Module 2: Working with Others (NC I)
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines
Learner’s Handbook
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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.
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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
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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
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Module 2: Working with Others (NC I)
9. Module 2 Review and Post-Module Learner’s Reflection
Learner’s Handbook
15-30 minutes
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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)
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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.
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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.)
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 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.
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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.
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Module 2: Working with Others (NC I)
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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.
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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.
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Contribute to work group activities /
Makapagbigay ng ambag sa mga
pangkatang gawain.
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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
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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
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Module 2: Working with Others (NC I)
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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.
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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.
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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?
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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.
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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
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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?
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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?
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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?
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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;
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











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.
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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
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 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
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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.
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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
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Work Styles. 101 Productivity. https://101productivity.com/what-is-your-work-style/
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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!
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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.
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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!
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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!
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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.
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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/
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




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.
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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:
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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?
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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!)
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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;
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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”?
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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.
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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
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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?
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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.
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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.
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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.
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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:
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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.
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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
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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.
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 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.
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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?
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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?
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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.
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 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
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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
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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?
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2. Think of a time when you received feedback. Did you find the feedback helpful? Why or why
not?
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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.
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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
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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.
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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 
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☑ 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.
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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.
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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):
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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!).
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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.
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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
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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
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No
Hindi
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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.
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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
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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
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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
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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
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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.
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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.
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