BASIC 3 – SOLVE/ADDRESS GENERAL WORKPLACE PROBLEMS

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.

● Perform their TS, JS, and PS until you are confident that your outputs conform to the PCC and/or PC
that follows the sheets.

● Submit outputs of the TSs, and JSs to your LF for evaluation and recording in the Achievement Chart.
Outputs shall serve as your portfolio during the Institutional Competency Assessment. When you feel
confident that you have had sufficient practice, ask your LF to evaluate you. The results of your
Institutional Competency Assessment will be reflected in the Progress Chart.

You MUST pass the Institutional Competency Assessment for this before moving to another
competency. A Certificate of Achievement will be awarded to you after passing the Institutional
Competency Assessment.
Note:

Training is the sole purpose of this learning materials. Some pictures are taken from google as
references.

LIST OF COMPETENCIES:

BASIC COMPETENCIES NC II
37 Hours

No. Unit of Competency Module Title Code

1 PARTICIPATE IN WORKPLACE PARTICIPATING IN 400311210

COMMUNICATION WORKPLACE
COMMUNICATION

2 WORK IN A TEAM WORKING IN A TEAM 400311211

ENVIRONMENT ENVIRONMENT

SOLVE/ADDRESS ROUTINE SOLVING/ADDRESSING

3 PROBLEMS ROUTINE PROBLEMS 400311212

DEVELOPING CAREER 400311213

4 DEVELOP CAREER AND LIFE AND LIFE DECISIONS
DECISIONS

5 CONTRIBUTE TO WORKPLACE CONTRIBUTING TO 400311214

INNOVATION WORKPLACE INNOVATION

6 PRESENT RELEVANT PRESENTING RELEVANT 400311215

INFORMATION INFORMATION
 7 PRACTICE OCCUPATONAL PRACTICE OCCUPATONAL 400311216
SAFETY AND HEALTH SAFETY AND HEALTH
POLICIES AND PROCEDURES POLICIES AND
PROCEDURES
EXERCISE EFFICIENT AND EXERCISING EFFICIENT
8 EFFECTIVE SUSTAINABLE AND EFFECTIVE 400311217
PRACTICES IN THE SUSTAINABLE PRACTICES
WORKPLACE IN THE WORKPLACE

PRACTICE ENTREPRENEURIAL PRACTICING

9 SKILLS IN THE WORKPLACE ENTREPRENEURIAL SKILLS 400311218
IN THE WORKPLACE

TABLE OF CONTENTS

Page No.

Competency - Based Learning Materials 1

How To Use This Competency-Based Learning Material 2

List Of Competencies 4

Table Of Contents 5

Module Content 6

Details Of Learning Outcome 7

Learning Experiences 8

Information Sheet 3.1-1 9

Self-Check 3.1-1 12

Answer Key 3.1-1 13

Information Sheet 3.1-2 14

Self-Check 3.1-2 16

Answer Key 3.1-2 17

Details Of Learning Outcome 18

Learning Experiences 19

Information Sheet 3.2-1 20

Self-Check 3.2-1 24

Answer Key 3.2-1 25

Details Of Learning Outcome 26

Learning Experiences 27

Information Sheet 3.3-1 28

Self-Check 3.3-1 31

Answer Key 3.3-1 32

Acknowledgment 33
MODULE CONTENT

National Certificate Level : II

Unit of Competency : Solve/Address General Workplace Problems

Module Title : Solving/Addressing General Workplace Problems

Module Descriptor:

This unit covers the knowledge, skills and attitudes required to apply problem-solving techniques to
determine the origin of a malfunction and plan for its resolution. This module covers materials to use
such as Information Sheets, Self-Checks, Task Sheets and Performance Criteria Checklists.

Learning Outcomes:

At the end of this module you MUST be able to:

1. Identify the problem

2. Look for solutions to routine problems.

3. Recommend solutions to problems.

Assessment Criteria:

1. Identify routine problems or procedural problem areas.

2. Define and determine problem to be investigated.

3. Identify and document current conditions of the problem.

4. Identify potential solutions to problem.

5. Develop, document, rank and present recommendations about possible solutions to appropriate
person for decision.

6. Plan implementation of solutions.

7. Plan evaluation of implemented solutions.

8. Document recommended solution and submit to appropriate person for confirmation.

DETAILS OF LEARNING OUTCOME:

LEARNING OUTCOME 1 Identify the Problem

CONTENTS:

1. Identify and define a problem

2. Group Problem Solving

ASSESSMENT CRITERIA:

1. Identify routine problems or procedural problem areas.

2. Define and determine problem to be investigated.

CONDITION:

Student/ trainee must be provided with the following:

Tools Equipment Materials/ Supplies

Projector CBLM

Laptop

METHODOLOGY:

● Group Discussion

● Lecture

● Demonstration

● Role Playing

ASSESSMENT METHOD:

● Case Formulation

● Written Test

● Life Narrative Inquiry (Interview)

LEARNING EXPERIENCES:

Learning Outcome 1: Identify Problem

Learning Activities Specific Instructions

1. Read INFORMATION SHEET Read and understand the information 3.1-1 in Identify and define a sheet.
After reading, answer the self- problem check to determine your learning.

2. Answer SELF-CHECK 3.1-1 on Refer your answers to the answer key Identify and define a problem
3.1.1 for self-check. You are required to get ALL answers correct. If not, read the information sheet again
to answer all questions correctly.

3. Read INFORMATION SHEET Read and understand the information 3.1-2 on Group Problem sheet.
After reading, answer the self- Solving check to determine your learning.

4. Answer SELF-CHECK 3.1-2 on Refer your answers to the answer key

Group Problem Solving 3.1-2 for self-check. You are required to get ALL answers correct. If not, read the
information sheet again to answer all questions correctly.

INFORMATION SHEET 3.1-1

Identify and Define the Problem

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. Discuss the steps in problem solving.

2. Identify a problem.

3. Value the skills of asking question to solve a problem.

The first step in the problem solving and decision-making process is to identify and define the problem.
A problem can be regarded as a difference between the actual situation and the desired situation. This
means that in order to identify a problem the team must know where it is meant to be and have a clear
understanding of where it currently is in relation to the perceived problem. In order to clearly define the
problem, the following steps can be followed:

● Agree with the team where the team should be

● Describe and document the problem

● Agree with the team where the team should be

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

Describe and document the problem In this step it is important to clearly describe and document what
you and the team consider the problem to be. This helps to ensure that agreement is reached as to the
problem and provides a starting point for resolving the problem.

Describing the problem also ensures that any confusion about the problem is identified and resolved. A
useful technique for describing the problem is to ask a number of questions which can help direct the
team to actively think about the problem.

Some questions that can be usefully employed are:

Why do you think there is a problem?

What is happening?

When is it happening?

Where is it happening?

Who do you believe is involved?

Why is it happening?

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.

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

2. The first step in the problem solving and decision-making process is to identify and define the
problem.

a. Decide possible solutions

b. Identify the problem

c. Brainstorming

d. Take action

3. This helps to ensure that agreement is reached as to the problem and provides a starting point for
resolving the problem.

a. Gather information relevant to the problem

b. Describe and document the problem

c. Identify the problem

d. Brainstorming

4. A useful technique for describing the problem is to ask a number of questions which can help direct
the team to actively think about the problem.

a. Why do you think there is a problem?

b. What is happening?

c. Why is it happening?

d. All of the above.

ANSWER KEY 3.1-1

Identify and Define the Problem

A. MULTIPLE CHOICE

1. D

2. B

3. B

4. D

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.

Human Knot Activity

Key Topics

• Problem solving steps

• REAL solutions

• Helpful hints when problem solving

1. Divide participants into groups of 8 or 10 (it must be an even number, if not, the activity will not work)
and have them stand in a circle. People with rings that have sharp edges or engravings should remove
them. Ask each person to put their left hand in the circle and hold someone else's hand, but not the
person’s next to them. Then they should do the same with the right hand, but they should hold on to a
different person’s hand.

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

3. Debrief the activity: Not all groups may have accomplished the task. Explain that it is fine and that
they can try it again after the session.

Debriefing Questions:

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

b. Did you have a plan? How did you arrive to that plan?

c. Did you have a leader? Several leaders? What was his/her role? How was leadership shared?

d. Did everyone play a role in solving the problem?

e. What behaviors made it hard/easy to do it?

f. Did you ever feel like quitting? What kept you going?

g. As a leader, what actions might you use when a problem becomes hard to solve?

h. If you were going to re-do the activity or a similar one, what would you do differently?

Often participants will start trying to undo themselves without talking about a plan first. After some
time, somebody might take the lead and make suggestions that others will follow. Once they are
communicating and working well together, the knot becomes easier to undo. To solve a problem, it is
important to remain calm, break the problem into smaller tasks, assign people responsibilities,
encourage creative thinking, be a good listener, re-assess the problem and encourage everybody to
share their ideas. Often a group has more than one leader, each one coming in at different points of the
problem-solving process depending on their strengths and skills

SELF-CHECK 3.1-2

Group Problem Solving

A. Short Essay Question

Direction: Read the questions carefully and answer intelligently. Write the answer on your answer sheet.

1. What are the important things to remember when solving a problem?

2. Identify the employability skills desired by the employer.

ANSWER KEY 3.1-2

Group Problem Solving

A. Short Essay Questions

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

● remain calm

● break the problem into smaller tasks

● assign people responsibilities

● encourage creative thinking

● be a good listener

● re-assess the problem and

● encourage everybody to share their ideas.

2. Employability Skills

a. Teamwork & working in diverse environment

b. Interpersonal communication

c. Problem solving & critical thinking

d. Enthusiasm & attitude

e. Flexibility & Adaptability

f. Professionalism

g. Work Ethic: Integrity, Responsibility, Accountability

h. Time Management

i. Ability to accept and Integrate criticism and feedback.

DETAILS OF LEARNING OUTCOME:

LEARNING OUTCOME 2 Look for Solutions to Routine

Problems

CONTENTS:

1. Problem Solving Steps

ASSESSMENT CRITERIA:

1. Identify and document current conditions of the problem.

2. Identify potential solutions to problem.

3. Develop, document, rank and present recommendations about possible solutions to appropriate
person for decision.

CONDITION:

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)

LEARNING EXPERIENCES:

Learning Activities Specific Instructions:

1. Read INFORMATION SHEET Read and understand the information 3.2-1 in Problem Solving Steps
sheet. After reading, answer the self-check to determine your learning.

2. Answer SELF-CHECK 9.2-1 on Refer your answers to the answer key Problem solving steps 3.2-1 for
self-check. You are required to get ALL answers correct. If not, read the information sheet again to
answer all questions correctly.

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.

Problem Solving Steps and Tips

1. Define the problem: keep emotions aside and state the problem

2. Get more information about the problem: at work – from supervisor, colleagues, written materials

3. Generate many ideas on how to solve the problem: there is often more than one solution!

4. Choose a solution: should be acceptable to all involved

5. Implement the solution

6. Evaluate the solution: Has the problem been solved?

Solutions should be REAL:

R Realistic: applicable not only in theory but also in practice

E Effective: the solution is an answer to the problem

A Acceptable: the solution is accepted by all of those involved

L Logical: the solution is not based on emotion but is fair

Problem Solving Tips

❖ Often there is more than one solution to a problem. Be open to different possibilities!

❖ Your experiences, culture and background will influence the solutions you think of.

❖ Avoid making assumptions.

❖ Never give up!

❖ Be prepared to listen openly to different points of view.

❖ Focus on the solution you want, not on things that cannot be changed.

❖ Remember to use your good listening, speaking and cooperation skills when problem solving with
others.

Explain that after a solution is tried out, it is important to assess if it is working. If not, another solution
needs to be identified that is acceptable by all. Explain that to solve problems, it is important to make
decisions. The steps to solving problems can help us make good decisions.

Scenarios for Problem Solving

Scenario 1:

Alice and her siblings are orphans. As the head of the family, she has been raising her younger sisters.
She has small part time jobs. She sells vegetables and cleans houses. Alice is worried because she does
not earn enough money to pay for rent and for school fees for her younger sisters.

Help Alice solve her problem.

Scenario 2:

You work at El Manuel Construction site. You notice that tools are disappearing from the worksite on a
regular basis. What will you do?

Scenario 3:

Anna is 16 years old. Her mother is an OFW and a single parent. Her mother left her in the care of her
grandmother. Anna has not heard from her mother for almost a year now. Her grandmother is unable to
make a living because she is sickly. If you were in Anna’s situation, how will you handle this problem?
Scenario 4

Bob, Mark, Gina and Gerry are neighbors and they often go out together to have fun. Lately, they
noticed that Gerry has been avoiding them and has been hanging out with a gang of young men who are
known in the neighborhood as trouble makers and suspected as drug pushers. If you were Gerry’s
friends, how will you handle the situation?

Scenario 5

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

SELF-CHECK 3.2-1

Problem Solving Steps

A. Enumeration

Direction: Read the questions carefully and answer intelligently. Write the answer on your answer sheet.

1. Give the 6 steps in problem solving.

2. List the tips in problem solving.

DETAILS OF LEARNING OUTCOME:

LEARNING OUTCOME 3 Recommend Solutions to Problems

CONTENTS:

1. How to Think Critically and Problem Solve

ASSESSMENT CRITERIA:

1. Plan implementation of solutions

2. Plan evaluation of implemented solutions

3. Document recommended solution and submit to appropriate person for confirmation

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)

LEARNING EXPERIENCES:

Learning Activities Specific Instructions:

1. Read INFORMATION SHEET Read and understand the information 3.3-1 in How to think critically
sheet. After reading, answer the self-and problem solve check to determine your learning.

2. Answer SELF-CHECK 9.3-1 on Refer your answers to the answer key How to think critically and 3.3-1
for self-check. You are required problem solve to get ALL answers correct. If not, read the information
sheet again to answer all questions correctly.

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.

The quote by Jean De La Bruyere: "Life is a tragedy for those who feel, and a comedy for those who
think," may seem a bit radical, however, according to the premise of cognitive psychology, what you
think is what you feel. While many people believe that your feelings precede, or are independent of
your thoughts, the truth is that your feelings are products of your thoughts. This revelation can be both
daunting and liberating. Daunting because it makes us responsible for our attitudes and liberating
because we have the power to choose our perspective, mood and thoughts. When we are aware that
we can choose and direct our thinking, we realize that we have the ability to better control the
circumstances of our lives, improve our decision-making processes and generally live more productive
lives. This in no way suggests that we need downplay the many feelings and emotions we as humans
enjoy, it's a simply a way for us to manage and balance them with our cognitive abilities.

We are thinking critically and, in a problem, solving mindset when we:

● Rely on reason rather than emotion

● Evaluate a broad range of viewpoints and perspectives

● Maintain an open mind to alternative interpretations

● Accept new evidence, explanations and findings

● Are willing to reassess information

● Can put aside personal prejudices and biases

● Consider all reasonable possibilities

● Avoid hasty judgments

Like any other skill, learning to think critically or problem-solve takes time, perseverance and practice.
Knowing which steps to take and how to apply them helps us master the process.

Steps to Critical Thinking as it relates to problem solving:

1. Identify the Problem.

The first task is to determine if a problem exists. Sometimes when you think this point through, you may
come to the conclusion that there really isn't a problem, just a misunderstanding. If that's the case, fine.
If not, and you determine that there is indeed a problem, you need to identify exactly what it is.
According to Barry Lubetkin, a New York clinical psychologist, how systematically someone weighs the
pros and cons of a problem and how clearly the person can define and state it, is also an indication of
highly developed intelligence.

2. Analyze the problem, look at it from different angles.

Once you've determined the problem, analyze it by looking at it from a variety of perspectives. Is it
solvable? Is it real or perceived? Can you solve it alone or do you need help? Sometimes by looking at it
from many angles you can come up with a resolution right away. You may also reveal a bias or narrow
point of view that needs to be broadened

3. Brainstorm and come up with a several possible solutions.

Problems can be solved in many ways. Brainstorm a list of several possible solutions. Put down anything
that comes to mind and then go over the list and narrow it down to the best possibilities. Having several
viable options leads to obtaining the best results.

4. Decide which solution fits the situation best.

Go over your list of possible solutions. Different situations call for different solutions. Quite often what
works in one situation, may not work in a similar one. Take time to determine what will work best for
the problem at hand. One solution usually does not fit all.

5. Take action.

Implement your solution. Every problem has a solution; even if it is to accept the situation and move on.
Instead of approaching problems and challenges as insurmountable obstacles, we can view them as
opportunities to hone our critical thinking and problem-solving skills. Every problem we are able to
resolve increases, increases self-confidence and self-worth. Thinking critically not only helps us handle
future challenges more skillfully, it also broadens our life experience and helps us gain perspective.
SELF-CHECK 3.3-1

A. Short Essay

Direction: Read the questions carefully and answer intelligently. Write the answer on your answer sheet.

1. What are the benefits of thinking critically?

2. Explain what is brainstorming.

3. What are the indications if we are critically thinking and solving problem?

ACKNOWLEDGMENTS:

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