COMPETENCY - BASED LEARNING

MATERIALS

Sector : TOURISM

Qualification Title : EVENTS MANAGEMENT SERVICES NC III

Unit of Competency : Lead Small Teams

Module Title : Leading Small Teams

Computer Site Institute Inc.

 HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL

The unit of competency, “Lead Small Teams”, is one of the

competencies of BASIC COMPETENCY, a course which comprises the
knowledge, skills, and attitudes required for a TVET trainee to possess.
The module, Leading Small Teams training materials and activities
related to the skills and knowledge required to provide a range of BASIC
COMPETENCY.
In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets,
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.
 Perform the Task Sheets, Operation Sheets, and Job Sheets until you
are confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of your
assessment will be recorded in your Achievement Chart and Progress
Chart.
You must pass the Institutional Competency Evaluation for this
competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.

You need to complete this module before you can perform the module on
Develop and Practice Negotiation Skills.
 BASIC COMPETENCY

COMPETENCY BASED LEARNING MATERIALS

LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

1 Lead workplace Leading workplace 500311109

communication communication
2 Lead small teams Leading small teams 500311110

3 Develop and practice Developing and practicing 500311111

negotiation skills negotiation skills
4 Solve problems related to work Solving problems related 500311112
activities to work activities
5 Use mathematical concepts Using mathematical 500311113
and techniques concepts and techniques
6 Use relevant technologies Use relevant technologies 500311114
 DIRECTION FOR USE OF THIS LEARNER’S GUIDE

This Learner’s Guide was prepared to help you achieve the required competency
in Practice Occupational Health and Safety. This will be the source of information for you
to acquire knowledge and skills in this particular module with minimum supervision or
help from your instructor with the aid of this material you will acquire the competency
independently and at your own pace.

• Talk to your trainer and agree on how both will organize the training of this
result. Read through the learning guide carefully. It is derived into sections, which covers
all the skills and knowledge you need to successfully complete in this module.

• Work through are the information and complete the activities in each section.
Read information sheets and complete the self-check suggested references are included
to supplement the materials provided in this module.

• Most probably your trainers will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things. Ask for help.

• Your trainer will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes.

• You will be given plenty of opportunity to ask questions and practices on the
job. Make sure you practice your how skills during regular work shift. This way you will
improve both your speed and memory and also your confidence.

• Talk to more experience workmates and ask for your guidance

• Rise the self-check questions at the end of each section to test your own
progress.

• When you are ready, ask your trainer to watch you perform the activities
outline in the learning guide.

• As you work through the activities, ask for written feedback on your progress.
Your trainer keeps feedback pre-assessment reports for this lesson. When you have
successfully completed each element as your trainer to mark on the reports that you are
ready for assessment

• When you have completed this module (or several modules), and feel
confident that you have had sufficient practice. Your trainer will arrange an appointment
with registered assessor to assess you. The results of your assessment will be recorded
in your Competency Achievement Record.
Unit of Competency: Leading Small Teams

Module Title: Leading Small Teams

Module Description: This unit covers the knowledge, skills and attitudes required
to lead small teams including setting and maintaining team
and individual performance standards.

Suggested Duration: 1 Hr.

Level of Qualification: NC III

Learning Outcomes:

1. Provide team leadership

2. Assign Responsibilities
3. Set performance expectations for team members
4. Supervise team performance

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 are recognized, discussed and dealt with.

4. Duties, and responsibilities are allocated having regard to the skills, knowledge
and aptitude required to properly undertake the assigned task and according to company
policy.

5. Duties are allocated having regard to individual preference, domestic and

personal considerations, whenever possible

6. Performance expectations are established based on client needs and according to

assignment requirements.

7. Performance expectations are based on individual team members duties and area
of responsibility.

8. Performance expectations are discussed and disseminated to individual team

members.
 9. Monitoring of performance takes place against defined performance
criteria and/or assignment instructions and corrective action taken if required.

10. Team members are provided with feedback, positive support and advice
on strategies to overcome any deficiencies.

11. Team members are kept informed of any changes in the priority allocated
to assignments or tasks which might impact on client/customer needs and
satisfaction.

12. Team operations are monitored to ensure that employer/client needs and
requirements are met.

13. Follow-up communication is provided on all issues affecting the team.

14. All relevant documentation is completed in accordance with company

procedures.

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 Learning Experiences:

Learning Outcome # 1: Provide team leadership

Learning Activities Special Instruction

Read and understand Information Sheet Take note on the different safety regulation,
No. 1 of Safety regulations apply and observe them properly

Learning Outcome # 2: Assign responsibilities

Learning Activities Special Instruction

Read and understand Information Sheet Take note on the different safety regulation,
No. 1 of Safety regulations apply and observe them properly

Learning Outcome # 3: Set performance expectations for team members

Learning Activities Special Instruction

Read and understand Information Sheet Take note on the different safety regulation,
No. 1 of Safety regulations apply and observe them properly

Learning Outcome # 4: Supervise team performance

Learning Activities Special Instruction

Read and understand Information Sheet Take note on the different safety regulation,
No. 1 of Safety regulations apply and observe them properly

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 LEARNING GUIDE

This learning guide is developed to provide you the necessary information

regarding the following content coverage and topics:

1. Provide team leadership

2. Foster individual and organizational growth
3. Monitor and evaluate workplace learning
4. Develop team commitment and cooperation

This guide will also assist you to attain the learning outcome stated in the cover
page. Specifically, upon completion of this Learning Guide, you will be able to:

• Learning and development needs are systematically identified and

implemented in line with organizational requirements.
• Feedback on performance of team members is collected from relevant
sources
• and compared with established team learning process.
• Learning delivery methods are made appropriate to the learning goals, the
• learning style of participants and availability of equipment and resources.
• Modifications to learning plans are negotiated to improve the efficiency
and effectiveness of learning.

Learning Instructions:

1. Read the specific objectives of this Learning Guide.

2. Follow the instructions described below 3 to 26.
3. Read the information written in the information “Sheet.
4. Accomplish the “Self-check.
5. Do the “LAP test.

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 INFORMATION SHEET 1.2-1
Provide Team Leadership

Systematically identify and implement Learning and development needs

Team is a small number of people with complementary skills who are committed
to a common purpose, performance goals, and approach for which they hold
themselves mutually accountable.

The essence of a team is common commitment.

Without it, groups perform as individuals; with it, they become a powerful unit of
collective performance.

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 Date Developed: Document No.

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 Computer
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 A General Typology of Work Teams

Advice teams
• created to broaden the information base for managerial decisions

Production Teams
• responsible for performing day-to-day operations

Project Teams
• require creative problem solving, often involving the application of
specialized knowledge
• time is critical

Action Teams
 High specialization is combined with high coordination
 best exemplified by a baseball team

Collaboratively develop and implement Learning plan to meet individual

and group Cooperation

 Individuals are said to be cooperating when their efforts are systematically

integrated to achieve a collective objective.
 The greater the integration, the greater the degree of cooperation.

1. Cooperation is superior to competition in promoting achievement and

productivity.
2. Cooperation is superior to individualistic efforts in promoting achievement
and productivity.
3. Cooperation without intergroup competition promotes higher achievement
and productivity than cooperation with intergroup competition.

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  Trust needs to be earned; it cannot be demanded.
 Trust is anchored to credibility —

o “Developing the integrity, intent, capabilities, and results that make

you believable, both to yourself and to others.”

Cohesiveness
a process whereby “a sense of ‘we-ness’ emerges to transcend individual
differences and motives

Cohesive group members stick together for one or both of the following reasons:
1. they enjoy each other’s company
2. They need each other to accomplish a common goal.

Socio-emotional cohesiveness
 A sense of togetherness that develops when individuals derive emotional
satisfaction from group participation.

Instrumental cohesiveness
 A sense of togetherness that develops when group members are mutually
dependent on one another because they believe they could not achieve
the group’s goal by acting separately

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 Virtual Teams

Virtual team are physically dispersed task group that conducts its business
primarily through modern information technology.

Virtual groups formed over the Internet follow a group development process
similar to that for face-to-face groups.

Internet chat rooms create more work and yield poorer decisions than face-to-
face meetings and telephone conferences.

Inspirational leadership has a positive impact on creativity in electronic

brainstorming groups.

Conflict management is particularly difficult for asynchronous virtual teams that

have no opportunity for face-to-face interaction.

Self-managed teams

Groups of employees granted administrative oversight for their work.

Accountability is maintained indirectly by outside managers and leaders.

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 Team viability
 defined as team members’ satisfaction and continued willingness to
contribute.

Why Work Teams Fail

Characteristics of Effective Teamwork

 Clear purpose
 Informality
 Participation
 Listening
 Civilized disagreement
 Consensus decision
 Open communication
 Clear role and work assignment
 Shared leadership
 External relation
 Style diversity
 Self-Assessment

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 Encourage Individuals to evaluate self-performance and identify areas for
improvement

Assessing the Effectiveness of Team Building

Reaction
 How did the participants feel about the activity?

Learning
 Did the experience increase knowledge or improve skills?

Behavior
 Did participants’ on-the-job behavior improve as a result of the activity?

Results
 Did participants subsequently achieve better measurable results?

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 Self-Test 1.2-1

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 Answer Key

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 Information Sheet 1.2-2
Monitor and Evaluate Workplace Learning

Foster individual and organizational growth

In order to drive growth, the focus must be on people and in cultivating the right
mindset and the right culture.

Continuous, accelerated growth doesn’t happen by itself. In order to keep

growing as a company, you need to foster a “growth mindset”. If you are able to
create and foster a growth mindset in the midst of your company culture, you
ensure all your employees are ready and willing to explore new opportunities
without the fear of failure. On the other hand, a growth mindset means that there
is a focus on delivering the best possible results at every step of the way.

Growth isn’t about numbers; it’s about people. Sure, numbers tell you how
successful your team is, but it isn’t just numbers you should be looking at when
you are after growth, because it is people, not numbers, who do extraordinary
things. To create a successful growth mindset, you need to push for both
individual and team development and growth.

Focus on Learning Together

Teaching employees’ new skills helps them cope with quick changes, which often
take place during rapid growth. Learning new skills also improves employee
engagement and makes work more enjoyable: after all, up to 87 percent of
millennials think professional development is important in a job.

Learning shouldn’t happen in silos and only in short individual spurts. Instead,
management should make learning a company-wide goal and encourage team-
learning sessions. When people develop their skills together, they are able to
learn faster and in a supportive environment. Group learning also fosters trust,
builds relationships and makes it easier for employees to lean on each other
when they need help in the future.

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 Set Individual Goals

While learning should happen in teams and in groups, goals should still remain
personal. In order for goals to be a part of a functional growth strategy, they need
to be transparent and openly communicated. This doesn’t mean everyone should
know everyone’s personal goals. It simply means each person should know what
is expected of them and that the goals remain achievable while being ambitious.
After making sure everyone understands what is expected of them, make sure
you provide individual support and coaching to every single employee. Don’t
assume some people need less support than others: instead, make sure those
who seem to be excelling stay motivated and are met with new and exciting goals
to reach.

Create an Open Communication Culture

In order to be successful, employees need to understand all aspects of their

business. Salespeople working in fast-paced industries are much more effective
when the lines of communication between product development and sales are
open. By gaining and growing their understanding of the product and the needs it
fulfills, salespeople can work on offering the best possible value to their
customers.

The same rule works both ways: with clear lines of communication, product
development teams can understand the needs and trends of customers and
prospects and improve their products much better. The same dialogue-driven

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 nature needs to exist between all departments of an organization, with clear
goals on what needs to be achieved through the dialogue.

Growth mentality only thrives in an organization where people are willing to share
their own ambitions and realities. When people grow together but meet their
personal goals individually, the culture enables true success stories to take place.

With open lines of communication and a supportive and encouraging

atmosphere, any company can build and foster a growth mindset.

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 Self-Test 1.2-2

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 Answer Key

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 Information Sheet 1.2-3
Monitor and Evaluate Workplace Learning

Monitoring and Evaluation (M&E) is a continuous management function to assess

if progress is made in achiev-ing expected results, to spot bottlenecks in
implementation and to highlight whether there are any unintended effects
(positive or negative) from an investment plan, program or project (“project/plan”)
and its activities.

The processes of planning, monitoring and evaluation make up the Result-Based

Management (RBM) approach, which is intended to aid decision-making towards
explicit goals (see RBM). Planning helps to focus on results that matter, while
M&E facilitates learning from past successes and challenges and those
encountered during implementation.

Elements of an M&E system – which if developed together with all key

stakeholders will encourage participation and increased ownership of a
project/plan are:

(a) Result Frameworks or logframes (“RF”), which are tools to organize intended
results, i.e. measurable development changes. RFs inform the
development of the M&E plan and both must be consistent with each other (see
RBM);

(b) the M&E plan, which contains a description of the functions required to
gather the relevant data on the set indicators and the required methods and tools
to do so. The M&E plan is used to systematically organize the collection of
specific data to be assessed, indicating roles and responsibilities of project/plan
stakeholders. It ensures that relevant progress and performance information is
collected processed and analyzed on a regular basis to allow for real-time,
evidence-based decision-making;

(c) the various processes and methods for monitoring (such as regular input and
output data gathering and review, participatory monitoring, process monitoring)
and for evaluation (including impact evaluation and thematic, surveys, economic
analysis of efficiency (see FEA);

(d) the Management Information System, which is an organized repository of data

(often georeferenced) to assist managing key numeric information related to the
project/plan and the analysis.

Components of M&E system

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 An M&E system refers to all the functions required to measure a project/plan
progress and to assess the achievement of its results. The system is usually
composed of a set of results, measured by indicators (together called the result
framework) through monitoring tools and a manual that describes the roles and
responsibilities related to its functioning.

Monitoring is a continuous process by which stakeholders obtain regular

feedback on progress towards achieving the set milestones and results (often
focusing more on process, activities, inputs and outputs).

Evaluation is the periodic review of the results of a project/plan (typically carried

out at mid-term or at completion) towards its outcomes, development goals and
impact (see Impact Evaluation).

Both monitoring and evaluation processes enhance the effectiveness of

project/plan implementation and contribute to its ongoing revision and update.
These processes also promote accountability, where implementers have clearly
defined responsibilities, roles and performance expectations, including the
prudent use of resources. For public sector managers and policy-makers for
example, it includes accountability is to taxpayers and citizens. Through
systematic collection of information, the M&E systems contribute also to provide
evidence for the mid-term and the completion results assessments as well as
beneficiary-level impact analysis. M&E also enhances learning and encourages
innovation to achieve better results and contribute to scaling up of projects.

M&E considerations at design stage

The design of an M&E system should begin at the same time as overall project
preparation. As a general rule, the M&E system should be designed in close
partnership with all relevant stakeholders as it contributes to ensuring that the
project/plan objectives and targets, and how they will be measured are well
understood and shared. This understanding can then potentially facilitate the
establishment of new institutions to take on the M&E role. Adequate resources
need to be allocated for implementation of M&E.

Budgets for M&E-related activities lie between 2-5% of the overall project budget,
as a rough rule of thumb. When designing the initial budget, M&E expenditure
should be distinct from other management costs and should provide detailed
budget items for staffing, training, technical assistance, surveys and studies,
workshops and equipment, allowances for participatory stakeholder’s
consultations, communication and publication. It should be remembered that
often projects are essentially large-scale experiments. M&E expenditures are
essential to learn necessary lessons also for future policies and programs. This

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 will translate into considerable savings for government budgets and investments
if the analysis is done well and based on evidence.

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 A successful M&E system must allocate the following:

sufficient budget (for information management, participatory monitoring activities,

field visits, surveys, etc.);

sufficient time (for a start-up phase that is long enough to establish the M&E
system, conduct a baseline survey, train staff and partners, include primary
stakeholders in M&E, monitor and reflect);

sufficient capacity and expertise (to support M&E development, skilled and
welltrained people required for good quality data collection and analysis) for
M&E. If appropriate, external expertise in design for a baseline study and an
impact evaluation should be engaged;

sufficient flexibility in project design enabling the M&E system to influence the
project strategy during implementation.

M&E considerations at implementation stage

Good practice of M&E during implementation requires that result indicators and
target values have been well-defined and agreed upon in the result framework
(see RBM). It is essential to establish a clear distinction at project design stage
between outputs, outcomes and other higher level development objectives. This
will ensure that selected indicators are appropriate to their respective level along
the results chain and also help determine institutional responsibilities and
timelines for M&E.

For each selected indicator, M&E tools (means of verification) have to be defined.
Examples are semi-structured interviews; focus group discussions; surveys and
questionnaires; regular workshops and roundtables with stakeholders; field
monitoring visits; testimonials; and scorecards. Frequency and responsibilities for
applying the tools, for analyzing relevant information and for reviewing this
information must be specified in an M&E plan.

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 Self-Test 1.2-3

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 Answer Key

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 Information Sheet 1.2-4
Develop Team Commitment and Cooperation

Use Open communication processes to obtain and share information by

team

The Three Spheres of Leadership

1. Lead Yourself: Involves knowing who you are, what your strengths and
weaknesses are, what your personal mission (or life purpose) is, why you
get out of bed every morning, and what you need to do to stay motivated.
2. Lead the Team: Involves motivating and inspiring excellent performance,
creating an atmosphere of trust and openness, and removing barriers and
obstacles to success.
3. Lead The Business: Involves building a direction and strategy,
communicating that direction, implementing the details through people and
teams, measuring results, and responding to a changing environment.

 Of the 3 leadership spheres, the natural tendency is to focus primarily on

Lead the Business, since this is where many of the more immediate and
reputational surface issues and demand our attention.
 In actuality, the first 2 spheres (Lead Yourself and Lead the Team) have
equally important issues that, if worked on and solved, lead to greater
efficiencies, productivity, and profits in the Lead the Business sphere
 Therefore, this training focuses on the first 2 spheres of Lead Yourself and
Lead the Team.

Reach Decisions by the team in accordance with its agreed roles and
responsibilities

In many cases, the jobs that individuals perform at work are overly defined.
People are locked into ways of working that may not be optimal. When work
teams are formed, they are viewed as a way in which to free people from past
constraints. However, teams will not be effective if they simply are told to figure
out what their jobs are. This gives teams less structure than they need to operate
successfully.

Teams require structures that define their tasks and memberships. The limits of
their authority should be explicitly stated. When they are given appropriate
structures, teams are able to focus on developing their internal processes and
procedures for performing their tasks. When they are not given appropriate
structures, teams can become mired in unfocused attempts to create them.

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 An enabling structure for a team has three components. First, a well-designed
team motivates its members through meaningful work, enough autonomy to
perform the task, and feedback about results. Second, a well-structured team has
clear boundaries and includes members with sufficient skills and knowledge to
perform the task successfully. Finally, a team needs a clear understanding of the
extent and limits of its authority and account-ability. A challenging objective can
provide direction and motivation for a team, but without sufficient resources to
perform the task, the team eventually will stop being motivated by the goal. For
the full potential of the team to be realized, the organization must actively support
teamwork. The types of support that the team needs include a reward system
that recognizes team performance, an education system that provides training
and technical support, an information system that helps the team to make
decisions and monitor performance, and the material resources to complete
the task.

A team-oriented organization is different from a traditional organization, and the

transition is not an easy one to make. The work systems and policies designed to
support and control individual work does not change easily.

Once teams have started, organizations sometimes just leave them alone. There
are good reasons not to interfere too much with the internal operations of teams.
However, a hands-off approach can limit teams' effectiveness if its members do
not have the skills and knowledge they need.

Managers have an important role as coaches to help develop members' skills in

working as teams. There is no one best way in which to lead or facilitate work
teams; the needs of different types of teams and different maturity levels of
members are too variable. However, the value of coaching is not a substitute for
other factors. Teams need structures, clear goals, and re-sources to succeed.
When teams are failing because of a lack of these con-textual factors, coaching
will not help.

Develop Mutual concern and camaraderie in the team

Shared concern and camaraderie mean team members support each other to
complete the team's work. Your words and actions will do much to assist the
development of this shared concern and camaraderie. Team members need to
trust each other and you can act as a role model for this through your work with
the team.

Team leaders build trust by:

• behaving consistently
• behaving with integrity
• sharing control by delegating

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 • including team members in decision making
• providing accurate, clear information
• explaining decisions
• respecting the team's diversity
• demonstrating consideration and sensitivity
Self-Test 1.2-4

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 Answer Key

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 Information Sheet 1.2-5
Facilitate Accomplishment of Organizational Goals

Participate Team members actively in team activities and communication

processes

There are three ways team leaders can assist team members to participate in
and facilitate work teams. They are by ensuring:

 team members participate actively in team activities and communication

processes
 team members and teams take individual and joint responsibility for their
actions
 the team receives support to identify and resolve problems which impede
its performance.

Workplace participation means that team members can:

 influence the outcomes of issues that directly affect their work

 accept delegation of responsibility
 be involved in cooperative approaches to conflict
 have shared understanding of objectives
 feel empowered.

As a team leader you are in a position to influence the ability of team members to
participate in

 decision making through:

 ensuring the potential of all team members is used
 giving and receiving feedback
 establishing and maintaining productive relationships with team members
 matching communication processes to the needs of supported employees.

Sustain Collaborative efforts to attain organizational goals

When a collaborative effort is launched, there’s typically a lot of excitement about

the new venture. There may even be dedicated funding or other resources to
help get the collaboration off the ground. But what about a year or two down the
road, once the newness has worn off?

A collaboration at this later stage of development faces challenges a bit different

from those it overcame to first establish itself. Turnover among the individuals

Date Developed: Document No.

Lead Small August 2, 2021

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 leading the effort, its investment in hopes that the work can attract broader
support or become more self-sustaining.
All these can threaten to derail a collaboration.

Although there is no simple recipe or formula for sustaining collaborations over

time, we can point to six strategies to lend them greater resilience and staying
power.

1. Formalize. Make it “official” by documenting mutual commitments, such

as those regarding the collaboration’s purpose, structure, values, policies,
decision making processes, etc.
2. Lead. Plan for leadership turnover. Decide how you will replace members
who leave. As an organization participating in a collaboration, keep
collaborative skills in mind as you recruit and hire new staff for key
positions. Within the collaborative, develop shared leadership by giving all
members leadership opportunities, such as by rotating responsibilities for
meeting facilitation and other key tasks.
3. Measure. Make data work for you and track progress toward key
outcomes. The ability to measure success is critical to maintaining your
momentum as well as in attracting resources and support from others to
sustain the work.
4. Broaden. Cultivate broader involvement beyond the core group of
individuals. Consider whether the collaboration might benefit from
expanding involvement to more levels of the organization, such as senior
management, line staff, etc.
5. Learn. Continually learn from what you’re doing. Acknowledge successes
as well as shortfalls, and adjust as needed. Look at the work of other
collaboratives and what you can learn from one another.
6. Deepen. Build on your experience to keep deepening your understanding
of the issue(s) you’re addressing. Document lessons learned to prepare
for outreach to new supporters and funders. Pay attention to needs or
opportunities that emerge beyond those you’ve already planned for, and
determine their implications for your work.

Consider different ways of funding your activities that you may not have been
ready for or had access to when you first began (for example, has your success
opened up the possibility of an earned income model, or of adding new partners
with additional resources to bring to bear, etc.?).

All of these strategies contribute toward institutionalizing the collaboration within

the organizations involved, beyond the initial group of individuals responsible for
its early formation. This is key to sustaining momentum over time and continuing
to deliver on the benefits of collaboration disappointment in perhaps not meeting

Date Developed: Document No.

Lead Small August 2, 2021

Teams Issued by:
Developed by:
Computer Page
Site Institute, Sanchez O. C. Revision # 0, s. 2021 36
Inc.
 its initial goals, taking on too much or losing focus, and garden-variety burnout
can all take a toll. Meanwhile, the original funder may seek to dial back.

Date Developed: Document No.

Lead Small August 2, 2021

Teams Issued by:
Developed by:
Computer Page
Site Institute, Sanchez O. C. Revision # 0, s. 2021 37
Inc.
 Self-Test 1.2-4

Insert questions here…

Date Developed: Document No.

Lead Small August 2, 2021

Teams Issued by:
Developed by:
Computer Page
Site Institute, Sanchez O. C. Revision # 0, s. 2021 38
Inc.
 Answer Key

Insert answer here…

Date Developed: Document No.

Lead Small August 2, 2021

Teams Issued by:
Developed by:
Computer Page
Site Institute, Sanchez O. C. Revision # 0, s. 2021 39
Inc.