BASIC CBLM4 Solve Problem Related To Work Activities

BASIC COMPETENCY #4
Module Title: SOLVING PROBLEMS RELATED TO WORK ACTIVITIES

Unit of
SOLVE PROBLEMS RELATED TO WORK ACTIVITIES
competency:
Sector: ICT
Competency Based Learning Materials (CBLM) | Prepared by: Christian S. Dela Cruz
VGD NC III Trainer/Assessor
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Basic Competency : Lead Workplace Page
Mr. Crhistian S. Dela
Communications Cruz 1
VGD NCIII Trainer/Assessor
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIALS
Welcome!
The unit of competency, “Solve Workplace Problem Related to Work Activities”, contains
the knowledge, skills and attitude required for identifying/determining fundamental
cause of problem. It is one of the BASIC competencies of VISUAL GRAPHIC DESIGN NC
III.
The module, Identifying/Determining Fundamental Cause of Problem, contains training

materials and activities related to explaining the analytical techniques, identifying the
problem, and determining the possible cause/s of the problem for you to complete.
In this module, you are required to go through a series of learning activities in order to
complete each learning outcome. In each learning outcome are Information Sheets, Self-
Checks, Task Sheets and Job Sheets. Follow and perform the activities on your own. If you
have you have questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheets and complete the self-checks. Suggested references are
included to supplement the materials provided in this module.
 Perform the Task Sheets and Job Sheets until you are confident that your outputs
conform to the Performance Criteria Checklist that follows the sheets.
 Submit outputs of the Task Sheets to your facilitator for evaluation and recording
in the Accomplishment Chart. Outputs shall serve as your portfolio during the
Institutional Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of your
assessment will be recorded in your Progress Chart and Accomplishment
Chart.
A Certificate of Achievement will be awarded to you after passing the evaluation.
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LIST OF COMPETENCIES
No. Unit of Competency Module Title Code

Lead Workplace Leading Workplace
1 Communication Communication 500311109
2 Lead Small Team Leading Small Team 500311110

Develop and Practice Developing and Practicing
3 Negotiation Skills Negotiation Skills 500311111
Solve Problems Related to Identifying/Determining
4 Work Activities Fundamental Cause of 500311112
Problem
Use Mathematical Concepts Using Mathematical Concepts
5 and Techniques and Techniques 500311113
6 Use Relevant Technologies Using Relevant Technologies 500311114

Apply critical thinking and Applying critical thinking and
7 problem solving techniques problem solving techniques in 500311142
in the workplace the workplace
Use information creatively Using information creatively
8 500311144
and critically and critically
Work in a diverse Working on a diverse
9 500311145
environment environment
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SUMMARY OF LEARNING OUTCOMES
QUALIFICATION : VISUAL GRAPHIC DESIGN NC III
UNIT OF COMPETENCY : Solve Workplace Problem Related to Work Activities
MODULE TITLE : Identifying/Determining of

Problem
MODULE DESCRIPTOR : This module expresses the competency required to

apply problem solving techniques to identify/determine fundamental cause problem.
NOMINAL DURATION : 2 hours
LEARNING OUTCOMES: Upon completion of this module the students/trainees will be

able to:
LO1. Identify the Problems
LO2. Determine the possible cause/s of the problem
LO3. Determine corrective Actions
LO4 Provide recommenda- tion/s to manager
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DETAILS OF LEARNING OUTCOME
LEARNING OUTCOME1 Explain the analytical techniques
CONTENTS:
 Observation, Investigation, and Analytical Techniques
 Brainstorming
 Cause and Effect Diagrams
 PARETO Analysis
 SWOT Analysis
 GANT Chart
 PERT CPM and Graph
 SCATTERGRAMS
ASSESSMENT CRITERIA:
1. Importance and application of analytical techniques are explained
2. Analytical techniques such as brainstorming, cause and effects diagrams, PARETO
analysis, SWOT analysis, GANT chart, PERT CPM & graphs, and scatter grams are
defined
CONDITIONS:(Tools, equipment, s/m, references/materials)

The students/trainees must be provided with the following:
 CBLM
 Paper
 Learning Materials
 Pencil
 Eraser
METHODOLOGIES:
 Self-paced/modular
 Discussion
 Case Studies
ASSESSMENT METHODS:
 Written test
 Direct Observation
 Interview
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LEARNING EXPERIENCE
LEARNING OUTCOME 1: Explain the Analytical Techniques
Learning Activities Special Instructions
1. Read Information Sheet No.4.1-1 on Explaining You may clarify with the
the Analytical Techniques facilitator if you have concerns
on the lesson.
2. Answer Self Check No. 4.1-1 Compare answers with Answer

Key No. 4.1-1
You must answer all questions

correctly before proceeding to
the next activity.
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INFORMATION SHEET: 4.1-1
EXPLAINING THE ANALYTICAL TECHNIQUES
LEARNING OBJECTIVE/S:
After reading this information sheet, you should be able to:

 Identify the different analytical techniques
 Explain the importance and application of the different analytical techniques
Observation, Investigation and Analytical Techniques
There are many types of problems that can arise in the workplace. There are specific
steps for employers and employees to take to resolve these problems.
Observation
Observation is one tool for achieving innovative and creative solutions. Observing the
problem and watching it under different circumstances is one of the best ways to
understand a problem’s true nature.
Investigation
An investigation is a fact-finding exercise to collect all the relevant information on a

matter. A properly conducted investigation can enable an employer to fully consider
the matter and then make an informed decision on it.
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Making a decision without completing a reasonable investigation can make any
subsequent decisions or actions unfair, and leave an employer vulnerable to legal
action.
Analytical Techniques
An analytical technique (analytical method) is a procedure or a method for the analysis
of some problem, status or a fact. Analytical techniques are usually time-limited and
task- limited. They are used once to solve a specific issue.
Basic and most widely used analytical methods / techniques include:
 Brainstorming
Brainstorming is a group creativity technique. The aim is to generate as many

ideas on the topic. It is used in many fields - from problem solving to generating
highly creative ideas. It is used in the management, marketing and the scientific
activities.
Five basic principles are generally known. Their goal is to eliminate all
restrictions and alternatively stimulate the creation of new ideas:
o Pleasant atmosphere - it is important to induce a creative climate and

pleasant environment, and properly plan whole meeting
o We focus on quantity - the more ideas, the more likely they will contain
quality design solutions
o No criticism - no restrictions exist, we postpone criticism until later to not
hamper the flow of ideas and suggestions
o Unusual ideas are welcome - a new way of thinking, we generate ideas
regardless of their reality, logic, rationality
o We combine and improve the already formed ideas - “1 +1 = 3”, ideas
are formed by cooperation between the team
 Cause and Effect Diagrams
A cause-effect diagram is a visual tool used to logically organize possible causes

for a specific problem or effect by graphically displaying them in increasing
detail, suggesting causal relationships among theories. A popular type is also
referred to as a fishbone or Ishikawa diagram.
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How to Construct a Cause and Effect Diagram
Step 1: Define the Effect
Define clearly the effect or symptom for which the causes must be identified. The
“effect” must be defined in writing. For additional clarity, it may be advisable to
spell out what is included and what is excluded.
Step 2: Place the Effect
Place the effect or symptom at the right, enclosed in a box. Draw the central
spine as a thicker line pointing to it
Step 3: Identify Possible Causes
Use brainstorming or a rational step-by-step approach to identify the possible

causes. There are two possible approaches to obtaining contributions for the
causes to be placed on the diagram: brainstorming and a rational step-by-step
approach.
Step 4: Place the Major Causes
Each of the major causes (not less than two and normally not more than six)
should be worded in a box and connected with the central spine by a line at an
angle of about 70 degrees.
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Step 5: Add Causes to Main Area
Add causes for each main area. Each factor that is a cause of a main area is placed
at the end of a line that is drawn so that it connects with the appropriate main
area line and is parallel with the central spine
Step 6: Check Logical Validity of Each Causal Chain
Check the logical validity of each causal chain. Once the entire C-E diagram is
complete, it is wise to start with each potential root cause and “read” the
diagram forward to the effect being explained. Be sure that each causal chain
makes logical and operational sense.
Step 7: Check for Completeness
As discussed more fully in the interpretation section, check for the following:
o Main branches with fewer than three causes

o Main branches with substantially fewer causes than most others
o Main branches that go into less detail, with fewer levels of subsidiary
causes than do the others
o Main branches that have substantially more causes than most of the others
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The existence of one of these conditions does not automatically mean a defect in
the diagram; it merely suggests that further investigation is warranted.
 PARETO Analysis
Pareto Analysis is a statistical technique

in decision-making used for the selection
of a limited number of tasks that produce
significant overall effect. It uses the
Pareto Principle (also known as the
80/20 rule) the idea that by doing 20% of
the work you can generate 80% of the
benefit of doing the entire job. Take
quality improvement, for example, a vast
majority of problems (80%) are
produced by a few key causes (20%).
This technique is also called the vital few
and the trivial many.
Here are eight steps to identifying the principal causes you should focus on,
using PARETO Analysis:
1. Create a vertical bar chart with causes on the x-axis and count
(number of occurrences) on the y-axis.
2. Arrange the bar chart in descending order of cause importance that is,
the cause with the highest count first.
3. Calculate the cumulative count for each cause in descending order.
4. Calculate the cumulative count percentage for each cause in descending
order. Percentage calculation: {Individual Cause Count} / {Total Causes
Count}*100
5. Create a second y-axis with percentages descending in increments of 10
from 100% to 0%.
6. Plot the cumulative count percentage of each cause on the x-axis.
7. Join the points to form a curve.
8. Draw a line at 80% on the y-axis running parallel to the x-axis. Then drop
the line at the point of intersection with the curve on the x-axis. This point
on the x-axis separates the important causes on the left (vital few) from
the less important causes on the right (trivial many).
Here is a simple example of a PARETO diagram, using sample data showing the
relative frequency of causes for errors on websites. It enables you to see what
20%
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of cases are causing 80% of the problems and where efforts should be focussed
to achieve the greatest improvement. In this case, we can see that broken links,
spelling errors and missing title tags should be the focus.
Figure 1: Pareto Analysis Diagram
 SWOT Analysis
S.W.O.T. is an acronym that stands for Strengths, Weaknesses, Opportunities, and

Threats. SWOT analysis is a technique for assessing the performance,
competition, risk, and potential of a business, as well as part of a business such
as a product line or division, an industry, or other entity.
Using internal and external data, the technique can guide businesses toward
strategies more likely to be successful, and away from those in which they have
been, or are likely to be, less successful.
Strengths (internal, positive factors)
Strengths describe the positive attributes, tangible and intangible, internal to

your organization. They are within your control.
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o What do you do well?
o What internal resources do you have? Think about the following:
o Positive attributes of people, such as knowledge, background, education,
credentials, network, reputation, or skills.
o Tangible assets of the company, such as capital, credit, existing
customers or distribution channels, patents, or technology.
o What advantages do you have over your competition?
o Do you have strong research and development capabilities?
Manufacturing facilities?
o What other positive aspects, internal to your business, add value or offer
you a competitive advantage?
Weaknesses (internal, negative factors)
Weaknesses are aspects of your business that detract from the value you offer or
place you at a competitive disadvantage. You need to enhance these areas in
order to compete with your best competitor.
o What factors that are within your control detract from your ability to
obtain or maintain a competitive edge?
o What areas need improvement to accomplish your objectives or
compete with your strongest competitor?
o What does your business lack (for example, expertise or access to skills or
technology)?
o Does your business have limited resources?
o Is your business in a poor location?
Opportunities (external, positive factors)
Opportunities are external attractive factors that represent reasons your

business is likely to prosper.
o What opportunities exist in your market or the environment that you

can benefit from?
o Is the perception of your business positive?
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o Has there been recent market growth or have there been other
changes in the market the create an opportunity?
o Is the opportunity ongoing, or is there just a window for it? In other
words, how critical is your timing?
Threats (external, negative factors)

Threats include external factors beyond your control that could place your
strategy, or the business itself, at risk. You have no control over these, but you
may benefit by having contingency plans to address them if they should occur.
o Who are your existing or potential competitors?

o What factors beyond your control could place your business at risk?
o Are there challenges created by an unfavorable trend or development
that may lead to deteriorating revenues or profits?
o What situations might threaten your marketing efforts?
o Has there been a significant change in supplier prices or the
availability of raw materials?
o What about shifts in consumer behavior, the economy, or government
regulations that could reduce your sales?
o Has a new product or technology been introduced that makes your
products, equipment, or services obsolete?
For illustration, here’s a brief SWOT example from a hypothetical, medium-sized

computer store.
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 GANTT Chart
A Gantt chart is a project management tool assisting in the planning and

scheduling of projects of all sizes, although they are particularly useful for
simplifying complex projects. Project management timelines and tasks are
converted into a horizontal bar chart, showing start and end dates, as well as
dependencies, scheduling and deadlines, including how much of the task is
completed per stage and who is the task owner. This is useful to keep tasks on
track when there is a large team and multiple stakeholders when the scope
changes.
As it's in a bar chart format it is possible to check on progress with a quick

glance. You can easily see:
o a visual display of the whole project,

o timelines and deadlines of all tasks,
o relationships and
dependencies
between the various activities,
o project phases
Project management solutions that

integrate Gantt charts give managers
visibility into team workloads, as well as
current and future availability, which
allows for more accurate scheduling.
 PERT CPM and Graph
PERT stands for Program Evaluation Review Technique.It is a graphic

representation of the data you generate from that method, laid out as a timeline.
It’s a critical tool project managers can use when putting together a project
schedule, as it allows them to break down each of the project’s tasks for analysis.
Use this guide to better understand the critical path method (CPM) and how to
use it in conjunction with review techniques offered in PERT charts.
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PERT is a method of analyzing the tasks involved in completing a given project,
especially the time needed to complete each task, and to identify the minimum
time needed to complete the total project
The CPM (Critical Path Management) chart is similar to the PERT chart but
includes anexplicit indication of the “critical path”—that sequence of tasks that
defines the minimumamount of time for the project. Put another way, these are
the tasks that a delay withinwill delay the entire project. One or more sequences
of such tasks always exists; theCPM chart makes these paths (usually just one)
explicit. Otherwise, CPM shares thesame strengths andweaknesses as the PERT,
and the two are often lumped together asone technique.
Visualizing critical path schedule:
SCATTERGRAMS
A scattergram, scatter diagram, scatterplot, scatter graph, or scatter chart is a
type of mathematical diagram using Cartesian coordinates to display values for
two variables for a set of data. Consists of an X axis (the horizontal axis), Y axis
(the vertical axis), and a series of dots. Each dot on the scattergram represents
one observation from a data set. The position of the dot on the scatterplot
represents its X and Y values.
The Usage of Scattergram:
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o Used to analyze patterns in bivariate(relate) data.
o Show the distribution of two variables in a population sample. Show
the behavior of the variables when they are accumulated
o The score or values of each sample are usually represented by dots on
the horizontal and vertical axis.
Example: Company α decides to use scatter graph method to split its factory
overhead (FOH) into variable and fixed components. Following is the data which
is provided for the analysis.
Month Units FOH

1 1,520 P 36,375
2 1,250 38,000
3 1,750 41,650
4 1,600 42,360
5 2,350 55,080
6 2,100 48,100
7 3,000 59,000
8 2,750 56,800
Solution:
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References: https://archive.acas.org.uk/media/4483/Conducting-
workplace- investigations/pdf/Conducting_Workplace_Investigations.pdf
https://managementmania.com/en/analyses-analytical-
techniques https://www.juran.com/blog/the-ultimate-guide-to-
cause-and-effect-
diagrams/
https://www.projectsmart.co.uk/pareto-analysis-step-by-
step.php https://articles.bplans.com/how-to-perform-swot-
analysis/ https://www.apm.org.uk/resources/find-a-
resource/gantt-chart/ https://github.com/nofaralfasi/PERT-
CPM-graph https://xplaind.com/800569/scatter-graph-
method
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SELF-CHECK NO. 4.1-1
EXPLAINING ANALYTICAL TECHNIQUES
Identification. Identify the following. Write your answer on the space before the number.
1. It is a statistical technique in decision-making used for
the selection of a limited number of tasks that
produce significant overall effect.
2. It describes the positive attributes, tangible and
intangible, internal to your organization.
3. It is a project management tool assisting in the planning
and scheduling of projects of all sizes, although they
are particularly useful for simplifying complex
projects.
4. It is a type of mathematical diagram using Cartesian
coordinates to display values for two variables for a
set of data. Consists of an X axis (the horizontal
axis), Y axis (the vertical axis), and a series of dots.
5. It is a graphic representation of the data you generate
from that method, laid out as a timeline.
6. These include external factors beyond your control that
could place your strategy, or the business itself, at risk.
7. It is a group creativity technique which aim is to
generate as many ideas on the topic.
8. It is a fact-finding exercise to collect all the relevant
information on a matter.
9. It is a procedure or a method for the analysis of some
problem, status or a fact.
10. It is a visual tool used to logically organize possible
causes for a specific problem or effect by graphically
displaying them in increasing detail, suggesting
causal relationships among theories.
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ANSWER KEY4.1-1
EXPLAINING THE ANALYTICAL TECHNIQUES
1. PARETO Analysis
2. Strength
3. GANTT Chart
4. SCATTERGRAM
5. PERT
6. Threats
7. Brainstorming
8. Investigation
9. Analytical Technique
10. Cause and effect diagram
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LEARNING OUTCOME2 Identify the problem
CONTENTS:
 Normal Operating Parameters and Product Quality
 Identifying and Clarifying the Nature of Problem
 Application of Analytical Techniques
1. Variances are identified from normal operating parameters and product quality
2. Extent, cause, and nature of the problem are defined based on observation,
investigation and analytical techniques
3. Problems are clearly stated and specified
CONDITIONS::(Tools, equipment, s/m, references/materials)

 CBLM
 Paper
 Pencil
 Eraser
METHODOLOGIES:
 Self-paced/
 modular
 Discussion
 Case Studies
ASSESSMENT METHODS:
 Written test
 Interview
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LEARNING EXPERIENCE
LEARNING OUTCOME 2: Identify the Problem
1. Read Information Sheet 4.2-1 on Identifying You may clarify with the
the Problem facilitator if you have concerns on
the lesson

Key No. 4.2-1

the next activity.
3. Perform the Task Sheet No. 4.2-1 on Evaluate your performance using
Identifying the Problem Performance Criteria Check List
No. 4.2-1
Your performance will also be

evaluated by your trainer using
the same Performance Criteria
Checklist
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INFORMATION SHEET 4.2-1
IDENTIFYING THE PROBLEM
LEARNING OBJECTIVES:
 Explain the importance of quality parameter in describing the quality of the product
 Discuss the process in identifying/clarifying a problem
 Explain the importance of using analytical techniques in identifying the problem.
Normal Operating Parameters and Product Quality
Product Quality is most commonly used words by consumers, manufacturers and

regulatory bodies. However, it is too general and means different things to different
people. Two persons describing the same product as a good quality product may not
mean the same thing; similarly, two persons saying the opposite may not mean the
same thing.
Quality parameter - the size characterizing the quality level of certain consumer and
production goods and processes leading to the production of a given good.
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The quality is described by eight dimensions characterizing, in various respects, the
data of good and determining their essence and purpose, i.e.:
 functional features of the product, usability in accordance with the

characteristics of the essence of the object,
 features that complement the basic functional features of the product,
 reliability, ability to work trouble-free,
 practicality, adaptability of the product, ease of use and maintenance,
 compliance with the standard requirements,
 durability, the possibility of using the product for a limited time,
 aesthetics, product reception,
 perceived quality, closely related to the product's brand and supplier's reputation.
These criteria are dynamic and depend on the following elements:
 industry,
 users,
 society,
 nature.
The quality parameters are determined by the actual condition of the company and its
surroundings as well as the properties of raw materials and the technological process
used during production. Improperly used technologies, inadequate environment of
production processes, poor storage and transport may negatively affect product quality.
These parameters can also be divided according to the group of features that contain a
specific number and type of detailed qualitative characteristics depending on the needs
to be met. These are:
1. Natural and technical features, all product features given to them by nature or
obtained as a result of technological processes, according to standards
containing
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basic parameters of structure and function of these products. This group consists
of physical, chemical and biological distinctions). They have an objective
character, because they can be compared with existing patterns.
2. Economic features are elements of the quality structure of goods that give users
a measurable sum of benefits. Expressed using economic indicators, e.g.
depreciation.
3. The functional features make the products able to satisfy material (technical) as
well as intangible (brand image, i.e. branded product) consumer needs. These
are, for example, durability, ease of use and maintenance, comfort in use.
4. Ergonomic properties, adjustment of products to anatomical, physiological and
psychological features of a human being.
5. Aesthetic features that characterize the appearance. They are shape, colors,
external construction solutions.
6. Ecological features, determined by the properties of goods, making them
environmentally friendly.
Identifying and Clarifying the Nature of Problem
The crux of the problem is usually not readily apparent and one runs the risk of
reaching a premature conclusion when only part of the pertinent information has been
collected.
Often such problems are unclear when they are first brought to attention. Clarification
is therefore essential but if it is done too rapidly, or in a cursory way, it may lead to:
focusing on a problem that is not important or not perceived to be important by key
stakeholders; considering inappropriate solutions; and failing to consider appropriate
solutions. A failure to reconsider a problem iteratively as additional information is
found can have the same consequences.
To ensure that all parties have been consulted and that various avenues have been
explored, we use the following seven questions to clarify a problem:
1. Exactly what is the problem?

2. When does it occur? How long has it occurred?
3. How do other people in the situation see it?
4. Are there physical symptoms involved?
5. What has the person tried to do about it? What does the person see as
possible solutions?
6. Are there major inconsistencies between feelings, content, and body posture?
7. What does the person want to do versus what the person feels he or she should do?
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Application of Analytical Techniques
An analytical approach is the use of an appropriate process to break a problem down

into the elements necessary to solve it. Each element becomes a smaller and easier
problem to solve.
The key word in the above definition is "appropriate." If your problem solving process
doesn't fit the problem at hand, you can execute the process to the highest quality
possible and still not solve the problem. This is the reason most people fail to solve
difficult problems. They're using an inappropriate approach without realizing it. The
process doesn't fit the problem.
In practice there are lots of quite simple analytical techniques that managers and
analysts use during normal work, often without naming it somehow. For such
techniques, it is often enough just a system of “paper-pencil,” or general office
equipment. They are based primarily on the experience of the person who uses them.
There are also a number of specialized analytical techniques, which are overwhelmingly
based on some mathematical model or which require certain equipment or tools.
References: https://ceopedia.org/index.php/Quality_parameters
https://myafshelp.afsusa.org/hc/en-us/articles/115001642387-
Clarify-a-
Problem.
https://www.thwink.org/sustain/articles/000_AnalyticalApproach/index.htm
#:~:text=Here%20it%20is%3A-,An%20analytical%20approach%20is
%20the%20use%20of%20an%20appropriate%20process,and%20easier
%20problem%20to%20solve.
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SELF-CHECK N0.4.2-1-
True or False. Write T on the space provided beside the number if the statement is
correct. Otherwise, write F.
1. Clarification is therefore essential but if it is done too rapidly, or in a
cursory way, it may lead to focusing on a problem that is not important.
2. An analytical approach is the use of an appropriate process to break a
problem down into the elements necessary to solve it.
3. The aesthetic features of the product contain basic parameters of structure
and function of these products.
4. Quality parameter is the size characterizing the quality level of certain
consumer and production goods and processes leading to the production
of a given good.
5. Economic features are elements of the quality structure of goods that
give users a measurable sum of benefits.
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ANSWER KEY 4.2-1
1. T
2. T
3. F
4. T
5. T
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TASK SHEET 4.2-1
Title: Identifying the Problem
Performance Objective: As a consultant you are asked to identify the problems causing
low motivation. Suggest solutions to senior management..
Supplies / Materials: Paper

Pencil
Equipment: PC with internet connection
Procedure:
Fremont Corporation Marketing Department is in trouble. Productivity has

dropped within the Department and employees there appear to have low
motivation. The problem started when Sharon sent some suggestions to improve
efficiency to the General Manager. Her section head, Mike, rebuked her for not
going through the "proper channels". Since then, he has required all
communications to be directed in writing to him, but does not reply to any that
have been sent. On the other hand, he issues instructions through the e-mail
system only. Staff have had applications for transfer refused, and Mike has
rigorously applied the rules on lunch times, morning teas and time off. Mike runs
a "tight ship", but productivity is falling, and his latest edict is that unless it rises,
jobs will go. Experienced staff say they are looking around for other jobs. Mike is
well regarded by his seniors, but there have been concerns about productivity.
1. Identify the main problem, and note any smaller problems that have a
relationship with the main problem
2. See whether the main problem needs to be broken down further;
Assessment Method:
 Question and Answer
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PERFORMANCE CRITERIA CHECKLIST 4.2-1
CRITERIA YES NO
Did you identify the main problem?
Did you identify smaller problem that may cause the main problem?
Is the nature of the problem been clarified?
Instructor’s Signature : Student’s Signature :

Date of Performance :
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LEARNING OUTCOME 3 Determine the possible cause/s of the problem
CONTENTS:
 Non-routine Process and Quality Problems
 Teamwork and Work Allocation Problem
 Safety and Emergency Situations and Incidents
1. Possible cause/s of problem are identified based on experience & the use of
problem solving tools/analytical techniques
2. Possible cause statements are developed
3. Fundamental causes are explained
CONDITIONS: :(Tools, equipment, s/m, references/materials)

 CBLM
 Paper
 Pencil
 Eraser
METHODOLOGIES:
 Self-paced/
 modular
 Discussion
 Case Studies
ASSESSMENT METHODS:
 Written test
 Interview
Prepared by:
LEARNING EXPERIENCE
LEARNING OUTCOME 3: Determine the Possible Cause/s of the Problem
3. Read Information Sheet 4.3-1 on Determining You may clarify with the
the Possible Cause/s of the Problem facilitator if you have concerns on
the lesson

Key No. 4.3-1

the next activity.
4. Perform the Task Sheet No. 4.3-1 on Evaluate your performance using
Determining the Possible Cause/s of the Performance Criteria Check List
Problem No. 4.3-1
Your performance will also be

evaluated by your trainer using
the same Performance Criteria
Checklist
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INFORMATION SHEET 4.3-1
DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM
LEARNING OBJECTIVES:
 Identify quality problems and the non-routine process to solve them
 Identify work allocation problem and the means to resolve them
 Identify the different safety and emergency situations and incidents
Non-routine Process and Quality Problems
Non-routine problem solving requires some degree of creativity or originality. Non-

routine problems typically do not have an immediately apparent strategy for solving
them. Often times, these problems can be solved in multiple ways and with a variety of
strategies.
Quality problems can arise on any project, and can take on many forms. Many of the
problems are minor irritants that keep you from implementing the most optimal
solution, but nevertheless can be tolerated. Many need to be resolved before you can
implement your solution. A few of them are "show-stoppers." All of these problems can
be resolved using similar techniques. Obviously the larger the problem, the more
complex the solution might be.
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The diagram below shows a list of drivers or causes that can influence quality.
Complaints and schedule delays can be caused by almost any driver, or combination of
drivers, listed in the above diagram. But some common causes include:
 Hurried work – when teams are in a hurry to complete their work it increases
the chances of making mistakes
 Changes to scope and specification – when specs and/or the size of the project
changes midstream, workers and teams can make mistakes while trying to
adjust to the changes, especially if those changes are poorly communicated
 Complexity – technical tasks and complex processes invite people to make errors
 Upstream errors – some errors can be passed-down from one team to another,
and if undiscovered, they can continue to be passed along until later stages of
the project or until the customer receives the product
 Hand-offs – having to hand work off to other teams/departments can
introduce errors
 Communication issues – lacking a system to notify downstream teams of
important product information or issues can cause people to make mistakes
 Staff turnover – new staff are more prone to making mistakes as they’re coming
up- to-speed
 Misunderstood specification – inheriting a specification that is difficult to
understand or left open to interpretation can introduce errors, and those errors
can be compounded as other teams work from the same specification
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Teamwork and Work Allocation Problem
We all know that teamwork promotes creativity and increases the overall
productivity of an organization. While this is true, there are many unsaid challenges
faced by every team which can really make the whole experience of working as a team
frustrating.
Here are a few common challenges faced by teams at workplace.
 Role Uncertainty
There is a lot of difference in working as an individual employee and working as

a part of a team. When you work with a team, your responsibilities are shared
with other team members.
This culture of shared responsibilities might be a little hard to get used to, if you
have never worked with a team before. Working with many people can create a
confusion on your role in the team, resulting multiple people taking up the same
responsibility or leave out some vital tasks. Asking the manager of the team
clearly about your role in the team could help avoid these situations.
 Lack Of Trust
When you work as an individual, you are used to making decisions and complete
tasks individually. But when you work with a team, you have to trust your team
mates and let them take a few decisions for the team.
Sometimes, team members make mistakes and it could be hard for you to trust
them with any other decision. But as a team it is important to trust your
teammates and function as a team.
 Unclear Goals
Some employees perform better when they function as a team and some perform
better as individual contributors. One reason for this could be setting the right
goals. You can easily set the right goals for yourself as an individual contributor
but when you are a part of the team, you have to consider your teammates
before setting goals.
One of the most common reasons for conflicts in teams is the ambiguity of goals.
If you are not on the same page with your other team mates about your goals, it
affects
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the productivity of the whole team, so communicate with the team/ manager
and be clear about your goals.
 Disengagement
Disengagement is one of the most common issues faced by everyone at

workplace. Teams tend to get disengaged when there’s a lack of proper direction
or vision. Team members fail to understand their role in the bigger picture which
leads to lack of motivation.
Disengagement in teams is often a result of lack of clarity on team goals and how
they contribute to the organization.
 Talent Differences
Some employees contribute more to a team than the rest of the team. The reason
is not always that they feel responsible for the team, the share of their
contribution depends on their individual talent and efficiency. But sometimes,
these talent differences cause conflicts between team members.
Some employees of team could be slower and less efficient than the rest. This
could decrease the overall productivity of the team which could be frustrating
for the high-performers of the team causing conflicts within the team. To avoid
this, the goals should be set based on their capability and skills.
The challenges with work allocation systems are multiple. Firstly, the availability of
input data is critical; the quality, the quantity, and the format of this data need to be
carefully investigated. Secondly, the dynamic nature of the environment surrounding
work allocation (job cancellation, delays, sickness, regulation change, etc.) forces such
a system to be very responsive and flexible. Thirdly, the scale and complexity of work
allocation problems can very quickly make the task of efficiently allocating jobs to
resources intractable for a human being.
Sometimes it is not an easy task for a team manager to ensure that the work assigned to
his team is properly and fairly portioned and allocated among the team members. It is
just as in every type of team sport – the coach of a team needs to select the right players
for the next game, reasoning from specifics of the next opponent and skills of
available players, and identify the position where each of these team members will play
to bring maximum of advantage.
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Effective Team Work Allocation should be:
 Fair – nobody in the team wittingly is appointed to some work which he cannot
accomplish due to some objective conditions.
 Equal – portions or types of workloads are allocated equally, so nobody in the
team appears just overwhelmed with excessive tasks (if this is not somehow
stipulated and compensated), while someone other enjoys unjustified freeness.
 Justified – work is always accurately assessed and assigned only to appropriate
employees who are approved, expected or motivated as capable of doing it.
Safety and Emergency Situations and Incidents
Nobody expects an emergency or disaster -- especially one that affects them, their
employees, and their business personally. Yet the simple truth is that emergencies and
disasters can strike anyone, anytime, and anywhere. You and your employees could be
forced to evacuate your company when you least expect it.
A workplace emergency is an unforeseen situation that threatens your employees,

customers, or the public; disrupts or shuts down your operations; or causes physical or
environmental damage. Emergencies may be natural or manmade and include the
following:
 Floods
 Earthquakes
 Fire
 Toxic gas releases
 Chemical spills
 Radiological accidents
 Contagious illness
 Explosions
 Civil disturbances and riots
 Workplace violence
References:https://www.upperelementarysnapshots.com/2015/10/
mathproblemsolving.ht ml
https://myafshelp.afsusa.org/hc/en-us/articles/115001642387-Clarify-a-
Problem.
https://www.accipio.com/eleadership/mod/wiki/view.php?id=1948
http://www.todolistsoft.com/solutions/howtos/how-to-allocate-and-
control-
work-in-your-team.php
https://www.osha.gov/Publications/osha3088.html
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SELF-CHECK N0.4.3-1-
Enumeration. Write your answer on the space provided.
1. What are the common challenges faced by teams at workplace?
2. Give at least 5 of the common drivers that can influence quality.
3. Give at least 5 natural or manmade emergencies in the workplace
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ANSWER KEY 4.3-1
4. What are the common challenges faced by teams at workplace?

 Role uncertainty
 Lack of trust
 Unclear goals
 Disengagement
 Talent differences
5. Give at least 5 of the common drivers that can influence quality.
 Hurried work
 Changes to scope and specification
 Complexity
 Upstream errors
 Hand-offs
 Communication Issues
 Staff turnover
 Misunderstood specification
6. Give at least 5 natural or manmade emergencies in the workplace
 Floods
 Earthquakes
 Fire
 Toxic gas releases
 Chemical spills
 Radiological accidents
 Contagious illness
 Explosions
 Civil disturbances and riots
 Workplace violence
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TASK SHEET 4.3-1
Title: Determining The Possible Cause/S Of the Problem
Performance Objective: Using analytical technique, identify the possible causes of lost
control car.
Supplies / Materials: Paper

Pencil
Equipment: PC with internet connection
Procedure:
1. Make an analysis why a car may possible lose control.
2. Create a fishbone diagram illustrating the causes of the problem. (Refer to
Information Sheet No. 4.1-1)
3. Submit the diagram to the facilitator
Assessment Method:
 Portfolio Analysis
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PERFORMANCE CRITERIA CHECKLIST 4.3-1
CRITERIA YES NO
Did you complete identified the major causes of the problem?
Did you identify the sub-causes of the problem
Does the diagram illustrates the major and sub-causes of the problem?
Instructor’s Signature : Student’s Signature :

Date of Performance :
Prepared by:

BASIC CBLM4 Solve Problem Related To Work Activities

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BASIC COMPETENCY #4

Module Title: SOLVING PROBLEMS RELATED TO WORK ACTIVITIES

The module, Identifying/Determining Fundamental Cause of Problem, contains training

A Certificate of Achievement will be awarded to you after passing the evaluation.

No. Unit of Competency Module Title Code

2 Lead Small Team Leading Small Team 500311110

6 Use Relevant Technologies Using Relevant Technologies 500311114

QUALIFICATION : VISUAL GRAPHIC DESIGN NC III

UNIT OF COMPETENCY : Solve Workplace Problem Related to Work Activities

MODULE TITLE : Identifying/Determining of

MODULE DESCRIPTOR : This module expresses the competency required to

NOMINAL DURATION : 2 hours

LEARNING OUTCOMES: Upon completion of this module the students/trainees will be

LO1. Identify the Problems

LO2. Determine the possible cause/s of the problem

LO3. Determine corrective Actions

LO4 Provide recommenda- tion/s to manager

LEARNING OUTCOME1 Explain the analytical techniques

CONDITIONS:(Tools, equipment, s/m, references/materials)

Learning Activities Special Instructions

2. Answer Self Check No. 4.1-1 Compare answers with Answer

You must answer all questions

After reading this information sheet, you should be able to:

Observation, Investigation and Analytical Techniques

An investigation is a fact-finding exercise to collect all the relevant information on a

Brainstorming is a group creativity technique. The aim is to generate as many

o Pleasant atmosphere - it is important to induce a creative climate and

 Cause and Effect Diagrams

A cause-effect diagram is a visual tool used to logically organize possible causes

Step 1: Define the Effect

Step 2: Place the Effect

Step 3: Identify Possible Causes

Use brainstorming or a rational step-by-step approach to identify the possible

Step 4: Place the Major Causes

Step 6: Check Logical Validity of Each Causal Chain

Step 7: Check for Completeness

o Main branches with fewer than three causes

Pareto Analysis is a statistical technique

Figure 1: Pareto Analysis Diagram

S.W.O.T. is an acronym that stands for Strengths, Weaknesses, Opportunities, and

Strengths (internal, positive factors)

Strengths describe the positive attributes, tangible and intangible, internal to

Weaknesses (internal, negative factors)

Opportunities (external, positive factors)

Opportunities are external attractive factors that represent reasons your

o What opportunities exist in your market or the environment that you

Threats (external, negative factors)

o Who are your existing or potential competitors?

For illustration, here’s a brief SWOT example from a hypothetical, medium-sized

A Gantt chart is a project management tool assisting in the planning and

As it's in a bar chart format it is possible to check on progress with a quick

o a visual display of the whole project,

Project management solutions that

 PERT CPM and Graph

PERT stands for Program Evaluation Review Technique.It is a graphic

Visualizing critical path schedule:

The Usage of Scattergram:

Month Units FOH

LEARNING OUTCOME2 Identify the problem

CONDITIONS::(Tools, equipment, s/m, references/materials)

Learning Activities Special Instructions

2. Answer Self Check No. 4.2-1 Compare answers with Answer