Competency-Based Learning on Solving Workplace Problems

COMPETENCY BASED LEARNING
MATERIAL
SECTOR : TOURISM
QUALIFICATION : FOOD AND BEVERAGE SERVICES NC II
UNIT OF : SOLVE/ADDRESS GENERAL WORKPLACE

COMPETENCY PROBLEMS
MODULE TITLE : SOLVING/ADDRESSING GENERAL

WORKPLACE PROBLEMS
HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL
The unit of competency, “Solve/Address General Workplace

Problems”, 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, Solving/Addressing General Workplace Problems, This

unit covers the knowledge, skills and attitudes required to apply problem-
solving techniques to determine the origin of problems and plan for their
resolution. It also includes addressing procedural problems through
documentation, and referral.
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.
FOOD AND BEVERAGE Document No.

SERVICES NC II Date Developed:
Issued by:
CBLM ON
QA System SOLVING/ADDRESSING Developed by: Page 1 of 29
GENERAL WORKPLACE Revision # 00
PROBLEMS
FOOD AND BEVERAGE SERVICES NC II
COMPETENCY BASED LEARNING MATERIALS
LIST OF BASIC COMPETENCIES
No. Unit of Competency Module Title Code
1. Participate in workplace Participating in workplace 400311210

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

environment environment
3. Solve/address general Solving/addressing 400311212

workplace problems general workplace
problems
4. Develop career and life Developing career and life 400311213

decisions decisions
5. Contribute to workplace Contributing to workplace 400311214

innovation innovation
6. Present relevant Presenting relevant 400311215

information information
7. Practice occupational Practicing occupational 400311216

safety and health policies safety and health policies
and procedures and procedures
8. Exercise efficient and Exercising efficient and 400311217

effective sustainable effective sustainable
practices in the practices in the workplace
workplace
9. Practice entrepreneurial Practicing entrepreneurial 400311218

skills in the workplace skills in the workplace

Issued by:
CBLM ON
PROBLEMS
MODULE CONTENT
UNIT OF COMPETENCY : Solve/address general workplace problems
MODULE TITLE : Solving/addressing general workplace

problems
MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to apply problem-solving
techniques to determine the origin of
problems and plan for their resolution. It
also includes addressing procedural
problems through documentation, and
referral.
NOMINAL DURATION :
At the end of this module, you MUST be able to:

1. Identify routine problems
2. Look for solutions to routine problems
3. Recommend solutions to problems

Issued by:
CBLM ON
PROBLEMS
COMPETENCY SUMMARY
QUALIFICATION TITLE : Food and Beverage Services NC II
UNIT OF COMPETENCY : Solve/address general workplace problems
MODULE TITLE : Solving/addressing general workplace

problems
INTRODUCTION
This unit covers the knowledge, skills and attitudes required

to apply problem-solving techniques to determine the origin of
problems and plan for their resolution. It also includes
addressing procedural problems through documentation, and
referral.
LEARNING OUTCOME
Upon completion of this module, the trainees must be able to:
1. Identify routine problems
2. Look for solutions to routine problems
3. Recommend solutions to problems
ASSESSMENT CRITERIA
1. Routine problems or procedural problem areas are identified
2. Problems to be investigated are defined and determined
3. Current conditions of the problem are identified and documented
4. Potential solutions to problem are identified
5. Recommendations about possible solutions are developed,
documented, ranked and presented to appropriate person for
decision
6. Implementation of solutions are planned
7. Evaluation of implemented solutions are planned
8. Recommended solutions are documented and submit to
appropriate person for confirmation

Issued by:
CBLM ON
PROBLEMS
LEARNING OUTCOME # 1 Identify routine problems
CONTENTS:
 Problems or procedural problem
ASSESMENT CRITERIA:
 Routine problems or procedural problem areas are identified

 Problems to be investigated are defined and determined
 Current conditions of the problem are identified and documented
CONDITIONS:
The students/ trainees must be provided with the following:
1. Writing materials (pen & paper)

2. References (books)
3. Manuals
ASSESSMENT METHODS:
Competency in this unit may be assessed through:
1. Written test
2. Practical performance test
3. Interview

Issued by:
CBLM ON
PROBLEMS
Learning Experiences
Learning Outcome # 1 - Identify routine problems
Learning Activities Special Instructions

Read Information sheet 3.1-1 Read and understand the information
on “Problems or procedural sheet and check yourself by answering
problem” the self-check. You must answer all the
Answer Self-Check 3.1-1 questions correctly before proceedings to
(Trainee checks answers the next activity
against the answer key)
Refer to Task sheets, it will help you
practice your skills.
The performance criteria checklist will

guide and help you evaluate your work
as you are practicing your skills.
Evaluate your own performance using

the performance criteria checklist. When
you are ready, present your work to your
trainer for final evaluation and recording.
If you have questions and clarification

fell free to ask your trainer.

Issued by:
CBLM ON
PROBLEMS
Information Sheet 3.1-1
Problems or procedural problem
Learning Objectives:
After reading this information sheet, you must be able to:
 Identify routine problems or procedural problem areas
 Define and determine problems to be investigated
 Identify and document current conditions of the problem
Defining the problem/ gathering information
Define the Problem
What prevents you from reaching your

goal?
You may need to state the problem in broad
terms since the exact problem may not be
obvious.
you may lack information to define it

 you can confuse symptoms with underlying causes
Prepare a statement of the problem and find someone you trust to review it
and to talk it over. If the problem is a job situation, review it with your
supervisor or the appropriate committee or resource.
Consider these questions:
 What is the problem?
 Is it my problem?
 Can I solve it? Is it worth solving?
 Is this the real problem, or merely a symptom of a larger one?
 If this is an old problem, what's wrong with the previous solution?
 Does it need an immediate solution, or can it wait?
 Is it likely to go away by itself?
 Can I risk ignoring it?
 Does the problem have ethical dimensions?
 What conditions must the solution satisfy?
 Will the solution affect something that must remain unchanged?
Causes!
When problem solving, identify the causes of the problem in order to solve it.
 Identify causes of your problem
Look at the current situation, rather than its history
Do not consider the "trouble" it creates whether now or in the future.
Issued by:
CBLM ON
PROBLEMS
 List and organize the causes of the problem
Fishi-kawa! Ishikawa diagrams! Fishbone diagrams! *

Similar to the practice of concept mapping and brainstorming,
place each "cause" along a line that ends in a box identifying a problem
creating your very own fishbone diagram.
At the beginning brainstorm and identify all the possible causes.

One strategy is to use post-it notes for each cause,
then paste them into your "graph" along the "spine" for a visual
representation,
either on a whiteboard, flipchart, or other large surface that can be
modified.
If some causes relate to others, you can develop layers connecting and
extending out from the first rays. As you develop your diagram, arrange
the causes toward the fishhead/problem to indicate importance.
Identify/map all the causes before considering solutions to the problem.
What are examples of causes of the problem?
 People
Are there enough participants to help?
Are the participants' skills adequate?
Are some participants perceived as not helpful?
 Resources
Are there enough, for example funding?
Are some not identified?
Are some not used effectively, or mis-placed?
 Environment
Is it conducive to problem solving? Is there too much stress?
Is the power structure (administration or line of authority) supportive?
Is the power structure (administration or line of authority) aware of the
problem?
 Processes, procedures and rules
Are they understood, or badly defined?
Are they perceived as an obstacle?

Issued by:
CBLM ON
PROBLEMS
 Vocabulary/terminology/concepts
Is there an agreed-upon vocabulary, and understanding of their
meanings and definitions?
Are some "hidden"?
Working with the diagram:
 Consider all the causes and rank them in importance
either on their post-its, or by circles with numbers etc.
 Examine relationship
Drop some causes to secondary levels, or off the chart to indicate
irrelevance.
* The Ishikawa Diagram was developed by Kaoru Ishikawa (1968) with
applications in manufacturing and later published in "Introduction to
Quality Control (1990. It was first used in the 1940s, and is considered one
of the seven basic tools of quality control.[4] It is known as a fishbone
diagram because of its shape, similar to the side view of a fish skeleton.
Mazda Motors used the procedure in the development of the Miata sports
car. "Every factor identified in the diagram was included in the final design."
Gathering Information
Stakeholders
Individuals, groups, organizations that are affected by
the problem, or its solution. Begin with yourself.
Decision makers and those close to us are very
important to identify.
Facts & data
 Research
 Results from experimentation and studies
 Interviews of "experts" and trusted sources
 Observed events, past or present, either
personally observed or reported
Boundaries
The boundaries or constraints of the situation are difficult to change. They
include lack of funds or other resources. If a solution is surrounded by too
many constraints, the constraints themselves may be the problem.
Opinions and Assumptions
Opinions of decision makers, committees or groups, or other powerful
groups will be important to the success of your decision. It is important to
recognize truth, bias, or prejudice in the opinion.
Assumptions can save time and work since is often difficult to get "all the
facts." Recognize that some things are accepted on faith. Assumptions also
have a risk factor, must be recognized for what they are, and should be
discarded when they are proven wrong.

Issued by:
CBLM ON
PROBLEMS
Self-Check 3.1-1 (TRUE OR FALSE)
1. First, there has to be a you, and then there is your job. Similarly, as a
parent, although you are responsible for the development of your child, you
are still you.
2. Be dismissive of jobs that you don't think you're going to like.
3. The questions "What am I doing?" is not a question that you can ask yourself
once in life and then be done. It is a question that you should ask yourself
often -- maybe daily.
4. Never use your abilities to develop greater capacities
5. Everything that arises in your life is there for one purpose only -- to teach
you to exercise an underutilized aspect of your life.

Issued by:
CBLM ON
PROBLEMS
Answers to Self-Check 3.1-1
1. True
2. False
3. True
4. False
5. True

Issued by:
CBLM ON
PROBLEMS
LEARNING OUTCOME # 2 Look for solutions to routine problems
CONTENTS:
 Solution to the problem
ASSESMENT CRITERIA:
 Potential solutions to problem are identified
 Recommendations about possible solutions are developed,
documented, ranked and presented to appropriate person for
decision
CONDITIONS:
The students/ trainees must be provided with the following:
 Writing materials (pen & paper)

 References (books)
 Manuals
ASSESSMENT METHODS:
 Written test
 Practical performance test
 Interview

Issued by:
CBLM ON
PROBLEMS
Learning Outcome # 2 - Look for solutions to routine problems

Read Information sheet 3.2-1 Read and understand the information
on “Solution to the problem” sheet and check yourself by answering
Answer Self-Check 3.2-1 the self-check. You must answer all the
(Trainee checks answers questions correctly before proceedings to
against the answer key) the next activity





Issued by:
CBLM ON
PROBLEMS
Solution to the problem
After reading this information sheet, you must be able to:
 Specify the steps that you would take to solve an ethical dilemma
and make an ethical decision.
Betty Vinson didn’t start out at WorldCom with the intention of going to jail.
She undoubtedly knew what the right behavior was, but the bottom line is
that she didn’t do it. How can you make sure that you do the right thing in
the business world? How should you respond to the kinds of challenges that
you’ll be facing? Because your actions in the business world will be strongly
influenced by your moral character, let’s begin by assessing your current
moral condition. Which of the following best applies to you (select one)?
1. I’m always ethical.

2. I’m mostly ethical.
3. I’m somewhat ethical.
4. I’m seldom ethical.
5. I’m never ethical.
Now that you’ve placed yourself in one of these categories, here are some
general observations. Few people put themselves below the second category.
Most of us are ethical most of the time, and most people assign themselves
to category number two—“I’m mostly ethical.” Why don’t more people claim
that they’re always ethical? Apparently, most people realize that being
ethical all the time takes a great deal of moral energy. If you placed yourself
in category number two, ask yourself this question: How can I change my
behavior so that I can move up a notch? The answer to this question may be
simple. Just ask yourself an easier question: How would I like to be treated
in a given situation? [1]
Unfortunately, practicing this philosophy might be easier in your personal

life than in the business world. Ethical challenges arise in business because
business organizations, especially large ones, have multiple stakeholders
and because stakeholders make conflicting demands. Making decisions that
affect multiple stakeholders isn’t easy even for seasoned managers; and for
new entrants to the business world, the task can be extremely daunting.

Issued by:
CBLM ON
PROBLEMS
Many managers need years of experience in an organization before they feel
comfortable making decisions that affect various stakeholders. You can,
however, get a head start in learning how to make ethical decisions by
looking at two types of challenges that you’ll encounter in the business
world: ethical dilemmas and ethical decisions.
Addressing Ethical Dilemmas
An ethical dilemma is a morally problematic situation: You have to pick

between two or more acceptable but often opposing alternatives that are
important to different groups. Experts often frame this type of situation as a
“right-versus-right” decision. It’s the sort of decision that Johnson &
Johnson (known as J&J) CEO James Burke had to make in 1982. [2] On
September 30, twelve-year-old Mary Kellerman of Chicago died after her
parents gave her Extra-Strength Tylenol. That same morning, twenty-seven-
year-old Adam Janus, also of Chicago, died after taking Tylenol for minor
chest pain. That night, when family members came to console his parents,
Adam’s brother and his wife took Tylenol from the same bottle and died
within forty-eight hours. Over the next two weeks, four more people in
Chicago died after taking Tylenol. The actual connection between Tylenol
and the series of deaths wasn’t made until an off-duty fireman realized from
news reports that every victim had taken Tylenol. As consumers panicked,
J&J pulled Tylenol off Chicago-area retail shelves. Researchers discovered
Tylenol capsules containing large amounts of deadly cyanide. Because the
poisoned bottles came from batches originating at different J&J plants,
investigators determined that the tampering had occurred after the product
had been shipped.
So J&J wasn’t at fault. But CEO Burke was still faced with an extremely
serious dilemma: Was it possible to respond to the tampering cases without
destroying the reputation of a highly profitable brand? Burke had two
options:
 He could recall only the lots of Extra-Strength Tylenol that were found
to be tainted with cyanide. This was the path followed by Perrier
executives in 1991 when they discovered that cases of bottled water
had been poisoned with benzine. This option favored J&J financially
but possibly put more people at risk.
 Burke could order a nationwide recall—of all bottles of Extra-Strength
Tylenol. This option would reverse the priority of the stakeholders,
putting the safety of the public above stakeholders' financial interests.

Issued by:
CBLM ON
PROBLEMS
Burke opted to recall all 31 million bottles of Extra-Strength Tylenol on the
market. The cost to J&J was $100 million, but public reaction was quite
positive. Less than six weeks after the crisis began, Tylenol capsules were
reintroduced in new tamper-resistant bottles, and by responding quickly
and appropriately, J&J was eventually able to restore the Tylenol brand to
its previous market position. When Burke was applauded for moral courage,
he replied that he’d simply adhered to the long-standing J&J credo that put
the interests of customers above those of other stakeholders. His only regret
was that the tamperer was never caught. [3]
If you’re wondering what your thought process should be if you’re

confronted with an ethical dilemma, you could do worse than remember the
mental steps listed in Figure 2.3 "How to Face an Ethical Dilemma"—which
happen to be the steps that James Burke took in addressing the Tylenol
crisis.
Figure 2.3 How to Face an

Ethical Dilemma
Making Ethical
Decisions

Issued by:
CBLM ON
PROBLEMS
In contrast to the “right-versus-right” problem posed by an ethical dilemma,
an ethical decision entails a “right-versus-wrong” decision—one in which
there is a right (ethical) choice and a wrong (unethical or illegal) choice.
When you make a decision that’s unmistakably unethical or illegal, you’ve
committed an ethical lapse. Betty Vinson, for example, had an ethical lapse
when she caved in
to her bosses’
pressure to cook
the WorldCom
books. If you’re
presented with
what appears to be
this type of choice,
asking yourself the
questions in Figure
2.4 "How to Avoid
an Ethical Lapse"
will increase your
odds of making an
ethical decision.
Figure 2.4 How to

Avoid an Ethical
Lapse
To test the validity

of this approach,
let’s take a point-
by-point look at Betty Vinson’s decisions:
1. Her actions were clearly illegal.

2. They were unfair to the workers who lost their jobs and to the
investors who suffered financial losses (and also to her family, who
shared her public embarrassment).
3. She definitely felt bad about what she’d done.
4. She was embarrassed to tell other people what she had done.
5. Reports of her actions appeared in her local newspaper (and just
about every other newspaper in the country).
So Vinson could have answered our five test questions with five yeses. To
simplify matters, remember the following rule of thumb: If you answer yes to

Issued by:
CBLM ON
PROBLEMS
any one of these five questions, odds are that you’re about to do something
you shouldn’t.
What to Do When the Light Turns Yellow
Like our five questions, some ethical problems are fairly straightforward.
Others, unfortunately, are more complicated, but it will help to think of our
five-question test as a set of signals that will warn you that you’re facing a
particularly tough decision—that you should think carefully about it and
perhaps consult someone else. The situation is like approaching a traffic
light. Red and green lights are easy; you know what they mean and exactly
what to do. Yellow lights are trickier. Before you decide which pedal to hit,
try posing our five questions. If you get a single yes, you’ll be much better off
hitting the brake. [4]
Key Takeaways
 Businesspeople face two types of ethical challenges: ethical dilemmas

and ethical decisions.
 An ethical dilemma is a morally problematic situation in which you
must choose between two or more alternatives that aren’t equally
acceptable to different groups.
 Such a dilemma is often characterized as a “right-versus-right”

decision and is usually solved in a series of five steps:
1. Define the problem and collect the relevant facts.
2. Identify feasible options.
3. Assess the effect of each option on stakeholders (owners,
employees, customers, communities).
4. Establish criteria for determining the most appropriate option.
5. Select the best option, based on the established criteria.
 An ethical decision entails a “right-versus-wrong” decision—one in
which there’s a right (ethical) choice and a wrong (unethical or
downright illegal) choice.
 When you make a decision that’s unmistakably unethical or illegal,
you’ve committed an ethical lapse.
 If you’re presented with what appears to be an ethical decision, asking

yourself the following questions will improve your odds of making an
ethical choice:
1. Is the action illegal?
2. Is it unfair to some parties?
Issued by:
CBLM ON
PROBLEMS
3. If I take it, will I feel bad about it?
4. Will I be ashamed to tell my family, friends, coworkers, or boss
about my action?
5. Would I want my decision written up in the local newspaper?
If you answer yes to any one of these five questions, you’re probably about
to do something that you shouldn’t.
Self-Check 3.2-1
1. An ethical decision entails a “right-versus-wrong” decision—one in

which there’s a right (ethical) choice and a wrong (unethical or
downright illegal) choice.
2. When you make a decision that’s unmistakably unethical or illegal,
you’ve committed an ethical lapse.
3. Businesspeople face two types of ethical challenges: ethical dilemmas
and ethical decisions.
4. An ethical dilemma is a morally problematic situation in which you
must choose between two or more alternatives that aren’t equally
acceptable to different groups.
5. In contrast to the “right-versus-right” problem posed by an ethical dilemma,

Issued by:
CBLM ON
PROBLEMS
1. True
2. True
3. False
4. True
5. False

Issued by:
CBLM ON
PROBLEMS
LEARNING OUTCOME # 3 Recommend solutions to problems
CONTENTS:
 Recommend solutions to problems
ASSESMENT CRITERIA:
 Implementation of solutions are planned
 Evaluation of implemented solutions are planned
 Recommended solutions are documented and submit to
appropriate person for confirmation
CONDITIONS:
The students/trainees must be provided with the following:
 Simulated workplace environment
 Communication tools
 Variety of information’s
ASSESSMENT METHODS:
 Written test
 Practical performance test
 Interview

Issued by:
CBLM ON
PROBLEMS
Learning Outcome # 3 - Recommend solutions to problems

Read information sheet 3.3-1 Read and understand the information
on “Recommend solutions to sheet and check yourself by answering
problems” the self-check. You must answer all the
Answer Self-Check 3.3-1 questions correctly before proceedings to
(Trainee checks answers the next activity
against the answer key)




Issued by:
CBLM ON
PROBLEMS
Recommend solutions to problems
After reading this information sheet, you must be able to
 Understand and discuss gender inequality.
If you are interested in turning your internship into a job offer, it’s
important to know exactly what employers look for when hiring full-time
employees. In addition to relevant skills, employers seek employees who
have the personal values, characteristics, and personality traits that spell
success. Good personal values are what makes the foundation for a good
employee. Internships are an excellent time to show employers that you
have the personal traits that they value in their employees. Do not make the
mistake of missing the opportunity to show your supervisors at your
internship that you have what it takes to be successful on the job as well as
possessing the personal characteristics they value. An internship is an
opportunity to learn the skills and behaviors along with the work values that
are required for success in the workplace.
Here is a List of the Top 10 Values Employers Look for in Employees.
1. Strong Work Ethic
Employers value employees who understand and possess a willingness to

work hard. In addition to working hard it is also important to work smart.
This means learning the most efficient way to complete tasks and finding
ways to save time while completing daily assignments. It’s also important to
care about your job and complete all projects while maintaining a positive
attitude. Doing more than is expected on the job is a good way to show
management that you utilize good time management skills and don’t waste
valuable company time attending to personal issues not related to the job.
Downsizing in today’s job market is quite common so it’s important to
recognize the personal values and attributes employers want to improve
your chances of job security should a layoff occur.
2. Dependability and Responsibility

Issued by:
CBLM ON
PROBLEMS
Employers value employees who come to work on time, are there when they
are suppose to be, and are responsible for their actions and behavior. It’s
important to keep supervisors abreast of changes in your schedule or if you
are going to be late for any reason. This also means keeping your supervisor
informed on where you are on all projects you have been assigned. Being
dependable and responsible as an employee shows your employer that you
value your job and that you are responsible in keeping up with projects and
keeping them informed of the things that they should know about.
3. Possessing a Positive Attitude.
Employers seek employees who take the initiative and have the motivation
to get the job done in a reasonable period of time. A positive attitude gets the
work done and motivates others to do the same without dwelling on the
challenges that inevitably come up in any job. It is the enthusiastic
employee who creates an environment of good will and who provides a
postive role model for others. A positive attitude is something that is most
valued by supervisors and co-workers and that also makes the job more
pleasant and fun to go to each day.
4. Adaptability
Employers seek employees who are adaptable and maintain flexibility in

completing tasks in an ever changing workplace. Being open to change and
improvements provides an opportunity to complete work assignments in a
more efficient manner while offering additional benefits to the corporation,
the customer, and even the employee. While oftentimes employees complain
that changes in the workplace don’t make sense or makes their work harder,
oftentimes these complaints are due to a lack of flexibility.
Adaptability also means adapting to the personality and work habits of co-
workers and supervisors. Each person possesses their own set or strengths
and adapting personal behaviors to accommodate others is part of what it
takes to work effectively as a team. By viewing change as an opportunity to
complete work assignments in a more efficient manner, adapting to change
can be a positive experience. New strategies, ideas, priorities, and work
habits can foster a belief among workers that management and staff are
both committed to making the workplace a better place to work.
5. Honesty and Integrity

Issued by:
CBLM ON
PROBLEMS
Employers value employees who maintain a sense of honesty and integrity
above all else. Good relationships are built on trust. When working for an
employer they want to know that they can trust what you say and what you
do. Successful businesses work to gain the trust of customers and maintain
the attitude that “the customer is always right”. It is the responsibility of
each person to use their own individual sense of moral and ethical behavior
when working with and serving others within the scope of their job.
6. Self – Motivated
Employers look for employees who require little supervision and direction to
get the work done in a timely and professional manner. Supervisors who
hire self-motivated employees do themselves an immense favor. For self-
motivated employees require very little direction from their supervisors.
Once a self-motivated employee understands his/her responsibility on the
job, they will do it without any prodding from others. Employers can do their
part by offering a safe, supportive, work environment that offers employees
an opportunity to learn and grow. Working in a supportive work
environment and taking the intitiative to be self-directive will provide
employees with a better sense of accomplishment and increased self-esteem.
7. Motivated to Grow & Learn
In an everchanging workplace, employers seek employees who are interested

in keeping up with new developments and knowledge in the field. It has
been noted that one of the top reasons employees leave their employers is
the lack of opportunity for career development within the organization.
Learning new skills, techniques, methods, and/or theories through
professional development helps keep the organization at the top of its field
and makes the employee's job more interesting and exciting. Keeping up
with current changes in the field is vital for success and increased job
security.
8. Strong Self – Confidence
Self-confidence has been recognized as the key ingredient between someone

who is successful and someone who is not. A self – confident person is
someone who inspires others. A self-confident person is not afraid to ask
questions on topics where they feel they need more knowledge. They feel
little need to have to impress others with what they know since they feel
comfortable with themselves and don’t feel they need to know everything.

Issued by:
CBLM ON
PROBLEMS
The self-confident person does what he/she feels is right and is willing to
take risks. Self- confident people can also admit their mistakes. They
recognize their strengths as well as their weaknesses and are willing to work
on the latter. Self-confident people have faith in themselves and their
abilities which is manifested in their positive attitude and outlook on life.
9. Professionalism
Employers value employees who exhibit professional behavior at all times.

Professional behavior includes learning every aspect of a job and doing it to
the best of one’s ability. Professionals look, speak, and dress accordingly to
maintain an image of someone who takes pride in their behavior and
appearance. Professionals complete projects as soon as possible and avoid
letting uncompleted projects pile up. Professionals complete high quality
work and are detail oriented. Professional behavior includes all of the
behavior above in addition to providing a positive role model for others.
Professionals are enthusiastic about their work and optimistic about the
organization and its future. To become a professional you must feel like a
professional and following these tips is a great start to getting to where you
want to go.
10. Loyalty
Employers value employees they can trust and who exhibit their loyalty to
the company. Loyalty in the workforce has taken on a new meaning. Gone
are the days when employees plan on starting out and retiring with the
same company. It is said that most people will hold between 8 – 12 jobs
throughout their career. What does this mean in terms of loyalty in today’s
workforce?
Companies offering employee growth and opportunity will ultimately gain a

sense of loyalty from their employees. Employees today want to feel a sense
of satisfaction in their jobs and will do a good job when they feel that the
employer is fair and wants to see them succeed. Although this may mean
only staying for five or ten years in a position, employees can offer loyalty
and make an important contribution during their time with the company.
More companies today encourage employee feedback and offer employees an

opportunity to lead in their area of expertise. This gives employees a greater
sense of satisfaction and a sense of control over their job. Empowerment
encourages employees to do their best work since companies are displaying
a trust and expectation that they believe in their employees to do a good job.
Issued by:
CBLM ON
PROBLEMS
Offering jobs that encourage learning and the development of new skills also
gives employees a sense of empowerment in the workplace. Aligning an
employees values with the goals of the organization will foster loyalty and a
bond between employer and employee. Fostering good relationships within
an organization and offering constructive ways to handle conflict provides a
win – win situation for both employer and employee. Creating an
organization that values loyalty within the organization can also work to its
benefit by using the same techniques and strategies to establish loyalty with
customers; and loyatly from customers ultimately makes for a successful
business.

Issued by:
CBLM ON
PROBLEMS
Self-Check 3.3-1 (True or False)
1. More companies today encourage employee feedback and offer

employees an opportunity to lead in their area of expertise.
2. This gives employees a greater sense of satisfaction and a sense of
control over their job.
3. Employers value employees they can trust and who exhibit their loyalty to
the company.
4. Loyalty in the workforce has taken on a new meaning. Gone are the days
when employees plan on starting out and retiring with the same company.
5. In an everchanging workplace, employers seek employees who are interested
in keeping up with new developments and knowledge in the field.

Issued by:
CBLM ON
PROBLEMS
1. True
2. False
3. False
4. True
5. True

Issued by:
CBLM ON
PROBLEMS

Competency-Based Learning on Solving Workplace Problems

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Competency-Based Learning on Solving Workplace Problems

Uploaded by

Copyright:

Available Formats

COMPETENCY BASED LEARNING

QUALIFICATION : FOOD AND BEVERAGE SERVICES NC II

UNIT OF : SOLVE/ADDRESS GENERAL WORKPLACE

MODULE TITLE : SOLVING/ADDRESSING GENERAL

The unit of competency, “Solve/Address General Workplace

The module, Solving/Addressing General Workplace Problems, This

In this module, you are required to go through a series of learning

 Read information sheet and complete the self-checks.

You must pass the Institutional Competency Evaluation for this

FOOD AND BEVERAGE Document No.

LIST OF BASIC COMPETENCIES

No. Unit of Competency Module Title Code

1. Participate in workplace Participating in workplace 400311210

2. Work in a team Working in a team 400311211

3. Solve/address general Solving/addressing 400311212

4. Develop career and life Developing career and life 400311213

5. Contribute to workplace Contributing to workplace 400311214

6. Present relevant Presenting relevant 400311215

7. Practice occupational Practicing occupational 400311216

8. Exercise efficient and Exercising efficient and 400311217

9. Practice entrepreneurial Practicing entrepreneurial 400311218

FOOD AND BEVERAGE Document No.

UNIT OF COMPETENCY : Solve/address general workplace problems

MODULE TITLE : Solving/addressing general workplace

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

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

FOOD AND BEVERAGE Document No.

QUALIFICATION TITLE : Food and Beverage Services NC II

UNIT OF COMPETENCY : Solve/address general workplace problems

MODULE TITLE : Solving/addressing general workplace

This unit covers the knowledge, skills and attitudes required

FOOD AND BEVERAGE Document No.

 Routine problems or procedural problem areas are identified

1. Writing materials (pen & paper)

FOOD AND BEVERAGE Document No.

Learning Outcome # 1 - Identify routine problems

Learning Activities Special Instructions

The performance criteria checklist will

Evaluate your own performance using

If you have questions and clarification

FOOD AND BEVERAGE Document No.

Defining the problem/ gathering information

Define the Problem

What prevents you from reaching your

Fishi-kawa! Ishikawa diagrams! Fishbone diagrams! *

At the beginning brainstorm and identify all the possible causes.

FOOD AND BEVERAGE Document No.

FOOD AND BEVERAGE Document No.

FOOD AND BEVERAGE Document No.

FOOD AND BEVERAGE Document No.

 Solution to the problem

 Writing materials (pen & paper)

FOOD AND BEVERAGE Document No.

Learning Outcome # 2 - Look for solutions to routine problems

Learning Activities Special Instructions

Refer to Task sheets, it will help you

The performance criteria checklist will

Evaluate your own performance using

If you have questions and clarification

FOOD AND BEVERAGE Document No.

1. I’m always ethical.

Unfortunately, practicing this philosophy might be easier in your personal

FOOD AND BEVERAGE Document No.