Basic Competency - TESDA 21st Century

1. BASIC COMPETENCY
EMELYN T. ABOROT
TRAINER

2. Expectations!

3. UNIT OF COMPETENCIES
01
Participate in Workplace
Communication
02
Work in a Team
Environment
03
Solve/Address General
Workplace Problems
04
Develop Career
and Life Decisions
05
Contribute to Workplace
Innovation
06 Present Relevant
Information
07
Practice Occupational Safety
and Health Policies and
Procedures
08
Exercise Efficient and Effective
Sustainable Practices in Workplace
09
Practice Entrepreneurial Skills in
Workplace

4. 4 pics one
word game
R T A P E C T A I I P

5. 4 pics one
word game
L K E C W A P R O

6. 4 pics one
word game
I O O M T M N A C I C N U

9. Is Communication in Workplace important? Why and How?
Group Activity:
What includes in Workplace Communication?
What benefits can get in having a good workplace
communication?

10. PARTICIPATE IN WORKPLACE
COMMUNICATION

11. SOURCES OF INFORMATION
 PRIMARY
 SECONDARY
 TERTIARY
Information Sheet 1.1-1

12. PRIMARY SOURCES
Are original, unaltered records of data that have not been interpreted or
analyzed by others. This sources provide firsthand accounts or direct evidence
pertaining to the topic of study, offering unique insights or raw data.
Examples: Artifacts (in Archeology), Audio Recordings,
Autobiographies and Memoirs, Biofacts, Diaries, emails, etc.
SECONDARY SOURCES
These sources offer an analysis or restatement of primary sources.
They often try to describe or explain primary sources. They tend to be works
which summarize, interpret, reorganize, or otherwise provide an added value to a
primary source.
Examples: Textbooks, edited works, books and articles that interpret
or review research works, histories, biographies, literary
criticism and interpretation, reviews of law and
legislation, political analyses and commentaries.

13. Tertiary Sources
These are sources that index, abstract, organize, compile, or digest other
sources. Some reference materials and textbooks are considered tertiary
sources when their chief purpose is to list, summarize or simply repackage
ideas or other information. Tertiary sources are usually not credited to a
particular author.
Examples: Dictionaries/encyclopedias (may also be secondary),
almanacs, fact books, Wikipedia, bibliographies (may also
be secondary), directories, guidebooks, manuals, handbooks,
and textbooks (may be secondary), indexing and
abstracting sources.

14. Sentence Construction
Information Sheet 1.1-2

16. Noun
A noun is a word used to name a person, animal, place, thing, and
abstract idea.
Examples:
Mother, Mount Mayon, book, horse, Wilfred, beauty, Quezon City

17. Types of Noun
• Common Noun
• Proper Noun
• Countable Noun
• Uncountable Noun
• Abstract Noun
• Concrete Noun
• Compound Noun
• Collective Noun
• Possessive Noun

19. Example:
Labor Day in the Philippines is celebrated on the first day of
May.
Example:
Welders in the country are usually underpaid.

21. Example:
The electrician gave the screwdriver to the mechanic.
Example:
Buying the ring for his wife was his way of showing affection.

23. Example:
One child is born every minute.
Example:
Miss Aguilar poured me some milk, carefully adding
sugar to it.

25. PRONOUN
A pronoun is a word that replaces a noun or another pronoun. It is
often used to make your sentences less cumbersome and less
repetitive.
Examples: he, she, which, none, my, mine, this, that, these, those
I love my dog because he is a good boy.
Example:

26. 1.The construction workers are building the office. The
construction workers are making good progress. The
construction workers should finish the project in no time.
2.The construction workers are building the office. They are
making good progress. They should finish the project in no
time.

27. TYPES OF PRONOUN

29. Demonstrative pronoun – uses this, these, that and those
Interrogative Pronoun – uses who, whom, which, whoever, whichever,
whatever and whomever
Indefinite Pronoun –
Common indefinite pronoun are all, another, any,
anybody, anyone, anything, each, everybody,
everyone, everything, few, many, nobody, none, one,
several, some, somebody and someone.
Relative Pronoun - uses of who, whom, that and which
Reflexive Pronoun – uses myself, yourself, herself, himself, itself,
ourselves, yourselves and themselves.
Intensive pronoun - These pronouns also end in -self or -selves, such
as herself or ourselves
Reflexive: Drew decided to treat himself to a fancy dinner.
Intensive: Jonathan built the shed in the backyard all by himself.

30. VERB
A verb expresses or declares something about the subject of the sentence
and express actions, events or states of being.
Examples: wash, run, swim, repair, maintain, cut, construct, and shake

31. TYPES OF VERBS

32. Action Verb
The action verb expresses physical or mental action.
Example: I fought with Leila about whether or not I could wear the
dress.
Transitive Verb
The transitive verb is an action verb that is followed by direct object
receives the action.
Example: The hungry boy ate the sandwiches quickly.

33. Intransitive Verb
The intransitive verb expresses action or tells something about the
subject, but does not have a direct object to receive the action.
Example: The hungry boy ate quickly.
Linking Verb
connects the subject of a sentence to an adjective, noun, or
pronoun that completes the meaning of the verb.
Example: Max is excited.

34. ADJECTIVE
An adjective modifies a noun or a pronoun by describing, identifying or
quantifying words. It usually precedes the noun or the pronoun which it
modifies.
Examples: clear, dark, dirty, new, large, green, healthy, thin, intelligent

35. ADVERB
An adverb modifies a verb, an adjective, another adverb, a phrase or a
clause. Adverbs answer these questions: where, when, how, how often,
how much or to what extent.
Example: Elena waited patiently for her friends to arrive.

36. CONJUCTION
A conjunction links or joins words or groups of words, phrases, and clauses.
Examples: but, yet, neither, nor, for, so, or
PREPOSITION
is a word that shows the relationship between a noun or pronoun and another
word in the sentence. The word or phrase that the preposition introduces is
called the object of the preposition.
Examples:
about, above, across, after, against, along, among, around, at, before, behind,
below, beneath, beside, between, beyond, but, by, despite, down, during, except,
for, from, in, inside, into, like, near, of, off, on, onto, out, outside, over, past, since,
through, throughout, till, to, toward, under, underneath, until, up, upon, with,
within, and without.

37. INTERJECTION
An interjection is a word added to a sentence to convey strong emotion.
It is not grammatically related to any other part of the sentence.
Example: Wow, that is such an amazing story!
Oh no! Aren’t you done with your work yet?

38. Individual Activity: Me, Myself, and I
In a A4 size bond paper, introduce yourself in 10 sentences using the
8 parts of speech.
At the lower part your paper, list down the part of speech you used.
This is a 15 minutes activity.

39. Pair activity; PARES - MARITES
1. Ask your partner about;
Personal information.
Hobbies
Emotions/feelings that commonly felt.
Life vision.
2. Interpret the information you gathered and describe you ka-
marites in 1 to 2 sentence.
3. Present your na-marites in front

40. THREE MODES OF COMMUNICATION

41. MEANS/MEDIA OF COMMUNICATION

42. 5 MAJOR CATEGORIES OF NONVERBAL
COMMUNICATION (ALBERT)
1. Body Signals or nonverbal signals by the body, also known as kinesics.
Examples: shaking hands, crossing your legs, slumping in your seat
posture, crossing or uncrossing your legs
2. Object Signals or nonverbal messages sent by physical objects, also known as artifacts.
Examples: one’s wardrobe, framed pictures on your table, plaques and
awards on the wall of your office
3. Space Signal or nonverbal messages sent by action and use of personal space, also known as
proxemics.
Examples: physical territory like arrangement of desks at your workplace,
the distance or closeness you stand from someone else when
you communicate.

43. 4. Time Signals or nonverbal messages sent by time actions, also known as chronemics.
Examples: speed of your speech and movement, your punctuality,
willingness to wait
5. Touch Signal or nonverbal messages sent by touch, also known as haptics.
Examples: patting a co-worker, hugging, pecking the cheek

44. 6 BASIC COMPONENTS OF COMMUNICATION IN THE WORKPLACE BY GEMY
ALLEN

45. Tips for Efficient Communication
 Keep the message simple. A simple message is easy to transmit,
decode, and understand.
 Choose the right channel to transmit your message.
 Understand your audience to draft a correct message and know
when you should transmit it to them.
 Control your body language, tone, and word choice if you directly
deliver a message.
 Always ask for feedback to ensure that a message is received.
 For orally delivered messages, maintain eye contact, and ask
many questions.

46. 7C’s of Communication
Credibility
Completeness
Clarity
Correctness
Consistency
Concreteness
Conciseness

47. Sincerity

48. Effective communication may be defined
as:
 Using language that is appropriate to
others' levels of understanding.
 Making sure others receive the
information or knowledge intended.
 Developing relationships with others.
 Talking with others in a way that
facilitates openness, honesty and
cooperation.
 Providing feedback

50. Group Activity: Build Me-Up
• Using provided materials, build a tower of your group.
• Provide tower name.
• Discuss the strategies you applied in building your tower.
• What is the edge of your tower to others.

51. 02
WORK IN A TEAMENVIRONMENT

52. What is a group?
What is a team?

53. A group is a collection of individuals who coordinate their
individual efforts. It is not necessary that the group members would
have a common objective or a common goal to achieve.
A group is not necessarily a team. A group can have individuals with
varied interests, attitude as well as thought processes.
A team is a group of individuals, all working together for a common
purpose. The individuals comprising a team ideally should have common
goals, common objectives and more or less think on the same lines.
Individuals who are not compatible with each other can never form a
team.

54. 10 Characteristics of Successful Team
1. Clear Goals
This is necessary so that all team members understand the purpose & vision of the team.
2. Defined Goals
It’s important for group members to understand their job function and for leaders to tap into
the skills and talents of group members.
3. Open & clear communication
Effective communication will keep a team informed & focused.
4. Effective decision making
Awareness of various decision making method can help a team members make efficient
decisions. Team members should select a method that works best for them.

55. 5. Balanced Participation
Full involvement of team members are valued & required. Important
when leaders define what type of participation they expect from
members.
6. Valued Diversity
Team members are valued for their unique skills and talents. Diversity of
thinking, idea generating, problem solving & experiences help to create
an effective team.
7. Managed Conflict
This is essential to a team’s growth. It’s important that issues aren’t
ignored and avoided in a group.

56. 8. Positive Atmosphere
An effective team has an open climate with other & aren’t
afraid to take risk. Honestly, accessibility, acceptance &
dependability that build the trust.
9. Cooperative Relationship
Team members want to work together for the good of the team
& understand that combining the skills of numerous people
will produce something that could not be created alone.
10. Participative Leadership
Leadership is shared among team members at various times.

57. STAGES OF GROUP DEVELOPMENT

58. STAGES OF GROUP DEVELOPMENT

59. Adjourning: This is the last stage of group
development, where the group is terminated,
and the group members are separated from
each other. Every group is created for a
purpose, and once the purpose is fulfilled the
group is adjourned. Some authors call this
stage as “mourning or deforming,” because,
the sense of loss is felt by the group members,
at the time of separation from each other.

60. DIFFERENTIATE ROLES AND
RESPONSIBILITIES

61. Roles are the positions team members
assume or are assigned, the part that
each person plays in the organization.

62. Responsibilities are the specific tasks or
duties that members are expected to
complete according to their roles. They are
the specific activities or obligations for which
individuals are held accountable when they
assume or get assigned —a role.

63. 4 TYPES OF TEAM ROLES
In a team, different individuals have different roles to play.
Here are four roles for a team: Leader, Facilitator, Coach and a
Member.
1.The role of a leader to provide direction to the team,
vision to the team, motivation to the team and establishes
ground rules for working with each other. What sort of
communication will happen, and how things will be
reported. All these ground rules are set by the leader.

64. 2. Facilitator many a time doesn’t have a formal authority,
the facilitator helps the team to make the decision.
3. Coach provides one-to-one support after training. If a
team member has been trained with something, the coach
is someone who provides support after the training.
4. The role of members is to participate in team meetings,
do whatever is assigned to them, and actively participate
when it comes to brainstorming, idea generations or any
other support they need to provide. Members actively
engaged in the team.

70. The nine Belbin team roles
are descriptions of job duties
that fall into three broad
categories: thought-oriented
roles, action-oriented roles
and people-oriented roles.
Understanding each role a
team member can play may
help you to work more
efficiently as a team:

71. 1. Shaper (Action-oriented Role)
In a team, the shaper role is performed by people
who are dynamic and relish challenges. Shapers
maintain a positive mental attitude and strive to
find the best ways to overcome challenges facing
the team.
2. Implementer (Action-oriented Role)
People who play the implementer role in a team
are those who actually get things done in the
team. They are practical, efficient and well-
organized. Implementers turn the team’s ideas
and thoughts into actual plans.

72. 3. Completer/ Finisher (Action-oriented
Role)
Completers, also called Finishers, are introverted
individuals who perform quality assurance during
key stages of a project. Finishers have an eye for
detail.
4. Coordinator (People-oriented Role)
Coordinators are mature individuals who have
excellent interpersonal and communication
skills. They're confident in nature and possess
great listening skill.

73. 5. Team Worker (People-oriented Role)
Team workers are the people who ensure the
team remains united. They work toward
resolving conflict or issues affecting the team’s
dynamics. They tend to be good listeners and
expert at getting a team to function well
together as a unit
6. Resource Investigator (People-oriented Role
Resource investigators are positive and enthusiastic people
who like to explore new opportunities and possess great
negotiating and networking skills. They are extroverts,
which makes it easy for others to relate to them.

74. 7. Monitor-Evaluator (Thought-oriented Role)
Monitor Evaluators make decisions based on facts
and rational thinking. They are normally serious
individuals who excel at critical thinking and
strategic planning. They prefer to critically analyze
information before making any conclusions.
8. Specialist (Thought-oriented Role)
The Specialist is a team member who is an expert in a particular area
involve the specialist role. Their contribution to the team is limited
only to their area of expertise. Their priority is in maintaining their
professional standards. Because of their expert knowledge, they're
indispensable members of a team.

75. 9. Plants (Thought-oriented Role)
Plants are free-thinkers, creative people
and innovative members of the team.
They come up with original approaches
and ideas that help the team in solving
problems or overcoming challenges.

78. EFFECTIVE COMMUNICATION IN A
TEAM
What is team communication?
broadly defined as the exchange of information and
transmission of meaning.
interaction and exchanges of information that
happens in a team is team communication

79. What is the Importance of Team
Communication ?
foundation of team collaboration.
allows team members to understand their roles and the
roles of everyone else on the team.
develop trust

80. It’s about understanding the
emotion and intentions
behind the information.
Effective communication is the
foundation of positive human
interaction.

81. TYPES OF COMMUNICATION STRATEGIES
Create an Atmosphere of Openness
Be an Active Listener
Actively Engage in the Conversation –

82. Stress and out-of-control emotion
COMMON BARRIERS TO EFFECTIVE
COMMUNICATION
Stress and out-of-
control emotion Lack of focus Inconsistent body
language
Negative body
language

83. GROUP PLANNING AND DECISION MAKING
Planning is thinking of doing Decision-making is a part of planning.
Planning is the
process of selecting a
future course of action,
Decision-making means
selecting a course of
action.
Planning is the fundamental
management function, which
involves deciding beforehand,
what is to be done, when is it to be
done, how it is to be done and
who is going to do it.
Decision making is the process
of identifying a set of feasible
alternatives and choosing a
course of action from them.

84. Types of Planning

86. TYPES OF DECISION

87. TASK
SHEET
2.3-1
Title :
Demonstrate an Actual Group Planning and
Decision Making
Performance Objectives:
As guided by this task sheet, a group of 5 members must be able to plan and make
a right decision, and be able to work with the team effectively.
Steps/ Procedures:
•Group yourselves into Five (5).
• Your group must demonstrate a scenario from the topic Group planning and Decision
making.
•Each member should participate / play an important role in demonstration.
• You have 30 minutes to discuss with your group your demonstration. Each group will be
given 5 - 8 minutes to perform.
• After the demonstration; receive feedback from the trainer.

88. 10 CHARACTERISTICS FOR EFFECTIVE
TEAMWORK
1. Clear direction
decide on team goals and desired outcomes first.
Use it for clear direction for the team you select.
Start at the end point: What is the outcome you
want and why?
2. Open and honest communication
Communication is crucial to building a
sense of camaraderie between members
3. Support risk taking and change
Good teams support appropriate risk taking and experimentation for change.
They look on first time mistakes as opportunities for learning.

89. 10 CHARACTERISTICS FOR
EFFECTIVE TEAMWORK
4. Defined roles
If a team needs to develop a new product for
market, that team will need a detail-oriented person
(the task-master), who is methodical and can keep
the team on track.
5. Mutually accountable
Teams accept responsibility as individuals
and as a team
6. Communicate freely
The more freely you talk to your fellow team members, the more comfortable
you are in sharing insights and ideas.

90. 10 CHARACTERISTICS FOR EFFECTIVE TEAMWORK
7. Common goals
A chief characteristic of any successful team is that
members place the common goal above individual
interests
8. Encourage differences in opinions
Agreeing on a common goal is essential
9. Collaboration
Collaboration is the process of two or more people or
organizations working together to complete a task or
achieve a goal
10. Team trust members who cannot trust one other or who don’t believe in the
process and goals of the team seldom find success.

91. REASONS TEAMWORK IS IMPORTANT IN THE
WORKPLACE
It brings new ideas Teamwork helps
solve problems
It's supportive
Teamwork builds morale

93. 03
Solve/Address
General
Workplace
Problems
What is the common
problem in the
workplace?

94. Common and ineffective strategies to deal with
workplace disputes include:
•Avoidance
•Indirect communication in the form of
complaints and/or gossip,
•Bartering
•Emotional reactions
•Righteousness: holding on to positions

95. Principles to Help:
Pay attention to your emotions and how they influence you.
Consciously decide how to respond to a conflict situation.
Give yourself time to prepare.
Listen, Reflect, Inquire
Use “I” messages to express your concerns in a non-
confrontational way.
Frame the issue in terms of interests.
Focus on what you can change – the future.

96. Principles to Help:
Focus on what you can change – the future.
Recognize that other viewpoints are possible and likely.
Brainstorm creative options.
*Source: CDR Associates,Conflict Resolution for Managers and Leaders, John Wiley &
Sons, 2007 and Craig Runde and Tim Flanagan,Becoming a Conflict Competent Leader,
John Wiley & Sons, 2007.

97. PROBLEM-SOLVING SKILLS
"You can never solve a problem on
the level on which it was created." —
Albert Einstein

98. The four stages of problem-solving
Define the problem
Brainstorm alternatives
Choose the best strategy
Implement your solution

99. Honing problem-solving skills
•Practicing brainstorming activities such as mind
mapping
•Approaching everyday issues with a "what if"
mentality, regularly testing new approaches
• Keeping an idea journal where you jot down all your
ideas, no matter how out-of-the-box
•Working through logic puzzles and games like Sudoku
•Following industry publications covering the latest
software and strategies for common issues

100. ROUTINE/PROCEDURAL PROBLEMS
ROUTINE PROBLEM SOLVING
routine problem solving involves using at least one of the four arithmetic
operations and/or ratio to solve problems that are practical in nature.
stresses the use of sets of known or prescribed procedures (algorithms) to
solve problems
NON-ROUTINE PROBLEM
A non-routine problem is any complex problem that requires some degree
of creativity or originality to solve.
Often times, these problems can be solved in multiple ways.

102. EFFECTIVE PROBLEM SOLVING
Seven-Steps for an Effective Problem-
Solving Process
1. Identify the issues.
2.Understand everyone's interests.
3. List the possible solutions (options)
4. Evaluate the options.
5. Select an option or options.
6. Document the agreement(s).
7. Agree on contingencies, monitoring, and evaluation.

103. HOW TO WRITE A PROCEDURE
Procedures are the workhorses of a
company. While policies guide the way
people make decisions, procedures show
the "how to's" for completing a task or
process.
Procedures are action oriented. They outline steps to take, and
the order in which they need to be taken.

104. How Do You Write a Procedure?
Step One: Gather Information
Step Two: Start Writing
Here are some good rules to follow:
• Write actions out in the order in which they happen. Start with the
first action, and end with the last action.
• Avoid too many words. Just be specific enough to communicate
clearly.
• Use the active voice.
• Use lists and bullets.
• Don't be too brief, or you may give up clarity.
• Explain your assumptions, and make sure your assumptions are
valid.
• Use jargon and slang carefully.
• Write at an appropriate reading level

105. Step Three: Assess Design Elements
Flowchart

106. Step Three: Assess Design Elements
Play script

107. Step Three: Assess Design Elements
Question and answer
Matrix

108. TASK SHEET 3.2-2
Title: Prepare Written Procedure in a Simulated Workplace Condition
Performance Objectives:
Given the information and steps in preparing a written procedure, you
should be able to prepare a written procedure in a simulated condition.
Steps/ Procedures:
•Look for a partner
• Think of a situation where you want to prepare a written procedure, role
play the following situations with your partner. It is important that your
procedures have the right level of detail. Here are some questions to
consider:
 Do users have enough information to complete the action?
 Is there enough information to guide users in using good
professional judgment?
 Is the level of detail appropriate for the subject?
 Is the level of detail appropriate for readers?
 How comfortable are readers with the subject?

109. Title: Preparing a Written Procedure in a Simulated Workplace Con
CRITERIA YES NO
Did I . . . . ?
1. Have enough information to complete the action?
1.Have enough information to guide users in
using good professional judgment?
1.Level the detail appropriate for the subject?
1.Level the detail appropriate for readers?
1.Make the readers comfortable with the
subject?
PERFORMANCE CRITERIA CHECKLIST 3.2-2

110. STANDARD OPERATING PROCEDURES

111. Why is a Standard Operating Procedure Important?
Standard operating procedure documentation is important because
it allows organizations to systematize their processes, keep all team
members and other stakeholders on the same page at all times, and
move forward in a singular, cohesive manner.

112. Why is a Standard Operating Procedure Important?
Ensures Adherence to Best Practices
Ensures Consistency
Enables Proper On-boarding and Training
Maintains Organizational Knowledge

113. the general steps to take when writing a standard
operating procedure.
1. Determine Your Goals for Creating an SOP
•How will SOP allow employees and teams to work
more efficiently?
•How will following SOP allow the team to better
serve our clientele?
•How will following SOP impact the company’s
bottom line?

114. 2. Determine the Stakeholders and Creators
SOP development team should consist of:
C-level executives
Management leaders
Ground-level

115. 3. Define the End-User
4. Determine the Scope and Format of the SOP
5. Outline the SOP Document—and Begin Writing It
•Title Page
•Table of Contents
• Preparatory Information
•Methodology and Procedures
•Quality Control and Assurance
•References and Glossary

117. Title Page
Table of Contents
Preparatory Information
Methodology and Procedures
Quality Control and Assurance
References and Glossary

118. Title Page
Table of Contents
Preparatory Information
Methodology and Procedures
Quality Control and Assurance
References and Glossary

119. Title Page
Table of Contents
Preparatory Information
Methodology and Procedures
Quality Control and Assurance
References and Glossary

120. 6. Review the Written Document
7. Train Your End-Users
8. Test and Tweak the SOP in Practice
9. Implement SOP—and Revisit Regularly

121. Group Activity: Write Up!
Directions:
Using provided each group is tasked to write an SOP document on the assigned
EIM task.
EIM Tasked:
1Wiring Installation
3 Repairing Damage Equipment/Appliances
5 Replacing Damage Equipment
4 Inspecting Electrical System for Safety
2Installing fixtures and Equipment
Activity Duration: 20 minutes

122. THANKS