NCIII Basic Comp 04-CBLM Ver1

COMPETENCY BASED LEARNING MATERIAL
Sector: HEATING, VENTILATING AIR-CONDITIONING/

REFRIGERATION ( PACU & CRE )
Qualification Title: RAC SERVICING NC III (PACU & CRE )
Unit of Competency: Solve Problems Related to work

Activities
Module Title: Solving Problems Related to work

Activities
TESDA- GEN. SANTOS NAT’L SCHOOL OF ARTS & TRADES

TIONSON ST. LAGAO, GEN. SANTOS CITY
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
The unit of competency, “Solve problems related to work

activities”, is one of the competencies of Commercial Cooking NCIII, a course
which comprises the knowledge, skills, and attitudes required for a TVET
trainee to process.
The module, Solving problems related to work activities , contains
training materials and activities related to Identify the problem, Determine
fundamental causes of the problem, Determine corrective action, Provide
recommendation/s to manager.
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.
RAC SERVICING Date Developed: Document No.

NC III APRIL 2016 Issued by:
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Developed by: Page 1 of 72
Solve problems
related to work Revision # 00
activities
You need to complete this module before you can perform the module on
Use mathematical concepts and techniques.
RAC SERVICING NC III ( PACU&CRE )

COMPETENCY BASED LEARNING MATERIALS
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
1 Lead workplace Leading workplace 500311109

communication communication
2 Lead small teams Leading small teams 500311110
3 Develop and practice Developing and practice 500311111

negotiation skills negotiation skills
4 Solve problems related to Solving problems related 500311112

work activities to work activities
5 Use mathematical concepts Using mathematical concepts 500311113

and techniques and techniques
6 Use relevant technologies Using relevant technologies 500311114

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MODULE CONTENT
UNIT OF COMPETENCY : Solve problems related to work activities

MODULE TITLE : Solving problems related to work activities
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes required to solve
problems in the workplace including the application of problems solving
techniques and to determine and solve the root cause of problems.
Learning Outcomes:
At the end of this module, you MUST be able to:
1. Identify the problem
2. Determine fundamental causes of the problem
3. Determine corrective action
4. Provide recommendation/s to manager

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COMPETENCY SUMMARY
Qualification Title : RAC SERVICING NC III (PACU & CRE )
Unit of Competency : Solve problems related to work activitiesC
Module Title : Solving problems related to work activities
Introduction
This unit of competency deals with the knowledge, skills and attitudes required
to solve problems in the workplace including the application of problems
solving techniques and to determine and solve the root cause of problems.
Learning Outcomes:
Upon completion of this module, you MUST be able to:
1. Identify the problem
2. Determine fundamental causes of the problem
3. Determine corrective action
4. Provide recommendation/s to manager
ASSESSMENT CRITERIA
1. Variances are identified from normal operating parameters; and

product quality
2. Extent, cause and nature are of the problem are defined through
observation, investigation and analytical techniques
3. Problems are clearly stated and specified
4. Possible causes are identified based on experience and the use of
problem solving tools / analytical techniques.
5. Possible cause statements are developed based on findings

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6. Fundamental causes are identified per results of investigation
conducted
7. All possible options are considered for resolution of the problem
8. Strengths and weaknesses of possible options are considered
9. Corrective actions are determined to resolve the problem and possible
future causes
10. Action plans are developed identifying measurable objectives,
resource needs and timelines in accordance with safety and operating
procedures
11. Report on recommendations are prepared
12. Recommendations are presented to appropriate personnel.
13. Recommendations are followed-up, if required.
CONDITIONS:
The student/trainee must be provided with the following:
 Module in Solve problems related to work activities

 Writing materials
Methodologies:
 Lecture/ discussion
 Demonstration
ASSESSMENT METHODS:
 Case study
 Observation

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Learning Experiences
Learning Outcome 1
Identify the problem
Learning Activities Special Instructions
Read Information Sheet 4.1-1 on This Learning Outcome deals with the
Problem Solving development tools needed by supervisors
to identify problems in the workplace.
Answer Self-check 4.1-1
Compare answers with Answer Go through the Information Sheets and
Key 4.1-1 answer the Self-checks to ensure that
knowledge on problem-solving skills
Read Information Sheet 4.1-2 on
needed in the workplace are acquired.
Problem Identification
Answer Self-check 4.1-2 The outputs of this Learning Outcome are

Compare answers with Answer answers to the Self-checks that will show
Key 4.1-2 your mastery.
Read Information Sheet 4.1-3 on Show your outputs to your trainer as you
Discrepancies accomplish them for guidance and
evaluation.
Compare answers with Answer
Key 4.1-3

Classification

Key 4.1-4

Problem Statement
Answer Self-check 4.1-5 After doing all the activities for this LO,
Compare answers with Answer you are ready to proceed to the next LO:
Key 4.1-5 Determine fundamental causes of the
problems

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Information Sheet 4.1-1
Problem Solving
Learning Objectives:
After reading this information sheet, you must be able to:
1. define problem solving;
Problem solving is one of the most critical abilities of the supervisor, which is
mainly the process of working through details of a problem to reach a solution.
A problem occurs when there is a difference between what “should be” and
what “is”, or between the ideal and the actual situation.
Problems in the workplace can be categorized to the following:

1. Non – routine process and quality problems – example: customer requesting
for a new food dish; cooking a dish using replacement ingredients
2. Equipment selection, availability and failure – example: selecting a coffee
espresso machine based on different priority factors;
3. Teamwork and work allocation problem
4. Safety and emergency situations and incidents – weather-related incidents.

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Self-Check 4.1-1
Problem Solving
TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. A problem happens when there is no difference between the ideal and
the actual situation.
_____ 2. Effective communication ties together team members.
_____ 3. E-mail is a standard electronic communication method by some
organization.
_____ 4. Facial expression is a verbal communication method.
_____ 5. A two-way radio can be used for a dialogue between two or more
persons.

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Answer Key 4.1-1
Problem Solving
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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1. define and explain how problems are identified;
Problem Identification is the first step in coming up with a solution to the

problem.
When an individual faces a problem, the natural tendency is to propose
possible solutions. Consequently, the thought and discussion focuses on the
merits and problems of the proposed solution(s), rather than an in-depth
discussion of the possible causes of the problem itself.
A great solution isn’t worth much, if the problem it resolves is not correctly
identified.
Similarly, if you want to resolve the root problem, treat the cause, not the
symptom. For example, if you take an aspirin for a fever, you’re treating the
symptom (an elevated temperature) and not treating the cause. You might
experience temporary relief, but if the cause is left untreated, it’s likely that the
fever will return.

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Self-Check 4.1-2
TRUE OR FALSE:
_____ 1. Problem identification is the second step in solving a problem.
organization.
persons.

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Answer Key 4.1-2
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Discrepancies
1. explain symptoms of problems;
Observable symptoms to problems like: leak in a supply line like water, fuel, or
other liquids; overheating equipment; and equipment malfunction; etc.
Above are a few of the glitches from equipment which do not conform to its
performance and inefficiency compared to its design.

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Self-Check 4.1-3
Discrepancies
TRUE OR FALSE:
_____ 1. Observable symptoms of solutions are leaks in a supply line like water,
fuel, or other liquids.
organization.
persons.

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Answer Key 4.1-3
Discrepancies
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Classification
1. enumerate and explain ways of classifying problems;
In order to properly classify a problem, the following analytical techniques are

used:
1. Brainstorming – the process for generating creative ideas and solutions
through intensive and freewheeling group discussion. Every participant is
encouraged to think aloud and suggest as many ideas as possible, no matter
seemingly how outlandish or bizarre. Analysis, discussion, or criticism of the
aired ideas is allowed only when the brainstorming session is over and
evaluation session begins.
2. Intuition – otherwise termed as intuitive decisions, gut feelings, leaps of
understanding, jumping to conclusions, snap judgments, hasty decisions,
quick guesses, habit type decisions, sixth sense, arbitrary guesses, hunches.
Intuitive thinking enables you to unconsciously utilize hundreds to thousands
of information and knowledge that you possess in memory. The mind functions
fast without: conscious detailed review of a process of analytical problem
solving; conscious recognition of past experiences; and/or conscious review of
your ethics, emotions, personal standards, patterns, feelings, relationships,
etc.
3. Logic – also known as verbal reasoning or numeric reasoning, confined to
patterns and rules or known structures. In problem solving, it follows ordered
approaches in accordance with the flow of information or activity.
Logical problem solving involves understanding the client, defining the
problem, assessing the existing condition and charting the solution.
4. Cause and effect diagram – also called the fishbone diagram, is a visual tool
used to logically organize possible causes for a specific problem or effect by
graphically displaying them in increasing detail. It helps to identify root causes
and ensures common understanding of the causes.
Cause and effect relationships govern everything that happens and as such are
the path to effective problem solving. By knowing the causes, we can find some
that are within our control and then change or modify them to meet our goals
and objectives. By understanding the nature of the cause and effect principle,
we can build a diagram to help us solve everyday problems every time.

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5. Pareto analysis - is a type of chart that contains both bars and a line graph,
where individual values are represented in descending order by bars, and the
cumulative total is represented by the line.
Pareto Analysis is a simple technique for prioritizing possible changes by
identifying the problems that will be resolved by making these changes. By
using this approach, you can prioritize the individual changes that will most
improve the situation.
6. SWOT analysis - (strengths, weaknesses, opportunities, and threats
analysis) is a framework for identifying and analyzing the internal and external
factors for problem solving and decision making.
7. Gantt chart - is a visual representation of a project schedule, hence it is
used to assist in time-related problems.
8. Pert CPM (or Program Evaluation and Review Technique / Critical Path
Method) chart - is a project management tool used to schedule, organize, and
coordinate tasks within a project.
9. Scatter diagram – is used to show the relationship between two kinds of
data. It could be the relationship between a cause and an effect, between one
cause and another, or even between one cause and two others.
10. Five why’s - is a simple problem-solving technique that helps you to get to
the root of a problem quickly by asking: "Why?" and "What caused this
problem?"

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Self-Check 4.1-4
Classification
TRUE OR FALSE:
_____ 1. Brainstorming is the process for generating creative ideas and
solutions through a controlled group discussion.
organization.
persons.

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Answer Key 4.1-4
Classification
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Problem Statement
1. define and explain how problems are stated;
It is important to state the problem clearly in order to avoid any confusion

later.
Below are suggested steps in stating the problem clearly:
Getting Started The first step in any study is determining what the
problem is you are trying to solve.
If you do not have a clear vision of your problem
statement, you don't understand what you need to
do.
Provide Solutions Remember that a problem is something that needs
to be solved. It is NOT your purpose statement (the
purpose is to SOLVE the problem). After you have
clearly defined your problem, you will establish the
purpose, write research questions (and hypotheses
for quantitative studies), determine your
methodology, conduct the study, and analyze the
data.
Your data analysis should lead to you to

constructive suggestions that constituents can
apply to solve real-world problems.
Be specific; A TOPIC is The problem must have a potential solution, but
not A PROBLEM this is not always identified at the start of the
study.
TOPIC PROBLEM POTENTIAL SOLUTION
Students in 9th through 12th
Certain factors may motivate
School dropout rate grade are not motivated and
students to stay in school.
drop out of school
Multiple factors have been
identified regarding WHY Determine whether paying
School dropout rate students drop out of school, students to stay in school reduces
but no viable solutions have the dropout rate.
been identified
Homeless in America Many homeless are unaware Initiate a campaign to educate the
of the local, state, and federal homeless in one city on local,
organizations available to state, and federal organizations
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available to help the homeless to
determine if this campaign
help the homeless.
decreases the homeless
population.
First test current airport
Airport Homeland Security homeland security officers on
officers are not properly their existing ability, provide a
Homeland Security
trained to find and confiscate specific training program, then
certain items. measure their ability to find and
confiscate certain items.
Provide a clear rationale This rationale begins with the statement of the
problem.
Guide the reader Be sure that you are leading the reader directly to
the purpose of the study and the questions that
you will be addressing. Indicate that this is a
problem that has not been previously addressed by
the research literature. If, however, the problem
has been previously addressed, you will need to
indicate that you are studying a new aspect of the
problem (a different twist), are verifying the results
of a previous inquiry in some new or unique
fashion, or are testing the results with a previously
untested population.
Support your problem Begin with a review of the literature. Find recent
statement studies (preferably less than a year old, since by
the time you complete your dissertation or thesis,
they will be much older than that!) where the
author indicates suggestions for future research.
This is a great place to find support for the need
for your study - or to find a problem to study.
Identify a compelling need An effective problem statement clearly describes
the nature and extent of the problem you expect to
solve with your research study. The problem
statement also identifies factors/variables that
contribute to the problem. You will need to provide
citations for this section - your opinion is NOT
enough! The reader must be able to discern the
seriousness of the problem and understand the
need for the study and its further elucidation.
If you are doing "action research" - research that

identifies and solves a specific problem at a
specific institution with little or no generalizability
- you should provide support with personal
communications: find a leader/supervisor who
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supports/explains the need for the study. Explain
clearly why this problem is of sufficient scope for a
dissertation study.
Include 4 key elements 1. Explain the general problem that supports the
need for the study.
Include references - and be sure they're recent!
2. Explain the specific problem in a clear, concise
manner. Keep to one sentence - two at most.
If you cannot clearly and concisely identify the
problem, then you don't have a study!
3. Briefly summarize the methodology and
research design. Make sure it is appropriate to the
problem being presented. Remember that the
problem, purpose, and questions drive the
methodology, not the other way around.
4. Identify the general population. The population
is directly related to the problem - make sure it is
clear why this population faces this problem.
Say it in plain English Don't write your problem statement with language
that only a Ph.D. can understand.
Write it so a high school student can understand
it.
Understand the impact of Be sure you understand the direct and indirect
the problem impact of the problem.
How does it affect the population?
How does it affect members of the community or
other stakeholds who are not members of the
research population?
Understand the impact of How will the results of your study solve the
the solution problem or improve circumstances for members of
the population? Are the results meaningful? If the
results of the study will not provide information
that will enable leaders to change the impact of the
problem, then there is no point to the study.
Although you will address this later (when
discussing the significance of the study), you must
understand it now, otherwise, you'll be spinning
your wheels.

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Self-Check 4.1-5
Problem Statement
TRUE OR FALSE:
_____ 1. If you have a clear vision of the problem statement, then you don't
understand what you need to do.
organization.
persons.

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Answer Key 4.1-5
Problem Statement
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Learning Outcome 2
Determine fundamental causes of the problem
Root Cause Analysis development tools needed by supervisors
to establish problems’ root cause in the
workplace.
Key 4.2-1 Go through the Information Sheets and
answer the Self-checks to ensure that
RCA Tools
Compare answers with Answer The outputs of this Learning Outcome are
Key 4.2-2 answers to the Self-checks that will show
your mastery.
Possible Causes Show your outputs to your trainer as you
accomplish them for guidance and
Answer Self-check 4.2-3 evaluation.
Key 4.2-3

Identifying the Root Cause

After doing all the activities for this LO,
Key 4.2-4
you are ready to proceed to the next LO,
Determine corrective action.

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Root-Cause Analysis
1. define and explain root cause analysis;
Root-cause analysis (RCA) seeks to identify the origin of a problem. It uses a

specific set of steps, with associated tools, to find the primary cause of the
problem, so that you can:
 Determine what happened.
 Determine why it happened.
 Figure out what to do to reduce the likelihood that it will happen again.
RCA assumes that systems and events are interrelated. An action in one area
triggers an action in another, and another, and so on. By tracing back these
actions, you can discover where the problem started and how it grew into the
symptom you're now facing.
Three basic types of causes:
 Physical causes – Tangible, material items failed in some way (for
example, a car's brakes stopped working).
 Human causes – People did something wrong, or did not do something
that was needed. Human causes typically lead to physical causes (for
example, no one filled the brake fluid, which led to the brakes failing).
 Organizational causes – A system, process, or policy that people use to
make decisions or do their work is faulty (for example, no one person was
responsible for vehicle maintenance, and everyone assumed someone
else had filled the brake fluid).
Root Cause Analysis looks at all three types of causes. It involves investigating
the patterns of negative effects, finding hidden flaws in the system, and
discovering specific actions that contributed to the problem. This often means
that RCA reveals more than one root cause.
Steps in RCA:
a. Define the Problem
 What do you see happening?
 What are the specific symptoms?
b. Collect Data
 What proof do you have that the problem exists?
 How long has the problem existed?
 What is the impact of the problem?

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c. Identify Possible Causal Factors
 What sequence of events leads to the problem?
 What conditions allow the problem to occur?
 What other problems surround the occurrence of the central problem?
d. Identify the Root Cause(s)
 Why does the causal factor exist?
 What is the real reason the problem occurred?
e. Recommend and Implement Solutions
 What can you do to prevent the problem from happening again?
 How will the solution be implemented?
 Who will be responsible for it?
 What are the risks of implementing the solution?

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Self-Check 4.2-1
Root-Cause Analysis
TRUE OR FALSE:
_____ 1. Root-cause analysis seeks to identify the symptoms of a problem.
organization.
persons.

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Answer Key 4.2-1
Root-Cause Analysis
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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RCA Tools
1. enumerate and explain some RCA methods;
The following tools or techniques can be used to help identify causal factors:
 Five whys
 Cause & effect diagrams
Five why’s - is a simple problem-solving technique that helps you to get to the
root of a problem quickly by asking: "Why?" and "What caused this problem?"
Example - the client, Hinson Corp., is unhappy. Using the 5 Whys, you go
through the following steps to get to the cause of the problem:
1. Why is our client, Hinson Corp., unhappy? Because we didn't deliver our
services when we said we would.
2. Why were we unable to meet the agreed-upon timeline or schedule for
delivery? The job took much longer than we thought it would.
3. Why did it take so much longer? Because we underestimated the complexity
of the job.
4. Why did we underestimate the complexity of the job? Because we made a
quick estimate of the time needed to complete it, and didn't list the individual
stages needed to complete the project.
5. Why didn't we do this? Because we were running behind on other projects.
We clearly need to review our time estimation and specification procedures.
Cause and effect diagram – also called the fishbone diagram, is a visual tool
used to logically organize possible causes for a specific problem or effect by
graphically displaying them in increasing detail. It helps to identify root causes
and ensures common understanding of the causes.
Cause and effect relationships govern everything that happens and as such are
the path to effective problem solving. By knowing the causes, we can find some
that are within our control and then change or modify them to meet our goals
and objectives. By understanding the nature of the cause and effect principle,
we can build a diagram to help us solve everyday problems every time.
In a fishbone diagram, the various causes are grouped into categories and
causes cascade from the main categories, flowing towards the effect, forming
what resembles a fishbone appearance. The main point is to brainstorm all
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possible causes of the problem, and drilled down to factors causing each issue.
Once an issue is found, eliminate them as a cause to the problem. This enables
the team to focus on why the problem occurs, and not on the history or
symptom of the problem.
Steps in using the fishbone diagram in problem solving:
a. Write the problem in a box at left end of the “spine” of the fishbone:
b. Identify the major factors, like: site, task, people, equipment & control:
c. Identify possible causes:

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d. Analyze the diagram by investigating the most likely causes by surveys
and questioning, until a credible cause of the problem has been isolated and
identified.

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Self-Check 4.2-2
RCA Tools
TRUE OR FALSE:
_____ 1. Cause and effect diagram, also called the fishbone diagram, is a visual
tool used to organize possible causes for a specific objective.
organization.
persons.

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Answer Key 4.2-2
RCA Tools
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Possible Causes
1. define and explain possible causes of problems;
Identify Possible Causal Factors

 What sequence of events leads to the problem?
 What conditions allow the problem to occur?
 What other problems surround the occurrence of the central problem?
During this stage, identify as many causal factors as possible. Too often, people
identify one or two factors and then stop, but that's not sufficient. With RCA,
you don't want to simply treat the most obvious causes – you want to dig
deeper.
Use these tools to help identify causal factors:
 Appreciation – Use the facts and ask "So what?" to determine all the
possible consequences of a fact.
 5 Whys – Ask "Why?" until you get to the root of the problem.
 Drill Down – Break down a problem into small, detailed parts to better
understand the big picture.
 Cause and Effect Diagrams – Create a chart of all of the possible causal
factors, to see where the trouble may have begun.

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Self-Check 4.2-3
Possible Causes
TRUE OR FALSE:
_____ 1. During this stage of problem solving, identify as few causal factors as
possible.
organization.
persons.

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Answer Key 4.2-3
Possible Causes
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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1. define and explain the process of identifying the root cause;
Identify the Root Cause(s)

 Why does the causal factor exist?
 What is the real reason the problem occurred?
Use the same tools you used to identify the causal factors (in Step Three) to
look at the roots of each factor. These tools are designed to encourage you to
dig deeper at each level of cause and effect.
 Appreciation – Use the facts and ask "So what?" to determine all the
possible consequences of a fact.
 5 Whys – Ask "Why?" until you get to the root of the problem.
 Drill Down – Break down a problem into small, detailed parts to better
understand the big picture.
 Cause and Effect Diagrams – Create a chart of all of the possible causal
factors, to see where the trouble may have begun.

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Self-Check 4.2-4
TRUE OR FALSE:
_____ 1. Use different tools to identify the causal factors of problems.
organization.
persons.

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Answer Key 4.2-4
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Learning Outcome 3
Determine corrective action
Possible Solutions development tools needed by supervisors
to determining solutions to problems in
the workplace.
Strengths and Weaknesses knowledge on problem-solving skills
The outputs of this Learning Outcome are
answers to the Self-checks that will show
Key 4.3-2
your mastery.
Risk Analysis Show your outputs to your trainer as you
Key 4.3-3

Action Plans

Key 4.3-4
you are ready to proceed to the next LO:
Provide recommendations to manager

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Possible Solutions
1. define and explain grid analysis;
Grid Analysis is a useful technique to use for making a decision. It's

particularly powerful where you have a number of good alternatives to choose
from, and many different factors to take into account.
Steps in grid analysis:
a. List all of your options as the row labels on the table, and list the factors
that you need to consider as the column headings.
b. Next, work your way down the columns of your table, scoring each option for
each of the factors in your decision. Score each option from 0 (poor) to 5 (very
good). Note that you do not have to have a different score for each option – if
none of them are good for a particular factor in your decision, then all options
should score 0.
c. The next step is to work out the relative importance of the factors in your
decision. Show these as numbers from, say, 0 to 5, where 0 means that the
factor is absolutely unimportant in the final decision, and 5 means that it is
very important. (It's perfectly acceptable to have factors with the same
importance.)
d. Now multiply each of your scores from step 2 by the values for relative
importance of the factor that you calculated in step 3. This will give you
weighted scores for each option/factor combination.
e. Finally, add up these weighted scores for each of your options. The option
that scores the highest wins!
Example: A caterer needs to find a new supplier for his basic ingredients. He
has four options. Factors that he wants to consider are:
 Cost.
 Quality.
 Location.
 Reliability.
 Payment options.
Firstly, draw up the table shown in Figure 1, and scores each option by how
well it satisfies each factor:
Figure 1: Example Grid Analysis Showing Unweighted Assessment of How Each Supplier Satisfies
Each Factor

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Payment
Factors: Cost Quality Location Reliability Total
Options
Weights:
Supplier 1 1 0 0 1 3
Next he decides the relative weights for each of the factors. He multiplies these
by the scores already entered, and totals them. This is shown in Figure 2:
Figure 2: Example Grid Analysis Showing Weighted Assessment of How Each
Supplier Satisfies Each Factor
Payment
Factors: Cost Quality Location Reliability Total
Options
Weights: 4 5 1 2 3
Supplier 1 4 0 0 2 9 15
Supplier 2 0 15 2 4 3 24
Supplier 3 8 10 1 6 0 25
Supplier 4 8 15 3 6 0 32
This makes it clear to the caterer that Supplier 4 is the best option, despite the
lack of flexibility of its payment options.

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Self-Check 4.3-1
Possible Solutions
TRUE OR FALSE:
_____ 1. Grid analysis is a useful technique for making a vision.
organization.
persons.

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Answer Key 4.3-1
Possible Solutions
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Strengths and Weaknesses
1. explain how to weigh pros and cons in decision making;
Weighing the Pros and Cons of a Decision

Plus Minus Interesting (PMI) helps you make decisions quickly by weighing the
pros and cons of a decision. It's also useful for widening your perception of a
problem or decision, and for uncovering issues that you might not ordinarily
have considered.
First, draw up three columns on a piece of paper. Head them "Plus," "Minus,"
and "Interesting."
In the column underneath "Plus," write down all of the possible positive
consequences of taking the action. Underneath "Minus," write down all of the
negative effects. In the "Interesting" column, write down all of the "interesting"
implications and possible outcomes of taking the action. These may not
immediately seem to be good or bad, but could, possibly, lead to new
opportunities.
By this stage, it may already be obvious whether or not you should implement
the decision. If it isn't, consider each of the points that you've written down,
and assign a positive or negative score to it appropriately. (The scores that you
assign may be quite subjective.)
Once you've finished, add up the scores. A positive score indicates that you
should take an action, while a negative score suggests that you should avoid it.
It's important to remember to "sense check" your scores. If your intuition is
telling you that an answer isn't right, take some time to check to see if you've
missed something from your analysis.
Example: Daniel's boss has unexpectedly offered him a promotion. Daniel is
excited about the opportunity, but he knows that there are several downsides
to leaving his current team and taking on a new role. He decides to weigh the
pros and cons of the decision using the PMI tool.
Plus Minus Interesting
Challenge myself professionally?
Higher income (+4) Much more responsibility (-2) (+4)
Get to meet new people
(+3) Likely to be more stress (-4) Will be living in a new area (+3)
Self-Confidence improves Have to sell house and move (-5)

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Plus Minus Interesting
(+5)
Must learn how to manage
others (-2)
+12 -13 +7
Daniel scores the table as 12 (Plus) – 13 (Minus) + 7 (Interesting) = +6. For him,
the promotion will be worth the stress and inconvenience that comes with the
new role.

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Self-Check 4.3-2
TRUE OR FALSE:
_____ 1. Plus-minus-interesting helps make decisions quickly by weighing the
pros.
organization.
persons.

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Answer Key 4.3-2
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Risk Analysis
1. define risk analysis;
Risk Analysis is a process that helps you identify and manage potential
problems that could undermine key business initiatives or projects.
When to Use Risk Analysis
 When you're planning projects, to help you anticipate and neutralize
possible problems.
 When you're deciding whether or not to move forward with a project.
 When you're improving safety and managing potential risks in the
workplace.
 When you're preparing for events such as equipment or technology
failure, theft, staff sickness, or natural disasters.
 When you're planning for changes in your environment, such as new
competitors coming into the market, or changes to government policy.
How to Use Risk Analysis
To carry out a risk analysis, follow these steps:
a. Identify Threats. These can come from many different sources. For instance,
they could be:
 Human – Illness, death, injury, or other loss of a key individual.
 Operational – Disruption to supplies and operations, loss of access to
essential assets, or failures in distribution.
 Reputational – Loss of customer or employee confidence, or damage to
market reputation.
 Procedural – Failures of accountability, internal systems, or controls, or
from fraud.
 Project – Going over budget, taking too long on key tasks, or experiencing
issues with product or service quality.
 Financial – Business failure, stock market fluctuations, interest rate
changes, or non-availability of funding.
 Technical – Advances in technology, or from technical failure.
 Natural – Weather, natural disasters, or disease.
 Political – Changes in tax, public opinion, government policy, or foreign
influence.

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 Structural – Dangerous chemicals, poor lighting, falling boxes, or any
situation where staff, products, or technology can be harmed.
You can use a number of different approaches to carry out a thorough
analysis:
 Run through a list such as the one above to see if any of these threats
are relevant.
 Think about the systems, processes, or structures that you use, and
analyze risks to any part of these. What vulnerabilities can you spot
within them?
 Ask others who might have different perspectives. If you're leading a
team, ask for input from your people, and consult others in your
organization, or those who have run similar projects.
Tools such as SWOT Analysis and Failure Mode and Effects Analysis can also
help you uncover threats, while Scenario Analysis helps you explore possible
future threats.
b. Estimate Risk. Calculate the likelihood of these threats being realized, and
their possible impact. One way of doing this is to make your best estimate of
the probability of the event occurring, and then to multiply this by the amount
it will cost you to set things right if it happens. This gives you a value for the
risk:
Risk Value = Probability of Event x Cost of Event
As a simple example, imagine that you've identified a risk that your rent may
increase substantially.
You think that there's an 80 percent chance of this happening within the next
year, because your landlord has recently increased rents for other businesses.
If this happens, it will cost your business an extra $500,000 over the next year.
So the risk value of the rent increase is:
0.80 (Probability of Event) x $500,000 (Cost of Event) = $400,000 (Risk Value)
You can also use a Risk Impact/Probability Chart to assess risk. This will help
you to identify which risks you need to focus on.
Tip: Don't rush this step. Gather as much information as you can so that
you can accurately estimate the probability of an event occurring, and
the associated costs. Use past data as a guide if you don't have an
accurate means of forecasting.
How to Manage Risk
Once you've identified the value of the risks you face, you can start to look at
ways of managing them.
Tip: Look for cost-effective approaches – it's rarely sensible to spend
more on eliminating a risk than the cost of the event if it occurs. It may
be better to accept the risk than it is to use excessive resources to
eliminate it.
Be sensible in how you apply this, though, especially if ethics or personal
safety are in question.

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Avoid the Risk
In some cases, you may want to avoid the risk altogether. This could mean not
getting involved in a business venture, passing on a project, or skipping a high-
risk activity. This is a good option when taking the risk involves no advantage
to your organization, or when the cost of addressing the effects is not
worthwhile.
Remember that when you avoid a potential risk entirely, you might miss out on
an opportunity. Conduct a "What If?" Analysis to explore your options when
making your decision.
Share the Risk
You could also opt to share the risk – and the potential gain – with other
people, teams, organizations, or third parties.
For instance, you share risk when you insure your office building and your
stock with a third-party insurance company, or when you partner with another
organization in a joint product development initiative.
Accept the Risk
Your last option is to accept the risk. This option is usually best when there's
nothing you can do to prevent or mitigate a risk, when the potential loss is less
than the cost of insuring against the risk, or when the potential gain is worth
accepting the risk.
For example, you might accept the risk of a project launching late if the
potential sales will still cover your costs.
Before you decide to accept a risk, conduct an Impact Analysis to see the full
consequences of the risk. You may not be able to do anything about the risk
itself, but you can likely come up with a contingency plan to cope with its
consequences.
Controlling Risk
If you choose to accept the risk, there are a number of ways in which you can
reduce its impact.
Business Experiments are an effective way to reduce risk. They involve rolling
out the high-risk activity but on a small scale, and in a controlled way. You can
use experiments to observe where problems occur, and to find ways to
introduce preventative and detective actions before you introduce the activity
on a larger scale.
 Preventative action involves aiming to prevent a high-risk situation from
happening. It includes health and safety training, firewall protection on
corporate servers, and cross-training your team.
 Detective action involves identifying the points in a process where
something could go wrong, and then putting steps in place to fix the
problems promptly if they occur. Detective actions include double-
checking finance reports, conducting safety testing before a product is
released, or installing sensors to detect product defects.

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Plan-Do-Check-Act is a similar method of controlling the impact of a risky
situation. Like a Business Experiment, it involves testing possible ways to
reduce a risk. The tool's four phases guide you though an analysis of the
situation, creating and testing a solution, checking how well this worked, and
implementing the solution.
Key Points
Risk Analysis is a proven way of identifying and assessing factors that could
negatively affect the success of a business or project. It allows you to examine
the risks that you or your organization face, and helps you decide whether or
not to move forward with a decision.
You do a Risk Analysis by identify threats, and estimating the likelihood of
those threats being realized.
Once you've worked out the value of the risks you face, you can start looking at
ways to manage them effectively. This may include choosing to avoid the risk,
sharing it, or accepting it while reducing its impact.
It's essential that you're thorough when you're working through your Risk
Analysis, and that you're aware of all of the possible impacts of the risks
revealed. This includes being mindful of costs, ethics, and people's safety.

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Self-Check 4.3-3
Risk Analysis
TRUE OR FALSE:
_____ 1. Risk analysis helps you manage potential theories.
organization.
persons.

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Answer Key 4.3-3
Risk Analysis
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Action Plans
1. enumerate and explain some forms of action plans;
Forms of action plans:

1. Priority requirements – action plans that need decision making at the
soonest possible time;
2. Measurable objectives – quantifiable targets used to determine success in
achieving the goal;
3. Resource requirements - type and quantities of resource needed for an
activity;
4. Timelines – a list of activities in chronological order;
5. Coordination and feedback requirements – resources needed for activities to
work in harmony;
6. Safety requirements – resources needed to maintain and upgrade the
wellbeing of a group of people and systems;
7. Risk assessment - the process of determining the likelihood that a specified
negative event will occur;
8. Environmental requirements – resources needed to prevent any negative
effects of human activity upon the environment;
Creating an action plan:

1. Know where you’re going. Successful leaders and professionals understand a
simple core concept: if you don’t know where you’re going, you’re likely to wind
up anywhere.
2. Be specific. Not only must your goal be specific, but you must also create a
specific intention as well as very specific tasks or steps that will move you
toward the completion of that goal.
3. Create measurable milestones. Once you have a clear picture of what you’re
out to accomplish, as well as what targets you will need to hit throughout the
time span of the project or period, the next step is to create measurable
milestones.
4. Make a list. Create a list and accompanying time line of specific action items
or tasks to complete in order to hit those milestones.
5. Break large tasks into smaller, more manageable chunks. Some tasks or
milestones may seem more daunting to achieve than others. That’s when it

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makes sense to break larger tasks down into smaller, more manageable
chunks.
6. Put timelines on everything. Without specific time frames and deadlines,
work will definitely expand to fill the time allotted, and some tasks may never
get completed.
7. Create a visual representation - Once you’ve created your action items and
set a specific timeline, the next step is to create some type of visual
representation of your plan. You might use a flowchart, a Gantt chart, a
spreadsheet, or some other type of business tool to accomplish this.
8. Schedule out your accomplishments. Have each person involved, grab their
schedule or day planner or smart phone and schedule out their
accomplishments.
9. Work your plan and don’t Stop until it’s complete. Once your plan is
established, shared with the team, and accomplishments are scheduled, the
next step is simple: take daily action and follow up with responsible parties to
ensure that everyone is doing their part.
10. Change the date if you must, but never give up on the goal. Occasionally,
circumstances or unforeseen events can arise that throw a wrench in your
ability to meet deadlines, complete tasks and achieve your goal. If this
happens, do not get discouraged – revise your plan and continue working to
meet targets and move forward.

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Self-Check 4.3-4
Action Plans
TRUE OR FALSE:
_____ 1. Priority requirements are action plans that need decision making at
the latest possible time.
organization.
persons.

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Answer Key 4.3-4
Action Plans
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Learning Outcome 4
Provide recommendations to manager
Recommendations development tools needed by supervisors
to recommend solution to problems in the
workplace.
Recommendation Report
Compare answers with Answer The outputs of this Learning Outcome are
Key 4.4-2 answers to the Self-checks that will show
your mastery.
Presenting Recommendations Show your outputs to your trainer as you
Key 4.4-3

Following up Recommendations
you are ready to proceed to the next UC:

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Recommendations
1. define and explain why recommendations are needed;
The intent of the recommendation report is to provide senior management, the

company's decision-makers, with ample information on which to make an
informed decision about an available improvement opportunity.
The recommendation report must identify:
 An improvement opportunity that's available for the company
 One or more viable business solutions or ideas for taking advantage of
the opportunity
 The commitments of time and money that the company must make to
implement one of the available solutions or ideas
 How the company can reduce or avoid costs or increase revenues with
the value proposition.
A recommendation report differs from a sales proposal in two major ways:
 A recommendation report usually contains more than one alternative for
taking advantage of the improvement opportunity. In other words, the
recommendation report may compare the advantages and disadvantages
of competing products.
 The report contains the conclusions and recommendations of the team
who conducted the feasibility analysis and wrote the report. As the
report's name implies, the team is recommending (and requesting) to
senior management that they approve the implementation of the product
selected from the alternatives.

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Self-Check 4.4-1
Recommendations
TRUE OR FALSE:
_____ 1. The recommendation report is to provide the company's decision-
makers, with information on which to make additional recommendations.
organization.
persons.

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Answer Key 4.4-1
Recommendations
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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1. enumerate and explain the parts of a recommendation report;
These are the usual parts of a complete recommendation report:

 Title Page
 Table of Contents
 Executive Summary
 Five main report sections:
 Statement of the improvement opportunity: be sure to cover your
company's present operations and needs and objectives
 Background and Purpose of the recommendation report
 Available Alternatives (two or more)
 Conclusions and Recommendations
 Implementation: Schedule and Resource Commitments
 Attachments
Tip: Write the five main recommendation report sections like you would the
main sections of a sales proposal. Follow these guidelines:
 Write the five sections in such a way that a flow of information and ideas
is established for the reader.
 Emphasize the business issues associated with the improvement
opportunity more than the technical issues. Remember that the
company's senior management is probably more interested in reducing
or avoiding costs or increasing revenues than they are in learning about
the technical details of a new product.
 Look at the recommendation report from a recipient's viewpoint. Don't
assume that just because this is an internal report, every decision maker
has full knowledge about the improvement opportunity. Make sure the
recommendation report educates decision makers who may have limited
knowledge about some aspects of the improvement opportunity.

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Self-Check 4.4-2
TRUE OR FALSE:
_____ 1. The recommendation report is composed of four sections only.
organization.
persons.

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Answer Key 4.4-2
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Presenting Recommendations
1. explain the best methods to make a recommendation report;
To prepare for a presentation of the recommendation report, it is best to start

at the end of your report since this is where the conclusions and
recommendations are as well as the salient parts. Work to pare down the
report's most essential findings, to as few points as possible. The higher
management team has limited time to listen; hence the oral report should be as
brief as possible.
The basic ingredients for preparing a presentation are:
1. The objective. Be clear about the goals. Was the report designed to pass
along information, to bring the audience up-to-date or make them aware of
some business issues? Or was it intended as a call to action? What specific
response is wanted from the audience? The answers to those questions will
help shape the presentation. Write down your objective. Make it as clear and
concise as you can. Keep it to a few sentences, at most.
2. The audience. Know the audience thoroughly. Check for anything that can
affect how they're likely to respond. Find out also what they may be expecting
from the report. Address whatever expectations or preconceived notions the
audience may have about the presentation. (Learn more about audience
analysis.)
3. The road map. Map out the logic underlying the presentation, especially
when dealing with extensive and detailed material. The map will help focus on
the key elements of the report—the main ideas and messages, the conclusions,
and recommendations. List the points that best support the key messages in
the formal report. Remember: this period is for creating a presentation based
on the report, not all of it.
4. Structure the talk. Break the material into several distinct parts, based on
the structure defined in the road map. This way each main idea can be
discussed as an entity, before moving on to the next part. This will help the
audience better comprehend and remember each key idea. Pay attention to
transitions; since they provide a link from one idea or section to the next. The
transitions can also serve both as a summary of each section and a glimpse of
what's coming next. With a well-thought-out outline, building the body of the
presentation should not be difficult.

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5. Create a strong opening statement that will grab the audience attention. The
audience must not think they are about to sit through a long, tedious
exposition. So it is best to plan opening comments carefully. Find something in
the report—a statement, a claim, a conclusion—that's likely to have a
particular impact on this audience. That may require no more than going
straight to the report's key conclusion, and stating it as concisely as you can.
Once the opening statement grabs the audience attention, moving on to the
body of your presentation will be smooth.
6. Keep visuals presentation few and effective. It is highly probable that the
report contains lots of detailed data. Include only the most essential data in the
visual support. Use visual materials that support the key messages. As much
as possible, avoid visuals crowded with lots of data, charts, and graphs that
add nothing of real value.
Additional tips on presentation:
 Be clear about the time allotted for the presentation.
 At the end of the presentation, summarize clearly and emphatically the
key conclusions and recommendations of the report.
 Be prepared for questions. Will you be addressing questions as they
come up or will questions be held for a Q&A period at the end?
 Have back-up material in reserve in case there are questions or parts of
the report not included in the presentation are challenged.
 Have handouts ready to pass around after the presentation. You may
decide to hand out the entire report or just portions of it, as appropriate.
 Rehearse in the room and with the equipment that will be used.
 Practice also non-verbal communication skills like maintaining eye focus,
using your voice and gestures to good effect.

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Self-Check 4.4-3
TRUE OR FALSE:
_____ 1. In making a recommendation report, it is best to start at the
introduction.
organization.
persons.

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Answer Key 4.4-3
TRUE OR FALSE
1. False
2. True
3. True
4. False
5. True

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Following up Recommendations
1. define Workplace Communication;
2. enumerate and explain some verbal communication methods;
Recommendations details should include timelines, so that following up by

letter or by mouth at an appropriate time shall be acceptable.

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COMPETENCY BASED LEARNING MATERIAL

Sector: HEATING, VENTILATING AIR-CONDITIONING/

Qualification Title: RAC SERVICING NC III (PACU & CRE )

Unit of Competency: Solve Problems Related to work

Module Title: Solving Problems Related to work

TESDA- GEN. SANTOS NAT’L SCHOOL OF ARTS & TRADES

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

The unit of competency, “Solve problems related to work

RAC SERVICING Date Developed: Document No.

RAC SERVICING NC III ( PACU&CRE )

1 Lead workplace Leading workplace 500311109

2 Lead small teams Leading small teams 500311110

3 Develop and practice Developing and practice 500311111

4 Solve problems related to Solving problems related 500311112

5 Use mathematical concepts Using mathematical concepts 500311113

6 Use relevant technologies Using relevant technologies 500311114

RAC SERVICING Date Developed: Document No.

UNIT OF COMPETENCY : Solve problems related to work activities

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

1. Identify the problem

2. Determine fundamental causes of the problem

3. Determine corrective action

4. Provide recommendation/s to manager

RAC SERVICING Date Developed: Document No.

Qualification Title : RAC SERVICING NC III (PACU & CRE )

Unit of Competency : Solve problems related to work activitiesC

Module Title : Solving problems related to work activities

Upon completion of this module, you MUST be able to:

1. Identify the problem

2. Determine fundamental causes of the problem

3. Determine corrective action

4. Provide recommendation/s to manager

1. Variances are identified from normal operating parameters; and

RAC SERVICING Date Developed: Document No.

The student/trainee must be provided with the following:

 Module in Solve problems related to work activities

RAC SERVICING Date Developed: Document No.

Identify the problem

Learning Activities Special Instructions

Answer Self-check 4.1-2 The outputs of this Learning Outcome are

Read Information Sheet 4.1-4 on

Answer Self-check 4.1-4

Read Information Sheet 4.1-5 on

RAC SERVICING Date Developed: Document No.

Problems in the workplace can be categorized to the following:

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

Problem Identification is the first step in coming up with a solution to the

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

In order to properly classify a problem, the following analytical techniques are

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

RAC SERVICING Date Developed: Document No.

It is important to state the problem clearly in order to avoid any confusion

Your data analysis should lead to you to

If you are doing "action research" - research that