100% found this document useful (1 vote)

689 views

Module 3 - NC I - Solving and Addressing Routine Problems - Final

Uploaded by

yunno ading

Available Formats

Download as PDF, TXT or read online on Scribd

100% found this document useful (1 vote)

689 views

Module 3 - NC I - Solving and Addressing Routine Problems - Final

Uploaded by

yunno ading

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 94

Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Acknowledgements

Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0
Program, Philippines local team, and the Technical Education and Skills Development Authority’s
(TESDA) National Institute for Technical Education and Skills Development (NITESD) through its
Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the adaptation of this
curriculum.

Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-of-school
youth (OSY) by collaboratively working with TESDA in strengthening its technical education and training
systems to develop, deliver and monitor workforce readiness and technical-vocational training programs
that will prepare large numbers of out-of-school youth to transition to further education and training,
immediate jobs and self-employment opportunities. In line with this objective, Opportunity 2.0 has
developed the Work Readiness Modules on 21st Century Skills which are appropriate for self-directed
learning or modular learning delivery.

The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally recognized Work
Ready Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.

© 2020 Education Development Center, Inc.

This content may not be produced without the permission of Education Development Center or the United States
Agency for International Development.

This curriculum is made possible by the generous support of the American people through the United States
Agency for International Development (USAID). The contents are the responsibility of Education Development
Center, Inc. and do not necessarily reflect the views of USAID or the United States Government.

EDC 43 Foundry Avenue Waltham, MA 02453 Education Development Center (EDC) is a global
nonprofit that advances lasting solutions to improve
Contact: youth-intl@edc.org education, promote health, and expand economic
opportunity.
Phone: 617-969-7100 Since 1958, we have been a leader in designing,
implementing, and evaluating powerful and innovative
programs in more than 80 countries around the world.

Boston | Chicago | New York | Washington, D.C.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 2
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Table of Contents
Summary of Learning Outcomes 4
Module Overview 4
Written Assignments 5
Skills Demonstration 5
SESSION 1: Introduction to Problem Solving 6
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection 7
Activity 2: Problem-Solving Game 14
Activity 3: Problem-Solving Steps 20
SESSION 2: Identify the Problem 27
Activity 4: Describing the Desired Outcome 28
Activity 5: Defining the Problem 31
SESSION 3: Assess the Fundamental Causes of the Problem 47
Activity 6: Basic Problem-Solving Tools and Analytical Techniques 48
SESSION 4: Determine the Corrective Action 56
Activity 7: Taking Action and Putting Preventative Measures in Place 57
Activity 8: Developing Action Plans 65
SESSION 5: Communicate Action Plans and Recommendations to Routine Problems 72
Activity 9: Preparing Reports and Recommendations 73
Activity 10: Presenting Reports and Recommendations 77
SESSION 6: Review & Assessment 85
Activity 11: Post-Module Learner’s Reflection 85
Activity 12: End-of-Module Assessment 89
Key to Correction 92

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 3
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Module 3: Solving and Addressing Routine Problems

(NC I Level)
A Unit of Competency under Basic Competency on Critical Thinking and Problem-Solving

“If I were given one hour to save the planet, I would spend 59 minutes defining
the problem and one minute resolving it”
-Albert Einstein
(“Kung bibigyan ako ng isang oras para iligtas ang mundo, gugugulin
ko ang 59 minuto para tukuyin ang problema at isang minuto para
lutasin ito.”)

Unit Code: 400311103

Unit Descriptor: This unit covers the knowledge, skills, and attitudes required to
solve problems in the workplace including the application of problem-solving
techniques and to determine and resolve the root cause of routine problems.

Summary of Learning Outcomes

Upon completion of the module you will be able to:
✓ L.O. 1 - Identify the problem
✓ L.O. 2 - Assess fundamental causes of the problem
✓ L.O. 3 - Determine corrective action
✓ L.O. 4 - Communicate action plans and recommendations to routine problems

Module Overview

Activity  Recommended Time

 Session 1: Introduction to Problem Solving
1. Introductory Activity & Pre-Module Learner’s Reflection (20-30 minutes)
2. Problem-Solving Game 30-45 minutes
3. Problem-Solving Steps 30-45 minutes
 Session 2: Identify the Problem (L.O. 1)
4. Describing the Desired Outcome 15-30 minutes
5. Defining the Problem 45-60 minutes
Session 3: Assess the Fundamental Causes of the Problem (L.O. 2)
6. Basic Problem-Solving Tools and Analytical Techniques 45-90 minutes

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 4
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

 Session 4: Determine the Corrective Action (L.O. 3)

7. Taking Action and Putting Preventative Measures in Place 45-60 minutes
8. Developing Action Plans for Routine Problems 30-60 minutes
 Session 5: Communicate Action Plans and Recommendations to Routine
Problems (L.O. 4)
9. Preparing Reports and Recommendations 30-60 minutes
10. Presenting Reports and Recommendations 30-60 minutes
 Session 6: Review & Assessment
11. Post-Module Learner’s Reflection (10-15 minutes)
12. End of Module Assessment – Quiz (10-15 minutes)
Total Time 5 – 8.5 hours

Written Assignments

Please complete all written work in the module. Your skills in this module will be evaluated
through your project. Your project is comprised of the following:

❑ Project Worksheet 1 - Problem Identification (Activity 4)

❑ Project Worksheet 2 - Root Cause Analysis (Activity 6)
❑ Project Worksheet 3 - Determining the Preventive or Corrective Actions (Activity 7)
❑ Project Worksheet 4 - Routine Problem Management (Activity 8)
❑ Project Worksheet 5 - Problem-solving Project Report and Recommendations (Activity
9)

Skills Demonstration

The following activities will help you develop the knowledge and skills to achieve the learning
outcomes of this module:

❑ Interview and Problem Identification (Activity 4)

❑ Root Cause Analysis (Activity 6)
❑ Determining the Preventive and Corrective Actions (Activity 7)
❑ Routine Problem Management (Activity 8)
❑ Problem-solving Project Report Writing (Activity 9)
❑ Presentation of Problem-solving Project Report and Recommendations (Activity 10)

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 5
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

SESSION 1: Introduction to Problem Solving

 Key Topics and Learning Points 

1. Problem solving steps

2. REAL solutions
3. Helpful hints when problem solving

 Problem solving steps:

1. Define the problem.
2. Get more information about the problem.
3. Generate many ideas on how to solve the problem.
4. Choose a solution.
5. Implement the solution.
6. Evaluate the solution.

 Solutions should be REAL1:

R Realistic
E Effective
A Acceptable
L Logical

 Analytical Technique:
❑ Case Analysis

1 REAL from Inter-Agency Peace Education Programme: Skills for Constructive Living, UNESCO, INEE, UNHCR.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 6
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 1: Introductory Activity & Pre-Module Learner’s Reflection

Objectives:

✓ Explain the significance of the quote to the topic.

✓ Identify what the trainee knows about the topic.
✓ Take a Start-of-Module Skills Check

 Recommended Time: 20-30 minutes

Welcome to Module 3, which will teach on Solving and Addressing Routine Problems for
National Certificate Level I! In this module, we’ll start with going through problem
solving at a high level by going through some case studies. Then we will dive deeply into
describing problems, analyzing them to identify the root cause of a problem and then
identifying solutions and developing a plan of action.

Throughout the module, you will learn through a self-directed project-based learning
activity, where you are tasked to do the following:
• interview a worker,
• analyze their situation to identify their problems,
• prepare an action plan to prevent and address the problems you have identified,
and
• present your plan and recommendations to them.

The outputs that you will produce in the succeeding activities and sessions will lead you
in creating your final output for the project. The outputs will also show that you have
developed and master the skills that you are expected to learn in this module.

Think about the quote of Mr. Albert Einstein at the beginning of the module, “If I were
given one hour to save the planet, I would spend 59 minutes defining the problem and
one minute resolving it”. What do you think this quote means?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 7
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

In your own words, how does this quote relate to your own experience? Describe a time
when you had to take time to think deeply about the cause of a problem.

This module will focus on Critical Thinking and Problem-Solving, specifically on Solving
and Addressing Routine Problems at work. What do you think is the relevance between
the quote and the importance of critical thinking and problem-solving at work?

Read the Summary of Learning Outcomes at the beginning of the module. First, think
about what you already know about the topic. Write you answers in the first column of
the table below. Next, think about what you want to know about the topic and
objectives. Write your answers on the second column. Leave the third column blank for
now.

K W L
What I Know What I Want to Know What I Learned

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 8
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Pre-Module Learner’s Reflection:

Solving and Addressing Routine Problems (NC I)
Start-of-Module Skills Check

This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.

Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman
tungkol sa paksang ito.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 9
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot of
any experience experience experience
Kaalaman, kasanayan at kakayahan experience doing this doing this doing this.
doing this.
Mayroon Mayroon Marami akong
Wala akong akong akong karanasan sa
karanasan sa kaunting karanasan sa paggawa nito
paggawa nito karanasan sa paggawa nito
paggawa nito
Describe problems I see at home or at
work clearly and with enough detail /
Mailarawan ang mga problemang
nakikita ko sa tahanan o trabaho nang
malinaw at may sapat na detalye.
Choose the appropriate approach to solve
a problem based on the context /
Makapili ng pinakaangkop na hakbang
upang lutasin ang problema base sa
konteksto nito
Use problem solving approaches and
analytical techniques to identify possible
causes of the problem /
Gumamit ng mga hakbang sa paglutas ng
problema at mga pamamaraan sa
pagsusuri ng mga posibleng dahilan ng
problema
Choose the best action to take to resolve
a problem and prevent it from happening
again /
Makapili ng pinakamainam na hakbang
upang lutasin ang problema at iwasang
maulit itong muli.
Develop a plan to solve the problem that
states my goal, the steps to take, and a
realistic timeline /
Makagawa ng plano sa paglutas ng
problema na nagsasaad ng tunguhin,
mga hakbangin, at makatotohanan at
sapat na oras para maisagawa ang
plano.
Consider safety and operating procedures
when developing a plan /
Maisip ang proseso sa pagpapanitili ng
kalitasan at operasyon habang bumubuo
ng plano.
Share my recommendations clearly
(either verbally or written) /
Maibahagi ng rekomendasyon nang
malinaw (maaaring pasalita o pasulat)

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 10
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 11
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Source : https ://unsplash.com/photos/4Ennrbj1svk.

Look at the picture. Are you familiar with the object that is shown on the picture? Have
you experienced solving a Rubik’s Cube? How was it for you? What were your
strategies in solving the Rubik’s Cube? If you haven’t experienced solving a Rubik’s
Cube, think of other puzzles that you tried solving or answering? How did you solve the
puzzle? What were your strategies to solve the puzzle?

Think about another time when you were faced with a very confusing or puzzling
situation. What was the situation and the problem? How did you react and solve the
problem that you faced?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 12
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Reflect on how you usually approach solving problems. What steps do you take? What
methods do you use?

Problems and challenges are always present in our lives, whether at work or at home.
From a simple game of puzzles to a broken machine at work to important decisions, we
are always faced with challenges and problems.

Whether you will work for yourself or someone else, your ability to adapt to situations
and solve problems will be crucial to your success. Employers highly value people who
can figure out solutions.

Problem solving requires analyzing the situation, thinking critically as you explore your
options, and making the best possible decision based on the facts at hand.

Sharing is caring
This section encourages you to share your output to family and friends. You worked hard
on this so now it is time to tell others about the task you have just completed. Do it face to
face, via text, chat, or whatever means available and comfortable to you. It’s always great
to share your thoughts and hear feedback from people who care ☺

Go ahead and share your answers above to your family and friends of your experience and
strategies used when solving problems. You can also ask them about their personal experiences
so that you can learn from them too! While they are sharing, think about how similar or
different your approaches are. Perhaps some of their strategies could be helpful for you in the
future.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 13
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 2: Problem-Solving Game

Objectives:
✓ Describe one’s feelings, reactions, and strategies used when faced with challenges or
problems.
✓ Appreciate the challenges and reactions of people during problem-solving.

 Recommended Time: 30-45 minutes

Choose one game from the three problem-solving games. Choose the game that is
easiest for you to do in your current situation.

Game Name Type Materials Needed /

Requirement
1 Untangling a Rope Individual with Rope or twine or yarn
Group Variation
2 Jigsaw Puzzle Individual with 15- to 30-piece jigsaw
Group Variation
3 Human Knot Group Activity No materials needed but
will break social/physical
distancing restrictions

Game No. 1: Untangling a Rope

Read these instructions carefully before starting the
game. In a way, you are leading the game, so be precise
in your understanding of the mechanics and exact
when giving instructions to your family and friends.

First, you need to prepare the rope, twine, or yarn by

creating multiple loose knots. You may create loops
and knots on top of each other. Make sure that these
are loose because you will have to untangle the knots during the game. The knotted rope
should look something like the picture.

The goal of the game is to be the quickest in untangling the rope from its knots and loops. Using
a timer, record the time it took for the person to untangle the rope completely. You can try to
untangle the rope first and then look for 3 other family members, friends or nearby neighbors
to try it too.
You may use the table below to record the time.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 14
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Player Number Name of the Player / Time Rank

Name of the Group
1
2
3
4

You can also ask your family friends and nearby neighbors to form groups of 3 and together,
they could try to untangle the rope that you have prepared for them. Make sure that the level
of difficulty is the same for all the ropes by creating a similar tangled rope with the same number
of knots and loops. Let the game begin!

Game No. 2: Jigsaw Puzzle

Read these instructions carefully before starting the game. In a way, you are leading the game,
so be precise in your understanding of the mechanics when giving instructions to your family
and friends.

Option 1: Get a 15- to 30-piece jigsaw puzzle that you can buy from a nearby store.

Option 2: Create a puzzle one by getting a piece of paper and drawing jigsaw puzzle or shapes
on the paper. The puzzle pieces should be connected to one another. See an illustration below
as an example. Next, cut the paper following what you have drawn on the paper. Keep the
complete set of puzzle pieces in an envelope or a container.

The goal of the game is to be the quickest in solving the puzzle by putting the pieces in their
proper places. Using a timer, record the time it took for the person to complete the puzzle. You
can try to solve the puzzle first and then look for 3 other family members, friends or nearby
neighbors to try it too.
You may use the table below to record the time.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 15
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Player Number Name of the Player / Time Rank

Name of the Group
1
2
3
4

You can also ask your family friends and nearby neighbors to form groups of 3 and together,
they could try to solve the puzzle. Record the time it took them to complete the puzzle. The
fastest team wins! Let the game begin!

Game No. 3: Human Knot

Read these instructions carefully before starting the game. In a way, you are leading the game,
so be precise in your understanding of the mechanics
and exact when giving instructions to your family and
friends.

Invite your family members and nearby neighbors to a

problem-solving game. The number of group members
must be even in number with a minimum of six to join
the game (but the more, the better!).

Ask the group to standing a circle. Before starting the

game, conduct a quick safety check. Make sure that the group has enough space to move
around. There are no accessories like rings, earrings, necklaces, watches or bracelets that are
dangling, have sharp edges or engravings, or easily breakable. These accessories should be
removed to ensure the safety of the group. Ask each person to put their left hand in the circle
and hold someone else’s hand, but not the person’s next to them (for example across them).
Then they should do the same with the right hand, but they should hold on to a different
person’s hand.
You now have a problem: you are all tangled! You need to solve the problem of untangling
yourselves to form a large circle. You cannot lose contact with the hands you are holding. You
cannot break the grip but you can loosen it.

Ask the group how quickly they think they can untangle themselves and get back to the circle.
(It usually takes longer than people think it will!) Tell them that they have a maximum of 5
minutes for the game. You may record the time it took the group to untangle the human know.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 16
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

One final reminder: Make sure that you follow health protocols enforced in your area such as:
strict handwashing and the use of face mask and face shield when interacting with other
people. Let the game begin!

Let’s Reflect

Reflect on the questions below and write your answers on the space provided.

1. What game did you choose to play/do? Why?

2. What approach did you use to solve the problem?

3. Did you have a plan? What was your plan?

4. How did you arrive to that plan?

5. What have you observed others did when they try to solve the problem? Did they
have a plan? What was their plan?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 17
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

6. How did they arrive to the plan?

7. What were the similarities and differences of your plan from that of others?

8. Which among the plans do you think is the best? Why?

9. If you were going to re-do the activity or a similar one, what would you do
differently?

10. What have you discovered about yourself and others when you are confronted with
a problem or challenge? What was your initial reaction? What was your way of
dealing and addressing the problem? What were your feelings when you are trying
to solve the problem and once the problem has been solved?

Did you know that self-awareness is an important part of problem solving? Be aware of
your reactions when you are put in a difficult situation. This way, you will be able to
manage yourself better and keep your mind and emotions in check. It is easy to panic
when faced with an unexpected problem. Instead, take a breath and start to look closely
at the issue at hand. Ask yourself: “What is the issue?”

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 18
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

In these games, often people will start trying to “solve” the problem without thinking
deeply about the task or problem or without creating a plan first. Without experience to
draw from, oftentimes this strategy will not work and after some time, people will pause
and reflect whether the initial strategy was successful or it needs to be changed.

When doing the game in a group, somebody might take the lead to reorient the group
about the task and to brainstorm with others on what strategy the group can take. Once
it is clear what the participant or the group is supposed to do, and the steps to get to
their goal, the task becomes easier to do.

To solve a problem, it is important to remain calm, analyze the situation and the
problem, identify the challenges faced, break the situation into smaller tasks, assign
people responsibilities, encourage creative thinking, be a good listener, re-assess the
problem and encourage everybody to share their ideas.

Sharing is Caring
Share your answers to your family and friends. You can also ask them about their experiences
and reflections on the games that you played.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 19
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 3: Problem-Solving Steps

Objectives:
✓ Identify the basic steps of problem solving
✓ Apply the basic steps of problem solving in workplace-related problems

 Recommended Time: 30-45 minutes

Based on the games in the last activity as well as your previous experiences, what do
you think are the basic steps in problem solving? Jot down your thoughts in the space
below.

There are many different ways and approaches to solve a problem. We will look at one
model in this activity. Read Problem Solving Steps and Tips below. You will apply them
in the next part of the module.

 Key Facts 3.1: Problem Solving Steps and Tips

Problem Solving Steps: Solutions should be REAL:

1. Define the problem: keep emotions ❑ Realistic: applicable not only in theory
aside and state the problem but also in practice
2. Get more information about the ❑ Effective: the solution is an answer to
problem: at work – from supervisor, the problem
colleagues, written materials ❑ Acceptable: the solution is accepted by
3. Generate many ideas on how to all of those involved
solve the problem: there is often ❑ Logical: the solution is not based on
more than one solution! emotion but is fair
4. Choose a solution: should be
acceptable to all involved
5. Implement the solution
6. Evaluate the solution: Has the
problem been solved?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 20
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Problem Solving Tips

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

Let’s Apply: Problem Solving Scenarios

You are now going to practice the basic steps of problem solving with a few scenarios. Select at
least one scenario from the scenarios below. After selecting a scenario, solve the problem using
the 6 problem solving steps. If you would like to practice on more scenarios, you can jot down
your answers on the back of this sheet or a separate piece of paper. Practicing the problem-
solving steps is a good way to perfect it!

Scenario 1:
You work as an electrician at El Manuel Construction site. You notice that your tools are
disappearing from your tool box on a regular basis. What will you do?

Scenario 2:
Nilda is new in her work as a salesperson in a department store. She noticed that a group of
salespersons in her station keep on talking and not minding the customers, so she often ends
up attending to so many customers. She is afraid to complain to the supervisor because she is
still new in the job. What will you do if you were Nilda?

Scenario 3:
Jose works as an assistant in an online store where baked goods were sold. He is responsible for
online marketing and receiving orders sent through the online page. He noticed that after a
month of promotion, the online page still has less than 50 likes and by his 2nd month, the page
receives orders from the same group of people. By the 3rd month, the store sales went down by
half. What will you do if you were Jose?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 21
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Scenario 4:
Shalimar is a newly hired call center agent. She joined the team that was awarded as the best
performing team last year. As a new agent, Shalimar struggles adjusting to the processes in the
production floor, and applying what she learned during training. Her performance last month
was very poor that she pulled the team’s score to the bottom. The other agents of her team got
really frustrated when they found out that Shalimar was the one who pulled their scores.
Shalimar noticed that her teammates are no longer talking to her. What will you do if you were
Shalimar?

You will now use the 6 problem solving steps in solving the problem for the scenario that you
have chosen. Follow the example given in Scenario 0 below.

Scenario 0 (Example): Your chosen scenario #___

Emma feels that her manager does not trust Summarize the Scenario:
her. Her manager always checks on her,
micromanages, meticulously checks her
outputs, and ask too many questions.
Emma wants her manager to trust her.
1. Define the problem. Summarize the problem here. What is the issue? What needs fixing?
Example for Scenario 0:
❑ Emma wants her manager to trust ❑
her.
2. Get more information about the problem. What else do I know or need to know about the
problem?
❑ Why do Emma’s manager need to ❑
check on her so often?
❑ Are her outputs poor in quality? ❑
❑ Is Emma under probation or
professional improvement plan? ❑
❑ Checking how many times a day
would be acceptable for Emma?
❑
❑ What are Emma’s responsibilities in
the workplace?
3. Generate many ideas on how to solve the problem. Write down as many ideas as you can
that you think may solve the problem or help with the situation.
❑ Emma could talk to her manager ❑
about her situation.
❑ Emma could resign from her job. ❑
❑ Emma could do a split-level
communication and talk to the boss ❑
of her manager.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 22
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

❑ Emma could write a grievance letter ❑

to HR so HR could mediate.
❑ Emma could reflect why her boss ❑
treats her that way.
❑ Emma could persevere to improve ❑
her work.

4. Choose a solution. Which of the solutions that you listed out above is the most REAL
(Realistic, Effective, Acceptable and Logical)? Explain the reasons for choosing this solution.
The most REAL solution is that Emma
should try to communicate more with her
manager and try to build trust by being
reliable and dependable.
5. Implement the solution. You do not get to implement the solution for the scenario. In the
space below, describe what can happen in this scenario if you implement the solution.
Emma talked to her manager and figured
out how she can be better supported by her
manager.
6. Evaluate the solution. How would you know if the problem is solved or if your solution
works?
With better communication in the
workplace, Emma’ manager trusted her
more and checked on her less and less.
Emma continuously improve her
performance because of the independence
and trust that her manager gave her.

After a solution is tried out, it is important to assess if it is working. If not, another solution
needs to be identified that is acceptable by all. You can see that problem solving is not a linear
process.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 23
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Sharing is Caring
Share your solution to the scenario you picked to a family member or a friend. It’s always
great to share your thoughts and hear feedback from people who care ☺

Explain to your family or friend how the person in that scenario used the 6 problem
solving steps to solve the problem. Record ideas and feedback from the discussion in the
space below.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 24
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

 Performance Criteria Checklist

The Performance Criteria Check is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven't shown it or cannot do it yet.
YES NO
1. Identify basic steps of problem-solving?

2. Apply the basic steps of problem-solving in

work-related problems?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:
1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of
content, skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

To solve problems, it is important to make decisions. The steps to solving problems can help
us make good decisions. You will get to practice more decision making and analytical skills in
this module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 25
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Session 1 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on problem solving & decision making.

Congratulations! Now that you know the basic problem solving steps, you will go through
each step in more detail, beginning with defining the problem.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 26
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

SESSION 2: Identify the Problem

Performance Criteria:

1.1 Desired operating/output parameters and expected quality of

products/services are identified
1.2 The nature of the problem by observation on routines are defined
1.3 Problems are stated and specified clearly

 Key Topics and Learning Points 

1. Describing the desired outcome

2. What is meant by procedural problems
3. Defining the problem
4. Tips and hints for writing problem statements

 Before starting to solve a problem, it is important to know the desired outcome you are
trying to achieve. That way you know you achieved your goal.

 Continually asking “why” will help you think more deeply about the problem.

 Procedural problems are relatively straightforward with steps and strategies to address
the problem.

 A problem statement outlines the details of the situation. The problem statement will
help you clarify the nature of the problem, for yourself, and for your supervisor and
colleagues.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 27
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 4: Describing the Desired Outcome

Objectives:
✓ Recognize product quality
✓ Describe normal operating procedures of a particular process

 Recommended Time: 15-30 minutes

Before we dive into solving problems, it is important to know the desired outcome we are
trying to achieve. How do we know we achieved our goal?

Let’s think about the 3 games from the last activity. Describe the desired outcome at the end of
the activity.

Game: Desired Outcome:

Untangle a Rope
Jigsaw Puzzle
Human Knot

Now, let’s take another example. Think about a delicious cake. Describe what a cake of
excellent quality is like. Consider how it looks, the texture, the taste, etc.

You’re getting the hang of this! Let’s do another. Think about a well-organized office
that has lots of files. Think of a place that you have been to. It could be a government
office, an office in a school, a doctor’s office. Describe what makes this space functional,
and well-organized? Describe the filing system.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 28
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Last one! Health and safety are very important at a workplace. Think about a warehouse
where huge heavy cartons are stored and constantly being moved by forklift, and
workers are constantly lifting boxes. Describe what you would expect to be in place for
health and safety procedures in a well-functioning warehouse.

Think about a process. What does it mean for a particular process to work well?

Example: When checking in for a doctor’s appointment, the secretary will ask if for your
name to confirm your appointment. They may ask for medical cards or an ID. Then they
will make sure the information in their computer is up to date. Next, you will wait for
your appointment. After your appointment, the staff will update your files, and process
the billing.

Normal operating procedures are the steps that employees are expected to follow.
Every business has normal operating procedures. What are some other examples of
operating procedures you have observed in a workplace? Describe three.

When you are trained in a new job, you will be taught the operating procedures relevant
to your role. You will learn about the employer’s expectations about how things are
supposed to happen.
Each product has an expected standard of quality. Customers will expect a certain
quality of what they get from a company. As an employee it is very important to strive

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 29
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

for the level of quality expected at the place you work. Or better! But if employees
produce products of inconsistent quality, it reflects poorly on the business.

Think about a place where you buy things regularly. Describe the quality of the items
that you buy there. For example, think about the quality of food at your favorite bakery.

Businesses often set up “standard operating procedures” to ensure that operations

move smoothly, resources are not wasted, and people do tasks in a consistent, efficient
manner. They are often in place to comply with industry regulations.

For example, a restaurant will have standard operating procedures around food
presentation, food storage, greeting and seating, order taking, settling the bill, etc.

When established protocols aren’t followed, problems can occur. Referring back to the
operating procedures, or instruction manual can often help understand how something
is supposed to work, so then you can start to pinpoint the area of concern.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 30
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 5: Defining the Problem

Objectives:
✓ Ask questions to better understand a routine problem
✓ Interview a worker to identify gaps, challenges and problems in their workplace
✓ Write a well-stated and clearly specified problem statement.

 Recommended Time: 45-60 minutes

One should always ask, “Are we asking the right questions and are we solving the right
problem?”

Let’s go back to some of the examples from the last activity. In the center of the concept
map below is a problem. Choose at least 2 problems from the concept maps below.
Write all the questions you would ask to better understand the problem. This is a warm
up activity – do it quickly, allowing all your ideas to come.

Through the process, continuously ask “why” to better understand the nature and root
cause of the problem.

A cake is
hard as
a rock

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 31
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Customers are
always
complaining
because of the
long waiting time
for their food to
be served.

Files in a
doctor's
office are
a mess

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 32
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Warehouse
employees
keep getting
injured

Was it easy or difficult to come up with lots of questions?

How did asking the questions help you think more deeply about the problems?

These problems are considered procedural, or simple, problems. They are relatively
straightforward with clear connection between the cause of the problem and its effect.
The solution to the problem is already known and it is easily replicable. There are usually
steps and strategies to solve the problem.

Some examples of procedural problems are baking a cake, operating a machine, saving
files in a computer, filing documents, and following safety and health protocols of the
company.
Now, of course you will not always encounter simple programs. Some of the problems in

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 33
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

the following activities are not so straightforward. As you move up the National
Certification levels, you will solve problems of increasing complexity.

 Key Facts 3.2: Defining a Problem and Developing a Problem Statement

Defining the Problem

These steps will help you clearly identify the root cause of a problem. This process will help you
learn how to think deeply about a problem.2

1. Describe the Problem as You Currently Understand It. What is the problem and why
does the problem need to be resolved?

2. Describe the Ideal Situation. Describe the vision of what will happen when the problem
is solved.

3. Research. List what you already know about the problem. Don’t know about the
problem. Identify the sources where you can get the information that you need in order
to understand the problem more.

4. Observe and Look for Gaps. Describe the current situation. What are the gaps between
the reality and ideal situation? These gaps in practices, routines, and norms are
problems that are present in the workplace.

5. Brainstorm. Discuss the problem with your co-workers. Be open on how they perceive
the problem and be sensitive on how they describe the problem. Look for patterns and
consistencies in the ways other people experience and perceive the problem.

6. Empathize. Try to see the problem from the perspective of the people involved and
affected.

Writing a Problem Statement

A problem statement outlines the details of the situation. A clearly described problem
statement will help you to focus on the issue at hand and to solve the correct problem for the
situation. The problem statement will help you clarify the nature of the problem, for yourself,
and for your supervisor and colleagues.
Include as many details as you can as you describe your problem. Answering some basic
questions will help you write your problem statement. 3

2 Morgan, R. (2020). How to write an effective problem statement. Retrieved September 24, 2020 from

https://www.isixsigma.com/new-to-six-sigma/getting-started/how-to-write-an-effective-problem-statement/
3 Schaffer, D. (2017). How to write a problem statement. Retrieved September 24, 2020 from
https://www.proprojectmanager.com/problem-statement/

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 34
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Who Who is involved?

Who is impacted?
Who will fix it?
What What is the current situation?
What will happen if the problem is not addressed?
Where Where is the issue coming from?
• Is there a specific part of the machine that is causing a problem?
• Is there a specific place in the company where the problem is originating?
When When does the problem occur?
When did it start?
Are there specific instances that trigger the problem?
By when does the problem need resolution?
Why Why is the problem important to be fixed?
How How are people impacted by the problem?

Sometimes you need to write down a problem statement and other times you need to be able
to describe your problem verbally.

Here’s an example that walks you through the process of defining the problem and
developing a problem statement. Akhmad is a finance manager and is trying to navigate
a problem at work.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 35
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 36
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 37
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 38
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Apply: Defining a Problem

Now you will practice defining a problem. Think of a problem you have noticed in your daily
life. It could be at home, or somewhere you go frequently like work or a local place of business.

Use the questions below to help you better understand the problem and clearly describe it. This
will take some time as it requires observing, and discussions with others.

Understanding the Problem

Describe the current situation. What is the
problem that needs to be solved?

What is the ideal situation (desired outcome)

if things were working well? What will
happen when the problem is solved?

What do you already know about the

problem?

What don’t you know about the problem?

List the questions you need answers to.

Where can you get answers to these

questions? Can you answer some yourself? Is
there something you can read for help? Is
there someone you can ask?

Observe the situation for about 10 minutes.

Describe the gaps between the current
situation and the ideal situation. These could
be gaps in processes, protocols,
communication, etc.
Find someone you can discuss the problem
with. Who is it?

Brainstorm. Discuss the problem with this

person. How do they describe the problem?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 39
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Describe the Problem

Using the information from your observation and discussion, you will describe the problem in
the next few questions.
What is the issue you want to solve?

Who is affected by the problem?

What will happen if the problem is not

addressed?
Where is the issue coming from?

When did the problem start?

When should the problem be fixed?

Why is it important to fix this?

Problem Statement
Now, pull this all together. Write a clear, concise statement of the problem. Think about what
you would need to tell a supervisor so they understand the situation well.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 40
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Exercise: Writing of Problem Statements

Problem Statement Writing

Practice writing problem statements by reading the case below and writing a problem
statement on the space provided.

Nalen is a cook in a restaurant. She is responsible for ensuring that the ingredients are stored
and retrieved correctly, following the food safety standards. She tracks the restaurant’s
inventory of ingredients and supplies in a checklist she updates daily that is on her clipboard.
Each day she gives her checklist to Jesson, the Procurement Officer so he can purchase more
ingredients and supplies. However, because of the pandemic, everything has changed. Jesson
was asked to work from home. Now she is sending the information by WhatsApp but it isn’t
very efficient. Business at the restaurant was way down because of the pandemic. But now that
things are opening up, it is starting to get busier, although it is very unpredictable. Jesson often
has a lot of questions about upcoming demand, planned recipes, and other factors that will
help him to determine how much to order. Recently there have been days where too much was
ordered and food was spoiled, or too little was ordered and they had to remove many dishes
from the menu. Jesson is getting frustrated with Nalen, and Nalen is getting frustrated with
Jesson.

Write a problem statement for Nalen below.

Let’s Apply: Project Worksheet 1 – Problem Identification

Project Overview
This is the start of your project for your module. Identify a family member, a friend, or a nearby
neighbor who is already working. You are to interview the person multiple times to gather
information on their experiences in the workplaces, and identify their challenges and problems.
Then you will analyze the situation and come up with possible root causes for the problem,
create an action plan to address the problem and prevent it from happening again.

At the end of the module, you will create a report and recommendations and present these to
your teacher, family, friends, and to the person that you have interviewed.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 41
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Rubric
At the end of the project, your facilitator/trainer will grade your output using the rubric below.
You can also find this rubric at the end of the module. This rubric will be used for the entire
project – not just this worksheet.

Statement 1 2 3 4
The learner was able to… Beginning Developing Mostly Accomplished
Accomplished
1. State the problem clearly,
with sufficient information
and details
2. Analyze the situation and
context of the problem
3. Identify the root cause(s) of
the problem
4. Determine possible actions
to address and solve
routine problems
(immediate, corrective and
preventive actions)
5. Identify and recommend
the most appropriate
course of action in solving
and addressing routine
problems
6. Present written
recommendations clearly
7. Complete the project for
this module on time

Part 1: The Interview

Who You are Interviewing?

Name
Position
Company Name
Interview Questions
1. What are your duties
and responsibilities?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 42
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

2. What does your

typical day in the
office/company look
like?

3. What are the

common challenges
that you experience
in your work?

4. Describe a problem
that happened that
was avoidable. What
was it? Why was it
preventable?
5. How do you deal
with these
challenges?

6. What are your pains

and frustrations in
your work?
7. Think about these
pains and
frustrations – what
would the ideal
situation look like if
they were
addressed?
8. Additional question:

9. Additional question:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 43
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Part 2: Problem Identification

This worksheet will guide you in identifying a key problem. Based on your interview, what
seems to be your respondent’s problems or concerns at work? Identify three concerns or
problems that the respondent has. Why is this important to address? (You may need to contact
the person again for more information.)

Concern Areas Why is this Important to Address?

1.
2.
3.

Part 3: The Problem Statement

Write a problem statement for each of the concern area that you have identified.

Concern Area 1: ________________________________________________________________

Problem Statement:

Concern Area 2: ________________________________________________________________

Problem Statement:

Concern Area 3: ________________________________________________________________

Problem Statement:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 44
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

 Performance Criteria Checklist

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven't shown it or cannot do it yet.
YES NO
1. Describe normal operating procedures of a
particular process?

2. Ask questions to better understand a routine

problem?

3. Interview a worker to identify gaps, challenges,

and problems in their workplace?

4. Write a well-stated and clearly specified

problem statement?

Guide to the Learner and Facilitator’s Discussion:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 45
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Session 2 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on defining problems.

Congratulations! Now that you know how to define a problem, the next step is to analyze
the root cause of the problem.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 46
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

SESSION 3: Assess the Fundamental Causes of the Problem

Performance Criteria:

2.1 Problem-solving tool appropriate to the problem and the context is selected.
2.2 Possible causes based on experience and the use of problem-solving tools/basic
analytical techniques are identified
2.3 Possible fundamental causes of problems are specified

 Key Topics and Learning Points 

1. Basic Analytical Techniques

2. Identifying the root cause of a problem

 Basic Analytical Techniques

❑ Case analysis
❑ Brainstorming
❑ SWOT Analysis

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 47
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 6: Basic Problem-Solving Tools and Analytical Techniques

Objectives:

✓ Select the appropriate problem-solving tool and analytical technique based on the
situation and context.
✓ Identify the possible fundamental causes of a problem using different analytical
techniques

 Recommended Time: 45-90 minutes

In the previous activities, you have learned about the basic problem-solving steps. Then
you learned the importance of crafting a well-written, clear problem statement.

This activity focuses on problem-solving tools and analytical techniques. By doing

looking at a problem critically, you will better understand the root cause of the problem.
And then you will be able to come up with solutions.

Reflect on how you have solved problems in the games or in your life. Write at least 3
techniques or tools that you have used in solving a problem and reaching your goal.

 Key Facts 3.3: Critical Thinking Techniques

Here we present three commonly used critical thinking techniques that you can use for
problem solving. You will have a chance to practice using them in a moment.

Technique #1: Case Analysis

This is a learning tool where case studies are discussed to learn about a topic. In analyzing
cases, you try to answer the following:

• Why or how did these issues arise?

• Who is affected most by this issue?
• What are the constraints and opportunities you see?
• What do the numbers tell you?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 48
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Technique #2: Brainstorming

Brainstorming is usually used to gather ideas. Often done in in a group, information, ideas and
facts are gathered quickly. It is a pretty free form process. It can be done on paper, in a virtual
space, or verbally.

Technique #3: SWOT Analysis. This is a way to evaluate the Strengths, Weaknesses,
Opportunities, and Threats when planning how to address a situation. It helps you and your co-
workers focus on the business’s strengths, reduce chances of failure, take advantage of
opportunities and avoid hazards or threats. The strengths and weaknesses are internal – things
you can control. The Opportunities and threats are external, factors outside of the business that
you have no control over.

Let’s Exercise: Analyzing Problems Using Critical Thinking Techniques

This activity is an opportunity to practice using several different problem-solving tools and
critical thinking techniques.

Technique #1: Case Analysis

You have already done case analysis this in this module! Go back to the prior activities (Let’s
Practice in Activity 3, and Let’s Exercise in Activity 5). Describe the case study (or studies) that
you have analyzed. What did you do?

Technique #2: Brainstorming

If possible, do this activity with one or two other people. You and your friends decided to open
up a restaurant. You all have equal ownership in the business. However, you still need to decide
on what the cuisine will be. Brainstorm possible ideas of a restaurant that you think would be
popular where you live.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 49
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Technique #3: SWOT Analysis

As a salon owner, Laila, wants to improve her marketing and increase her customers. However,
as the sole proprietor and hairstylist, she needs to be prudent on how to use her time,
resources and effort in marketing her salon. She knows she has fantastic skills – all of her clients
love her – and everyone tells her that there is so much opportunity. She should be a lot busier
than she is now! Laila wants to better understand the cause of this problem so later on she can
come up with a solution.
She doesn’t have the budget to hire a marketing expert so she decides to use a SWOT analysis
to determine what she does better than her competitors. One idea is to maximize her Facebook
Group to reach more customers and to advertise her promos. Awhile back her sister showed
her how to create cool pubmats. She knows a lot of TESDA completers are opening shops so
there is always new competition. Some seem to be better at social media than haircuts!

Think about how Laila can learn more about the problem of not enough customers by doing a
SWOT analysis. As you complete it, you can think of salons in your area to help give your ideas
as you fill it out.

Internal
Strengths Weaknesses
(What is she good at? What are the skills that (What skills, knowledge or mindset does she
she can use to address the situation?) lack? What does she need to improve?)

Opportunities Threats
(What are the possibilities and opportunities (What factors could hinder her in addressing
that arise because of the situation?) the situation?)

External

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 50
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Analysis: Based on this SWOT analysis, what do you think the root cause of the problem is?

If you are having difficulty completing the SWOT Analysis table, you may reach out to your
trainer and facilitator to ask for help.

Let’s Exercise: Problem-solving and Analytical Techniques

Read the situation and identify the most appropriate problem-solving and analytical technique
that you should use. Choose from the list below.
❑ Brainstorming
❑ Case Analysis
❑ SWOT Analysis

Situation Tool/Technique
1. A holder of 4 NCs, Liz wants to decide what industry
should she enter. She wants to understand her abilities as
well as her areas for growth and development on each of
the possible industries that she could enter. She also
wants to check for the feasibility and viability of business
in her area. She knows 4 people who have the same NCs
and have entered different industries. She figured she can
interview these people and learn from them by analyzing
each of the stories and then looking at the best possible
option for her. What tool is she planning to use?
2. You are a group of friends who decided to open up a
restaurant. You all have equal ownership in the business.
However, you still need to decide on what the cuisine will
be.
3. Rolando just started to work for his father’s business, a
small local construction company. Now that Rolando has
finished his training, it is time to focus on growing this
family business. His father wants a clear picture of the
current situation, to decide on a future strategy for
growth.

Let’s see how well you answered the exercise. Check out the correct answers at the end of the
module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 51
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

The problem-solving tools and critical thinking techniques that you practiced are just a few of
the many tools and techniques that you can use in solving a problem and making decisions. You
will practice using more in NCII-IV.

Let’s Apply: Project Worksheet 2 – Root Cause Analysis

This is the second part of your project for this module, where you will break down and analyze
the problem statement in Let’s Apply: Project Worksheet – Problem Identification.

Look at the problems that you wrote in Part 3 of the worksheet. Choose 1 problem that you
want to focus and work on for the project. Write it here.

Problem Statement:

Choose a problem-solving tool or critical thinking technique that you would like to use in
analyzing the problem statement that you have chosen. You can use case study, brainstorm or
SWOT analysis.

Selected Tool:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 52
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

In the space below, use the selected critical thinking tool to analyze the possible causes of the
problem.

Output: Describe the root causes of the problem based on your findings from your analysis.

Sharing is caring
Go back to your respondent and share your output to them. Ask them what they think
about the root causes that you have identified. Incorporate the input and feedback of your
respondent, and tweak your output to improve it if necessary.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 53
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

 Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven't shown it or cannot do it yet.
YES NO
1. Select the appropriate problem-solving tool and
analytical technique based on the situation and
context?
2. Identify the possible fundamental causes of a
problem using different analytical techniques?

Guide to the Learner and Facilitator’s Discussion:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 54
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Session 3 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on basic problem-solving tools and
critical thinking techniques.

Congratulations! Now that you know how to analyze a problem, the next steps are to
create action plans to solve routine problems.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 55
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

SESSION 4: Determine the Corrective Action

Performance Criteria:

3.1 All possible options are considered for resolution of the routine problem.
3.2 Corrective actions are determined to resolve the problem and possible
future causes.
3.3 Action plans are developed identifying measurable objectives, resource
needs and timelines in accordance with safety and operating procedures.

 Key Topics and Learning Points 

1. Corrective and Preventive Actions

2. Action Plan

 Corrective actions eliminate the root cause of a problem and prevent future issues.

 Preventative actions eliminate the cause of potential future issues.

 An action plan is a step-by-step description of how you plan to complete a task or resolve
a problem.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 56
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 7: Taking Action and Putting Preventative Measures in Place

Objectives:
✓ Consider all possible options for resolution of the routine problem
✓ Take interim containment measures to stop the issue immediately
✓ Determine corrective actions to resolve the problem
✓ Prevent possible reoccurrence of the problem

 Recommended Time: 45-60 minutes

Write about an experience when you felt disappointed with your actions and decisions;
and if only you could turn back time you would and change your decision.

Think about the time that you made the decision or action, what was going through
your mind back then? Share your decision-making process.

Reflecting on your decision-making process, thoughts and feelings, what do you think
should you have done differently? What would be a better alternative ending if only you
have solved the problem differently?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 57
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Mistakes in and out of the workplace are inevitable. They may cause delays in
production, additional expenses for the company, or challenge your relationships with
colleagues. Remember, this happens to everyone, even people who are senior. These
are good opportunities for you to learn and improve your professional skills.

When making decisions and solving problems in and out of the workplace, it is
important for us to exhaust all our thinking to explore possible solutions and be mindful
of the consequences of our actions and decisions.

In this session, you will learn about exploring options and taking corrective actions. You
will think about routine problem management that will enable you to make decisions
and actions to prevent workplace problems.

Think about it!

Go ahead and share your answers above to your family and friends. Ask them about their
own stories and discuss with them how you could prevent yourselves from making the same
decisions or actions that may lead to mistakes and disappointments.

Remember, at work you will often find there are “standard operating procedures” to
ensure that operations move smoothly, resources are not wasted, and people do tasks
in a consistent, efficient manner. They are often in place to comply with industry
regulations.

Think about food storage in a restaurant. There are guidelines as to the types of
containers food should be stored in, how to label foods with the date, the temperature
at which it is stored, and how long foods can safely be stored.

When established protocols aren’t followed, problems can occur. This is sometimes
called “non-compliance” or a “non-standard” situation. Here’s an example below:

Liza, a cook is in a rush and doesn’t cover and label the leftover sauce properly when he
stored it in the refrigerator. Two days later, her colleague, Sharon comes across a
container of something in the refrigerator that is hard to identify and may be spoiled.
Sharon threw away the contents of the container.

In this example, the unlabeled sauce was put away to conform to the established
procedures.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 58
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

We have spent time exploring identifying the causes of problems. Now let’s move
towards fixing them.

Immediate Action, Corrective Action and Preventative Action are approaches to address
issues that do not conform to the standard operating procedure.

What do you think immediate action refers to?

What do you think corrective action means?

What do you think preventative action means?

Let’s get to know these definitions.

 Key Facts 3.4: Taking Action to Resolve and Prevent Problems

Interim containment measures: Actions to stop the immediate problem.

Example: Putting out a fire in the workshop.

Corrective action: Action to eliminate the root cause of a problem and prevent future issues.
This involves identifying the “nonconformity”. There may be a problem because standard

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 59
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

operating procedures were not followed.4

Example: Replacing the old wiring in the workshop that caused the fire.

To take corrective action:56

• Identify when procedures were not followed to understand the root cause of the
problem
• Identify what actions should be taken to stop the immediate problem and minimize
damage (interim containment actions)
• Analyze the root cause of the problem (you can use one of the analytical techniques you
learned)
• Evaluate if the issue is happening in other areas
• Identify and select solutions (corrective actions) that prevent the issue from reoccurring
• Implement the corrective action
• Follow up to make sure the steps taken were effective
Preventive action: Action to eliminate the cause of potential future issues.

To take preventative action:

• Identify potential situations when procedures may not be followed properly
• Develop instructions, documented procedures or training to ensure that processes are
followed correctly
• Observations, assessments, and inspections can be used to evaluate if systems are
working properly

Example: Working with an inspector to check the whole building for electrical issues on an
annual basis.

In summary, interim containment measures stop the immediate problem. Corrective action
addresses the root cause of a problem. Preventive action minimizes the likelihood of a problem
occurring.7

4
ISO Update. (2018). Corrective and preventive actions in the workplace. Retrieved September 29, 2020 from
https://isoupdate.com/resources/corrective-and-preventative-actions-in-the-
workplace/#:~:text=Corrective%20and%20Preventative%20Actions%20in%20the%20Workplace,-
Resources%20Apr%204&text=Corrective%20action%3A%20action%20to%20eliminate,conformity%20or%20other%20undesira
ble%20situation
5 Faircloth, S. (2011). How to use the 8D method to find the root cause of nonconformances. Retrieved September 29, 2020

from https://www.ease.io/how-to-use-the-8d-method-to-find-the-root-cause-of-nonconformances/
6 Snook, A. (2020). What is a corrective action? Retrieved September 29, 2020 from https://i-sight.com/resources/what-is-
corrective-action/
7 Stoop, E. (2018). Corrective action vs. preventive action: Knowing when to use them. Retrieved September 29, 2020 from
https://www.ease.io/corrective-action-vs-preventive-action-knowing-when-to-use-them/

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 60
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Exercise: Identifying Appropriate Actions

Identify whether the action is an immediate action, corrective action or a preventive action.
Circle the correct answer.

Situation and Action Type of Actions

1. The main valve of the water supply was Immediate Corrective Preventive
turned off because of a leak in one of the action Action Action
tubes.
2. The city sends a camera into the water Immediate Corrective Preventive
supply pipes twice a year to check for action Action Action
leaks.
3. The call center agents had a re-training on Immediate Corrective Preventive
common technical support issues. action Action Action
4. A customer submitted a survey saying that Immediate Corrective Preventive
the guidance provided by a call center action Action Action
agent did not correct the problem. The
supervisor reviewed the situation and
contacted the customer to help them
through the situation.
5. A customer is upset that their food arrived Immediate Corrective Preventive
late and cold. The server gives her a free action Action Action
snack while new food is prepared. She talks
to her supervisor about this because this
has become a common issue with the
kitchen lately. The supervisor makes
changes to the roles of the cooking staff to
improve efficiency.
6. The barber regularly sharpens his blades Immediate Corrective Preventive
and scissors to prevent rusting and to action Action Action
create perfect haircuts.
7. The chef re-heated the medium rare steak Immediate Corrective Preventive
because the customer asked for a well- action Action Action
done steak.

Check out the correct answers at the end of the module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 61
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Exercise: Problem Statements and Appropriate Actions

Using the same scenarios found in Activity 3, choose 1 scenario below and complete the
worksheet that follows. You will start by writing a simple problem statement that clarifies the
problem. Next, identify all the possible options to solve the problems – interim containment
measures, corrective actions, and preventive actions.

Scenario 1:
You work as an electrician at El Manuel Construction site. You notice that your tools are
disappearing from your tool box on a regular basis. What will you do?

Scenario 3:
Jose works as an assistant in an online store where baked goods were sold. He is responsible for
online marketing and receiving orders sent through the online page. He noticed that after a
month of promotion, the online page still has less than 50 likes and by his 2 nd month, the page
receives orders from the same group of people. By the 3rd month, the store sales went down by
half. What will you do if you were Jose?

Chosen Scenario: _____

Problem Statement:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 62
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Interim Containment Action:

Corrective Actions:

Preventive Actions:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 63
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Sharing is caring
Share your answers to the scenarios with a family member, friend, co-trainee, or nearby
neighbor. Did you forget any ideas? Are any of these solutions more realistic than others? Do
your corrective actions solve the root cause of the problem? Do they have other ideas to
prevent the issue from re-occurring?

Let’s Apply: Project Worksheet 3 – Determining Corrective and Preventive

Actions

This is the third part of your project for this module, where you are tasked to think about the
corrective and preventive actions to eliminate the root causes that you have identified in the
last session.

Go back to Project Worksheet – Root Cause Analysis, and copy the root causes that you have
identified. For each one, write 3 to 5 actions (corrective and preventive) that you can do in
order to address the solve the cause.

Root Cause Corrective Preventive

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 64
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 8: Developing Action Plans

Objectives:
✓ Write an action plan

 Recommended Time: 30-60 minutes

You have spent time defining problems and coming up with corrective and preventative
solutions. The next step is to develop a plan of action to put these solutions in place.

This is sometimes called an action plan. List the information or parts that an action plan
should have.

 Key Facts 3.5: Action Plans

An action plan is a step-by-step description of how you plan to complete a task or resolve a
problem. A corrective action plan details the steps and resources that need to be taken to
correct the causes of a problem. It provides a standard way to address a problem. It clarifies
team member responsibilities. It outlines a clear step in a reasonable timeline to achieve your
desired outcome.

Corrective and preventative action plans must consider health and safety. Once corrected, will
the situation be safe? Are prevention measures considering health and safety issues?

When writing an action plan:

• Set several goals that are achievable and measurable that relate to your corrective and
preventative measures.
• For each goal, outline steps to take to achieve the goal.
• Identify a timeline for each step.
• Identify who is responsible for each step.
• Review your plan – is your solution REAL? Realistic, Effective, Acceptable and Logical?
• Use lists to track tasks that must be finished each day.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 65
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

• Track your progress.

Set a deadline for completing the effort.

• Verify that you have met the goal.

Example:

Problem Customers’ food is arriving late and cold from the kitchen. This started in the
Statement last month when business grew and three new people in the front of house
and back of house were hired. The supervisor had assumed that since they
had prior experience that they wouldn’t need a lot of training. However, they
didn’t understand this restaurant’s processes and service expectations.
When food was continually sitting in the window for a long time waiting to
be delivered to the customer, it was clear that there were issues with roles.
Overall Goal The supervisor wants to clarify roles and responsibilities so that the front of
house and back of house are working together better and more efficiently.
First, he wants to make sure that tonight’s service will be better. Then he
wants to make sure that this doesn’t keep happening.

Person Responsible / Resources

Step Timeline
Involved Needed
Goal 1: Improve tonight’s service
Meet with the kitchen Supervisor, cooks, Staff time - 10 Today at 4pm when
staff and service crew servers minute meeting all the staff have
together to better arrived
understand the issue.
Keep a close eye on Supervisor (primary), Supervisor spends During the entire
food when it goes in cooks (secondary) more time in the dinner service
the window and bring kitchen
it to customers if the
service crew is busy
Observe patterns in Supervisor During the entire
both the kitchen and dinner service
dining room
Talk to servers who Supervisor During the entire
are off task or dinner service
spending too much
time talking to
customers when the
restaurant is busy

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 66
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Person Responsible / Resources

Step Timeline
Involved Needed
Hire a food runner Supervisor Budget to pay a Before the upcoming
food runner weekend
Clarify roles of cooks, Supervisor, cooks, Before the food
food runner and servers runner’s first day
servers
Goal 2: Improve staff training
Write down food Supervisor Job descriptions Before the food
delivery protocols for runner’s first day
busy times and slow
times for the cook,
food runner and
servers
Review and update Head chef Refer to food Tuesday
food handling safety safety regulations
protocols
Schedule a 1 hour Supervisor Employee To take place Friday
training schedules at 3 pm, notify
employees on
Monday
Prepare a training Supervisor, head chef, Laptop, kitchen
agenda with the head lead server access, dining
chef and lead server room access
Deliver training Supervisor, all kitchen Restaurant dining Friday at 3pm
and front of house room (when
staff restaurant closed)
Observe staff after Supervisor Busy evening at Friday night
training and note if the restaurant
food is being served
hot
Collect feedback from Supervisor The first weekend
the team and and ongoing
customers

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 67
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Exercise: Action Planning

Choose one of the scenarios from the last Let’s Exercise section. Create an action plan using
the template below:

Problem Statement

Overall Goal

Step Person Responsible Resources Needed Timeline

Goal 1:

Goal 2:

Sharing is caring
Share your answer to a family member, friend, co-trainee, or nearby neighbor. Ask for their
opinion on how you can improve your action plan. Write your thoughts on the space
provided at the end of the session. Tweak your plan as you see fit.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 68
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Apply: Project Worksheet 4 - Routine Problem Management

This is the fourth part of your project for this module, the action plan creation to manage
routine problems. Go back to your answers in Apply It: Determining the Preventive and
Corrective Actions. From the actions that you have identified, you will have to determine which
among those actions will enable you to reach your goal, address the area of concern, as well as
solve your identified problem. Complete the worksheet below.

Problem
Statement

Overall Goal

Resources
Step Person Responsible Timeline
Needed
Goal 1:

Goal 2:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 69
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

 Performance Criteria Checklist

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have shown
or can do the statement, NO if you
Did you… haven't shown it or cannot do it yet.
YES NO
1. Consider all possible options for resolution of
the routine problem (interim containment,
corrective action, and prevention action)?

2. Write an action plan?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:
1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 70
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Session 4 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on presenting options and corrective
actions, and creating action plans for routine problems.

Congratulations! Now that you know how to develop an action plan, the next step is to
share your plan and recommendations.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 71
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

SESSION 5: Communicate Action Plans and Recommendations to Routine

Problems

Performance Criteria:

4.1 Report on recommendations are prepared

4.2 Recommendations are presented to appropriate person
4.3 Recommendations are followed-up, if required

 Key Topics and Learning Points 

1. Preparing Reports
2. Presenting Reports

 It is important to know the appropriate person to whom you should present your report
and recommendations.

 Effective reports are clear and concise and are written with the audience in mind

 Presenting reports follow the rules of effective speaking

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 72
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 9: Preparing Reports and Recommendations

Objectives:
✓ Prepare Reports and Recommendations

 Recommended Time: 30-60 minutes

In this session, you will explore preparing and sharing reports outlining problems and
recommendations. These are reports are different from a report you would write at
school.

Since we are thinking about workplace problems, the audience for the report would be
an owner, supervisor or client. This is the person who wants to know what the issue is,
how it will be solved, and what it may cost.
Each situation is different, but it is important to determine who to share your
suggestions with. When in doubt, start with your supervisor.

List the qualities and parts that you think a good report about a workplace situation
should have.

 Key Facts 3.6: Preparing Reports with Recommendations

A report is a written document or spoken account of what has happened. It presents

information in an organized manner. There are many types of reports. Here we will discuss
reports that outline a problem and recommendation.

Reports are prepared with an intended audience in mind. The style of writing, presentation,
and level of detail that are contained in a report varies depending on who your intended
audience is and the workplace culture. Some workplaces are formal in their communication,
and may have templates for reports. Many workplaces use email as a communication method,
and don’t expect formal reports except for in particular circumstances.

When you start to write, begin with the big idea. Summarize the situation first, so your
audience understands the key message. Present your problem in a clear way that is engaging.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 73
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Paint the picture of what is happening so the reader understands the context.

Next, get into the details to support the key message. Outline the problem, how you learned
more about it, and your plan to correct the issue and prevent it from happening again. Try not
to overwhelm your audience by providing more information than is necessary. Sometimes
people get lost in the details.

Let’s see an example. Remember Akhmad and his problem with the liquidation reports? Let’s
see how he presents this problem to his supervisor in a written format.

Written Report Example – Email Format

Dear Mr. Suarez,

As you know, we have had an issue with people following the new procedures for the
advance liquidation reports. I spoke to a number of staff members and better understand
what happened and would like to share how I’d like to address the situation and prevent
situations like this in the future.

It is clear that our staff are very busy. I had sent one email, and many people didn’t see it.
Some people did read it, but did not understand it. Jasmine and I will be offering a training
session and she will put it in people’s calendars. Could you please talk to the supervisors in
the management meeting so they are aware of the changes and can encourage their teams
to attend the training session?

In the future, I will make sure that we have a training session available whenever I introduce
any new procedures. I’ll make sure I send multiple messages. If you would be able to
reinforce this by conveying the changes during your management meetings, I would greatly
appreciate it.

Please let me know if this plan works for you.

Thank you,
Akhmad

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 74
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Apply: Project Worksheet 5 - Problem Solving Project Report and

Recommendations

Prepare a report for your respondent using your answers in these prior Let’s Apply tasks:
• Project Worksheet 1 - Problem Identification
• Project Worksheet 2 - Root Cause Analysis
• Project Worksheet 3 - Determining the Preventive or Corrective Actions
• Project Worksheet 4 - Routine Problem Management

The format of your report is up to you. You may write an email like in the example above. The
report should contain the following:

• Overview of the respondent’s situation

• Problem statement
• Description of the root cause and the steps you took to make this determination
• Recommendations for corrective and preventive actions
• Summary of your action plan

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 75
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Write your report in the space below.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 76
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 10: Presenting Reports and Recommendations

Objective:

✓ Identify effective speaking skills and strategies that could be used for presenting
reports and recommendations
✓ Present the report and recommendations

 Recommended Time: 30-60 minutes

Think back to Module 1: Communication. Describe effective speaking strategies. How

can you make sure you convey a clear message?

Get any object nearest to you (e.g. book, mobile phone) or a blank sheet of paper and
draw something that comes to your mind first. Look for a family member. In 2 minutes,
describe the object you chose or the picture you drew. Your task is to clearly convey the
importance of the object or drawing in your daily life. Convince the listener of its
importance. Keep checking to see his/her interest in the object and adjust your
approach accordingly!

Reflect on the experience, using the questions below.

1. Were you able to give a clear message? Why or why not?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 77
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

2. What were some of the effective speaking strategies that you used?

3. What was the reaction of the listener to you?

4. How did you adjust your approach if you found the listener was not so interested in
your object or drawing?

5. What kind of body language did you use?

6. What are some of the things that you as a speaker can use next time to be a more
effective speaker?

When presenting reports and recommendations, you are not just sharing the content of
your report. It is equally important to focus on how you share your ideas with other
people. Part of effective speaking is the importance of being present, open and
connected to those you are speaking to both in speech and body language.

Let’s see an example. Here, Akhmad is sharing his recommendation verbally (instead of
by email):

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 78
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 79
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 80
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Let’s Apply: Presenting Your Project

This is the last part of your project for the module where you will present your case study
project to other people – your respondent, family members, and trainer. But before you
present to other people, you should practice first.

Get the report that you prepared in Let’s Apply: Problem Solving Project Report and
Recommendations. You can do this in front of a mirror or by recording yourself using the
camera on your phone or laptop. Rehearse how you plan to present your report and
recommendation. If you recorded a video, watch your presentation and take note of what
went well and what to improve.

Sharing is Caring
Share your project with your facilitator/trainer. You could also practice presenting your
project to your project respondent, a family member, co-trainees, nearby neighbors or
friends. Ask them to rate you using the worksheet below. If possible, share with more
than one person!

Rubric for Presenting the Report and Recommendations

Listener’s Name
Relationship to the Presenter
Name of the Presenter
Topic of Presentation
Date of Presentation

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 81
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Statement Strongly Disagree Agree Strongly

Disagree Agree
1. The presentation was short,
clear and to the point.
2. The problem was clearly
presented.
3. The presenter explained how
they analyzed the root cause of
the problem.
4. The presenter shared the actions
they would take to correct the
problem.
5. The presenter shared the actions
they would take prevent the
problem from occurring again.
6. The presenter’s disposition is
lively and engaging.

What Went Well

Even Better If

Reflect on the questions below and write your answers on the space provided.
1. Think about what you have done in relation to your project in this module, what
parts did you find easy and enjoyable? Why?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 82
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

2. What parts of the project did you find challenging? What did you do to address your
challenges?

3. While doing the project, what skill did you find as your strength? What skill do you
think you need to develop more?

4. What have you learned about yourself in terms of problem solving, decision making
and critical thinking?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 83
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

 Performance Criteria Checklist

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven't shown it or cannot do it yet.
YES NO
1. Prepare a Written Report with
Recommendations?

2. Present a Verbal Report with

Recommendations?

Guide to the Learner and Facilitator’s Discussion:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 84
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

SESSION 6: Review & Assessment

Activity 11: Post-Module Learner’s Reflection

Objectives:

✓ Identify what the trainee learned in the module.

✓ Take a Learner’s Reflection

 Recommended Time: 10-15 minutes

Go back to your KWL Chart in Activity 1. Reflect on what you have learned in the
module. Write what you have learned in the third column of the KWL Chart.

K W L
What I Know What I Want to Know What I Learned

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 85
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Reflect on the questions below and write your answers on the space provided.
1. What questions do you still have about problem solving and critical thinking?

2. What actions are you now going to do having learned about problem solving and
decision-making?

Post-Learner’s Reflection: Solving and Addressing Routine Problems

(NC I Level)
End-of-Module Skills Check

Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills in Solving and Addressing Routine Problems. Conduct a self-assessment and
complete the table below.

Statements on my experience, knowledge, skills and abilities / Circle YES if you have shown or can do the
Mga pahayag tungkol sa aking kaalaman, kasanayan at statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung hindi
I can… / Kaya ko nang… pa naipakita o nagawa.

Use necessary steps to solve problems well – identification, Yes No

information gathering, generating, choosing and evaluating a Oo Hindi
solution/
Gumamit ng angkop na hakbang sa mainam na paglutas ng
problema – pagtukoy, pagkakalap ng impormasyon, paggawa,
pagpili at pagsusuri sa solusyon

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 86
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Describe the ideal quality of a product or service that I am trying Yes No

to achieve / Oo Hindi
Nailarawan ang pinakamataas na kalidad ng produkto o serbisyo
na ninanais kong makamit
Observe a situation and describe the nature of a problem / Yes No
Nakapagmasid sa isang sitwasyon at nailarawan ang kalikasan ng Oo Hindi
problema.
Describe problems I see at home or at work clearly and with Yes No
enough detail / Oo Hindi
Nailarawan ang mga problemang nakikita ko sa tahanan o
trabaho nang malinaw at may sapat na detalye.
Choose the appropriate approach to solve a problem based on Yes No
the context / Oo Hindi
Nakapili ng pinakaangkop na hakbang upang lutasin ang
problema base sa konteksto nito
Use problem solving approaches and analytical techniques to Yes No
identify possible causes of the problem / Oo Hindi
Gumamit ng mga hakbang sa paglutas ng problema at mga
pamamaraan sa pagsusuri ng mga posibleng dahilan ng
problema
Choose the best action to take to resolve a problem and prevent Yes No
it from happening again / Oo Hindi
Nakapili ng pinakamainam na hakbang upang lutasin ang
problema at iwasang maulit itong muli.
Develop a plan to solve the problem that states my goal, the Yes No
steps to take, and a realistic timeline / Oo Hindi
Nakagawa ng plano sa paglutas ng problema na nagsasaad ng
tunguhin, mga hakbangin, at makatotohanan at sapat na oras
para maisagawa ang plano.
Consider safety and operating procedures when developing a Yes No
plan / Oo Hindi
Naisip ang proseso sa pagpapanitili ng kalitasan at operasyon
habang bumubuo ng plano.
Share my recommendations clearly (either verbally or written) / Yes No
Naibahagi ng rekomendasyon nang malinaw (maaaring pasalita o Oo Hindi
pasulat)
Identify the appropriate person to share my recommendations Yes No
with / Oo Hindi
Natukoy ang pinakaangkop na taong dapat paghaginan ng
rekomendasyon
Identify the problem / Yes No
Natukoy ang problema Oo Hindi
Assess fundamental causes of the problem / Yes No
Nasuri ang pinakaugat na dahilan ng problema Oo Hindi

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 87
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Determine corrective action / Yes No

Natukoy ang hakbang na magtatama sa sitwasyon at problema Oo Hindi
Communicate action plans and recommendations to routine Yes No
problems / Oo Hindi
Nailahad ang plano at rekomendasyon sa paglutas ng mga
pangkaraniwang problema sa trabaho

Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can also
reach out to your facilitator/trainer to provide you with guidance on what activities you can do
in order to master the skill.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 88
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Activity 12: End-of-Module Assessment

Objectives:

✓ Correctly answer the questions pertaining to the concepts discussed in the module

 Recommended Time: 10-15 minutes

End-of-Module Assessment
Congratulations for finishing Module 3: Solving and Addressing Routine Problems for National
Certificate Level I! At the end of every module you will take a short assessment to see how much
you have learned. It will help you and your trainer identify the knowledge and skills you know
and what still needs reinforcing. The results will not affect your ability to continue in the
program.

Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.

Once you have finished answering the questions, note down any clarifications you want to ask
your trainer.

Module 3: Solving and Addressing Routine Problems (NC I Level)

Circle an answer for each question.

English Tagalog
1. True or false. Procedural problems are 1. Tama o Mali. Ang mga problemang
very complex and could be a symptom of patungkol sa proseso ay komplikado at
a bigger problem. maaaring isang sintomas ng mas malaking
a. True problema.
b. False a. Tama
b. Mali
2. True or False. In writing problem 2. Tama o Mali. Sa paglalahad ng mga
statements, it is important to not put too problema, mahalagang hindi magdagdag ng
many details as these could confuse you mga detalye dahil ito ay nakakalito at
and could slow down the problem-solving maaaring makapagpabagal ng proses ng
process. pagsagot sa problema.
a. True a. Tama
b. False b. Mali

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 89
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

3. All of the following should be included in 3. Ang lahat ay dapat isama sa pagsusulat ng
crafting the problem statement, except problema, maliban sa _____.
______. a. Mga taong apektado
a. People involved b. Mungkahing solusyon
b. Proposed solutions c. Kasalukuyang sitwasyon
c. The current situation d. Ano ang mangyayari kung hindi nalutas ang
d. What will happen if the problem problema
isn’t fixed
4. Problem solving steps include: 4. Kasama sa mga hakbang sa paglutas ng
problema ang:
a. Defining the problem and getting
more information a. Pagkilala sa problema at pagkuha
b. Generating ideas on how to solve ng mas maraming impormasyon
the problem b. Pagkalap ng mga idea kung
c. Choosing, implementing and paano lutasin ang problema
evaluating a solution c. Pagpili, pagsasagawa, at pagsuri
d. All of the above sa solusyon
e. None of the above d. Lahat ng nabanggit
e. Wala sa nabanggit

5. True or False. This is a well-written 5. Tama o Mali. Ang problemang ito ay

problem statement: Divina is a manicurist.
maayos at malinaw na naisulat:
She has seen a huge decrease in clients Si Divina ay isang manikurista. Napansin
since the start of the pandemic because niyang may malaking pagbaba sa bilang ng
the salon where she worked had to close. kanyang mga kliyente mula magsimula ang
She is providing services to neighbors and
pandemya dahil nagsara ang salon na
is bringing in 20% of what she used to. If
kanyang pinagtratrabahuhan. Ngayon, siya
this continues, Divina might not be able to
ay nagbabahay-bahay at 20% lamang ng
support her family’s basic needs. kanyang dating mga kliyente ang kanyang
a. True napagseserbisyuhan. Kung ito ay magpatuloy,
b. False maaaring hindi niya matugunan ang
pangunahing pangangailangan ng kaniyang
pamilya.
a. Tama
b. Mali
6. What technique should you use if you are 6. Anong teknik ang pinakaangkop na gamitin
trying to come up with the name for your kung nais mong mag-isip ng pangalan ng
family’s new restaurant? restawran ng inyong pamilya?
a. Case analysis a. Case analysis
b. Brainstorming b. Brainstorm
c. SWOT analysis c. SWOT analysis

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 90
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

7. Divina, the manicurist, is considering 7. Si Divina, isang manikurista, ay nag-iisip na

starting a small mobile manicure business gumawa ng isang mobile manicure business
following strict safety precautions. What dahil na rin sa mga mahigpit na tuntuning
analysis technique should she use to see if pinapatupad ngayong pandemya. Anong
this is a good solution to her teknik ang maaari niyang gamitin upang
underemployment situation? masuri at matukoy kung ito ay mainam na
a. Case analysis solusyon sa kakulangan sa kita ngayong
b. Brainstorm pandemya?
c. SWOT analysis a. Case analysis
b. Brainstorm
c. SWOT analysis
8. True or False. A preventive action plan 8. Tama o Mali. Ang planong pampribensyon
addresses the root cause of a problem. ay nasosolusyunan ang pinakaugat ng isang
a. True problema.
b. False a. Tama
b. Mali
9. Which of the following is an example of 9. Alin sa mga sumusunod ang halimbawa ng
corrective action? corrective action?
a. Wearing of hard-soled shoes in a a. Pagsusuot ng matigas na swelas na sapatos
construction site sa isang construction site.
b. Chefs getting vaccinated against b. Pagpapaturok ng mga chefs ng bakuna
Hepatitis B laban sa Hepatitis B.
c. Replacing a crumbling staircase c. Pagpapalit ng sirang hagdan na hindi na
that is too damaged to be patched kaya pang kumpunihin o ayusin.
d. Participating in a fire drill d. Paglahok sa fire drill
10. Whom should you approach if you have an 10. Sino ang dapat mong lapitan kung nais
idea how to improve the efficiency of a mong magbigay ng mungkahing gamitin niyo
procedure in the factory where you work? ang isang app na makakatulong sa
a. Co-worker pangangasiwa ng mga proyekto at
b. Direct Supervisor programang inyong hinahawakan?
c. Owner a. Co-worker
d. No one, just make the change b. Direct supervisor
c. Human Resource
d. Finance Manager

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 91
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

 Key to Correction

Activity 6 - Let’s Exercise

1. Case Analysis – Because Liz is interviewing 4 people who have the same NC IIs and
have entered different industries, she is treating the stories of these 4 people as
cases that she will use to determine the pros and cons of the industries that she
plans to enter. This is useful is useful if you want to analyze situations individually.
2. Brainstorming – Because of the equal ownership, all members of the group is of
equal weight and importance; thus, brainstorming is the most appropriate technique
to use. This technique is also useful if you want creative ideas to be generated.
3. SWOT Analysis – SWOT Analysis is usually used for situational analysis. Because
Rolando aims to have a clear picture of the current situation and create a future
strategy for growth, identifying the current strengths and weaknesses can help him
understand the current situation and enumerating opportunities and threats can
help him create plans and strategies for the future of their family business.
Activity 7 - Let's Exercise
1. Immediate Action
2. Preventive Action
3. Corrective Action
4. Corrective Action
5. Immediate Action (server); Preventive Action (supervisor)
6. Preventive Action
7. Corrective Action

End-of-Module Assessment
1. False - Procedural problems are simple problems requiring a direct solution.
2. False - Problem statements should be specific and clearly stated. Adding information
could help better clarify the context of the problem.
3. B. Proposed Solutions - Problem statements do not contain the proposed solutions.
Solutions are presented in the action plan.
4. E. All of the above - All of the steps mentioned are part of the 6 steps of basic
problem solving.
5. A. True - The 5Ws and H questions were answered/presented in the problem
statement.
6. B. Brainstorming - The method is appropriate for tasks involving creative thinking
and if you want to give equal power to all persons involved in the problem-solving
process.
7. C. SWOT Analysis - The method is used to understand the situation better by looking
at both internal and external factors of the situation.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 92
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

8. A. True - If the problem is prevented from happening again, then the root cause of
the problem has been addressed.
9. C. Replacing a crumbling staircase that is too damaged to be patched - Options A, B,
and D are all preventive actions because there are no existing problems in the
scenario and yet actions have already been put in place. In letter C, the situation is
"corrected" by replacing the crumbling staircase with a new one.
10. B. Direct Supervisor - The direct supervisor can make changes and decisions that
could address your problem, therefore, he/she is the right person to hear your idea.

Rubric on the Project for the Module

Instructions: Use this rubric/worksheet in rating the project for the module. Check if the
worksheets for the project have been completed by the learner. Refer to these
worksheets and the Project Presentation when grading the project:
▪ Project Worksheet 1 - Problem Identification
▪ Project Worksheet 2 - Root Cause Analysis
▪ Project Worksheet 3 - Determining the Preventive or Corrective Actions
▪ Project Worksheet 4 - Routine Problem Management
▪ Project Worksheet 5 – Problem Solving Project Report and
Recommendations
▪ Summary of Feedback to the Learner on Problem Solving Project
Presentation

Once done grading, provide your feedback to the learner.

Name of the Learner/Trainee

Name of the Facilitator/Trainer

Rubric: Put a check on the column that shows your rating for the project based on the
statements.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 93
Module 3: Solving and Addressing Routine Problems (NC I) Learner’s Handbook

Statement 1 2 3 4
The learner was able to… Beginning Developing Mostly Accomplished
Accomplished
4. Determine possible actions
to address and solve
routine problems
(immediate, corrective and
preventive actions)
5. Identify and recommend
the most appropriate
course of action in solving
and addressing routine
problems
6. Present written
recommendations clearly
7. Complete the project for
this module on time