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COMPETENCY - BASED LEARNING MATERIALS
Sector: HEALTH, SOCIAL, AND OTHER COMMUNITY DEVELOPMENT SERVICES SECTOR Qualification: BOOKKEEPING NC III Unit of Competency: Solve Workplace Problem Related to Work Activities Module Title: Identifying/Determining Fundamental Cause of Problem Institution: LUZONIAN CENTER OF EXCELLENCE FOR SCIENCE AND TECHNOLOGY (LCEST) INC
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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 BOOKKEPPING 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, SelfChecks, 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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LIST OF COMPETENCIES No.
Unit of Competency
Module Title
Code
1
Lead Workplace Communication
Leading Workplace Communication
500311109
2
Lead Small Team
Leading Small Team
500311110
3
Develop and Practice Negotiation Skills
Developing and Practicing Negotiation Skills
500311111
4
Solve Problems Related to Work Activities
Identifying/Determining Fundamental Cause of Problem
500311112
5
Use Mathematical Concepts and Techniques
Using Mathematical Concepts and Techniques
500311113
6
Use Relevant Technologies
Using Relevant Technologies
500311114
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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SUMMARY OF LEARNING OUTCOMES QUALIFICATION
:
BOOKKEEPING NC III
UNIT OF COMPETENCY
:
Solve Workplace Problem Related to Work Activities
MODULE TITLE Problem
:
Identifying/Determining
Fundamental
Cause
of
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. Explain the analytical techniques LO2.Identify the problem LO2. Determine the possible cause/s of the problem
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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 tasklimited. 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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%
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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?
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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:
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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 1 2 3 4 5 6 7 8
Units 1,520 1,250 1,750 1,600 2,350 2,100 3,000 2,750
FOH P 36,375 38,000 41,650 42,360 55,080 48,100 59,000 56,800
Solution:
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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References: https://archive.acas.org.uk/media/4483/Conducting-workplaceinvestigations/pdf/Conducting_Workplace_Investigations.pdf https://managementmania.com/en/analyses-analytical-techniques https://www.juran.com/blog/the-ultimate-guide-to-cause-and-effectdiagrams/ 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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
_______________________ 2. _______________________ 3.
_______________________ 4.
_______________________ 5. _______________________ 6. _______________________ 7. _______________________ 8. _______________________ 9. _______________________ 10.
It is a statistical technique in decision-making used for the selection of a limited number of tasks that produce significant overall effect. It describes the positive attributes, tangible and intangible, internal to your organization. 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. 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. It is a graphic representation of the data you generate from that method, laid out as a timeline. These include external factors beyond your control that could place your strategy, or the business itself, at risk. It is a group creativity technique which aim is to generate as many ideas on the topic. It is a fact-finding exercise to collect all the relevant information on a matter. It is a procedure or a method for the analysis of some problem, status or a fact. 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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DETAILS OF LEARNING OUTCOME LEARNING OUTCOME2
Identify the problem
CONTENTS: Normal Operating Parameters and Product Quality Identifying and Clarifying the Nature of Problem Application of Analytical Techniques ASSESSMENT CRITERIA: 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) 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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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LEARNING EXPERIENCE LEARNING OUTCOME 2: Identify the Problem Learning Activities
Special Instructions
1. Read Information Sheet 4.2-1 on Identifying You may clarify with the the Problem facilitator if you have concerns on the lesson 2. Answer Self Check No. 4.2-1
Compare answers with Answer Key No. 4.2-1 You must answer all questions correctly before proceeding to 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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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INFORMATION SHEET 4.2-1 IDENTIFYING THE PROBLEM
LEARNING OBJECTIVES: After reading this information sheet, you should be able to: 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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2. 3.
4. 5. 6.
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. 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. 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. Ergonomic properties, adjustment of products to anatomical, physiological and psychological features of a human being. Aesthetic features that characterize the appearance. They are shape, colors, external construction solutions. 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. 2. 3. 4. 5.
Exactly what is the problem? When does it occur? How long has it occurred? How do other people in the situation see it? Are there physical symptoms involved? 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?
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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-aProblem. 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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SELF-CHECK N0.4.2-1IDENTIFYING THE PROBLEM True or False. Write T on the space provided beside the number if the statement is correct. Otherwise, write F. _____1. _____2. _____3. _____4.
_____5.
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. An analytical approach is the use of an appropriate process to break a problem down into the elements necessary to solve it. The aesthetic features of the product contain basic parameters of structure and function of these products. 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. Economic features are elements of the quality structure of goods that give users a measurable sum of benefits.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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ANSWER KEY 4.2-1 IDENTIFYING THE PROBLEM
1. 2. 3. 4. 5.
T T F T T
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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PERFORMANCE CRITERIA CHECKLIST 4.2-1 IDENTIFYING THE PROBLEM
CRITERIA
YES
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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NO
DETAILS OF LEARNING OUTCOME 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 ASSESSMENT CRITERIA: 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) 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 3: Determine the Possible Cause/s of the Problem Learning Activities
Special Instructions
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 4. Answer Self Check No. 4.3-1
Compare answers with Answer Key No. 4.3-1 You must answer all questions correctly before proceeding to 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: After reading this information sheet, you should be able to: 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 upto-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-aProblem. https://www.accipio.com/eleadership/mod/wiki/view.php?id=1948 http://www.todolistsoft.com/solutions/howtos/how-to-allocate-and-controlwork-in-your-team.php https://www.osha.gov/Publications/osha3088.html
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SELF-CHECK N0.4.3-1DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM 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 DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM
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 DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM
CRITERIA
YES
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
:
__________________________
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NO
Sector: HEALTH, SOCIAL, AND OTHER COMMUNITY DEVELOPMENT SERVICES SECTOR Qualification: BOOKKEEPING NC III Unit of Competency: Solve Workplace Problem Related to Work Activities Module Title: Identifying/Determining Fundamental Cause of Problem Institution: LUZONIAN CENTER OF EXCELLENCE FOR SCIENCE AND TECHNOLOGY (LCEST) INC
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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 BOOKKEPPING 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, SelfChecks, 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
1
Lead Workplace Communication
Leading Workplace Communication
500311109
2
Lead Small Team
Leading Small Team
500311110
3
Develop and Practice Negotiation Skills
Developing and Practicing Negotiation Skills
500311111
4
Solve Problems Related to Work Activities
Identifying/Determining Fundamental Cause of Problem
500311112
5
Use Mathematical Concepts and Techniques
Using Mathematical Concepts and Techniques
500311113
6
Use Relevant Technologies
Using Relevant Technologies
500311114
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SUMMARY OF LEARNING OUTCOMES QUALIFICATION
:
BOOKKEEPING NC III
UNIT OF COMPETENCY
:
Solve Workplace Problem Related to Work Activities
MODULE TITLE Problem
:
Identifying/Determining
Fundamental
Cause
of
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. Explain the analytical techniques LO2.Identify the problem LO2. Determine the possible cause/s of the problem
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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 tasklimited. 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 1 2 3 4 5 6 7 8
Units 1,520 1,250 1,750 1,600 2,350 2,100 3,000 2,750
FOH P 36,375 38,000 41,650 42,360 55,080 48,100 59,000 56,800
Solution:
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References: https://archive.acas.org.uk/media/4483/Conducting-workplaceinvestigations/pdf/Conducting_Workplace_Investigations.pdf https://managementmania.com/en/analyses-analytical-techniques https://www.juran.com/blog/the-ultimate-guide-to-cause-and-effectdiagrams/ 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.
_______________________ 2. _______________________ 3.
_______________________ 4.
_______________________ 5. _______________________ 6. _______________________ 7. _______________________ 8. _______________________ 9. _______________________ 10.
It is a statistical technique in decision-making used for the selection of a limited number of tasks that produce significant overall effect. It describes the positive attributes, tangible and intangible, internal to your organization. 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. 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. It is a graphic representation of the data you generate from that method, laid out as a timeline. These include external factors beyond your control that could place your strategy, or the business itself, at risk. It is a group creativity technique which aim is to generate as many ideas on the topic. It is a fact-finding exercise to collect all the relevant information on a matter. It is a procedure or a method for the analysis of some problem, status or a fact. 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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DETAILS OF LEARNING OUTCOME LEARNING OUTCOME2
Identify the problem
CONTENTS: Normal Operating Parameters and Product Quality Identifying and Clarifying the Nature of Problem Application of Analytical Techniques ASSESSMENT CRITERIA: 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) 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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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LEARNING EXPERIENCE LEARNING OUTCOME 2: Identify the Problem Learning Activities
Special Instructions
1. Read Information Sheet 4.2-1 on Identifying You may clarify with the the Problem facilitator if you have concerns on the lesson 2. Answer Self Check No. 4.2-1
Compare answers with Answer Key No. 4.2-1 You must answer all questions correctly before proceeding to 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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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INFORMATION SHEET 4.2-1 IDENTIFYING THE PROBLEM
LEARNING OBJECTIVES: After reading this information sheet, you should be able to: 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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2. 3.
4. 5. 6.
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. 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. 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. Ergonomic properties, adjustment of products to anatomical, physiological and psychological features of a human being. Aesthetic features that characterize the appearance. They are shape, colors, external construction solutions. 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. 2. 3. 4. 5.
Exactly what is the problem? When does it occur? How long has it occurred? How do other people in the situation see it? Are there physical symptoms involved? 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?
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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-aProblem. 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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SELF-CHECK N0.4.2-1IDENTIFYING THE PROBLEM True or False. Write T on the space provided beside the number if the statement is correct. Otherwise, write F. _____1. _____2. _____3. _____4.
_____5.
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. An analytical approach is the use of an appropriate process to break a problem down into the elements necessary to solve it. The aesthetic features of the product contain basic parameters of structure and function of these products. 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. Economic features are elements of the quality structure of goods that give users a measurable sum of benefits.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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ANSWER KEY 4.2-1 IDENTIFYING THE PROBLEM
1. 2. 3. 4. 5.
T T F T T
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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PERFORMANCE CRITERIA CHECKLIST 4.2-1 IDENTIFYING THE PROBLEM
CRITERIA
YES
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
:
__________________________
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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NO
DETAILS OF LEARNING OUTCOME 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 ASSESSMENT CRITERIA: 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) 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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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LEARNING EXPERIENCE LEARNING OUTCOME 3: Determine the Possible Cause/s of the Problem Learning Activities
Special Instructions
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 4. Answer Self Check No. 4.3-1
Compare answers with Answer Key No. 4.3-1 You must answer all questions correctly before proceeding to 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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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INFORMATION SHEET 4.3-1 DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM
LEARNING OBJECTIVES: After reading this information sheet, you should be able to: 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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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 upto-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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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.
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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-aProblem. https://www.accipio.com/eleadership/mod/wiki/view.php?id=1948 http://www.todolistsoft.com/solutions/howtos/how-to-allocate-and-controlwork-in-your-team.php https://www.osha.gov/Publications/osha3088.html
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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SELF-CHECK N0.4.3-1DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM 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 ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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ANSWER KEY 4.3-1 DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM
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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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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
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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PERFORMANCE CRITERIA CHECKLIST 4.3-1 DETERMINING THE POSSIBLE CAUSE/S OF THE PROBLEM
CRITERIA
YES
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
:
__________________________
Date Developed: CBLM for January 2020 Bookkeeping NC III / Solve Developed by: ARNEL HIMZON Workplace Problem Related to Work Activities Checked by: LCEST
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NO
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