LG – ITICOR0051A PARTICIPATE IN A TEAM OR INDIVIDUALLY TO ACHIEVE ORGANISATION GOALS

LEARNER GUIDE
PARTICIPATE IN A TEAM OR INDIVIDUALLY TO ACHIEVE
ORGANISATIONAL GOALS

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.

*** 2005 ***

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TABLE OF CONTENTS

PAGE

Introduction....................................................................................................................................1

Welcome ..............................................................................................................................1
This Competency Unit .........................................................................................................1
Before you start....................................................................................................................2
Self-Assessment Checklist...................................................................................................3
How to use this Learner Guide ............................................................................................4
Using the Computer and Other Resources...........................................................................5
Method of Assessment.........................................................................................................5
Quality Assurance................................................................................................................6

Element 1: Establish own work schedule....................................................................................7

Self-Assessment Checklist ........................................................................................14

Element 2:Participate in team structure....................................................................................15

Self-Assessment Checklist ........................................................................................19

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ITICOR0051A
PARTICIPATE IN A TEAM OR
INDIVIDUALLY TO ACHIEVE
ORGANISATIONAL GOAL

INTRODUCTION

Welcome

Welcome to the Learner Guide for competency Standard “Participate in a Team or

Individually to Achieve Organisational Goal”. This is just one of a number of Learner Guides
produced for the Data Operations Skills stream of the Information and Communication Industry,
and is designed to guide you, the learner, through a series of learning processes and activities that
will enable you to achieve the specified learning outcomes for the competency units.

The content of this guide was developed from the Competency Standard ITICOR0051A, which
is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQJ)
certification within the industry. Please refer to your Learner’s Handbook for a thorough
explanation of standards and competencies, and how these relate to the NVQJ certification.

You are also advised to consult the Competency Standard for a better understanding of what is
required to master the competency.

This Competency Unit

“Participate in a Team or Individually to Achieve Organisational Goal” addresses the

knowledge and skills requirements for participating in a team or individually to achieve
organizational goal. This competency consists of the following areas or elements:

Element 1: Establish own work schedule

Element 2: Participate in team structure

As you go through each element you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skills and attitudes for participating in a team or individually to achieve organizational goal.

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Before you start

Before you start this Learner Guide, you need to:

a. Obtain a Learner’s Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.

a. Ensure that you have access to the facilities and equipment necessary for learning.

b. Ensure that your learning resources are available.

c. Ensure that tools and equipment are safe, and that the correct safety equipment is used.

d. Plan your learning programme (see below)

e. Understand how to use this Learner Guide (see below)

Planning your learning programme

The self-assessment checklist on the following page will assist you in planning your training
programme as it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through the checklist you will be able to find out what
competencies you have already mastered and which ones you will need to pay more attention to
as you go through the learning process.

To complete the self-assessment checklist simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.

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Self-Assessment Checklist
- Participate in a team or individually to achieve organizational goal

Element 1 Establish own work schedule Yes No

1. I can identify work to be completed clearly ( ) ( )

2. I can prioritize work according to organization guidelines ( ) ( )

3. I can prioritize and act on urgent requests on according to

organizational guidelines ( ) ( )

Element 2 Participate in team structure Yes No

1. I can identify members and roles of team accurately ( ) ( )

2. I can seek assistance from team members when necessary ( ) ( )

3. I can give and receive feedback clearly and accurately to

ensure organizational goals are met ( ) ( )

How did you do?

If you ticked most of the ‘Yes’ boxes then you might not need to go through the entire guide.

Ask your learning facilitator to assist you in determining the most appropriate direction for this
competency.

If you ticked few of the ‘Yes” boxes or none at all then you should work through all of the guide,
even though some of the material might be familiar to you.

Plan your learning based on answers. Be sure to involve your learning facilitator in the planning
process.

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How to use this Learner Guide

This Learner Guide is designed to assist you in working and learning at your own pace. We
suggest that you:

• Go through the sections/elements as they are presented (starting at Section 1)

• Check your progress at each checkpoint to ensure that you have understood the material.

• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do to enhance your learning. The icons and their meanings are as follows:

Complete Assessment Exercise

This exercise requires you to think about the knowledge and
skills that you have or will develop in this competency unit.

Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.

Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.

Activity
This denotes something for you to do either alone or with the
assistance of your trainer/supervisor.

Reference
This points you to the reference materials and other support
documents or resources used in compiling the unit content.

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• Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability.

• Complete each activity as you come to it. If the activity requires you to perform an actual
task, be sure to tell your learning facilitator when you get to that activity so that he/she can
make arrangements, if necessary.

• Get your learning facilitator to sign and date the Learner’s Logbook when you have
completed an activity.

• Complete the self-assessment checklist at the end of each section or element

When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and may ask your learning facilitator to assist you in making
the arrangements to have your performance assessed.

Using the Computer and Other Resources

Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and computer laboratory. If this is not the case, visit the local
library and find out what resources are available.

If you are new to the computer and the Internet, someone should be able to show you how to use
these resources.

Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot guarantee that all
the sites will be available when you need them. If this happens, ask your learning facilitator to
assist you with locating other sites that have the information you require.

Method of Assessment

Competency will be assessed while work is being undertaken under direct supervision with
regular checks, but may include some autonomy when working as a team. You are advised to
consult the associated competency standard for further details relating to the assessment
strategies.

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Quality Assurance

A feedback form is included at the back of each learner guide, to give users an opportunity to
document their concerns about any aspect of the guide. Such feedback will assist in the review
of the guide. Users are encouraged to complete the form and send it to the address given.

You may now start your learning. Have fun while you work!

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ELEMENT 1: ESTABLISH OWN WORK SCHEDULE

LEARNING OUTCOMES

As you go through this element you will acquire the knowledge, skills and attitudes necessary to
establish own work schedule. Your learning facilitator is there to assist you with the various
activities, so that on completion you should be able to:

1. Identify work to be completed

2. Prioritize work according to organization guidelines
3. Prioritize urgent requests and act on them according to organizational guidelines.

ORGANIZATIONAL GOALS

Source: http://ada.k12.oh.us/vmg.htm Accessed March 22, 2005

All organizations have goals. Goals give an organization purpose and direction to move towards
the entire year.

Goals - statements
describing what an
organization or individual
wishes to accomplish.

Goals are the ends toward which your efforts will be directed, and often change from term to
term or year to year, depending on the nature of the organization.

Typically, an organization sets goals each year and from these corporate goals team and
individual objectives are set.

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Objectives -- descriptions of
exactly what is to be done
derived from the goals.

Objectives are clear, specific statements of measurable tasks that will be accomplished as steps
toward reaching your goals. They are short term and have deadlines. If you work in the
information and technology department of a large firm for example, your department or team
would have been given specific objectives from which your individual objectives would then
have been derived. As an individual and as a member of the larger team you have key roles to
play.

The website noted below is an example of an organization’s corporate plan.

http://www.ecu.edu.au/fas/organisation_goals.html#mission Accessed March 22, 2005

IDENTIFY WORK TO BE COMPLETED

Once you have been given your objectives, your first task is to clearly identify the work to be
completed and the time line for completing tasks and goals. Spend time analyzing the work you
have been assigned so that you will be able to break down the tasks into component parts which
will leave you in a better position to do something that few people have mastered – the ability to
manage your time!

The key to effective time management is knowing what you need to accomplish on a daily basis
and focusing on the tasks that are most important. This requires you to:

• Set clear objectives

• Identify goals and assign priorities so that you can plan the best way to use your time.

You must ensure that you have a workable schedule for actions and activities that enables you to
accomplish tasks such as:

• Job duties/functions
• Meetings
• Phone calls
• Mail

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One way to plan daily activities is to make a “to-do-list” for the day and assign priorities and
timelines for each activity. In beginning your day you should review your daily “to-do-list’ to
map out your day’s activities and at the end of the day you should prepare a new list for the
following day reviewing:

• Master action list

• Appointment calendar
• Project deadlines
• Phone calls and/or follow-ups
• Lists of items not done that day

Refer to: For further information please refer to the following article:
Selder, Cyndi, Time Management, www.organized-living.com/articles/timemgmt.html
Accessed March 22, 2005

CHECKPOINT

The article cited in the reference above presents some tips for
organizing your business life.

• Can you list them?

• What are the 2 time saving solutions mentioned in the article?

ACTIVITY

Develop a format for a daily “to-do-list” using a suitable software

application. Include sections for listing daily tasks, identifying
priorities and including time estimates for each task. Ask your
learning facilitator to assist you if necessary.

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PRIORITIZE WORK

Source: http://members.aol.com/rslts/race.gif Accessed March 22, 2005

You’ve identified the work to be completed clearly, you’ve identified your goals and generated a
“to do” list and some due dates. Now you have to decide which tasks to do first. How do you
prioritize? Prioritizing is the key to mastering the use of time. But how do you prioritize?
Sometimes it is easy because the tasks fall into a logical order. Other times it’s harder especially
when:

• The task is complex

• You are working on multiple goals at the same time
• You are trying to balance work and family responsibilities

There are several things you can do to help you use your time more effectively. One way is to
break down assignments into smaller component tasks. You should then rate each task according
to its level of importance based on organizational guidelines. These guidelines include:

• Organization charts and work flow guides

• Timeline for tasks and goals

The important tasks would then be those that help you accomplish your organization’s goals and
should therefore be the ones that you tackle first.

Refer to: Oettle, W. Frederick, Phd, Prioritizing and Planning – It Sounds So

Easy
http://www.winstonbrill.com/bril001/html/article_index/articles/201-
250/article235_body.html Accessed March 22, 2005
Zancanaro, Garry, Self Improvement and Prioritizing
http://ezinearticles.com/?Self-Improvement-and-Prioritising&id=17558 Accessed March
22, 2005

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CHECKPOINT

How do you ensure that you are making the most effective use of
your time?

PRIORITIZE URGENT REQUESTS

When you are clear about organizational guidelines regarding the goals of your project or team,
it will help you to manage your job and assist you to make choices about how to prioritize urgent
requests.

Strategies for Prioritizing

• The 80/20 Rule

The 80/20 rule can be a very useful tool to help you manage your work effectively. The rule
states that the relationship between input and output is rarely, if ever, balanced. When applied to
work, it means that approximately 20 percent of your efforts produce 80 percent of the results.
Learning to recognize and then focus on that 20 percent that really matter is the key to making
the most effective use of your time. If something in your work schedule has to slip, if something
isn’t going to get done, make sure it is not part of that 20 percent.

• The urgent and important method

This method requires you to sort tasks into the following categories and rate them according to
the level of priority:

1 = important and urgent

2= important and not urgent
3= not important but urgent
4= not important and not urgent

When you are practising good time management, most of your tasks will fall in category 2. This
would mean that you are not constantly working on important tasks at the last minute. If you find
that you are spending a lot of time on tasks rated 4 at the expense of those rated 1, 2 or 3, you
have a problem. Ask yourself these questions:

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• Are you being distracted

• Are you procrastinating?
• Are you forgetting to plan and prioritize?
• Are there other reasons?

Take action now, because your job may depend on it.

Refer to: If you want to know more about this strategy: Covey, Stephen (1995).
First Things First, Simon & Schuster, pages 268-278

• The ABC Method

This method requires you to rank each task according to whether it’s something you:

- must do
- should do
- could do

Procedure
1. Identify the tasks you need to accomplish over a given period (day, week, month
or year).
2. Place ‘A’ after the items you MUST do. These are top priority.
3. Place ‘B’ next to the items you SHOULD do. These are important, but not as high
a priority as those rated ‘A’.
4. Place ‘C’ next to items you COULD do – if you had the time and resources.
These are a much lower priority.

NOTE: How you rank each item will depend on organizational guidelines. Flexibility is
essential as organizational priorities may change from time to time.

Tips for Successful Time Management

• Clarify your goals in writing

• Focus on goals then activities. Your most important activities are those that accomplish your
most important goals
• Set and achieve at least one major objective each day
• Analyze your use of time periodically by keeping a log. Evaluate and address the problem
areas – especially the time wasters and distractions
• Analyze what you do, when and why. What would happen if you didn’t do a particular task?
If the answer is nothing, then stop doing it!
• Plan your time. Write a plan for each week that identifies what you hope to accomplish by
the end of the week and what you will need to do to achieve this

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• Make a things-to-do list everyday. Include tasks, priorities and time estimates not just
random activities.
• Include time for yourself – time to dream, relax and live
• Do first things first
• Schedule blocks of uninterrupted time for your most important tasks
• Allow some leniency for the unexpected
• Make the first hour of your day productive
• Do it right first time – you won’t have to waste time doing it again
• Eliminate recurring crisis. Find out why things keep going wrong and do something to
address this. Learn to be PROACTIVE (acting to prevent problems) instead of REACTIVE
(acting in response to problems)
• Finish what you start. Don’t jump from one thing to another, leaving a string of unfinished
tasks behind you.
• Conquer procrastination. Make a start on difficult tasks even if it is just a small step

Source: http://www.tafe.sa.edu.au/institutes/douglas-mawson/tcpvc/ngo1/_4_a.htm Accessed

March 22, 2005

Source: www.uwlax.edu/...VirtLib/Time%Management.html Accessed March 22, 2005

ACTIVITY

• Identify some computer based planning tools that can help lessen
the time you spend on routine tasks.
• Ask your learning facilitator to give you some tasks to
accomplish based on your current training programme. Use the
‘urgent and important’ method to prioritize.

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READY TO PROVE YOUR COMPETENCE?

Now that you have completed this element, check to see whether you have fully grasped all the
components by doing the following Self-Assessment:

Checklist 1 Yes No

1. I know how to identify work to be completed clearly ( ) ( )

2. I know how to prioritize work according to organization

guidelines ( ) ( )

3. I know how to prioritize urgent requests and act on them

according to organizational guidelines ( ) ( )

Checklist 2 Yes No

1. Work to be completed is clearly identified ( ) ( )

2. Work is prioritized according to organization guidelines ( ) ( )

3. Urgent requests are prioritized and acted on according to

organizational guidelines ( ) ( )

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ELEMENT 2: PARTICIPATE IN TEAM STRUCTURE

LEARNING OUTCOMES

As you go through this element you will acquire the knowledge, skills and attitudes necessary to
participate in team structure. Your learning facilitator is there to assist you with the various
activities, so that on completion you should be able to:

1. Identify team members and their roles accurately

2. Identify tasks and goals and act on them promptly
3. Seek assistance from team members when necessary
4. Give clear feedback and receive feedback accurately to ensure organization goals are met

IDENTIFY TEAM MEMBERS AND THEIR ROLES

Team – in a work setting, a

team is a small group of
employees who are working
together to achieve a specific
goal.

“Every excellent group begins with a dream shared by most members. Group members become
keepers of the dream”

Effective team work benefits not only the organization but also individual members. The role
you play in team is limited not only to the duties and tasks you are expected to carry out but also
to your contribution to team discussions and interactions.
The benefits of teams to the organization include:

• A greater amount of shared knowledge and experience

• A wider range of perspectives and insights
• More creativity
• Greater likelihood that errors will be recognized
• Better decision making and problem solving
• Greater motivation for employees to get involved

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Being a member of a team gives you a feeling of empowerment. You feel:

• A sense of being able to manage and control your own work

• A conviction that the work really belongs to you
• A sense of responsibility for the outcome of the work
• It allows you to become involved in a larger or wider ranging job than you would be
given on your own
• You get a chance to learn from other team members
• It offers social interaction and helps you to develop deeper relationships with your co-
workers
• If you demonstrate good team skills you improve your chances of being considered for
leadership positions

Team roles can be either formal or informal.

Formal roles have stated and explicit responsibilities.
Informal roles are the ones that members take on for themselves.

You will find that teams exist in various forms and sizes; however, a well-rounded team is made
up of persons skilled in a number of areas and should also include different personality types.
Your team may include:

• Peers
• Supervisor
• Other members of the organization
• People from a range of cultural, social and ethnic backgrounds

If you do not know the members of your team and their respective roles and responsibilities, co-
operation which is the hallmark of team work is going to be impossible. Each member of a team
and his/her role is as vital to the successful functioning of the organization as each part of the
body is to the individual. The autonomy and overall responsibility of the team is also important
for you to know.

CHECKPOINT

Why is it important to know not only the members of your team but
also the role that each person plays?

ACTIVITY

Identify team members and their roles within a typical Information

Technology Department

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IDENTIFY AND ACT ON TASKS AND GOALS

Without a clear and shared goal, you don’t have a team – just a collection of individuals –
therefore, the goals of the team must be discussed in the group with everyone having some input
and then agreeing on a goal that satisfies all members.

A successful team not only knows where it is going, it knows when it has arrived. It is therefore
important for you to identify goals and set performance targets in conjunction with your team
leader. When identifying tasks and setting goals, you should make sure they meet the following
criteria:

• Specific action to be taken is clearly described

• Resources to complete tasks are clearly identified and allocated
• Clear, meaningful measurement is provided
• A completion date or time frame for completion is included

Each member of the team is accountable for the success or failure of the group. Therefore active
participation by all is necessary. The entire team must be dedicated to its success.

SEEK ASSISTANCE FROM TEAM MEMBERS

“No man is an island”

This statement alludes to the truth that teams are interdependent. No one member can or should
do everything. Responsibility should be widely shared throughout a team on a rational basis,
given the skills and other strengths of all team members. As a member of a team you need to
develop techniques for solving problems, sharing responsibilities and generally coping with
anything that gets in the way of progress. Good teams thrive on an atmosphere of cooperation
rather than competition and the emphasis is on both the task to be done and the teamwork and
social skills needed to get it done. Therefore, you need to invest time and effort into developing
good working relationships with other team members so that you will be comfortable asking for
assistance. Depending on the culture of your organization you should indicate to your team
leader the type of assistance you require from other team members.

CHECKPOINT

Your manager has given you a task to complete in an ‘unreasonably’

short period of time. What will you do?

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GIVE AND RECEIVE FEEDBACK

When we comment on what someone is doing we are giving that person feedback. In a team
environment, feedback is a two-way process, you must not only be good at giving feedback, but
must also be good at receiving it. Some steps to giving helpful feedback include the following:

• State the purpose of the feedback

• Describe your observations and perceptions
• Listen to the other person’s views
• Jointly agree on action to be taken
• Summarize your discussions and show appreciation

The following steps are helpful when receiving feedback:

• Listen with the intent to clearly understand the feedback

• Ask clarifying questions
• Share your own views on the situation
• Jointly discuss and agree on possible ways for a solution
• Express appreciation

TIP! In giving and receiving feedback keep the goal in mind – the achievement of the
organization’s objectives!

CHECKPOINT

• What is the purpose of giving feedback?

• Can you list at least five steps you need to take to give clear
feedback and five steps to receive accurate feedback

ACTIVITY

You have been assigned to conduct an evaluation of the usage of new

software in your organization. You were required to assess five
departments within a two-hour period and report your findings to
your team leader. You did not complete the assignment within the
specified time. Working with a colleague, role play your meeting
with your team leader making sure to demonstrate your ability to
give and receive feedback clearly and accurately.

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Refer to: Hussain, K.M, and Hussain Donna (1997). Information Technology
Management, Butterworth- Heinmann. Pages 66-69
Fisher Kimball, Rayner Stephen, Belgad William (1995). Tips for Teams, McGraw-Hill
Inc. pages 181-186
Visit the following website: Teamworks: Skills for Colloborative Work @
www.vta.spcomm.uiuc.edu/index.html for more information on teamwork. Website
Accessed March 22, 2005

READY TO PROVE YOUR COMPETENCE?

Now that you have completed this element, check to see whether you have fully grasped all the
components by doing the following Self-Assessment:

Checklist 1 Yes No

1. I understand how to identify team members and their

roles ( ) ( )

2. I know how to clearly identify tasks and goals and act

upon them ( ) ( )

3. I know how to seek assistance from team members when

necessary ( ) ( )

4. I know how to give clear feedback and accurately receive

feedback to ensure organizational goals are met ( ) ( )

Checklist 2 Yes No

1. Team members and their roles are identified ( ) ( )

2. Tasks and goals are identified and acted on ( ) ( )

3. Assistance from team members is sought when necessary ( ) ( )

4. Feedback is clearly given and accurately received ( ) ( )

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 Learning Management Services Department
Learning Resources Development Unit
Learner Guide Feedback Form

Your feedback on the Learner Guides is important to us. Please complete the
form below to indicate areas for review as you see necessary. For each
component tick [√ ] the appropriate column.

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