Basic 3 Solve or Address General Workplace Problems - Pdf-For-Furnish

COMPETENCY-BASED LEARNING MATERIAL
Sector : AGRI-FISHERY (21st CENTURY)
QUALIFICATION TITLE : ORGANIC AGRICULTURE PRODUCTION NC II
UNIT OF COMPETENCY : Solving/addressing General

Workplace Problems
MODULE TITTLE : Solve/address General Workplace

Problems
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome!
The unit of competency, “Solve/Address General Workplace
Problems”, is one of the nine basic competencies of level II
qualifications which comprises the knowledge, skills and attitudes
for you to possess.
The module, “Solving/Addressing General Workplace
Problems”, contains training materials and activities for you to
complete. It is one of the modules required to complete a certain
qualification.
You are required to go through a series of learning activities
in order to complete each of the learning outcomes of the
module. Information Sheet (IS) consists of learning contents that
you need to attain while reading. After IS is a Self-Check (SC)
that will help you test yourself if you have attained the learning
objectives.
Task Sheets (TS), Job Sheets (JS) and Procedural Sheet
(PS) are activity sheets that will help you practice the skills
previously discussed in the IS or demonstrated by your Learning
Facilitator (LF). A Performance Criteria Checklist (PCC) and
Procedural Checklist (PC) are provided with the TS or JS, and
PS which will allow for self-evaluation or peer evaluation. These
checklist may be used by your LF to evaluate your performance.
Follow these activities on your own. If you have questions, don’t
hesitate to ask your LF for assistance.
The goal of this program is the development of practical
skills. To gain this skill, you must learn basic concepts and
terminology. For the most part, you’ll get this information from the
IS.
This module was prepared to help you achieve the required
competency.
This will be the source of information for you to acquire
knowledge and skills in this competency independently and at your
own pace, with minimum supervision or help from your LF.
Remember to:
● Work through all the information sheets and complete
the activities in each section.
● Read IS and complete SC. Suggested references are
included to supplement the materials provided in this
module.
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● Perform there TS, JS, and PS until you are confident
that your outputs conform to the PCC and/or PC that
follows the sheets.
● Submit outputs of the TSs, and JSs to your LF for evaluation

and recording in the Achievement Chart. Outputs shall serve
as your portfolio during the Institutional Competency
Assessment. When you feel confident that you have had
sufficient practice, ask your LF to evaluate you. The results of
your Institutional Competency Assessment will be reflected in
the Progress Chart.
You MUST pass the Institutional Competency Assessment for this
before moving to another competency. A Certificate of Achievement will
be awarded to you after passing the Institutional Competency Assessment.
Note:
Training is the sole purpose of this learning materials. Some pictures are taken
from google as references.
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LIST OF COMPETENCIES
No. Unit of Module Title Code

Competency
Basic
Competencies
Participate in
Participate in
1 workplace 400311210
workplace
communication
communication
Work in team Working in team

2 400311211
environment environment
Solve/address Solving/
3 General addressing 40031121
Workplace General 2
Problems Workplace
Problems
Develop Career and Developing Career and life
4 400311213
life Decisions Decisions
Contribute to Contributing to workplace

5 400311214
workplace innovation
innovation
Present Presenting Relevant

6 400311215
Relevant Information
Information
Practice Occupational Practicing
7 Safety and Health Occupational Safety 400311216
Policies and and Health Policies
Procedures and Procedures
Exercise efficient
Exercising efficient and
8 and effective 400311217
effective Sustainable
Sustainable
practices in the
practices in the
workplace
workplace
Practice
Practicing Entrepreneurial
9 Entrepreneurial 400311218
skills in the workplace
skills in the
workplace
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TABLE OF CONTENTS
Page
No.
Competency - Based Learning Materials 1

How To Use This Competency-Based Learning Material 2
List Of Competencies 4
Table Of Content 5
Module Content 6
Details Of Learning Outcome 7
Learning Experiences 8
Information Sheet 3.1-1 9-13
Self-Check 3.1-1 14
Answer Key 3.1-1 15
Information Sheet 3.1-2 16-18
Self-check 3.1-2 19
Answer Key 3.1-2 20
Details of Learning Outcome 21
Learning Outcome 22
Information sheet 3.2-1 24-29
Self check 3.2-1 30
Answer Key 3.2-1 31
Details of Learning Outcome 32
Learning Experiences 33
Information Sheet 3.3-1
Self-Check 3.3-1 31
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Answer Key 3.3-1 32
Acknowledgment 33
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MODULE CONTENT
Qualification : Organic Agriculture Production NCII

Unit of Competency : Solve/Address General Workplace
Problems
Module Title : Solving/Addressing General
Workplace Problems
Module Descriptor:
This unit covers the knowledge, skills and attitudes
required to apply problem-solving techniques to determine the
origin of a malfunction and plan for its resolution. This
module covers materials to use such as Information Sheets,
Self-Checks, Task Sheets and Performance Criteria Checklists.
Learning Outcomes:
At the end of this module you MUST be able to:
1. Identify the problem
2. Look for solutions to routine problems.
3. Recommend solutions to problems.
Assessment Criteria:
1. Identify routine problems or procedural problem areas.
2. Define and determine problem to be investigated.
3. Identify and document current conditions of the problem.
4. Identify potential solutions to problem.
5. Develop, document, rank and present recommendations
about possible solutions to appropriate person for decision.
6. Plan implementation of solutions.
7. Plan evaluation of implemented solutions.
8. Document recommended solution and submitto
appropriate person for confirmation.
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LEARNING OUTCOME
LEARNING OUTCOME 1 Identify the Problem

CONTENTS:
1. Identify and define a problem
2. Group Problem Solving
ASSESSMENT CRITERIA:
1. Identify routine problems or procedural problem areas.
2. Define and determine problem to be investigated.
CONDITION:
Student/ trainee must be provided with the following:
Tools Equipment Materials/ Supplies
Projector CBLM
Laptop
METHODOLOGY:
● Group Discussion
● Lecture
● Demonstration
● Role Playing
ASSESSMENT METHOD
● Case Formulation
● Written Test
● Life Narrative Inquiry (Interview)
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LEARNING EXPERIENCES
Learning Outcome 1: Identify Problem

Learning Activities Specific Instructions
1. Read INFORMATION Read and understand the
SHEET 3.1-1 in Identify information sheet. After reading,
and define a problem answer the self- check to
determine your learning.
2. Answer SELF-CHECK Refer your answers to the
3.1-1 on Identify and answer key 3.1-1 for self-check.
define a problem You are required to get ALL
answers correct. If not, read the
information sheet again to
answer all questions correctly.
SHEET 3.1-2 on Group information sheet. After reading,
Problem Solving answer the self- check to
3.1-2 on Group Problem answer key 3.1-2 for self-check.
Solving You are required to get ALL
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INFORMATION SHEET 3.1-1
Identify and Define the Problem
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able
to:
1. Discuss the steps in problem solving.
2. Identify a problem.
3. Value the skills of asking question to solve a problem.
The first step in the problem solving and decision-making process is

to
identify and define the problem.
A problem can be regarded as a
difference between the actual situation
and the desired situation. This means
that in order to identify a problem the
team must know where it is meant to be
and have a clear understanding of
where it currently is in relation to the
perceived problem.
In order to clearly define the problem, the

following steps can be followed:
● Agree with the team where the team should be

● Describe and document the problem
● Agree with the team where the team should be
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The Team Purpose, the Team Performance Plan and the
Operational Plan can be used to identify where the team should
be. If an organized and structured planning process has been
followed then the desired position and performance of the team
should be clear.
However, when a problem arises it is always worthwhile to
involve the team members in identifying and understanding the
gap between the actual situation and the desired situation. This
helps to ensure that all team members understand that a
problem exists and that they are an integral part in rectifying
the situation.
Describe and document the problem

In this step it is important to
clearly describe and document
what you and the team consider
the problem to be. This helps to
ensure that agreement is reached
as to the problem and provides a
starting point for resolving the
problem.
Describing the problem
also ensures that any confusion
about the problem is identified
and resolved.
A useful technique for describing the problem is to ask a
number of questions which can help direct the team to actively
think about the problem.
Some question that can be usefully
employed are:
Why do you think there is a problem?
What is happening?
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Note: When asking the question Who do you believe is involved?
ask the team to state facts and not to apportion blame.
Once you and the team have worked through these questions
the answers should be used to document the problem as
specifically and accurately as possible.
The description of the problem should be verified by and
agreed with the team. This description can then be used as a
starting point for the next step in the problem solving and
decision-making process: gather information relevant to the
problem.
Example:
The Star Bank Customer
Contact Centre has a problem
with its Credit Card team. A
number of Call Centre Operators
have not been turning up for
work on Mondays and this has
affected the performance levels of
the team.
The Credit Card Team
Leader has decided to follow the
problem solving and decision-
making process in order to
implement a suitable solution
to this problem.
In conjunction with the team the Team Leader has used
the Performance Plan and the Operational Plan to highlight where
the team should be in terms of attendance and performance.
The team have documented the problem as:
High absenteeism rates of 20.5% on Mondays are affecting the
performance levels of the Credit Card team. An absenteeism rate of
5% has been budgeted for in the Operational Plan.
Activity
Identify and define a problem at your school.
Save your work to your Critical Thinking Portfolio and send it to
your Learning Facilitator for feedback.
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SELF-CHECK 3.1-1
A. MULTIPLE CHOICES.
Direction: Read the questions carefully and answer intelligently.
Write the answer on your answer sheet.
1. It is regarded as a difference between the actual
situation and the desired situation.
a. Critical Thinking
b. Problem Solving
c. Solution
d. Problem
2. The first step in the problem solving and decision-

making process is to identify and define the problem.
a. Decide possible solutions
b. Identify the problem
c. Brainstorming
d. Take action
3. This helps to ensure that agreement is reached as to the

problem and provides a starting point for resolving the
problem.
a. Gather information relevant to the problem
b. Describe and document the problem
c. Identify the problem
d. Brainstorming
4. A useful technique for describing the problem is to ask a

number of questions which can help direct the team to
actively think about the problem.
a. Why do you think there is a problem?
b. What is happening?
c. Why is it happening?
d. All of the above.
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5. A useful technique for describing the problem is to ask a
number of questions which can help direct the team to
actively think about the problem.
a. Why do you think there is a problem?
b. What is happening?
c. Why is it happening?
d. All of the above.
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ANSWER KEY 3.1-1
A. MULTIPLE CHOICE
1. D
2. B
3. B
4. D
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Group Problem Solving
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able
to:
1. Leading team work/Group cooperation;
2. Appreciate the challenges and dynamic amongst people
during the problem-solving process;
3. Practice good communication skills in group.
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Human Knot Activity
Key Topics
• Problem solving steps
• REAL solutions
Helpful hints when problem solving
Divide participants into groups of 8 or 10 (it must be an even number, if not,

the activity will not work) and have them stand in a circle. People with rings
that have sharp edges or engravings should remove them. Ask each person
to put
Their left hand in the circle and hold someone else
hand, but not the person’s next to them. Then they
should do the same with the right hand, but they should
hold on to a different person’s hand.
1. Tell the group they have a problem: they are tangled!

They need to solve the problem untangling them to form
a large circle(s). They cannot lose contact with the hands
they are holding. They cannot break the grip but they
can loosen it.
Ask the participants how quickly they think they can undo
the knot to get back to the circle. (It usually takes longer
than they think it will!) Tell them that you will give a
maximum of 5 minutes. Let them begin!
2. Debrief the activity: Not all groups may have

accomplished the task. Explain that it is fine and that
they can try it again after the session.


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Debriefing Questions:
a. What approach did you use to solve this problem?

b. Did you have a plan? How did you arrive to that plan?
c. Did you have a leader? Several leaders?
What was his/her role? How was
leadership shared?
d. Did everyone play a role in solving the problem?
e. What behaviors made it hard/easy to do it?
f. Did you ever feel like quitting? What kept you going?
g. As a leader, what actions might you use
when a problem becomes hard to solve?
h. If you were going to re-do the activity
or a similar one, what would you do
differently?
Often participants will start trying to undo
themselves without talking about a plan first. After
some time, somebody might take the lead and make
suggestions that others will follow. Once they are
communicating and working well together, the knot
becomes easier to undo. To solve a problem, it is
important to remain calm, break the problem into
smaller tasks, assign people responsibilities,
encourage creative thinking, be a good listener, re-
assess the problem and encourage everybody to
share their ideas. Often a group has more than one
leader, each one coming in at different points of the
problem-solving process depending on their strengths
and skills
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SELF-CHECK 3.1-2
A. Short Essay Question

1. What are the important things to remember when
solving a problem?
2. Identify the employ ability skills desired by the employer.
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ANSWER KEY 3.1-2
A. Short Essay Questions
1. To solve a problem, it is important to;

● remain calm
● break the problem into smaller tasks
● assign people responsibilities
● encourage creative thinking
● be a good listener
● re-assess the problem and
● encourage everybody to share their ideas.
2. Employ ability Skills

a. Teamwork & working in diverse environment
b. Interpersonal communication
c. Problem solving & critical thinking
d. Enthusiasm & attitude
e. Flexibility & Adaptability
f. Professionalism
g. Work Ethic: Integrity, Responsibility, Accountability
h. Time Management
i. Ability to accept and Integrate criticism and feedback.
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DETAILS OF LEARNING OUTCOME
Look for Solutions to Routine

LEARNING OUTCOME 2
Problems
CONTENTS:
1. Problem Solving Steps
1. Identify and document current conditions of the problem.
2. Identify potential solutions to problem.
3. Develop, document, rank and present recommendations
about possible solutions to appropriate person for decision.
CONDITION:
Tools Equipment Materials/ Supplies
Projector CBLM
Laptop
METHODOLOGY:
● Lecture
● Demonstration
● Role Playing
ASSESSMENT METHOD
● Written Test
● Lecture
● Demonstration
● Role Playing
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ASSESSMENT METHOD
● Written Test
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SHEET 3.2-1 in Problem information sheet. After reading,
Solving Steps answer the self- check to
9.2-1 on Problem solving answer key 3.2-1 for self-check.
steps You are required to get ALL
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Problem Solving Steps
After reading this INFORMATION SHEET, YOU should be able
to:
1. Identify the basic steps of problem solving;
2. Apply the basic steps of problem solving to work in
community related problems.
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Problem Solving Steps and Tips
1. Define the problem: keep emotions aside and state the problem
2. Get more information about the problem: at
work – from supervisor, colleagues, written
materials
3. Generate many ideas on how to solve the problem:
there is often more than one solution!
4. Choose a solution: should be acceptable to all involved
5. Implement the solution
6. Evaluate the solution: Has the problem been solved?
Solutions should be REAL:

R Realistic: applicable not only in theory but also in practice
E Effective: the solution is an answer to the problem
A Acceptable: the solution is accepted by all of those involved
L Logical: the solution is not based on emotion but is fair
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Problem Solving Tips
❖ Often there is more than one

solution to a problem. Be open to
different possibilities!
❖ Your experiences, culture and
background will influence the solutions
you think of.
❖ Avoid making assumptions.
❖ Never give up!
❖ Be prepared to listen openly to different points of view.
❖ Focus on the solution you want, not on things that
cannot be changed.
❖ Remember to use your good listening,
speaking and cooperation skills when problem
solving with others.
Explain that after a solution is tried out, it is

important to assess if it is working. If not, another solution
needs to be identified that is acceptable by all. Explain
that to solve problems, it is important to make decisions.
The steps to solving problems can help us make good
decisions.
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Scenarios for Problem Solving
Scenario
1:
Alice and her siblings are orphans. As
the head of the family, she has been
raising her younger sisters. She has small
part time jobs. She sells vegetables and
cleans houses. Alice is worried because she
does not earn enough money to pay for rent
and for school fees for her younger sisters.
Help Alice solve her problem.
Scenario 2:
You work at El Manuel
Construction site. You notice
that tools are disappearing
from the worksite on a regular
basis.
What will you do?
Scenario 3:
Anna is 16 years old.
Her mother is an OFW and a
single parent. Her mother left
her in the care of her
grandmother. Anna has not
heard from her mother for
almost a year now. Her
grandmother is unable to make
a living because she is sickly.
If you were in Anna’s situation, how will you handle this problem?
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Scenario 4
Bob, Mark, Gina and Gerry are neighbors and they often go
out together to have fun. Lately, they noticed that Gerry has
been avoiding them and has been hanging out with a gang of
young men who are known
in the neighborhood as trouble makers
and suspected as drug pushers.
If you were Gerry’s friends, how

will you handle the
situation?
Scenario 5
Nilda is new in her work as a
salesperson in a department
store. She noticed that a group
of salespersons in her station
keep on talking and not
minding the customers, so she
often ends up attending to so
many customers. She is afraid to
complain to the supervisor
because she is still new in the
job.
What will you do if you were Nilda?
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1. Give the 6 steps in problem solving.

2. List the tips in problem solving.
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ANSWER KEY 3.2-1
Problem Solving Steps
1. Prob6 steps in Problem Solving

a. Define the problem: keep emotions aside and state the problem
b. Get more information about the problem: at
work – from supervisor, colleagues, written
materials
c. Generate many ideas on how to solve the problem:
there is often more than one solution!
d. Choose a solution: should be acceptable to all involved
e. Implement the solution
f. Evaluate the solution: Has the problem been solved?
2. List the tips in problem solving

● Often there is more than one solution to a problem. Be
open to different possibilities!
● Your experiences, culture and background will
influence the solutions you think of.
● Avoid making assumptions.
● Never give up!
● Be prepared to listen openly to different points of view.
● Focus on the solution you want, not on things that
cannot be changed.
● Remember to use your good listening, speaking and
cooperation skills when problem solving with others.
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DETAILS OF LEARNING OUTCOME
LEARNING OUTCOME 3 Recommend Solutions to

Problems
CONTENTS:
1. How to Think Critically and Problem Solve
1. Plan implementation of solutions
2. Plan evaluation of implemented solutions
3. Document recommended solution and submit to appropriate

person for confirmation
CONDITION:
Tool Equipment Materials/ Supplies
s
Projector CBLM
Laptop
METHODOLOGY:
● Lecture
● Demonstration
● Role Playing
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ASSESSMENT METHOD
● Written Test

1. Read INFORMATION SHEET Read and understand the information
3.3-1 in How to think critically sheet. After reading, answer the self-
and problem solve check to determine your learning.
2. Answer SELF-CHECK 9.3-1 on Refer your answers to the answer key

How to think critically and 3.3-1 for self-check. You are required
problem solve to get ALL answers correct. If not,
read the information sheet again to
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How to Think Critically and Problem Solve
After reading this INFORMATION SHEET, YOU should be able
to:
1. Discuss how to think critically;
2. Explain the steps in problem solving;
3. Value the importance of thinking critically.
The quote by Jean De La Bruyere:

"Life is a tragedy for those who feel,
and a comedy for those who think,"
may seem a bit radical, however,
according to the premise of cognitive
psychology, what you think is what
you feel.
While many people believe that your
feelings precede, or are independent of
your thoughts, the truth is that your
feelings are products of your thoughts.
This revelation can be both daunting and liberating.

Daunting because it makes us responsible for our attitudes
and liberating because we have the power to choose our perspective,
mood and thoughts.
When we are aware that we can choose and direct our
thinking, we realize that we have the ability to better control the
circumstances of our lives, improve our decision-making
processes and generally live more productive lives.
This in no way suggests that we need downplay the many
feelings and emotions we as humans enjoy, it's a simply a way for
us to manage and balance them with our cognitive abilities.
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We are thinking critically and, in a problem, solving mindset when we:
● Rely on reason rather than emotion

● Evaluate a broad range of viewpoints and perspectives
● Maintain an open mind to alternative interpretations
● Accept new evidence, explanations and findings
● Are willing to reassess information
● Can put aside personal prejudices and biases
● Consider all reasonable possibilities
● Avoid hasty judgments
Like any other skill, learning to think critically or problem-solve
takes time, perseverance and practice. Knowing which steps to take
and how to apply them helps us master the process.
Steps to Critical Thinking as it relates to problem solving:
1. Identify the Problem.

The first task is to determine
if a problem exists. Sometimes
when you think this point
through, you may come to the
conclusion that there really isn't a
problem, just a misunderstanding.
If that's the case, fine. If not,
and you determine that there is
indeed a problem, you need to
identify exactly what it is.
According to Barry Lubetkin, a New
York clinical psychologist, how
systematically someone weighs the pros and cons of a
problem and how clearly the person can define and state it,
is also an indication of highly developed intelligence..
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2. Analyze the problem, look at it from different angles.
Once you've determined the problem, analyze it by looking at it
from a variety of perspectives. Is
it solvable? Is it real or perceived?
Can you solve it alone or do you
need help?
Sometimes by looking at it from
many angles you can come up with a
resolution right away. You may also
reveal a bias or narrow point of view
that needs to be broadened
3. Brainstorm and come up with a

several possible solutions.
Problems can be solved in
many ways. Brainstorm a list of
several possible solutions. Put
down anything that comes to mind
and then go over the list and
narrow it down to the best
possibilities. Having several viable
options leads to obtaining the
best results.
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4. Decide which solution fits
the situation best.
Go over your list of possible
solutions. Different situations call
for different solutions. Quite often
what works in one situation, may
not work in a similar one. Take time
to determine what will work best for
the problem at hand. One solution
usually does not fit all.
5. Take action.
Implement your solution.
Every problem has a solution; even
if it is to accept the situation and
move on. Instead of approaching
problems and challenges as
insurmountable
obstacles, we can view them as
opportunities to hone our critical
thinking and problem-solving skills.
Every problem we are able to resolve increases, increases self-

confidence and self-worth. Thinking critically not only helps us
handle future challenges more skillfully, it also broadens our life
experience and helps us gain perspective.
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SELF-CHECK 3.3-1
A. Short Essay

1. What are the benefits of thinking critically?
2. Explain what is brainstorming.
3. What are the indications if we are critically thinking
and solving problem?
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ANSWER KEY 3.3-1
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ACKNOWLEDGMENT
https://www.essentiallifeskills.net/thinkcritically.html
http://www.wrksolutions.com/Documents/WhenIGrowUp/WIGU_PDFS/Hi
gh-School/Lesson1-Human-Knot.pdf
MyDEV Life Skills Module: Leadership and Teamwork
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Basic 3 Solve or Address General Workplace Problems - Pdf-For-Furnish

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Basic 3 Solve or Address General Workplace Problems - Pdf-For-Furnish

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COMPETENCY-BASED LEARNING MATERIAL

Sector : AGRI-FISHERY (21st CENTURY)

QUALIFICATION TITLE : ORGANIC AGRICULTURE PRODUCTION NC II

UNIT OF COMPETENCY : Solving/addressing General

MODULE TITTLE : Solve/address General Workplace

● Submit outputs of the TSs, and JSs to your LF for evaluation

No. Unit of Module Title Code

Work in team Working in team

Contribute to Contributing to workplace

Present Presenting Relevant

Competency - Based Learning Materials 1

Qualification : Organic Agriculture Production NCII

LEARNING OUTCOME 1 Identify the Problem

Learning Outcome 1: Identify Problem

The first step in the problem solving and decision-making process is

In order to clearly define the problem, the

● Agree with the team where the team should be

Describe and document the problem

Some question that can be usefully

Why do you think there is a problem?

2. The first step in the problem solving and decision-

3. This helps to ensure that agreement is reached as to the

4. A useful technique for describing the problem is to ask a

Divide participants into groups of 8 or 10 (it must be an even number, if not,

1. Tell the group they have a problem: they are tangled!

2. Debrief the activity: Not all groups may have

3. Debrief the activity: Not all groups may have

4. Debrief the activity: Not all groups may have

a. What approach did you use to solve this problem?

A. Short Essay Question

A. Short Essay Questions

1. To solve a problem, it is important to;

2. Employ ability Skills

Look for Solutions to Routine

Learning Activities Specific Instructions

Solutions should be REAL:

❖ Often there is more than one

Explain that after a solution is tried out, it is

Help Alice solve her problem.

What will you do?

If you were Gerry’s friends, how

What will you do if you were Nilda?

1. Give the 6 steps in problem solving.

1. Prob6 steps in Problem Solving

2. List the tips in problem solving

LEARNING OUTCOME 3 Recommend Solutions to

1. How to Think Critically and Problem Solve

3. Document recommended solution and submit to appropriate

Learning Activities Specific Instructions

2. Answer SELF-CHECK 9.3-1 on Refer your answers to the answer key

The quote by Jean De La Bruyere:

This revelation can be both daunting and liberating.

● Rely on reason rather than emotion

1. Identify the Problem.

3. Brainstorm and come up with a

Every problem we are able to resolve increases, increases self-

Direction: Read the questions carefully and answer intelligently.

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