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Learning Guide-22
Unit of Competence: Lead Work place Communication
Module Title: Leading Work place Communication
LG Code: BUF ACB3 29 0220 MO22 LO1-LG-22
TTLM Code: BUF ACB3 22 M022 TTLM 0220v4

LO 3: Identify and communicate issues arising

in the workplace

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 Instruction Sheet Learning Guide - 11

This learning guide is developed to provide you the necessary information regarding the following
content coverage and topics –

 Identifying Issues and Problems

 Organizing Information Regarding Problems and Issues Coherently
 Initiating Dialog with Appropriate Staff/Personnel
 Raising Communication Problems and Issues
This guide will also assist you to attain the learning outcome stated in the cover page. Specifically,
upon completion of this Learning Guide, you will be able to –

 Issues and problems are identified as they arise.

 Information regarding problems and issues are organized coherently to ensure clear
and effective communication.
 Dialogue is initiated with appropriate staff/personnel.
 Communication problems and issues are raised as they arise.
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described below 3 to 6.
3. Read the information written in the information “Sheet 1, Sheet 2, Sheet 3 and Sheet
4,---” in page ---, ---, --- and --- respectively.
4. Accomplish the “Self-check 1, Self-check t 2, Self-check 3 and Self-check 4” ,---” in
page ---, ---, --- and --- respectively
5. If you earned a satisfactory evaluation from the “Self-check” proceed to “Operation
Sheet 1, Operation Sheet 2 and Operation Sheet 3 ” in page ---.
6. Do the “LAP test” in page – ---

Information Sheet-1
Identifying issues and problem in work place , Initiating
Dialogue

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1.1. Communication Issues Arising In the Workplace

Plenty of problems arise in the workplace which needs solution to solve they are as follows.
 Misunderstanding – staff disagreement are common in this business, because of
some conflicts, arguments may arise that is why we have to avoid for it to happen by
building spirit of friendship in the workplace..
 Time management – early call time can be difficult for the staff that is why an event
manager should give time – frame for all the meetings and the event itself to come up
with the time-table required.
 Lack of Initiative – a personnel should be able to do tasks without being told, this
minimizes command from the event manager.
 Competition - rivalry between staff, regarding client and suppliers’ favourite pet.
Always look forward for solutions as communication problems arises, these should be avoided, if not
treated.
Communication problems can be as follows:
 Unplanned event
 Lack of preparation time
 Work without objectives
 Lack of talk to the security officials
 Venue or site schedules
 Telephone or mobile phones has no signal
 Event program where person involved don’t want to cooperate
 Suppliers don’t give the best quality for their services and products.

1.2. Identify Problems, Organize Information And Solving Problems

Problem solving has been studied by looking at three different approaches: how one actually go

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about solving their problems, what types of behavior contribute to effective problem solving, and what
techniques can be used to improve problem solving. Supervisors should base their problem-solving
approaches on a rational model of the process including six stages:
 Identify and Select the Problem
 Analyze the Problem
 Generate Potential Solutions
 Select and Plan the Solution
 Implement the Solution
 Evaluate the Solution
1.3. Factors that improve group problem solving
An effective group should include intelligent problem solvers (or vigilant critical thinkers). The group
should analyze the problem, develop alternatives, and select the best solution. The problem-solving
process should be relatively free of social, emotional, and political factors that disrupt a rational
approach to problem solving.
This can be taken as factors that improve group problem solving:
 Skilled problem solvers view problems from a variety of viewpoints to better understand the
problem.
 Rather than relying on its own opinions, an effective group gathers data and research a
problem before making a decision.
 A successful group considers a variety of options or alternatives before selecting a particular
solution.
 An effective group manages both the task and relational aspects of problem solving. It does
not let a problem damage the group's ability to function effectively in other areas.
 A successful group's discussion is focused on the problem. Too often, groups have difficulty in
staying focused on the issues, especially when there are conflicts.
 An effective group listens to minority opinions. Often, the solution to a problem lies within the
knowledge of a group member but is ignored because the group focuses on the opinions and
ideas of the majority.
 Skilled problem solvers test alternative solutions relative to established criteria. The group
defines what criteria a good solution must meet and uses those criteria when examining
alternatives.
1.4. Factors that Hurt Group Problem Solving
The groups do not discuss their problem-solving strategies or develop plans to follow. Typically, they
try to apply solutions that have worked in the past. When groups spend time developing and following
a structured approach to problem solving, their decisions are better and members are more satisfied
with the problem-solving process.
There are many reasons why groups do not follow a logical structured approach to problem solving.
There may be constraints on the problem solving process such as limited time, money, and
information. Because of these constraints, groups often seek "satisfying" solutions rather than optimal
solutions. Perfection is expensive and time-consuming. Collecting all of the relevant information to

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solve problems may take longer than the time or resources available to groups. In most cases,
groups try to find acceptable solutions (which meet their basic needs) given the time and information
constraints of the situations.
In addition, it often is difficult to determine what the best solution is. There are trade-offs such as cost
versus effectiveness of the solution. Solutions differ according to their probabilities of success, the
availability of resources to implement them, and the politics of actually implementing them. These
trade-offs do not have correct answers; they rely on the judgments of the group members. This limits
a group's ability to objectively select the best solution.
A group's problem-solving process can be disrupted by a number of non-task-related factors. Group
members may support a position because of their desire to reduce uncertainty or avoid social conflict.
Groups are better able to solve problems when power is relatively equal among group members. This
encourages more open communication and critical evaluation. Groups are better at problem solving
when power is based on competence or knowledge rather than on formal authority or control of
resources.
1.5. The Six Step Problem-Solving Process
There are many problem-solving methods, and the six-step method is just one of them. The problem
for most people is that they do not use one process to solve problems and issues or to make
decisions. Another problem is that people are not consistent in how they solve problems. They do not
find something that works and then do it the same way over and over to be successful. The Six-Step
Problem-Solving Process is described:

Step 1. Identify and Select the Problem

Step 2. Analyze the Problem
Step 3. Generate Potential Solutions
Step 4. Select and Plan the Solution
Step 5. Implement the Solution
Step 6. Evaluate the Solution
1.6. Identify and Select the Problem
The objective of this step is to identify the problem. That sounds simple enough, but problems usually
are tied to very emotional issues. Egos are usually connected to the problem or the possible solution.
Because the emotions are a part of the process, people can miss reading the problem.
So, the first step for everyone involved is to step back from the issue and use the STAR(Stop Think
Act Review) method. The individual or group involved should take a look at “what is really causing the
difficulty.” This should be thoroughly thought through and agreed upon so everyone is on the same
page.
Consensus: This is a good time to bring up an agreement process that helps to bring everyone to
the same page of agreement, but that isn’t easy. Consensus simply means everyone is in agreement
or they can live with the agreement. If they cannot live with the agreement, the group or team has not
reached consensus. Then, more discussion, understanding each other’s point of view, and keeping
an open mind are required. This process requires cooperation, good intentions, and a willingness to
be flexible about personal feelings and issues.
So consensus has these three elements:

1. I agree.

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 2. I don’t fully agree, but I can live with and support the agreement.
3. I don’t agree, and I cannot live with or support the agreement.
This process will become increasingly important as the group or team moves closer and closer to
selecting a solution to a problem. Using the process from the beginning brings the whole group along
at every step.
This entire process is actually a very systematic approach to separating out things that are irrelevant
and focusing in on those relevant issues that can solve the problem. This process is also something
that you learn and become better at doing. Like learning a math formula, there is practice, review,
and more practice. The STAR and PDSA (Plan Do Study Act) approaches are critical to the problem
solving process. You make better decisions by mastering these tools.
Once the individual, group, or team has identified the problem, they should write it down in a clear
and concise statement. They should also be able to write a goal statement that focuses on what is
the successful end of the process. Making a goal statement also helps to see the gap between the
problem and the goal. This whole process is about closing or fixing the gap between the problem and
the goal.
Sometimes problems are so big you have to break them down into smaller, workable problems and
attack each small problem first. By doing this, a problem is not so overwhelming that you don’t know
where to start. So if the problem is too “big,” refine it.

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 Self - Check – 1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page:
1. Communication problems may include
2. List down factors that improve group problem solving
3. How Identify and Select the Problem

Answer Sheet

Score = ___________

Rating: ___________

Name: ______________________________ Date: _______________

Short Answer Questions

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 Organizing Information Regarding Problems and Issues
Information Sheet – 2
Coherently

2.1. Problems And Issues to Ensure Clear and Effective Communication

 Reflection on what has been done, what are the positive and negative works that has
been made.
 Model the behaviour and attitudes you want your members to employ for a
harmonious relationship.
 Use optimistic body language and encouraging tone of voice and words.
 Give positive feedback for handling the discussion
 Listen and bare people's reactions and feelings, and try to respond appropriately.
 Ask open-ended questions, be polite in giving comments and suggestions
 Don’t show-off your own biases during the meeting or facing everybody, or better
avoid favouritism and be fair to all.
 Be an effective leader through using good communications tools.
2.2. Problem Recognition, Definition and Analysis
Problem recognition, definition, and analysis are key processes in effective problem solving.
However, groups often rush through these stages of the problem-solving process. In their desire to
develop solutions quickly, groups often focus on the symptoms of the problems rather than trying to
understand the real causes of the problems.
Unfortunately, even when a group takes the time to identify and analyze a problem, the group may
misinterpret the problem and its causes. There are many things that can go wrong in the problem
analysis process. The ability to successfully identify and analyze a problem depends on
characteristics of the problem, the group, and the environment.
Problems vary in their levels of severity, familiarity, and complexity. The more severe a problem is,
the more likely it is to be identified as a problem. Acute problems with identifiable onsets and impacts
often are recognized and addressed, whereas chronic problems that are less visible and more on
going often are ignored. Problems that are familiar are more likely to be recognized by groups. Novel
problems are more difficult to interpret, and groups might assume that they are unique one-time
events that will go away by themselves. Complex problems are difficult to analyze and interpret. It is
common for a group to select just part of a complex problem to analyze and solve so as to simplify
the situation (although this might not be an effective way in which to actually resolve the problem).

Groups vary in their levels of desire and ability to identify problems. Group norms can have a strong
effect on' problem identification. Groups with norms supporting communication and positive attitudes
toward conflict are more likely to identify and discuss problems. Groups vary in how open they are to
the environment. Closed groups that are internally focused are less likely to be aware of problems in
the environment. Open groups monitor what is happening in the environment, so they are better able
to prepare for problems in the future because they have identified the issues beforehand.

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Group performance also affects the problem identification process. Groups that are performing
successfully sometimes will ignore problems. From the perspective of successful groups, the
problems cannot be very important because the groups currently are successful. Unsuccessful
groups also have a tendency to ignore problems. These groups must focus on their main
performance problems, so they are less likely to see other problems that are affecting the group. The
notion of continuous improvement is a teamwork concept designed to help deal with this issue. In
continuous improvement, teams assume that part of their function is to improve their operations. In
essence, successful and unsuccessful teams are required to identify problems and work to solve
them on an ongoing basis.
Characteristics of the environment also affect groups' ability to identify and analyze problems. Many
modern environments (e.g., political, business, technological) have substantial amounts of change
and uncertainty. The high amount of change creates the need to stay alert and prepare for fu ture
problems, whereas the amount of uncertainty makes this more difficult to do. Groups vary in their
relations to the outside environment.
Once a group identifies a problem, it might not decide to solve it. There are a number of other
alternatives. The group could decide to deny and distort the problem so that it has a good justification
to ignore it. The group may decide to hide from the problem given that problems sometimes go away
by themselves. If the problem is difficult for the group to understand (due to novelty or complexity),
then it may decide to just monitor the problem for the time being. Working collaboratively to solve a
problem, or obtaining outside help to solve a problem, requires identification, belief that the problem
is solvable, and motivation to solve the problem. These are the necessary conditions for the first two
stages of the rational problem-solving process.
2.3. Analyze the Problem
Now that the problem is defined, analyze it to see what the real bottom line root cause is. Often
people get caught up in symptoms or effects of a problem or issue and never get down to the real
cause. They get mad at someone’s attitude, anger, or actions, which are not the cause of the
problem. The key here is to focus everyone’s efforts on analyzing the problem for the real cause.
Once the cause is found, plans can be made to fix it.

Analyzing means to gather information. If there is not enough information, figure out how to research
and collect it. Once the information is gathered, take a very close look at what is going on. Try to
come to consensus on why the particular problem or issue occurs.
2.4. Generate Potential Solutions
Now that the problem has been analyzed, the group can begin to develop possible solutions. This is a
creative as well as practical step where every possible solution or variation is identified.
In this step use the brainstorming process that has been used in class before to generate as many
solutions as possible. There are no wrong answers here, and judgments should not be passed on
another person’s suggestions. Toward the end of this brainstorming session, allow time for each
person to clarify his or her suggestion so there is a common understanding for a later selection.
2.5. Select and Plan the Solution
Now that there are a wide variety of possible solutions, it is time to select the best solution to fix the
problem given the circumstances, resources, and other considerations. Here the group is trying to
figure out exactly what would work best given who they are, what they have to work with, and any

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other considerations that will affect the solution.
There are always a number of things that can effect a solution: money, time, people, procedures,
policies, rules, and so on. All of these factors must be thought about and talked through.
The group should prioritize the solutions into what would work the best. This is a slow process of
elimination. There may be some possible suggestions that are immediately eliminated. Eventually,
the group boils down the choices to one or two best solutions. The group should then discuss those
solutions and come to consensus on the best solution.
At this point the group should do a PDSA to have a clear PLAN of action to track the solution, gather
information on how it is working, and make necessary adjustments.

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 Self - Check – 2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page:
1. How do you identify Problems and Issues to Ensure Clear and Effective
Communication?
Directions: Choose the best answer
1. One of the are Problems And Issues to Ensure Clear and Effective Communication
A. Reflection on what has been done, what are the positive and negative works that
has been made.
B. Model the behaviour and attitudes you want your members to employ for a
harmonious relationship.
C. Use optimistic body language and encouraging tone of voice and words.
D. All

Answer Sheet

Score = ___________

Rating: ___________

Name: ______________________________ Date: _______________

Short Answer Questions

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 Information Sheet – 3 Initiating Dialog with Appropriate Staff/Personnel

3.1. Initiates dialogue with appropriate personnel

Learn to initiate talk to every personnel, whether they have done not a perfect job, but be humble
enough to reach them out and call their attention, talking to them as gentle as you are.
Be professional in delivering dialogues with your colleagues for it may encourage or discourage
personnel to work hard enjoy fully and challenged or it may ruin a day or even its whole event
management service career.
3.2. Implementation and Evaluation
A solution is not a good one unless it is implemented. This requires commitment from a group to
support and enact its solution. One of the benefits of group decision making is that participation in the
decision helps to create a sense of commitment to it.
One of the obligations of a problem-solving group is to think about implementation issues when
making a decision. It is not useful to agree on a solution that the group cannot implement. This
means that the group should plan how the solution will be implemented. Planning includes
consideration of the people, time, and resources needed to implement the solution. The group also
needs to develop instructions on implementation and a rationale justifying its solution if the group will
not be the implementers. It also may be useful to bring the people who will be affected by the de-
cision into the decision-making process so as to encourage their acceptance of the solution.
Evaluation requires examining how the solution was implemented and what the effects were
(sometimes called process evaluation versus outcome evaluation). This often requires that the group
provide a definition of a successful outcome, something that it should have done during the problem
identification stage.
Sometimes, even when the solution resolves the problem, the undesirable situation does not change
significantly. This happens when a group solves only part of a larger problem, so the rest of the
problem comes to the foreground because a part of it has been solved. By taking a larger perspective
on the problem, the group might be able to determine the more critical parts of the problem that
should be solved. The evaluation stage can help to provide information for future problem
identification and solving.
3.3. Implement the Solution
This is the DO stage of PDSA. Make sure the solution can be tracked to have information to use in
the STUDY stage. This may seem to be an easy stage, but it really requires a scientific approach to
observing specifically what is going on with the solution.
3.4. Evaluate the Solution
This final step is the STUDY stage of PDSA. Did the solution work? If not—why not? What went right,
and what went wrong? What adjustments does the group have to make to make the solution work
better?
This is a careful analysis stage that improves upon the best solution using the information gathered
during the DO stage. After this analysis the group is ready to ACT upon their findings and the
problem should be solved or better under control.
3.5. Equipped for Future Solving Problems and Making Decisions Standard

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The EFF has a Standard called Solve Problems and Make Decisions. Solving problems and making
decisions are skills that we need to know and perfect so we can take advantage of situations we are
confronted with in life. Here is the skill and performance points for this standard. Elements of the six-
step problem-solving process are within the Standard.
Solving Problems and Making Decisions
 Anticipate or identify problems.
 Use information from diverse sources to arrive at a clearer understanding of the problem and
its root causes.
 Generate alternative solutions.
 Evaluate strengths and weaknesses of alternatives, including potential risks and benefits and
short- and long-term consequences.
 Select an alternative that is most appropriate to goal, context, and available resources.
 Establish criteria for evaluating effectiveness of solution or decision.

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 Self - Check – 3 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page:

1. What are the six-step problem-solving process within the Standard?

2. Demonstrate Implementation and Evaluation
3. Solving Problems and Making Decisions May include

Answer Sheet

Score = ___________

Rating: ___________

Name: ______________________________ Date: _______________

Short Answer Questions

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 Information Sheet – 4 Raising Communication Problems and Issues

3.1. Communication Barrier Affecting Workplace Communication

For communication to be effective, the receiver must be able to decode the message and understand
its true meaning. Decoding means translating the symbolic, verbal, written, or visual symbols into an
undistorted clear message. The receiver may misinterpret the message if unable to decode it,
perhaps because the receiver does not have the necessary skills in language or culture. The
following are communication barrier:
1. Sender Barrier. The sender may send a message to an audience that is not interested in the
content of the message.
2. Encoding Barrier. The sender uses a vocabulary that is too technical for the audience.
3. Communication Channel Barrier. The sender selects a communication channel that is too
lean to provide the richness of information receivers need to decode the message. For
example, a written memo is inadequate for explaining a change in the employee retirement
plan.
4. Decoding Barrier. The receiver does not have the decoding skills necessary to understand
the message. For example, poor reading skills can prevent employees from using manuals
and other reference materials.
5. Receiver Barrier. The receiver is too busy focusing on other things to be able to accurately
listen to and understand the verbal or nonverbal content of the message.
6. Feedback Barrier. The organization has few formal communication channels with feedback
loops to give lower echelon employees the opportunity to communicate their true feelings
about policies.
7. Noise Barrier. The receiver does not understand how to use time-saving feature of e-mail
and voice mail, resulting in message overload and unacceptable delays in responding to
message of customer and coworker.
8. Perception Barriers. Perception barriers occur when two individual experiences the same
message differently because their mental images of the message are not identical. A receiver
will fit a message into an existing pattern of experiences to make sense out of it. Sometimes
the message becomes distorted during this sense making process. One type of perception
barrier is selective perception, whereby the receiver focuses on the parts of the message that
are most relevant to his or her interests and ignores other parts that are viewed as not
relevant. For example, an employee interested in a job vacancy may use selective perception
to discount the fact that the job requires more work experience than the employee currently
has accumulated. The result is a personal disappointment when the employee is not chosen
for the job.
Another important type of perceptual barrier is prejudgment, which involves making incorrect
assumptions about a person due to membership 'in a group (based on age, race, gender or ethnicity)
or about a thing (such as performance evaluation) based on earlier positive or negative experiences.
Large, complex organizations are likely to have many barriers. These barriers can be managed by
using various management practices Senders should be educated about the necessity of learning the
background of intended audiences and should gain firsthand familiarity with Large, complex
organizations are likely to have many barriers.

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These barriers can be managed by using various management practices. Senders should be
educated about the necessity of learning the background of intended audiences and should gain
firsthand familiarity with audiences prior to initiating communication. All members of the organization
should be trained in the effective use of communication technologies to manage the flow of
information. There should be a diverse mix of communication channels from lean (memos or policy
manuals) to rich Communication channels from lean (memos or policy manuals) to rich
videoconference and multimedia) so that senders can match the channel.

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 Self - Check – 4 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page:

1. How can Communication Barrier Affect Workplace Communication?

2. Communication Barrier may include?
3.

Answer Sheet

Score = ___________

Rating: ___________

Name: ______________________________ Date: _______________

Short Answer Questions

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Reference
1. Identifying & Managing Problems in RD Work Environments, Deborah Cohen, MHSc, RD Practice

Advisor & Policy Analyst. https://www.collegeofdietitians.org/resources/professional-practice/

workplace-issues/identifying-and-managing-problems-in-rd-work-envir.aspx

2. Strategic Communication Planning for Success and Sustainability by Mental Health Promotion

and Youth Violence Prevention under funding provided by the Substance Abuse and Mental Health

Services Administration (SAMHSA),2014https://healthysafechildren.org/sites/default/files/NRC-

Communication-Workbook-Final.pdf

3. Guide For Preventing And Responding To Workplace Bullying, May 2016

4. Challenges to effective communication in the work place by Change leadership, Role clarity, Vision

and purpose, Sep 30, 2018 |

5. An employer’s guide to resolving workplace issues, by Australian government.

https://www.safeworkaustralia.gov.au/system/files/documents/1702/guide-preventing-responding-

workplace-bullying.pdf

6. Workplace Communication, by Kristina L. Guo, PhD and Yesenia Sanchez, MPH.

http://www.dphu.org/uploads/attachements/books/books_4741_0.pdf

7. Blended Learning Module for the Health Extension Program.

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