Programming: ASKI Skills and Knowledge Institute, Inc

ASKI Skills and Knowledge Institute, Inc.
Talavera Agricultural and Social Enterprise Training Center (TASEC)

Brgy. Sampaloc, Talavera 3114, Nueva Ecija, Philippines
PROGRAMMING
.NET
Building Skills, Creating Opportunities
TRANSFORMATION Ӏ DISCIPLINE Ӏ EXCELLENCE
SENIOR HIGH SCHOOL

UNIT I
TOPIC/LESSON NAME Lesson 1: Effective verbal communication methods
PROGRAMMNING .NET

Lesson 2: Participation in various workplace discussions
Lesson 3: Lead Small Teams
Lesson 4: Communication Skills and Performance Counseling Skills
Lesson 5: Team-building Skills and Negotiating Skills
Lesson 6: Problem Solving Decision Making Conflict Resolution
CONTENT STANDRD The learners demonstrate an understanding of the principles and concepts
in leading in the dissemination and discussion of ideas, information, and
issues in the workplace
PERFORMANCE STANDARD The learners independently lead in the dissemination and discussion of
ideas, information, and issues in the workplace based on TESDA Training
Regulations
LEARNING COMPETENCIES 1. Communicate information about workplace processes

2. Lead workplace discussions
3. Identify and communicate issues arising in the workplace
SPECIFIC LEARNING OUCOMES The learners will be able to:

1. Select appropriate communication method;
2. Communicate multiple operations involving several topic areas
accordingly ;
3. Use questions to gain extra information;
4. Select and organize information correctly;
5. Undertake verbal and written reporting when required .
6. Maintain communication skills in all situations;
7. Seek responses to workplace issues;
8. Respond immediately to workplace issues;
9. Make constructive contributions to workplace discussions on such

issues as production, quality, and safety;
10. Communicate goals/objectives and action plan undertaken in the
workplace;
11. Identify issues and problems as they arise;
12. Organize information regarding problems and issues coherently to
ensure clear and effective communication;
13. Initiate dialogue with appropriate personnel; and
14. Raise communication problems and issues as they arise.
TIME ALLOTMENT 9 weeks

LESSON 1 OUTLINE
1. Introduction: The teacher will discuss the lessons’ objectives, its covered topics and its focuses.
2. Motivation: The teacher will show a video to student and let them observe and identify what the video tells about.
3. Instruction: The teacher will introduce the lesson to students through active interaction.
4. Practice: There will be various activities of the students aligned to the different competencies being required by the CG.
5. Evaluation: The teacher will give a quiz aligned to the topics discussed.

LESSON 1 SEMI-DETAILED LESSON PLAN
(Effective verbal communication methods)
I. INTRODUCTION
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Recalling
II. MOTIVATION
The teacher will show a video clip that would show the people’s communication with each other in different types?
After showing the video clip, the teacher will explain the video clip’s relation to the lesson.
III. LESSON PROPER/INSTRUCTION

Different Ways to Communicate Effectively in the Workplace
Verbal Communication
It involves the usage of words while the delivery of the intended message is being made. It can be one-on-one, over the phone or in
group settings, etc. it is a methods of effective communication that is personal and has to be used more than only phone calls and emails
whenever possible.
 Storytelling
o Storytelling is a form of verbal communication that is effective. A vital organisational function is served by it as it helps in the
construction of common meanings for the individuals in the organisation.
 Crucial Conversations
o Even though the process is similar, more skill, reflection and planning is needed for high-stakes communications in
comparison to daily interactions at work.
Written Communication
Written communication cannot be avoided in the workplace. It is present everywhere and consists of traditional paper and pen
documents and letters, text chats, emails, typed electronic documents, reports, SMS and anything else that might be conveyed by the use of
written symbols like language which includes any documents that are a part of the day to day business life. Such methods of communication is
indispensable for any formal business communication and also for the issue of legal instructions.
 Social Media
Tools of the social media such as Facebook can be used in an effective way in the organisations for the purpose of communicating
between locations, divisions, departments and employees. Certain tools such as Yammer are specifically designed for creating social media
networks in the confines of a particular domain of business.
 Email

The email communication in organisations has become very common and is a highly essential tool for sharing of information with one,
hundreds as well as thousands of employees. It is usually a significant component of the communication plan and even though it may not be a
replacement for face-to-face or other methods of communication, it is easily accessible and inexpensive.
Oral Communication
The other type of verbal communication includes the spoken word, either over the phone or face-to-face, videoconferencing, voice
chat or any other medium. Different types of informal communications like the informal rumour mill or grapevine and formal
communications such as conferences and lectures are the forms of effective oral communication
Face-to-face Communication
This is usually preferred methods of communication although it is not realistic all the time, especially in organisations that are based
in several locations around the globe. However, tools like videoconferencing make approximate face-to-face communication possible and help
even the large organisations in creating personal connections between the management and the staff.
 Meetings

Meetings are common in almost all the business settings and now it has become possible to augment them via use of the tools
of technology which allow the participants in the remote locations to participate in the discussions, although they are not
present physically on the meeting site.
Communication Process
The communication is a dynamic process that begins with the conceptualizing of ideas by the sender who then transmits the message through
a channel to the receiver, who in turn gives the feedback in the form of some message or signal within the given time frame. Thus, there are
seven major elements of communication process:
 Sender: The sender or the communicator is the person who initiates the conversation and has conceptualized the idea that he intends
to convey it to others.
 Encoding: The sender begins with the encoding process wherein he uses certain words or non-verbal methods such as symbols, signs,
body gestures, etc. to translate the information into a message. The sender’s knowledge, skills, perception, background, competencies,
etc. has a great impact on the success of the message.
 Message: Once the encoding is finished, the sender gets the message that he intends to convey. The message can be written, oral,
symbolic or non-verbal such as body gestures, silence, sighs, sounds, etc. or any other signal that triggers the response of a receiver.
 Communication Channel: The Sender chooses the medium through which he wants to convey his message to the recipient. It must be
selected carefully in order to make the message effective and correctly interpreted by the recipient. The choice of medium depends on
the interpersonal relationships between the sender and the receiver and also on the urgency of the message being sent. Oral, virtual,
written, sound, gesture, etc. are some of the commonly used communication mediums.
 Receiver: The receiver is the person for whom the message is intended or targeted. He tries to comprehend it in the best possible
manner such that the communication objective is attained. The degree to which the receiver decodes the message depends on his
knowledge of the subject matter, experience, trust and relationship with the sender.
 Decoding: Here, the receiver interprets the sender’s message and tries to understand it in the best possible manner. An effective
communication occurs only if the receiver understands the message in exactly the same way as it was intended by the sender.

 Feedback: The Feedback is the final step of the process that ensures the receiver has received the message and interpreted it
correctly as it was intended by the sender. It increases the effectiveness of the communication as it permits the sender to know the
efficacy of his message. The response of the receiver can be verbal or non-verbal.
IV. PRACTICE
The teacher will group the students into 5 groups. Each group will have a role play according on what type of verbal communication assigned
to them.
V. ENRICHMENT
The teacher will ask the students to group themselves into four. Each group has to review all the lessons discussed because after a short
period of practice, the teacher will test their knowledge through the process of QUESTION & ANSWER.
VI. EVALUATION
The students will hava a 10 item quiz related to the topic.

LESSON 2 OUTLINE
2. Motivation: The teacher will show different picture to students then the students will identify what does the pictures says.
5. Evaluation: The teacher will give unit project.

(Participation in various workplace discussions)
I. INTRODUCTION
1. Prayer
2. Greetings
5. Recalling
II. MOTIVATION
The teacher will show different picture to students then the students will identify what does the pictures says.
Participation in various workplace discussions
Every workplace will have staff meetings/team meetings, formal and informal discussions. When a business places a proper value on the time
spent by people preparing for and attending meetings, it is quickly seen that they are a very expensive exercise.
 Communicating information
Workers must be able to communicate information to work effectively. Information is communicated in two
directions - sometimes you receive information and sometimes you convey it. You communicate regularly with your employer or
supervisor and your co-workers. You might also communicate with customers and suppliers, contractors, local government employees, or
other people from outside your workplace.
 Gathering information for work

Every day, you have to gather information that you need for your work. Some information comes from your supervisor, co-
workers, clients, suppliers and other people you speak with each day. Some information, such as work rosters, vehicle logbooks, or
telephone messages, comes in written form. You might also gather information from your own observations by, for example, looking at a
rain gauge, or checking supplies of materials.
 Listening
Quite a lot of information is collected by listening to someone. You can listen to the other person.
• face-to-face
• by telephone
• by radio.
 Observing
You can also collect information by observation. 'For instance you might:
 count items of stock

 check the condition of equipment or livestock
 check a thermometer, vermin traps, a fuel gauge
 watch a TV program or DVD.
 Recording Information
Workplaces rely on large amounts of information from many different sources to operate effectively. Most of that information
is recorded either manually (on paper) or electronically (on computer). Work schedules, product catalogues, orders and receipts, time
sheets and memos are all examples of written information, or records, found in most workplaces.
o Locating written information
Before you can use records, you need to know where to find them. Written information may be located in:

• Computer databases • filing cabinets
• shelving • drawers
• counters • pin boards or whiteboards
 Organizing written information
Records need to be kept in the same place all the time so that everyone knows where to get them when they want to use them. It
would very frustrating to find that the vehicle logbook was not in the truck as it should be, or that someone had moved the order book
just when you needed it to answer a customer inquiry.
 Recording information accurately and legibly
Written information is only useful if it is accurate and legible. A great deal of time and effort can be saved in the longer term if you take
care to check that the information is correct before you write it down. If your handwriting is not very clear, it might be better to print
the information so that it can be easily read.
Organizing Information
The amount of information available to the average person in the workforce is exploding. With informal learning coming to the
forefront, instructional designers may increasingly be responsible for designing information, rather than online courses. This could be for
websites, interactive resources, references, support systems, mobile glossaries and things we haven’t even thought of yet.
 Ways to Organize Information
o LOCATION
Use this when organizing information around locales, from grand to small. For example, location can be used to understand
population distribution as well as the location of stress points in the body.
o ALPHABET
Use this when organizing large quantities of information, such as specialized glossaries or the online resources on your company’s
intranet.
o TIME
Use time to organize information that is well, time-based or occurring in a fixed time frame. It might be a history of your
organization, a schedule of yearly events or a way to document a complex process that occurs over time, like a laboratory
procedure.
o CATEGORY
Use the category approach when the information is similar in importance and the categories are intuitive or easy to understand.
This is a good way to organize information about product models, job roles or human resource processes.
o HIERARCHY
I think we are pretty familiar with organizing information by hierarchy. It’s a classic instructional approach to designing content
according to its importance in the scheme of things.
IV. PRACTICE
The teacher will group the class into two groups. Each group will have a leader to facilitate the group work. The leader will be in charged in
giving the role of each member. They will demonstrate how each role should participate in the workplace.
V. ENRICHMENT
The teacher will ask the following questions in a form of review:
1. How you are going to participate in various workplace discussions?

2. What are the different roles you should consider in participating in the workplace discussion?
3. What are the things you should consider when it comes to participating in workplace discussion?
4. What are your realizations from our topic?
VI. EVALUATION
There will be a 20 items quiz.

LESSON 3 OUTLINE
2. Motivation: The teacher will play a short video about leadership.

(Lead Small Teams)
I. INTRODUCTION
1. Prayer
2. Greetings
5. Recalling
II. MOTIVATION
The teacher will play a short video about leadership.

Performance Management: Setting Performance Expectations
 Job Responsibilities
Job responsibilities cover the most critical tasks and activities an individual is responsible for day-to-day.
A thorough review of job responsibilities ensures that:
o Individuals understand the most critical day-to-day tasks and activities

o Tasks and activities are aligned with manager, department, and University expectations
Individuals will review their Job Responsibilities Worksheet (JRW) at the beginning of each performance management cycle. If the
JRW is misaligned to responsibilities/areas of focus, the individual will propose edits. After the individual has completed their review
of the JRW, a manager will review and approve the JRW to ensure that responsibilities are clearly and appropriately reflected. The
manager will then use the JRW when evaluating performance throughout the year. If the role has changed drastically, the job will be
submitted for a job review for additional approval.
For more information about how to complete your JRW, including using the online tool, please visit the Compensation and
Classification website.
 Competencies and Behaviors
Competencies and behaviors cover key skills and traits that help the individual accomplish their job responsibilities and achieve goals
for the year. Including competencies and behaviors in the performance management process allows Penn State to evaluate not only
what gets done, but also how it gets done.
Staff employees will have a conversation with their managers about the competencies and corresponding behaviors they are expected
to exhibit at the beginning of each performance management cycle.
 Goal Setting
This portion of the process focuses on what an individual needs to accomplish to support departmental goals.
Goal setting ensures Penn State:
o Aligns groups, departments, and individuals to University strategy and goals

o Reflects on how individual roles support the mission of Penn State
o Gives clarity and focus to daily work
o Sets the stage for value-added conversations around performance
o Identifies opportunities for development and improvement
o Makes evaluations more objective
Staff employees will set goals after reviewing University and department goals and confirming job responsibilities with manager.
 Individuals will identify 2-5 goals for each performance cycle. At least one goal should support department/unit goals and one goal
should support ongoing job responsibilities/professional development
 Managers should set at least one goal reflecting their supervisory-specific responsibilities such as helping their direct report set
relevant goals and having development conversations with their staff each year
Goals may be accomplished over several years, however, only the portion of the goal for the selected performance year should be
included in the current year.
Individuals will document in Workday the following for each goal:
o Goal description
o Metrics/what success looks like
o Target completion date
o Goal status
Employess should also identify action steps and any resources needed to accomplish their goals. Once employees have drafted their
goals, they will meet with their managers to review their goals. Note: This can be done in conjunction with the meeting to discuss and
clarify job responsibilities. In areas where staff members have similar positions, the same goal can be used for all individuals if
appropriate. The manager will then use these goals when evaluating performance throughout the year.
Methods of Monitoring Performance
 Team Member Performance Metric #1: Attendance
First and foremost, it’s important to look at whether a team member shows up to work or not. Attendance is definitely worth tracking.
We’ve talked about using time and attendance data for company growth before, but team attendance can be a useful performance
metric as well. Automating time and attendance is a great way to keep an eye on things. If a team member is consistently showing up
late, leaving early, or taking an unusual number of sick days, they’re likely not showing their full potential.
 Team Member Performance Metric #2: Helpfulness
We love helping our clients, so it isn’t surprising that we’d aim to include helpfulness on a list of team member performance metrics.
Joshua Konowe of Konowe & Associates told AllBusiness Experts that helpfulness is a key performance metric at his company: “At our
company, we ask: ‘Who in your department (or another department) has been the most helpful over the past six months to you and
your operational role?’”
 Team Member Performance Metric #3: Efficiency
Team members need to be able to complete their work on time. They should have a good handle on the limitations provided by the
time and resources available and should be able to prioritize to get things done as efficiently as possible. Look for missed deadlines or
work that suffers as a result of cramming for deadlines for clues as to how efficiently a team member is working.
 Team Member Performance Metric #4: Initiative

It’s nice when those you work with ask what’s needed and where they can help. It’s even nicer when they see a need and take steps to
meet it on their own. An employee that takes initiative is definitely a sign of team satisfaction and engagement.
 Team Member Performance Metric #5: Quality
The quality of work your team members put out is perhaps the most important metric, but it is also the most difficult to define. Team
members who care about what they do and are engaged at work will likely perform better, and it’s a good idea to recognize resulting
achievements.
Productivity is more complex than simply looking at the number of sales calls put out or the number of blog posts published. How
many meaningful connections did your salesperson actually make with the new leads? How much of your content actually gets viewed
and shared by your audience? One suggestion is to measure the amount of work that gets rejected or needs to be redone as a proxy for
the quality of work, but it’s best to pick and design the method that suits your business best.
12 Tips About Managing Client Expectations
1. Set Clear Deliverables
“Send your client a highly detailed list of deliverables that contain realistic deadlines for each line item. Review these deliverables with your
client one by one and answer any questions they may have prior to moving forward with the project. This will ensure that both you and your
client are on the same page and share the same expectations.” ~ Duran Inci, Optimum7
2. Be Authentic
“There’s too much fluff in most business proposals. People love to overpromise, so be authentic, talk to the client about what you are willing to
do for them, what you hope to achieve from the relationship and be transparent about the challenges and obstacles involved. An honest
assessment of the potential (and challenges) of the relationship is more effective and sets realistic expectations.” ~ Shawn
Schulze, Names.org
3. Establish Regular Communication
“Start with good ways to communicate and reach out to each other on a regular basis to stay on top of expectations and perspectives about
how the relationship is going. That means asking clients how they want to communicate and how often. Using the channel they like is a great
way to start it.” ~ Angela Ruth, Calendar

4. Personally Get to Know Them
“Personally getting to know the client and showing you’re a real human can really help you develop a strong business relationship.
Understanding their values, goals, struggles and interests as a person can help you figure out how to work with them, what expectations to set
and easily knock down any boundaries early on. This will transfer over to your business relationship and lead to success.” ~ Solomon
Thimothy, OneIMS
5. Always Sign a Contract
“Drafting a contract prints in detail what the expectations are of the client and the business supplying the service. Having such details in
writing eliminates any miscommunication and makes it easier for both parties to understand the terms of the agreement.” ~ Kate
Hancock, OC Facial Care Center
6. Set Realistic Expectations
“Expectations must be outlined accurately in the beginning, and then both parties need to deliver on them. The best way to manage or exceed
expectations is to make sure they are grounded in reality. These discussions need to be had early on. If a client expects something that is
impossible, you are setting them up for disappointment.” ~ Blair Thomas, eMerchantBroker
7. Be Transparent
“Over time, you’ll develop a list of reasons why your client relationships go wrong. Now, we make it a habit of sharing some of those stories
transparently to illustrate how and why we might fail. That way, prospects understand that they have a role in achieving our common goals,
and that shared understanding helps lay the groundwork for an honest, transparent relationship going forward.” ~ Peter Kozodoy, GEM
Advertising
8. Be Honest
“It’s really important to be clear with clients about what they are going to receive. This is something that can be done when you review the
signing contract. A clear itemized list reviewed over the phone will provide a great deal of clarity. The most important thing is to be honest
from the beginning.” ~ Nicole Munoz, Start Ranking Now

9. Ask the Client About Specific Goals
“Expectation setting is critical. It starts with asking the client what they’re hoping to achieve and really driving at specifics. Ask them what
success looks like and exhaust that line of discussion. Expectation setting can also be enhanced by in-person visits where you can develop a
closer connection and have a more meaningful dialogue with the client.” ~ Douglas Baldasare, ChargeItSpot
10. Think Like the Customer
“Although the client will tell you what they expect, they may not share everything because they are uncomfortable explaining it or they forget.
That’s why you need to think like the client and realize what it feels like to be them. That can help you better manage expectations because
you see more of what they want and why.” ~ Cynthia Johnson, Bell + Ivy
11. Don’t Be Afraid to Walk
Away
“Be upfront and super clear about the deliverables and make sure the client or partner understands this prior to the engagement. Clients can
become unruly and lose sight of the original deal. Some businesses are happy they got a deal done and they’ll let the client bully them. Don’t be
afraid to check them. They chose you for a reason and if that reason is forgotten, don’t be afraid to walk away.” ~ Philip Michael, New York
Equity Group (NYEG)
12. Have a Client Kick-Off Meeting
“Start your business relationship by organizing a client kick-off meeting. This way, both the client and the team can set clear expectations on
what the deliverables are and when to expect them.” ~ Derek Broman,
Project Team Roles and Responsibilities
 Project Manager
The project manager plays a primary role in the project, and is responsible for its successful completion. The manager’s job is to
ensure that the project proceeds within the specified time frame and under the established budget, while achieving its objectives.
Project managers make sure that projects are given sufficient resources, while managing relationships with contributors and
stakeholders.
Project manager duties:
 Develop a project plan

 Manage deliverables according to the plan
 Recruit project staff
 Lead and manage the project team
 Determine the methodology used on the project
 Establish a project schedule and determine each phase
 Assign tasks to project team members
 Provide regular updates to upper management
 Project Team Member
Project team members are the individuals who actively work on one or more phases of the project. They may be in-house staff or
external consultants, working on the project on a full-time or part-time basis. Team member roles can vary according to each project.
Project team member duties may include:
 Contributing to overall project objectives

 Completing individual deliverables
 Providing expertise
 Working with users to establish and meet business needs
 Documenting the process
 Project Sponsor
The project sponsor is the driver and in-house champion of the project. They are typically members of senior management – those
with a stake in the project’s outcome. Project sponsors work closely with the project manager. They legitimize the project’s objectives
and participate in high-level project planning. In addition, they often help resolve conflicts and remove obstacles that occur
throughout the project, and they sign off on approvals needed to advance each phase.

Project sponsor duties:
 Make key business decisions for the project

 Approve the project budget
 Ensure availability of resources
 Communicate the project’s goals througout the organization
 Executive Sponsor
The executive sponsor is ideally a high-ranking member of management. He or she is the visible champion of the project with the
management team and is the ultimate decision-maker, with final approval on all phases, deliverables and scope changes.
Executive sponsor duties typically include:
 Carry ultimate responsibility for the project

 Approve all changes to the project scope
 Provide additional funds for scope changes
 Approve project deliverables
 Business Analyst
The business analyst defines needs and recommends solutions to make an organization better. When part of a project team, they
ensure that the project’s objectives solve existing problems or enhance performance, and add value to the organization. They can also
help maximize the value of the project deliverables.
 Business analyst duties:
 Assist in defining the project

 Gather requirements from business units or users
 Document technical and business requirements
 Verify that project deliverables meet the requirements

 Test solutions to validate objectives
IV. PRACTICE
V. ENRICHMENT

1. How you are going to participate in various workplace discussions?
2. What are the different roles you should consider in participating in the workplace discussion?
3. What are the things you should consider when it comes to participating in workplace discussion?
4. What are your realizations from our topic?
VI. EVALUATION
LESSON 4 OUTLINE


(Communication Skills and Performance Counseling Skills)
I. INTRODUCTION
1. Prayer
2. Greetings
5. Recalling

II. MOTIVATION

Communication Skills
Communication skills are abilities you use when giving and receiving different kinds of information. Some examples include communicating
ideas, feelings or what’s happening around you. Communication skills involve listening, speaking, observing and empathizing. It is also helpful to
understand the differences in how to communicate through face-to-face interactions, phone conversations and digital communications, like email and
social media.
 Communication Skills for Workplace Success

o Listening
Being a good listener is one of the best ways to be a good communicator. No one likes communicating with someone who cares
only about putting in her two cents and does not take the time to listen to the other person. If you're not a good listener, it's
going to be hard to comprehend what you're being asked to do.
o Nonverbal Communication
Your body language, eye contact, hand gestures, and tone of voice all color the message you are trying to convey. A relaxed,
open stance (arms open, legs relaxed), and a friendly tone will make you appear approachable and will encourage others to
speak openly with you.
o Clarity and Concision
Good verbal communication means saying just enough – don’t talk too much or too little. Try to convey your message in as few
words as possible. Say what you want clearly and directly, whether you're speaking to someone in person, on the phone, or via
email. If you ramble on, your listener will either tune you out or will be unsure of exactly what you want.

o Friendliness
Through a friendly tone, a personal question, or simply a smile, you will encourage your coworkers to engage in open and
honest communication with you. It's important to be nice and polite in all your workplace communications.
o Confidence
It is important to be confident in your interactions with others. Confidence shows your coworkers that you believe in what
you’re saying and will follow through. Exuding confidence can be as simple as making eye contact or using a firm but friendly
tone.
o Empathy
Using phrases as simple as "I understand where you are coming from" demonstrate that you have been listening to the other
person and respect their opinions.
o Open-Mindedness
A good communicator should enter into any conversation with a flexible, open mind. Be open to listening to and understanding
the other person's point of view, rather than simply getting your message across. By being willing to enter into a dialogue,
even with people with whom you disagree, you will be able to have more honest, productive conversations.
o Respect
People will be more open to communicating with you if you convey respect for them and their ideas. Simple actions like using
a person's name, making eye contact, and actively listening when a person speaks will make the person feel appreciated. On
the phone, avoid distractions and stay focused on the conversation.
o Feedback
Being able to appropriately give and receive feedback is an important communication skill. Managers and supervisors should
continuously look for ways to provide employees with constructive feedback, be it through email, phone calls, or weekly status
updates.

o Picking the Right Medium
An important communication skill is to simply know what form of communication to use. For example, some serious
conversations (layoffs, resignation, changes in salary, etc.) are almost always best done in person.
Performance Counseling
Counseling is a dyadic relationship between two persons i.e., a counselor and a counselee. A counselor offers help to the counselee in related
issues like problem solving, target achievement etc. Counseling may be formal or informal. Formal Counseling is a planned and systematic
way of helping the subordinates by experts.
Informal counseling is concerned with day-to-day relationships with the manager and the subordinate where the help is offered but is not as
per a formal plan.
 Counseling aims at development of the counselee. It involves following objectives:
1. It helps in reviewing the progress made be an employee in concern with his objectives.
2. It also helps to develop various plans, which are necessary or required to improve the performance.
3. It provides a congenial work climate and healthy working atmosphere.
4. It also helps to realize the actual potential of a manager.
5. It acts as a base to increase the personal and interpersonal effectiveness by giving regular feedback and judging an individual’s
interpersonal competence.
6. It also encourages generating alternatives for dealing with various problems.
 Constituents of Performance Counseling:
o Communication
It refers to the interaction between the superior and the subordinate. It may be the conversation in setting the goals of the
department or individual goals. It may also include the discussion during performance review or appraisal feedback.
o Influencing
It means to make impact on a person in a relationship. This plays an important role in counseling too. Flanders (1970) makes
distinction between two modes of influences, one called as direct mode of influence and the other as indirect mode of
influence. The direct mode of influence means restricting the freedom of others like criticism or punishment while indirect
mode of influence means to give more freedom to others like praise or recognition.
o Helping
In order to help or support a person one should know the need of an individual. A boss who shows concern for his employees
can gain their support. The main purpose of performance counseling is to feel for the subordinate and empathies with him.
Without such genuine concern, counseling may only degenerate into a ritual or fruitless exercise.
 Process of Performance Counseling

o Rapport Building
This is essential to make a counseling period effective, it involves generating confidence in an employee so that he opens up
and shares his perceptions, feelings, experiences and problems. This is like an initial phase of an interview. Firstly, the
counselor should make the person feel comfortable by offering a chair, asking the secretary not to disturb, asking for the
employee’s choice for tea or coffee etc.
o Listening with Intelligence and Understanding
Listening is an important part of counseling. Some special body gestures like maintaining eye contact during conversation,
leaning forward etc., communicate that the person is interested in listening or willing to participate in the communication
process. The counselor listens to the employee problems patiently. Here the counselor need to revert back and make the
employee feel that he has been understood in the same way as desired.

o Avoid being Judgmental
A counseling session helps people to understand better but not to criticize them or tell them that what they have done was
literally wrong. This makes people defensive and non-receptive. Then the communication ends up being a wasteful exercise.
o Define the Problem
It means to identify the actual problem. A counselor should encourage the employee to define the problem for himself with
sympathetic listening and careful questions.
o Plan the Action
A counseling session should end up with a specific plan for the development of an employee i.e., identification of training need,
job rotation, increased responsibility, etc. While planning the future course of action the counselor should encourage the
counselee to generate more ideas by brainstorming. After the generation of these alternatives the best one should be selected
by assessing the advantages and disadvantages of the various options.
o Stay Alert
The meeting ought to be planned and it should be decided how to tackle the cases and change the direction in the light of new
ideas and information.
o Conclude the Meeting
A counselor should help out the employee in deriving a solution to the problem. The solution should be realistic which has
practical feasibility. This can be initiated by raising questions like, “What do you think is the best way to deal with situation?”
IV. PRACTICE

V. ENRICHMENT
How you are going to participate in various workplace discussions?

What are the different roles you should consider in participating in the workplace discussion?
What are the things you should consider when it comes to participating in workplace discussion?
What are your realizations from our topic?
VI. EVALUATION
LESSON 5 OUTLINE


(Team-building Skills and Negotiating Skills)
I. INTRODUCTION
1. Prayer
2. Greetings
5. Recalling
II. MOTIVATION

Team Building Skills

Team building is knowing how to help individuals work as a cohesive group where all members feel invested in the direction and accomplishments of
the team. All members have input towards developing goals and defining the steps to take to reach those goals. Everyone is able to work together to
achieve the group's objectives.
 Types of Team Building Skills

o Communication
If you are helping to unite a team, you need to have strong communication skills. Using both written and verbal communication skills,
you will have to explain company goals, delegate tasks, resolve conflicts between members, and more. It is important that you are able
to clearly express ideas in ways that others can understand.
 Clarity
 Specificity
 Facilitating Group Discussion
 Interpersonal
 Active Listening
 Reading Body Language (Nonverbal Communication)
 Written Communication
 Verbal Communication
o Problem Solving
When team building, you will need to solve problems. These might include issues related to the group’s goals. However, these might
also include interpersonal problems between group members.

 Brainstorming
 Achieving Consensus
 Conflict Resolution
 Mediation
 Negotiation
 Problem Sensitivity
 Analytical Skills
 Flexibility
o Leadership
Being a team builder often requires assuming a leadership role for a team. You need to make decisions when there is conflict, establish
group goals, and confront team members that are not producing their best. All of this requires leadership and management.
 Aligning Team Goals with Company Goals

 Decision Making
 Establishing Standard Operating Procedure
 Hiring
 Management
 Firing
 Talent Management
 Consistency
 Integrity
o Teamwork
While being a good leader is important in team building, so is being a good team player. You can help build a strong team by showing
the team what it means to work well in a group.

 Ability to Follow Instructions
 Adaptability
 Collaboration
 Cooperation
 Reliability
 Responding to Constructive Criticism
 Proactivity
o Motivation
A team builder gets other team members excited about setting and achieving project goals. This kind of motivational energy can take
many forms. Perhaps you come to work every day with a positive attitude, or maybe you encourage your other teammates with
positive feedback.
 Mentoring New Leaders

 Developing Relationships
 Encouragement
 Persuasive
 Recognizing and Rewarding Group Achievements
o Delegation
A good team builder knows he or she cannot complete group tasks alone. Team builders clearly and concisely lay out each team
member’s responsibilities. This way, everyone is responsible for a piece of the group goal.
 Assign Roles
 Defining Objectives
 Scheduling
 Setting and Managing Expectations

 Time Management
 Project Management
Top Ten Effective Negotiation Skills
 Problem Analysis to Identify Interests and Goals
Effective negotiators must have the skills to analyze a problem to determine the interests of each party in the negotiation. A detailed problem
analysis identifies the issue, the interested parties and the outcome goals. For example, in an employer and employee contract negotiation, the
problem or area where the parties disagree may be in salary or benefits. Identifying the issues for both sides can help to find a compromise for all
parties.
 Preparation Before a Meeting
Before entering a bargaining meeting, the skilled negotiator prepares for the meeting. Preparation includes determining goals, areas for trade and
alternatives to the stated goals. In addition, negotiators study the history of the relationship between the two parties and past negotiations to find
areas of agreement and common goals. Past precedents and outcomes can set the tone for current negotiations.
 Active Listening Skills
Negotiators have the skills to listen actively to the other party during the debate. Active listening involves the ability to read body language as well
as verbal communication. It is important to listen to the other party to find areas for compromise during the meeting. Instead of spending the bulk
of the time in negotiation expounding the virtues of his viewpoint, the skilled negotiator will spend more time listening to the other party.
 Keep Emotions in Check

It is vital that a negotiator have the ability to keep his emotions in check during the negotiation. While a negotiation on contentious issues can be
frustrating, allowing emotions to take control during the meeting can lead to unfavorable results. For example, a manager frustrated with the lack
of progress during a salary negotiation may concede more than is acceptable to the organization in an attempt to end the frustration.
On the other hand, employees negotiating a pay raise may become too emotionally involved to accept a compromise with management and take
an all or nothing approach, which breaks down the communication between the two parties.
 Clear and Effective Communication
Negotiators must have the ability to communicate clearly and effectively to the other side during the negotiation. Misunderstandings can occur if
the negotiator does not state his case clearly. During a bargaining meeting, an effective negotiator must have the skills to state his desired
outcome as well as his reasoning.
 Collaboration and Teamwork
Negotiation is not necessarily a one side against another arrangement. Effective negotiators must have the skills to work together as a team and
foster a collaborative atmosphere during negotiations. Those involved in a negotiation on both sides of the issue must work together to reach an
agreeable solution.
 Problem Solving Skills
Individuals with negotiation skills have the ability to seek a variety of solutions to problems. Instead of focusing on his ultimate goal for the
negotiation, the individual with skills can focus on solving the problem, which may be a breakdown in communication, to benefit both sides of the
issue.
 Decision Making Ability

Leaders with negotiation skills have the ability to act decisively during a negotiation. It may be necessary during a bargaining arrangement to
agree to a compromise quickly to end a stalemate.
 Maintaining Good Relationships
Effective negotiators have the interpersonal skills to maintain a good working relationship with those involved in the negotiation. Negotiators
with patience and the ability to persuade others without using manipulation can maintain a positive atmosphere during a difficult negotiation.
 Ethics and Reliability
Ethical standards and reliability in an effective negotiator promote a trusting environment for negotiations. Both sides in a negotiation must trust
that the other party will follow through on promises and agreements. A negotiator must have the skills to execute on his promises after bargaining
ends.
IV. PRACTICE
V. ENRICHMENT


VI. EVALUATION

LESSON 6 OUTLINE

(Problem Solving Decision Making Conflict Resolution)
I. INTRODUCTION
1. Prayer
2. Greetings
5. Recalling
II. MOTIVATION

Problem Solving Process

 Two important things to remember
o Problems and conflicts happen all the time
o Use this time to improve the situation or relationship.
 Three common things people do when facing problems
o Wish it would go away because they are uncomfortable or afraid
o Find an answer – right answer, right now
o Look for someone to blame
 Two reasons why we see a problem as a problem
o It has to be solved and we’re not sure how to find the best solution
o There will be conflicts about the solution to the problem
 Conflict – averse
o Feeling uneasy about dealing with conflict because we feel something bad is going to happen.
o Goal- become conflict friendly and competent.
 Biggest Challenge for problem solving
o Trying to come up with a solution immediately
o Note: the solution should be at the end of the process, not the beginning.
 Seven Steps to problem solving process
1. Identify the issues
o Be clear about what the problem is.
o Perception is a key factor- everyone has their own opinion.
2. Understand everyone’s interest
o Critical step- time for listening – omit personalities
o Interests are the needs that you want satisfied by any given solution.
o Best solution is one that satisfies everyone’s interest.
3. List possible solutions
o creative brainstorming
4. Evaluate the options
o What are the pro’s and con’s?

5. Select an option or options.
o Is there an option or a variety of options that can be used together to get a solution.
6. Document the agreement(s)
o Don’t rely on your memory
o Putting it on paper allows a more detailed thought process.
7. Agree on contingencies, monitoring, and evaluation.

o Change occurs, be prepared
o Create chances to monitor compliance and follow up
o You may have to do one step more than once.
o Always use a disciplined problem solving process
 Blocks to problem solving

o Fear of failure
o Tunnel vision
o Over seriousness
o Over certainty
o Binding customs
o Fear of the unknown
o Command Pressure
o Failure to properly identify the problem
o Failure to communicate or seek advice
o lack of adequate information to make valid assumption
o not involving everyone
o Not identifying the desired outcome.
 Decision Making Process

o Decision- act of making a choice or coming to a solution
o Risk- element of danger
o Precaution- action taken to prevent or decrease the element of risk in an event
o Consequence- result of an action
 Steps of decision making process
1. State the situation that requires a decision.
2. List choices
3. Make a decision and act on it.
4. Evaluate the decision
5. Note: Effective decision making skills promote individual, family and community health.
 Conflict Resolution
o The act of settling any dispute or disagreement between two or more individuals without it resulting in violence or court costs.
 Organizational Conflict Resolution
o Conflicts that arise within an organization. The type is dependent upon the organization. Some examples are as follows:
 Educational institutions
 Religious
 Non-profit
 governmental
 Conflict Mediation
o An individual designated to act as a neutral party to help other individuals resolve conflicts. This empowers the individuals to
make a decision, agree among each other, and grow from the experience. Mediator must remain neutral
 Tips for being successful
o Communicate effectively
 Listen actively
o Educate yourself on a daily basis
 Read, it increases your thought processes
o Believe in yourself
 In order to succeed, you must believe
o Set realistic goals
 Be honest with yourself- Is it Possible?
VII. PRACTICE

VIII. ENRICHMENT

IX. EVALUATION
SENIOR HIGH SCHOOL

UNIT II

PROGRAMMNING .NET
TOPIC/LESSON NAME Lesson 1: Solve problem related to work activities
CONTENT STANDRD The learners demonstrate an understanding of the principles and concepts
in solving problems in the workplace, including the application of problem
solving techniques, and in determining and resolving the root cause of
problems
PERFORMANCE STANDARD The learners independently solve problems in the workplace, including the
application of problemsolving techniques, and determine and resolve the
root cause of problems based on TESDA Training Regulations
LEARNING COMPETENCIES 1. Identify the problem

2. Determine fundamental causes of the problem
3. Determine corrective action
4. Provide recommendations to manager
SPECIFIC LEARNING OUCOMES The learners will be able to:
15. Select appropriate communication method;
16. Communicate multiple operations involving several topic areas
accordingly ;
17. Use questions to gain extra information;
18. Select and organize information correctly;
19. Undertake verbal and written reporting when required .
20. Maintain communication skills in all situations;
21. Seek responses to workplace issues;
22. Respond
Building Skills, Creating immediately to workplace issues;
Opportunities
23. Make constructive contributions to workplace discussions on such
issues as production, quality, and safety;
24. Communicate goals/objectives and action plan undertaken in the
workplace;
25. Identify issues and problems as they arise;
26. Organize information regarding problems and issues coherently to
ensure clear and effective communication;
27. Initiate dialogue with appropriate personnel; and
28. Raise communication problems and issues as they arise.
TIME ALLOTMENT 9 weeks

LESSON 7 OUTLINE

(Solve problem related to work activities)
I. INTRODUCTION
1. Prayer
2. Greetings
5. Recalling
II. MOTIVATION

WHAT IS PROBLEM SOLVING?

Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for
a solution; and implementing a solution.
THE FOUR BASIC STEPS OF THE PROBLEM-SOLVING PROCESS
1. Define the problem
Diagnose the situation so that your focus is on the problem, not just its symptoms. Helpful problem-solving techniques include
using flowcharts to identify the expected steps of a process and cause-and-effect diagrams to define and analyze root causes.
o The sections below help explain key problem-solving steps. These steps support the involvement of interested parties, the use of factual
information, comparison of expectations to reality, and a focus on root causes of a problem. You should begin by:
o Reviewing and documenting how processes currently work (i.e., who does what, with what information, using what tools, communicating
with what organizations and individuals, in what time frame, using what format).
2. Generate alternative solutions

Postpone the selection of one solution until several problem-solving alternatives have been proposed. Considering multiple alternatives can
significantly enhance the value of your ideal solution. Once you have decided on the "what should be" model, this target standard becomes the basis
for developing a road map for investigating alternatives. Brainstorming and team problem-solving techniques are both useful tools in this stage of
problem solving.
Many alternative solutions to the problem should be generated before final evaluation. A common mistake in problem solving is that
alternatives are evaluated as they are proposed, so the first acceptable solution is chosen, even if it’s not the best fit. If we focus on trying to get the
results we want, we miss the potential for learning something new that will allow for real improvement in the problem-solving process.
3. Evaluate and select an alternative
Skilled problem solvers use a series of considerations when selecting the best alternative. They consider the extent to which:
o A particular alternative will solve the problem without causing other unanticipated problems.
o All the individuals involved will accept the alternative.
o Implementation of the alternative is likely.
o The alternative fits within the organizational constraints.
4. Implement and follow up on the solution

Leaders may be called upon to direct others to implement the solution, "sell" the solution, or facilitate the implementation with the help of
others. Involving others in the implementation is an effective way to gain buy-in and support and minimize resistance to subsequent changes.
Regardless of how the solution is rolled out, feedback channels should be built into the implementation. This allows for continuous
monitoring and testing of actual events against expectations. Problem solving, and the techniques used to gain clarity, are most effective if the
solution remains in place and is updated to respond to future changes.
The Engineering Design Process

The engineering design process is a series of steps that engineers follow to come up with a solution to a problem. Many times the solution
involves designing a product (like a machine or computer code) that meets certain criteria and/or accomplishes a certain task. This process is
different from the Steps of the Scientific Method, which you may be more familiar with. If your project involves making observations and doing
experiments, you should probably follow the Scientific Method. If your project involves designing, building, and testing something, you should
probably follow the Engineering Design Process. If you still are not sure which process to follow, you should read Comparing the Engineering Design
Process and the Scientific Method.
Steps of the Engineering Design Process

1. Define the Problem
The engineering design process starts when you ask the following questions about problems that you observe:
 What is the problem or need?

 Who has the problem or need?
 Why is it important to solve?
2. Do Background Research
Learn from the experiences of others — this can help you find out about existing solutions to similar problems, and avoid mistakes that were
made in the past. So, for an engineering design project, do background research in two major areas:
 Users or customers
 Existing solutions
3. Specify Requirements
Design requirements state the important characteristics that your solution must meet to succeed. One of the best ways to identify the design
requirements for your solution is to analyze the concrete example of a similar, existing product, noting each of its key features.
4. Brainstorm Solutions
There are always many good possibilities for solving design problems. If you focus on just one before looking at the alternatives, it is almost
certain that you are overlooking a better solution. Good designers try to generate as many possible solutions as they can.
5. Choose the Best Solution
Look at whether each possible solution meets your design requirements. Some solutions probably meet more requirements than others.
Reject solutions that do not meet the requirements.
6. Develop the Solution
Development involves the refinement and improvement of a solution, and it continues throughout the design process, often even after a
product ships to customers.
7. Build a Prototype
A prototype is an operating version of a solution. Often it is made with different materials than the final version, and generally it is not as
polished. Prototypes are a key step in the development of a final solution, allowing the designer to test how the solution will work.
8. Test and Redesign
The design process involves multiple iterations and redesigns of your final solution. You will likely test your solution, find new problems,
make changes, and test new solutions before settling on a final design.
9. Communicate Results
To complete your project, communicate your results to others in a final report and/or a display board. Professional engineers always do the same,
thoroughly documenting their solutions so that they can be manufactured and supported.
IV. PRACTICE

V. ENRICHMENT

VI. EVALUATION


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ASKI Skills and Knowledge Institute, Inc.

Talavera Agricultural and Social Enterprise Training Center (TASEC)

SENIOR HIGH SCHOOL

TOPIC/LESSON NAME Lesson 1: Effective verbal communication methods

Building Skills, Creating Opportunities

LEARNING COMPETENCIES 1. Communicate information about workplace processes

SPECIFIC LEARNING OUCOMES The learners will be able to:

Building Skills, Creating Opportunities

TIME ALLOTMENT 9 weeks

Building Skills, Creating Opportunities

Building Skills, Creating Opportunities

III. LESSON PROPER/INSTRUCTION

comparison to daily interactions at work.

networks in the confines of a particular domain of business.

Building Skills, Creating Opportunities

Building Skills, Creating Opportunities

present physically on the meeting site.

Building Skills, Creating Opportunities

The students will hava a 10 item quiz related to the topic.

Building Skills, Creating Opportunities

Building Skills, Creating Opportunities

Building Skills, Creating Opportunities

 count items of stock

Building Skills, Creating Opportunities

 Recording information accurately and legibly

The teacher will ask the following questions in a form of review:

1. How you are going to participate in various workplace discussions?

Building Skills, Creating Opportunities

LESSON 3 SEMI-DETAILED LESSON PLAN

The teacher will play a short video about leadership.

A thorough review of job responsibilities ensures that:

o Individuals understand the most critical day-to-day tasks and activities

Goal setting ensures Penn State:

o Aligns groups, departments, and individuals to University strategy and goals

Individuals will document in Workday the following for each goal:

Methods of Monitoring Performance

 Team Member Performance Metric #1: Attendance

 Team Member Performance Metric #2: Helpfulness

 Team Member Performance Metric #3: Efficiency

 Team Member Performance Metric #4: Initiative

Building Skills, Creating Opportunities

 Team Member Performance Metric #5: Quality

Building Skills, Creating Opportunities

Building Skills, Creating Opportunities

Project Team Roles and Responsibilities

 Develop a project plan

 Project Team Member

Project team member duties may include:

 Contributing to overall project objectives

Building Skills, Creating Opportunities

 Make key business decisions for the project

Executive sponsor duties typically include:

 Carry ultimate responsibility for the project

 Business analyst duties:

 Assist in defining the project

Building Skills, Creating Opportunities

The teacher will ask the following questions in a form of review:

Building Skills, Creating Opportunities

LESSON 4 SEMI-DETAILED LESSON PLAN

Building Skills, Creating Opportunities

The teacher will play a short video about leadership.

 Communication Skills for Workplace Success