project Tracking and monitoring: the collection of data and information to check your progress Evaluation: reflecting on what worked well and what needs to be improved in the way you implemented the activity or project Steps for implementing a group activity10 10 Adapted from What Is Project Planning? Project Manager. https://www.projectmanager.com/projectplanning and Education Development Center. (2016). MYDev Life Skills Module 9: Civic Engagement. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 63 Module 2: Working with Others (NC I) Learner’s Handbook 1. Assess the current situation / Identify a need: As a group, discuss where you are or define the problem or need that you want to address. Clarify the reasons for doing the activity and what you need to achieve. 2. Set your group goals / Write down a plan: Similar to personal goals that you learned in Module 1, group goals should be specific, time-bound and measurable, among others. All members have a common understanding and agree on the goals. 3. Identify the deliverable(s): A deliverable can be the final product or output, or key outputs related to steps in the process of implementation. For example, if you are designing an app for a phone, the deliverable would be a prototype of the app that would be presented to your funders. If you are planning to clean up a local park, then the deliverable would be a clean park where local children can safely play. 4. Prepare an implementation plan: The implementation plan outlines the detailed steps or actions and the timeline for each action. The implementation plan also includes the resources, including human resources, and budget needed for key steps to complete the project. Two examples are shown below. The first is for designing an app; the second is for a community project. Quarter 1 Task Description: Design an app Quarter 2 Quarter 3 Quarter 4 Planning workshop Kick-off meeting Assessment and market research Procurement of materials Delivery of materials Data validation and research Activity: Barangay Clean Up (July) Week 1 Week 2 Week 3 (August) Week 4 Week 1 Week 2 Week 3 Week 4 1. Gather information 2. Submit plan 3. Plan approval 4. Preparations 5. Let’s Do It! 6. Reflect and celebrate Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 64 Module 2: Working with Others (NC I) Learner’s Handbook Note that there are different ways to organize time (into quarters or into months) and different steps. The important thing is to have a clear system to stay on track of your goals! 5. Assign specific roles and responsibilities to team members: Once the implementation plan is set, consider the strengths and capacities of team members to perform specific tasks. Think of actions that you need to make to ensure that all group members are equipped for the task assigned, e.g. provide coaching or additional training, as needed. 6. Monitor progress and evaluate results: It is important to conduct regular checkins with team members for updates and to address any concerns along the way. Once the project is completed, assess the strengths and weaknesses of your project, and examine whether the resources were used for the intended purpose. Learn from the experience and celebrate group success. Let’s Apply: Project Worksheet 5: Goal-setting, Implementing and Planning Group Activities Imagine that you and two other friends just completed a short course in digital T-shirt printing and would like to set up a business. 1. Applying the steps for implementing a group activity, please list down the steps that you will take to set up your business. 2. List down the roles that you and your two friends will perform in this project. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 65 Module 2: Working with Others (NC I) 3. Learner’s Handbook List down your plans to monitor progress and evaluate the success of your business. What tools will you use? Activity (Month) Week 1 Week 2 Week 3 (Month) Week 4 Week 1 Week 2 Week 3 Week 4 1. Gather information 2. Submit plan 3. Plan approval 4. Preparations 5. Let’s Do It! 6. Reflect and celebrate Sharing is caring Share the plans about your business scenario you picked with a family member or a friend. It’s always great to share your thoughts and hear feedback from people who care  Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 66 Module 2: Working with Others (NC I) Learner’s Handbook ☑ Performance Criteria Checklist The Performance Criteria Checklist is an opportunity for you to assess your learning outcomes in the session and know how well you did in doing the activities in this session. You will speak to your facilitator to 1. Share your experiences in completing the session 2. Discuss your development and progress towards the intended skills 3. Plan how you will move forward to continue making progress in the module Conduct a quick self-assessment and complete the table below. Statements Did you… Please check Yes or No if you have shown or can do the statement. YES NO 1. Be familiar with organizational roles and personnel code of conduct? 2. Identify ways to help achieve group goals and team tasks? 3. Recognize the types and purpose of feedback? 4. Identify ways to give and acknowledge or receive feedback? 5. Learn how to constructively give or receive feedback? 6. Identify the basic sequential steps in implementing a group activity, including goal setting, implementing and evaluating results? 7. Familiarize yourself with vocabulary and tools that help groups to plan and implement their goals? Guide to the Learner and Facilitator’s Discussion: Topics to discuss during the Learning Check: 1. 2. 3. 4. 5. 6. Parts of the module that were the easiest to answer/do. Parts of the module that were the hardest to answer/do. Parts of the module that need further clarification or explanation. Additional support needed by the learner from the facilitator. Review and check of the learner’s answers and outputs for the session Feedback on the learner’s performance in terms of the following: mastery of content, skills development, and pace in answering the module. 7. Plans for how the learner will move forward with the module. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 67 Module 2: Working with Others (NC I) Learner’s Handbook Session 2 – Writing Space Use this space to complete any of the written assignments above or write any thoughts or ideas that have come to mind on contributing to workgroup activities. Congratulations! You can now move to the last session of this module. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 68 Module 2: Working with Others (NC I) Learner’s Handbook Activity 9: Post-Module Learner’s Reflection Objectives:  Review the main topics covered in the collaboration and teamwork module  Write an essay or a creative presentation that will exhibit your learnings about collaboration and teamwork  Take a Learner’s Reflection ¹ Recommended Time: 15 - 30 minutes Let’s Apply: Your Take on Working with Others Pick a different key learning from this module. How do you interpret what you havelearned? How might you share these lessons with others? Write an essay, draw a comic strip, or record your lyrics or poem or other output in the space below. If your work is digital, you can provide a link to your work. Key learning from the module that I chose to work on: My output (essay, lyrics or poem or other creative outputs): Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 69 Module 2: Working with Others (NC I) Learner’s Handbook Sharing is caring This section encourages you to share your output to family and friends. You worked hard on this so now it is time to tell others about the task you have just completed. Do it face to face, via text, chat, or whatever means available and comfortable to you. It’s always great to share your thoughts and hear feedback from people who care  Ask a family member to review your creative work, for example, listen to your rap, read your poem or look at your poster. Ask your family member to share what lessons they took from your creative work and if they have any feedback for you. (This conversation is a great chance to practice receiving feedback!). Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 70 Module 2: Working with Others (NC I) Learner’s Handbook Let’s Apply: Mini-Project with a Team Assemble a team with 5 to 6 members, including you. The team members could be your cotrainees, friends, or other family members. Below are the details of this mini-project. Goal Role Audience Situation and Instruction Product Standards Work together to solve a problem or finish a task at home or in the workplace Team with 5 to 6 members Your family members, friends, and/or co-workers in the workplace 1. Look for an existing problem or a pending task that you can work on as a team. For example: a. Decorating a room b. Constructing a fence c. Throwing for an online virtual end-of-year party d. Conducting an online virtual professional learning development session 2. Prior to undertaking the problem or task, you should consult your facilitator to ensure that the problem or task is appropriate for groupwork. 3. Set your goals and roles as a team. 4. Devise a plan and implement your plan in solving the problem or finishing a task. 5. Document the steps that you took in accomplishing this miniproject You are expected to finish a task or solve a problem at the end of the activity. You will be graded according to this holistic rubric: a. Group Dynamics – ability to complement each other’s work styles and use each other’s strengths in accomplishing the task or solving the problem b. Efficiency – ability to work within a given time and resources c. Effectiveness – ability to address the problem or finish the task correctly and appropriately Sharing is caring Share your work with your trainer/facilitator, or other members of your family and friends. Ask them to rate your work according to the standards of the mini-project. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 71 Module 2: Working with Others (NC I) Learner’s Handbook Post-Module Learner’s Reflection: Working with Others (NC I) End-of-Module Skills Check Now that you have reached the end of the module, let us see if you are able to develop the necessary skills to work with others. Conduct a self-assessment and answer the table below. Statements on my experience, knowledge, skills and abilities / Mga pahayag tungkol sa aking kaalaman, kasanayan at kakayahan I can… / Kaya ko nang… Identify the qualities of a good team player / Tukuyin ang mga katangian ng isang mahusay na miyembro ng pangkat Identify factors that promote cooperation and teamwork / Tukuyin ang mga dahilan na nakapagtataguyod ng kooperasyon at pagkakaisa. Practice teamwork and value the importance of group effort / Makalahok sa pangkatang gawain at napahahalagahan ang ginugol na lakas ng pangkat. Identify appropriate workplace behaviors and attitudes that promote good relationships and cooperation within a team. / Tukuyin ang mga angkop na kilos at gawain sa lugar ng trabaho na nakapagtataguyod ng mabuting relasyon at pagkakaisa sa pangkat. Recognize different types of working styles, including my own work style / Kilalanin ang iba’t-ibang istilo sa paggawa, kasama ang pansariling istilo sa pagtratrabaho. Recognize the different personalities and approaches that individuals bring to a team and handle them / Kilalanin ang iba’t ibang personalidad at pamamaraang dinadala ng mga katrabaho sa isang pangkat. Identify ways on how to handle different personalities in a team / Tukuyin ang mga paraan sa paghawak ng iba’t ibang personalidad sa isang pangkat. Be familiar with organizational roles and personnel code of conduct / Maging pamilyar sa papel na pang-organisasyon at wastong paguugali ng mga tauhan Circle Yes or No if you have shown or can do the statement. Bilugan ang Oo o Hindi kung naipakita o nagawa mo na ang mga pahayag. Yes No Oo Hindi Yes Oo No Hindi Yes Oo No Hindi Yes Oo No Hindi Yes Oo No Hindi Yes Oo No Hindi Yes Oo No Hindi Yes Oo No Hindi Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 72 Module 2: Working with Others (NC I) Identify ways to help achieve group goals and team tasks / Tukuyin ang pamamaraan upang makatulong sa pagkamit ng mga layunin at mithiin ng pangkat Learner’s Handbook Yes Oo Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines No Hindi Page 73 Module 2: Working with Others (NC I) Statements on my experience, knowledge, skills and abilities / Mga pahayag tungkol sa aking kaalaman, kasanayan at kakayahan I can… / Kaya ko nang… Learn how to constructively give or receive feedback / Matutunan ang pamamaraan sa pagbibigay at pagtanggap ng makabuluhang puna. Identify the basic sequential steps in implementing a group activity, including goal setting, implementing and evaluating results / Tukuyin ang mga hakbang sa pagsasagawa ng pangkatang gawain kasama ang pagtukoy ng layunin, pagsasagawa ng gawain, at pagsusuri ng resulta. Communicate appropriately and respectfully with individuals from a different cultural or social background. / Makipag-usap nang maayos at magalang sa mga indibidwal mula sa ibang kultura o lipunan Develop effective workplace relationships / Makabuo ng mainam at mahusay na relasyon sa lugar ng trabaho. Contribute to work group activities / Makapagbigay ng ambag sa mga pangkatang gawain. Learner’s Handbook Circle Yes or No if you have shown or can do the statement. Bilugan ang Oo o Hindi kung naipakita o nagawa mo na ang mga pahayag. Yes No Oo Hindi Yes Oo No Hindi Yes Oo No Hindi Yes Oo No Hindi Yes Oo No Hindi Look at your answers, were there boxes where you circled No? If there are, go back to the activities in the module that will help you gain the skill identified in the statement. You can also reach out to your facilitator/trainer to provide you with guidance on what activities you can do to master the skill. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 74 Module 2: Working with Others (NC I) Learner’s Handbook Activity 10: End-of-Module Assessment Objective:  Correctly answer the questions pertaining to the concepts discussed in the module  Recommended Time: 10-15 minutes End-of-Module Assessment Congratulations for finishing Module 2: Working with Others for National Certificate Level I! At the end of every module you will take a short assessment to see how much you have learned. It will help you and your teacher identify the knowledge and skills you know and what still needs reinforcing. The results will not affect your ability to continue in the program. Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice, and some questions are true or false. You should choose only ONE answer for each question. Once you have finished answering the questions, note down any clarifications you want to ask your instructor. Module 2: Working with Others (NC I) Circle an answer for each statement. English 1. Promoting group cooperation means encouraging people to be open to the ideas of others. a. True b. False Tagalog 1. Ang pagtataguyod ng pagkakaisa sa isang grupo ay nangangahulugang hihikayatin ang mga taong maging bukas sa mga idea ng iba. a. Tama b. Mali Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 75 Module 2: Working with Others (NC I) English 2. To be successful, teams need: a. Different goals b. Vague roles and tasks c. Trusting relationships among team members d. All of the above e. None of the above 3. To develop team spirit, develop a common goal and make sure all team members feel they have something to contribute. a. True b. False Learner’s Handbook Tagalog 2. Para maging matagumpay, kailangan ng mga grupo ng: a. Magkakaibang layunin b. Malabong mga tungkulin at gawain c. Mapagtiwalang ugnayan ng mga kasapi ng grupo d. Lahat ng nabanggit e. Wala sa nabanggit 3. Para makabuo ng diwa ng pagkakaisa sa isang grupo, lumikha ng iisang layunin at siguraduhing nararamdaman ng lahat ng kasapi may mayroon silang maiaambag. a. Tama b. Mali 4. We should give only positive feedback to motivate others to perform their work better. a. True b. False 5. You are leading a team to accomplish a task that is more difficult than you expected. You should: a. Give up in order to stop wasting valuable time b. Listen to only those team members who agree with your opinions c. Maintain a positive attitude and encourage others to participate d. Focus on one solution 4. Dapat na positibong puna or feedback lamang ang ating ibigay upang mahikayat natin ang ating mga kasamahan na pagbutihin pa lalo ang kanilang trabaho. a. Tama b. Mali 5. Namumuno ka ng isang grupong humaharap sa isang gawaing mas mahirap kaysa inasahan. Dapat: a. Sumuko ka na para hindi na makapagsayang ng mahalagang oras b. Makinig lamang sa mga kasapi ng grupong sumasang-ayon sa mga opinyon mo c. Magpanatili ng positibong ugali at hikayatin ang pakikilahok ng iba d. Magtuon sa iisang solusyon Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 76 Module 2: Working with Others (NC I) English 6. We can say that a workgroup or team is wellorganized and ready to work together when a. Team members know their roles b. Team members recognize their leaders and supervisors c. Members’ behaviors are guided by its personnel code of ethics d. All of the above e. None of the above 7. You and your team of welders were asked by the principal to install a new steel gate for the school. The first step that you will do to implement this project is: a. Assign specific work to your team members b. List the materials and labor cost and prepare the budget c. Visit the school and inspect the old gate d. All of the above e. None of the above Learner’s Handbook Tagalog 6. Ang isang grupo ay masasabi nating organisado at handa para sama-samang magtrabaho kung: a. Alam ng bawat miyembro ang kanilang mga tungkulin b. Kinikilala ng mga miyembro and kanilang mga pinuno at superbisor c. Ang pag-uugali o pakikitungo ng bawat isa ay naaayon sa code of ethics para sa mga empleyado d. Lahat ng nabanggit e. Wala sa nabanggit 7. Ikaw at mga kasamahan mong welders ay hiniling ng punong-guro na maglagay ng bagong steel gate para sa eskwelahan. Ang unang hakbang na iyong gagawin para ipatupad ang proyektong ito ay: a. Bigyan ng kaukulang gawain ang mga kasamahan b. Ilista ang mga materyales at bayad sa trabahante at ihanda ang badyet c. Puntahan ang eskwelahan at inspeksiyunin ang lumang gate d. Lahat ng nabanggit e. Wala sa nabanggit Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 77 Module 2: Working with Others (NC I) English 8. You observed that one of the persons you are supervising has been frequently late for work and has not been able to submit a report on time. As a supervisor, you will: a. Send the person an email informing him that you are displeased with his tardiness b. Call the team for a meeting and assign another person to do the report c. Talk to the person in private and tell him about your observations and discuss some suggestions d. Talk to the person in private and tell him that his tardiness is bringing the group performance down e. None of the above 9. One of the characteristics of a good team player is being accountable. Being accountable means that you listen to all ideas even if you think your idea is best, and remain respectful if your work is criticized. a. True b. False Learner’s Handbook Tagalog 9. Napansin mo na isa sa mga tauhan mo ay palaging nahuhuli sa pagpasok at nahuhuli rin sa pagsumite ng report. Bilang kanyang superbisora. Magpapadala ka ng email na nagsasabing hindi mo nagugustuhan ang kanyang palagiang huli sa pagpasok at pagsumite ng report b. Magpapatawag ka ng miting ng buong grupo at ibibigay mo ang paggawa ng report sa iba c. Kausapin nang pribado at sabihin ang iyong mga obserbasyon at pag- usapan ang ilang mga suhestiyon d. Kausapin nang pribado at sabihing bumababa ang performance ng grupo dahil sa kanyang palagiang pagkahuli e. Wala sa nabanggit 9. Ang isang mahusay na miyembro ng grupo ay tumatanggap ng pananagutan. Ang ibig sabihin nito ay pinapakinggan mo ang mga idea ng iba kahit na sa palagay mo ay pinakamagaling ang iyong sariling idea, at magalang ka pa rin kahit na binibigyang puna ang iyong gawain. a. Tama b. Mali Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 78 Module 2: Working with Others (NC I) Learner’s Handbook English 10. Your supervisor is criticizing your work based on reports of a co-worker. You should a. Not pay attention and think of how to defend yourself b. Inform your supervisor that you did not see him observing you in action c. Request your supervisor to include in the meeting your co-worker to prove that your coworker gave wrong information about your work d. All of the above e. None of the above Tagalog Nagbibigay ng puna o feedback ang iyong superbisor base sa report ng isang kasamahan. Ang dapat mong gawin ay a. Huwag makinig at mag-isip kung paano mo dedepensahan ang iyong sarili b. Sabihin sa superbisor na hindi mo napansin na inobserbahan niya and iyong trabaho c. Hilingin sa superbisor na isama sa miting ang iyong kasamahan para mapatunayan mong mali ang impormasyon na ibinigay tungkol sa iyong trabaho d. Lahat ng nabanggit e. Wala sa nabanggit 10. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 79 Module 2: Working with Others (NC I) Learner’s Handbook  Key to Correction Activity 4 – Let’s Exercise 1. 2. 3. 4. 5. 6. B A F E C D End-of-Module Assessment 1. 2. 3. 4. 5. 6. 7. 8. A - True C - Trusting relationships among team members A - True B - False C - Maintain a positive attitude and encourage others to participate D - All of the above C - Visit the school and inspect the old gate C - Talk to the person in private and tell him about your observations and discuss some suggestions 9. B - False 10. C - Request your supervisor to include in the meeting your co-worker to prove that your co-worker gave wrong information about your work. Congratulations! You have completed Module 2: Working with Others for National Certificate Level I! You are now ready to conquer the next module. Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 80

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