Basic 3 Solve or Address General Workplace Problems - Pdf-For-Furnish
Basic 3 Solve or Address General Workplace Problems - Pdf-For-Furnish
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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.
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LIST OF COMPETENCIES
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
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TABLE OF CONTENTS
Page
No.
Self-Check 3.3-1 31
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Answer Key 3.3-1 32
Acknowledgment 33
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MODULE CONTENT
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LEARNING OUTCOME
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
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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.
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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.
employed are:
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
Identify and Define the Problem
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
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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
Identify and Define the Problem
A. MULTIPLE CHOICE
1. D
2. B
3. B
4. D
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INFORMATION SHEET 3.1-2
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
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Debriefing Questions:
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SELF-CHECK 3.1-2
Group Problem Solving
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ANSWER KEY 3.1-2
Group Problem Solving
2020
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DETAILS OF LEARNING OUTCOME
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)
● Group Discussion
● Lecture
● Demonstration
● Role Playing
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ASSESSMENT METHOD
● Case Formulation
● Written Test
● Life Narrative Inquiry (Interview)
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LEARNING EXPERIENCES
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INFORMATION SHEET 3.2-1
Problem Solving Steps
Learning Objectives:
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?
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Problem Solving Tips
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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.
Scenario 2:
You work at El Manuel
Construction site. You notice
that tools are disappearing
from the worksite on a regular
basis.
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.
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.
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Direction: Read the questions carefully and answer intelligently.
Write the answer on your answer sheet.
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ANSWER KEY 3.2-1
Problem Solving Steps
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DETAILS OF LEARNING OUTCOME
ASSESSMENT CRITERIA:
1. Plan implementation of solutions
2. Plan evaluation of implemented solutions
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ASSESSMENT METHOD
● Case Formulation
● Written Test
● Life Narrative Inquiry (Interview)
LEARNING EXPERIENCES
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INFORMATION SHEET 3.3-1
How to Think Critically and Problem Solve
Learning Objectives:
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.
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We are thinking critically and, in a problem, solving mindset when we:
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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
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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.
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SELF-CHECK 3.3-1
A. Short Essay
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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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