COMPETENCY BASED LEARNING MATERIAL

Sector:

Qualification:
Unit of Competency: Solve/address General Workplace Problems
Module Title: Solving/addressing General Workplace Problems

PROVIDERS MULTI-PURPOSE COOPERATIVE

TRAINING CENTER
1AH26 MAGSAYSAY, NAGUILIAN ISABELA
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

Welcome!
The unit of competency, “Solve/Address General Workplace Problems”, is
one of the nine basic competencies of level II qualifications which comprises the
knowledge, skills and attitudes for you to possess.
The module, “Solving/Addressing General Workplace Problems”,
contains training materials and activities for you to complete. It is one of the
modules required to complete a certain qualification.
You are required to go through a series of learning activities in order to complete
each of the learning outcomes of the module. Information Sheet (IS) consists of
learning contents that you need to attain while reading. After (IS) is a Self-Check
(SC) that will help you test yourself if you have attained the learning objectives.
Task Sheets (TS), Job Sheets (JS) and Procedural Sheet (PS) are activity sheets
that will help you practice the skills previously discussed in the IS or
demonstrated by your Learning Facilitator (LF). A Performance Criteria
Checklist (PCC) and Procedural Checklist (PC) are provided with the TS or JS,
and PS which will allow for self-evaluation or peer evaluation. These checklists
may be used by your LF to evaluate your performance. Follow these activities on
your own. If you have questions, don’t hesitate to ask your LF for assistance.
The goal of this program is the development of practical skills. To gain this skill,
you must learn basic concepts and terminology. For the most part, you’ll get this
information from the IS.
This module was prepared to help you achieve the required competency.
This will be the source of information for you to acquire knowledge and skills in
this competency independently and at your own pace, with minimum supervision
or help from your LF.
Remember to:
● Work through all the information sheets and complete the activities in each
section.
● Read IS and complete SC. Suggested references are included to supplement
the materials provided in this module.
● Perform their TS, JS, and PS until you are confident that your outputs
conform to the 7PCC and/or PC that follows the sheets.
● Submit outputs of the TSs, and JSs to your LF for evaluation and recording
in the Achievement Chart. Outputs shall serve as your portfolio during the
Institutional Competency Assessment. When you feel confident that you have had

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sufficient practice, ask your LF to evaluate you. The results of your Institutional
Competency Assessment will be reflected in the Progress Chart.
You MUST pass the Institutional Competency Assessment for this before moving
to another competency. A Certificate of Achievement will be awarded to you
after passing the Institutional Competency Assessment.
Note:
Training is the sole purpose of this learning materials. Some pictures are taken from google
as references.

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LIST OF COMPETENCIES

LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
Basic Competencies

Participate in workplace Participate in workplace

1 communication 400311210
communication

2 Work in a team environment Working in a team environment 400311211

Solve/address General Solving/addressing General

3 400311212
Workplace Problems Workplace Problems

Develop Career and life Developing Career and life

4 400311213
Decisions Decisions

Contribute to workplace Contributing to workplace 400311214

5
innovation innovation
400311215
6 Present Relevant Information Presenting Relevant Information

Practice Occupational Practicing Occupational Safety and 400311216

7 Safety and Health Health Policies and Procedures
Policies and Procedures
Exercise efficient and effective Exercising efficient and effective 400311217
8 Sustainable practices in the Sustainable practices in the
workplace workplace
Practice 400311218
Entrepreneurial skills in the
Practicing Entrepreneurial Skills In
9 workplace
The Workplace

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 Common Competencies

Core Competencies

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TABLE OF CONTENTS
Page No.

Competency - Based Learning Materials ------------------------------------------ 1

How To Use This Competency-Based Learning Material ------------------------ 2
List Of Competencies ----------------------------------------------------------------- 4
Table Of Contents --------------------------------------------------------------------- 5
Module Content ----------------------------------------------------------------------- 6
Details Of Learning Outcome ------------------------------------------------------- 7
Learning Experiences ---------------------------------------------------------------- 8
Information Sheet 3.1-1 ------------------------------------------------------------- 9
Self-Check 3.1-1--------------------------------------------------------------------- 12
Answer Key 3.1-1--------------------------------------------------------------------- 13
Information Sheet 3.1-2 ------------------------------------------------------------ 14
Self-Check 3.1-2 --------------------------------------------------------------------- 16
Answer Key 3.1-2 -------------------------------------------------------------------- 17
Details Of Learning Outcome ------------------------------------------------------ 18
Learning Experiences --------------------------------------------------------------- 19
Information Sheet 3.2-1------------------------------------------------------------ 20
Self-Check 3.2-1 -------------------------------------------------------------------- 24
Answer Key 3.2-1-------------------------------------------------------------------- 25
Details Of Learning Outcome ----------------------------------------------------- 26
Learning Experiences -------------------------------------------------------------- 27
Information Sheet 3.3-1 ----------------------------------------------------------- 28
Self-Check 3.3-1--------------------------------------------------------------------- 31
Answer Key 3.3-1-------------------------------------------------------------------- 32
Acknowledgment -------------------------------------------------------------------- 33
MODULE CONTENT

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Unit of Competency : Solve/Address General Workplace Problems

Module Title : Solving/Addressing General Workplace

Problems
Module Description : This unit covers the knowledge, skills and
attitudes required to apply problem-solving
techniques to determine the origin of a
malfunction and plan for its resolution. This
module covers materials to use such as
Information Sheets, Self-Checks, Task Sheets and
Performance Criteria Checklists.
Nominal Duration : 2 Hours
Learning Outcomes:
At the end of this module, you MUST be able to:
1. Identify routine problem
2. Look for solutions to routine problems.
3. Recommend solutions to problems.
Assessment Criteria:
1. Identify routine problems or procedural problem areas.
2. Define and determine problem to be investigated.
3. Identify and document current conditions of the problem.
4. Identify potential solutions to problem.
5. Develop, document, rank and present recommendations about possible
solutions to appropriate person for decision.
6. Plan implementation of solutions.
7. Plan evaluation of implemented solutions.
8. Document recommended solution and submit to appropriate person for
confirmation.

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 LEARNING OUTCOME

LEARNING OUTCOME 1 Identify routine Problem

CONTENTS:
1. Identify and define a problem

2. Group Problem Solving

STEM:
Science
 Identify and defines problem
 Define Problems
 Benefits of Problem Solving
Technologies
 Problem Describe
 Problem Solving Steps
Engineers
Mathematics

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

CONDITION:
Student/ trainee must be provided with the following:
Tools Equipment Materials/ Supplies
Projector CBLM
Laptop
METHODOLOGY:
● Group Discussion
● Lecture
● Demonstration
● Role Playing

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

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LEARNING EXPERIENCES
Learning Outcome 1: Identify Problem
Learning Activities Specific Instructions
1. Read INFORMATION SHEET Read and understand the information
3.1-1 in Identify and define a sheet. After reading, answer the self-
problem check to determine your learning.

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

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

3. Read INFORMATION SHEET Read and understand the information

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

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

Group Problem Solving 3.1-2 for self-check. You are required
to get ALL answers correct. If not, read
the information sheet again to answer
all questions correctly.

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 INFORMATION SHEET 3.1-1
Identify and Define the Problem

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

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

A problem can be regarded as a difference between

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

In order to clearly define the problem, the following

steps can be followed:

● Agree with the team where the team should be

● Describe and document the problem
● Agree with the team where the team should be

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

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Identifying the Problem

https://www.johnbarrettblog.com/identify-the-problem/

A. Observation: Start by observing and gathering data or information that

suggests there is a problem. This might come from various sources, such as
customer feedback, employee reports, or market research.

B. Anomalies or Deviations: Look for anomalies or deviations from the expected

or desired outcomes. This can help pinpoint the specific issue that needs to be
addressed.

C. Feedback: Seek input from relevant stakeholders, including employees,

customers, or experts. They often have valuable insights into what might be going
wrong.

D. Data Analysis: Analyze relevant data and statistics to identify trends, patterns,
or irregularities that indicate a problem. Data can be a valuable source of problem
identification.

E. Environmental Scanning: Keep an eye on your external environment. Changes

in the market, regulations, or technology can create problems or opportunities
that need addressing.

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Defining the Problem

A. Clearly State the Problem: Once you've identified a potential issue, articulate
it clearly and concisely. Avoid vague descriptions and ensure that everyone
involved understands the problem in the same way.

B. Root Cause Analysis: Dig deeper to identify the underlying causes of the
problem. Often, what appears to be the problem on the surface is just a symptom
of a deeper issue.

C. Scope and Boundaries: Define the scope of the problem. What's inside and
outside the scope of the problem? This helps prevent scope creep and ensures a
focused solution.

D. Impact Analysis: Assess the impact of the problem on various aspects of your
organization or project, such as financial, operational, and reputational. This can
help prioritize the problem's resolution.

E. Stakeholder Involvement: Involve relevant stakeholders in the problem

definition process. They can offer different perspectives and help ensure a more
comprehensive understanding of the problem.

F. SMART Goals: If applicable, set specific, measurable, achievable, relevant, and

time-bound (SMART) goals for resolving the problem. This provides a clear target
for your problem-solving efforts.

G. Prioritization: If you have multiple problems to address, prioritize them based

on their urgency and potential impact. This helps in allocating resources
effectively.

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

Some questions that can be usefully employed are:

Why do you think there is a problem?
What is happening?
When is it happening?
Where is it happening?
Who do you believe is involved?
Why is it happening?

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

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

The team have documented the problem as:

High absenteeism rates of 20.5% on Mondays are affecting the performance levels
of the Credit Card team. An absenteeism rate of 5% has been budgeted for in the
Operational Plan.

Activity
Identify and define a problem at your school.
Save your work to your Critical Thinking Portfolio and send it to your Learning
Facilitator for feedback.

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 SELF-CHECK 3.1-1

Identify and Define the Problem

A. MULTIPLE CHOICES.
Direction: Read the questions carefully and answer intelligently. Write the
answer on your answer sheet.
1. It is regarded as a difference between the actual situation and the desired
situation.
a. Critical Thinking
b. Problem Solving
c. Solution
d. Problem

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

identify and define the problem. a. Decide possible solutions
b. Identify the problem
c. Brainstorming
d. Take action

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

provides a starting point for resolving the problem. a. Gather information
relevant to the problem
b. Describe and document the problem
c. Identify the problem
d. Brainstorming

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

questions which can help direct the team to actively think about the problem.
a. Why do you think there is a problem?
b. What is happening?
c. Why is it happening?
d. All of the above.

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 ANSWER KEY 3.1-1
Identify and Define the Problem

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

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 INFORMATION SHEET 3.1-2
Group Problem Solving

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

Key Topics

1. Problem solving steps

2. REAL solutions
3. Helpful hints when problem solving

Benefits of Group Problem Solving

https://blog.stewartleadership.com/7-advantages-of-team-problem-solving

Diverse Perspectives: Group problem-solving brings together

individuals with different backgrounds, experiences, and expertise.
This diversity can lead to a more comprehensive understanding of the
problem and the exploration of a wider range of solutions.

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Brainstorming: Group settings are conducive to brainstorming
sessions where team members can freely share ideas, leading to
creativity and innovation. This can result in novel solutions that might
not have been considered in individual problem-solving.

Improved Decision-Making: Group discussions allow for critical

evaluation of potential solutions, helping to filter out weaker ideas and
refine the most promising ones.

Shared Responsibility: Group members share the responsibility for

problem resolution, fostering a sense of ownership and commitment to
the solution's success.

Efficiency: When multiple individuals collaborate, tasks can be

divided among team members, making problem-solving more efficient
and reducing the time required to find a solution.

Conflict Resolution: Group problem-solving can also serve as a

platform for addressing conflicts and differences of opinion
constructively. This can lead to better working relationships and
improved decision-making in the future.

Key Aspects of Group Problem Solving:

Problem Identification: Begin by clearly defining the problem the

group is trying to solve. Ensure that all members have a shared
understanding of the issue.

Team Roles: Assign specific roles within the group, such as a

facilitator, timekeeper, and note-taker. This ensures that the
discussion is organized and productive.

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Effective Communication: Encourage open and respectful
communication. Everyone should have an opportunity to express their
thoughts and ideas. Active listening is crucial to understanding one
another's perspectives.

Brainstorming: Allow for a free exchange of ideas during

brainstorming sessions without criticism. Quantity is prioritized over
quality at this stage, as it can lead to innovative solutions.

Idea Evaluation: After generating ideas, the group should critically

evaluate them. Discuss the pros and cons of each idea and consider
how they align with the problem's root causes and objectives.

Decision-Making: Use a structured decision-making process to select

the most suitable solution. Methods like SWOT analysis, consensus
building, or voting can be employed.

Implementation Planning: Develop a plan for implementing the

chosen solution, including assigning responsibilities, setting timelines,
and establishing metrics for success.

Monitoring and Evaluation: Once the solution is put into action, the
group should monitor its progress and evaluate its effectiveness.
Adjustments can be made as necessary.

Feedback and Learning: Continuously gather feedback from group

members about the problem-solving process. Use this feedback to
improve future group problem-solving efforts.

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Documentation: Keep records of discussions, decisions, and actions
taken. This documentation can serve as a reference for future
problem-solving efforts and accountability.

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 SELF-CHECK 3.1-2
Group Problem Solving

A. Short Essay Question

Direction: Read the questions carefully and answer intelligently. Write the
answer on your answer sheet.
1. What are the important things to remember when solving a problem?
2. Identify the employability skills desired by the employer.

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 ANSWER KEY 3.1-2
Group Problem Solving

A. Short Essay Questions

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

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

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

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DETAILS OF LEARNING OUTCOME
Look for Solutions to Routine
LEARNING OUTCOME 2
Problems
CONTENTS:
1. Problem Solving Steps
STEM:
Science

Technologies
 Steps and Tips
 Problem Solving
Engineers

Mathematics

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

CONDITION:
Student/ trainee must be provided with the following:
Tools Equipment Materials/ Supplies
Projector CBLM
Laptop
METHODOLOGY:
● Group Discussion
● Lecture
● Demonstration
● Role Playing

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

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

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

Problem solving steps 3.2-1 for self-check. You are required
to get ALL answers correct. If not, read
the information sheet again to answer
all questions correctly.

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 INFORMATION SHEET 3.2-1
LOOK FOR SOLUTIONS TO ROUTINE PROBLEM

Learning Objectives:
After reading this INFORMATION SHEET, YOU should be able to:

1. Identify the basic steps of problem solving;

2. Apply the basic steps of problem solving to work in community related
problems.

Introduction of Look for Solutions to Routine Problems

Looking for solutions to routine problems is a common and often necessary

aspect of daily life, both personally and professionally. Routine problems are those
everyday challenges that we encounter regularly, and they can range from minor
inconveniences to more significant issues. The process of seeking solutions to
routine problems involves identifying, analyzing, and implementing strategies to
overcome these challenges efficiently. In this introduction, we'll discuss the
importance of addressing routine problems and the general approach to finding
solutions.
Problem Solving Steps

https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
Problem Solving Steps and Tips
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1. Define the problem: keep emotions aside and state the problem

2. Get more information about the problem: at work – from supervisor,

colleagues, written materials

3. Generate many ideas on how to solve the problem: there is often more
than one solution!

4. Choose a solution: should be acceptable to all involved

5. Implement the solution

6. Evaluate the solution: Has the problem been solved?

Solutions should be REAL:

 R - Realistic: applicable not only in theory but also in practice

 E - Effective: the solution is an answer to the problem
 A - Acceptable: the solution is accepted by all of those involved
 L - Logical: the solution is not based on emotion but is fair

Problem Solving Tips

 Often there is more than one solution to a problem. Be open to different

possibilities!
 Your experiences, culture and background will influence the solutions
you think of.
 Avoid making assumptions.
 Never give up!
 Be prepared to listen openly to different points of view.
 Focus on the solution you want, not on things that cannot be changed.
 Remember to use your good listening, speaking and cooperation skills
when problem solving with others.
 Explain that after a solution is tried out, it is important to assess if it
is working. If not, another solution needs to be identified that is
acceptable by all. Explain that to solve problems, it is important to
make decisions. The steps to solving problems can help us make good
decisions.

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 Scenarios for Problem Solving Scenario
1:
Alice and her siblings are orphans. As the
head of the family, she has been raising her
younger sisters. She has small part time
jobs. She sells vegetables and cleans houses.
Alice is worried because she does not earn
enough money to pay for rent and for school
fees for her younger sisters.
Help Alice solve her problem.
https://www.alamy.com/stock-photo/young-girl-selling-vegetables-in.html?sortBy=relevant

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

What will you do?

https://hiring.monster.com/resources/job-descriptions/construction/construction-worker /

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

If you were in Anna’s situation, how

will you handle this problem?
https://www.istockphoto.com/photos/lonely-child

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

If you were Gerry’s friends, how will

you handle the situation?
https://www.pinterest.ph/pin/766104586596301880/

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

What will you do if you were Nilda?

https://www.dreamstime.com/photos-images/salesperson.html

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 SELF-CHECK 3.2-1
Problem Solving Steps

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

1. Give the 6 steps in problem solving.

2. List the tips in problem solving.

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 ANSWER KEY 3.2-1
Problem Solving Steps

A. Enumeration

1. 6 steps in Problem Solving

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

2. List the tips in problem solving

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

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DETAILS OF LEARNING OUTCOME
LEARNING OUTCOME 3 Recommend Solutions to Problems
CONTENTS:

1. How to Think Critically and Problem Solve

STEM:
Science
 Critical Thinking
 Brain Storming
 Developing evidence-based solutions and testing their efficacy through the
scientific method.

Technologies
 Developing and utilizing technology to address problems, such as creating
software, devices, or systems that help with problem-solving.

Engineers
 principles to optimize and improve existing solutions.

Mathematics
 Various possible Solution
 Analyze the problem

ASSESSMENT CRITERIA:
1. Plan implementation of solutions
2. Plan evaluation of implemented solutions

3. Document recommended solution and submit to appropriate person

for confirmation
CONDITION:
Student/ trainee must be provided with the following:
Tools Equipment Materials/ Supplies
Projector CBLM
Laptop

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

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LEARNING EXPERIENCES

Learning Activities Specific Instructions

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

2. Answer SELF-CHECK 9.3-1 on Refer your answers to the answer key

How to think critically and 3.3-1 for self-check. You are required
problem solve to get ALL answers correct. If not,
read the information sheet again to
answer all questions correctly.

INFORMATION SHEET 3.3-1

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 How to Think Critically and Problem Solve

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

Introduction:

Identifying and recommending solutions to problems is an essential aspect of

human problem-solving. It involves a systematic and creative approach to finding
practical and effective remedies to challenges and obstacles. Whether you're
working as an individual or within a team, the ability to recommend solutions is a
valuable skill that can lead to improved decision-making, increased efficiency,
and positive outcomes.

https://medium.com/@cmilli.076/life-is-a-tragedy-for-those-who-feel-and-a-comedy-for-those-who-think-9e1333623d06

The quote by Jean De La Bruyere: "Life is a tragedy for those who feel, and a
comedy for those who think," may seem a bit radical, however, according to the
premise of cognitive psychology, what you think is what you feel.
While many people believe that your feelings precede, or are independent of your
thoughts, the truth is that your feelings are products of your thoughts.
This revelation can be both daunting and liberating.
Daunting because it makes us responsible for our attitudes and liberating
because we have the power to choose our perspective, mood and thoughts.

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When we are aware that we can choose and direct our thinking, we realize that
we have the ability to better control the circumstances of our lives, improve our
decision-making processes and generally live more productive lives.
This in no way suggests that we need downplay the many feelings and emotions
we as humans enjoy, it's a simply a way for us to manage and balance them with
our cognitive abilities.

We are thinking critically and, in a problem, solving mindset when we:

 Rely on reason rather than emotion
 Evaluate a broad range of viewpoints and perspectives
 Maintain an open mind to alternative interpretations
 Accept new evidence, explanations and findings
 Are willing to reassess information
 Can put aside personal prejudices and biases
 Consider all reasonable possibilities
 Avoid hasty judgments
Like any other skill, learning to think critically or problem-solve takes time,
perseverance and practice. Knowing which steps to take and how to apply them
helps us master the process.
Steps to Critical Thinking as it relates to problem solving:
1. Identify the Problem.
The first task is to determine if a problem exists.
Sometimes when you think this point through,
you may come to the conclusion that there really
isn't a problem, just a misunderstanding.
If that's the case, fine. If not, and you determine
that there is indeed a problem, you need to
identify exactly what it is. According to Barry
Lubetkin, a New York clinical psychologist, how
systematically someone weighs the pros and cons
of a problem and how clearly the person can
define and state it, is also an indication of highly
developed intelligence.
https://www.forbesindia.com/article/harvard-
business-school/how-entrepreneurs-can-find-the-right-
problem-to-solve/68647/1

2. Analyze the problem, look at it from different angles.

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Once you've determined the problem, analyze it
by looking at it from a variety of perspectives. Is
it solvable? Is it real or perceived? Can you solve
it alone or do you need help?
Sometimes by looking at it from many angles you
can come up with a resolution right away. You
may also reveal a bias or narrow point of view
that needs to be broadened.

https://www.qualitymag.com/articles/95305-types-of-analysis-in-analyze-phase-of-the-dmaic-method

3. Brainstorm and come up with a several

possible solutions.
Problems can be solved in many ways.
Brainstorm a list of several possible solutions.
Put down anything that comes to mind and then
go over the list and narrow it down to the best
possibilities. Having several
viable options leads to obtaining the best
results.

https://www.philmckinney.com/brainstorming-for-fun-and-profit-5-tips-for-teams/

4. Decide which solution fits the situation best.

Go over your list of possible solutions. Different

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

https://www.sessionlab.com/blog/problem-
solving-techniques/

5. Take action.

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Implement your solution. Every problem has a
solution; even if it is to accept the situation and
move on. Instead of approaching problems and
challenges as insurmountable obstacles, we
can view them as opportunities to hone
our critical thinking and problem-solving skills.
Every problem we are able to resolve increases,
increases self-confidence and self-worth.
Thinking critically not only helps us handle
future challenges more skillfully, it also broadens
our life experience and helps us gain perspective.

https://www.sweetbutfearless.com/blog/6-ways-to-motivate-yourself-to-take-action

SELF-CHECK 3.3-1
A. Short Essay

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Direction: Read the questions carefully and answer intelligently. Write the
answer on your answer sheet.
1. What are the benefits of thinking critically?
2. Explain what is brainstorming.
3. What are the indications if we are critically thinking and solving problem?

ANSWER KEY 3.3-1

A. Short Essays

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1. What are the benefits of thinking critically?
● helps us handle future challenges more skillfully, it also broadens our life
experience and helps us gain perspective.
2. Explain what is brainstorming.
● Put down anything that comes to mind and then go over the list and
narrow it down to the best possibilities. Having several viable options leads to
obtaining the best results.
3. What are the indications if we are critically thinking and solving problem?
● Rely on reason rather than emotion
● Evaluate a broad range of viewpoints and perspectives
● Maintain an open mind to alternative interpretations
● Accept new evidence, explanations and findings
● Are willing to reassess information
● Can put aside personal prejudices and biases
● Consider all reasonable possibilities
● Avoid hasty judgments

ACKNOWLEDGMENT

https://www.essentiallifeskills.net/thinkcritically.html
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http://www.wrksolutions.com/Documents/WhenIGrowUp/WIGU_PDFS/Hi
gh-School/Lesson1-Human-Knot.pdf
MyDEV Life Skills Module: Leadership and Teamwork
https://www.johnbarrettblog.com/identify-the-problem/
https://blog.stewartleadership.com/7-advantages-of-team-problem-solving
https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
https://www.alamy.com/stock-photo/young-girl-selling-vegetables-in.html?
sortBy=relevant
https://hiring.monster.com/resources/job-descriptions/construction/construction-worker/
https://www.istockphoto.com/photos/lonely-child
https://www.pinterest.ph/pin/766104586596301880/
https://www.dreamstime.com/photos-images/salesperson.html
https://medium.com/@cmilli.076/life-is-a-tragedy-for-those-who-feel-and-a-comedy-for-
those-who-think-9e1333623d06
https://www.forbesindia.com/article/harvard-business-school/how-entrepreneurs-can-
find-the-right-problem-to-solve/68647/1
https://www.qualitymag.com/articles/95305-types-of-analysis-in-analyze-phase-of-the-
dmaic-method
https://www.philmckinney.com/brainstorming-for-fun-and-profit-5-tips-for-teams/
https://www.sessionlab.com/blog/problem-solving-techniques/
https://www.sweetbutfearless.com/blog/6-ways-to-motivate-yourself-to-take-action

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