COMPETENCY-BASED LEARNING MATERIAL

Sector : AGRICULTURE AND FISHERY

Qualification Title : BAMBOO PRODUCTION PRODUCTION NC II

Unit of Competency : WORK IN A TEAM ENVIRONMENT

Module Title : WORKING IN A TEAM ENVIRONMENT

REGIONAL TRAINING CENTER – ILIGAN

Maria Cristina, Iligan City
 HOW TO USE THIS
COMPETENCY BASED LEARNING MATERIAL

Welcome to the Module Working in Team Environment. This module contains training
materials and activities for you to complete.

The unit of competency Work in Team Environment is one of the Basic

Competencies which contains the knowledge, skills and attitudes required for all the
programs offered by all TESDA Technology Institutes in Region X.

You are required to go through a series of learning activities in order to complete

each learning outcome of the module. In each learning outcome there are Information
Sheets, Resource Sheets and Reference Materials for further reading to help you better
understand the required activities. Follow these activities on your own and answer the
self-check at the end of each learning outcome. Get the answer key from your trainer
and check your work honestly. If you have questions, please don’t hesitate to ask
him/her for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered
in this module because you have:
 Been working in the same industry for some time
 Already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular skill
or skills, talk to him/her about having them formally recognized so you won’t have to
do the same training again. If you have qualifications or Certificates of Competency
from previous trainings, show them to your trainer. If the skills you acquired are still
relevant to this module, they may become part of the evidence you can present for RPL.
A Trainees Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing further details
to your trainer/assessor. A Record of Achievement/Progress Chart is also provided to
your trainer to complete/accomplish once you have completed the module. This will
show your own progress.

Direction for use of the CBLM

This module was prepared to help you achieve the required competency: Work in
Team Environment. This will be the source of information for you to acquire the
knowledge and skills in this particular module with minimum supervision or help from
your trainer. With the aid of this material, you will acquire the competency
independently and at your own pace.
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 Talk
to your trainer and agree on how you will both organize the training of this unit. Read
through the module carefully. It is divided into sections which covers all the skills and
knowledge you need to successfully complete in this module

Work through all the information sheets and complete the activities in each
section. Do what is asked in the INSTRUCTIONAL SHEETS and complete the SELF-
CHECK. Suggested references are included to supplement the materials provided in this
module.
Most probably, your trainer will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the activities
outlined in the module.

As you work through the activities, ask for written feedback on your progress.
Your trainer gives feedback/pre-assessment reports for this reason. When you have
successfully completed each element or learning outcome, ask your trainer to mark on
the reports that you are ready for assessment.

When you have completed this module and feel confident that you have had
sufficient practice, your trainer will schedule you for the institutional assessment. The
result of your assessment/evaluation will be recorded in your COMPETENCY
ACHIEVEMENT RECORD.

COMPETENCY-BASED LEARNING MATERIALS

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 List of Competencies
No. Unit of Competency Module Title Code
BASIC COMPETENCIES
Participate In Workplace Participating in workplace
1. 500311105
Communication communication
Work In a Team Working in a team
2. 500311104
Environment environment
Practice Career Practicing career
3. 500311107
Professionalism professionalism
Practice Occupational Health Practicing Occupational health
4. 500311108
and Safety and Safety
COMMON COMPETENCIES
Apply Safety Measures in Applying Safety Measures in
5. AGR321201
Farm Operations Farm Operation
Use Farm Tools and Using Farm Tools and
6. AGR321202
Equipment Equipment
Perform Estimation and Performing Estimation and
7. AGR321203
Calculations Basic Calculation
Develop and Update Industry Developing and Updating
8. TRS311201
Knowledge Industry Knowledge

9. Perform Record Keeping Performing Record Keeping AGR321205

CORE COMPETENCIES
10. Raise Organic Chicken Raising Organic Chicken
AGR612301

11. Produce Organic Vegetables Producing Organic Vegetables

AGR611306

12. Produce Organic Fertilizer Producing Organic Fertilizer

AGR611301

13. Produce Organic Concoctions Producing Organic Concoction

AGR611302
and Extracts and Extracts
ELECTIVE COMPETENCIES
14. Raise Organic Hogs Raising Organic Hogs
AGR612302

15. Raise Organic Small Raising Organic Small

AGR612303
Ruminants Ruminants

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 MODULE CONTENT

Qualification : Organic Agriculture Production NCII

Unit of Competency : Work in a Team Environment
Module Title : Working in a Team Environment

Introduction : This unit covers the skills, knowledge, and

attitudes to identify one’s roles and
responsibilities as a member of a team.
Nominal Duration : 5 Hours

Learning Outcomes :

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

1. Describe team role and scope
2. Identify own role and responsibility within team
3. Work as a team member
4. Acknowledge Gender Sensitivity, gender development and other related law
5. Identify opportunities to improve work procedures and processes
6. Discuss and develop practical ideas to improve work procedures and processes
7. Integrate ideas for effective and efficient changes in work procedures and
processes
8. Identify routine problems
9. Look for solution to routine problems
10. Recommend solution to problem

ASSESSMENT CRITERIA
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 1. T
he role and objective of the team is identified from available sources of
information.
2. Team parameters, reporting relationships and responsibilities are identified
from team discussions and appropriate external sources.
3. Individual roles and responsibilities within the team environment are
identified.
4. Roles and objectives of the team is identified from available sources of
information.
5. Team parameters, reporting relationships and responsibilities are identified
based on team discussions and appropriate external sources.
6. Effective and appropriate forms of communications are used and interactions
undertaken with team members based on company practices.
7. Effective and appropriate contributions made to complement activities and
objectives based on workplace context.
8. Protocols in reporting are observed based on standard company practices.
9. Contribute to the development of team work plans based on an
understanding of team’s role and objectives.

PREREQUISITE: None

LEARNING OUTCOME SUMMARY

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 Describe Team Role and Scope
Learning Outcome 1

CONTENTS:

a. Definition of team, team roles and scope

b. Locating Information from different source

ASSESSMENT CRITERIA:

1. The role and objective of the team is identified from available sources of
information.
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external sources.

CONDITIONS:

The students/ trainees must be provided with the following:

Writing materials (pen & paper)
Reference (books)
Manuals

ASSESSMENT METHODS:

Written Examination

LEARNING EXPERIENCES

Learning Activities Special Instructions

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 1. Read information sheet 2.1-1 If you have some problem on the content of
the information sheet don’t hesitate to
DEFINITION OF TEAM, TEAM ROLES approach your facilitator.
AND SCOPE
If you feel that you are now knowledgeable
on the content of the information sheet, you
can now answer self-check provided in the
module

2. Answer self-check 2.1-1 Refer your answer to answer key

2.1-1

3. Read information sheet 2.1-2 If you have some problem on the content of
the information sheet don’t hesitate to
approach your facilitator.
LOCATING INFORMATION FROM
DIFFERENT SOURCE If you feel that you are now knowledgeable
on the content of the information sheet, you
can now answer self-check provided in the
module.

4. Answer self-check 2.1-2 Refer your answer to answer key

2.1-2

INFORMATION SHEET 2.1-1

DEFINITION OF TEAM, TEAM ROLES AND SCOPE

Learning Objectives:
After reading this INFORMATION SHEET, you MUST be able to:
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 1. D
efine team

2. Differentiate team and group

3. Identify the different team roles and

After reading this INFORMATION SHEET, you MUST be able to:

1. Define team
2. Differentiate team and group
3. Identify the different team roles and their scope

What is a Team?

A team is a group of individuals, all working together for a common purpose.

- The individual comprising a team ideally should have common goals, common
objectives and more or less think on the same lines. Individuals who are not
compatible with each other can never form a team. They should have similar if not
the same interests, thought processes, attitude, perception and likings. Difference
between team and group

Figure 1: Group and Team Members[1]

A group is not necessarily a team. A group can have individuals with varied
interests, attitude as well as thought processes. It is not necessary that the group
members would have a common objective or a common goal to achieve.

A team must have individuals with a common objective to achieve. They should all
work together and strive towards the achievement of a common goal

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Team roles and scope

Researcher R. Meredith Belbin came up with nine team roles through a study
conducted at Henley Management College. He identified the team roles after
observing the behavioral tendencies of individuals within a group.

Figure 2 : Team Roles [2]

ACTION-ORIENTED ROLE: SHAPER

In a team, the shaper role is performed by people who are dynamic and relish
challenges. Rather than quit when faced with challenges, shapers maintain a
positive mental attitude and strive to find the best ways to overcome challenges
facing the team.

ACTION-ORIENTED ROLE: IMPLEMENTER

People who play the implementer role in a team are those who actually get things
done in the team. They are practical, efficient and well-organized. Implementers turn
the team’s ideas and thoughts into actual plans.

ACTION-ORIENTED ROLE: COMPLETER/ FINISHER

Finishers have an eye for detail. In a team, they're regarded as perfectionists
because they're the ones who detect errors or omissions and strive to ensure that
the team adheres to deadlines.

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PEOPLE-ORIENTED ROLE: COORDINATOR
Coordinators are seen as possessing the traditional team role. They're mature and
confident in nature and possess great listening skill.

PEOPLE-ORIENTED ROLE: TEAM WORKER

Team workers are the people who ensure the team remains united. They work toward
resolving conflict or issues affecting the team’s dynamics.

PEOPLE-ORIENTED ROLE: RESOURCE INVESTIGATOR

Resource investigators are inquisitive and enthusiastic in nature and possess great
negotiating and networking skills. They are extroverts, which makes it easy for
others to relate to them. Through their networking skills, resource investigators
develop external contacts and negotiate for the team's resources.

THOUGHT-ORIENTED ROLE: MONITOR-EVALUATOR

These are the critical thinkers in a team. They're serious minded and cautious in
nature. Rather than rush into decision making, they prefer to critically analyze
information before making any conclusions.

THOUGHT-ORIENTED ROLE: SPECIALIST

Workers with expert knowledge in a particular area comprise the specialist role. Their
contribution to the team is limited only to their area of expertise.

THOUGHT-ORIENTED ROLE: PLANTS

Plants are innovative members of the team. They come up with original approaches
and ideas that help the team in solving problems or overcoming challenges. Plants
are introverts in nature and possess poor communication skills. Plants prefer to
work alone. They react well to praise but are greatly affected by negative criticism.

SELF-CHECK 2.1-1

Multiple Choice. Read the questions carefully and choose the letter of the correct
answer. Write your answers on the sheets provided.

1. What is the main difference between a group and a team?

a. A group is composed of different people with different interests and goal
while a team is composed of different people with same interests and
goal.

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 b.A team is composed of different people with different interests and goal
while a group is composed of different people with same interests and
goal.
c. A group is composed of people with same objectives and goal, while a
team is composed of people with different objectives and goal
d. All of the above.

2. Are inquisitive and enthusiastic in nature and possess great negotiating and
networking skills.
a. Team worker
b. Resource Investigator
c. Specialist
d. Plants

3. Workers with expert knowledge in a particular area

a. Specialist
b. Plants
c. Coordinator
d. Team worker

4. Those who actually get things done in the team.

a. Finisher
b. Implementer
c. Monitor-Evaluator
d. Specialist

5. Rather than rush into decision making, they prefer to critically analyze
information before making any conclusions.
a. Specialist
b. Monitor- Evaluator
c. Implementer
ANSWER KEY 2.1-1

1. a
2. b
3. a
4. b
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 5. b

INFORMATION SHEET 2.1-2

LOCATING INFORMATION FROM DIFFERENT SOURCES

Learning Objectives:
After reading this INFORMATION SHEET, you MUST be able to:

1. Identify the different sources of information

2. Enumerate the process on locating and using these information

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Locating of information regarding the team member and the task given on the team
is required in order to properly assign individual roles. With that, this part will
discuss about the general sources of information and their access.

Sources of Information

In general, there are three types of resources or sources of information: primary,

secondary, and tertiary. It is important to understand these types and to know what
type is appropriate for your coursework prior to searching for information.

1.Primary sources are original materials on which other research is based, including:
-original written works – poems, diaries, letters, court records, interviews, surveys,
and original research/fieldwork, and -research published in scholarly/academic
journals.

Figure 1: Letters[3]

reference materials – dictionaries, encyclopedias, textbooks, and

-books and articles that interpret, review, or synthesize original research/fieldwork.

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 Figure 2: Textbooks , Encyclopedia and Dictionaries[4]

3.Tertiary sources are those used to organize and locate secondary and primary
sources.

Indexes – provide citations that fully identify a work with information such as
author, titles of a book, article, and/or journal, publisher and publication date,
volume and issue number and page numbers.

Abstracts – summarize the primary or secondary sources,

Databases – are online indexes that usually include abstracts for each primary or
secondary resource, and may also include a digital copy of the resource.

Figure 3: Tertiary Sources[5]

LOCATING INFORMATION

Type of Source Content Where to find them

Academic Articles Studies that comply Any

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 with the academic school/universities,
conventions of a certain libraries, journal
discipline publications and
internet
Reviews Reactions and Newspapers, journals,
opinions about certain and internet
issues and/or topics

Books In depth coverage of a Libraries and internet

topic (e-books)
Newspapers and Current events, news, Libraries and stalls
Magazines and trends
Government reports Hearings, court cases, Government offices and
and legal documents reports, laws, policies websites
and regulations.
Internet Mostly covers all
contents including the
social media of each
member

SELF-CHECK 2.1-2

Explanation. Read each question and answer it briefly.

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 1. Why do we need to know the type of information sources?

2. Where do we get information and how do we locate them?

ANSWER KEY 2.1-2

1. It is important to know the type of information so one may know the degree of
its appropriateness and accuracy.

2.
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 Type of Source Content Where to find them
Academic Articles Studies that comply Any
with the academic school/universities,
conventions of a certain libraries, journal
discipline publications and
internet
Reviews Reactions and Newspapers, journals,
opinions about certain and internet
issues and/or topics

Books In depth coverage of a Libraries and internet

topic (e-books)
Newspapers and Current events, news, Libraries and stalls
Magazines and trends
Government reports Hearings, court cases, Government offices and
and legal documents reports, laws, policies websites
and regulations.
Internet Mostly covers all
contents including the
social media of each
member

LEARNING OUTCOME SUMMARY

Identify One’s Roles and

Learning Outcome 2
Responsibility Within a Team

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CONTENTS:
a. Understanding individual difference
b. Gender sensitivity

ASSESSMENT CRITERIA:
1. Individual roles and responsibilities within the team
environment are identified.
2. Roles and objectives of the team is identified from available
sources of information.
3. Team parameters, reporting relationships and responsibilities
are identified based on team discussions and appropriate external
sources.

CONDITIONS:

The students/ trainees must be provided with the following:

Writing materials (pen & paper)
Reference (books)
Manuals

ASSESSMENT METHODS:

Written Examination

LEARNING EXPERIENCES
Learning Activities Special Instructions

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1.Read information sheet 2.2-1 If you have some problem on the
content of the information sheet
UNDERSTANDING INDIVIDUAL don’t hesitate to approach your
DIFFERENCE facilitator.

If you feel that you are now

knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module

2.Answer self-check 2.2-1 Refer your answer to answer key

2.2-1
3. Perform Job Sheet No. 2.2-1 Review the content of the Job
Sheet and perform during the
assigned time.
4.Check your work by comparing to the Refer to marking schedule for
performance standard on observation acceptance criteria.
checklist.
If you find difficulty and did not
meet the standard, ask your trainer
to demonstrate the process.

If you pass, then you can proceed to

the next activity.

5. Read information sheet 2.2-2 GENDER If you have some problem on the
SENSITIVITY content of the information sheet
don’t hesitate to approach your
facilitator.

If you feel that you are now

knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module.

6. Answer self-check 2.2-2 Refer your answer to answer key

2.2-2

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7. Perform Job Sheet No. 2.2-2 Review the content of the Job
Sheet and perform during the
assigned time.

8.Check your work by comparing to the Refer to marking schedule for

performance standard on observation acceptance criteria.
checklist.
If you find difficulty and did not meet
the standard, ask your trainer to
demonstrate the process.

If you pass, then you can proceed to the

next activity.

INFORMATION SHEET 2.2-1

UNDERSTANDING INDIVIDUAL DIFFERENCE

Learning Objectives:
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After reading this INFORMATION SHEET, you MUST be able to:

1.Enumerate the type of individual difference

2.Define each type
3.Apply techniques in understanding individual differences

TYPES OF INDIVIDUAL DIFFERENCES

1.Physical differences
Shortness or tallness of stature, darkness or fairness of complexion, fatness, thinness,
or weakness are various physical individual differences.

2.Differences in intelligence
There are differences in intelligence level among different individuals. We can
classify the individuals from super-normal (above 120 I.Q.) to idiots (from 0 to 50
I.Q.) on the basis of their intelligence level.

3.Differences in attitudes
Individuals differ in their attitudes towards different people, objects, institutions and
authority.

4.Differences in achievement
It has been found through achievement tests that individuals differ in their
achievement abilities. These differences are very much visible in reading, writing and
in learning mathematics.

These differences in achievement are even visible among the children who are at the
same level of intelligence. These differences are on account of the differences in the
various factors of intelligence and the differences in the various experiences,
interests and educational background.
5.Differences in motor ability
There are differences in motor ability. These differences are visible at different ages.
Some people can perform mechanical tasks easily, while others, even though they
are at the same level, feel much difficulty in performing these tasks.

6.Differences on account of sex

McNemar and Terman discovered the following differences between men and women,
on the basis of some studies:
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(i)Women have greater skill in memory while men have greater motor ability.
(ii)Handwriting of women is superior while men excel in mathematics and logic.
(iii)Women show greater skill in making sensory distinctions of taste, touch and
smell etc., while men show greater reaction and conscious of size- weight illusion.
(iv)Women are superior to men in languages, while men are superior in physics and
chemistry.
(v)Women are better than men in mirror drawing. Faults of speech etc. in men were
found to be three times of such faults in women.
(vi)Women are more susceptible to suggestion while there are three times as many
colour blind men as there are women.
(vii)Young girls take interest in stories of love, fairy tales, stories of the school and home
and day-dreaming and show various levels in their play.

7.Racial differences
There are different kinds of racial differences. Differences of environment is a normal
factor in causing these differences. Karl Brigham has composed a list on the basis of
differences in levels of intelligence among people who have migrated to United States
from other country.

Figure 3: Racial Differences

On the basis of these average differences between the races, the mental age of a
particular individual cannot be calculated since this difference is based on
environment

8.Differences due to nationality

Individuals of different nations differ in respect of physical and mental differences,
interests and personality etc. ‘Russians are tall and stout’; ‘Ceylonese are short and
slim’; ‘Germans have no sense of humour’; ‘Yellow races are cruel and revengeful’;
‘Americans are hearty and frank’; Indians are timid and peace-loving’ and the like
observations enter into our common talk.

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9.Differences due to economic status
Differences in children’s interests, tendencies and character are caused by economic
differences.

10.Differences in interests
Factors such as sex, family background level of development, differences of race and
nationality etc., cause differences in interests.

11.Emotional differences
Individuals differ in their emotional reactions to a particular situation. Some are
irritable and aggressive and they get angry very soon. There are others who are of
peaceful nature and do not get angry easily. At a particular thing an individual may be
so much enraged that he may be prepared for the worst crime like murder, while
another person may only laugh at it.

12.Personality differences
There are differences in respect of personality. On the basis of differences in
personality, individuals have been classified into many groups.

Spranger lists the following types of personalities:

(a)Theoretical – A bit of an idealist, lover of science and reflection and devoted to
objectivity and truthfulness.

(b)Economic - With positive psychological orientation to give priority to economic utility:

profit, success, devotion to one’s profession.

(c)Aesthetic- Balanced personality tends to cultural activity, to walk through life with a
sense of why are we here, to accept himself fully and at peace with himself and society.

(d)Social- Loves the social life and dedicates himself to the social good. He realizes that
the dignity of each human person and gives priority to the art of helping.

(e)Political – His first value is the dedication to others apart from heroism, courage and
self-mastery. His shade maybe lusts of power.

(f)Religious – This type communicates God’s devotion and is detached from earthly
things. Religion is approached in view of man’s wholeness.

Causes of Individual Differences:

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1.Heredity: One of the most significant and chief causes of individual differences is
heredity. Individuals inherit various physical traits like face with its features, colour of
eyes and hair, type of skin, shape of skull and size of hands, colour blindness,
baldness, stub-finger and tendency to certain diseases like cancer and tuberculosis,
mental traits like intelligence, abstract thinking, aptitudes and prejudices. Now it is an
admitted fact that heredity differences result in the quantity and rate of physical as well
as mental development being different and different individuals.

2.Environment: Environment significantly influences individual differences. Changes in

child’s environment are reflected in the changes in his personality. Psychologically
speaking, a person’s environment consists of sum total of stimulation which he receives
from conception until his death.

3.Influence of caste, race and nation: Individuals of different nations show differences
in respect of their personality, character and mental abilities. These are the outcome of
their geographical, social and cultural environment. Many studies have shown the
existence of differences between Americans and Negroes, Chinese and Japanese,
English and Indian individuals.

4.Sex differences: Development of boys and girls exhibits differences due to difference in
sex. The physical development of the girl takes place a year or two earlier than the boys.
Between the age of 11 and 14, girls are taller and heavier than the boys. After 15, boys
start winning the race.

5.Age and intelligence: Physical, intellectual and emotional development is caused by

the growth in age. Many individuals differ because of the differences in intelligence.
Individuals who are below the average in intelligence and mental age find much
difficulty in learning and the average intelligent persons can learn quickly.

6.Temperament and emotional stability: Some people are by temperament active and
quick, while others are passive and slow, some humorous and others short tempered.
Emotional stability of the individual is differently affected by physical, mental and
environmental factors. Differences in emotional stability cause individual differences.

7.Economic condition and education: Individual differences are caused by economic

condition of the parents and the education of the children. It is not possible for the
children of two economic classes to have a similarity and equality.

8.Other Causes: Interests, aptitudes, achievements, sentiments, character, educational

and home background lead to individual differences.

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 SELF-CHECK 2.2-1
1.Multiple Choice. Read the statements carefully and choose the letter of the correct
answer. Write your answers on the sheets provided.

2.Russians are tall and stout’; ‘Ceylonese are short and slim’; ‘Germans have no sense
of humour’; ‘Yellow races are cruel and revengeful’; ‘Americans are hearty and frank’;
Indians are timid and peace-loving’ are examples of:

a. Racial Differences
b. Physical Differences
c. Personality Differences
d. Nationality Differences
e. Emotional Differences

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 3.
Some are irritable and aggressive and they get angry very soon. There are others who
are of peaceful nature and do not get angry easily

a. Racial Differences
b. Physical Differences
c. Personality Differences
d. Nationality Differences
e. Emotional Differences

4.Shortness or tallness of stature, darkness or fairness of complexion, fatness,

thinness, or weakness are examples of:

a. Racial Differences
b. Physical Differences
c. Personality Differences
d. Nationality Differences
e. Emotional Differences

5.Differences of environment is a normal factor in causing these differences.

a. Racial Differences
c. Physical Differences
d. Personality Differences
e. Nationality Differences
f. Emotional Differences

6.Jung classified people into 3 groups: Introverts, Extroverts and Ambiverts.

a. Racial Differences
b. Physical Differences
c. Personality Differences
d. Nationality Differences
e. Emotional Differences

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 ANSWER KEY 2.2-1

1. d
2. e
3. b
4. a
5. c

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 JOB SHEET 2.2-1

Title: Demonstrate individual differences and how to deal with it

Performance Given the necessary supplies, materials and accessories, each

Objective : group should be able to perform a role play that displays ways
to deal with individual differences within 10 minutes.

Supplies and CBLM

Materials: Props
Cellular
Phone Laptop
Projector
Bond papers

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 Steps/Procedures:

1. The students will be divided into groups.

2. The group will be given a time to plan, write a script and practice the role
play.

3. Each group will present a 10-minute skit that demonstrates the differences
of each individual group mate and on how to deal with it.

4. Make sure that your group will observe all the items given on the
performance criteria checklist during the performance.

Assessment Demonstration
Method:

PERFORMANCE CRITERIA CHECKLIST

JOB SHEET 2.2-1

Trainee’s Name: Date:

CRITERIA YES NO
The trainee has:
Stated the problem of the team clearly.

Acted out the individual differences properly.

Stated the sources of each individual

difference correctly.
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correctly.
Comments/ Suggestions:

Trainer: ___________________________ Date: _________________

LEARNING EXPERIENCES

Learning Activities Special Instructions

1.Read information sheet 2.3-1 If you have some problem on

the content of the information
GROUP PLANNING sheet don’t hesitate to
ACTIVITIES approach your facilitator.

If you feel that you are now

knowledgeable on the content
of the information sheet, you
can now answer self-check
provided in the module

2.Answer self-check 2.3-1 Refer your answer to answer

key 2.3-1

3. Perform Job Sheet No. 2.3-1 Review the content of the Job
Sheet and perform during the
assigned time.

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 4. Check your work by Refer to marking schedule
comparing to the performance for acceptance criteria.
standard on observation
checklist. If you find difficulty and did
not meet the standard, ask
your trainer to demonstrate
the process.

If you pass, then you can

proceed to the next activity.

5. Answer self-check 2.3-2 Refer your answer to answer

key 2.3-2

INFORMATION SHEET 2.3-1

GROUP PLANNING ACTIVITIES

Learning Objectives:

After reading this INFORMATION SHEET, you MUST be able to:

1. Enumerate the different documents developed during the planning

process.
2. Apply the steps in planning group activities

The planning process are the steps a company takes to develop

budgets to guide its future activities. The documents developed may
include:

⚫ Strategic plans (long-range, high-level company goals)

⚫ Tactical plans (shorter-term, specific plans to work toward goals in the
strategic plan)
⚫ Operating plans (detailed plans for a specific department to implement)
⚫ Project plans (plans to implement projects such as launching new products
or building a new plant)

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 Figure 1: Group Planning

STEP IN PLANNING GROUP ACTIVITIES

Although the specific steps differ slightly from company to company and depend on
which type of plan you're developing, there are general steps that should be taken in
order to ensure a good result. The steps in the planning process are:

• Develop objectives
• Develop tasks to meet those objectives
• Determine resources needed to implement tasks
• Create a timeline
• Determine tracking and assessment method
• Finalize plan
• Distribute to all involved in the process

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 SELF-CHECK 2.3-1

Explanation. Read each question and answer it briefly.

1. What are the different documents developed during the

planning process?

2. What are the steps in the planning process?

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 ANSWER KEY 2.3-1

1.
a. Strategic plans (long-range, high-level company goals)
b. Tactical plans (shorter-term, specific plans to work toward goals
in the strategic plan)
c. Operating plans (detailed plans for a specific department to
implement)
d. Project plans (plans to implement projects such as launching
new products or building a new plant)

2. Develop objectives

a. Develop tasks to meet those objectives

b. Determine resources needed to implement tasks
c. Create a timeline
d. Determine tracking and assessment method
e. Finalize plan Distribute to all involved in the process
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 JOB SHEET 2.3-1

Title: Demonstrate group planning activities.

Performance Objective : Given the necessary supplies, materials and

accessories, each group should be able to
perform a play that demonstrates the proper
steps in planning group activities within 10
minutes.

Supplies and Materials:

CBLM
Props Cellula
r
Phone
Laptop
Project
or
Bond papers

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Steps/Procedures:

1. The students will be divided into groups.

2.Each group will be given a time to meet and prepare.

3. Each group will present a 10-minute play that will demonstrate the
proper steps in planning group activities

4. Make sure that your group will comply with the items given on the
performance criteria checklist.

Assessment Method : Demonstration

PERFORMANCE CRITERIA CHECKLIST

JOB SHEET 2.3-1

Trainee’s Name: Date:

CRITERIA YES NO
The trainee has:
Stated the problem of the team clearly .
Stated the objectives clearly.
Developed tasks that met the set objectives
appropriately.
Determined the resources needed to implement
the tasks efficiently.
Created a timeline in performing the task
efficiently.
Set the tracking and assessment method to be
used appropriately.
Finalized the plan properly.
Distributed the tasks to each member
proportionally.

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Comments/Suggestions:

Trainer : ________________________ Date: ______________

INFORMATION SHEET
2.3-2

COMMUNICATION PROTOCOLS

Learning Objectives:

After reading this INFORMATION SHEET, you MUST be able to:

1. Enumerate the different communication protocols

2. Explain the protocols

Communication is the process containing three elements viz.

sender, message and receiver. These three elements are
essential to complete the communication process.

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 1.Sender or communicator prepares the message neatly. He is the source
where message is generated. It is he who starts the communication process.

2.The message is to be encoded symbolically which is to be conveyed. This

message is the idea came into the mind of sender which he wanted to convey.

3.The message is to be transmitted through a method of communication the

choice of which is to be made. The message may be transmitted orally face to
face, through messenger, through air or a written note in the form of order,
memo, leaflet etc. It is up to sender to make appropriate choice.

4.Medium of communication includes telephone, internet, through messenger,

post, fax, E-mail, etc. The choice of medium again depends on the sender.

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5.Receiver or communicate is a person for whom message was sent by the
sender or communicator. Receiver after receiving the message must understand
it in proper perspective then only the purpose of communication will be
fulfilled.

6.The receiver after decoding the message must act or take action as per
instructions contained in the message.

7.The last step is to take feedback. The feedback means the sender should know
whether the receiver has received the message and understood it. The confirmation
regarding this is feedback. The positive feedback is effective communication. With
feedback the communication process is complete.

SELF-CHECK 2.3-2

Explanation. Read each question and answer it briefly.

1. Why are communication protocols important?

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 2. What are the steps of communication in an organization?

ANSWERS KEY 2.3-2

1.To have systematic ways of communicating within an organization

2.steps of communication in an organization

1.Sender or communicator prepares the message neatly. He is the source where

message is generated. It is he who starts the communication process.

2.The message is to be encoded symbolically which is to be conveyed. This message is

the idea came into the mind of sender which he wanted to convey.

3.The message is to be transmitted through a method of communication the choice of

which is to be made.

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4.Medium of communication includes telephone, internet, through messenger, post,
fax, E-mail, etc. The choice of medium again depends on the sender.

5.Receiver or communicate is a person for whom message was sent by the sender or
communicator.

6.The receiver after decoding the message must act or take action as per instructions
contained in the message.

7.The last step is to take feedback.

LEARNING OUTCOME SUMMARY

Learning Outcome 4 Acknowledge Gender Sensivity,

Gender development and other
related laws
CONTENTS:
c. Group planning activities
d. Communication protocols

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ASSESSMENT CRITERIA:
5. Effective and appropriate forms of communications are used and
interactions undertakes with team members based on company practices.
6. Effective and appropriate contributions made to complement team
activities and objectives, based on workplace context.
7. Protocols in reporting are observed based on standard company practices.
8. Contribute to the development of team work plans based on an
understanding of team’s role and objectives.
CONDITIONS:

The students/ trainees must be provided with the following:

• Writing materials (pen & paper)
• Reference (books)
• Manuals

ASSESSMENT METHODS:

Written Examination

LEARNING EXPERIENCES

Learning Activities Special Instructions

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1.Read information sheet 2.4-1 If you have some problem on the
content of the information sheet
GROUP PLANNING don’t hesitate to approach your
ACTIVITIES facilitator.

If you feel that you are now

knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module

2.Answer self-check 2.4-1 Refer your answer to answer key

2.4-1

3. Perform Job Sheet No. 2.4-1 Review the content of the Job Sheet
and perform during the assigned
time.

4. Check your work by comparing to the Refer to marking schedule for

performance standard on observation acceptance criteria.
checklist.
If you find difficulty and did not
meet the standard, ask your
trainer to demonstrate the
process.

If you pass, then you can proceed to

the next activity.

5. Answer self-check 2.4-2 Refer your answer to answer key

2.4-2

INFORMATION SHEET 2.4-2

GENDER SENSITIVITY

Learning Objectives:
After reading this INFORMATION SHEET, you MUST be able to:

1. Define gender sensitivity

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 2.
Enumerate ways to promote gender sensitivity
3. Apply strategies in promoting gender sensitivity

Gender Sensitivity:

Aim of understanding and taking account of the societal and cultural factors involved in
gender-based exclusion and discrimination in the most diverse spheres of public and
private life.
(https://eige.europa.eu/thesaurus/terms/1218)
The process by which people are made aware of how gender plays a role in life through
their treatment of others.

1.Considering Leadership Roles for both Men and Women

It is a commonly mistaken belief that only men thrive in leadership roles and women
are apt for support-oriented roles. These types of stereotypes form the base for gender
discrimination at the workplace.

2.Equal rewards
The concept of equal rewards is an important element to consider in an organization.
Rewards should be reliant on job role, and a regular pay structure needs to be
introduced to improve transparency and to eliminate discriminatory issues.

3.Prioritizing Work-life Balance

Women, in general, find it difficult to reach their career goals due to lack of childcare
support facilities in enterprises across the globe. Inadequate childcare support from
companies contributes towards a drop in female labor force participation rates.
According to the International Labor Organization (ILO) report, women perform 76.2 per
cent of the total hours of unpaid care work, more than three times as much as men. In
this regard, companies should come forward with childcare support and elderly care to
help women and also to avoid high attrition rates amongst female employees.

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4.Strict and Effective Policies against Harassment and Workplace Offence At any
workplace, on an average one out of four women have been either physically or mentally
harassed. It is the employer ‘s responsibility to have a keen eye on these issues at an
early phase and stop women from getting harassed. Employers should act immediately
in such cases to ensure the culprit has been punished, and take necessary measures to
help the victim in any possible way. Employers should take precautionary measures at
the workplace to avoid such misdemeanors in the future. Ignorance towards such
activities at workplace is a clear indication of gender inequality happening within the
organization.

5.Creating an Open Minded Atmosphere

Gender equality can be achieved at the workplace, only when the employers, process
owners, managers, and team leads have a broad and open-minded policy. If most of the
departments within the enterprise are gender biased, then it will surely affect the
growth of the company in the long term. Employees should be appreciated based on
their talent and performance, and not by employer’s personal favorites.

SELF-CHECK 2.4-2

1. Explanation. Read each question and answer it briefly.

2. What is gender sensitivity?

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 3. What are the ways to promote gender sensitivity?

ANSWER KEY 2.4-2

1.

a. Aim of understanding and taking account of the societal and cultural factors
involved in gender-based exclusion and discrimination in the most diverse spheres
of public and private life

b. The process by which people are made aware of how gender plays a role in life
through their treatment of others.

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2. Considering Leadership Roles for both Men and Women 2. Equal rewards

3. Prioritizing Work-life Balance

4. Strict and Effective Policies against Harassment and Workplace Offence

5.Creating an Open-Minded Atmosphere

JOB SHEETS 2.4-2

Tittle:
Demonstrate strategies that promote gender sensitivity
Performance Objective:
Given the necessary supplies, materials, accessories, and the
strategies to be acted out, each group should be able to
perform a play that shows how each strategies promotes
gender sensitivity within 10 minutes.
Supplies and Materials:
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 CBLM, Props, Cellphone, Laptop, Projector, Paper
Steps / Procedures:
The students will be divided into groups. They will be given strategies to act
out:
 Considering Leadership Role for both Men and Women
 Equal rewards
 Work-life balance
 Strick and effective Policies against Harassment and Workplace
offence
 Creating an Open-Minded Atmosphere
The group will be given a time to plan, write a script and practice the role
play
Each group will present a 10-minute play that demonstration effectiveness
of the strategies
Make sure that your group will comply with the items given on the
performance criteria checklist.

Assessment Method:
 Demonstration

PERFORMANCE CRITERIA CHECKLIST

JOB SHEET 2.4-2

Trainee’s Name: Date:

CRITERIA YES NO
The trainee has:
Stated the problem of the team clearly.
Acted out the strategy given properly.
Showed the solution to the problem correctly.
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 Comments/ Suggestions:

Trainer: ____________________________ Date: ________________

LEARNING OUTCOME SUMMARY

Identify Opportunities To Do Things

Learning Outcome 5
Better

CONTENTS:
a. Positive impacts and challenges in innovation.
b. 7 Habits of highly effective people

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ASSESSMENT CRITERIA:
1. Opportunities for improvement are identified proactively in own area of work.
2. Information are gathered and reviewed which may be relevant to ideas and which
might assist in gaining support for idea.
3. People who could provide input to ideas for improvements are identified.

CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen &paper)
Reference(books)
Manuals

ASSESSMENT METHODS:

➢ Written Examination

LEARNING EXPERIENCES

Learning Activities Special Instructions

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 1. Read information sheet 2.5-1

Positive impacts and If you have some problem on the content of

challenges in innovation. the information sheet don’t hesitate to
approach your facilitator.
If you feel that you are now knowledgeable
on the content of the information sheet, you
can now answer self-check provided in the
module
2. Answer self-check 2.5 -1 Refer your answer to answer key
2.5-1
3. Read information sheet 2.5-2 7
Habits of highly effective
people If you have some problem on the content of
the information sheet don’t hesitate to
approach your facilitator.
If you feel that you are now knowledgeable
on the content of the information sheet, you
can now answer self-check provided in the
module.
4. Answer self-check 2.5-2 Refer your answer to answer key
2.5-2

INFORMATION SHEET
2.5-1
POSITIVE IMPACTS AND CHALLENGES IN INNOVATION

Learning Objective:

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 After reading this INFORMATION SHEET, you MUST be able to:

1. Identify the positive impacts of having innovation in the workplace

2. Identify the different challenges in developing innovations.

Figure 1. (Left) Stone tools used in the Paleolithic time (Right)

Sumerian wheels[1]
Before the proliferation of technological innovations, early humans, dating back to
Stone Age, have already done magnificent things without the countless of resources
that we have today. They have done the stone tools in
thePaleolithicandMesolithictimesuptothewheelsin3000BCandtheto ols used in building
the pyramids in 2560 BC. These ways of inventing things paved the way for us to build
the smart phones, remote controls, skyscrapers, the internet, and space shuttles.
Nowadays, innovations have a lot of positive impacts in the society, some of these are:
Securing a sustainable competitive advantage. In order to secure a sustainable
competitive advantage, companies must be creative and develop new ideas "out of the
box". Innovative spirit and strategically oriented innovation management ensure the
competitiveness Above all, innovative employees are an enormously valuable resource
in this respect. Successful companies do not see innovation as by-product, but
implement innovative thinking in their organization and in this way, use the potential of
their employees

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Fast reaction to changing conditions. Companies are facing great challenges as a
result of ever faster change. Governments are changing, new laws are being passed,
what was previously illegal can suddenly become legal or vice versa. In addition, there
are constantly new technology standards, more demanding customers and trends that
can pop up relatively quickly. Companies involved in innovation and innovation
management are able to react quickly and will continue to be successful in the future.
Market growth and differentiation. Nowadays, trends are almost similar, hence, the
company must then differentiate itself through innovation in order to stand out from
the competition on the existing market. Even small product innovations can protect
against imitation and be used as levers for market growth and differentiation.

Development of new markets and target groups Innovations make it possible to

enter a new market and open up new target groups. However, it is often necessary to
adapt not only the technology, marketing or service, but also the products and the
business model to the requirements of the new industry.

Efficiency increases and cost reduction in the company. Innovation can lead to a
reduction in production costs. Process innovations, for example, can sustainably and
significantly increase a company's effectiveness and efficiency.

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 Added value for
society. Innovations of ten also create added value for society. Reducing the
consumption of resources by companies and private individuals through innovative
technologies is another example of social added value - be it resource-saving

2. packaging or other sustainable solutions.

SELF CHECK 2.6-1

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Identification: Identify what positive impact of innovation was displayed in
the situation, the choices are presented in the box below.
SECURING A SUSTAINABLE COMPETITIVE ADVANTAGE FAST REACTION TO
CHANGING CONDITIONS
MARKET GROWTH AND DIFFERENTIATION

DEVELOPMENT OF NEW MARKETS AND TARGET GROUPS

EFFICIENCY INCREASE AND COST REDUCTION IN THECOMPANY ADDED
VALUE FORSOCIETY

1. Nowadays, a lot of companies have the same line of products, however, through
innovations, your company stood out from the rest.
2. A new cheaper packaging of the product was innovated causing a significant cost reduction
for the company.
3. Technologies can now be easily obsolete. Your company can still cope up through
innovations.
4. An adult shampoo company has now made a scented version of the shampoo for kids.

A fabrication company is now utilizing scrap materials for their production, reducing the need
for raw materials.

ANSWER KEY 2.6-1

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1. Market growth and differentiation
2. Efficiency increases and cost reduction in the company
3. Fast reaction to changing conditions
4.Development of new markets and target groups
5. Added value for society

INFORMATION SHEET
2.6-2
7 HABITS OF HIGLY EFFECTIVE PEOPLE
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Learning Objective:
After reading this INFORMATION SHEET, you MUST be able to:

1. Enumerate the seven habit of highly effective people.

2. Demonstrate the habits of highly effective people.

The 7 Habits of Highly Effective People, first published in 1989, is a business and self-
help book written by Stephen Covey. Covey presents an approach to being effective in
attaining goals by aligning oneself to what he calls "true north" principles based on a
character ethic that he presents as universal and timeless. Here are the 7 habits
presented in the book:
HABIT 1: BE PROACTIVE

Figure 1. Proactive versus Reactive Diagram[4]

Basically, in order to be effective, one must be proactive. The figure above summarizes the
difference between a reactive person and a proactive one. A reactive person believes that they
cannot do anything about a certain negative situation and takes a passive stance to it. Reactivity
becomes a self-fulfilling prophecy, and reactive people feel increasingly victimized and out of
control.
On the other hand, a proactive person recognizes that they have responsibility or "response-
ability," which Covey defines as the ability to choose how you will respond to a given stimulus or
situation. In order to become proactive, you need to remember that you are in charge! You choose
the path you want to take in your life, with that self-awareness, be proactive and take
responsibility, choose and take some innovative actions.

HABIT 2: BEGIN WITH THE END IN MIND

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 Figure 2. Make sure you have a clear goal in mind before devising a
plan

Before starting any step, make sure that you have a clear destination in mind. Convey
states that we need to use our imagination to establish a vision of what we truly want to
become and use our conscience to know what values will guide us there.
Most often, we totally immerse ourselves in work to achieve victories- promotions,
higher incomes and gaining more recognition. However, whenever stopped to evaluate
ourselves, if this busyness, these victories are all worth it. And maybe perhaps, we have
focused so much on what we want and not anymore on what we need.

In order to practice Habit 2, do the following:

a. Visualize in rich detail your own funeral. Who are the people in your funeral?
Do you know them? Are they the most important people in your life right now?
What are your frustrations? If you are given another 30 days to live, what are the
activities that you are going to do? Think about your priorities and start living
them right now.

b. Breakdown your different roles in life. All of us has several roles in life: you
have your personal role, professional role, church role, community role, etc. List
down all your roles and prioritize 3 goals that you want to achieve for it.

c. Define what scares you. All of us has fears whether announced or not.
Visualize your own fears and suggest ways on how to handle it. After that, face your
fears and conquer it!

HABIT 3: PUT FIRST THINGS FIRST

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 Convey stated that the main challenge is not on how to manage time, but on
how to manage ourselves.

To manage ourselves effectively, one must know how to prioritize things. We must know
to put things first in proper order based on what is most important, not what is most urgent.
In order to maintain the discipline and the focus to stay on track toward our goals, we need to
have the willpower to do something when we don’t want to do it. We need to act according to our
values rather than our desires or impulses at any given moment.
Make a management matrix like the table below.

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If we focus on Quadrant I and spend our time managing crises and problems, it keeps getting
bigger and bigger until it consumes us. These leads to stress, burnout, and constantly putting
out fires.
Quadrant II is at the heart of effective personal management. It deals with things like building
relationships, long-term planning, exercising, and preparation - all things we know we need to
do but somehow seldom get around to actually doing, because they don’t feel urgent.
In order to focus our time in Quadrant II, we have to learn how to say “no” to other activities,
sometimes ones that seem urgent. We also need to be able to delegate effectively.
If we focus on Quadrant III, we spend most of our time reacting to matters that seem urgent,
when the reality is their perceived urgency is based on the priorities and expectations of others.
This leads to short-term focus, feeling out of control, and shallow or broken relationships.
If we focus on Quadrant IV, we are basically leading an irresponsible life. This often leads to
getting fired from jobs and being highly dependent on others.

HABIT 4: THINK WIN-WIN

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In order to establish effective interdependent relationships, we must commit to creating Win
situations that are mutually beneficial and satisfying to each party.
When it comes to inter personal leadership, the more genuine our character is, the higher
our level of pro activity; them or committed we are to Win-Win, the more powerful our
influence will be.

Figure 4. Think win-win[7]

To achieve Win-Win, keep the focus on results, not methods; on problems, not people.
Lastly, the spirit of Win-Win can’t survive in an environment of competition. As an
organization, we need to align our reward system with our goals and values and have the
systems in place to support Win-Win.
Get yourself to start thinking Win-Win with these challenges:

1. Think about an upcoming inter action where you’ll be attempting to reach an agreement or
solution. Write down a list of what the other person is looking for. Next, write a list next to
that of how you can make an offer to meet those needs.
2. Identify the important relationships in your life. Think about what you feel the balance is in
each of those relationships. Do you give more than you take? Take more than you give? Write
down 10 ways to always give more than you take with each one.

3. Deeply consider your own interaction tendencies. Are they Win-Lose? How does that affect
your interactions with others? Can you identify the source of that approach? Determine
whether or not this approach serves you well in your relationships. Write all of this down.

HABIT 5: SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD

"You’ve spent years of your life learning how to read and write, years learning how
to speak. But what about listening?"

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 Figure 5. Emphatic Listening [8]
Most often than not, when a problem is opened up to us, we tend to immediately advice a
solution without diagnosing the problem well. Truth be told, it shouldn’t be this way, before we
offer any suggestions, we must deeply understand them first and look at their perspective- that
is empathic listening; empathic listening is with the ears, eyes, and heart - for feeling, for
meaning.
Emphatic listening is very powerful because it gives you an accurate data to work with instead of
just projecting and assuming your own thoughts. Always remember that you can only work with
someone productively and emotionally invest with him/her if you fully understand what matters
most to him/her.

Here are a few ways to get yourself in the habit of seeking first to understand:
1. Next time you’re watching two people communicating, cover your ears and watch. What
emotions are being communicated that might not come across through words alone? Was one
person or the other more interested in the conversation? Write down what you noticed .
2. Next time you give a presentation, root it in empathy. Begin by describing the audience's
point of view in great detail. What problems are they facing? How is what you're about to say
offering a solution to their problems?

HABIT 6: SYNERGIZE
“Without doubt, you have to leave the comfort zone of base camp and confront an entirely new
and unknown wilderness."

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 Figure 6. Achieving goals through teamwork[9]

Synergy is the result when two or more agents work together to achieve a common goal. It is the
concept of the whole being greater than the sum of its part. Through understanding, valuing our
differences and respecting each other’s perspective, we create energy.
Synergy allows us to create new alternatives and open new possibilities. It allows us as a group
to collectively agree to ditch the old scripts and write new ones.

Synergy allows you to:

• Value the differences in other people as a way to expand your perspective
• Side step negative energy and look for the good in others
• Exercise courage in interdependent situations to be open and encourage others to be open
• Catalyze creativity and find a solution that will be better for everyone by looking for a third
alternative.

HABIT 7: SHARPEN THE SAW

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 Figure 7. Too busy to improve[10]

To be effective, we must devote the time to renewing ourselves physically, spiritually, mentally,
and socially. Continuous renewal allows us to synergistically increase our ability to practice
each habit.
Habit 7 is focused around renewal, or taking time to “sharpen the saw.” It surrounds all of the
other habits and makes each one possible by preserving and enhancing your greatest asset --
yourself.
There are four dimensions of our nature, and each must be exercised regularly, and in balanced
ways:

Physical Dimension: The goal of continuous physical improvement is to exercise our body in a
way that will enhance our capacity to work, adapt, and enjoy.
To renew ourselves physically, we must:
a. Eat well
b. Get sufficient rest and relaxation
c. Exercise on a regular basis to build endurance, flexibility, and strength
d. Focusing on the physical dimension helps develop Habit 1 muscles of pro activity.

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Spiritual Dimension: The goal of renewing our spiritual self is to provide leadership to our life
and reinforce your commitment to our value system.

To renew yourself spiritually, you can:

a. Practice daily meditation

b. Communicate with nature
c. Immerse yourself in great literature or music

Mental Dimension: The goal of renewing our mental health is to continue expanding our
mind.
To renew yourself mentally, you can:
a. Read good literature
b. Keep a journal of your thoughts, experiences, and insights
c. Limit television watching to only those programs that enrich your life and mind
d. Focusing on our mental dimension helps us practice Habit 3 by managing our selves
effectively to maximize the use of our time and resources.

Social/Emotional Dimension: The goal of renewing ourselves socially is to develop

meaningful relationships.
To renew yourself emotionally, you can:
a. Seek to deeply understand other people
b. Make contributions to meaningful projects that improve the lives of others
Maintain an Abundance Mentality, and seek to help others in success

SELF-CHECK 2.6-2
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Explanation: Read each question carefully and answer it concisely.

1. What does the phrase “sharpen the saw” means?

2. What is emphatic listening? Why do we need it?

3. What are the differences between proactive and reactive?

4. What does synergy do?

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 Republic of the Philippines
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
Regional Training Center – Iligan

ANSWER KEY 2.6-2

1. “Sharpening the saw” means to preserve and enhance your greatest

asset -- yourself. There are four dimensions of our nature, and each
must be exercised regularly, and in balanced ways.

2. Empathic listening is with the ears, eyes, and heart - for feeling, for
meaning. Emphatic listening is very powerful because it gives you an
accurate data to work with instead of just projecting and assuming
your own thoughts. Always remember that you can only work with
someone productively and emotionally invest with him/her if you fully
understand what matters most to him/her.

3. Reactivity becomes a self-fulfilling prophecy, and reactive people feel

increasingly victimized and out of control. On the other hand, a
proactive person recognizes that they have responsibility -- or
"response-ability," which Covey defines as the ability to choose how
you will respond to a given stimulus or situation.

4. Synergy is the result when two or more agents work together to achieve
a common goal. Synergy allows us to create new alternatives and open
new possibilities. It allows us as a group to collectively agree to ditch
the old scripts and write new ones.

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 Republic of the Philippines
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
Regional Training Center – Iligan

LEARNING OUTCOME SUMMARY

Discuss And Develop Ideas with

Learning Outcome 6
Others
CONTENTS:
a. Roles of individuals in contributing to doing things better in the workplace.
b. Communicating ideas through small group discussions

ASSESSMENT CRITERIA:
1. People who could provide input to ideas for improvements are identified.
2. Ways of approaching people to begin sharing ideas are selected.
3. Meeting is set with relevant people
4. Ideas for follow-up are review and selected based on feedback.
5. Critical injury method is used to discuss and develop ideas with others.

CONDITIONS:

The students/ trainees must be provided with the following:

Writing materials (pen &paper)
Reference(books)
Manuals

ASSESSMENT METHODS:

Written exam

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TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
Regional Training Center – Iligan

LEARNING EXPERIENCES
Learning Activities Special Instructions
1.Read information sheet 2.6-1

Roles of individuals in contributing to

doing things better in the workplace
If you have some problem on the content of
the information sheet don’t hesitate to
approach your facilitator.
If you feel that you are now knowledgeable on
the content of the information sheet, you can
now answer self-check provided in the module

2.Answer self-check 2.6-1 Refer your answer to answer key 2.6-1

3. Read information sheet 2.6-2

Communicating ideas through
small group discussions If you have some problem on the content of
the information sheet don’t hesitate to
approach your facilitator.
If you feel that you are now knowledgeable
on the content of the information sheet, you
can now answer self-check provided in the
module.
4.Answer self-check 2.6-2 Refer your answer to answer key 2.6-2
5. Perform Job Sheet 2.6-2 Review the content of the Job Sheet and
perform during the assigned time.

6.Check your work by comparing to

the performance standard on Refer to marking schedule for acceptance
observation checklist. criteria.
If you find difficulty and did not meet the
standard, ask your trainer to demonstrate the
process.
If you pass, then you can proceed to the next
activity.

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 Republic of the Philippines
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
Regional Training Center – Iligan

INFORMATION SHEET 2.6-1

ROLES OF INDIVIDUALS IN CONTRIBUTING TO DOING THINGS BETTER IN THE WORKPLACE

Learning Objective:
After reading this INFORMATION SHEET, you MUST be able to:

1. Identify the individual roles in the workplace

2. Define every role in the workplace

A stagnant workplace may cause demonization on the employees. It impacts the

overall mood and the productivity of the company. Hence, any improvements in the
processes, is very important to make the process more efficient and reliable. With
every development, most employees will be motivated and interested. However,
workplace improvement is not only the job of the management, each and every one
has an individual role in this. The individual roles are the following:

1. Shaper – the shaper is dynamic and often argumentative. They also push
the group into a decision and agreement, removing the barriers and embraces
challenges. He/ She often states on the points that needs to be improved.

2. Completer/Finisher-at ask oriented employee. The good thing about the

finisher is that they love completing tasks. The finisher completes the minor
requirements needed for the plan.

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3. Coordinator- Coordinators take on leadership or

chairperson roles by clarifying goals and objectives, helping to
allocate roles, responsibilities and duties within the group. The
Coordinator has excellent interpersonal skills, being able to
communicate effectively with team members through good
listening, verbal and nonverbal communication.

4.Resource Investigator-The Resource Investigator is a strong

communicator, good at negotiating with people
outside the team and gathering external
information and resources. Resource
Investigators are curious and sociable in their nature they are
open to new ideas and ways of accomplishing tasks.

5. Plant - The Plant is an intellectual and individualistic member of the team. The
Plant is innovative and will suggest new and creative ways of solving the
problem within the workplace. He/she will suggest way on how to improve
them and eliminate the source of the problem.

6. Monitor Evaluator - The monitor evaluator will critically

evaluate and analyze the proposals, ideas and contributions of
others in the team. Monitor Evaluators carefully weigh up
advantages and disadvantages, strengths and weaknesses of
ideas and proposals and therefore are usually good decision
makers.

7. Specialist - The Specialist has expert knowledge in some area

that is vital to the success of the group. The specialist provides
knowledge and skills in this narrow area.

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 Republic of the Philippines
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
Regional Training Center – Iligan

SELF-CHECK 2.6-1
Multiple Choice. Read each question carefully and write the letter of the correct
answer on the sheet provided.
1. Is a strong communicator, good at negotiating with people outside the team and
gathering external information and resources.

a. Resource Investigator
b. Plant
c. Specialist
d. Monitor Evaluator

2. He/She often states on the points that needs to be improved.

a. Finisher
b. Coordinator
c. Shaper
d. Plant

3. Has expert knowledge in some area that is vital to the success of the group.
a. Monitor Evaluator
b. Plant
c. Coordinator
d. Specialist

4. Is innovative and will suggest new and creative ways of solving the problem within
the workplace.
a. Plant
b. Specialist
c. Coordinator
d. Finisher

5. Takes on leadership or chairperson roles by clarifying goals and objectives, helping

to allocate roles, responsibilities and duties within the group.

a. Finisher
b. Plant

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c. Specialist
d. Coordinator

ANSWER KEY 2.6-1

1. a
2. c
3. d
4. a
5. d

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TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
Regional Training Center – Iligan

INFORMATION SHEET 2.6-2

COMMUNICATING IDEAS THROUGH SMALL GROUP DISCUSSION AND MEETINGS

Learning Objective:
After reading this INFORMATION SHEET, you MUST be able to:

1. Properly communicate their ideas in a small group

2. Enumerate the characteristics of an effective small group
3. Enumerate the different techniques in communication

Figure 1. Communication flow in a small group

One of the most important function of a small group is sharing ideas. However, not
everyone has the guts to do it- they are overtaken by fear, inferiority and sometimes,
apathy. In order to communicate creative ideas in a small group, it must have the
following characteristics:

IT IS PERSONAL.
Whether a personal interest is really niche or shared by many, start there. You'll be
amazed by the parallels you find with your professional work, and people enjoy
discovering different ways of thinking about their work. From basketball to music to
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science, when the team starts with what they personally care about, they create
whole new avenues for interesting content.

IT HAS A SCHEDULED REGULAR TEAM BRAINSTORMS.

Build ongoing brainstorm sessions into the weekly or monthly meeting rhythm. This
creates a culture of open engagement and ensures your team that their ideas are
valued. For all ideas selected, follow up with incentives.

IT HAS BUILT THE RIGHT ENVIRONMENT.

As a leader, your role is to knockdown walls and develop an environment that evokes
creative thinking from your team. The team needs to feel that their voice is
appreciated and that they have room to cool things.

1.IT CREATES INNOVATION ZONES.

Figure 2. Google’s office-as-playground interior[13]

When office spaces are inviting and open, there are unlimited opportunities for team
members to provide new and creative input. An office that includes a separate
innovation area designed specifically for team collaboration.
Google’s offices are quite known for its playful interior as seen on Figure 2. It is said
to promote a cooler environment when innovation could spring into.
2. Asks the team what they want to learn.
One of the best ways to engage your team is by asking what they'd like to learn. For
example, if someone says "video content," develop a project that encourages them to
dive deep into what you are already doing, research competitors in the space and
present strategy ideas.
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3.It created a rotating culture.

Repurposing the same teams for similar tasks may seem like the easiest approach to
resource allocation, but switching things up can stimulate new brainstorming ideas.
To help foster more creativity, consider rotating teams, desk arrangements and
assignments. This allows your team to step out of their comfort zones and interact
with different team members on a deeper level, which can spark new ideas.
4.Gives feedback.
Give them feedback on their work. Show them how their work has produced real
results and why. Give them access to all the tools in your company that measure the
results of your marketing campaigns to help them analyze the results.
5.Encourages mistakes.
One of the best ways to encourage creative ideas is by making it really clear that
mistakes are not just tolerated but encouraged. Understanding that not all creative
ideas are going to be wins creates a comfortable environment to brainstorm ideas
and walk through new concepts. Mistakes are part of every creative process, and
making room for them allows for innovative thinking.
6.Feeds their brains.
Schedule educational activities into your team's work week. Each person then
interprets this newly acquired information differently, resulting in a whole spectrum
of ideas to share.
7. Offers positive reinforcement.
Sometimes the best way to encourage a team member is to not discourage them. If a
team member suggests an idea that obviously will not work or is even irrelevant,
don't put them down, especially in front of others. If they have a great idea in the
future, they may hesitate or refuse to share for fear of being mocked. Foster an
environment where there are no bad ideas.

Communication Techniques in a Small Group

1. Determine your communication objective.
2. Analyze your audience.
3. Create key messages, relay it briefly and concisely.
4. Do not be scared to make a mistake-each mistake is a learning
step.
5. Be open to some feedbacks.

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6. Start it now, there’s no other right time to start and practice
communication.

SELF CHECK 2.6-2

Multiple Choice. Choose the letter of the best answer.

1. Which of the following is NOT a communication technique for

a small group?

a. Be open to some feedbacks

b. Be reactive
c. Analyze your audience
d. Message briefly

2. What characteristic of a small group is shown in the

situation: “As a leader, you must create an environment
where there is no bad ideas.”

a. It is a personal
b. Feeds their brains
c. Offers positive reinforcement
d. Gives feedback

3. What characteristic of a small group is shown in the

situation: “Creating an inviting and open office space?”

a. It creates innovation zones

b. Gives feedback
c. It creates a rotating culture
d. Asks the team what they want to learn

4. What characteristic of a small group is shown in the

situation: “Creates a culture of engagement and ensures your
team that their ideas are valued.”

a. Regular team brainstorms

b. Asks them what they want to learn
c. It creates a rotating culture
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d. Feeds their brains

5. What characteristic of a small group is shown in the

situation: “People within the team has different likes and
dislikes and yet they still synergize.”

a. It creates a rotating culture

b. Creates innovation zone
c. It is personal
d. Gives feedback

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ANSWEER KEY 2.6-2

1. b
2. c
3. a
4. a
5. c

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JOB SHEET 2.6-2

Title: Communicate ideas through small group discussion
Given a specific topic, the group should be able to display the different
techniques and characteristics of a small group discussion for 5-10
Performance Objective : minutes.
Supplies and Materials: CBLM
Props
Cellular Phone
Laptop
Projector
Bond papers

Steps/Procedures:

1. The students will be divided into 5 groups. Each group will be assigned one topic to discuss.
Group 1 – Innovation: Solution for Plastic Problems
Group 2 – Innovation: Solution for Air Pollution
Group 3 – Innovation: Solution for Land Pollution
Group 4 – Innovation: Solution for Water Pollution
Group 5 – Innovation: Solution for Waste Problem
2. Each group will present a 5-10 minutes skit that demonstrates the different techniques
discussed in Information Sheet 5.2-2. They also have to show the different characteristics of
a small group.
Demonstration
Assessment Method:

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PERFORMANCE CRITERIA CHECKLIST

JOB SHEET NO. 2.6-2

Trainee’s Name: Date:

CRITERIA YES NO

The team has a personal connection with each other.

The leader has asked the team what they want to learn.

The team has a rotating culture.

The team leader gives feedback.

The team encourages mistakes and offers positive

reinforcements.
The team has determined their communication objectives.

The team has analyzed the audience.

Each speaker has created key messages, relay it briefly

and concisely

The team members are open to feedback

Comments/ Suggestions:

Trainer: Date:

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JOB SHEET 2.6-2

Title: Communicate ideas through small group discussion

Given a specific topic, the group should be able to display the
Performance different techniques and characteristics of a small group
Objective : discussion for 5-10 minutes.

Supplies and
Materials: CBLM
Props
Cellular
Phone
Laptop
Projector
Bond papers

Steps/Procedures:

3. The students will be divided into 5 groups. Each group will be assigned one
topic to discuss.
Group 1 – Innovation: Solution for Plastic
Problems Group 2 – Innovation: Solution for Air
Pollution Group 3 – Innovation: Solution for Land Pollution
Group 4 – Innovation: Solution for Water Pollution Group 5 –
Innovation: Solution for Waste Problem
4. Each group will present a 5-10 minutes skit that demonstrates the different
techniques discussed in Information Sheet 5.2-2. They also have to show the
different characteristics of a small group.
Demonstration
Assessment
Method:

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LEARNING OUTCOME SUMMARY

Integrate Ideas For Change In The

Learning Outcome 7
Workplace
CONTENTS:
a. Types of changes and levels of participation in the workplace
b. Basic Research Skills

ASSESSMENT CRITERIA:
1. Critical inquiry method is used to integrate different ideas for change of key people.
2. Summarizing, analyzing, and generalizing skills are used to extract salient points in
the pool of ideas.
3. Reporting skills are likewise used to communicate results
4. Current issues and concerns on the systems, processes, and procedures as well as
the need for simple innovative practices are Identified.

CONDITIONS:
The students/ trainees must be provided with the following:
• Writing materials (pen &paper)
• Reference(books)
• Manuals

ASSESSMENT METHODS:
Written Examination

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LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read information sheet 2.7-1 If you have some problem on the content of
the information sheet don’t hesitate to
Types of changes and levels of participation approach your facilitator.
in the workplace
If you feel that you are now knowledgeable on
the content of the information sheet, you can
now answer self-check provided in the
module
2. Answer self-check 2.7-1 Refer your answer to answer key
2.7-1
3. Read information sheet 2.7-2 If you have some problem on the content of
the information sheet don’t hesitate to
Basic Research Skills
approach your facilitator.
If you feel that you are now knowledgeable on
the content of the information sheet, you can
now answer self-check provided in the
module.
4. Answer self-check 2.7-2 Refer your answer to answer key
2.7-2

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INFORMATION SHEET 2.7-1

TYPES OF CHANGES AND LEVELS OF PARTICIPATION IN THE WORKPLACE

Learning Objective: After reading this INFORMATION SHEET, you MUST be able to:

1. Enumerate the different types of changes in the workplace

2. Identify the different levels of participation in the workplace

Type of Changes in the Workplace

As the common adage says, “the only constant is change,” hence, any organization
must strive hard to continuously grow. In order to grow, one must welcome change.
The types of organizational change are numerous factors which may force companies
to make these organizational changes. Here is a list of 5 types of organizational
change that take place when an organization undergoes such a transition.

Figure 1. Geared towards a large -scale transformation in the company[14]

1. Organization-Wide Change. It is a large-scale transformation that affects the
overall structure of the company. This typically tends to entail resizing of any form,
restructuring or collaboration — basically, a step towards changing the nature of the
company. It should be noted that irrespective of the type of change under taken,
these changes do affect the organizational culture and as an end result, affects the
behavior patterns of employees and individuals. Changes in this category are long
term and if not planned well can be highly disruptive.

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Figure2. Transformational Change adjusts the organization ’sun delaying

strategies[15]
1. Transformational Change. It is important for companies to constantly examine
the organization’s underlying strategies. A company must be in touch with the
environment around them. This includes knowing cultural trends, understanding
the social climate and generally be clued up on technological advances.

Figure 3. Hiring process[16]

1. Personnel Change. It is when a company undergoes mass hiring or layoffs.
This necessitates a shift in the company’s culture and processes. When a company
rapidly expands by hiring in mass, the organization will have to absorb the initial
shock of on boarding new employees as it also fits each employee into their new
role, where each new role may yet to be defined. This transition, if not managed
well, can cause chaos and inefficiency.

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Layoffs can stem from a number of reasons (government regulations, financial

restraints) it still greatly affects the remaining employees of the organization. These
changes tend to negatively affect employee morale. This is something that should be
considered. It is important to efficiently and fairly manage how to disperse the
workload. Employees who take on more tasks than originally given can be in efficient
and even if it is a temporary solution to filling gaps, can also result in a shaky
transitioning period.

Figure 4. Confusions in an unplanned change[17]

1. Unplanned Change. Amidst the endless data analysis and planned strategies,
an organization can undergo a number of unplanned changes, sometimes even
more drastic than planned ones. Changes like these may be introduced in an
unplanned manner in response to a change in the demographic composition of an
organization-i.e.: Lack of diversity or social equality. These changes are typically
internal unplanned changes.
That being said, these changes are often chaotic and expensive and prompt
companies to act within limited time. It is because of this that solutions tend to be
short term fix to a current problem.

Figure 5. A remedial change is taken when there’s a deficiency in the

company just like taking up a remedial class when you’re poorly
performing

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1. Remedial Change. Remedial changes are brought about when responding to a

general sense of deficiency or poor company performance. Performance levels tend to
drop when suffering from financial distress. These remedial changes or correct
ineactions are thus made with the intention of increasing functionality and reviewing
certain strategies that may have previously been considered as profitable, but now,
only seem to be detrimental to the organizational structure. Levels of Participation
Table 1. Levels of participation

The table above describe best the different levels of participation in the
workplace. It is defined as the following:

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Figure 6. Levels of participation[19]

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the information they provide. They take the views of the target group into account in
order to promote target group member acceptance of the information and the retention
of the messages provided.

Consultation
Decision makers are interested in how the target group sees their own situation.
Members of the target group are consulted, but have no control over whether their
views are taken into account.

Inclusion
The service organization asks selected members of the target group for advice
(these are often persons close to the decision makers). The advice received,
however, is not guaranteed to influence decision making.

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Shared Decision-Making
Decision makers consult target group representatives to agree with them on
substantive aspects of an intervention. On important questions, negotiations
between target group representatives and decision makers may be necessary.
Members of the target group have a right to be heard, but no independent
authority to make decisions.

Partial Delegation of Decision-Making Authority

A right to participation ensures that the target group can determine particular
aspects of the intervention themselves. Responsibility for the intervention, however,
remains in the hands of others, e.g. personnel of the service organization.

Decision-Making Authority
Members of the target group determine all substantial aspects of an intervention.
This takes place within the framework of an equal partnership with the service
organization or other stakeholders. Stakeholders outside the target group also
participate in making important decisions, but their role is to support or advice,
not to determine.

Community-Owned Initiatives
An intervention or project is initiated and implemented by members of the target
group themselves. Such initiatives are often organized by those who are directly
affected by a problem. The target group makes decisions independently and takes
responsibility for them. Responsibility for implementation also rests with the target
group. All decision makers are members of the target group.

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SELF-CHECK 2.7-1

Multiple Choice. Read each question carefully and write the letter of the correct
answer on the sheet provided.

1. These changes are often chaotic and expensive and prompt companies to act within
limited time. a. Remedial Change
b. Personnel Change
c. Unplanned Change
d. Transformational Change

2. Are brought about when responding to a general sense of deficiency or poor

company performance.
a. Remedial Change
b. Personnel Change
c. Unplanned Change
d. Transformational Change

3. It is when a company undergoes mass hiring or layoffs.

a. Remedial Change
b. Personnel Change
c. Unplanned Change
d. Transformational Change
4. A right to participation ensures that the target group can determine particular
aspects of the intervention themselves.
a. Partial Delegation of Decision-Making Authority
b. Community-Owned Initiatives
c. Consultation
d. Inclusion

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5. Decision makers are interested in how the target group sees their own situation
and asks for their opinions.
a. Partial Delegation of Decision-Making Authority
b. Community-Owned Initiatives
c. Consultation
d. Inclusion

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ANSWER KEY 2.7-1

1. c
2. a
3. b
4. a
5. c

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INFORMATION SHEET 2.7-2

BASIC RESEARCH SKILLS

Learning Objective:
After reading this INFORMATION SHEET, you MUST be able to:

1. Identify and enumerate the different steps in conducting

research.
2. Understand the different research skills needed for innovation.

Steps in Research

Figure 1. Steps in research[20]

Ask a Question: The scientific method starts when you ask a question
about something that you observe: How, What, When, Who, Which, Why,
or Where?
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Do Background Research: Rather than starting from scratch in putting together a

plan for answering your question, you want to be a savvy scientist using library and
Internet research to help you find the best way to do things and insure that you don't
repeat mistakes from the past.
Construct a Hypothesis: A hypothesis is an educated guess about how things work.
It is an attempt to answer your question with an explanation that can be tested. A
good hypothesis allows you to then make a prediction:
"If[I do this], then[this]will happen."
State both your hypothesis and the resulting prediction you will be testing. Predictions
must be easy to measure.

Test Your Hypothesis by Doing an Experiment: Your experiment tests whether

your prediction is accurate and thus your hypothesis is supported or not. It is
important for your experiment to be a fair test. You conduct a fair test by making
sure that you change only one factor at a time while keeping all other conditions the
same.
You should also repeat your experiments several times to make sure that the first
results weren't just an accident.

Analyze Your Data and Draw a Conclusion: Once your experiment is complete, you
collect your measurements and analyze them to see if they support your hypothesis
or not.
Scientists often find that their predictions were not accurate and their hypothesis
was not supported, and in such cases they will communicate the results of their
experiment and then go back and construct a new hypothesis and prediction based
on the information they learned during their experiment. This starts much of the
process of the scientific method over again. Even if they find that their hypothesis
was supported, they may want to test it again in a new way.

Communicate Your Results: To complete your science fair project you will
communicate your results to others in a final report and/or a display board.
Professional scientists do almost exactly the same thing by publishing their final
report in a scientific journal or by presenting their results on a poster or during a
talk at a scientific meeting. In a science fair, judges are interested in your findings
regardless of whether or not they support your original hypothesis.

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Basic Skills needed for Research

Figure 2. A misquote from the Internet

1. Checking Your Sources
Evaluating information found in your sources on the basis of accuracy, validity,
and appropriateness for needs, importance, and social and cultural context.

Figure 3. Asking good questions[22]

2. Asking Good Questions

Developing and refining search queries to get better research results.

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1. Going beyond the Surface

Displaying persistence by continuing to pursue information to gain a
broad perspective

Figure 4. There’s more

beyond the surface

1. Respecting Ownership
Respecting intellectual property rights of creators and producers.

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Figure 7. Social Networks[26]

2. Using Your Networks
Using social networks and information tools to gather and share
information.

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SELF-CHECK 2.7-2

Enumeration: List down all the items asked.

1. What are the steps to follow in making a research?

2. basic skills needed by a researcher?

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Answer Key 2.7-2

1. Ask a Question
Do Background
Research Construct a
Hypothesis
Test Your Hypothesis by Doing an
Experiment Analyze Your

Data and Draw a Conclusion

Communicate Your Results

2. Checking Your Sources

1. Asking Good Questions
2. Going beyond the Surface
3. Being Patient
4. Respecting Ownership
5. Using Your Networks

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LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 8 Identify Routine Problems

CONTENTS:

1. Common Industry hardware and software products and services

2. Common Industry maintenance, service, help desk practices and
diagnostic tools
3. Analyzing Common Industry Routine / Procedural Problems

ASSESSMENT CRITERIA:

Assessment requires evidence that the candidates:

1. Identify routine problems or procedural problem areas

2. Define and determine problems to be investigated
3. Identify and document current conditions of the problem

CONDITIONS:
The students/ trainees must be provided with the following:
⚫ CBLM, internet, laptop
⚫ Mobile Phone
⚫ e-learning materials, LMS/Web Application
⚫ E-Mail, Messenger, SMS
ASSESSMENT METHODS

⚫ Written Test Examination

LEARNING EXPERIENCES

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Learning Activities Special Instructions
1. Read Information sheet 2.81 If you have some problem on the
content of the information sheet don’t
COMMON INDUSTRY hesitate to approach your facilitator.
HARDWARE AND SOFTWARE If you feel that you are now
PRODUCTS AND SERVICES knowledgeable on the content of the
information sheet, you can now
answer self-check provided in
the module
2. Answer Self-Check 2.8-1 Refer your answer to Answer key 2.8-1
3. Read Information sheet 8.1-2 If you have some problem on the
COMMON INDUSTRY content of the information sheet don’t
MAINTENANCE, SERVICE hesitate to approach your facilitator.
AND HELPDESK If you feel that you are now
PRACTICES, knowledgeable on the content of the
PROCESSES, information sheet, you can now
PROCEDURES AND STANDARD answer self-check provided in
DIAGNOSTIC TOOLS the module
4. Answer Self Check 2.8-2 Refer your answer to Answer key 2.8-2
5. Read Information Sheet 2.8-3 If you have some problem on the
ANALYZING COMMON content of the information sheet don’t
INDUSTRY ROUTINE / PROCEDURAL hesitate to approach your facilitator.
PROBLEMS If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module.
6. Answer Self-Check 2.8-3 Refer your answer to answer key
2.8-3

INFORMATION SHEET 2.8-1

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COMMON INDUSTRY HARDWARE AND SOFTWARE PRODUCTS AND SERVICES

Learning Objectives:
After reading this INFORMATION SHEET, you MUST be able to:
1. Identify the different hard wares needed in an organization
2. Identify the different soft wares necessary for an organization
3. Enumerate examples of hardware and software products and services
within an organization

Hardware and software are important for management decision because it affects
production quality and quantity and they cost a lot of money. When the computer
hardware and software are unlikely to occur in the impact of an organization’s
performance, the
differentiation of IT assets is essential to the organization’s operations and ultimate
success. Although, before the selection, management must ensure that the IT assets
that they got is exactly what the organization wants.

Hardware

Certain types of hardware can streamline many of the daily business management
and administrative tasks and help one stay organized as one gets his business going.
Knowing what types of tools and equipment to invest will help save money and
maximize startup budget.

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LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 9 Identify Routine Problems

CONTENTS:

1. Common Industry hardware and software products and services

2. Common Industry maintenance, service, help desk practices and diagnostic
tools
3. Analyzing Common Industry Routine / Procedural Problems

ASSESSMENT CRITERIA:

Assessment requires evidence that the candidates:

 Identify routine problems or procedural problem areas

 Define and determine problems to be investigated
 Identify and document current conditions of the problem

CONDITIONS:
The students/ trainees must be provided with the following:
CBLM, internet, laptop
Mobile Phone
e-learning materials, LMS/Web Application
E-Mail, Messenger, SMS

ASSESSMENT METHODS

- Written Test Examination

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LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information sheet 9.1-1 If you have some problem on the content of the
information sheet don’t hesitate to approach your
COMMON INDUSTRY facilitator.
HARDWARE AND SOFTWARE If you feel that you are now knowledgeable on the
PRODUCTS AND SERVICES content of the information sheet, you can now
answer self-check provided in
the module
2. Answer Self-Check 9.1-1 Refer your answer to Answer key
9.1-1
3. Read Information sheet 9.1-2 If you have some problem on the content of the
COMMON INDUSTRY information sheet don’t hesitate to approach your
MAINTENANCE, SERVICE AND facilitator.
HELPDESK PRACTICES, If you feel that you are now knowledgeable on the
PROCESSES, PROCEDURES content of the information sheet, you can now
AND answer self-check provided in
STANDARD DIAGNOSTIC the module
TOOLS

4. Answer Self Check 9.1-2 Refer your answer to Answer key

9.1-2
5. Read Information Sheet 9.1-3 If you have some problem on the content of the
ANALYZING COMMON information sheet don’t hesitate to approach your
INDUSTRY ROUTINE / facilitator.
PROCEDURAL PROBLEMS If you feel that you are now knowledgeable on the
content of the information sheet, you can now
answer self-check provided in the module.
6. Answer Self-Check 9.1-3 Refer your answer to answer key
9.1-3

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INFORMATION SHEET 2.9-1

STEPS FOR EFFECTIVE PROBLEM-SOLVING AND DECISION-MAKING IN THE

WORKPLACE
Learning Objectives:
After reading this INFORMATION SHEET, you MUST be able to:
1. Identify the different steps in formulating solutions
2. Apply the different steps of formulating solutions

Problem-solving and decision-making. Ask anyone in the workplace if these activities

are part of their day and they answer 'Yes!' But how many of us have had training in
problem-solving? We know it's a critical element of our work, but do we know how to
do it effectively?
People tend to do three things when faced with a problem: they get afraid or
uncomfortable and wish it would go away; they feel that they have to come up with
an answer and it has to be the right answer; and they look for someone to blame.
Being faced with a problem becomes a problem. And that's a problem because, in
fact, there are always going to be problems!

Problem Solving and Decision Making in the Workplace

There are two reasons why we tend to see a problem as a problem: it has to be solved
and we're not sure how to find the best solution, and there will probably be conflicts
about what the best solution is. Most of us tend to be "conflict-averse". We don't feel
comfortable dealing with conflict and we tend to have the feeling that something bad is
going to happen. The goal of a good problem-solving process is to make us and our
organization more "conflict-friendly" and "conflict-competent".

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There are two important things to remember about problems and conflicts: they
happen all the time and they are opportunities to improve the system and the
relationships. They are actually providing us with information that we can use to fix
what needs fixing and do a better job. Looked at in this way, we can almost begin to
welcome problems! (Well, almost.)

Because people are born problem solvers, the biggest challenge is to overcome the
tendency to immediately come up with a solution. Let me say that again. The most
common mistake in problem solving is trying to find a solution right away. That's a
mistake because it tries to put the solution at the beginning of the process, when
what we need is a solution at the end of the process.

Here are seven-steps for an effective problem-solving process.

Figure 25. Problem Solving Process

1. Identify the issues.

• Be clear about what the problem is.

• Remember that different people might have different views of
what the issues are.
• Separate the listing of issues from the identification of interests
(that's the next step!).

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2. Understand everyone's interests.

• This is a critical step that is usually missing.

• Interests are the needs that you want satisfied by any given solution. We
often ignore our true interests as we become attached to one particular
solution.
• The best solution is the one that satisfies everyone's interests.
• This is the time for active listening. Put down your differences for a while
and listen to each other with the intention to understand.
• Separate the naming of interests from the listing of solutions.

3. List the possible solutions (options)

• This is the time to do some brainstorming. There may be lots of room for
creativity.
• Separate the listing of options from the evaluation of the options.

4. Evaluate the options.

• What are the pluses and minuses? Honestly!

• Separate the evaluation of options from the selection of options.

5. Select an option or options.

• What's the best option, in the balance?

• Is there a way to "bundle" a number of options together for a more
satisfactory solution?

6. Document the agreement(s).

• Don't rely on memory.

• Writing it down will help you think through all the details and
implications.

7. Agree on contingencies, monitoring, and evaluation.

• Conditions may change. Make contingency agreements about foreseeable

future circumstances (If-then!).
• How will you monitor compliance and follow-through?

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• Create opportunities to evaluate the agreements and their implementation.

("Let's try it this way for three months and then look at it.")

Effective problem solving does take some time and attention more of the latter than
the former. But less time and attention than is required by a problem not well solved.
What it really takes is a willingness to slow down. A problem is like a curve in the
road. Take it right and you'll find yourself in good shape for the straightaway that
follows. Take it too fast and you may not be in as good shape. Working through this
process is not always a strictly linear exercise. You may have to cycle back to an
earlier step. For example, if you're having trouble selecting an option, you may have to
go back to thinking about the interests. This process can be used in a large group,
between two people, or by one person who is faced with a difficult decision. The more
difficult and important the problem, the more helpful and necessary it is to use a
disciplined process. If you're just trying to decide where to go out for lunch, you
probably don't need to go through these seven steps!

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SELF CHECK 2.9-1

Enumeration.

1. List down the seven-steps for an effective problem-solving process

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ANSWER KEY 2.9-1

1. Identify the issues.

2. Understand everyone's interests.
3. List the possible solutions (options)
4. Evaluate the options.
5. Select an option or options.
6. Document the agreement(s).
7. Agree on contingencies, monitoring, and evaluation.

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Task Sheet 2.9-2

Title Solve Problems and Make Decisions

in the Workplace Effectively

Performance Objectives: Present a solution showing its proper

formulation for an assigned routine problem
using a narrative report within 20 minutes.

Supplies and materials: 1. Bond papers

2. Pens

Steps/Procedures:

1. The students will be divided into 5 groups.

2. Each group will be given a routine problem:
A. Vague direction
B. Poor feedback from the customer
C. Ineffective team
D. Lack of individual awareness
E. Poor communication within the organization
3. Each team is given 20 minutes to formulate the solutions in the form of a
narrative report.
4. A team member will be chosen to present the narrative.
Assessment Method:

Performance Criteria Checklist

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PERFORMANCE CRITERIA CHECKLIST

Task Sheet No. 2.9-2

FORMULATING POSSIBLE SOLUTIONS TO PROBLEMS

Trainee’s Name: Date:

CRITERIA YES NO
The trainee has:
Clearly stated the problem in the report

Listed potential solutions to the problem

Conducted evaluation of each process

Eliminated personal bias

Utilize consistent set of criteria

Conduct weighing in of criteria

Ranking of qualified solutions

Properly presented the report

Comments/Suggestions:

Trainer: Date:

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INFORMATION SHEET
2.9-2

BEST PRACTICES IN DETERMINING BASIC MALFUNCTIONS AND RESOLUTIONS

IN THE WORKPLACE

Learning Objective:

After reading this INFORMATION SHEET, you MUST be able to:

1. Identify the different steps in determining the basic malfunctions

of an organization.
2. Establish proper resolutions in solving the problem

Steps in determining malfunctions and establishing resolutions

1. Decide if it’s a problem or a symptom

When you have a lot on your plate and you realize your sales are dropping, your first
inclination might be to rush into putting together a tactical plan to increase sales. It’s
not a bad inclination, but what if decreasing sales are just a symptom of the real
problem? When you define the problem, you want to be sure you’re not missing the
forest for the trees.

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If you have a large issue on your hands, look at it from a few different angles:
Team: Are there any issues affecting your team? Do they have the tools and
resources they need to succeed?
Competition: Is a competitor’s promotion affecting your sales? Is it a short- or long-
term problem?
Business model: Is your business model sustainable? Is it realistic for how fast you
want to grow?
Economy: How are world events and the nation’s economy affecting your
customers and your sales?

2. Use SWOT to identify solutions and opportunities

SWOT stands for strengths, weaknesses, opportunities, and threats. A SWOT
analysis usually starts with a matrix. Read more about how to do a SWOT analysis
here.
SWOT is a great tool for strategic planning and bringing multiple viewpoints to the
table when you’re looking at investing resources to solve a problem. When you’re
finished doing your SWOT analysis, check out this guide for turning your results into
actionable strategies.

3.Try a design thinking approach

You might also consider the design thinking approach to problem solving. It’s often
used by organizations looking to solve big, community- based problems. One of its
strengths is that it requires involving a wide range of people in the problem-solving
process.
It’s not about finding the most complex problems to solve, but about finding
common needs within the organization and in the real world and coming up
with solutions that fit those needs. When you’re solving business problems, this
applies in the sense that you’re looking for solutions that address underlying issues
—you’re looking at the big picture.

4.Do market research

Market research aren’t the sorts of things small business owners and startups can
do once and then cross off the list. When you’re facing a roadblock, think back to the
last time you do some solid market research, or did a deep dive into understanding
the competitive landscape.

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Market research and the insights you get from customer outreach aren’t a silver
bullet. A lot of companies struggle with what to do with conflicting data points. But
it’s worth struggling through and gathering information that can help you better
understand your target market. Plus, your customers can be one of the best sources
for criticism. It’s actually a gift if you can avoid taking the negatives personally.

5.Seek input from your team and your mentors

The freedom to express concerns, opinions, and ideas will allow people in an
organization to speak up. Their feedback is going to help you move faster and more
efficiently. If you have a team in place, bring them into the discussion. You hired them
to be experts in their area; use their expertise to navigate and dig deeper into
underlying causes of problems and potential solutions.

6. Do Lean Planning so you can be more nimble

Doing Lean Business Planning—the process of revising your business strategy
regularly—is much more efficient than writing an epic business plan once a year.
You don’t want to change course every week, and you don’t want to fall victim to
shiny object thinking. But you can strike a balance that allows you to reduce your
business’s risk, while keeping your team heading in the right direction. Along the
way, you’ll make strategic decisions that don’t pan out the way you hoped. The best
thing you can do is test your ideas and iterate often so you’re not wasting money and
resources on things that don’t work. That’s Lean Planning.

7. Model different financial scenarios

When you’re trying to solve a serious business problem, one of the best things you
can do is build a few different financial forecasts so you can model different
scenarios. You might find that the idea that seemed the strongest will take longer
than you thought to reverse a negative financial trend. At the very least you’ll have
better insight into the financial impact of moving in a different direction.

8.Use a decision-making framework

When you’ve gathered all the information you need and generated a number of ideas
and do some financial modeling, you might still feel uncertain. It’s natural—you’re
not a fortune teller. You’re trying to make the best decision you can with the
information you have.

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9.Identify key metrics—how you’ll know your problem is solved

Decide on a few key performance indicators. Take a baseline measurement, and set a
goal and a timeframe. You’re essentially translating your solution into a plan,
complete with milestones and goals Without these, you’ve simply made a declaration.
You need those goals and milestones to make your plan real.
The key to effective problem-solving in business is the ability to adapt. You can
waste a lot of resources on staying the wrong course for too long. So, make a plan to
reduce your risk now. Think about what you’d do if you were faced with a problem
large enough to sink your business. Be as proactive as you can.

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SELF CHECK 2.9-2

Multiple Choice. Read each question carefully and write the letter of your correct
answer on the answer sheet provided.

1. Is a great tool for strategic planning and bringing multiple viewpoints to the table
when you’re looking or investing resource to solve a problem?
a. SWOT analysis
b. Matrix
c. Design thinking- approach
d. None of the above
2. It’s not about finding the most complex problems to solve, but about finding
common needs within the organization and in the real world.
a. Matrix
b. SWOT analysis
c. Design-thinking approach
d. None of the above
3. The process of revisiting our business strategy regularly
a. Market research
b. Lean planning
c. Decision-making scenario
d. None of the above
4. The key to an effective problem solving is
a. Ability to adapt
b. Ability to be resourceful
c. Ability to make a decision
d. None of the above

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5. First step in determining malfunction and establishing resolution

a. Decide on the plan
b. Decide on whether it’s a problem/symptom
c. SWOT analysis
d. None of the above

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ANSWER KEY 3.2-2

1. A
2. C
3. B
4. A
5. B

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