Working in Teams
Students study elements of a team and roles of team members. They form teams to accomplish a simple task so that they are able to determine the benefits of teamwork and the importance of the each team member’s role.
Learners will actively participate as a team member in accomplishing a task.
Learners will be able to name their role on the team and describe their team duties to the class.
Work-Based Skills EFF Skills: Interpersonal Skills: cooper- ate with others; Communication Skills: speak so others can understand, listen actively.
KSAs: Cooperates with others; Works on a team effectively; Listens for understanding; Talks with respect; Follows instructions.
SCANS: Basic Skills: speaking, listen- ing; Interpersonal Skills: participates as a member of a team; Resources: human.
Activity Description 1. Distribute Handout 1 “Teamwork: Key Elements” and explain that they are going to learn about the compo- nents, or parts, of a team. Discuss the teamwork elements listed on the handout and encourage learners to take notes, giving special emphasis
to the elements they feel are most important.
Distribute Handout 2 and go over “Task Roles of Team Members.” Ask the learners to think about their place on the team.
Ask learners the following question, “If you had a choice of whether to accept a job in a career field that involved primarily working indoors or outdoors, which would you choose?” Now form teams by having those who prefer working outdoors line up on one side of the room and those who prefer working indoors line up on the other side of the room. Explain that each team has a common interest or purpose.
Review the task roles (as discussed on Handout 2) for each team before the teams begin this exercise. Allow each team 10 minutes to name as many jobs performed in their preferred work environment as possible.
Review the teams’ “lists” orally in class, and explain to learners that although there are fun components to working together, the true chal- lenge of teamwork lies in the ability of the team to use their talents and skills to solve problems.
Families First is the Tennessee program to provide training for those welfare recipients who lack basic education skills. While learners do work toward a GED, emphasis in these classes is shifting toward the knowledge, skills, and attitudes learners need to acquire and keep a good job.
Beverly Dean Henderson County Adult and Community Education
Materials and Resources
Chase, Laura. (1997). Communication for Work- ers—An Activity Based Teaching Guide. Rutland, VT: Vermont Adult Learn- ing
Handout 1. Teamwork: Key Elements.
Handout 2. Task Roles of Team Members
Learner Level Multi-level
Learner Grouping Whole class
Time Needed 1 hour
Setting The class is made up of approximately 8-10 Families First learners who start class at different times throughout the year. They come to class Monday through Friday from 8:00 AM –12:00 NOON.