UC - 3 - Solve and Address Workplace Problems

BASIC COMPTENCY LEARNING MATERIAL
Sector:
21ST CENTURY SKILLS
Qualification:
21ST CENTURY SKILLS

Unit of Competency:
SOLVE/ADDRESS GENERAL WORKPLACE PROBLEMS
Module Title:
SOLVING/ADDRESSING GENERAL WORKPLACE
PROBLEMS
TECHNICAL EDUCATION SKILLS DEVELOPMENT AUTHORITY

Region III
VILLAGE MONTESSORI SCHOOL AND COLLEGES
Basic Competencies Module Date Developed: Document No. LMBII-03

3 - Solving/Addressing July 22, 2020 Issued by: Page
General Workplace Developed by: 35 of
Problems Revision # 01 35
HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL
Welcome!
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
Participate in workplace
1 workplace 400311210
communication
communication
Work in team Working in team
2 400311211
environment environment
Solve/address Solving/addressing
3 General Workplace General Workplace 400311212
Problems Problems
Develop Career and life Developing Career and life
4 400311213
Decisions Decisions
Contribute to Contributing to workplace

5 400311214
workplace innovation innovation
Present Relevant Presenting Relevant

6 400311215
Information Information
Practice Occupational Practicing Occupational
7 Safety and Health Safety and Health Policies 400311216
Policies and Procedures and Procedures
Exercise efficient and
Exercising efficient and
effective Sustainable
8 effective Sustainable 400311217
practices in the
practices in the workplace
workplace
Practice
Practicing Entrepreneurial
9 Entrepreneurial skills 400311218
skills in the workplace
in the workplace

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
Self-Check 3.1-2 16
Answer Key 3.1-2 17
Self-Check 3.2-1 24
Answer Key 3.2-1 25
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:
1. Identify the problem
2. Look for solutions to routine problems.
3. Recommend solutions to problems.
Assessment Criteria:
1. Identify routine problems or procedural problem areas.
2. Define and determine problem to be investigated.
3. Identify and document current conditions of the problem.
4. Identify potential solutions to problem.
5. Develop, document, rank and present recommendations about
possible solutions to appropriate person for decision.
6. Plan implementation of solutions.
7. Plan evaluation of implemented solutions.
8. Document recommended solution and submit to appropriate
person for confirmation.

DETAILS OF LEARNING OUTCOME
LEARNING OUTCOME 1 Identify the Problem
CONTENTS:
1. Identify and define a problem
2. Group Problem Solving
ASSESSMENT CRITERIA:
1. Identify routine problems or procedural problem areas.
2. 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 INFORMATION SHEET Read and understand the information
3.1-1 in Identify and define a sheet. After reading, answer the self-
problem check to determine your learning.
2. Answer SELF-CHECK 3.1-1 on Refer your answers to the answer key

Identify and define a problem 3.1-1 for self-check. You are required
to get ALL answers correct. If not,
read the information sheet again to
answer all questions correctly.
3.1-2 on Group Problem sheet. After reading, answer the self-
Solving check to determine your learning.

Group Problem Solving 3.1-2 for self-check. You are required

INFORMATION SHEET 3.1-1
Identify and Define the Problem
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Discuss the steps in problem solving.
2. Identify a problem.
3. 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
A. MULTIPLE CHOICES.
Direction: Read the questions carefully and answer intelligently. Write the
answer on your answer sheet.
1. It is regarded as a difference between the actual situation and the
desired situation.
a. Critical Thinking
b. Problem Solving
c. Solution
d. Problem
2. The first step in the problem solving and decision-making

process is to identify and define the problem.
a. Decide possible solutions
b. Identify the problem
c. Brainstorming
d. Take action
3. This helps to ensure that agreement is reached as to the problem

and provides a starting point for resolving the problem.
a. Gather information relevant to the problem
b. Describe and document the problem
c. Identify the problem
d. Brainstorming
4. 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.
a. Why do you think there is a problem?
b. What is happening?
c. Why is it happening?
d. All of the above.
ANSWER KEY 3.1-1

A. MULTIPLE CHOICE
1. D
2. B
3. B
4. D

Group Problem Solving
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Leading team work/Group cooperation;
2. Appreciate the challenges and dynamic amongst people during the
problem-solving process;
3. Practice good communication skills in group.
Human Knot Activity

Key Topics
• Problem solving steps
• REAL solutions
• Helpful hints when problem solving
1. 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.
2. 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!
3. 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:
a. What approach did you use to solve this problem?
b. Did you have a plan? How did you arrive to that plan?
c. Did you have a leader? Several leaders? What
was his/her role? How was leadership shared?
d. Did everyone play a role in solving the problem?
e. What behaviors made it hard/easy to do it?
f. Did you ever feel like quitting? What kept you going?
g. As a leader, what actions might you use when a
problem becomes hard to solve?
h. 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

1. What are the important things to remember when solving a
problem?
2. Identify the employability skills desired by the employer.

ANSWER KEY 3.1-2
Group Problem
Solving A. Short Essay Questions
1. 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.
2. Employability Skills
a. Teamwork & working in diverse environment
b. Interpersonal communication
c. Problem solving & critical thinking
d. Enthusiasm & attitude

e. Flexibility & Adaptability
f. Professionalism
g. Work Ethic: Integrity, Responsibility, Accountability
h. Time Management
i. Ability to accept and Integrate criticism and feedback.

Look for Solutions to Routine
LEARNING OUTCOME 2
Problems
CONTENTS:
1. Problem Solving Steps
1. Identify and document current conditions of the problem.
2. Identify potential solutions to problem.
3. Develop, document, rank and present recommendations about
possible solutions to appropriate person for decision.
CONDITION:
Projector CBLM
Laptop
METHODOLOGY:
● Lecture
● Demonstration
● Role Playing
ASSESSMENT METHOD
● Written Test

3.2-1 in Problem Solving Steps sheet. After reading, answer the self-
check to determine your learning.

Problem solving steps 3.2-1 for self-check. You are required

Problem Solving Steps
After reading this INFORMATION SHEET, YOU should be able to:
1. Identify the basic steps of problem solving;
2. Apply the basic steps of problem solving to work in community
related problems.
Problem Solving Steps and Tips
1. Define the problem: keep emotions aside and state the problem
2. Get more information about the problem: at work –
from supervisor, colleagues, written materials
3. Generate many ideas on how to solve the problem: there is
often more than one solution!
4. Choose a solution: should be acceptable to all involved
5. Implement the solution
6. 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
A. Enumeration
1. Give the 6 steps in problem solving.

2. List the tips in problem solving.

ANSWER KEY 3.2-1
A. Enumeration
1. 6 steps in Problem Solving

a. Define the problem: keep emotions aside and state the problem
b. Get more information about the problem: at work –
from supervisor, colleagues, written materials
c. Generate many ideas on how to solve the problem: there
is often more than one solution!
d. Choose a solution: should be acceptable to all involved
e. Implement the solution
f. Evaluate the solution: Has the problem been solved?
2. 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.

LEARNING OUTCOME 3 Recommend Solutions to Problems
CONTENTS:

1. How to Think Critically and Problem Solve
1. Plan implementation of solutions
2. Plan evaluation of implemented solutions
3. Document recommended solution and submit to appropriate person

for confirmation
CONDITION:
Projector CBLM
Laptop
METHODOLOGY:
● Lecture
● Demonstration
● Role Playing
ASSESSMENT METHOD
● Written Test


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

How to think critically and 3.3-1 for self-check. You are required
problem solve to get ALL answers correct. If not,

How to Think Critically and Problem Solve
After reading this INFORMATION SHEET, YOU should be able to:
1. Discuss how to think critically;
2. Explain the steps in problem solving;
3. 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:
1. 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.
2. 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

3. 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.
4. 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.
5. 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
1. What are the benefits of thinking critically?
2. Explain what is brainstorming.
3. What are the indications if we are critically thinking and solving
problem?

ANSWER KEY 3.3-1
A. Short Essays
1. 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.
2. 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.
3. 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


UC - 3 - Solve and Address Workplace Problems

Uploaded by

Copyright:

Available Formats

UC - 3 - Solve and Address 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

UC - 3 - Solve and Address Workplace Problems

Uploaded by

Copyright:

Available Formats

BASIC COMPTENCY LEARNING MATERIAL

21ST CENTURY SKILLS

21ST CENTURY SKILLS

TECHNICAL EDUCATION SKILLS DEVELOPMENT AUTHORITY

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

Contribute to Contributing to workplace

Present Relevant Presenting Relevant

Basic Competencies Module Date Developed: Document No. LMBII-03

Competency - Based Learning Materials 1

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

2. Answer SELF-CHECK 3.1-1 on Refer your answers to the answer key

4. Answer SELF-CHECK 3.1-2 on Refer your answers to the answer key

Basic Competencies Module Date Developed: Document No. LMBII-03

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

In order to clearly define the problem, the

● Agree with the team where the team should be

Basic Competencies Module Date Developed: Document No. LMBII-03

Describe and document the problem

Some questions that can be usefully employed are:

Why do you think there is a problem?

Who do you believe is involved?

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

2. The first step in the problem solving and decision-making

3. This helps to ensure that agreement is reached as to the problem

4. A useful technique for describing the problem is to ask a number

ANSWER KEY 3.1-1

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

Human Knot Activity

1. Divide participants into groups

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

A. Short Essay Question

Basic Competencies Module Date Developed: Document No. LMBII-03

Solving A. Short Essay Questions

1. To solve a problem, it is important to;

d. Enthusiasm & attitude

Basic Competencies Module Date Developed: Document No. LMBII-03

Basic Competencies Module Date Developed: Document No. LMBII-03

2. Answer SELF-CHECK 9.2-1 on Refer your answers to the answer key

Basic Competencies Module Date Developed: Document No. LMBII-03

Problem Solving Steps and Tips

❖ Often there is more than one solution to a

Basic Competencies Module Date Developed: Document No. LMBII-03

Help Alice solve her problem.

What will you do?

Basic Competencies Module Date Developed: Document No. LMBII-03

If you were Gerry’s friends, how will

What will you do if you were Nilda?

Basic Competencies Module Date Developed: Document No. LMBII-03

1. Give the 6 steps in problem solving.

Basic Competencies Module Date Developed: Document No. LMBII-03

1. 6 steps in Problem Solving

2. List the tips in problem solving