Professional Documents
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Basic LO3-2
Basic LO3-2
COMPETENCY BASED
LEARNING MATERIALS (C B L M)
SECTOR: ELECTRONICS
CBLM on
Electronic Product Date Develop:
Assembly Servicing June 25 2020 Module:
NCII Practicing Career
Professionalism
Plan Training Developed by:
Session Version No.1
Joel S. Milan
ACKNOWLEDGEMENT
TESDA Provincial Director, Supervisors and Staff for the scholarship grant
for the trainers’ training in service to the community.
USAT School President, Vice President for Academic Affairs, Vice President
for Personnel and Academic Affairs, Vice President for Finance and
Administrators for the unwavering support and inspiring the EPAS
Administrators and faculty to excel in their field of specialization.
La Salle Tech TM1 Trainers, facilitators, and staff for the patience and
endurance in coaching and mentoring the trainees for the completion of all
the requirements.
Our beloved family for the encouragement, love and care for believing in us
that we can make it.
And finally to almighty God for the endless love, provision, strength and
sustaining powers and for making the impossible possible.
Joel S. Milan
CBLM on
Electronic Product Date Develop:
Assembly Servicing Module:
June 25 2020
NCII Practicing Career
Professionalism
Plan Training Developed by:
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Session Joel S. Milan
HOW TO USE THIS COMPETENCY- BASED LEARNING
MATERIALS
Welcome!
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Electronic Products Assembly and Servicing NCII
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
CBLM on
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Joel S. Milan
Table of Contents
Cover page
Acknowledgement………………………………………………………..… i
Learning Experiences…………………………………………………….9-10
Self-Check 3.1-1
Answer Key 3.1-1
CBLM on
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Joel S. Milan
UNIT OF COMPETENCY: Practice career professionalism
QUALIFICATION LEVEL: NC II
INTRODUCTION:
CBLM on
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Joel S. Milan
SUMMARY OF LEARNING OUTCOMES:
CBLM on
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Joel S. Milan
Learning Outcome # 01
CONTENTS:
Assessment Criteria:
CONDITIONS:
Workplace
Human
Financial
Technoogy
-Hardware
-Softwrae
CBLM on
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Assembly Servicing June 25 2020 Module:
NCII Practicing Career
Professionalism
Plan Training Developed by:
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Joel S. Milan
METHODOLOGIES:
Interactive lecture
Simulation
Symposium
Film veiwing
Group dynamics
ASSESSMENT METHODS:
Portfolio Assessment
Interview
Observation
Third Party Report
Exam and Test
CBLM on
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Assembly Servicing June 25 2020 Module:
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Joel S. Milan
Learning Experiences
Learning Outcome:
Conduct Test
Learning Activities Special Instructions
1. Read Information Sheet 3.1-1 Personal Read and understand
growth and work plans towards improving the information sheet
the qualification and Check yourself by
on page 11-24 in CBLM answering the Self-
Check. You must answer
all questions correctly
2. Answer Self-Check 3.1-1 in CBLM page 25 before proceeding to the
Compare your answers with Answer Key 3.1-1 next activity
page 26 in CBLM
Job Sheet /Operation
3. Read Information sheet 3.1-2 in CBLM Sheet will help you
(Intra-and interpersonal relationships in the practice your skills on
course of managing oneself the particular learning
) pages 27-36 outcome completed
Learning Objectives:
History
"Self-help" appears to have been first used in the legal context, referring to the
doctrine that a party in a dispute has the right to use lawful means on their
own initiative to remedy a wrong.
Dale Carnegie (1888-1955) founded the self-help movement in the 20th century
when he published How to Win Friends and Influence People in 1936. Having
failed in several careers, Carnegie became fascinated with success and its link
to self-confidence, and studied the subject for years. Carnegie's books have
since sold over 50 million copies. Napoleon Hill's Think and Grow Rich
described the use of repeated positive thoughts to attract happiness and wealth
by tapping into an "Infinite Intelligence".
1. Don’t expect yourself to be anywhere other than where you are. Accept your
current place on the path.
2. Anticipate the very next phase beyond the one you’re in, so you can be
prepared for it when it arrives.
1. Asleep
If you’re reading this, you’re either past or nearly past this phase. If you
were asleep, my work wouldn’t resonate with you. But I bet you remember
when you’re conditioning and fears ruled you. That's when you were asleep —
playing the victim, assuming we don’t have the power or ability to change our
own lives. Placing blame, neuroticism, fear, and lack of fulfillment are common
side effects of being "asleep." At some point, we realize we’ve been living our
lives on cruise control and decide to stop.
2. Awakening
Usually, after a good old-fashioned expectation hangover (when we’ve
expected certain things from ourselves or others and found ourselves
disappointed — again), we finally wake up and start asking ourselves why that
keeps happening.
We begin to learn that our experiences aren’t random, and we start looking for
answers. We connect the dots and recognize that life is about learning and
finding our true selves. We have a lot of realizations — both exciting and
perhaps difficult to deal with.
3. Integration
In this phase, we shift from knowing to doing. If you feel like you have a
lot of information but things in your life aren't reflecting that knowledge, you’re
probably in the integration phase. It’s time to roll up your sleeves and make
things happen
4. Acceptance
Once we’ve made new habits and are starting to inhabit this new way of
being, we begin to accept. We are not new people. We’re just more authentically
ourselves than ever.
Does this mean we are totally evolved and never have anything to work on? No.
We are still human. The only difference is that now when we get an expectation
hangover, we can move past it and into acceptance.
We stop fighting with reality and either accept it or change it. We are happy
with ourselves and no longer slaves to our impulses.
Keep in mind that you may go back and repeat the phases multiple times,
when an expectation hangover triggers awareness of a problem area, or new
insight inspires further self-discovery.
I’d love to hear if this structure resonates with you and which phase you think
you might be in
Brainstorming
To start the process of Personal Development, first spend some time
thinking about your life and career. You can ask following few questions
to yourself-
Personal analysis
Clear statement of long term goals (5-10 years)
Clear statement of short term goals (1-4 years)
Specific work schedule for the coming years, which aid you achieve the
goals within the time frame.
Corrective actions to be taken in case of failure to achieve the set goals.
Personal Analysis
1. What opportunities exist in the outside environment from which you will
be benefited?
2. Is the perception of yours in the society positive?
3. Has the latest market growth created new areas of opportunity for you?
Threats- These include external factors that can pose a risk to your career
or life as a whole. The threats are beyond your control. Hence, you should
have a contingency plan to tackle them as they occur.
Always keep the following acronym in mind while setting your goals-
Achievable- When you are fixing your goals, you should be knowing the
ways to be followed which would lead you to your ultimate goals. Goals
slowly become attainable and easy to achieve not because the so called
goals shrink, but it is because of the fact that you expand and grow to
match them. Once you set your goals, you chalk down practical methods
to fulfill the goal.
Realistic- The goal should not be impractical and hard to achieve. It
should be realistic and possible to achieve with a demonstrated level of
hard work and dedication. A high goal is usually convenient to achieve as
it needs high motivational factor.
Time Bound- A goal should always have some specified time frame within
which it should be fulfilled. Without a time limit, there is no urgency as a
result; there are high chances of failure to attain the goal. Hence time
boundary should be maintained and regularly checking of efforts towards
the set goals should be done.
So, get up, take a pen and a white sheet. Be ready to brainstorm a little
and then start the process of developing your own Personal Development
Plan. Don’t forget to have fun in the.
SELF-CHECK 3.1-1
Acronyms of :
1.) S
2.) M
3.) A
4.) R
5.) T
Test II: Enumerate in any order the following five overarching phases
1.)
2.)
3.)
4.)
5.)
Test I:
1.) Specific
2.) Measurable
3.) Achievable
4.) Realistic
5.) Time Bound
Test II:
1.) Asleep
2.) Awakening
3.) Integration
4.) Acceptance
5.) Application and service
INFORMATION SHEET 3.1-2
Intra-and interpersonal relationships in the course of
managing oneself
Learning Objectives:
unlikely that a manager will succeed without developing these critical soft
skills.
A ‘’lack of empathy is a primary cause of interpersonal difficulties that
What's more insidious about this suggestion is the implicit assumption that
understand and manage your own emotions. Only then can you understand
others though social awareness and how to manage others says Dr. Brusman.
empathy, says Roman Krznaric, Ph.D. at the School of Life in London. "Highly
empathic people have an insatiable curiosity about strangers. They will talk to
the person sitting next to them on the bus, having retained that natural
out of us."
This doesn't mean to take your employees away from their work to
Interpersonal skills are the skills used by a person to interact with others
an organization.
expectations and customs, and they take into account others' reactions to
knowledge.
Improving Interpersonal Skills
While many people believe that interpersonal skills are, to some extent,
innate in each person or acquired at an early age, job seekers and those
looking for promotions can take steps to improve their interpersonal skills and
take to hone their interpersonal skills include expressing appreciation for team
members and support staff, practicing empathy, moderating disputes quickly
so they don't get out of control, and planning communications rather than
saying or writing the first thing that comes to mind. Active listening is also a
skill that can be learned through the process of repeating back to a speaker
what she has said to make sure true communication is taking place
Intrapersonal Skills
Every now and then you meet someone with extraordinary intrapersonal
skills but chances are, you may not even know it. That’s because you usually
risks or start yelling and screaming at the drop of a hat. You tend to notice
these extremes of behavior but you don’t notice it when someone is balanced
companies got how to where they are. With time recognized their success was
partly predicated on emotional intelligence and has come to realize that this
type of intelligence has two parts, interpersonal skills and intrapersonal skills.
Started examining this list of interpersonal skills and found that some of
The List
Self confidence
Initiative
Taking responsibility
have the same set of skills in the same degrees. And the mix probably doesn’t
Compatibility
Communication
Two people in love must interact with each other on a regular basis
through various modes of communication such as telephone, emails,
letters (though exchanging letter is now considered an outdated form of
communication). Staying in touch is essential for the love to grow
especially in long distance relationships where individuals can’t meet quite
often.
In professional relationships as well, colleagues must communicate well for
a better bonding. Sit with your coworkers and discuss issues face to face to
reach to a mutually acceptable solution.
Honesty
Stay calm
Forgiving
Smile
As they say “Smile is a curve that makes everything staright.” Flash your
smile more often. It works. Take care of your facial expressions while
interacting with the other person.
Time
Make the other person feel important. Appreciate your partner whenever
he/she does something for you. Praise him/her in front of others.
Every relationship needs time and an individual’s effort to grow. Sit with
your partner and try to sort out the differences amicably. Don’t be too
rigid.
An individual must interact with the other person regularly for the
relationship to grow and reach to the next level. Speaking over the phone.
SM Sing is ways of communicating and staying in touch especially in long
distance relationships where individuals hardly meet.
Individuals can also communicate through emails. If you do not get the
time to call your partner regularly, drop him/her a mail. The other person
would feel happy and important. Emails are also an effective mode of
communication at workplace. For better relations at workplace, try to
communicate through written modes of communication. Be careful about
the mail body and make sure they are self-explanatory. Using capital
letters in emails is considered to be rude and loud. Do not share any
information with any of your fellow workers verbally. Mark him a mail and
do keep your Boss in the loop. All the related employees must be marked a
cc as well. If discussed orally, the other person might refuse later on,
creating problems for you.
SELF-CHECK 3.1-2
1.)
2.)
3.)
4.)
5.)
6.)
Test I:
1.) Compatibility
2.) Communication
3.) Honesty
4.) Stay calm
5.) Forgiving
6.) Time
Test II:
Are the skills used by a person to interact with others properly in the
business domain, the term generally refers to an employee's ability to get along
with others while getting the job done. Interpersonal skills include everything
from communication and listening skills to attitude and deportment.
INFORMATION SHEET 3.1-3
Commetment to the organization and its goals in the performance of
duties
Learning Objectives:
Performance Management
Performance management is a process by which managers and
employees work together to plan, monitor and review an employee’s work
objectives and overall contribution to the organization. More than just an
annual performance review, performance management is the continuous
process of setting objectives, assessing progress and providing on-going
coaching and feedback to ensure that employees are meeting their objectives
and career goals.
Phase 1 — Plan
The planning phase is a collaborative effort involving both managers and
employees during which they will:
Identify three to five areas that will be key performance objectives for the
year. The choice of areas may be determined by the organization's strategic
plan, by the employee's desire to improve outcomes in a certain part of their
job, or by a need to emphasize a particular aspect of the job at this time.
These are objectives that are critical to the overall success of the position. If
the employee does not meet his/her critical objectives then overall
performance will be evaluated as unsatisfactory.
Identify training objectives that will help the employee grow his or her
skills, knowledge, and competencies related to their work.
Identify career development objectives that can be part of longer-term
career planning.
Both the employee and manager need to sign off on the proposed work
assessment plan. A copy of the plan should be given to the employee and
another should be kept in his or her confidential personnel folder.
Setting objectives and measurements
Often the most difficult part of the planning phase is finding appropriate and
clear language to describe the performance objectives and measures or
indicators of success. Managers need to ensure that the objectives are a good
representation of the full range of duties carried out by the employee, especially
those everyday tasks that can take time but are often overlooked as significant
accomplishments.
Specific
Specify clearly what is to be done, when it is to be done, who is to accomplish it
and how much is to be accomplished.
Measurable
Ask questions such as: How much? How many? How will I know when it is
accomplished? Multiple measures should be used if possible, for example,
quantity, quality, time frame and cost.
Attainable
Assure there is reasonable path to achievement and feasible odds that you will
get there.
Realistic
The objective needs should match the level of complexity with the employee's
experience and capability and no insurmountable forces outside the control of
the employee should hinder its accomplishment.
Time-bound
Be clear about the time frame in which performance objectives are to be
achieved. In most cases, objectives are to be completed by the end of the
performance review period.
Not SMART: Visit the drop-in center and see how the volunteers are doing.
Phase 2 — Monitor
For a performance management system to be effective, employee progress
and performance must be continuously monitored. Monitoring day-to-day
performance does not mean watching over every aspect of how employees carry
out assigned activities and tasks. Managers should not micro-manage
employees, but rather focus their attention on results achieved, as well as
individual behaviors and team dynamics affecting the work environment.
During this phase, the employee and manager should meet regularly to:
Continuous coaching
Performance management includes coaching employees to address concerns
and issues related to performance so that there is a positive contribution to the
organization. Coaching means providing direction, guidance, and support as
required on assigned activities and tasks.
Providing feedback
Positive feedback involves telling someone about good performance. Make
this feedback timely, specific and frequent. Recognition for effective
performance is a powerful motivator.
Often, it is the positive and supportive feedback that is most readily and
easily shared, while finding the right way to provide constructive feedback to
address a particular performance issue can be more daunting. If an employee
is not meeting performance expectations, managers need to provide
constructive and honest feedback. It's important to do this when an issue first
arises - before it escalates into a significant problem. Here are a few points to
consider when giving constructive feedback:
Prepare
Think through what you want to address in the meeting, confirm the
facts of the performance issue and make sure you know and can describe
what happened or is happening
Be clear about what the issue is and about the consequences if the
employee's performance does not improve
Plan to meet in a location where there will be privacy and minimal
interruptions (note that in a unionized environment, you may have to invite a
union representative to be with the employee during the discussion)
Be calm, so that you can approach the discussion objectively and with
clarity
“You were late 3 times last week. When you arrived late for the staff meeting,
you missed an important discussion about our new fundraising campaign.”
This statement is factual and specifically addresses the performance issue and
the impact of being late.
Listen
Have the employee describe the situation from their perspective and
provide an explanation. Be open to any new insights that may arise.
Respond to denial, blaming of others, etc. by restating factual
information and reviewing the negative impacts of the performance issue.
Although we may sympathize with an employee’s unique personal
circumstances and their reasons for why they are not performing, it is
important to remain focused on the performance issue. If you alter what is
required of one employee (i.e. “bend the rules”) you will have to be prepared to
do so for all employees. As a performance manager, try to avoid putting
yourself in the position to have to judge which circumstances warrant “special
treatment” and those that do not.
Ask the employee for their suggestions for addressing the issue and offer
your suggestions if necessary
Agree on a specific plan of action: including what the employee will do,
how they plan to do it and within what time period
Document the action plan and attach to employees performance
management file
Specify the consequences for the employee if the performance issue is
not resolved
Follow up
Monitor results and meet periodically to discuss progress
Provide positive reinforcement for improvement and continue to offer
support
If the issue has not improved or been resolved over the specified time
period, enact the consequences as discussed in the action plan
HR Toolkit: Supervision
HR Toolkit: Interpersonal communication
HR Toolkit: Discipline
Phase 3 — Review
The performance assessment or appraisal meeting is an opportunity to review,
summarize and highlight the employee’s performance over the course of the
review period.
Managers must ensure that the employee receives a copy of the assessment
form and the signed document is put in the employee's file.
Important: An appeals process
Even with a well-designed and implemented performance management process,
there may be situations when an employee has a serious difference of opinion
with the manager about his or her performance assessment. A procedure for
the employee to discuss disagreement with the process should be established.
Ombudsman
Employees can seek assistance from an individual within the
organization who is designated as an impartial ombudsman.
Halo
A tendency to form a generalized positive impression of an employee,
meaning rating the employee highly on all rating criteria rather than
independently for each item.
Horns
The opposite of the halo effect bias, with a general negative impression of
an employee resulting results in artificially low ratings. This bias may come up
if the manager generally dislikes, or has little confidence in an employee.
Central tendency
A tendency to evaluate most employees as "average" when applying a
rating scale. For example, given a scale that run from 1 (poor) to 7 (excellent),
with 4 being the average, some managers refuse to use the points at either of
the ends. The tendency is for almost all ratings to fall within the 3-5 range.
Shorter rating scales (e.g. those with only three points, rather than seven) tend
to cause less central tendency bias, but they also become less exact.
General information
Typically the first section of a performance assessment form includes standard
information about the employee, the manager and the organization. This
includes the:
Competency profile
If your organization has a performance assessment process that is based on a
competency framework, be sure to include the list of relevant competencies on
the assessment form. Examples of competencies include teamwork, effective
Avoid language that may be inflammatory and, when possible, use words
that are not open to interpretation
For words that are open to interpretation, provide definitions and
examples to clarify what is meant
Use simple rating scales
The reliability of frequency scales can be improved by defining the
percentage of time for each point on the scale. For example: "Almost always"
could mean 95% - 100% of the time.
For key work objectives a rating scale like this is simple and can guide the
discussion between the manager and the employee:
What an effective 360-degree feedback process can achieve:
Overall Goal
Note that these general activities are somewhat similar to several other
major approaches in organizations, e.g., strategic planning, management by
objectives, Total Quality Management, etc. Performance management brings
focus on overall results, measuring results, focused and ongoing feedback
about results, and development plans to improve results. The results
measurements themselves are not the ultimate priority as much as ongoing
feedback and adjustments to meet results.
Basic Steps
The following steps are described more fully in the topics Performance Plan,
Performance Appraisal and Development Plan, including through use of
an example application. The steps are generally followed in sequence, but
rarely followed in exact sequence. Results from one step can be used to
immediately update or modify earlier steps. For example, the performance plan
itself may be updated as a result of lessons learned during the ongoing
observation, measurement and feedback step.
NOTE: The following steps occur in a wide context of many activities geared
towards performance improvement in an organization, for example, activities
such as management development, planning, organizing and coordinating
activities.
5. Identify first-level measures to evaluate if and how well the domain's desired
results were achieved
7. Identify standards for evaluating how well the desired results were achieved
(e.g., "below expectations", "meets expectations" and "exceeds expectations")
12. If performance meets the desired performance standard, then reward for
performance (the nature of the reward depends on the domain)
13. If performance does not meet the desired performance standards, then
develop or update a performance development plan to address the performance
gap* (See Notes 1 and 2)
Test I: Enumerate in any order the following steps occur in a wide context
of many activities geared towards performance improvement in an
organization
1.)
2.)
3.)
4.)
5.)
6.)
ANSWER KEY 3.1-3
Test I: