Competency-Based Learning Material

Masonry NC II

Basic Competencies
(Integrated with 21st Century Skills)

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 HOW TO USE THIS COMPETENCY-BASED LEARNING

MATERIAL

The unit of competency, “Develop Career and Life Decision”, is one of the
competencies of Food and Beverage Services NC II, a course which comprises the knowledge,
skills, and attitudes required for a TVET trainee to possess.

The module, Developing Career and Life Decision, This unit covers the knowledge,
skills, and attitudes in managing one’s emotions, developing reflective practice, and boosting
self-confidence and developing self-regulation.

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, Operation Sheets, Task Sheets, and Job Sheets. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your facilitator.
Remember to:

• Read information sheet and complete the self-checks.

• Perform the Task Sheets, Operation Sheets, and Job Sheets until you are confident
that your outputs conform to the Performance Criteria Checklists that follow the said
work sheets.
• Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets to your
facilitator for evaluation and recording in the Achievement 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 Achievement Chart and Progress
Chart.

You must pass the Institutional Competency Evaluation for this competency before
moving to another competency. A Certificate of Achievement will be awarded to you after
passing the evaluation.

COMPETENCY BASED LEARNING MATERIALS

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 List of Competencies

No. Unit of Competency Module Title Code

Participating in a workplace
1. Applying Quality Standards 400311210
communication

2. Work in a team environment Working in a team environment 400311211

Solve/Address general workplace Solving/Addressing general workplace

3. 400311212
problems problems

4. Develop career and life Decisions Developing career and life Decisions 400311213

5. Contribute to workplace innovation Contributing to workplace innovation 400311214

6. Present relevant information Presenting relevant information 400311215

Practice occupational safety and health Practicing occupational safety and health
7. 400311216
policies and procedures policies and procedures

Exercise efficient and effective Exercising efficient and effective

8. 400311217
sustainable practices in workplace sustainable practices in workplace

Practice entrepreneurial skills in the Practicing entrepreneurial skills in the 400311218

9.
workplace workplace

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 MODULE CONTENT
QUALIFICATION : MASONRY NCII
UNIT OF COMPETENCY : Present Relevant Information
MODULE TITLE : Presenting Relevant Information
UNIT DESCRIPTOR : This unit Of covers the knowledge, skills and
attitudes required to present data/information appropriately.
NOMINAL DURATION 4 hours
LEARNING OUTCOMES:
At the end of this module the students/ trainees will be able to:
LO 1: Gather data information
LO 2: Assess gathered data/information
LO 3: Record and present information

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 1 Gather data / information
CONTENTS:
 Confidentiality
 Accuracy
ASSESSMENT CRITERIA:
 Evidence, facts and information are collected
 Evaluation, terms of reference and conditions are reviewed to determine
Whether data/ information falls within project scope
CONDITIONS:
Student/ trainee must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
3. TOOLS
4. MATERIALS
Writing materials
References
Handouts
Assessment methods;
• Written Test, Interview Portfolio

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 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 2 Assess gathered data/ information

CONTENTS:
• Data Analysis techniques / procedures
ASSESSMENT CRITERIA:
Validity of data/ information is assessed
Analysis techniques are applied to assess data/ information.
Trends and anomalies are identified
Data analysis techniques and procedures are documented
Recommendation s are made on areas of possible improvement.
CONDITIONS:
Student/ trainee must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
3. TOOLS
4. MATERIALS
Writing materials
References
Handouts
Assessment methods:
• Written Test
• Interview
• Portfolio

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 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 3 Record and present information

CONTENTS:
• Reporting requirements to a range of audience
ASSESSMENT CRITERIA:
• Studied data/ information are recorded.
• Recommendation s are analyzed for action to ensure they are compatible With
the project's scope and terms Of reference.
• Interim and final reports are analyzed and outcomes are compared to the
criteria established at the outset.
• Findings are presented to stakeholders.
CONDITIONS:
Student/ trainee must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
3. TOOLS
4. MATERIALS
Writing materials
• References Han do
Assessment methods:
• Written Test
• Interview
• Portfolio

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 LEARNING EXPERIENCES

LOI Gather data/ information

Learning Activities Special Instructions

1. Read Information After reading the information sheet you are required to
Sheet # answer the self-check # 6. 1.1.
6.1.1
Confidentiality
2. Answer Self Check # Compare answers with the answer key to be given to you by
6.1.1 your facilitator. If you got a perfect score, continue reading
on the next information sheet. If not, review by reading
Information sheet # 6.1. I and try to answer the self-check
again.

I. Read Information After reading the information sheet you are required to
Sheet # answer the self-check 6. 1. 1a
6. 1. la
Accuracy
'2. Answer Self Check # Compare answers with the answer key to be given to you
6.1. la by your facilitator. If you got a perfect score, continue
reading on the next information sheet. If not, review by
reading Information sheet 6.1. la and try to answer
self-check

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 LEARNING EXPERIENCE

L02 Assess gathered data/ information

Learning Special Instructions
Activities

1. Read Information After reading the information sheet you are required to
Sheet 6.2. I Data answer the self-check 6. 2.1.
Analysis
techniques /
procedures

2. Answer Self Check # Compare answers 2ith the answer key to be given to you by
6.2.1 your facilitator. If you got a perfect score, continue reading on
the next information sheet. If not, review by reading
Information sheet # 6.2. I and try to answer the self-check
again.

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 LEARNING EXPERIENCES

L03 Record and present information

Learning Activities Special Instructions

1. Read Information Sheet 6.3. I After reading the information sheet

Reporting requirements to a range you are required to answer the
self-check # 6. 3.1.
Of audiences

2. Answer Self Check # 6.3.1 Compare answers With the answer

key to be given to you by your
facilitator. If you got a perfect score,
continue reading on the next
information sheet. If not, review by
reading Information sheet
6.3. I and try to answer the self-
check again.

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 INFORMATION SHEET 6.1.1

Confidentiality
Learning Objective:
After reading this information sheet, you must be able to understand Confidentiality in
gathering data.
Introduction:
Confidentiality refers to the researcher's agreement to handle, store, and share research
data to ensure that information obtained from and about research participants is not
improperly divulged. Individuals may only be willing to share information for research
purposes with an understanding that the information will remain protected from disclosure
outside of the research setting or to unauthorized persons.
Data confidentiality is about protecting data against unintentional, unlawful, or
unauthorized access, disclosure, or theft.
Confidentiality has to do with the privacy of information, including authorizations to
view, share, and use it. Information with IOW confidentiality concerns may be considered
"public" or otherwise not threatening if exposed beyond its intended audience. Information
with high confidentiality concerns is considered secret and must be kept confidential to
prevent identity theft, compromise of accounts and systems, legal or reputational damage,
and other severe consequences.
When managing data confidentiality, follow these guidelines:

• Encrypt sensitive files.

Encryption is a process that renders data unreadable to anyone except those who have the
appropriate password or key. By encrypting sensitive files (by using file passwords, for
example), you can protect them from being read or used by those who are not entitled to do
either.
• Manage data access.
Controlling confidentiality is, in large part, about controlling who has access to data.
Ensuring that access is only authorized and granted to those who have a "need to know-
goes a long way in limiting unnecessary exposure. Users should also authenticate their
access with strong passwords and, where practical, two-factor authentication. Periodically
review access lists and promptly revoke access when it is no longer necessary.

• Physically secure devices and paper documents.

• Controlling access to data includes controlling access of all kinds, both digital and
physical Protect devices and paper documents from misuse or theft by storing them in
locked areas. Never leave devices or sensitive documents unattended in public locations.

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• Securely dispose of data, devices, and paper records.
When data is no longer necessary for University-related purposes, it must be disposed
of appropriately.
• Sensitive data, such as Social Security numbers, must be securely erased to ensure
that it cannot be recovered and misused.
• Devices that were used for University-related purposes or that were otherwise used to
store sensitive information should be destroyed or securely erased to ensure that their
previous contents cannot be recovered and misused.
• Paper documents containing sensitive information should be shredded rather than
dumped into trash or recycling bins.
• Manage data acquisition.
When collecting sensitive data, be conscious of how much data is actually needed and
carefully consider privacy and confidentiality in the acquisition process. Avoid
acquiring sensitive data unless absolutely necessary; one of the best ways to reduce
confidentiality risk is to reduce the amount of sensitive data being collected in the first
place.
• Manage data utilization.
Confidentiality risk can be further reduced by using sensitive data only as approved
and as necessary. Misusing sensitive data violates the privacy and confidentiality of
that data and of the individuals or groups the data represents.

• Manage devices
Computer management is a broad topic that includes many essential security
practices. By protecting devices, you can also protect the data they contain.
Follow basic cyber-security hygiene by using anti-virus software, routinely
patching software, whitelisting applications, using device passcodes, suspending
inactive sessions, enabling firewalls and using whole-disk encryption.

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 Self-check 6.1.1

Direction: Answer the following questions. Write your answer on a separate sheet.

What are the guidelines to follow when managing data confidentiality?

1
2.
3.
4.
5.

Answer key 6. I. I

1. Encrypt sensitive files

2. Manage data access
3. Physically secure devices and paper documents
4. Securely dispose of data, devices, and paper records
5. Manage data acquisition.
6. Manage data utilization Manage devices.

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 INFORMATION SHEET 6.1.1a

Accuracy

Learning Objectives

After reading this information sheet, you must be able to understand how
important accuracy is in data analysis

Introduction:
Accuracy is to be ensuring that the information is correct and without any
mistake. Information accuracy is important because may the life of people depend in
it like the medical information at the hospitals, so the information must be accurate.
The quality of information measured by accuracy, timeliness, completeness,
relevance and if it is easy to understood by the users, so the accuracy important for
quality of information. And the accuracy represents all organization actions. TO get
accurate information we need the right value.

If someone gave inaccurate information, it is difficult to find who made the

mistake. There are many reasons for inaccurate information. The most common case
is when the user enters wrong value. Also inaccurate information may accrue by
typographical mistake _ To avoid this mistakes, the organization must find who has
experience and skills for data entry and it must use the programs which discover the
typographical mistake.
Inaccurate information with the passage of time it be hard to avoided if no One
update it (like the address, phone numbers) and the information going to be more
inaccurate.

Data analysis is only as good as the quality of data obtained during the data
collection process. HOW can you ensure data accuracy and integrity? Here are three
pointers.
Data analysis is a very important part of the research process. Before
performing data analysis, researchers must make sure that numbers in their data
are as accurate as possible. Clicking the menus and buttons of statistical software
applications like SPSS, Microstat, Statistica, Statview among Others is easy, but if
the data used in such automated data analysis is faulty, the results are nothing
more than just plain rubbish. Garbage in, garbage out (GIGO).

For many students who just want to comply with their thesis requirement, rigorous
and critical data analysis are almost always given much less attention than the Other

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parts of the thesis. At Other times, data accuracy is deliberately compromised because of
the apparent inconsistency of findings with expected results.

Data should be as accurate, truthful or reliable as possible for if there are doubts
about their collection, data analysis is compromised. Interpretation of results will be
faulty that will lead to wrong conclusions.

How can you make sure that your data is ready or suitable for data analysis?
Here are three pointers to remember to ensure data integrity and accuracy. The
following points focus on data collection during interviews. 3 Points to Remember to:
Ensure Data Integrity and Accuracy

1. Review data entries

Be meticulous about overlooked items in data collection. When dealing with
numbers, ensure that the results are within sensible limits. Omitting a zero here or
adding a number there can compromise the accuracy of your data.
Watch out for outliers, or those data that seems to be out-of-bounds or at the
extremes of the scale of measurement. Verify if the outlier is truly an original record of
data collected during the interview. Outliers may be just typographical errors.

2. Verify the manner of data collection

Cross-examine the data collector. If you asked somebody to gather data for you,
throw him some questions to find out if the data was collected systematically or
truthfully. For paid enumerators, there is a tendency to administer questionnaires in
a hurry. In the process, many things will be missed and they will just have to fill-out
missing items. To filter out this possibility, the information gathered should be
cross-checked.
3. Interview
The following questions may be asked to ensure data quality.

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HOW much time did you spend in interviewing the respondent of the study?
Is the respondent alone or with a group of people when you did the interview?

Self — check 6.1.1a

Directions: Answer the following questions. Write your answer on a separate sheet.
I. What is accuracy?
2-4 What are the 3 Points to Remember to Ensure Data Integrity and Accuracy?

Answer key 6.1. la

I. Accuracy is to be ensuring that the information is correct and without any

mistake.

2. Review data entries

3. Verify the manner of data collection

4. Avoid biased results

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 INFORMATION SHEET 6.2.1

Data Analysis

techniques/procedures Learning Objective:

After reading this information sheet, you must be able to understand techniques and
procedures in Data Analysis
Introduction:
In our data-rich age, understanding how to analyze and extract true meaning from the
digital insights available is one of the primary drivers of success.

What is Data Analysis?

Data analysis is a process that relies on methods and techniques to taking raw data,
mining for insights that are relevant to the business's primary goals, and drilling down into
this information to transform metrics, facts, and figures into initiatives for improvement.

Types of Data Analysis

Domain Analysis
In software engineering, domain analysis, or product line analysis, is the Of analyzing
related software Systems in a domain to find their Common and variable parts. It is a model
of wider business context for the system. The Was coined in the 1980s by James
Neighbors. Domain analysis is the first phase of domain engineering. It is a key method for
realizing systematic software reuse. Domain analysis produces domain models using
methodologies such as domain specific languages, feature tables, facet tables, facet
templates, and generic architectures, which describe all of the systems in a domain. Several
methodologies for domain analysis have been proposed.

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Content Analysis
Content analysis is a research tool used to determine the presence of certain words,
themes, or concepts within some given qualitative data (i.e. text). Using content analysis,
researchers can quantify and analyze the presence, meanings and relationships of such
certain words, themes, or concepts.
Uses of Content Analysis
Identify the intentions, focus or communication trends of an individual, group or
institution
Describe attitudinal and behavioral responses to communications
Determine psychological or emotional State of persons or groups
Reveal international differences in communication content
Reveal patterns in communication content
Pre-test and improve an intervention or survey prior to launch
Analyze focus group interviews and open-ended questions to complement quantitative
data
Types of Content Analysis
There are two general types of content analysis: conceptual analysis and relational
analysis. Conceptual analysis determines the existence and frequency of concepts in a
text. Relational analysis develops the conceptual analysis further by examining the
relationships among concepts in a text. Each type of analysis may lead to different
results, conclusions, interpretations and meanings.
Conceptual Analysis
Typically people think Of conceptual analysis when they think Of content
analysis. In conceptual analysis, a concept is chosen for examination and the
analysis involves quantifying and counting its presence. The main goal is to examine
the occurrence of selected terms in the data. Terms may be explicit or implicit.
Explicit terms are easy to identify. Coding of implicit terms is more complicated: you
need to decide the level of implication and base judgments on subjectivity (issue for
reliability and validity). Therefore, coding of implicit terms involves using a dictionary
or contextual translation rules or both.
To begin a conceptual content analysis, first identify the research question
and choose a sample or samples for analysis. Next, the text must be coded into
manageable content categories. This is basically a process of selective reduction.

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 By reducing the text to categories, the researcher can focus on and code for
specific words or patterns that inform the research question.
Relational Analysis

Relational analysis begins like conceptual analysis, where a concept is chosen for
examination. However, the analysis involves exploring the relationships between concepts.
Individual concepts are viewed as having no inherent meaning and rather the meaning is a
product of the relationships among concepts.
TO begin a relational content analysis, first identify a research question and choose a
sample or samples for analysis. The research question must be focused so the concept types
are not open to interpretation and can be summarized. Next, select text for analysis. Select
text for analysis carefully by balancing having enough information for a thorough analysis so
results are not limited with having information that is too extensive so that the coding
process becomes too arduous and heavy to supply meaningful and worthwhile results.
Self - Check 6.2.1
Direction: Answer the following questions. Write your answer on a separate Sheet.
1-3 What are the examples of Data Analysis
4-5 Types of Content Analysis
6-9 Types of Comparative Research I O — What is Data Analysis?
10 — What is Data Analysis?

Answer Key 6.2.1

1. Domain Analysis
2. Content Analysis
3. Comparison/ Comparative Technique
4. Conceptual Analysis
5. Rational Analysis
6. Individualizing comparison
7. Universalizing comparison
8. Variation-finding comparison
9. Encompassing comparison
10.Data analysis is a process that relies on methods and techniques to taking raw data,
mining for insights that are relevant to the business's primary goals, and drilling

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 down into this information to transform metrics, facts, and figures into initiatives for
improvement.

INFORMATION SHEET
Reporting requirements to a range of audiences

Learning Objective:

After reading this information sheet, you must be able to understand important is
reporting to a range of audiences in data analysis
Introduction:
At the start of the writing or communication process, carefully consider your
“audience”-the person or persons who actually be
reading your document, receiving your email, or watching your presentation. As a
communicator, your primary goal is to transmit information efficiently and effectively.
How you choose to transmit that information—the way it's written and the form it takes
— must depend to a large extent on who your audience is and what their goals

1. As a communicator, your primary goal is to transmit information efficiently and

effectively.

Good communication is the result of a complex process that factors in your

reader and their goals. Think of it as an act of translation—you possess information
and knowledge, and you need to deliver that information to your audience in a way
they will understand.

This process asks you to consider the language you use, but also the way you
deliver the information (a document, a presentation, a diagram, a phone call). The same
information might be communicated in multiple ways, depending on your audience and
the context.

2. Audience and purpose Affect Your Choices as a Communicator

Even in a technical communication style, there are multiple ways to present the same
information based on audience and purpose.
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Be prepared to communicate to many different types of audiences— your audience must
affect your decisions as a communicator. Factors that define audiences are:

• their level of expertise or familiarity with the subject (e.g., a fellow engineer or a
person in a non-technical position in the company or a layperson),
• their role or goals (what they will do with the information),
• their position relative to the organization (internal or external), and their
position relative to you (peer, superior, or subordinate).

A clearly stated purpose is a key feature in most technical and professional

communications because it improves efficiency—your reader should know right away
why they are reading your document. Some common purposes for technical
communication are

• to inform
• to recommend to request
• to propose
• to persuade
• to record
• to instruct

Most Important Things to Remember About Report Writing

1. Follow the report writing outline in your manual.
Feel free to be somewhat flexible with the order, but don't leave out Whole sections.
2. Make your own internal outline including Who is responsible for Which
sections. Be Sure that you leave time for stakeholders to help you with editing/
making revisions.
3. Be economical in your decisions about what to include in your report.
Shorter is better.
4. Avoid excessive use of jargon.

3. Read your work — if you can't understand it, chances are others Won't be able to
either. Think, in simple terms, about What you are trying to say, and then write that.
Use complete sentences and standard English grammar conventions. You Can rely
Some on bullets and be limited in your transitions, but be Sure your reader can follow
your logic.

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4. Formatting is your friend. Use headers and sections to help your reader know what
is happening in your report. Be consistent about where and how they appear
(centered, bold, underlined, side headings etc.).
Self — check 6.3. I

Directions: Answer the following. Write your answer on a separate sheet.

A. What are the Factors that define audiences?

1.
2.
3.

B. What are the common purposes for technical communication?

1.
2.
3.
4.
5.
6.
7.

Answer key 6.3.1

A. What are the Factors that define audiences?
l. their level of expertise or familiarity with the subject (e.g., a fellow engineer or a
person in a non-technical position in the company or a layperson),
1. their role or goals (what they will do with the information),
2. their position relative to the organization (internal or external),
3. their position relative to you (peer, superior, or subordinate).

B. What are the common purposes for technical communication?

1. To inform
2. to recommend
3. to request
4. to propose
5. to persuade
6. to record
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 7. to instruct

References
1. https://www.betterevaluation.org/en/resources/guides/collect_retrieve_data/collection_methods
2. http://www.omgcenter.org/pew_fund/downloads/pcbp- ReportWritingTips.pdf
3. https://ohiostate.pressbooks.pub/feptechcomm/chapter/2-audience
4. https://support.google.com/analytics/answer/7162572?h1=en
5. https://simplyeducate.me/2012/12/06/the-importance-of-data-accuracy-and-integrity-for-data-
analysis/#:~:text=data%20analysis%2is%20only%20as.during%20the%20data%20collection
%20process.&text=data%should%20be%20as%20accurate.will%20lead%to%20wrong
%conclusions.
6. https://www.unr.edu/research-integrity/human-research/human-research-protection-policy-
manual/maintaining-data-confidentiality#:~:=Confidentiality%20refers%20to%20the
%researcher’s.participants%20is%20not%20improperly%20divulge%.
7. https://www1.udel.edu/security/dataconfidentiality.html

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