Mother of Mercy Academy  Purok 6 Pob.

Barobo, Surigao del

Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Name: ___________________________________________ Date: _____________________

Grade 11 TVL-CSS

COMPUTER SYSTEMS SERVICING 1

WEEK 1 - 2
Self-Learning Module

Lesson 1: Basic CSS Concept

Subject Description:
The COMPUTER SYSTEMS SERVICING NC II Qualification consists of competencies that must possess to
enable to install and configure computers systems, set-up computer networks and servers and to maintain and repair
computer systems and networks.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in computer
system servicing.

Topic Title:
1. Basic concepts in computer systems servicing
2. Relevance of the course
3. Career opportunities

Objectives:
1. Explain basic concepts in computer systems servicing
2. Discuss the relevance of the course
3. Explore career opportunities in computer systems servicing

Discussion: Basic Concepts of Computer Systems Servicing NC II

This course is designed to develop knowledge, skills, and attitudes of a Computer Service Technician in
accordance with industry standards.

COMPUTER SYSTEMS SERVICING National Certificate II

1. Basic competencies
2. Common Competencies
3. Core Competencies

1. Basic competencies
 Participate in workplace communication
 Work in a team environment
 Practice career professionalism
 Practice occupational health and safety procedures

2. Common Competencies
 Apply quality standards
 Perform computer operations
 Perform mensuration and calculation
 Prepare and interpret technical drawing
 Use hand tools
 Terminate and connect electrical wiring and electronic circuits
 Test electronic components

3. Core Competencies
 Install and configure computer systems
 Set-up Computer Networks
 Set-up Computer Servers
 Maintain and Repair Computer Systems and Networks

1| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Relevance of the Course

In a world where almost every activity is assisted by technology, it’s no wonder that most business ventures
are somewhat related to information technology.

One of the businesses that was able to make its mark is computer hardware servicing.

This industry who’s main line of business is to sell computer hardware systems and components, as well as servicing
in the installation of computer systems and networks.

The important topics that will be discussed in this course are as follows:
1. Basic concepts of CSS business – this will tackle all the necessary information and facts about a computer
hardware servicing business.

2. Opportunities in a CSS business– this will discuss the different prospects that are available for a CSS business.

3. Assess your own CSS competencies – being able to assess one’s competencies will help determine whether an
aspiring entrepreneur in the CSS business will be able to manage it correctly.

4. Assess the practitioner’s CSS competencies – this refers to the CSS knowledge and skills of those people who
are already engaged into a similar line of business that an aspiring individual would want to venture.

5. Compare the practitioner’s CSS Competencies – this topic discusses the careful comparison of the CSS
competencies an individual possess with those of an actual practitioner in the same line of business.

6. Aligning of your CSS competencies – this topic is intended to streamline whatever CSS competencies an
individual possesses to fully utilize them in establishing a computer hardware servicing business.

The mentioned topics explains how relevant this course is in the establishment of a computer hardware servicing
business. An individual who is determined to come up with a CSS business that will surely be successful must be
able to grasp the ideologies and principles that will be discuss in this course.

Activity 1: True or False. Write T if the sentence is correct; otherwise, write F on the box before each item.

1. The hardware needs maintenance service to repair normal wear and tear and emergency
services.
2. All data processing equipment will have some degree of failure.
3. Network infrastructures don’t need maintenance.
4. Software suffers “wear and tear.”
5. Repair calls tend to occur only most frequently when the equipment item is approaching
the end its useful life.
6. A person who has achieved Computer Qualification is competent to be computer service
technician or a computer repairman.
7. Correcting defects or “bugs” is one of the major and most immediate reasons to provide

2| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

for hardware maintenance.

8. Upon the completion of this course, you are expected to
1.) install computer systems and networks; and
2.) diagnose and troubleshoot computer systems.
9. Software also needs maintenance.
10. Learners of hardware servicing are a crucial link in the emergency response process.

Opportunities of Computer Systems Servicing NCII as a Career

The Computer Systems Servicing National Certificate Level II (NC II) Qualification consists of competencies
that must have to allow making a diagnosing and troubleshooting problems in PC systems, software restoring
parts, and making the system back to normal function. A person who has achieved this qualification is competent
to be:

 Computer Service and Repair Technician – install, maintain and repair computer systems and equipment.
o For many, this is the entry point for a career in the computer/information field. The responsibilities of a
computer service and repair technician include a variety of duties.

 IT Technical Support Officer – monitors and maintains the computer systems and networks of an organization.
They may install and configure computer systems, diagnose hardware and software faults and solve technical
and applications problems

 Technical Support Representative – answers questions from computer users and solves problems with the
installation or operation of software.

 Computer Hardware Specialist – set up equipment for employee use, performing or ensuring proper installation
of cable, operating systems, and appropriate software

Because the computer field is changing rapidly, they must work to remain abreast of current technology and
become aware of future developments.
They generally work with a variety of users, which require expert people skills, especially the ability to work with
groups of nontechnical users.

Work Activities
You would refurbish, maintain, and install computer systems and equipment as a computer service and repair
technician. Your everyday job would consist of the following:

1. Setting up new IT systems

2. Improving existing hardware and software
3. Going to see home users to fix their PCs and other defective equipment
4. Testing systems to ensure that they are working in good condition
5. Servicing peripherals like printers, scanners, and other office equipment
6. Preparing cost estimates
7. Performing routine administration, like managing staff ROTAs.

Conditions

3| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Your job would require travelling to go to see clients on site as a field technician. You would be assigned at
an office but would expend time with staff at their workplaces in an IT support department.

Skills, Interests, and Qualities

You should possess the following skills, interests, and qualities:

1. Profound knowledge of hardware, commonly used software, and operating systems

2. Excellent skills in communication and customer service
3. Superb problem-solving skills
4. Patient and systematic approach
5. Capable to meet deadlines
6. Motivation to keep abreast with IT developments
7. Deep understanding of electrical safety issues

Activity 2: True or False. Write T if the sentence is correct; otherwise, write F on the box before each item.

1. A person who achieved the Computer Systems Servicing NC II Qualification is competent

to be a computer service technician or a computer repairman.
2. CSS is the entry point for a career in the computer/information field.
3. Because the computer field is changing rapidly, computer service and repair technicians
must work to remain updated in current technology and become oblivious of future
developments.
4. Today, computer service and repair technicians are capable of viewing desktop and
sharing control of mouse and keyboard through remote assistance.
5. Most companies that employ computer service and repair technicians expect the
technicians to have basic knowledge in computer electronics
6. A computer service and repair technicians should have an awareness of electrical safety
issues
7. In an IT support department, your job would involve travelling to visit clients on site.
8. Computer service and repair technicians generally work with a variety of users.
9. A computer service and repair technicians should be timid.
10. A computer service and repair technicians should have the ability to meet deadlines.

Activity 3: Answer the following questions:

1. When you earn your degree or competency certificate is that enough? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

2. As a future IT Specialist do you need to constantly update your knowledge? Why?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Lesson 2: Participate in Workplace Communication

Subject Description:
This module covers the knowledge, skills and attitudes required to obtain, interpret and convey information
in response to workplace requirements.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in computer
system servicing.
Topic Title: Participate in Workplace Communication

Objectives:
1. Obtain and convey workplace information.
2. Complete relevant work related documents.
3. Participate in workplace meeting and discussion.

Discussion:

1. OBTAIN AND CONVEY WORKPLACE INFORMATION

This lesson gives you an overview of communication and introduces you to the main elements in the
communication process. It also covers the process of effectively participating in workplace communications. It
requires the ability to follow simple spoken messages, perform routine workplace duties, follow simple written notices,
obtain and provide information in response to workplace requirements, complete relevant work related documents,
and participate in workplace meetings and discussions.

I. Effective Communication
Communication is the act of giving, receiving or exchanging information, ideas and opinions so that the
“message” is completely understood by both parties. There are many means of communication. To be an effective
and valuable member of your workplace it is important that you become skilled in all of the different methods of
communication that are appropriate. This topic looks at different types of communication and associated technology,
but before that it is important to understand the communication process.

5| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Figure 1. The Communication Process
Mother of Mercy Academy Sur Purok 6 Pob. Barobo, Surigao del
http://ioc.edu.my/images/demo/printedMaterial/OUMH
1203.pdf
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

The Communication Process for communication to occur it must pass from a sender to a receiver. This must
occur irrespective of the form of communication. For communication to be effective it must be understood by the
receiver and be able to be responded to. This means that total communication involves speaking, reading, listening,
and reasoning skills. As communications pass from the source to the receiver there is plenty of opportunity for its
original meaning to change or alter. Look at Figure 1. The illustration shows clearly that in a communication process,
there must be a sender who speaks or sends a message, and a receiver who listens or receives the message.

Therefore listening, reasoning and feedback is an important part of the process as it is an opportunity for the sender
to make sure the receiver has understood the message. The other consideration is the “noise” associated with the
communication – what else is happening, what are the distractions, the baggage etc. Noise can have a big impact on
the message the receiver decodes.

II. Parts of Speech

The words that we use can be divided into these classes:

 Noun – A noun is a type of word that represents a person, thing, or place, like mother, apple, or valley.

 Verb – A verb is a type of word that describes an action or a state of being, like wiggle, walk, run, jump, be, do,
have, or think.

 Pronoun – A pronoun is a substitute for a noun. Some pronouns are: I, me, she, hers, he, him, it, you, they,
them, etc.

 Adjective – An adjective is a word that describes something (a noun). Some adjectives are: big, cold, blue, and
silly. One special type of adjective is an article, a word that introduces a noun and also limits or clarifies it; in
English, the indefinite articles are a and an, the definite article is the.

 Adverb – An adverb is a word that tells “how,” “when,” “where,” or “how much”. Some adverbs are: easily,
warmly, quickly, mainly, freely, often, and unfortunately.

 Preposition – A preposition shows how something is related to another word. It shows the spatial (space),
temporal (time), or logical relationship of an object to the rest of the sentence. The words above, near, at, by,
after, with and from are prepositions.

 Conjunction – A conjunction is a word that joins other words, phrases, clauses or sentences. Some conjunctions
are: and, as, because, but, or, since, so, until, and while.

 Interjection – An interjection is a word that expresses emotion. An interjection often starts a sentence but it can
be contained within a sentence or can stand alone. Some interjections are oh, wow, ugh, hurrah, eh, and ah.

III. Sentence Construction

A sentence is a collection of words assembled in such an order that they present a complete thought or idea.
Clear, short sentences are preferable, and more effective, than long, complex ones.

6| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

The simplest sentence consists only of a noun, a naming word, and a verb or action word. For example, in the
sentence “Mary walked”, Mary is the naming noun and walked is the action verb.
Mary is the proper noun in the example sentence above but can be substituted in following sentences by the pronoun
she. A pronoun is a word that can be used instead of a noun when a noun has already been mentioned. Other
pronouns are he, we, they and it.

Most sentences have a subject noun and an object noun. For example, consider the sentence “Mary
walked towards the hotel”. Mary is the subject noun (a person or thing performing the action of walking), and the
hotel is the object noun (a person or thing towards which the action is directed)

Adjectives describe nouns. Adjectives usually come before the noun. They are sometimes known as ‘describing
words’. When two adjectives are used to describe one noun, they are set apart with the use of a comma. For
example: The lazy dog dozed. The hairy, lazy dog dozed.
Adverbs describe verbs. The adverb should always follow the verb. For example: “Mary walked slowly.” or “Peter ran
away quickly.”

IV. Tense

Verbs, or action words, are expressed in tenses: past, present or future. The tense of a verb is its setting in
time.

For example: Mary walked (past tense) Mary walks (present tense) Mary will walk (future tense)

There are also other, more complex tenses not covered here. An important point is to be consistent in your
use of tense. Decide whether you are explaining an event in the past, present or future and then be consistent in the
use of that tense until there is a good reason for changing.

The incorrect use of tenses is one of the most common mistakes of grammar. For example, consider the
following sentence: “Marianne describes the new techniques, how they varied in approach and attitude”.

The verb describes is in the present tense but varied is in the past tense. The correct tensing of the
sentence should be: “Marianne describes the new techniques, how they vary in approach and attitude”.

Activity 4: The Communication Quiz

A. Directions: For each statement, check the column that best describes you. Please answer questions as you
actually are (rather than how you think you should be), and don't worry if some questions seem to score in the "wrong
direction." Calculate your total score when you are finished.

Not at All Rarely Sometimes Often Very Often

15 Statements to Answer
1 2 3 4 5
1. I try to anticipate and predict possible
causes of confusion, and I deal with          
them up front.
2. When I write a memo, email, or other
document, I give all of the background
         
information and detail I can to make
sure that my message is understood.
3. If I don't understand something, I tend
to keep this to myself and figure it out          
later.
4. I'm surprised to find that people
         
haven't understood what I've said.
5. I can tend to say what I think, without
worrying about how the other person          
perceives it. I assume that we'll be able

7| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

to work it out later.

6. When people talk to me, I try to see
         
their perspectives.
7. I use email to communicate complex
issues with people. It's quick and          
efficient.
8. When I finish writing a report, memo,
or email, I scan it quickly for typos and          
so forth, and then send it off right away.
9. When talking to people, I pay
         
attention to their body language.
10. I use diagrams and charts to help
         
express my ideas.
11. Before I communicate, I think about
what the person needs to know, and          
how best to convey it.
12. When someone's talking to me, I
think about what I'm going to say next to
         
make sure I get my point across
correctly.
13. Before I send a message, I think
about the best way to communicate it
         
(in person, over the phone, in a
newsletter, via memo, and so on).
14. I try to help people understand the
underlying concepts behind the point I
am discussing. This reduces          
misconceptions and increases
understanding.
15. I consider cultural barriers when
         
planning my communications.

B. Score Interpretation

Score Comment

You need to keep working on your communication skills. You are not expressing yourself clearly
15-35 and you may not be receiving messages correctly, either. The good news is that, by paying close
attention to the way in which you communicate, you can improve your effectiveness at work and
enjoy better working relationships with your colleagues!

You're a capable communicator, but you sometimes experience communication problems. Take
36-55
the time to think about your approach to communication, and focus on receiving messages
effectively, as much as sending them. This will help to improve your ability to communicate.

Excellent! You understand your role as a communicator, both when you send messages and when
56-75
you receive them. You anticipate problems, and you choose the right channel to communicate.
People respect you for your ability to communicate clearly and they appreciate your listening skills.

2. Complete Relevant Work Related Documents

The topics involved herein are the skills and knowledge required to prepare workplace documents and forms in
accordance with workplace requirements and any applicable regulations/codes including planning and preparing a

8| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

simple workplace document such as a letter or report, and gathering relevant information enabling the completion of
a workplace form.

I. Types of Forms

In every workplace you will be required to complete forms. Each workplace will have forms specific to their
requirements. You must make sure that you know which forms to fill in, when you need to use forms and where to
find the necessary forms.

When filling in a form:

 Read the form carefully
 Fill in all the required details
 Only include necessary information
 Write clearly and simply
 Check that you have completed it properly
 Send or give it to the appropriate person, or file in the appropriate place

Work instructions are the most basic tool used in every business or organisation to help workers follow a
sequence of steps. Inadequate work instructions are likely to result in a variety of problems in the workplace that
could range from:
 returned products
 loss of materials
 customer complaints
 liability issues
 poor work performance

Work instructions can have a major impact on the effectiveness and productivity of a workplace. If instructions
are difficult to follow, workers will make errors in implementing the steps.

A good work instruction is a detailed sequence of steps that workers need to follow each time they perform a
task. The purpose of a work instruction is to organize steps in a logical and systematic way so that workers can easily
follow it independently.
This means a consistent format for your work instructions is important. Workers can read the information faster
and absorb it more quickly if it follows a consistent font and format. It also makes the development of further work
instructions far simpler as you have a template to follow.

Figure 2. Spectrum of technical writing (ASM International, 2001)

II. Technical Writing
Technical writing is a broad term that encompasses a wide variety of documents in science, engineering, and the
skilled trades. This is a type of writing where the author is writing about a particular subject that requires direction,
instruction, or explanation. It has a very different purpose and different characteristics than other writing styles such

9| MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

as creative writing, academic writing or business writing. The major types of documents in technical writing can be
grouped into four major categories (Figure 2):
 Reports and communications in day-to-day business
 Technical papers, magazine articles, books, and theses for purposes of education, teaching, and the
sharing of information and knowledge
 Patents
 Operational manuals, instructions, or procedures

III. Uses for Technical Writing

Technical writing is straightforward, easy to understand explanations and/or instructions dealing with a particular
subject. It is an efficient and clear way of explaining something and how it works.
The subject of technical writing can either be:

 Tangible – Something that can be seen or touched, such as a computer or software program, or information
on how to assemble a piece of furniture.

 Abstract – Something that involved a series of steps that aren’t related to a tangible object. One example of
this might be steps required to complete an office process.

Some examples of technical writing include:

 Instruction manuals
 Policy manuals
 Process manuals
 User manuals
 Reports of analysis
 Instructions for assembling a product
 A summarization of a long report that highlights and shortens the most important elements

IV. Tips for Good Technical Writing

Regardless of the type of document which is written, technical writing requires the writer to follow the properties
of knowing their audience, writing in a clear, non-personal style and doing extensive research on the topic. By
including these properties, the writer can create clear instructions and explanations for the reader.

 Know your audience. An expert in the field will understand certain abbreviations, acronyms, and lingo that
directly applies to such a field. The novice will not understand in the same manner and, therefore, every
detail must be explained and spelled out for them.

 Use an impersonal style. Write from a third person perspective, like a teacher instructing a student. Any
opinions should be omitted.

 The writing should be straightforward, to the point, and as simple as possible to make sure the reader
understands the process or instruction. This at times may appear as simply a list of steps to take to achieve
the desired goal or may be a short or lengthy explanation of a concept or abstract idea.

 Know how to research. Gather information from a number of sources, understand the information gathered
so that it can be analysed thoroughly, and then put the information into an easy to understand format to
instruct those who read it. The more inexperienced your audience, the more information you will need to
gather and explain.

 Be thorough in description and provide enough detail to make your points; but, you also have to consider
that you need to use an economy of words so that you do not bore your reader with gratuitous details.

A good technical writer can make a difficult task easy and can quickly explain a complex piece of information.

10 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Activity 5: Self-Check
Direction: Choose and encircle the letter of the correct answer.

1. The _______writing merely focuses on business, science and technology and not on emotion.
A. literary B. technical C. creative

2. "Are my spelling, punctuation and grammar correct?" is the question need not to be considered in the _______
process.
A. pre-writing B. during writing C. post writing

3. The _______uses familiar words and sentences that are logical, concrete and specific.
A. clarity B. conciseness C. correctness

4. The paragraph is adequately developed when it describes, explains and supports the _______.
A. main idea B. topic sentence C. conclusion

5. The _______ mode of paragraph development uses visuals like tables and figures in writing.
A. illustration B. description of mechanism C. description of a process

3. Participate in Workplace Communication

Any group work effort requires people to come together frequently over a period of time. Whether in a small
cultural organization, where perhaps only two or three people attend a half hour meeting to discuss one agenda item,
or in a larger organization, where there may be many participants at a meeting with multiple presenters, meetings
can be an effective way of sharing information and reaching decisions. Cultural employees are frequent multi-takers,
stretched in different directions in often under-resourced organizations. Time is valuable and costly. You need to ask
yourself whether the amount of preparation involved and the outcomes achieved have been worth the time invested.

I. Participate at Work

Every workplace will have staff meetings/team meetings, formal and informal discussions. When a business
places a proper value on the time spent by people preparing for and attending meetings, it is quickly seen that they
are a very expensive exercise.

Have you ever been to one of those meetings where no objectives were met, no actions were agreed upon
and generally it was a complete waste of your time? Effective meeting procedures are essential to ensure that the
maximum output is gained from a meeting.

Some basic expectations are:

 A clearly defined purpose to your meeting – Ask questions such as “Why are we meeting?” What are we
trying to achieve? Are we meeting for meetings sake? However, consider that at times the purpose of
bringing people together for a meeting may be to achieve other important interpersonal objectives like team
building, brain storming or group problem solving. Make sure that you clearly communicate the meeting
purpose well before hand, this gives attendees time to gather ideas or research issues prior to attending the
meeting.

 Advice people of the meeting in time for them to be able to attend – It is amazing how often key people are
left out of meetings or are not able to attend simply due to a lack of planning and sufficient notice.

 Set an agenda – An agenda aims to keep discussions on track and to keep everyone focussed on the
issues. The agenda should be distributed to attendees before the meeting.

 Start and finish on time – Make sure the meeting starts and finishes on time so participants feel that their
time is valued and that they can plan for effective meeting participation to fit within their work load.

II. Recording Information

11 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

A. What Is a Record?
A record is recorded information however recorded whether in printed form, on file, by electronic means or
otherwise and includes correspondence, a memorandum, a book, a plan, a map, a drawing, a diagram, a pictorial or
graphic work, a photograph, a film, a microfilm, a sound recording, a videotape, a machine readable record, any
other documentary material, regardless of physical form or characteristics, and any copy thereof. It further states that
any information that is capable of being produced by a machine and subject to the regulations any record that is
capable of being produced from a machine readable record under the control of an institution by means of computer
hardware and software or any other information storage equipment and technical expertise normally used by the
workplace.
B. Why Are Records Important?
Records are important for their content and as evidence of communication, decisions, actions, and history. As
public institutions, school boards/authorities are accountable to the public and to government. Records support
openness and transparency by documenting and providing evidence of work activities and by making them available
to the public. Records support quality program and services, inform decision making, and help meet organizational
goals.

C. Characteristics of a Record
Records are a strategic organizational asset that must be managed. To manage them appropriately, staff must
recognize that information has a lifecycle and that not all records and information must be retained.
Records Should Have:
 Content: A record should reflect what was communicated or decided or what action was taken, and should
provide enough information so that it is understood.
 Context: It should reflect how it was used or why it was created (purpose), the date, the time, and the
participants.
 Meaning: It should be linked to other documents or information to which it relates.

Authenticity
 A record is one that can be proven:
 to be what it purports to be;
 to have been created or sent by the person purported to have created or sent it; and
 to have been created or sent at the time purported.

Reliability
Records must be trusted to be a full and accurate representation of the transactions, activities, or facts and
can be relied upon in subsequent activities. To ensure reliability, records should be created at the time of the
transaction or incident or soon afterwards and by individuals with direct knowledge of the facts.

Integrity
A record must be complete and unaltered and must be protected from unauthorized changes, and verifiable
unaltered.

Usability
To be useable, records must be retrievable, presented, and interpreted. The links between other records
should be maintained.

Activity 6. Answer the question:

How do you determine the validity of a record? Write your answer below.

12 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Lesson 3: Work in a Team Environment

Subject Description:
This subject covers the knowledge, skills, and attitudes required to relate in a work based environment.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in computer
system servicing.
Topic Title: Work in a Team Environment

Objectives:
1. Describe and identify team role and responsibility in a team.
2. Describe work as a team member.

Discussion:

1. Clarify Roles
Knowing everyone’s role and being familiar with the responsibility of those roles create efficiency and
flexibility. Ideas for clarifying roles on the team include:

 Review team members’ roles frequently.

 Relate team member expectations to the team’s overall purpose.
 Clarify responsibilities when action planning.
 Learn what others do on the team.
 Figure out ways to help each other.

Setting aside time to really evaluate what you do and how that impacts (or not) the company you work for is
important to understanding the value you and your role have with that organization. Are you a key player on your
team? If not, does the role provide opportunities for you to advance toward this?

After fully understanding your current role, value within your company, and its possible benefits and
setbacks for your future, it’s time to take action. So many people become complacent in their careers and on the
job.

If after evaluating your overall situation you discover that it’s actually beneficial to step out of your current
role—step out of it. Don’t be afraid to follow after what your heart truly desires.

Relationship and Responsibility

13 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Being a mutually evolving process, a relationship requires team members to be dependent on each other.
Every individual should develop a level of trust for each other in order to be reliable for each other. Some of us
just cannot find it easy to entrust a work with another team member or cannot seem to trust what a member can
contribute.

In order to build trust, the team can hold trust-building talks during meetings every now and then. Self-
disclosure is a good strategy for establishing trust with each other. Learning how to open and share a little about
you to your teammates will give them a chance to know you as a person. Inject humor and some fun to be
comfortable with each other.

Once you start to trust each other as an important member of the team, you will also become easily
dependent on each other. With this, a budding relationship is established.

Each individual in a team has talents and abilities that can contribute to a solid work relationship which is
needed to be productive in the job. As a team, members have to identify who excel in technical expertise, who
are keen in problem-solving and decision-making, and who are adept in active listening, giving good feedback,
and conflict resolution.

Identifying these skills helps a team perform effectively. This is otherwise known as team synergy through a
coordinated effort of performing these abilities. Diversities even in skills and talents are common. But sharing
these skills for the benefit of the team can build a solid work relationship among the individuals.

For a relationship to become healthy, learn to appreciate each other’s talents. Being recognized by fellow
colleagues for the effort contributed for the team is heart-warming and rewarding.

Relationship with a Team

Typically, in a work setting, every working individual belongs to a team where a group of members work
together with similar functions and work description, though not necessarily similar in interests.

Also, individuals in a team generate a collaborative effort to achieve common goals, and may need to give
up individual autonomy in order to attain those goals. The organization as a whole can make up a team and this
component is by far the largest to be called as such.

If you are paired up with another work colleague on a project, you are already called a team. Regardless of
the population of the members and diversities in a team, building a relationship is a crucially important factor
grounded on teamwork.

Team members who develop a common strategy in working such as using a discussion in the interaction
process or assigning tasks are manifesting teamwork. Individuals work together by sharing individual objectives
and eventually come up with a unified goal.

Being a part of a team also entails commitment in the job and the responsibility. In order for a team to be
harmonious, a good working relationship has to be established.

2. Be an Effective Team Member

Working on teams can be rewarding, but at times it can be difficult and downright frustrating. If there are
poor communicators on your team, you may often feel left in the dark, confused or misunderstood. To create a
successful team, effective communication methods are necessary for both team members and leaders.

Get Involved – Share suggestions, ideas, solutions and proposals with your team members. Take the time
to help your fellow teammates, no matter the request. You can guarantee there will be a time in the future when
you’ll need some help or advice. And if you’ve helped them in past, they’ll be more than happy to lend a helping
hand.

14 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

No Bragging

It’s one thing to rejoice in your successes with the group, but don’t act like a superstar. Doing this will make
others regret your personal successes and may create tension within the group. You don’t have to brag to let
people know you’ve done a good job, people will already know. Have faith that people will recognize when good
work is being done and that they’ll let you know how well you’re doing. Your response? Something like “Thanks
that means a lot.” is enough.

Group Planning and Decision Making

There can be advantages and disadvantages in involving teams of people in decision making.
Some advantages include; accumulating more knowledge, taking a broader perspective and gaining support
by letting individuals participate in the process.

Some of the disadvantages in group decision making include often a slower time to get a decision,
a necessity for compromise which results in a less than optimal outcome and the potential for an individual
or clique to dominate the group, negating its original benefit.

One difficult decision in itself for a manager or business owner is determining when to engage a
group, and the extent to engage a group to help make a decision or whether to go alone and make a
decision individually.

Group Decision-making Advantages:

 As the leader, do you have enough information of your own to make a good decision?
 Is the problem structured in that it is clearly defined, organised and has recognized solutions?
 Do the members of the group have to accept this decision for it to work?
 If you make this decision yourself, are you sure the group will accept it?
 Are the group members aligned with the same goals that you are trying to achieve?
 Is disagreement likely among group members in reaching a decision?

If it is determined that a group decision is the preferred option, some simple guidelines for the decision
making process can help as follows;

 Develop a clear understanding of the problem and the need for a decision
 Develop a clear understanding of the requirements for an effective choice
 Thoroughly and accurately assess all the positive qualities of alternative solutions
 Thoroughly and accurately assess all the negative qualities of alternative solutions

Although group decision making can be effective, it can also have disadvantages such as;

 Social pressure. The pressure to conform to the group can have adverse effects on the creativity of the
individual group member.
 Domination by a vocal few. Group members may be ignored and outspoken by members who speak
the loudest and longest.
 Goal displacement. The primary objective of making a sound decision may be affected by a member’s
personal considerations such as winning an argument, or getting back at another group member.
 Groupthink. Groupthink occurs when group members try to minimise conflict and want to remain within
the comfort zone of the group’s consensus thinking. Creativity and independent thinking are usually the
first things to be sacrificed, resulting in poor quality decisions.

Activity 7: Answer the question.

How to become a better leader in the workplace?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

15 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Lesson 4: Practice Career Professionalism

Discussion:
1. Integrate personal objectives with organizational goals.

Personality Development

Personal goals affect how an employee performs. While they can serve as motivation to be more productive
and more successful, they can also cause conflicts between staff or between work and home.

Businesses are most successful when employees’ personal goals are aligned with corporate goals. This can
be difficult to do at times, but it is possible.

Most of the time, personal goals should still be work-related, such as achieving a sales volume, working a
number of hours, organizing a specific project, or improving a specific skills. Finding common ground between
these personal goals and your organizational priorities can be hugely productive.

The easiest way to do this is to simply ask employees what they think the team can do to help them reach
their personal goals. Make sure you follow up by clarifying how their own goals are contributing to the overall
team objective.

One of the most effective ways we have to protect ourselves and others from illness is good personal
hygiene. This means washing your hands, especially, but also your body. It means being careful not to cough or
sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have
germs) into a bin, and using protection (like gloves or condoms) when you might be at risk of catching an
infection.

Personal hygiene, such as bathing, is very much dependent on the culture in which you live. In some
cultures, it is expected that you will wash your body at least every day and use deodorants to stop body smells.
Other cultures have different expectations.

Personal Hygiene and Practices

 Body odor - Body smells are caused by a number of factors working in combination, including:
 Chemicals in sweat, including pheromones, which are made by the body and sexually attract (or
repel) other people.
 Wastes excreted through the skin, such as metabolised alcohol.
 The actions of bacteria that live on the skin and feed on dead skin cells and sweat.
 Unwashed clothes, such as underwear and socks.

 Hand washing - Most infections, especially colds and gastroenteritis, are caught when we put our
unwashed hands, which have germs on them, to our mouth. Some infections are caught when other
people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and
water, using a brush if your finger nails are dirty. Dry your hands with something clean, such as paper
towels or hot air dryers. You should always wash your hands:
 After using the toilet
 Before making or eating food
 After handling dogs or other animals
 If you have been around someone who is coughing or has a cold.

16 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

 Personal hygiene for women - The vagina is able to clean itself no special care is needed, other than
washing the external genitals. Do not put anything like douches into the vagina, as the delicate skin can
be damaged. Here are some personal hygiene suggestions for women:
 Menstruation – wash your body, including your genital area, in the same way as you always
do. Change tampons and sanitary napkins regularly, at least four to five times a day. Always
wash your hands before and after handling a tampon or pad.
 Cystitis – is an infection of the bladder. This is a common condition for sexually active young
women. Urinating after sexual intercourse can help to flush out any bacteria that may be in the
urethra and bladder.
 Thrush – some soaps and detergents can irritate the skin of the vagina, and make thrush
infections more likely. Some people find that they often get thrush when they use antibiotics.
Use mild soap and unperfumed toilet paper. Avoid tight, synthetic underwear. Try cotton
underwear, and change regularly. There is medical treatment for thrush, so talk to your doctor
or pharmacist.

 Personal hygiene for men - A build-up of secretions called smegma can form under the foreskin of
uncircumcised men. If you are uncircumcised, gently pull back the foreskin when you have a shower
and clean with water. You can use soap if you like, but make sure you rinse it off well.

 Bad breath - Good dental hygiene includes regular brushing and flossing. Bad breath can be caused by
diseases of the teeth, gums and mouth, such as infections. Most people have bad breath first thing in
the morning because saliva is not made while you’re asleep. Some foods that can cause bad breath
include garlic and onion. Mouth washes, mouth sprays and flavoured chewing gum can make your
breath smell better for a while, but if you have a health problem in your mouth, you need to see your
dentist.

 Travelling hygiene - When travelling overseas, take special care if you’re not sure whether the water is
safe. Suggestions include:
 Drink only bottled water.
 Don’t use tap water to clean your teeth.
 When you wash your hands, make sure they are totally dry before you touch any food.
 Don’t wash fruit or vegetables in unsafe water.
 If you have no other water source, make sure the water is boiled before you drink it by holding
it at a rolling boil for one minute.
 Make sure any dishes, cups or other utensils are totally dry after they are washed.

 Where to get help

 Your doctor
 Dentist.

 Things to remember:
 Good personal hygiene is one of the most effective ways to protect ourselves and others from
many illnesses, such as gastroenteritis.
 Wash your hands regularly, especially before preparing or eating food and after going to the
toilet.

2. Set and Meet Work Priorities

In any responsible position in any company that you ever have, it is a given that there will be more work to
do than there are hours in the day. You could kill yourself, trying to do everything that needs to be done, and still
not manage to complete it all. As an employee, your most important task is to determine priorities, so that the
things that need to be worked on are those that receive your time and attention and that of your department.

Priorities have to be established based upon what is best going to meet your company’s needs. But, that’s
not always easy to determine. What often looks like the best possible solution may not actually be so. Properly
determining priorities requires understanding the various tasks that need to be done, how they relate to your
company’s goals and how they compare to other tasks that also appear important.

ABC Prioritizing

17 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

The most common form of prioritizing tasks is by a simple ABC method. In this method, you make a list of all
the tasks that you have to complete, and assign them a letter code:

 A = High priority, very important to get this done

 B = Medium priority, this should get done
 C = Low priority, it would be nice if this could get done

It is assumed with this method that you know how important the various tasks are in regard to your
company’s and department’s goals. Otherwise, the priorities you place on the individual tasks really have no
value.

The next step in the process is to add a due date for each of these tasks. Most important tasks need to be
completed by a particular time. If they aren’t completed by that time, they move from just being important to
being important and urgent. Some items may not have a due date, especially things that are priority C. However,
a priority C item, that never gets dealt with may become more important over time. For this reason, some people
put a start date on the items as well. That way, even items that may be a Priority C will have some visibility.

3. Maintain Professional Growth and Development

In rapidly changing environments, both organizations and the people who make up those organizations
must engage in continual growth, or risk becoming obsolete. All too often, professional growth is a hit-or-miss
process. Learning opportunities selected are often those that meet immediate needs rather than future needs.

Professional development helps build and maintain morale of staff members, and is thought to attract higher
quality staff to an organization. It is a process of improving and increasing capabilities of staff through access to
education and training opportunities in the workplace, through outside organization, or through watching others
perform the job.

A career, the pursuit of consecutive, progressive achievement especially in public, professional, or business
employment, is a personal choice that entails commitment, perseverance, and a plan. Professional growth in a
career requires the continuous acquisition of knowledge and skills through study, instruction, investigation, and
practice. It is an on-going process.

Career planning involves visualizing what you want to be doing in the future within your profession. Career
planning enables professionals to set goals and define specific tasks that must be accomplished in order to
reach those goals. At the same time, career planning considers options, and alternatives. Flexibility is important
as we cannot know the future.

Lesson 5: Practice Occupational Health and Safety Procedures

Subject Description:
This subject covers the knowledge, skills and attitudes required to comply with the regulatory and
organizational requirements for occupational health and safety such as identifying, evaluating and maintaining
occupational health and safety (OHS) awareness.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in computer
system servicing.
Topic Title: Practicing Occupational Health and Safety Procedures

Objectives:
1. Identify Hazard and Risks
2. Evaluate hazards and risks
3. Control hazards and risks
4. Maintain occupational health and safety awareness

18 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Discussion:
1. Hazards and Risks Identification and Control

Sound occupational health and safety policies are essential for employees, but they are also increasingly
important for your customers and other stakeholders. Occupational Health and Safety Management systems
certification to OHSAS 18001 is a strong sign of a organization’s commitment to employees’ health and safety.

Many organizations implement an Occupational Health and Safety Management System (OHSMS) as a
fundamental part of their risk management strategy to address changing legislation and protect their workforce
and other persons working under their control.

OHSAS 18001:2007 addresses the following key areas:

 Hazard identification, risk assessment and determining controls
 Legal and other requirements
 Objectives and OHS program(s)
 Resources, roles, responsibility, accountability and authority
 Competence, training and awareness
 Communication, participation and consultation
 Operational control
 Emergency preparedness and response
 Performance measuring, monitoring and improvement

Organizational Safety and Health Protocols

Occupational health: Concerns the physical and mental health of workers and includes the study of work
methods, conditions of work and factors in the working environment that may cause diseases or injuries.

Occupational safety: Concerns the protection of worker’s lives and physical well-being by eliminating or
controlling risks in the working environment or the system of work within which workers operate.

OHS Criteria and Indicators

INSTITUTIONAL AND INDIVIDUAL CATEGORIES:

1. SAFETY CONTROL AND EMERGENCY PREPAREDNESS
 Incident/accident investigation analysis, recording and reporting
 List of programs/activities in promoting housekeeping
 Safety innovations and activities
 Records of machine preventive maintenance program
 Records of downtime, running time and production schedule
 List of Personal Protective Equipment (PPE) provided
 Records of fire safety orientations and drills conducted
 Records of maintenance of fire fighting facilities
 Emergency preparedness plans and related training

2. INDUSTRIAL HYGIENE PROGRAM

 Chemical safety
– Inventory and Chemical Safety Data Sheets
– Proper labelling, handling and storage of chemicals
– Emergency contingency plan
– Waste management and disposal
– Appropriate PPE
 Regular Work Environment Measurement (WEM) and compliance to Threshold Limit Values
(TLVs)
 Continuous workplace improvement and control measures

3. OCCUPATIONAL HEALTH PROGRAM

19 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

 List of medical staff and employment status

 List of clinical, dental and medical equipment
 Annual Medical Report for the past five years
 Establishment’s medical records for the past five years (including analysis)
 Health Maintenance Organization (HMO)/in-house health services or both
 Medical services and programs implemented:
– Basic
– Pre-employment
– Annual/periodic
– Transfer
– Separation
– Dental examinations
– Special examinations
– Please specify
 Other occupational health programs
– Hearing conservation program, respiratory protection program, etc.
– Occupational health surveillance programs (i.e. blood lead, etc.)
 Special occupational health programs
– Workplace drug prevention program
– HIV/AIDS prevention in the workplace
– Family welfare program
– Anti-sexual harassment
– Tobacco
– TB in the workplace
– Prevention of lifestyle-related diseases
– Others

4. ENVIRONMENTAL PROTECTION AND COMMUNITY RELATIONS

 Compliance with government regulations
 Employment of accredited Pollution Control Officer (PCO)
 Classification and segregation of waste
 Pollution control facilities such as waste water treatment, air cleaning device for hazardous air
emission and proper disposal of waste
 Environmental protection programs such as marine, forest preservation
 System of responding to issues and concerns
 Unresolved complaints
 Allocated budget for community development
 Continuing assistance to community

5. SOCIAL ACCOUNTABILITY PROGRAMS

 Policy on gender
 Policy on persons with disability (PWD)
 Employment of PWDs
 Other Corporate Social Responsibility (CSR) programs

6. CAPACITY BUILDING ON OSH

 List of required orientations/training on OSH (i.e. Basic Occupational Safety and Health Training,
Construction Safety Training, OSH-Management System (OSH-MS), chemical safety, drug abuse,
HIV/AIDS, gender sensitivity, anti-sexual harassment, family welfare
 Training calendar and other staff development activities
 Plans on communicating OSH
 Information program, materials and dissemination strategies
 Monitoring and evaluation

7. OSH-MS, INTERNATIONAL SAFETY RATING SYSTEM AND OTHERS

 Copy of certification

8. OUTCOME (OSH INDICATORS AND PRODUCTIVITY

 Comparison of safe man-hours and severity/frequency rates between 2012 and 2013
 Comparison between machine uptime in 2012 and 2013
 Comparison in resource savings in 2012 and 2013

20 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

 Comparison in 2012 and 2013 outputs

2. Evaluating Hazard and Risks

Threshold Limit Value

The threshold limit value (TLV) of a chemical substance is a level to which it is believed a worker can be
exposed day after day for a working lifetime without adverse health effects. Strictly speaking, TLV is a reserved
term of the American Conference of Governmental Industrial Hygienists (ACGIH). However, it is sometimes
loosely used to refer to other similar concepts used in occupational health and toxicology. TLVs, along with
biological exposure indices (BEIs), are published annually by the ACGIH.

The TLV is an estimate based on the known toxicity in humans or animals of a given chemical substance,
and the reliability and accuracy of the latest sampling andanalytical methods. It is not a static definition since
new research can often modify the risk assessment of substances and new laboratory or instrumental
analysismethods can improve analytical detection limits. The TLV is a recommendation by ACGIH, with only a
guideline status.

As such, it should not be confused with exposure limits having a regulatory status, like those published and
enforced by the Occupational Safety and Health Administration (OSHA). The OSHA regulatory exposure limits
permissible exposure limits (PELs) published in 29CFR 1910.1000 Table Z1 are based on recommendations
made by the ACGIH in 1968, although other exposure limits were adopted more recently.

Many OSHA exposure limits are not considered by the industrial hygiene community to be sufficiently
protective levels since the toxicological basis for most limits have not been updated since the 1960s. The
National Institute of Occupational Safety and Health (NIOSH) publishes recommended exposure limits (RELs)
which OSHA takes into consideration when promulgating new regulatory exposure limits.

The Philippine OHS Standards

The objective of this Standard is to protect every workingman against the dangers of injury, sickness or
death through safe and healthful working conditions, thereby assuring the conservation of valuable manpower
resources and the prevention of loss or damage to lives and properties, consistent with national development
goals and with the State’s commitment for the total development of every worker as a complete human being.
This Standards shall apply to all places of employment except otherwise provided in this Standard.

Effects of Hazards in the Workplace

Most workplace health hazards target a particular part of the body such as the lungs, skin or liver. A large
number of workplace diseases and disease agents are recognized. Virtually any part of the body can be affected
in some way by some workplace health hazard. An important consideration is how exposure occurs.

For some hazards, there can be one type of effect from a single, high exposure (an acute effect) and a quite
different result when exposure is at a low level, but repeated regularly over a prolonged time period (chronic
effect). Acute effects depend on the degree of exposure.

It is therefore relatively easy to control exposure (keep it at a low enough level) to avoid acute effects. Or, to
put it another way, if workers are experiencing acute effects, they know exposure to the hazard is not being
properly controlled. With chronic effects there is no immediate warning. Where long-term exposure is known to
cause disease without any warning of the hazard, it may be necessary to control worker exposure through
regulations that prescribe occupational exposure limits (OELs).

Ergonomics

Human factors and ergonomics (HF&E), also known as comfort design, functional design, and user-friendly
systems, is the practice of designing products, systems or processes to take proper account of the interaction
between them and the people who use them.

21 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

The field has seen contributions from numerous disciplines, such as psychology, engineering,
biomechanics, industrial design, physiology and anthropometry. In essence, it is the study of designing
equipment and devices that fit the human body and its cognitive abilities.

HF&E is employed to fulfill the goals of occupational health and safety and productivity. It is relevant in the
design of such things as safe furniture and easy-to-use interfaces to machines and equipment. Proper
ergonomic design is necessary to prevent repetitive strain injuries and other musculoskeletal disorders, which
can develop over time and can lead to long-term disability.

Human factors and ergonomics is concerned with the “fit” between the user, equipment and their
environments. It takes account of the user’s capabilities and limitations in seeking to ensure that tasks, functions,
information and the environment suit each user.

To assess the fit between a person and the used technology, human factors specialists or ergonomists
consider the job (activity) being done and the demands on the user; the equipment used (its size, shape, and
how appropriate it is for the task), and the information used (how it is presented, accessed, and changed).
Ergonomics draws on many disciplines in its study of humans and their environments, including anthropometry,
biomechanics, mechanical engineering, industrial engineering, industrial design, information design, kinesiology,
physiology, cognitive psychology and industrial and organizational psychology.

Environmental Compliance Certificate

Any project in the Philippines that poses a potential environmental risk or impact (such as mining,
agriculture projects, and construction) is required to secure an Environmental Compliance Certificate (ECC) from
the Department of the Environment and Natural Resources – Environmental Management Board (DENR-EMB).

An ECC is issued by DENR-EMB after a positive review of the project’s application. This certificate indicates
that the proposed project or undertaking will not cause a significantly negative impact on the Philippine
environment. The ECC contains specific measures and conditions that must be met by the project proponent
before and during the operation of the project. In some cases, conditions are listed to be performed during the
project’s abandonment phase to lessen identified potential environmental impacts.

An ECC also certifies that the proponent has complied with all the requirements of the Environmental Impact
Statement (EIS) System and has committed to implement its approved environmental management plan.

3. Control Hazard and Risks

Safety Regulations in the Philippines

Clean Air Act

The State shall pursue a policy of balancing development and environmental protection. To achieve this
end, the framework for sustainable development shall be pursued. As such, it shall be the policy of the State to:

Formulate a holistic national program of air pollution that shall be implemented by the government through
proper delegation and effective coordination of function and activities; Encourage cooperation and self-regulation
among citizen and industries through the application of incentives market-based instruments; Focus primarily on
pollution prevention rather than on control and provide for a comprehensive management program on air
pollution; Promote public information and education to encourage the participation of an informed and active
public in air quality planning and monitoring; and Formulate and enforce a system of accountability for short and
long term adverse environmental impact of a project, program or activity. This shall include setting up of a
funding or guarantee mechanism for clean-up and environmental rehabilitation and compensation for personal
damages.

See – RA 8749

Electrical and Fire Safety Code

Disasters can occur anywhere, and they often occur when we least expect them. NFPA codes and
standards are there to provide us with ways to prevent their occurrence, manage their impact, and protect us.
NFPA develops, publishes, and disseminates more than 300 consensus codes and standards intended to

22 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

minimize the possibility and effects of fire and other risks. Virtually every building, process, service, design, and
installation in society today is affected by NFPA documents. Our codes and standards, administered by more
than 250 Technical Committees comprising approximately 8,000 volunteers, are adopted and used throughout
the world.

See – Fire-Code-of-the-Philippines-2008-IRR

Waste Management

RA 9003 describes solid waste management as a discipline associated with the control of generation,
storage, collection, transfer and transport, processing, and disposal of solid wastes. The manner by which these
activities are conducted shall be in accord with the best principles of public health, economics, engineering,
conservation, aesthetics, other environmental considerations, and public attitudes. The Act provides for a
comprehensive ecological solid waste management program by creating the necessary institutional mechanisms
and incentives, appropriating funds, declaring certain acts prohibited, and providing penalties.

Disaster Preparedness and Management

Disaster management is the the “actions taken by an organization in response to unexpected events that
are adversely affecting people or resources and threatening the continued operation of the organization”.

Disaster management “includes the development of disaster recovery plans, for minimizing the risk of
disasters and for handling them when they do occur, and the implementation of such plans. Disaster
management usually refers to the management of natural catastrophes such as fire, flooding, or earthquakes”.

Contingency Measures and Procedures

A contingency plan is a course of action designed to help an organization respond effectively to a significant
future event or situation that may or may not happen.

A contingency plan is sometimes referred to as “Plan B,” because it can be also used as an alternative for
action if expected results fail to materialize. Contingency planning is a component of business continuity,
disaster recovery and risk management.

4. Maintain Occupational Health and Safety Awareness

Operational Health and Safety procedure, practices and regulations in the Philippines.

The Occupational Safety and Health Standards was formulated in 1978 in compliance with the constitutional
mandate to safeguard the worker’s social and economic well-being as well as his physical safety and health.
Adopted through the tested democratic machinery of tripartism, the 1978 Standards is considered as a landmark
in Philippine labor and social legislation.

The advent of industrialization and the continuing introduction of technological innovations in our country
today have, however, correspondingly increased the number and types of occupational hazards that our workers
are exposed to. Viewed against this backdrop, it became imperative that the Standards be revised to make it
truly responsive to the workers’ needs.

Emergency Related drills and training in the Philippines

The Philippine disaster management program has a broad scope covering disaster preparedness,
organization and training, construction of disaster reduction facilities, disaster response and rehabilitation, public
information, and research and development.

Disaster preparedness is an essential element of the disaster management program. Disaster management
plans of key agencies and organizations have been prepared, review and updated. These plans are properly
documented and are regularly tested for continuing relevance.

23 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Organizations and training are continuing disaster preparedness tasks which are preformed by various
disaster coordinating councils. Over the past few years, various emergencies services necessary during disaster
have been developed in all the region and provinces. Designated organizations have been oriented in their
various roles in the disaster management Local chief executives, particularly those elected to their posts for the
first time, have been provided training on disaster management to equip them effectively lead their local disaster
coordinating councils. Specialized skills in search and rescue, evacuation, disaster medicine, vulnerability
analysis, damage assessment and first-aid have been widely undertaken. In 1995 alone, 159 training sessions
on various aspects of disaster management have been conducted all over the country.

The Philippines conducted 103 drills were conducted in 1998 alone. Other disaster preparedness measures
have also been undertaken such as disaster drills and exercises, and establishment of disaster management
operations centers. Disaster management operations centers have been established with capabilities of a wide
range of emergency services which include rescue, evacuation, and emergency housing and relief services.

The Philippines has also devoted considerable resource to the construction and provision of disaster
reduction facilities such as river dikes and sea walls, as well as non-structural measures like warning systems for
typhoons, floods, tsunamis, volcanic eruption and lahar flows. Flood control projects and watershed
management projects, in additions to the broader reforestation effort, are all geared to mitigate the worst effects
to natural disasters.

In the event of disasters, plans and capabilities prepared beforehand are activated. The improved quality of
planning, coordination and high state of preparedness have been responsible for a more and rapid and
comprehensive disaster response capabilities in various areas of the country. Volunteer workers with proper
training, and reaction teams with proper equipment and skills have been invaluable in the various military and
civil agencies of government as well as those in the private sector. In addition, the communications and warning
capabilities of the government have also been augmented by the media organizations and the corporate
communication capabilities of large Philippine enterprise. Together these resources have provided which are the
essential safety margins during disaster of uncertain and unexpected destructive force.

Public information before, during and after disaster is an important aspect of disaster management in the
Philippines. Both through training and public education campaigns the disaster coordinating councils maintain
and enhance public awareness of disaster reduction. Manuals and bulletins provided to media professionals help
keep disaster preparedness in the public agenda. Special events like civil defense day, fire prevention month,
disaster consciousness week, and the day for the international decade for natural disaster reduction help to
mobilize civic consciousness.

Since the knowledge base of disaster management remains inadequate, the Philippines has also included
research and development in disaster reduction techniques as part of its national disaster management program.
Current priorities in this area include meteorological and hydrological disaster researches being conducted by
the Philippine weather bureau (PAGASA) such as the tropical cyclone research on typhoon movement
prediction, typhoon surface structure research, typhoon formations and intensification research and
meteorological and hydrological hazards assessment. The Philippine Institute of Volcanology and Seismology
(PHIVOLCS) is also conducting studies on the seismicity of Luzon and Visayas Island as well as the volcanic
hazards of Mindanao Island.

Hereunder are some of the programs/projects/activities which PAGASA and PHIVOLCS undertake related
to National Disaster Reduction;

PAGASA

1. Special Tropical Cyclone Reconnaissance Information Dissemination and Damage Evaluation

(STRIFE) a quick response team (QRT) to conduct in the spot investigation in areas affected by
landfilling TC’s, tornadoes, storm surges etc.

2. Provision of Farm-Weather Forecast and Warning Services-Provides Weather Information related to

plant growth/development and farming operations including livestock and crop production.

3. Information and Education Campaign (IEC) Program for natural Disaster Reduction. Include the level of
awareness/preparedness of the people on natural hazards and disasters through the development of

24 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

hi-tech audio-visual and multi-media technology, conducts seminars/workshops, lectures and training’s
throughout the country.

PHIVOLCS

1. Volcanic Hazards Identification and Mapping-identify, catalogue and characterize activities and
potentially active volcanoes.
2. Hazardous Volcanic Products and Process: to map extent of emplacement, thickness of deposition,
stratigraphy and source vents to these hazardous volcanic products which may give an overview of the
anticipated hazards and risks from future eruptive episodes.
3. National Lahar Mapping Program: this involves mapping out the possible extent of emplacement and
distribution of lahar deposits from past explosives eruption. The ultimate aim of this program is to
generate lahar hazard maps for selected active volcanoes which shall identify possible routes and
areas that can be affective during a particular lahar flow incidents.

Disaster response in the Philippines is truly a multi-sectorial and mass-based endeavour. A major
contingent to the disaster management structure is composed of civic organization, non-government
organization, people’s organizations, and all forms of religious and social voluntary groupings. Partly
because of their democratic political experience, the high public awareness of the destructiveness of
disaster, and partly because the institutional framework for disaster management has encouraged it, popular
participation of the Filipino people in disaster response is very broad, sustained, enthusiastic, organized and
ultimately decisive.

Activity 7: Test Your Knowledge.

Give at least 3 ways that you properly dispose of old computers.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Enumerate at least 2 reasons why computers and other electronic gadgets can be harmful to the environment.

_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

25 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

_____________________________________________________________________________________
_____________________________________________________________________________________

26 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Name: _________________________________________________ Date: ___________________________

Grade & Strand: _________________________________________

Score Sheet
(To be filled up by your teacher only)
LEVELS
Criteria Novice Apprentice Proficient Distinguished Score
3 6 8 10
1. Activity 1 Score 1 - 3 Score 4 - 6 Score 7 - 8 Score 9 -10 ____ out of 10
2. Activity 2 Score 1 - 3 Score 4 - 6 Score 7 - 8 Score 9 -10 ____ out of 10
3. Activity 3 Shows limited or Shows some Shows nearly Shows complete
no understanding understanding of complete understanding of
of the problem, the required understanding of the required
perhaps only re- knowledge. required knowledge.
copying the given knowledge.
data.

Uses none of the Use most of the

important Use some important Use only the
elements of the important elements elements of the important elements
task. of the task. task. of the task. ____ out of 10
There is no There is a clear
explanation of the There is an explanation. There is a clear,
solution. The incomplete effective
explanation explanation; it may explanation of the
cannot be not be clearly solution. All steps
understood, or represented. are included so
unrelated to the reader does not
task. have to infer how
the task was
completed.
4. Activity 4 Shows limited or Shows some Shows nearly Shows complete
no understanding understanding of complete understanding of
of the problem, the required understanding of the required
perhaps only re- knowledge. required knowledge.
copying the given knowledge.
data.

Uses none of the Use most of the

important Use some important Use only the
elements of the important elements elements of the important elements
task. of the task. task. of the task.
____ out of 10
There is no There is a clear
explanation of the There is an explanation. There is a clear,
solution. The incomplete effective
explanation explanation; it may explanation of the
cannot be not be clearly solution. All steps
understood, or represented. are included so
unrelated to the reader does not
task. have to infer how
the task was
completed.

5. Activity 5 Score 0-1 Score 2-3 Score 4 Score 5 ____ out of 10

6. Activity 6 Shows limited or Shows some Shows nearly Shows complete
no understanding understanding of complete understanding of
of the problem, the required understanding of the required
perhaps only re- knowledge. required knowledge.
copying the given knowledge.
data.

27 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Uses none of the Use some Use most of the Use only the
important important elements important important elements
elements of the of the task. elements of the of the task.
task. task.

There is no There is an There is a clear There is a clear,

explanation of the incomplete explanation. effective
solution. The explanation; it may explanation of the
explanation not be clearly solution. All steps
cannot be represented. are included so
understood, or reader does not ____ out of 10
unrelated to the have to infer how
task. the task was
completed.
7. Activity 7 Shows limited or Shows some Shows nearly Shows complete
no understanding understanding of complete understanding of
of the problem, the required understanding of the required
perhaps only re- knowledge. required knowledge.
copying the given knowledge.
data.

Uses none of the Use some Use most of the Use only the
important important elements important important elements
elements of the of the task. elements of the of the task.
task. task. ____ out of 10

There is no There is an There is a clear,

explanation of the incomplete There is a clear effective
solution. The explanation; it may explanation. explanation of the
explanation not be clearly solution. All steps
cannot be represented. are included so
understood, or reader does not
unrelated to the have to infer how
task. the task was
completed.
Overall Submits some of Submits most of Presents all items Presents thorough,
Presentation the items in a the items. in a chronological clear and complete
____ out of 5
disorganized form. items.
form.
Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
____ out of 5
Submission days). days). days).

Total
(Highest
possible score:
80)

References:
https://www.scribd.com/presentation/381091947/Introduction-Computer-Systems-Servicing-Nc-II
https://www.academia.edu/39930642/CBLM_on_Participate_in_Workplace_Communication_Revised_
https://www.slideshare.net/MarvinBronoso1/css-l01-introduction-to-computer-system-servicing-ncii
https://tesda.gov.ph/Downloadables/TR%20Computer%20Systems%20Servicing%20NC%20II%20.doc
https://www.coursehero.com/u/file/45813239/TESDA-Module-I-Basic-Competency-Course-1docx/?
justUnlocked=1#question
https://gselodelmsapp.wordpress.com/online-courses-page/career-professionalism/course-3-it-matters/
https://gselodelmsapp.wordpress.com/online-courses-page/occupational-health-and-safety-procedures/practice-
occupational-health-and-safety-procedures/

28 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]
 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ [email protected]

Things to remember:

“Those who can imagine anything, can create the impossible.”

― Alan Turing

Prepared by:

MARILIE L. ESPERA
ICT Teacher

Checked by:

JANESSA WENZ L. URBIZTONDO

Secondary Teacher

Reviewed by:

RAE ABNEE C. GARRIDO

Assistant School Principal

29 | MARILIE L. ESPERA
 MOMA - Purok 6 Pob. Barobo, Surigao del Sur
 0939 833 5382
@ [email protected]