PRW Module4

COMPETENCY - BASED LEARNING MATERIALS
Sector:
INFORMATION AND COMMUNICATION TECHNOLOGY
Qualification: Programming (.Net Technology) NC III
Unit of Competency: Lead Small Teams
Module Title: Leading Small Teams
Institution:
SAN FRANCISCO HIGH SCHOOL -SENIOR HIGH SCHOOL
CBLM for Date Edited: Sep 3, 2022

Programming (.Net Page |1
Technology) NC III /
Solve Problem Related Edited by: ARTURO D. PARIÑAS
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIALS
Welcome!
The unit of competency, “Solve Workplace Problem Related to Work Activities”, contains the
knowledge, skills and attitude required for identifying/determining fundamental cause of
problem. It is one of the BASIC competencies of BOOKKEPPING NC III.
The module, Identifying/Determining Fundamental Cause of Problem, contains training

materials and activities related to explaining the analytical techniques, identifying the
problem, and determining the possible cause/s of the problem for you to complete.
In this module, you are required to go through a series of learning activities in order to
complete each learning outcome. In each learning outcome are Information Sheets, Self
Checks, Task Sheets and Job Sheets. Follow and perform the activities on your own. If you have
you have questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
∙ Read information sheets and complete the self-checks. Suggested references are
included to supplement the materials provided in this module.
∙ Perform the Task Sheets and Job Sheets until you are confident that your outputs
conform to the Performance Criteria Checklist that follows the sheets.
∙ Submit outputs of the Task Sheets to your facilitator for evaluation and recording in
the Accomplishment Chart. Outputs shall serve as your portfolio during the
Institutional Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of your assessment
will be recorded in your Progress Chart and Accomplishment Chart.
A Certificate of Achievement will be awarded to you after passing the evaluation.

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LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
1 Lead Workplace Leading Workplace 500311109

Communication Communication
2 Lead Small Team Leading Small Team 500311110
3 Develop and Practice Developing and 500311111

Negotiation Skills Practicing Negotiation
Skills
4 Solve Problems Identifying/Determini 500311112

Related to Work ng Fundamental Cause
Activities of
Problem
5 Use Mathematical Using Mathematical 500311113

Concepts and Techniques Concepts and Techniques
6 Use Relevant Technologies Using Relevant Technologies 500311114

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SUMMARY OF LEARNING OUTCOMES
QUALIFICATION : BOOKKEEPING NC III
UNIT OF COMPETENCY : Solve Workplace Problem Related to Work Activities
MODULE TITLE : Identifying/Determining Fundamental Cause of Problem
MODULE DESCRIPTOR : This module expresses the competency required to apply

problem solving techniques to identify/determine fundamental cause problem.
NOMINAL DURATION : 2 hours
LEARNING OUTCOMES: Upon completion of this module the students/trainees will be

able to:
LO1. Explain the analytical techniques
LO2.Identify the problem
LO2. Determine the possible cause/s of the problem

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DETAILS OF LEARNING OUTCOME
LEARNING OUTCOME1 Explain the analytical techniques
CONTENTS:
∙ Observation, Investigation, and Analytical Techniques
∙ Brainstorming
∙ Cause and Effect Diagrams
∙ PARETO Analysis
∙ SWOT Analysis
∙ GANT Chart
∙ PERT CPM and Graph
∙ SCATTERGRAMS
ASSESSMENT CRITERIA:
1. Importance and application of analytical techniques are explained 2. Analytical
techniques such as brainstorming, cause and effects diagrams, PARETO analysis,
SWOT analysis, GANT chart, PERT CPM & graphs, and scatter grams are defined
CONDITIONS:(Tools, equipment, s/m, references/materials)

The students/trainees must be provided with the following:
∙ CBLM
∙ Paper
∙ Learning Materials
∙ Pencil
∙ Eraser
METHODOLOGIES:
∙ Self-paced/modular
∙ Discussion
∙ Case Studies

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ASSESSMENT METHODS:
∙ Written test
∙ Direct Observation
∙ Interview
LEARNING EXPERIENCE
LEARNING OUTCOME 1: Explain the Analytical Techniques
Learning Activities Special Instructions
1. Read Information Sheet No.4.1-1 on You may clarify with the

Explaining the Analytical Techniques facilitator if you have concerns
on the lesson.
2. Answer Self Check No. 4.1-1 Compare answers with

Answer Key No. 4.1-1
You must answer all questions

correctly before proceeding to
the next activity.

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INFORMATION SHEET: 4.1-1
EXPLAINING THE ANALYTICAL TECHNIQUES
LEARNING OBJECTIVE/S:
After reading this information sheet, you should be able to:
✔ Identify the different analytical techniques

✔ Explain the importance and application of the different analytical techniques
Observation, Investigation and Analytical Techniques
There are many types of problems that can arise in the workplace. There are specific steps
for employers and employees to take to resolve these problems.
Observation
Observation is one tool for achieving innovative and creative solutions. Observing the
problem and watching it under different circumstances is one of the best ways to understand
a problem’s true nature.
Investigation
An investigation is a fact-finding exercise to collect all the relevant information on a matter.

A properly conducted investigation can enable an employer to fully consider the matter and
then make an informed decision on it.

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Making a decision without completing a reasonable investigation can make any subsequent
decisions or actions unfair, and leave an employer vulnerable to legal action.
Analytical Techniques
An analytical technique (analytical method) is a procedure or a method for the analysis of
some problem, status or a fact. Analytical techniques are usually time-limited and task
limited. They are used once to solve a specific issue.
Basic and most widely used analytical methods / techniques include:
∙ Brainstorming
Brainstorming is a group creativity technique. The aim is to generate as many ideas

on the topic. It is used in many fields - from problem solving to generating highly
creative ideas. It is used in the management, marketing and the scientific activities.
Five basic principles are generally known. Their goal is to eliminate all restrictions
and alternatively stimulate the creation of new ideas:
o Pleasant atmosphere - it is important to induce a creative climate and

pleasant environment, and properly plan whole meeting
o We focus on quantity - the more ideas, the more likely they will contain
quality design solutions
o No criticism - no restrictions exist, we postpone criticism until later to not
hamper the flow of ideas and suggestions
o Unusual ideas are welcome - a new way of thinking, we generate ideas
regardless of their reality, logic, rationality
o We combine and improve the already formed ideas - “1 +1 = 3”, ideas are
formed by cooperation between the team
∙ Cause and Effect Diagrams
A cause-effect diagram is a visual tool used to logically organize possible causes for a
specific problem or effect by graphically displaying them in increasing detail,
suggesting causal relationships among theories. A popular type is also referred to as
a fishbone or Ishikawa diagram.
How to Construct a Cause and Effect Diagram

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Step 1: Define the Effect
Define clearly the effect or symptom for which the causes must be identified. The
“effect” must be defined in writing. For additional clarity, it may be advisable to spell
out what is included and what is excluded.
Step 2: Place the Effect
Place the effect or symptom at the right, enclosed in a box. Draw the central spine as
a thicker line pointing to it
Step 3: Identify Possible Causes
Use brainstorming or a rational step-by-step approach to identify the possible

causes. There are two possible approaches to obtaining contributions for the causes
to be placed on the diagram: brainstorming and a rational step-by-step approach.
Step 4: Place the Major Causes
Each of the major causes (not less than two and normally not more than six) should
be worded in a box and connected with the central spine by a line at an angle of
about 70 degrees.
Step 5: Add Causes to Main Area

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Add causes for each main area. Each factor that is a cause of a main area is placed at
the end of a line that is drawn so that it connects with the appropriate main area line
and is parallel with the central spine
Step 6: Check Logical Validity of Each Causal Chain
Check the logical validity of each causal chain. Once the entire C-E diagram is
complete, it is wise to start with each potential root cause and “read” the diagram
forward to the effect being explained. Be sure that each causal chain makes logical
and operational sense.
Step 7: Check for Completeness
As discussed more fully in the interpretation section, check for the following:
o Main branches with fewer than three causes

o Main branches with substantially fewer causes than most others
o Main branches that go into less detail, with fewer levels of subsidiary causes
than do the others
o Main branches that have substantially more causes than most of the others
The existence of one of these conditions does not automatically mean a defect in the
diagram; it merely suggests that further investigation is warranted.
∙ PARETO Analysis

Programming (.Net P a g e | 10
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Pareto Analysis is a
statistical technique in
decision-making used for
the selection of a
limited number of tasks that
produce
significant overall effect. It
uses the Pareto
Principle (also known as the
80/20 rule) the
idea that by doing 20% of
the work you can
generate 80% of the benefit of doing the
entire job. Take quality improvement, for
example, a vast majority of problems (80%)
are produced by a few key causes (20%).
This technique is also called the vital few
and the trivial many.
Here are eight steps to identifying the principal causes you should focus on, using
PARETO Analysis:
1. Create a vertical bar chart with causes on the x-axis and count (number of
occurrences) on the y-axis.
2. Arrange the bar chart in descending order of cause importance that is, the
cause with the highest count first.
3. Calculate the cumulative count for each cause in descending order.
4. Calculate the cumulative count percentage for each cause in descending
order. Percentage calculation: {Individual Cause Count} / {Total Causes
Count}*100
5. Create a second y-axis with percentages descending in increments of 10 from
100% to 0%.
6. Plot the cumulative count percentage of each cause on the x-axis.
7. Join the points to form a curve.
8. Draw a line at 80% on the y-axis running parallel to the x-axis. Then drop the
line at the point of intersection with the curve on the x-axis. This point on the
x-axis separates the important causes on the left (vital few) from the less
important causes on the right (trivial many).
Here is a simple example of a PARETO diagram, using sample data showing the
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relative frequency of causes for errors on websites. It enables you to see what 20%
of cases are causing 80% of the problems and where efforts should be focussed to
achieve the greatest improvement. In this case, we can see that broken links,
spelling errors and missing title tags should be the focus.
Figure 1: Pareto Analysis Diagram
∙ SWOT Analysis
S.W.O.T. is an acronym that stands for Strengths, Weaknesses, Opportunities, and

Threats. SWOT analysis is a technique for assessing the performance, competition,
risk, and potential of a business, as well as part of a business such as a product line
or division, an industry, or other entity.
Using internal and external data, the technique can guide businesses toward

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strategies more likely to be successful, and away from those in which they have
been, or are likely to be, less successful.
Strengths (internal, positive factors)
Strengths describe the positive attributes, tangible and intangible, internal to your
organization. They are within your control.
o What do you do well?

o What internal resources do you have? Think about the following:
o Positive attributes of people, such as knowledge, background, education,
credentials, network, reputation, or skills.
o Tangible assets of the company, such as capital, credit, existing customers or
distribution channels, patents, or technology.
o What advantages do you have over your competition?
o Do you have strong research and development capabilities? Manufacturing
facilities?
o What other positive aspects, internal to your business, add value or offer you
a competitive advantage?
Weaknesses (internal, negative factors)
Weaknesses are aspects of your business that detract from the value you offer or
place you at a competitive disadvantage. You need to enhance these areas in order
to compete with your best competitor.
o What factors that are within your control detract from your ability to obtain
or maintain a competitive edge?
o What areas need improvement to accomplish your objectives or compete
with your strongest competitor?
o What does your business lack (for example, expertise or access to skills or
technology)?
o Does your business have limited resources?
o Is your business in a poor location?

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Opportunities (external, positive factors)
Opportunities are external attractive factors that represent reasons your business is
likely to prosper.
o What opportunities exist in your market or the environment that you can
benefit from?
o Is the perception of your business positive?
o Has there been recent market growth or have there been other changes in
the market the create an opportunity?
o Is the opportunity ongoing, or is there just a window for it? In other words,
how critical is your timing?
Threats (external, negative factors)

Threats include external factors beyond your control that could place your strategy,
or the business itself, at risk. You have no control over these, but you may benefit by
having contingency plans to address them if they should occur.
o Who are your existing or potential competitors?

o What factors beyond your control could place your business at risk?
o Are there challenges created by an unfavorable trend or development that
may lead to deteriorating revenues or profits?
o What situations might threaten your marketing efforts?
o Has there been a significant change in supplier prices or the availability of
raw materials?
o What about shifts in consumer behavior, the economy, or government
regulations that could reduce your sales?
o Has a new product or technology been introduced that makes your products,
equipment, or services obsolete?
For illustration, here’s a brief SWOT example from a hypothetical, medium-sized

computer store.

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∙ GANTT Chart
A Gantt chart is a project management tool assisting in the planning and scheduling
of projects of all sizes, although they are particularly useful for simplifying complex
projects. Project management timelines and tasks are converted into a horizontal
bar chart, showing start and end dates, as well as dependencies, scheduling and
deadlines, including how much of the task is completed per stage and who is the
task owner. This is useful to keep tasks on track when there is a large team and
multiple stakeholders when the scope changes.

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As it's in a bar chart format it is
possible to check on progress with a
quick glance.
You can easily see:
o a visual
display of the
whole project,
o timelines and
deadlines of all
tasks,
o relationships
and
dependencies
between the
various
activities,
o project
phases
Project
management solutions that
integrate Gantt charts give managers
visibility into team workloads, as well as
current and future availability, which allows
for more accurate scheduling.
∙ PERT CPM and Graph
PERT stands for Program Evaluation Review Technique.It is a graphic

representation of the data you generate from that method, laid out as a timeline. It’s
a critical tool project managers can use when putting together a project schedule, as
it allows them to break down each of the project’s tasks for analysis. Use this guide
to better understand the critical path method (CPM) and how to use it in
conjunction with review techniques offered in PERT charts.
PERT is a method of analyzing the tasks involved in completing a given project,
especially the time needed to complete each task, and to identify the minimum time
needed to complete the total project
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The CPM (Critical Path Management) chart is similar to the PERT chart but includes
anexplicit indication of the “critical path”—that sequence of tasks that defines the
minimumamount of time for the project. Put another way, these are the tasks that a
delay withinwill delay the entire project. One or more sequences of such tasks
always exists; theCPM chart makes these paths (usually just one) explicit.
Otherwise, CPM shares thesame strengths andweaknesses as the PERT, and the two
are often lumped together asone technique.
Visualizing critical path schedule:
SCATTERGRAMS
A scattergram, scatter diagram, scatterplot, scatter graph, or scatter chart is a type
of mathematical diagram using Cartesian coordinates to display values for two
variables for a set of data. Consists of an X axis (the horizontal axis), Y axis (the
vertical axis), and a series of dots. Each dot on the scattergram represents one
observation from a data set. The position of the dot on the scatterplot represents its
X and Y values.
The Usage of Scattergram:
o Used to analyze patterns in bivariate(relate) data.

o Show the distribution of two variables in a population sample. Show the
behavior of the variables when they are accumulated
o The score or values of each sample are usually represented by dots on the

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horizontal and vertical axis.
Example: Company α decides to use scatter graph method to split its factory
overhead (FOH) into variable and fixed components. Following is the data which is
provided for the analysis.
Month Units FOH
1 1,520 P 36,375
2 1,250 38,000
3 1,750 41,650
4 1,600 42,360
5 2,350 55,080
6 2,100 48,100
7 3,000 59,000
8 2,750 56,800

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References: https://archive.acas.org.uk/media/4483/Conducting-workplace
investigations/pdf/Conducting_Workplace_Investigations.pdf
https://managementmania.com/en/analyses-analytical-techniques
https://www.juran.com/blog/the-ultimate-guide-to-cause-and-effect
diagrams/
https://www.projectsmart.co.uk/pareto-analysis-step-by-step.php
https://articles.bplans.com/how-to-perform-swot-analysis/
https://www.apm.org.uk/resources/find-a-resource/gantt-chart/
https://github.com/nofaralfasi/PERT-CPM-graph
https://xplaind.com/800569/scatter-graph-method

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SELF-CHECK NO. 4.1-1
EXPLAINING ANALYTICAL TECHNIQUES
Identification. Identify the following. Write your answer on the space before the number.
_______________________ 1. It is a statistical technique in decision-making used for the
selection of a limited number of tasks that produce
significant overall effect.
_______________________ 2. It describes the positive attributes, tangible and
intangible, internal to your organization.
_______________________ 3. It is a project management tool assisting in the planning and
scheduling of projects of all sizes, although they are
particularly useful for simplifying complex projects.
_______________________ 4. It is a type of mathematical diagram using Cartesian coordinates to
display values for two variables for a set
of data. Consists of an X axis (the horizontal axis), Y axis
(the vertical axis), and a series of dots.
_______________________ 5. It is a graphic representation of the data you generate from that
method, laid out as a timeline.
_______________________ 6. These include external factors beyond your control that could place
your strategy, or the business itself, at risk.
_______________________ 7. It is a group creativity technique which aim is to
generate as many ideas on the topic.
_______________________ 8. It is a fact-finding exercise to collect all the relevant
information on a matter.
_______________________ 9. It is a procedure or a method for the analysis of some problem,
status or a fact.
_______________________ 10. It is a visual tool used to logically organize possible causes for a
specific problem or effect by graphically
displaying them in increasing detail, suggesting causal
relationships among theories.

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ANSWER KEY4.1-1
EXPLAINING THE ANALYTICAL TECHNIQUES
1. PARETO Analysis
2. Strength
3. GANTT Chart
4. SCATTERGRAM
5. PERT
6. Threats
7. Brainstorming
8. Investigation
9. Analytical Technique
10. Cause and effect diagram

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LEARNING OUTCOME2 Identify the problem
CONTENTS:
∙ Normal Operating Parameters and Product Quality
∙ Identifying and Clarifying the Nature of Problem
∙ Application of Analytical Techniques
1. Variances are identified from normal operating parameters and product quality
2. Extent, cause, and nature of the problem are defined based on observation,
investigation and analytical techniques
3. Problems are clearly stated and specified
CONDITIONS::(Tools, equipment, s/m, references/materials)

∙ CBLM
∙ Paper
∙ Pencil
∙ Eraser
METHODOLOGIES:
∙ Self-paced/
∙ modular
∙ Discussion
∙ Case Studies
ASSESSMENT METHODS:
∙ Written test
∙ Interview

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LEARNING EXPERIENCE
LEARNING OUTCOME 2: Identify the Problem
1. Read Information Sheet 4.2-1 on Identifying You may clarify with the
the Problem facilitator if you have concerns
on the lesson
2. Answer Self Check No. 4.2-1 Compare answers with Answer

Key No. 4.2-1

the next activity.
3. Perform the Task Sheet No. 4.2-1 on Evaluate your performance

Identifying the Problem using Performance Criteria
Check List No. 4.2-1
Your performance will also be

evaluated by your trainer using
the same Performance Criteria
Checklist

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INFORMATION SHEET 4.2-1
IDENTIFYING THE PROBLEM
LEARNING OBJECTIVES:
✔ Explain the importance of quality parameter in describing the quality of the product
✔ Discuss the process in identifying/clarifying a problem
✔ Explain the importance of using analytical techniques in identifying the problem.
Normal Operating Parameters and Product Quality
Product Quality is most commonly used words by consumers, manufacturers and regulatory
bodies. However, it is too general and means different things to different people. Two
persons describing the same product as a good quality product may not mean the same
thing; similarly, two persons saying the opposite may not mean the same thing.
Quality parameter - the size characterizing the quality level of certain consumer and
production goods and processes leading to the production of a given good.
The quality is described by eight dimensions characterizing, in various respects, the data of
good and determining their essence and purpose, i.e.:
∙ functional features of the product, usability in accordance with the characteristics of

the essence of the object,

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∙ features that complement the basic functional features of the product,
∙ reliability, ability to work trouble-free,
∙ practicality, adaptability of the product, ease of use and maintenance,
∙ compliance with the standard requirements,
∙ durability, the possibility of using the product for a limited time,
∙ aesthetics, product reception,
∙ perceived quality, closely related to the product's brand and supplier's reputation.
These criteria are dynamic and depend on the following elements:
∙ industry,
∙ users,
∙ society,
∙ nature.
The quality parameters are determined by the actual condition of the company and its
surroundings as well as the properties of raw materials and the technological process used
during production. Improperly used technologies, inadequate environment of production
processes, poor storage and transport may negatively affect product quality. These
parameters can also be divided according to the group of features that contain a specific
number and type of detailed qualitative characteristics depending on the needs to be met.
These are:
1. Natural and technical features, all product features given to them by nature or
obtained as a result of technological processes, according to standards containing
basic parameters of structure and function of these products. This group consists of
physical, chemical and biological distinctions). They have an objective character,
because they can be compared with existing patterns.
2. Economic features are elements of the quality structure of goods that give users a
measurable sum of benefits. Expressed using economic indicators, e.g. depreciation.
3. The functional features make the products able to satisfy material (technical) as well

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as intangible (brand image, i.e. branded product) consumer needs. These are, for
example, durability, ease of use and maintenance, comfort in use.
4. Ergonomic properties, adjustment of products to anatomical, physiological and
psychological features of a human being.
5. Aesthetic features that characterize the appearance. They are shape, colors, external
construction solutions.
6. Ecological features, determined by the properties of goods, making them
environmentally friendly.
Identifying and Clarifying the Nature of Problem
The crux of the problem is usually not readily apparent and one runs the risk of reaching a
premature conclusion when only part of the pertinent information has been collected.
Often such problems are unclear when they are first brought to attention. Clarification is
therefore essential but if it is done too rapidly, or in a cursory way, it may lead to: focusing
on a problem that is not important or not perceived to be important by key stakeholders;
considering inappropriate solutions; and failing to consider appropriate solutions. A failure
to reconsider a problem iteratively as additional information is found can have the same
consequences.
To ensure that all parties have been consulted and that various avenues have been
explored, we use the following seven questions to clarify a problem:
1. Exactly what is the problem?

2. When does it occur? How long has it occurred?
3. How do other people in the situation see it?
4. Are there physical symptoms involved?
5. What has the person tried to do about it? What does the person see as possible
solutions?
6. Are there major inconsistencies between feelings, content, and body posture?
7. What does the person want to do versus what the person feels he or she should do?
Application of Analytical Techniques
An analytical approach is the use of an appropriate process to break a problem down into
the elements necessary to solve it. Each element becomes a smaller and easier problem to
solve.
The key word in the above definition is "appropriate." If your problem solving process
doesn't fit the problem at hand, you can execute the process to the highest quality possible

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and still not solve the problem. This is the reason most people fail to solve difficult problems.
They're using an inappropriate approach without realizing it. The process doesn't fit the
problem.
In practice there are lots of quite simple analytical techniques that managers and analysts
use during normal work, often without naming it somehow. For such techniques, it is often
enough just a system of “paper-pencil,” or general office equipment. They are based
primarily on the experience of the person who uses them. There are also a number of
specialized analytical techniques, which are overwhelmingly based on some mathematical
model or which require certain equipment or tools.
References: https://ceopedia.org/index.php/Quality_parameters
https://myafshelp.afsusa.org/hc/en-us/articles/115001642387-Clarify-a
Problem.
https://www.thwink.org/sustain/articles/000_AnalyticalApproach/index.htm
#:~:text=Here%20it%20is%3A-,An%20analytical%20approach%20is
%20the%20use%20of%20an%20appropriate%20process,and%20easier
%20problem%20to%20solve.
SELF-CHECK N0.4.2-1-
True or False. Write T on the space provided beside the number if the statement is
correct. Otherwise, write F.
_____1. Clarification is therefore essential but if it is done too rapidly, or in a cursory
way, it may lead to focusing on a problem that is not important.
_____2. An analytical approach is the use of an appropriate process to break a problem
down into the elements necessary to solve it.
_____3. The aesthetic features of the product contain basic parameters of structure and
function of these products.
_____4. Quality parameter is the size characterizing the quality level of certain
consumer and production goods and processes leading to the production of a
given good.
_____5. Economic features are elements of the quality structure of goods that give
users a measurable sum of benefits.

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ANSWER KEY 4.2-1
1. T
2. T
3. F
4. T
5. T

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TASK SHEET 4.2-1
Title: Identifying the Problem
Performance Objective: As a consultant you are asked to identify the problems

causing low motivation. Suggest solutions to senior management..
Supplies / Materials: Paper

Pencil
Equipment: PC with internet connection
Procedure:
Fremont Corporation Marketing Department is in trouble. Productivity has

dropped within the Department and employees there appear to have low
motivation. The problem started when Sharon sent some suggestions to
improve efficiency to the General Manager. Her section head, Mike, rebuked her
for not going through the "proper channels". Since then, he has required all
communications to be directed in writing to him, but does not reply to any that
have been sent. On the other hand, he issues instructions through the e-mail
system only. Staff have had applications for transfer refused, and Mike has
rigorously applied the rules on lunch times, morning teas and time off. Mike runs
a "tight ship", but productivity is falling, and his latest edict is that unless it rises,
jobs will go. Experienced staff say they are looking around for other jobs. Mike
is well regarded by his seniors, but there have been concerns about productivity.
1. Identify the main problem, and note any smaller problems that have a
relationship with the main problem
2. See whether the main problem needs to be broken down further;

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Assessment Method:
∙ Question and Answer

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PERFORMANCE CRITERIA CHECKLIST 4.2-1

CRITERIA YES NO
Did you identify the main problem?
Did you identify smaller problem that may cause the main problem?
Is the nature of the problem been clarified?
Instructor’s Signature : __________________________

Student’s Signature : __________________________
Date of Performance : __________________________

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LEARNING OUTCOME 3 Determine the possible cause/s of the problem
CONTENTS:
∙ Non-routine Process and Quality Problems
∙ Teamwork and Work Allocation Problem
∙ Safety and Emergency Situations and Incidents
1. Possible cause/s of problem are identified based on experience & the use of
problem solving tools/analytical techniques
2. Possible cause statements are developed
3. Fundamental causes are explained
CONDITIONS: :(Tools, equipment, s/m, references/materials)

∙ CBLM
∙ Paper
∙ Pencil
∙ Eraser
METHODOLOGIES:
∙ Self-paced/
∙ modular
∙ Discussion
∙ Case Studies

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ASSESSMENT METHODS:
∙ Written test
∙ Interview

to Work Activities
LEARNING EXPERIENCE
LEARNING OUTCOME 3: Determine the Possible Cause/s of the Problem
3. Read Information Sheet 4.3-1 on You may clarify with the

Determining the Possible Cause/s of the facilitator if you have concerns
Problem on the lesson
4. Answer Self Check No. 4.3-1 Compare answers with Answer

Key No. 4.3-1

the next activity.
4. Perform the Task Sheet No. 4.3-1 on Evaluate your performance

Determining the Possible Cause/s of the using Performance Criteria
Problem Check List No. 4.3-1
Your performance will also be

evaluated by your trainer using
the same Performance Criteria
Checklist

to Work Activities
INFORMATION SHEET 4.3-1
DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM
LEARNING OBJECTIVES:
✔ Identify quality problems and the non-routine process to solve them

✔ Identify work allocation problem and the means to resolve them
✔ Identify the different safety and emergency situations and incidents
Non-routine Process and Quality Problems
Non-routine problem solving requires some degree of creativity or originality. Non-routine

problems typically do not have an immediately apparent strategy for solving them. Often
times, these problems can be solved in multiple ways and with a variety of strategies.
Quality problems can arise on any project, and can take on many forms. Many of the
problems are minor irritants that keep you from implementing the most optimal solution,
but nevertheless can be tolerated. Many need to be resolved before you can implement your
solution. A few of them are "show-stoppers." All of these problems can be resolved using
similar techniques. Obviously the larger the problem, the more complex the solution might
be.
The diagram below shows a list of drivers or causes that can influence quality.

to Work Activities
Complaints and schedule delays can be caused by almost any driver, or combination of
drivers, listed in the above diagram. But some common causes include:
∙ Hurried work – when teams are in a hurry to complete their work it increases the
chances of making mistakes
∙ Changes to scope and specification – when specs and/or the size of the project
changes midstream, workers and teams can make mistakes while trying to adjust to
the changes, especially if those changes are poorly communicated
∙ Complexity – technical tasks and complex processes invite people to make errors
∙ Upstream errors – some errors can be passed-down from one team to another, and if
undiscovered, they can continue to be passed along until later stages of the project
or until the customer receives the product
∙ Hand-offs – having to hand work off to other teams/departments can introduce
errors
∙ Communication issues – lacking a system to notify downstream teams of important
product information or issues can cause people to make mistakes
∙ Staff turnover – new staff are more prone to making mistakes as they’re coming up
to-speed
∙ Misunderstood specification – inheriting a specification that is difficult to
understand or left open to interpretation can introduce errors, and those errors can
be compounded as other teams work from the same specification
Teamwork and Work Allocation Problem
We all know that teamwork promotes creativity and increases the overall productivity of an

to Work Activities
organization. While this is true, there are many unsaid challenges faced by every team which
can really make the whole experience of working as a team frustrating.
Here are a few common challenges faced by teams at workplace.
∙ Role Uncertainty
There is a lot of difference in working as an individual employee and working as a

part of a team. When you work with a team, your responsibilities are shared with
other team members.
This culture of shared responsibilities might be a little hard to get used to, if you
have never worked with a team before. Working with many people can create a
confusion on your role in the team, resulting multiple people taking up the same
responsibility or leave out some vital tasks. Asking the manager of the team clearly
about your role in the team could help avoid these situations.
∙ Lack Of Trust
When you work as an individual, you are used to making decisions and complete
tasks individually. But when you work with a team, you have to trust your team
mates and let them take a few decisions for the team.
Sometimes, team members make mistakes and it could be hard for you to trust them
with any other decision. But as a team it is important to trust your teammates and
function as a team.
∙ Unclear Goals
Some employees perform better when they function as a team and some perform
better as individual contributors. One reason for this could be setting the right goals.
You can easily set the right goals for yourself as an individual contributor but when
you are a part of the team, you have to consider your teammates before setting
goals.
One of the most common reasons for conflicts in teams is the ambiguity of goals. If
you are not on the same page with your other team mates about your goals, it affects
the productivity of the whole team, so communicate with the team/ manager and be
clear about your goals.
∙ Disengagement

to Work Activities
Disengagement is one of the most common issues faced by everyone at workplace.
Teams tend to get disengaged when there’s a lack of proper direction or vision.
Team members fail to understand their role in the bigger picture which leads to lack
of motivation.
Disengagement in teams is often a result of lack of clarity on team goals and how
they contribute to the organization.
∙ Talent Differences
Some employees contribute more to a team than the rest of the team. The reason is
not always that they feel responsible for the team, the share of their contribution
depends on their individual talent and efficiency. But sometimes, these talent
differences cause conflicts between team members.
Some employees of team could be slower and less efficient than the rest. This could
decrease the overall productivity of the team which could be frustrating for the
high-performers of the team causing conflicts within the team. To avoid this, the
goals should be set based on their capability and skills.
The challenges with work allocation systems are multiple. Firstly, the availability of input
data is critical; the quality, the quantity, and the format of this data need to be carefully
investigated. Secondly, the dynamic nature of the environment surrounding work allocation
(job cancellation, delays, sickness, regulation change, etc.) forces such a system to be very
responsive and flexible. Thirdly, the scale and complexity of work allocation problems can
very quickly make the task of efficiently allocating jobs to resources intractable for a human
being.
Sometimes it is not an easy task for a team manager to ensure that the work assigned to his
team is properly and fairly portioned and allocated among the team members. It is just as in
every type of team sport – the coach of a team needs to select the right players for the next
game, reasoning from specifics of the next opponent and skills of available players, and
identify the position where each of these team members will play to bring maximum of
advantage.
Effective Team Work Allocation should be:
∙ Fair – nobody in the team wittingly is appointed to some work which he cannot
accomplish due to some objective conditions.
∙ Equal – portions or types of workloads are allocated equally, so nobody in the team
appears just overwhelmed with excessive tasks (if this is not somehow stipulated
and compensated), while someone other enjoys unjustified freeness.

to Work Activities
∙ Justified – work is always accurately assessed and assigned only to appropriate
employees who are approved, expected or motivated as capable of doing it.
Safety and Emergency Situations and Incidents
Nobody expects an emergency or disaster -- especially one that affects them, their
employees, and their business personally. Yet the simple truth is that emergencies and
disasters can strike anyone, anytime, and anywhere. You and your employees could be
forced to evacuate your company when you least expect it.
A workplace emergency is an unforeseen situation that threatens your employees,

customers, or the public; disrupts or shuts down your operations; or causes physical or
environmental damage. Emergencies may be natural or manmade and include the following:
∙ Floods
∙ Earthquakes
∙ Fire
∙ Toxic gas releases
∙ Chemical spills
∙ Radiological accidents
∙ Contagious illness
∙ Explosions
∙ Civil disturbances and riots
∙ Workplace violence
References:https://www.upperelementarysnapshots.com/2015/10/mathproblemsolving.h
t ml
https://myafshelp.afsusa.org/hc/en-us/articles/115001642387-Clarify-a
Problem.
https://www.accipio.com/eleadership/mod/wiki/view.php?id=1948
http://www.todolistsoft.com/solutions/howtos/how-to-allocate-and-control
work-in-your-team.php
https://www.osha.gov/Publications/osha3088.html

to Work Activities
SELF-CHECK N0.4.3-1-
Enumeration. Write your answer on the space provided.
1. What are the common challenges faced by teams at workplace?

___________________________
___________________________
___________________________
___________________________
___________________________
2. Give at least 5 of the common drivers that can influence quality.

___________________________
___________________________
___________________________
___________________________
___________________________
3. Give at least 5 natural or manmade emergencies in the workplace

___________________________
___________________________
___________________________
___________________________
___________________________

to Work Activities
ANSWER KEY 4.3-1
4. What are the common challenges faced by teams at workplace?

∙ Role uncertainty
∙ Lack of trust
∙ Unclear goals
∙ Disengagement
∙ Talent differences
5. Give at least 5 of the common drivers that can influence quality.
∙ Hurried work
∙ Changes to scope and specification
∙ Complexity
∙ Upstream errors
∙ Hand-offs
∙ Communication Issues
∙ Staff turnover
∙ Misunderstood specification
6. Give at least 5 natural or manmade emergencies in the workplace
∙ Floods
∙ Earthquakes
∙ Fire
∙ Toxic gas releases
∙ Chemical spills
∙ Radiological accidents
∙ Contagious illness
∙ Explosions
∙ Civil disturbances and riots
∙ Workplace violence

to Work Activities
TASK SHEET 4.3-1
Title: Determining The Possible Cause/S Of the Problem
Performance Objective: Using analytical technique, identify the possible causes of

lost control car.
Supplies / Materials: Paper

Pencil
Equipment: PC with internet connection
Procedure:
1. Make an analysis why a car may possible lose control.
2. Create a fishbone diagram illustrating the causes of the problem. (Refer to
Information Sheet No. 4.1-1)
3. Submit the diagram to the facilitator
Assessment Method:
∙ Portfolio Analysis

to Work Activities
PERFORMANCE CRITERIA CHECKLIST 4.3-1

CRITERIA YES NO
Did you complete identified the major causes of the problem?
Did you identify the sub-causes of the problem
Does the diagram illustrates the major and sub-causes of the problem?
Instructor’s Signature : __________________________

Student’s Signature : __________________________
Date of Performance : __________________________

to Work Activities

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COMPETENCY - BASED LEARNING MATERIALS

Qualification: Programming (.Net Technology) NC III

Unit of Competency: Lead Small Teams

Module Title: Leading Small Teams

CBLM for Date Edited: Sep 3, 2022

The module, Identifying/Determining Fundamental Cause of Problem, contains training

A Certificate of Achievement will be awarded to you after passing the evaluation.

CBLM for Date Edited: Sep 3, 2022

1 Lead Workplace Leading Workplace 500311109

2 Lead Small Team Leading Small Team 500311110

3 Develop and Practice Developing and 500311111

4 Solve Problems Identifying/Determini 500311112

5 Use Mathematical Using Mathematical 500311113

6 Use Relevant Technologies Using Relevant Technologies 500311114

CBLM for Date Edited: Sep 3, 2022

QUALIFICATION : BOOKKEEPING NC III

UNIT OF COMPETENCY : Solve Workplace Problem Related to Work Activities

MODULE TITLE : Identifying/Determining Fundamental Cause of Problem

MODULE DESCRIPTOR : This module expresses the competency required to apply

NOMINAL DURATION : 2 hours

LEARNING OUTCOMES: Upon completion of this module the students/trainees will be

LO1. Explain the analytical techniques

LO2.Identify the problem

LO2. Determine the possible cause/s of the problem

CBLM for Date Edited: Sep 3, 2022

CONDITIONS:(Tools, equipment, s/m, references/materials)

CBLM for Date Edited: Sep 3, 2022

1. Read Information Sheet No.4.1-1 on You may clarify with the

2. Answer Self Check No. 4.1-1 Compare answers with

You must answer all questions

CBLM for Date Edited: Sep 3, 2022

After reading this information sheet, you should be able to:

✔ Identify the different analytical techniques

Observation, Investigation and Analytical Techniques

An investigation is a fact-finding exercise to collect all the relevant information on a matter.

CBLM for Date Edited: Sep 3, 2022

Brainstorming is a group creativity technique. The aim is to generate as many ideas

o Pleasant atmosphere - it is important to induce a creative climate and

∙ Cause and Effect Diagrams

How to Construct a Cause and Effect Diagram

CBLM for Date Edited: Sep 3, 2022

Step 2: Place the Effect

Step 3: Identify Possible Causes

Use brainstorming or a rational step-by-step approach to identify the possible

Step 4: Place the Major Causes

Step 5: Add Causes to Main Area

CBLM for Date Edited: Sep 3, 2022

Step 6: Check Logical Validity of Each Causal Chain

Step 7: Check for Completeness

o Main branches with fewer than three causes

CBLM for Date Edited: Sep 3, 2022

Figure 1: Pareto Analysis Diagram

S.W.O.T. is an acronym that stands for Strengths, Weaknesses, Opportunities, and

CBLM for Date Edited: Sep 3, 2022

Strengths (internal, positive factors)

o What do you do well?

Weaknesses (internal, negative factors)

CBLM for Date Edited: Sep 3, 2022