CBLM 1 - Lead Small Teams

Competency-Based Learning Material
Sector : TOURISM SECTOR
Qualification Title : EVENTS MANAGEMENT SERVICES NC III
Unit of Competency : LEAD SMALL TEAMS
Module Title : LEADING SMALL TEAMS
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

AUTHORITY
Professional Electronics Institute, Inc.
2nd Floor La Salette Bldg. Valeria St., Iloilo City
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the Module “Leading Small Teams”. This module contains training
materials and activities for you to complete.
The unit of competency “Lead Small Teams” covers the knowledge, skills, behavior
and motivations required to plan and develop proposals and bids for the staging of meetings
and events. Depending on the context, this role could be performed by a wide range of
individuals including event managers, local or regional tourism managers, venue managers
and marketing managers.
You are required to go through a series of learning activities in order to complete

each of the learning outcomes of the module. In each learning outcome there are Information
Sheets, Operation Sheets, and Activity Sheets. Follow these activities on your own and
answer the Self-Check at the end of each learning activity.
If you have questions, don’t hesitate to ask your teacher for assistance.
Recognition of Prior Learning (RPL)
You may already have some of the knowledge and skills covered in this module
because you have: been working for some time already have completed training in this area.
If you can demonstrate to your teacher that you are competent in a particular skill or
skills, talk to him/her about having them formally recognized so you don’t have to do he same
training again. If you have a qualification or Certificate of Competency from previous trainings
show it to your teacher. If the skills you acquired are still current and relevant to this module,
they may become part of the evidence you can present for RPL. If you are not sure about the
currency of your skills, discuss it with your teacher.
After completing this module ask your teacher to assess your competency. Result of
your assessment will be recorded in your competency profile. All the learning activities are
designed for you to complete at your own pace.
Inside this module you will find the activities for you to complete followed by relevant
information sheets for each learning outcome. Each learning outcome may have more than
one learning activity
EVENTS MANAGEMENT Date Developed: Document No.

SERVICES NC III October 2018
Core Competency Module 1 Developed by: Page 2 of
Planning and Developing Revision # 22
Event Proposal or Bid CRIS E. HIPOLITO 00
PEII - QAS MARISEL S. BELTRAN
EVENTS MANAGEMENT SERVICES NC III
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
BASIC COMPETENCIES
No. Unit of Competency Module Title Code
1 Lead workplace communication Leading workplace communication 500311109
2 Lead small teams Leading small teams 500311110

Develop and practice negotiation Developing and practicing
3 500311111
skills negotiation skills
Solve problems related to work Solving problems related to work
4 500311112
activities activities
Use mathematical concepts and Using mathematical concepts and 500311113
5 techniques techniques
6 Use relevant technologies Using relevant technologies 500311114
COMMON COMPETENCIES
1 Roster staff Roster staff TRS311206
2 Control and order stock Control and order stock TRS311207
3 Train small groups Train small groups TRS311208

Establish and conduct business Establish and conduct business TRS311209
4 relationships relationships
CORE COMPETENCIES
EVENT PLANNING SERVICES
Plan and develop event proposal Planning and developing event
1 TRS342315
or bid proposal or bid
2 Develop an event concept Developing an event concept TRS342316
3 Develop event program Developing event program TRS342317
4 Select event venue and site Selecting event venue and site TRS342318
Develop and update event Developing and updating event TRS342319

5
industry knowledge industry knowledge
ON-SITE EVENT MANAGEMENT SERVICES

Provide on-site event Providing on-site event TRS 342320
1
management services management services
Manage contractors for indoor Managing contractors for indoor TRS 342321
2
events events
Develop and update knowledge Developing and updating TRS 342322
3
on protocol knowledge on protocol

TABLE OF CONTENTS
HOW TO USE THIS COMPETENCY

BASED LEARNING MATERIALS ---------------------------------------------------------------------- 2
LIST OF COMPETENCIES ------------------------------------------------------------------------------- 3
TABLE OF CONTENTS ----------------------------------------------------------------------------------- 4
MODULE CONTENT --------------------------------------------------------------------------------------- 5
LEARNING OUTCOME 1 INTERPRET EVENT BRIEF ------------------------------------------- 6
LEARNING EXPERIENCES ------------------------------------------------------------------------------ 7
INFORMATION SHEET 1.1-1 What Is An Event --------------------------------------------------- 8
SELF CHECK 1.1-1 ----------------------------------------------------------------------------------------- 11
ANSWER KEY1.1-1 ---------------------------------------------------------------------------------------- 12
INFORMATION SHEET 1-1-2 Event Marketing ---------------------------------------------------- 14
SELF CHECK 1.1-2 ----------------------------------------------------------------------------------------- 22
ANSWER KEY 1.1-2 ---------------------------------------------------------------------------------------- 23
LEARNING OUTCOME 2 DEVELOP PROPOSAL AND BID DETAILS ---------------------- 25
INFORMATION SHEET 1.2-1 Bidding for Events ------------------------------------------------- 27
SELF CHECK 1.2-1 ----------------------------------------------------------------------------------------- 35
ANSWER KEY 1.2-1 ---------------------------------------------------------------------------------------- 36
INFORMATION SHEET 1.2-2 Who are the Industry Suppliers ------------------------------- 37
SELF CHECK 1.2-2 ----------------------------------------------------------------------------------------- 46
ANSWER KEY 1.2-2 ---------------------------------------------------------------------------------------- 47
LEARNING OUTCOME 3 DEVELOP BID MATERIALS ------------------------------------------ 48
INFORMATION SHEET 1.3-1 Preparing and Presenting Event Plan ----------------------- 50
SELF CHECK 1.3-1 ----------------------------------------------------------------------------------------- 55
ANSWER KEY 1.3-1 ---------------------------------------------------------------------------------------- 56
LEARNING OUTCOME 4 SUBMIT or PRESENT THE BID or PROPOSAL on TIME ---- 57
INFORMATION SHEET 1.4-1 Proposal / Bidding Process------------------------------------- 59
SELF CHECK 1.4-1 ---------------------------------------------------------------------------------------- 63
ANSWER KEY 1.4-1 ---------------------------------------------------------------------------------------- 64
TERMS AND DEFINITIONS ----------------------------------------------------------------------------- 66
REFERENCES ----------------------------------------------------------------------------------------------- 67

MODULE CONTENT
Qualification EVENTS MANAGEMENT NC III

Unit of Competency Lead Small Teams
Module Title Planning and Developing Event Proposal or Bid
Module Descriptor This unit covers the knowledge, skills and attitudes required
to lead small teams including setting and maintaining
team and individual performance standards
Summary of Learning Outcomes:

Upon completion of this module the trainee/student must be able to:
LO1. Provide team leadership
LO2. Assign responsibilities
LO3. Set performance expectations for team members
Assessment Criteria:
1. Work requirements are identified and presented to team members
2. Reasons for instructions and requirements are communicated to team members
3. Team members’ queries and concerns recognized, discussed and dealt with
4. Duties, and responsibilities are allocated having regard to the skills, knowledge
and
5. aptitude required to properly undertake the assigned task and according to
company
6. policy
7. Duties are allocated having regard to individual preference, domestic and
personal
8. Performance expectations are established based on client needs and according
to assignment requirements
9. Performance expectations are based on individual team member’s duties and
area of
10. responsibility
11. Performance expectations are discussed and disseminated to individual team
members

LEARNING OUTCOME SUMMARY
LO1 PROVIDE TEAM LEADERSHIP
CONTENTS:
 What is an event?
 Components required for meeting/bid event propsals and bids and product
knowledge in relation to those components
 Event Marketing
ASSESSMENT CRITERIA:
1. Contents of the event brief are accurately interpreted and the company’s
capacity to meet stated requirements is assessed.
2. Action required for the development of the proposal or bid is identified and
planned.
3. Liaison with customer is undertaken to clarify requirements when appropriate
CONDITIONS:
The students/trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
 LCD Projector
 Computer
 Printer
 Software for presentation skills
3. MATERIALS / SUPPLIES
 Sample proposal
 Sample brochures and other pertinent document relating to proposal writing
 Books relating to business proposal writing
ASSESSMENT METHOD:
 Lecture / discussion
 Project to bid for a meeting or event being staged within a college or
local community
 Case studies to assess knowledge of the components required for
inclusion in different types of bids
 Review of portfolios of evidence and third party workplace reports of on-
the-job

LEARNING EXPERIENCES
LO1 INTERPRET EVENT BRIEF
Learning Activities Specific Instructions
1. Read Information sheet 1.1-1 on If you have some problem on the content of the
What is an event information sheet don’t hesitate to approach your
facilitator
2. Do Self Check 1.1-1 What is an After completing the Self Check, discuss your answer
event? with your Trainer for evaluation
3. Read Information sheet 1.1-2 on If you have some problem on the content of the
Event marketing information sheet don’t hesitate to approach your
facilitator
4. Do Self Check 1.1-2: Event After completing the Self Check, discuss your answer
Marketing with your Trainer for evaluation. If you got all the
answers correctly proceed to the next activity
After doing all activities of this LO, you are ready, to

proceed to the next LO. Congratulations!

INFORMATION SHEET 2.1-1
COMMUNICATION PROCESS
Learning Objectives
After this lesson, the learner is expected to:
1. Define an event;
2. Identify the elements of an event;
3. Differentiate the types of events; and
4. Create an event concept paper
Communication is defined as a process by which we assign and convey meaning in an

attempt to create shared understanding. This process requires vast repertoire of skills in an
intrapersonal and interpersonal processing, listening, observing, speaking, questioning,
analyzing and evaluating. Use of these process is developmental and transfers to all areas
of life: home, school, community, work, and beyond. It is through communication that
collaboration and cooperation occur.
Communication maybe verbal or non-verbal, depending on the medium used. Verbal

communication uses either the written or spoken language. Non-verbal communication
makes use of non-linguistic symbols such as sign language, facial expressions, and body
language.
HOW WE SPEND OUR

COMMUNICATION TIME
Writing 9%
Reading 16%
Talking 30%
Listening 45%
Effective Communication
A good working definition for effective communication is to share meaning and understanding
between the person sending the message and the person receiving the message. The key
element is “understanding”. So in order to be an effective communicator, we must first and
foremost be understood in our various communications.

COMMUNICATION PROCESS AND KEY ELEMENTS
The communication process is a simple model that demonstrates all the factors that can affect
communication. Communication is effective if the message that is received is the same one
that is sent.
A. Sender- the communicator or the sender is the person who is sending the message.
There are two factors that will determine how effective that communicator will be. The
first factor is the communicator’s attitude. It must be positive. The second factor is
the communicator’s selection of meaningful symbols, or selecting the right
symbols depending on your audience and the right environment.
B. Message- a communication in writing, in speech, or by signals
C. Receiver- the receiver is simply the person receiving the message, making sense of
it, or understanding and translating it into meaning. Now think about this for a moment:
the receiver is also a communicator. How can that be? (When receiver responds, he
is then the communicator.) Communication is only successful when the reaction of
the receiver is that which the communicator intended. Effective communication takes
place with shared meaning and understanding.
D. Channel- it is a medium through which a message is transmitted to its intended

audience, such as print media or broadcast (electronic) media.
If the wrong channel is used for the content and intent of the message they might get
lost. For example, when a supervisor asks one of his employees to come and see him
in his office, the message might not be perceived the same if communicated in person
through a note left on the employee’s desk.
E. Feedback- Feedback can be verbal or nonverbal reaction or response. It can be

external feedback (something we see) or internal feedback (something we can’t see),
like self-examination. It’s the feedback that allows the communicator to adjust his
message and be more effective. Without feedback there would be no way of knowing
if meaning had been shared or if understanding had taken place.
Discuss that communication is a two-way process. The information goes out to a

person on the other end. There is a sender and a receiver. Simply put, effective
communication is getting your message across to the receiver. It is the sender’s
responsibility to make sure that the receiver gets the message and that the message
received is the one sent.
Communicating is not an isolated series of one skill, it involves several skills. For
example, speaking involves not only getting your message across but also being able
to listen and understand what others are saying (active listening) and observing the
verbal and nonverbal clues in order to monitor the effectiveness of your message.

BARRIERS IN COMMUNICATION
Have you ever been talking to someone and they misunderstand what you were
saying? Why do you think that happens. At any point in communication process a
barrier can occur. Barriers keep us from understanding other’s ideas and thoughts.
Barriers can appear at any point of the communication loop. There are two types of
barriers---internal and external.
Examples of barriers are:

 Fatigue
 Poor listening skills
 Attitude toward the sender or the information
 Lack of interest in the message
 Fear
 Mistrust
 Past experiences
 Negative attitude
 Problems at home
 Lack of common experiences
 Emotions.
Examples of external barriers include:
 Noise
 Distractions
 E-mail not working
 Bad phone connections
 Time of day
 Sender used too many technical words for the audience
 Environment.
Barriers keep the message from getting through. When communicating, watch out for
barriers. Monitor the actions of the receiver. Watch her body language; check to make
sure the message the receiver received is the one sent--- ask questions and listen.
Types of Communication
A. Self-Action or One-Way Communication
It is focused on getting the message to the receiver. Self-action treats

communication as a manipulation of others. It is very message centered. There is
no way to know if the meaning is shared between the sender and the receiver.
B. Interaction or Two-Way Communication
This approach recognizes the role of the receiver as a communicator through

feedback. It is message centered and is a very simplistic view of the
communication process. Feedback allows sender to see if their message got
across.

Core Competency Module 1 Developed by: Page 10
Planning and Developing Revision # of 22
C. Transaction
This approach focuses on meaning and sharing by accounting for all other factors
in the communication process. It is concerned with the barriers that might affect
the communication. Transaction is best described as effective communication.
This is when the communication process is applied and carried out completely.
The sender gives a message that is passed on to the receiver. In return, the
receiver can give clear feedback that allows the sender to know whether or not
the message was perceived as intended. If the message wasn’t received as
intended, then the sender will continue the communication process again in order
to ensure effective communication.
Now that you know all three types of communication, we can reflect and evaluate
our own communication approaches in different roles and situations. Knowing the
three approaches to communication will help us to be aware of our types, when
they occur, and how to improve our communication and create clear transactions.
FORMS OF ORAL COMMUNICATION
A. Dyadic Communication
Dyadic or two-person communication is the basic form of oral communication.

It involves sharing of ideas or information between two persons who alternate as
speaker and listener. Examples of this form are “chit-chat” between two friends,
and an interview between a job applicant ad a personal officer.
B. Small-Group Communication
Small-group communication is a collaborative and systematic sharing of ideas

and information among three to eight persons in order to reach a consensus or a
common solution to a problem, or to obtain facts. Examples of this form are
committee or board meeting, panel discussion, and symposium.
C. Large-Group Communication
This consists of a speaker who addresses a considerably large audience. It

requires through preparation on the part of the speaker.
D. Mass Communication
This form of communication may be done through either printed or oral

medium. If it is oral, it utilizes the airwaves. Through the electronic media such
as radio and television, the message reaches a very large audience
(nationwide or worldwide) instantaneously and simultaneously.

TEAM STRUCTURES
Team comprise a group of people or animals linked in a common purpose.

Teams are especially appropriate for conducting tasks that are high in complexity and
have many interdependent subtasks.
A group itself does not necessarily constitute a team. Teams normally have
members with complementary skills and generate synergy through a coordinated
effort which allows each member to maximize his or his strengths and minimize his or
her weaknesses.
Today we find all kinds of trams in society, and they generally fall into one of
two primary groups: permanent teams and temporary teams. here are some of the
common types:
1. Task Force- a temporary team assembled to investigate a specific issue

or problem.
2. Problem Solving Team- a temporary team assembled to solve a specific

problem. They are typically of 5 or 12 people from the same field/
department who meet for a few hours each week to discuss ways of
improving quality, efficiency and the work environment.
3. Product Design Team- a temporary team assembles to design a new

product or service.
4. Committee- a temporary team assembles to act upon some matter
5. Work Group- a permanent group of workers who receive direction from a

designated leader.
6. Work Team (also called Self-Directed Work Team or Self-Managed

Work Team)- an ongoing group of workers who share a common mission
who collectively manage their own affairs within predetermined
boundaries.
7. Quality Circle (today also under various other names)- a group of

workers from the same functional area who meet regularly to uncover and
solve work-related problems and seek work improvement opportunities.
The name of the group or tram is less important than the purpose for which
it exists. These names simply give us a common language to help us
define team types.
8. Virtual Teams- as the way we work changes radically, the evolution of

teams is also undertaking a radical leap. The virtual team is the current
reality in the emergence of new team structures. Such teams are formed
where people are no longer co-located, or necessarily operating in the
same time or in shared process (i.e. telework, collaborative teams, virtual
teams, etc.) With the event of the World Wide Web and emergence more

recently of interactive satellite networks, the virtual tram has taken on
many shapes. Like conventional teams, this form of tram exists to serve a
real purpose.
The reason for their existence can abound. Some of the core reasons for
virtual teams include:
 Global operations make it impossible for team members to meet in

a physical sense;
 Teams involves members from multiple organizations as
organizations increasingly work outside their own operational
boundaries;
 Virtual can be quicker;
 Virtual meetings have evolved with the technology and now some
advanced technology and applications operates better in a cyber-
environment than a meeting room;
 The virtual network is harnessing emerging technology (wireless
applications, high speed two-way satellite connection) to form new
ways to organize work and people;
 The right people can be sourced when they are available, wherever
they are available.
Stages of Team Development
Understanding these stages is a good point to begin our journey in understanding
team problems.
1. Orientation (Forming)- this is simply the bringing together of a group of
individuals. At the stage, members are:
 Moderately eager
 Have generally positive expectations
 Have some anxiety about why they are there and what it all means
 Have some anxiety about other members such as who they are and what
they are like
During the orientation, the work output is generally low as members are focused
on defining the goals and tasks, how to approach it and what skills are needed.
The length of this stage will depend on how clearly the task is defined. Groups
with simple tasks will move through orientation quickly, but groups with complex
goals and tasks may spend much longer in this stage.
This is an important stage because it serves to clarify the team’s mission and bond
team members. Teams that pay attention to building the relationship as well as
focusing on the task tend to do better than those that skip over relationship
building. Teams, after all, are made up of people who must work cooperatively for
a successful outcome.
2. Dissatisfaction (Storming)
This stage is characterized by:

 Argument
 Conflict
 A dip in morale

It results from differences between initial expectations and the reality of the
situation as perceived by the members. Members may have varying options of
what the group was to do and how to accomplish it. Members are also beginning
to confront the differences in their own personalities and values, a condition
that is present anytime strangers meet. Members may feel anger or frustration
with the task or with other members or may even resent the presence of formal
leadership.
Generally, the dissatisfaction stage if relatively short. Some groups, however, may
become stuck in this stage and continue to be both demoralized and relatively
unproductive. In worst cases, some groups never emerge from this stage and, if
possible, disband in frustration.
3. Resolution (Norming)- this stage in the group’s development involves the:
 Resolving of issues
 Setting up group processes
 Setting up group policies, procedures, and values
 Increasing production
Members are now resolving differences and clarifying the mission and roles.
Members are less dissatisfied as in the previous stage because they are now
learning more about each other and how they will work together. They are
making progress towards their goals. They are developing tools to help them work
better together such as a problem solving process, a code of conduct, a set of
team values, and measurement indicators.
Member attitudes are characterized by decreasing animosities toward other

members; feelings of cohesion, mutual respect, harmony, and trust; and a
feeling of pleasure in accomplishing tasks. the work is characterized by slowly
increasing production as skills develop. The group is developing into a team.
4. Production (Performing)- the team is accomplishing work effectively.
Production is high and the climate is positive. Member attitudes are
characterized by positive feelings and eagerness to be part of the team. Members
are confident about the outcome, enjoy open communication, exhibit high energy,
and disagreement is welcome and handled without emotional conflict.
Although work is being accomplished through all the stages, this stage reflects
the work being accomplished most effectively.
5. Termination- in case of temporary teams such as task forces, design teams, and
problem solving teams, a fifth stage reflects the ending of the process.
Depending on the team’s success on accomplishing its tasks and how strongly
the members have bonded, this stage may reflect either a sense of loss or relief.
When a team ends, time should be spent addressing how it should be done to
properly recognize the team’s accomplishments.

TEAM ROLES
Almost all team activity falls under two main topics: task accomplishment and
team building. Task accomplishment is any activity that accomplishes work
and moves the team toward its mission. Team building is any activity that builds
and strengthens the team as a team. The experts agree that teams focus on
both sets of activities tend to be stronger and more successful over time.
Team Mission and Vision
The driving force behind every team is a clear mission and vision. A mission is
the task at hand… what the team does…its purpose for existing. A vision is a
mental image of a possible and desirable future state for the team that is better
than what now exists.
The best teams have members who share a common understanding of the
mission and vision, and have great clarity of how their mission and vision
supports those of the larger organization. Teams that perform poorly are
frequently found to lack this common understanding.
Team Operating Processes
To accomplish tasks effectively and efficiently, good teams develop operating

processes. These are agreed-upon ways, such as sequential steps, to perform
work, communicate, meet, arrive at decisions, problem-solve, resolve
differences, apportion work, schedule activities, and more. For clarity, and to aid
understanding, a team operating process is usually written or displayed.
One example of a team operating process might be a step-by-step method for

solving problems as shown below:
Define Problem» Collect Data» Analyze Problem »Develop Solutions» Trial Implementation » Full
Implementation
14 Team Task Roles
Team task roles are those roles that members assume, either consciously or
unconsciously, that move the team forward in accomplishing its tasks and
mission. These roles are of vital importance in good team functioning.
1. Initiator- suggest new ideas to the group

2. Formation Seeker- seeks clarification of issues in terms of their factual
adequacy
3. Opinion Seeker- seeks clarification of the values pertinent to the issue,
rather than facts
4. Information Giver- offer facts or other “authoritative” information
5. Opinion Giver- offers beliefs or other value-based ideas
6. Elaborator- spells out suggestions in terms of examples or developed
meanings
7. Summarizer- pulls together ideas, concepts, and group decisions to help the
group identify where it is in its thinking
8. Coordinator-Integrator- clarifies and integrates relationships between
various ideas, suggestions, and people.
9. Orienter- defines the position of the group with respects to its goals
10. Disagreer- takes a different point of view, argues against, and implies error
in fact or reasoning.
11. Evaluator-Critic- subjects the accomplishment of the group to some set of
standards. Questions the “practicality”, the “logic”, the “facts”, or the
“procedure”
12. Energizer- prods the group to action
13. Procedural Technician- performs routine tasks related to group functioning
14. Recorder- keeps a written record of the groups work
TEAM BUILDING
Team building is any activity that builds and strengthens the team as a team. For
teams to function optimally over the long term, building team spirit,
enthusiasm, cohesiveness, and camaraderie are vitally important.
Unfortunately, these activities have been deemed less significant to their sister
activities of task accomplishment, so little emphasis has been place on team
building.
Team Values
Our team values are those beliefs that we possess that help us to make
decisions such as right from wrong, good from bad, or normal from not normal.
These values come into play each time we interact with others, and are the
source of rich discussions or significant conflict.
Our values reflect our teaching from our family, friends, schools, mentors, and
media. When we form teams, we must understand that each team member
brings a unique value system to the table. These learned insights on life add
important information to team discussions, but their differences are frequently
the source of conflict. So understanding how values affect team member
relationships is a critical piece of the team building puzzle.
Team Operating Principles
As proposed to operating processes that deals with task accomplishment, team

operating principles are standards of behavior that build and strengthen the
team. Team members discuss how they will behave with each other, then
formalize their results in a set of standards or a Code of Conduct.
For example, one team’s Code of Conduct included the following:

 Respect the opinions of others
 Allow equal participation in discussions
 Take responsibility for what is going in the team, and take action when
needed

Teams will inevitably experience difficulties and conflict, but having a basis for
dealing with interpersonal issues will help to protect the team and allow it to
grow.
The Six Team Building Roles
Team building roles are those carried out by members, either consciously, or
unconsciously, that tend to build the team’s interpersonal relationships,
cohesiveness, and spirit. They are vitally needed roles that play a large part in
maintaining team performance over the long term. These roles include:
1. Encourager- praises other members’ contributions to the team
2. Harmonizer- mediates differences between other members
3. Compromiser- offers a compromise during disagreement or conflict by
yielding or admitting error
4. Gatekeeper- regulates the flow of communication, particularly in meetings,
by encouraging the participation of those less inclined to participate and
quieting those who are overly talkative
5. Standard Setter- expresses standards for the team regarding its operation
6. Group Observer- observes and reports back to the team on its group
dynamics

GROUP PLANNING Process- Details
1. PREPARATION
a. Select the planning team which typically consists of the leader, direct
reports and a number of other key employees.
b. Determine data requirements and analyze information.
c. Determine the leader’s expectations for the meeting and process.
2. INTERVIEWS
a. Strategic planning facilitator conducts one-on-one interviews with the

Team Planning participants in order to understand the culture,
organization, issues and opportunities.
b. Hold interviews 2-4 weeks prior to the planning meeting by telephone
or on-site.
3. QUESTIONNAIRE
a. Prepare a questionnaire covering a variety of subjects appropriate to

strategic planning for the organization. Questions could revolve
around: growth opportunities, growth impediments, markets, product
roadmaps, culture, core competencies, time-to-market, strategic
weaknesses and issues, financial forecasts, etc.
b. Each participant to complete the questionnaire with personal
responses. This homework assignment will require 1-2 hours and will
prepare each person to participate from the first moment of the
planning meeting.
c. Receive questionnaires about one week prior to the planning
meeting. Summarize the key points for using and discussion during
the session.
4. OFF-SITE PLANNING MEETING
a. Facilitate a detailed, open and candid discussion of the present

situation of the organization. This will bring all participants to the
same level of understanding of the business situation from which a
plan for the future can be developed. The discussions will be wide
ranging, covering the questionnaire materials and additional subjects.
b. Develop conclusions and assumptions about the future environment
your organization will face. The discussions will cover anticipated
directions for your industry, competition, buyers, suppliers, new
entrants, technologies, etc.
c. With an understanding of the present situation and where your
environment is headed; determine where you are going and want to
go as an organization by engaging in Strategic Thinking and creation
of a vision, grand strategy statement, key success factors and 2-4
major strategic objectives.
d. Establish how you will achieve your desired objectives through the
development of business area and cross-functional strategies and
action plans.

e. Assign action parties, action dates and accountabilities to provide the
steps for subsequent implementation and follow-up.
5. FOLLOW-UP
a. Facilitate follow-up meetings at the client’s option.

b. Determine progress on objectives, strategies and commitments.
c. Make adjustments to plans if dictated by changes in the environment
and continue the Strategic Thinking.
d. Change planning from a one-time event to a continuing process.
Planning for Decision Making
While decision making without planning is fairly common, it is often not

pretty. The terms used to describe it—crisis management, putting out fires,
seat-of-the-pants governing—all reveal the inelegance and awkwardness of
this way of life. Planning allows decisions to be made in a much more
comfortable and intelligent way. Planning even makes decisions easier by
providing guidelines and goals for the decision. We might even say that
planning is a type of decision simplification technique (see the discussion of
these techniques below).
Decision makers will find four major benefits to planning:
1. Planning allows the establishment of independent goals. The vision

which will shape the decision is set apart from surrounding events.
Decisions are not made only as reactions to external stimuli.
“Management by firefighting” is replaced by a conscious and directed
series of choices. Managers now steer the organization, individuals now
steer their lives, rather than being steered by external forces. Sometimes
the difference between planning and not planning is described as
“proactive” (taking control of the situation) versus “reactive” (responding
to stimuli).
2. Planning provides a standard of measurement. A plan provides
something to measure against, so that you can discover whether or not
you are achieving or heading toward your goals. As the proverb says, If
you don’t know where you’re going, it doesn’t matter which way you go.
3. Planning converts values to action. When you are faced with a
decision, you can consult your plan and determine which decisions will
help advance your plan best. Decisions made under the guidance of
planning can work together in a coherent way to advance company or
individual goals.
Planning is useful in emergency situations too. When a crisis arises, a

little thought about overall plan will help determine which decisions to
make that will not only help resolve the crisis but will also help advance
the overall plan. Without a plan, crises are dealt with haphazardly and
decisions are made which may ultimately be in conflict with each other.

4. Planning allows limited resources to be committed in an orderly
way. Budget, time, effort, manpower—all are limited. Their best use can
be made when a plan governs their use.
DECISION LEVELS
We all recognize that some decisions are more important than others,
whether in their immediate impact or long term significance. As a means
of understanding the significance of a decision so that we can know how
much time and resources to spend on it, three levels of decision have
been identified:
1. Strategic. Strategic decisions are the highest level. Here a decision

concerns general direction, long term goals, philosophies and values.
The decisions are least structured and most imaginative; they are the
most risky and of the most uncertain outcome, partly because they
reach do far into the future and partly because they are of such
importance.
2. Tactical. Tactical decisions support strategic decisions. They tend to
be medium range, medium significance, with moderate
consequences.
3. Operational. These are everyday decisions, used to support tactical
decisions. They are often made with little thought and are structured.
Their impact is immediate, short term, short range and usually low
cost. The consequences of a bad operational decision will be
minimal, although a series of bad or sloppy operational decisions can
cause harm. Operational decisions can be preprogrammed, pre-
made, or set out clearly in policy manuals.
SOME TECHNIQUES FOR DECISION MAKING

This is a list of easy, practical techniques than can be applied to simple or
complex decisions. They share the assumptions that circumspect analysis is the
key to making good decisions. Many decisions are made with too little
information and too little thought, in a non-deliberate way. Think about it for a
moment: how many people do you know who commonly spend even five
minutes structuring and analyzing a decision?
Note how these techniques provide a visible, structured, orderly set of factors
involves in a decision, so that the decision maker can consider them in a
thoughtful and coherent way.
1. T-Chart. A T-Chart is an orderly, graphic representation of alternative

features or points involved in a decision. In one form, it can be a list of
positive and negative attributes surrounding a particular choice. Drawing up
such a chart insures that both positive and negative aspects of each
direction or decision will be taken into account.
2. PMI. Edward de Bono refines the T-Chart idea into a three part structure,
which he calls PMI for plus, minus, and interesting. Here you first all the plus
or good points of the idea, then all the minus or bad points, and finally all the
interesting points—consequences, areas of curiosity or uncertainty, or
attributes that you simply don’t care to view as either good or bad at this
point (consequences that some people might view as good and others might
view as bad, for example). The “interesting” category also allows exploration
of the idea or choice outside the context of judgement—you don’t have to
evaluate the attribute into a positive or negative category.
Decision Simplification Techniques
This is a list of techniques used to simplify decision making. You will notice
that many of them work by reducing the number of alternative considered.
Others work by using premanufactured decisions, and still others use
miscellaneous methods. Depending on the nature and importance of a given
decision, some techniques will be preferable to others. Some techniques,
while popularly used for many decisions, are suboptimal or even harmful in
many circumstances.
1. Criteria Filter. Establish a fix set of criteria which all alternatives must
meet. Potential alternatives which fail to meet even a single criterion are
excluded from the pool of alternatives. For example, in buying a car,
certain criteria might be established before considering any particular
vehicle. Only vehicles meeting all those criteria would be considered in
the decisions process.
2. Best of 3. A more accurate name for this would be “best of few” because
it involves limiting the number of alternatives to three or four or five or six.
This is a common technique used when the decision is under time
pressure and many of the alternatives are somewhat similar. If, for
example, you must buy a new car toaster or popcorn popper or stereo
this week, you might use the best of three techniques. Rather than
attempt to investigate every possible toaster, popper, or stereo, you
choose just three or four and pick from among them.
3. Cursory Exclusion. This alternative-reducing technique is often used in
conjunction with their decision-making techniques. Here, a potential
alternative is rejected on the basis of a single flaw. Rather than looking at
potential alternatives with a mind to choosing them, they are looked at
with an eye toward rejecting them.
4. Routinization. Many decisions are made along the lines of previous
decisions. Standardized policies for handling recurring events or choices
help to make life more efficient. Procedure manuals are essentially
catalogs of previously solved problems. The manuals tell how to respond
when the same or similar problem arises. Thus, they might be called
books of programmed decisions.
5. Satisficing. As we mentioned in the previous chapter, in this technique,
the first satisfactory alternative. When you want to write a note, you just
grab the first suitable piece of paper rather than looking all over to find
the very best one in your room or office. Looking for the very best would
be optimizing strategy, which is decision complicating rather than
decision simplifying. Satisficing is preferred for decisions of small
significance, when you’re in a hurry, or where most of the alternatives are
essentially similar.

6. Delegation. Perhaps this technique is only apparently simplifying, since
the person given the decisions to make may have complexity enough.
But for the person doing the delegating, it is a very good simplification
technique. Let someone else do the research, consider the alternatives,
and make the decision.
7. Parameter delegation. One of the most common decision simplification
techniques, this method involves delegating to others the research and
development alternatives from which decision maker will then choose.
We hope the criteria included quality, performance, value, and so on,
rather than profit margin, but we are sometimes deceived.
8. Random Choice. Here, just any alternative is chosen. The choice may
be the first alternative available or simply one picked without analysis or
ordering. It simply makes the decision easy and simple. Analysis requires
a lot of mental effort, and some people, especially those who spend
much of their working lives performing complicated analysis, want to
reduce the level of analysis in the rest of their lives. You will sometimes
see them walk in a stationery store and rather nonchalantly grab a
notebook or pad to use. Random choice an produce a fun adventure in
restaurants, too.
9. Conformity. Follow the crowd; do what others do; go with the flow. In
this technique you attach yourself to a preexisting decision stream and
accept the decisions that most other people have made. When most
other people in your subgroup have put on acid-washed jeans, you do
too. We like to think ourselves as rugged and independent individualists,
but in reality we adopt many pre-made decisions through social
conformity.
10. Reaction. Rebel; do the opposite of the majority; go against the flow.
This technique is used by those who want to appear to be making
decisions. It is easy and automatic, just like conformity.
11. Feelings. Follow your heart; go with your emotions; use your intuition;
trust that gut feeling. Choices presented by your feelings are ready and
apparent. Once again, this is a way of avoiding the hard mental work of
analysis. And, of course, there is some evidence that some preference of
the feelings may actually be subconsciously performed analyses. Other
preferences of the feelings are simply irrational lusts.
12. Idleness. Do nothing. Let others decide for you, or let circumstances
dictate the choice. You must face the consequences of making no
decision, however. Someone has said that making no decision is really a
decision.
13. Adoption of a short-range view. Choices are simplified if the
consequences are considered only in so far as they involve today. This
strategy leads to quick decisions, but it can also be very dangerous.


CBLM 1 - Lead Small Teams

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CBLM 1 - Lead Small Teams

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Competency-Based Learning Material

Sector : TOURISM SECTOR

Qualification Title : EVENTS MANAGEMENT SERVICES NC III

Unit of Competency : LEAD SMALL TEAMS

Module Title : LEADING SMALL TEAMS

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

You are required to go through a series of learning activities in order to complete

Recognition of Prior Learning (RPL)

EVENTS MANAGEMENT Date Developed: Document No.

2 Lead small teams Leading small teams 500311110

6 Use relevant technologies Using relevant technologies 500311114

2 Control and order stock Control and order stock TRS311207

3 Train small groups Train small groups TRS311208

2 Develop an event concept Developing an event concept TRS342316

3 Develop event program Developing event program TRS342317

Develop and update event Developing and updating event TRS342319

ON-SITE EVENT MANAGEMENT SERVICES

EVENTS MANAGEMENT Date Developed: Document No.

HOW TO USE THIS COMPETENCY

EVENTS MANAGEMENT Date Developed: Document No.

Qualification EVENTS MANAGEMENT NC III

Summary of Learning Outcomes:

EVENTS MANAGEMENT Date Developed: Document No.

EVENTS MANAGEMENT Date Developed: Document No.

LO1 INTERPRET EVENT BRIEF

Learning Activities Specific Instructions

After doing all activities of this LO, you are ready, to

EVENTS MANAGEMENT Date Developed: Document No.

Communication is defined as a process by which we assign and convey meaning in an

Communication maybe verbal or non-verbal, depending on the medium used. Verbal

HOW WE SPEND OUR

EVENTS MANAGEMENT Date Developed: Document No.

B. Message- a communication in writing, in speech, or by signals

D. Channel- it is a medium through which a message is transmitted to its intended

E. Feedback- Feedback can be verbal or nonverbal reaction or response. It can be

Discuss that communication is a two-way process. The information goes out to a

EVENTS MANAGEMENT Date Developed: Document No.

Examples of barriers are:

It is focused on getting the message to the receiver. Self-action treats

B. Interaction or Two-Way Communication

This approach recognizes the role of the receiver as a communicator through

EVENTS MANAGEMENT Date Developed: Document No.

FORMS OF ORAL COMMUNICATION

Dyadic or two-person communication is the basic form of oral communication.

Small-group communication is a collaborative and systematic sharing of ideas

This consists of a speaker who addresses a considerably large audience. It

This form of communication may be done through either printed or oral

EVENTS MANAGEMENT Date Developed: Document No.

Team comprise a group of people or animals linked in a common purpose.

1. Task Force- a temporary team assembled to investigate a specific issue

2. Problem Solving Team- a temporary team assembled to solve a specific

3. Product Design Team- a temporary team assembles to design a new

4. Committee- a temporary team assembles to act upon some matter

5. Work Group- a permanent group of workers who receive direction from a

6. Work Team (also called Self-Directed Work Team or Self-Managed

7. Quality Circle (today also under various other names)- a group of

8. Virtual Teams- as the way we work changes radically, the evolution of

EVENTS MANAGEMENT Date Developed: Document No.

 Global operations make it impossible for team members to meet in

This stage is characterized by:

EVENTS MANAGEMENT Date Developed: Document No.

Member attitudes are characterized by decreasing animosities toward other

EVENTS MANAGEMENT Date Developed: Document No.

Team Mission and Vision