HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

The unit of competency, “Solve/Address General Workplace Problems”, is one of the nine basic competencies
of level II qualifications which comprises the knowledge, skills and attitudes for you to posses.
The module, “Solving/Addressing General Workplace Problems”, contains training materials and activities for
you to complete. It is one of the modules required to complete a certain qualification.
You are required to go through a series of learning activities in order to complete each of the learning
outcomes of the module. Information Sheet (IS) consists of learning contents that you need to attain while
reading. After IS is a Self-Check (SC) that will help you test yourself if you have attained the larning objectives.
Task Sheets (TS), Job Sheets (JS) and Procedural Sheet (PS) are activity sheets that will helpyopu practice the
skills previously discussed in the IS or demonstrated by your Learning Facilitator (LF). A Performance Criteria
Checklist (PCC) and Procedural Checklist (PC) are provided with the TS or JS, and PS which will aloow for self-
evaluaiton or peer evaluaiton. These checklist may be used by your LF to evaluate your performance. Follow
these activities on your own. If you have questions, don’t hesitate to ask your LF for assistance.
The goal of this program is the development of practical skills. To gain this skill, you must learn basic concepts
and terminology. For the most part, you’ll get this informaiton from the IS.
This module was prepared to help you achieve the required competency.
This will be the source of informaiton for you to acquire knowledge and skills in this competency
independently and at your own pace, with minimum supervision or help from your LF.
Remember to:
Work through all the information sheets and complete the activities in each section.
Read IS and complete SC. Suggested references are included to supplement the materials provided in this
module.
Perform ther TS, JS, and PS until you are confident that your outputs conform to the PCC and/or PC that
follows the sheets.
Submit outputs of the TSs, and JSs to your LF for evaluation and recording in the Achievement Chart. Outputs
shall serve as your portfolio during the Institutional Competency Assessment. When you feel confident that
you have had sufficient practice, ask your LF to evaluate you. The results of your Institutional Competency
Assessment will be refelcted in the Progress Chart.
You MUST pass the Institutional Competency Assessment for this before moving to another competency. A
Certificate of Achievement will be awarded to you after passing the Institutional Competency Assessment.
Note:
Training is the sole purpose of this learning materials. Some pictures are taken from google as references.
LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Basic Competencies
Participate in workplace Participate in workplace
1 communication communication 400311210

Work in team environment Working in team environment

2 400311211

Solve/address General Solving/addressing General

3 Workplace Workplace 400311212
Problems Problems
Develop Career and life Developing Career and life Decisions
4 Decisions 400311213

Contribute to workplace Contributing to workplace innovation

5 innovation 400311214

Present Relevant Information Presenting Relevant Information

6 400311215

Practice Occupational Safety Practicing Occupational Safety and

7 and Health Policies and Health Policies and Procedures 400311216
Procedures
Exercise efficient and effective Exercising efficient and effective
8 Sustainable practices in the Sustainable practices in the workplace 400311217
workplace

Practice Entrepreneurial skills Practicing Entrepreneurial skills in the

9 in the workplace workplace 400311218
 Table Of Contents

Page No.

Competency - Based Learning Materials 1

How To Use This Competency-Based Learning Material 2
List Of Competencies 4
Table Of Contents 5
Module Content 6
Details Of Learning Outcome 7
Learning Experiences 8
Information Sheet 3.1-1 9
Self-Check 3.1-1 12
Answer Key 3.1-1 13
Information Sheet 3.1-2 14
Self-Check 3.1-2 16
Answer Key 3.1-2 17
Details Of Learning Outcome 18
Learning Experiences 19
Information Sheet 3.2-1 20
Self-Check 3.2-1 24
Answer Key 3.2-1 25
Details Of Learning Outcome 26
Learning Experiences 27
Information Sheet 3.3-1 28
Self-Check 3.3-1 31
Answer Key 3.3-1 32
Acknowledgment 33
MODULE CONTENT
National Certificate Level : II
Unit of Competency : Solve/Address General Workplace
Problems
Module Title : Solving/Addressing General Workplace Problems
Module Descriptor:
This unit covers the knowledge, skills and attitudes required to apply problem-solving techniques to
determine the origin of a malfunction and plan for its resolution. This module covers materials to use such as
Information Sheets, Self-Checks, Task Sheets and Performance Criteria Checklists.
Learning Outcomes:
At the end of this module you MUST be able to:
Identify the problem
Look for solutions to routine problems.
Recommend solutions to problems.
Assessment Criteria:
Identify routine problems or procedural problem areas.
Define and determine problem to be investigated.
Identify and document current conditions of the problem.
Identify potential solutions to problem.
Develop, document, rank and present recommendations about possible solutions to appropriate person for
decision.
Plan implementation of solutions.
Plan evaluation of implemented solutions.
Document recommended solution and submit to appropriate person for confirmation.
DETAILS OF LEARNING OUTCOME

LEARNING OUTCOME 1 Identify the Problem

CONTENTS:
Identify and define a problem
Group Problem Solving

ASSESSMENT CRITERIA:
Identify routine problems or procedural problem areas.
Define and determine problem to be investigated.

CONDITION:
Student/ trainee must be provided with the following:

Tools Equipment Materials/ Supplies

Projector CBLM
Laptop
METHODOLOGY:
Group Discussion
Lecture
Demonstration
Role Playing

ASSESSMENT METHOD
Case Formulation
Written Test
Life Narrative Inquiry (Interview)
LEARNING EXPERIENCES

Learning Outcome 1: Identify Problem

Learning Activities Specific Instructions

1. Read INFORMATIONSHEET Read and understand the information sheet. After

3.1-1 in Identify and define a problem reading, answer the self- check to determine your
learning.

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

3. Read INFORMATIONSHEET Read and understand the information sheet. After

3.1-2 on Group Problem Solving reading, answer the self- check to determine your
learning.

4. Answer SELF-CHECK 3.1-2 on Refer your answers to the answer key 3.1-2 for
Group Problem Solving self-check. You are required to get ALL answers
correct. If not, read the information sheet again to
answer all questions correctly.
INFORMATION SHEET 3.1-1
Problem identification

Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
Discuss the steps in problem solving.
Identify a problem.
Value the skills of asking question to solve a problem.

The first step in the problem solving and decision-making process is to

identify and define the problem.
A problem can be regarded as a difference between the actual situation and the desired situation. This means
that in order to identify a problem the team must know where it is meant to be and have a clear understanding
of where it currently is in relation to the perceived problem.

In order to clearly define the problem, the following steps can be followed:

Agree with the team where the team should be

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

Describe and document the problem

In this step it is important to clearly describe and document what you and the team consider the problem to
be. This helps to ensure that agreement is reached as to the problem and provides a starting point for
resolving the problem.
Describing the problem also ensures that any confusion about the problem is identified and resolved.
A useful technique for describing the problem is to ask a number of questions which can help direct the team
to actively think about the problem.
Some questions that can be usefully employed are: Why do you think there is a problem?

What is happening? When is it happening? Where is it happening?

Who do you believe is involved? Why is it happening?
Note: When asking the question Who do you believe is involved? ask the team to state facts and not to
apportion blame.
Once you and the team have worked through these questions the answers should be used to document the
problem as specifically and accurately as possible.
The description of the problem should be verified by and agreed with the team. This description can then be
used as a starting point for the next step in the problem solving and decision-making process: gather
information relevant to the problem.

Example:
The Star Bank Customer Contact Centre has a problem with its Credit Card team. A number of Call Centre
Operators have not been turning up for work on Mondays and this has affected the performance levels of the
team.
The Credit Card Team Leader has decided to follow the problem solving and decision-making process in order
to implement a suitable solution to this problem.
In conjunction with the team the Team Leader has used the Performance Plan and the Operational Plan to
highlight where the team should be in terms of attendance and performance.
The team have documented the problem as:
High absenteeism rates of 20.5% on Mondays are affecting the performance levels of the Credit Card team. An
absenteeism rate of 5% has been budgeted for in the Operational Plan.

Activity
Identify and define a problem at your school.
Save your work to your Critical Thinking Portfolio and send it to your Learning Facilitator for feedback.
SELF-CHECK 3.1-1
Identify and Define the Problem
A. MULTIPLE CHOICES.
Direction: Read the questions carefully and answer intelligently. Write the answer on your answer sheet.
It is regarded as a difference between the actual situation and the desired situation.
Critical Thinking
Problem Solving
Solution
Problem

The first step in the problem solving and decision-making process is to identify and define the problem.
Decide possible solutions
Identify the problem
Brainstorming
Take action

This helps to ensure that agreement is reached as to the problem and provides a starting point for resolving
the problem.
Gather information relevant to the problem
Describe and document the problem
Identify the problem
Brainstorming

A useful technique for describing the problem is to ask a number of questions which can help direct the team
to actively think about the problem.
Why do you think there is a problem?
What is happening?
Why is it happening?
All of the above.

ANSWER KEY 3.1-1

Identify and Define the Problem
A. MULTIPLE CHOICE
1. D
2. B
3. B
4. D
INFORMATION SHEET 3.1-2
Group Problem Solving

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
Leading team work/Group cooperation;
Appreciate the challenges and dynamic amongst people during the problem-solving process;
Practice good communication skills in group.
Human Knot Activity
Key Topics
Problem solving steps
REAL solutions
Helpful hints when problem solving

Divide participants into groups of 8 or 10 (it must be an even number, if not, the activity will not work) and
have them stand in a circle. People with rings that have sharp edges or engravings should remove them. Ask
each person to put
their left hand in the circle and hold someone else's hand, but not the person’s next to them. Then they should
do the same with the right hand, but they should hold on to a different person’s hand.
Tell the group they have a problem: they are tangled! They need to solve the problem untangling themselves
to form a large circle(s). They cannot lose contact with the hands they are holding. They cannot break the grip
but they can loosen it.
Ask the participants how quickly they think they can undo the knot to get back to the circle. (It usually takes
longer than they think it will!) Tell them that you will give a maximum of 5 minutes. Let them begin!
Debrief the activity: Not all groups may have accomplished the task. Explain that it is fine and that they can try
it again after the session.

Debriefing Questions:
What approach did you use to solve this problem?
Did you have a plan? How did you arrive to that plan?
Did you have a leader? Several leaders? What was his/her role? How was leadership shared?
Did everyone play a role in solving the problem?
What behaviors made it hard/easy to do it?
Did you ever feel like quitting? What kept you going?
As a leader, what actions might you use when a problem becomes hard to solve?
If you were going to re-do the activity or a similar one, what would you do differently?
Often participants will start trying to undo themselves without talking about a plan first. After some time,
somebody might take the lead and make suggestions that others will follow. Once they are communicating and
working well together, the knot becomes easier to undo. To solve a problem, it is important to remain calm,
break the problem into smaller tasks, assign people responsibilities, encourage creative thinking, be a good
listener, re-assess the problem and encourage everybody to share their ideas. Often a group has more than
one leader, each one coming in at different points of the problem-solving process depending on their strengths
and skills

SELF-CHECK 3.1-2
Group Problem Solving

A. Short Essay Question

Direction: Read the questions carefully and answer intelligently. Write the answer on your answer sheet.
What are the important things to remember when solving a problem?
Identify the employability skills desired by the employer.
ANSWER KEY 3.1-2
Group Problem Solving
A. Short Essay Questions

To solve a problem, it is important to;

remain calm
break the problem into smaller tasks
assign people responsibilities
encourage creative thinking
be a good listener
re-assess the problem and
encourage everybody to share their ideas.

Employability Skills
Teamwork & working in diverse environment
Interpersonal communication
Problem solving & critical thinking
Enthusiasm & attitude
Flexibility & Adaptability
Professionalism
Work Ethic: Integrity, Responsibility, Accountability
Time Management
Ability to accept and Integrate criticism and feedback.

DETAILS OF LEARNING OUTCOME

LEARNING OUTCOME 2 Look for Solutions to Routine Problems

CONTENTS:
1. Problem Solving Steps

ASSESSMENT CRITERIA:
Identify and document current conditions of the problem.
Identify potential solutions to problem.
Develop, document, rank and present recommendations about possible solutions to appropriate
person for decision.

CONDITION:
Student/ trainee must be provided with the following:

Tools Equipment Materials/ Supplies

Projector CBLM
Laptop
METHODOLOGY:
 ● Group Discussion
● Lecture
● Demonstration
● Role Playing
ASSESSMENT METHOD
● Case Formulation
● Written Test
● Life Narrative Inquiry (Interview)

LEARNING EXPERIENCES

Learning Activities Specific Instructions

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

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

Learning Objectives:
After reading this INFORMATION SHEET, YOU should be able to:
Identify the basic steps of problem solving;
Apply the basic steps of problem solving to work in community related problems.
Problem Solving Steps and Tips

Define the problem: keep emotions aside and state the problem
Get more information about the problem: at work –
from supervisor, colleagues, written materials
Generate many ideas on how to solve the problem: there is often more than one solution!
Choose a solution: should be acceptable to all involved
Implement the solution
Evaluate the solution: Has the problem been solved?

Solutions should be REAL:

R Realistic: applicable not only in theory but also in practice
E Effective: the solution is an answer to the problem
A Acceptable: the solution is accepted by all of those involved
L Logical: the solution is not based on emotion but is fair
Problem Solving Tips

Often there is more than one solution to a problem. Be open to different possibilities!
Your experiences, culture and background will influence the solutions you think of.
Avoid making assumptions.
Never give up!
Be prepared to listen openly to different points of view.
Focus on the solution you want, not on things that cannot be changed.
Remember to use your good listening, speaking and cooperation skills when problem solving with others.

Explain that after a solution is tried out, it is important to assess if it is working. If not, another solution needs
to be identified that is acceptable by all. Explain that to solve problems, it is important to make decisions. The
steps to solving problems can help us make good decisions.
Scenarios for Problem Solving
Scenario 1:
Alice and her siblings are orphans. As the head of the family, she has been raising her younger sisters. She has
small part time jobs. She sells vegetables and cleans houses. Alice is worried because she does not earn
enough money to pay for rent and for school fees for her younger sisters.

Help Alice solve her problem.

Scenario 2:
You work at El Manuel Construction site. You notice that tools are disappearing from the worksite on a regular
basis.

What will you do?

Scenario 3:
Anna is 16 years old. Her mother is an OFW and a single parent. Her mother left her in the care of her
grandmother. Anna has not heard from her mother for almost a year now. Her grandmother is unable to make
a living because she is sickly.

If you were in Anna’s situation, how will you handle this problem?

Scenario 4
Bob, Mark, Gina and Gerry are neighbors and they often go out together to have fun. Lately, they noticed that
Gerry has been avoiding them and has been hanging out with a gang of young men who are known
in the neighborhood as trouble makers and suspected as drug pushers.

If you were Gerry’s friends, how will you handle the situation?

Scenario 5
Nilda is new in her work as a salesperson in a department store. She noticed that a group of salespersons in
her station keep on talking and not minding the customers, so she often ends up attending to so many
customers. She is afraid to complain to the supervisor because she is still new in the job.

What will you do if you were Nilda?

SELF-CHECK 3.2-1
Problem Solving Steps

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

Give the 6 steps in problem solving.

List the tips in problem solving.

ANSWER KEY 3.2-1

Problem Solving Steps

A. Enumeration
6 steps in Problem Solving
Define the problem: keep emotions aside and state the problem
Get more information about the problem: at work –
from supervisor, colleagues, written materials
Generate many ideas on how to solve the problem: there is often more than one solution!
Choose a solution: should be acceptable to all involved
Implement the solution
Evaluate the solution: Has the problem been solved?

List the tips in problem solving

Often there is more than one solution to a problem. Be open to different possibilities!
Your experiences, culture and background will influence the solutions you think of.
Avoid making assumptions.
Never give up!
Be prepared to listen openly to different points of view.
Focus on the solution you want, not on things that cannot be changed.
Remember to use your good listening, speaking and cooperation skills when problem solving with others.

DETAILS OF LEARNING OUTCOME

LEARNING OUTCOME 3 Recommend Solutions to Problems

CONTENTS:

How to Think Critically and Problem Solve

ASSESSMENT CRITERIA:
Plan implementation of solutions
Plan evaluation of implemented solutions
Document recommended solution and submit to appropriate person for confirmation

CONDITION:
Student/ trainee must be provided with the following:

Tools Equipment Materials/ Supplies

Projector CBLM
Laptop
 METHODOLOGY:
Group Discussion
Lecture
Demonstration
Role Playing

ASSESSMENT METHOD
Case Formulation
Written Test
Life Narrative Inquiry (Interview)

LEARNING EXPERIENCES

Learning Activities Specific Instructions

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

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

Learning Objectives:
After reading this INFORMATION SHEET, YOU should be able to:
Discuss how to think critically;
Explain the steps in problem solving;
Value the importance of thinking critically.

The quote by Jean De La Bruyere: "Life is a tragedy for those who feel, and a comedy for those who think," may
seem a bit radical, however, according to the premise of cognitive psychology, what you think is what you feel.
While many people believe that your feelings precede, or are independent of your thoughts, the truth is that
your feelings are products of your thoughts.

This revelation can be both daunting and liberating.

Daunting because it makes us responsible for our attitudes and liberating because we have the power to
choose our perspective, mood and thoughts.
When we are aware that we can choose and direct our thinking, we realize that we have the ability to better
control the circumstances of our lives, improve our decision-making processes and generally live more
productive lives.
This in no way suggests that we need downplay the many feelings and emotions we as humans enjoy, it's a
simply a way for us to manage and balance them with our cognitive abilities.
We are thinking critically and, in a problem, solving mindset when we:
Rely on reason rather than emotion
Evaluate a broad range of viewpoints and perspectives
Maintain an open mind to alternative interpretations
Accept new evidence, explanations and findings
Are willing to reassess information
Can put aside personal prejudices and biases
Consider all reasonable possibilities
Avoid hasty judgments
Like any other skill, learning to think critically or problem-solve takes time, perseverance and practice.
Knowing which steps to take and how to apply them helps us master the process.
Steps to Critical Thinking as it relates to problem solving:

Identify the Problem.

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

Analyze the problem, look at it from different angles.

Once you've determined the problem, analyze it by looking at it from a variety of perspectives. Is it solvable? Is
it real or perceived? Can you solve it alone or do you need help?
Sometimes by looking at it from many angles you can come up with a resolution right away. You may also
reveal a bias or narrow point of view that needs to be broadened
Brainstorm and come up with a several possible solutions.
Problems can be solved in many ways. Brainstorm a list of several possible solutions. Put down anything that
comes to mind and then go over the list and narrow it down to the best possibilities. Having several viable
options leads to obtaining the best results.

Decide which solution fits the situation best.

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

Take action.
Implement your solution. Every problem has a solution; even if it is to accept the situation and move on.
Instead of approaching problems and challenges as insurmountable obstacles, we can view them as
opportunities to hone our critical thinking and problem-solving skills.

Every problem we are able to resolve increases, increases self- confidence and self-worth. Thinking critically
not only helps us handle future challenges more skillfully, it also broadens our life experience and helps us
gain perspective.
 SELF-CHECK 3.3-1
A. Short Essay
Direction: Read the questions carefully and answer intelligently. Write the answer on your answer sheet.
What are the benefits of thinking critically?
Explain what is brainstorming.
What are the indications if we are critically thinking and solving problem?
 ANSWER KEY 3.3-1
A. Short Essays
What are the benefits of thinking critically?
helps us handle future challenges more skillfully, it also broadens our life experience and helps us gain
perspective.
Explain what is brainstorming.
Put down anything that comes to mind and then go over the list and narrow it down to the best possibilities.
Having several viable options leads to obtaining the best results.
What are the indications if we are critically thinking and solving problem?
Rely on reason rather than emotion
Evaluate a broad range of viewpoints and perspectives
Maintain an open mind to alternative interpretations
Accept new evidence, explanations and findings
Are willing to reassess information
Can put aside personal prejudices and biases
Consider all reasonable possibilities
Avoid hasty judgments
ACKNOWLEDGMENT

https://www.essentiallifeskills.net/thinkcritically.html
http://www.wrksolutions.com/Documents/WhenIGrowUp/WIGU_PDFS/Hi gh-School/Lesson1-Human-
Knot.pdf
MyDEV Life Skills Module: Leadership and Teamwork