CHS CBLM - Apply Quality Standards- FINAL

COMPETENCY-BASED LEARNING MATERIALS

Sector:

INFORMATION AND COMMUNICATION TECHNOLOGY

Qualification:

COMPUTER HARDWARE SERVICING NC II

Unit of Competency:

APPLY QUALITY STANDARDS

Module Title:

APPLYING QUALITY STANDARDS

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITYREGIONAL TRAINING CENTERCarig Norte, Tuguegarao City

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL (CBLM)

Welcome to the competency-based learning material for the module: Applying Quality Standards. This module contains training materials and activities for you to accomplish.

The unit of competency “Apply Quality Standards”, contains the knowledge, skills and attitudes required for Computer Hardware Servicing NC Level II.

You are required to go through a series of learning activities in order to complete each learning outcomes of the module. In each learning outcome, there are reference materials or instructional sheets for further reading to help you better understand the required activities. Follow the activities at your own pace and answer the self-check at the end of each learning outcome. If you have questions, please feel free to ask for the assistance of your trainer/facilitator.

RECOGNITION OF PRIOR LEARNING (RPL)

You may have some or most of the knowledge and skills included in this learner’s guide because you have:

Been working in the same industry for some time.

Already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular skill, you don’t have to do the same training again.

If you feel that you have some skills, talk to your trainer about having them formally recognized. If you have a qualification or certificate of competence from previous trainings, show them to your trainer. If the skills you acquired are still current and relevant to the unit of competency, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss this with your trainer.

A Trainee Record Book (TRB) is given to you to record important dates, jobs undertaken and other workplace events that will assist you in providing further details to your trainer/assessor. A Record of Achievement/Progress Chart is also provided to your trainer to complete/accomplish once you have completed the module. This will show your own progress.

RTC-TESDAQA

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Computer Hardware

Servicing NC II

Date Developed:May 2011

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DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency: Apply Quality Standards. This will be the source of information for you to acquire the knowledge and skills in this particular module with minimum supervision or help from your trainer. With the aid of this material, you will acquire the competency independently and at your own pace.

Talk to your trainer and agree on how you will both organize the training of this unit. Read through the module carefully. It is divided into sections which covers all the skills and knowledge you need to successfully complete in this module.

Work through all the information and complete the activities in each section. Do what is asked in the INSTRUCTIONAL SHEET ( TASK SHEET, OPERATION SHEET, JOB SHEET ) and complete the SELF-CHECK. Suggested references are included to supplement the materials provided in this module.

Most probably, your trainer will also be your supervisor or manager. He is there to support you and show you the correct way to do things. Ask for help.

Your trainer will tell you about the important things you need to consider when you are completing activities and it is important that you listen and take notes.

You will be given plenty of opportunities to ask questions and practice on the job. Make sure you practice your new skills during regular work shifts. This way, you will improve both your speed and memory and also your confidence.

Talk to more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to test your own progress.

When you are ready, ask your trainer to watch you perform the activities outlined in the module.

As you work through the activities, ask for written feedback on your progress. Your trainer gives feedback/pre-assessment reports for this reason. When you have successfully completed each element or learning outcome, ask your trainer to mark on the reports that you are ready for assessment.

When you have completed this module (several modules) and feel confident that you have had sufficient practice, your trainer will arrange an appointment to qualified trainer to assess/evaluate you. The result of your assessment/evaluation will be recorded in your COMPETENCY ACHIEVEMENT RECORD.

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SUMMARY OF COMPETENCY-BASED LEARNING MATERIALS

No. Unit of Competency Module Title Code

1.Apply quality standards Applying quality

standardsICT315202

2.Perform computer operations Performing computer

operationsICT311201

3.Perform mensuration and calculation

Performing mensuration and calculation

ELC311201

4.Prepare and interpret technical drawing

Preparing and interpret technical drawing

ELC311202

5. Use hand tools Using hand tools ELC724201

6.Terminate and connect electrical wiring and electronic circuits

Terminating and connecting electrical wiring and electronic circuits

ELC724202

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MODULE CONTENT

QUALIFICATION COMPUTER HARDWARE SERVICING NC II

UNIT OF COMPETENCY

Apply Quality Standard

MODULE TITLE Applying Quality Standard

INTRODUCTION:

This module covers the knowledge, skills, attitudes and values needed to apply quality standards in the workplace. The unit also includes the application of relevant safety procedures and regulations, organization procedures and customer requirements.

LEARNING OUTCOMES:

1. Assess quality of received materials2. Assess own work3. Engage in quality improvement

ASSESSMENT CRITERIA:

1. Work instruction obtained and work carried out in accordance with standard operating procedures.

2. Received materials checked against workplace standards and specifications.3. Faulty materials related to work are identified and isolated4. Faults and any identified causes recorded and or reported to the supervisor

concerned in accordance with workplace procedures5. Faulty materials are replaced in accordance with workplace procedures

6. Documentation relative to quality within the company identified and used

7. Completed work checked against workplace standards and specifications

8. Errors are identified and isolated

9. Information on the quality and other indicators of production procedures recorded in accordance with workplace procedures

10. In cases of deviation from specific quality standards, causes documented and reported in accordance with the workplace’s standard operating procedures.

11. Process improvement procedures participated in relative to workplace assignment

12. Work carried out in accordance with process improvement procedures

13. Performance of operation or quality of product of service to ensure customer satisfaction monitored.

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PREREQUISITE: NONE

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME #1

Assess quality of received materials

CONTENTS:

Reading skills required to interpret work instruction Workplace standards and specifications Procedures in obtaining and carrying out work instructions Quality checking procedures Fault identification and reporting Safety and environmental aspects of production process Carry out work in accordance with policies and procedures


1. Work instruction obtained and work carried out in accordance with standard operating procedures.

2. Received materials checked against workplace standards and specifications.3. Faulty materials related to work are identified and isolated4. Faults and any identified causes recorded and or reported to the supervisor

concerned in accordance with workplace procedures5. Faulty materials are replaced in accordance with workplace procedures

CONDITION:

The students/trainees must be provided with the following:

Work instructions Manuals (operation manual of the company/manufacturer’s instruction/service

manual) Company/workplace standards and specifications

EVALUATION METHOD:

Hands-on Direct observation Practical demonstration

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Learning Experiences

Learning Outcome 1: ASSESS QUALITY OF RECEIVED

Learning Activities Special Instructions

1. Read Information Sheet 1.1-1 Reading Skills Required To Interpret Work Instruction

If you have doubt/verifications regarding the data on the information sheet 1.1-1, you may ask the trainer or co-trainees who are done with this activity.

2. Answer Self-Check for 1.1-1

Compare answers with the answer key 1.1-1. You are required to get all answers correct. If not, read the information sheet 1.1-1 again to answer all questions correctly.

3. Read Information Sheet 1.1-2 Workplace Standards And Specifications

If you have doubt/verifications regarding the data on the information sheet 1.1-2, you may ask the trainer or co-trainees who are done with this activity



5. Read Information Sheet (1.1-3) Procedures In Obtaining And Carrying Out Work Instructions




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7. Perform Operation Sheet 1.1-1

Use the Performance Criteria Checklist 1.1-1 to evaluate your own work.

Present your work to your trainer for evaluation

Read Information Sheet on (1.1-4) Quality Checking

Procedures




9. Read Information Sheet (1.1-5) Fault Identification And Reporting


10. Answer Self-Check 1.1-5


11. Read Information Sheet (1.1-6) Carry out work in accordance with policies and procedures




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13. Perform Operation Sheet 1.1-2

Carry out work in accordance with policies and procedures

Use the Performance Criteria Checklist 1.1-2 to evaluate your own work.

Present your work to your trainer for evaluation

After doing all activities of this LO, you are ready to proceed to the next LO.

INFORMATION SHEET 1.1-1

READING SKILLS REQUIRED TO INTERPRET WORK INSTRUCTION

Learning Objectives: After reading this information you must be able to acquire knowledge in reading skills required to interpret work instruction.

Characteristics of Materials Used in Specific Projects

The student must relate material properties to product and process quality. These are the factors that must be taken into consideration when choosing the right material for their components and assemblies:

1. Selection of material

Material selection is one of the most common tasks for design engineering. The ability to assess the material’s impact on the performance of a product is crucial for reliable performance. Sometimes, buyers are also considering the label or name of the company which are producing great quality of materials and are known in the market. Examples are the name HP for printer and Intel for some computer hardware.

2. Testing of material

The testing of material properties is widely understood to be the key to obtaining data for a project, performing failure analysis, or understanding material interactions. Material testing also provides information on

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Characteristic of common materials for increased security is also a great factor in the design and planning process. Evaluation of longevity criteria and assessment of site environmental factors are vital to project planning. Specific knowledge about the project and general common sense must dictate design and material selection. Although many materials can offer enhanced protection, often the most cost-efficient and readily available material that provides reasonable life expectancy for the project must be considered.

the quality of incoming and outgoing products. Inspection test equipment and techniques are demonstrated for a wide range of materials and assemblies during the class. This provides the participants with both knowledge of the common failure modes.

3. Cost of material

The cost of material is also considered when buying or selecting materials for a specific project. The amount may vary but never taken for granted the quality and the reliability of the material. Will you buy material which is less expensive but worst quality? Will you buy material which you cannot afford? People look for places which can meet their standards and right cost for materials to buy.

Before planning and designing takes place, you should evaluate the material options and system requirements. Teachers should add several useful reference manuals to their libraries such as installation of hardware, networking, troubleshooting as well as basic PC Operation and Internet for additional information that the students may used in their projects.

The characteristic of the materials to be used for specific project must be:

of good quality

- This is the most important factor when choosing materials to buy. Products with good quality are long-lasting and safe to use because you know that it follows certain standards before being commercialized.

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reliable- It means that you can be sure that it will perform its function

well, will operate safely and will give the best it could give.

suitable for the application/purposes

- Choose the materials which are very necessary to make the project possible. Making a list of products/materials to buy is a good trait of a wise consumer. Products which are not to be used must be crossed out.

low cost- It doesn’t mean that you will choose for the less expensive

one and exclude the quality. Low cost means you can afford to buy the materials without hurting your pocket and assure of better quality.

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WORKPLACE STANDARDS AND SPECIFICATIONS

What is a standard?

"Standards and specifications are documents that stipulate or recommend 1) minimum levels of performance and quality of goods and services, and 2) optimal conditions and procedures for operations in science, industry, and commerce, including production, evaluation, distribution, and utilization of materials, products, and services.

Types of standards:

Category, type, dimension, structure, equipment, quality, grade, component, performance, durability, or safety

Methods of manufacturing, methods of designing, methods of drawing, methods of using, or methods of operation of safety condition of production

Methods of testing, analyzing, appraising, verifying, or measuring

Terms, abbreviations, symbols, marks, preferred numbers, or units

Design, methods of execution, or safety conditions

What are some points to remember when using standards?

Some standards are government-mandated, and others are voluntary. There may be various penalties associated with not adhering to the standard.

Standards are updated frequently to keep pace with changing technology -- check to see if the standard you are using is the latest version.

Older, superseded versions of standards may be useful in many cases, such as legal disputes concerning the performance of a product that was manufactured when the older standard was in force. The Engineering Library DOES NOT maintain historical or superseded standards.

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What is a specification?

Specifications are concise statements of requirements for materials, products or services that are to be purchased by an industry or government agency. Specifications are limited to a specific project or government agency. Standards are specifications that are recognized as the most practical and appropriate current solution, that is agreed upon by a recognized authority, for a recurring problem.

Employer or Employer Representative at the Workplace

The employer (in an industrial establishment) or the constructor (on a construction project), has very important responsibilities for the workplace. This responsibility cannot be delegated or conferred to another party by a similar process. In the case of students who are not paid, ideally the employer should:

be aware that the student will be in the workplace and know what type of work they will be undertaking

ensure that the student is protected by job-appropriate safeguards

ensure that appropriate personal protective equipment is identified and used In small workplaces, the employer may also be the supervisor and will have to be present for the placement assessment. In larger workplaces, the employer may ask another company representative or the supervisor towork with you through this process.

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PROCEDURES IN OBTAINING AND CARRYING OUT WORK INSTRUCTIONS

FOLLOW INSTRUCTIONS

Follow instructions. This sounds easy enough. It isn't. For some people, it's the key to most of their academic problems. They read or hear one set of instructions, but their teacher has given different instructions.

Some students deliberately ignore instructions. They "wing it." They think they can scrape by, doing any old thing they choose. They're wrong. But they refuse to change.

It doesn't matter how good a job you do if you do the wrong job. You're going to get a bad grade.

Doing a job well begins with understanding exactly what the job is.

Start paying attention to instructions. That's where to begin your program of self-improvement.

SETTING UP OR INSTALLING A PRINTER IN MICROSOFT WINDOWS.

ISSUE

Setting up or installing a printer in Microsoft Windows.

Solution

There are two different methods a user can install a printer in Microsoft Windows. Below is additional information about each of these methods listed in the order we believe a user should try installing their printer in Microsoft Windows.Before being able to install your printer you must have the software that was included with the printer. If you've lost the software for your printer you can download the drivers for your printer and use the drivers to install your printer. A listing of printer manufacturers and links to their associated drivers pages can be found on our printer drivers page.

Setup a printer using printer software

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http://www.computerhope.com/drivers/printers.htm

Every printer should come with the software used to install a printer in Windows. Although not all installations are the same the steps for installing this software should be similar to the below steps.

1. Connect the printer to the computer and a power outlet and make sure it's on.

2. Insert the CD that was included with the printer. If the CD does not automatically start the install program open My Computer, double-click on the CD drive, and then the Setup or Install file.

3. Follow the installation wizard and your printer and its associated software should be installed successfully.

Installing a printer only using the drivers

In addition to the above steps a users can install a printer in Windows only using the printer drivers. This is recommended if you only want the printer to be installed but not the additional printer software programs that are often included with the installation and you've download drivers.A listing of printer drivers and software downloads can be found through our printer drivers page.

Note: if you've installed the printer doing the above steps these steps should not be necessary unless you encountered errors.

1. Connect the printer to the computer and a power outlet and make sure it's on.

2. Click Start, Settings, and Control Panel. 3. In the control panel double-click the Printers or Printers and Fax

icon. 4. In the Printers window click the Add a printer icon. 5. After completing the above steps the Windows Printer Wizard will

appear. Click Next, to start the wizard. 6. Windows will prompt you if you're installing a Local or Network printer.

If the printer is connected to your computer choose Local printer attached to this computer and click Next.

7. When prompted for the location of the drivers for the printer. Browse the computer to the directory of your drivers or point it to the CD that was included with your printer.

How to add new printer (Video)

Printer does not have power indicator

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First, make sure that the printer is on. When a printer is on it should have some light (usually green) indicating it's receiving power and is on.If you do not have any indicator light make sure the printer is connected to a working power outlet by verifying each end of the power cable. Next, press the printer power button.If after following the above steps your printer still cannot get a power status indicator it's likely you're encountering a serious printer issue and we suggest contacting the printer manufacturer for additional steps and instructions on repair or replacement.

Cables not connected properly

1. Your printer should have two cables connected to it. The power cable and the data cable, the power cable should have already been verified as being connected if your printer has a power indicator light as mentioned above. Make sure the data cable (parallel cable or USB cable) is also connected from the printer to the computer.

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Information Sheet 1.1.4

Quality Checking Procedures

Effective management checks are an important means of providing assurance of the integrity and security of the benefit processes. They are also useful in identifying training needs; indicating possible weaknesses in procedure and ensuring the section meets its accuracy target set for Best Value Performance Indicators purposes.

Methodology

The teacher will be the assessor. Students will be randomly assigned that will: 1.) act as Quality Checker; 2.) responsible for monitoring and coordinating the checking arrangements and; 3.) must generate reports when receiving the equipments.

The Quality checker will record the date of receipt, name of the materials purchased, quantity, official receipt number, signature of the person who bought the materials and signed his name afterwards. The Quality checker will identify if the materials are in good condition or damage and /or needing for replacements. This will also be recorded on his report.

Feedback

Once the Quality checker has completed all the reports, the assessor will check if the Quality Checker provides all the data needed in the report.

Example of Log Report (to be completed by the Quality checker)

Date Received

O.R. #Item Name

Quantity SignatureQuality Checker

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Example of Assessment of Materials Received (to be completed by the Quality checker)

Quality Checker: Date:

Item NameTotal no. in

Good Condition

Total no.

of ErrorsComments

Procedure for testing and checking products

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FAULT IDENTIFICATION AND REPORTING

These are the things to be considered when:

A. Receiving Materials:

1. Match the packing slip to the items received and ensures that the materials are destined on tour department.

2. That you are receiving the materials indicated on the purchase order with regard to quantity and discount.

3. That the materials are in acceptable condition.

4. That terms regarding installation and/or set-up of equipment are met.

B. Receiving Reports

Whenever goods are received:

1. The person receiving the goods must document, using the administrative software, that all goods were received for each requisition before any payment can be made to the vendor.

2. Any exceptions must be noted so that partial payments can be processed or defective goods can be returned.

C. Return of Merchandise

When merchandise is received which is incomplete or defective, the supervisor will return the materials to the supplier or to the store where it was bought and make arrangements with the vendor for replacement.

D. Make an Inventory Report of the Materials

All materials received must be listed and be reported to monitor how many materials are already on hand, purchased or damaged.

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Information Sheet 1.1-6Carry out work in accordance with policies and procedures

Carry out basic repairs to computer equipment by replacement of modules/sub-assemblies

Unit Descriptor

This unit deals with the repair of computer equipment by replacement of slot/plug connected modules/sub-assemblies. It encompasses safe working practices, following written and oral instruction and procedures, basic testing techniques, dismantling and assembling apparatus and disconnecting and reconnecting components.

RANGE STATEMENT

This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance. This unit shall be demonstrated in relation to carrying out repairs to personal computers and servers. The repairs shall be limited to:

Replacement of at least three slot/plug connected modules/sub-assemblies having different functions and in which the fault has been previously established, and

Repair to broken wires/ribbon cable to industry standards, that may include, minor soldering

Note:1. Examples of Modules include self contained hardware components

such as motherboards, memory cards storage devices2. Examples of Sub-assemblies include collections of integrated

components that may form part of a module that are designed to be replaceable for servicing, such as the component part of a hard drive module or motherboard.

Using Software

As stated earlier software is anything created and/or stored on a computer or computer storage device (like a disk). The work that is produced using an application or program is also software and is usually referred to as a file or a document.

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Files & Documents

Once you have typed or created a new document or file on your computer, you will have to decide what to do with it. You could print it right away using a Print command and then Exit or Quit your program without saving it, but most of the time you will want to Save your document for future use.

The computer saves its information on a disk, most often the hard disk, and the users determines where and when the file or document is saved.

Folders & Directories

On the disk are directories or collection of folders. These directories or folders could be compared to a filing cabinet. All files are stored in a directory. Most hard disks have many directories or folders and files can be stored in any of them.

Directories can have sub-directories and sub-sub-directories many levels down. The directory immediately below the current directory is called the child directory. The directory immediately above the current one is called the parent directory. The top of the directory structure is called the root directory.

When a user adds or installs a new program on the computer the installation process will usually create a new directory or folder to store the application's files.

Users can create and delete directories or folders as the need arises. Older operating systems require that the directory be emptied of files before it can be deleted. When removing a directory always check before deleting it to make sure that it doesn't contain files you need.

You can easily move files from one folder or directory to another using menu commands, drag & drop using the mouse or a file utility. It is important to understand your computer's directory structure as a file can be misplaced if it is saved in the wrong directory.

One of the main problems new users have is creating a filing system. Modern operating systems address the 'filing problem' by automatically creating a (My) Documents folder. By saving files or documents in this folder you will always know where

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Printing

The promise of a paperless office has not happened though conservation is catching on and it is possible to reduce paper consumption by using your computer more effectively. Having said that many computers are attached to printers and there are many reasons to print out documents that you create on your computer. Most software programs and applications allow the user to print the information that is created in the program.

When choosing a printer consider the peripheral equipment that you will need as well as the actual printer. Peripherals include paper, ribbons or ink cartridges, toner and occasionally print heads.

You may have to adjust some of the settings for the printer to get the output you want. Density adjustments determine how much ink is placed on the paper or how many dots per inch (DPI). Draft quality will printer quicker but creates a fainter copy (less dense). Modern Software has a Preview option which show what the page will look like when it is printed. Portrait prints the document up and down. Landscape prints the document on it's side. Most software allows the user to adjust the margin width or the blank space at the top, bottom, left and right edge of the paper.

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LEARNING OUTCOME #2

Assess Own Work

CONTENTS:

Communication skills needed to interpret and apply defined work procedures Identifying errors (deviation from customer and or organization requirements)


1. Documentation relative to quality within the company identified and used2. Completed work checked against workplace standards and specifications3. Errors are identified and isolated4. Information on the quality and other indicators of production procedures recorded

in accordance with workplace procedures

5. In cases of deviation from specific quality standards, causes documented and reported in accordance with the workplace’s standard operating procedures.

CONDITION:


Organization work procedures Manufacturer’s Instruction Manual Customer requirements Other forms

EVALUATION METHOD:


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Learning Experiences

Learning Outcome 2

ASSESS OWN WORK


1. Read Information Sheet 1.2-1 Communication Skills Needed To Interpret And Apply Defined Work Procedures




3. Read Information Sheet 1.2-2

Indentifying Errors (Deviation From Customer

And Or Organization Requirements)




After doing all activities of this LO, you are ready to proceed to the next LO.

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Information Sheet 1.2-1

COMMUNICATION SKILLS NEEDED TO INTERPRET AND APPLY DEFINED WORK PROCEDURES

Communication Skills in the WorkplaceEmployers Talk BackBy Nancy Martin-YoungWake Technical Community College

Fifteen years ago, the typical college graduate looked forward to a 9 to 5 job with a detailed job description. That employee expected a long work history with the same employer and a pension waiting upon retirement. Today, business and industry are downsizing and reengineering. Businesses are trying to increase productivity while decreasing costs, so many U. S. companies are shrinking staffs. One worker now does the work of many. Middle management is shrinking, as is the assembly line mentality, which has been replaced by JIT (Just In Time product management). Job descriptions today are flexible. And with the tremendous changes occurring in technology, employees are constantly required to gain new skills to keep up. Most companies have training programs; for example, Robin Suess, the Human Resources Manager at IBM in Raleigh, reports that IBM spends over $6 million on education by using local programs and universities in the Triangle. Companies with limited time and finances for training turn to us, the educators, to help train employees in the skills they need to obtain and maintain employment.

In 1950, the majority of jobs (60%) were for unskilled workers—those with a high school diploma or less. Skilled workers comprised another 20% of the labor market demand, and the professional category made up the last 20%. By 1991, we can see a shift. The professional category remained consistent at 20% of the workplace demand. But skilled workers, those requiring less than a baccalaureate degree but more than a high school degree, climbed to 45% of the labor market. Predictions for the year 2000 show this trend continuing: 65% of the labor market will be for skilled workers. So all students, especially the 75% who will not go on to a 4-year degree, need training.

Today business and industry leaders are looking for specific skills in entry-level employees. The current workplace trend in education helps to teach those skills, based on the competencies established for all workers

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by the U.S. Department of Labor. In particular, today's workers need communication skills: oral, written, and technological. We can trace the current emphasis on education's responsibility to train students for the workplace to the 1980's. Think back to that decade. America was rebounding from an economic slump. Competition with other countries was reflected in slogans like "buy American" and movies like Gung Ho. A disturbing series of reports on weak workplace skills grabbed the attention of educators and the government. One of the first reports of that decade, as explained by a recent article by Donovan and Schneider in Technology and Learning, was the 1983 publication of A Nation at Risk. In 1984, a report called The Unfinished Agenda was published by the National Commission on Secondary Vocational Education. That report proposed reform that involved both theory and application. It also called for an assurance of workplace relevance in academic courses. Another book with a big impact came out in 1985, when Parnell published The Neglected Majority. This book spotlights the plight of the ignored majority of high school students who are headed neither for college nor for vocational training. In his book, Parnell proposes the "2 + 2" approach: 2 years of specialized high school training and 2 years in a Tech Prep Associate's degree program (TPAD). By the late 1980's 34 state representatives reported establishing a TPAD system. But the 2 + 2 approach was not widely implemented. In 1989, George Bush and the state governors agreed to educational reform goals. In April 1991, Bush called for World Class Standards in Education the America 2000 program, readying the American workplace for the next century. The U.S. Department of Labor, through the Secretary's Commission on Achieving Necessary Skills, gathered data from employers across the nation and published lists of competencies and basic skills required of all workers (SCANS Report—fig. 1 & 2). Eventually, legislatures passed laws to award grant money to schools so they could implement the 2 + 2 approach.

Schools need input from the workplace in order to develop articulation agreements with business and industry and to establish curricula designed to create a skilled workforce. To insure the changes are carried out, school administrators must also secure the cooperation of the instructors, as pointed out in a recent article by Bragg and Layton in the Community College Review: "No educational reform effort can succeed if it does not have the backing of those who will implement it." Departmental personnel should be the ones to generate and evaluate competencies and to keep control over course content, using industry consultants as catalysts for change. If instructors are given this responsibility, they need to be informed about competency-based education, the article continues.

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http://www.nccei.org/newsletter/comskills.html#fig1

But what do business leaders have to say about necessary skills? I spent summer and fall 1995 finding out. I interviewed twenty employers in the Raleigh-Durham area, all representing one of the technical clusters we offer at Wake Tech: business management, engineering technology, environmental and life science, human and social services, industrial technology, marketing, and medical/health. I spoke mostly with human resource managers, but also with site managers, vice presidents, recruiters, communications experts, department heads, and technicians to identify the communication skills and technical skills entry-level workers need. The results of these interviews also mirror national trends reported in business and trade magazines.

THREE MAIN SKILLS

Employers highlighted three skills needed by all workers: teamwork, flexibility, and communication. Since many workplaces are currently organized according to a matrix system, an employee no longer has a specific job. Instead, his or her skills—especially in graphics, computers, or oral presentations—make the worker a valued member of a team. These three skills are essential for the matrix worker, since he or she must work well with others and be able to switch easily from team to team, depending on the project. Several companies stressed another employment factor: good attendance. Some companies I visited had very strict attendance policies. Tipper Tie in Apex, NC, which makes the aluminum clips that seal bags of poultry, states that any employee in a 30-day period who is absent three days, tardy three days, or any combination, is fired. Absences require a doctor's excuse. The Capital City Club, an upscale private restaurant, fires any employee who fails to show for three shifts. Some employers stressed repeatedly that weak attendance policies in school are not helping to train workers for the reality of work policies. A final quality many stressed was a positive attitude in the interview and on the job. Most would not hire an applicant who lacked enthusiasm.

WRITTEN COMMUNICATION

Oral communication is the mode of choice in most workplaces today; the paper memo is dead, replaced by voice mail, informal conversation, and sometimes E-mail or fax-mail. But two writing tasks still loom before the entry level worker: Writing reports and filling out forms. For example, many companies these days are seeking certification in a variety of world class standard programs, like ISO or QS 9000, an automotive quality certification. These certifications require extensive

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documentation. Workers have to fill out reports that ask them to describe exactly what they do and how they do it. The service industries also fill out countless reports, such as service orders, patient care reports, and lab reports. Some entry-level employees, like administrative assistants, may be responsible for compiling or even composing some parts of a formal report. The smaller the company, the more likely that an administrative assistant may be asked to do such tasks. Some companies also like to "grow their own" managers by extending such responsibilities to entry-level personnel, encouraging them to accept the challenge. At Atcom, a business telephone company, the HR says that 98% of her employees are promoted.

More often, the manager or executive will write the formal reports on finances and planning. We have to remember that when our students are in our classes, they are not just learning the skills they need for their first job. They are gaining skills for a career. A clear, concise technical writing style will always be an asset.

ORAL COMMUNICATION

We can see that employees still need written communication skills. Yet interpersonal oral communication skills are the ones most prized by employers in the new informal workplace atmosphere. Some employers, like Raychem, even test technicians in their ability to follow oral directions. Employees who work with the public or closely with teams need skills in empathy and feedback techniques, especially in fields such as customer service, criminal justice, medical, and legal. Critical thinking and the ability to function as part of a problem-solving group are also skills that employers look for. At IBM, for instance, the team members have to sell their ideas to management to receive funding. At Buehler Products, engineers, technicians, and even hourly employees make formal presentations to high-level executives. Today's worker must remain cool under pressure, adaptable to new technology and to a fast pace.

Many employers talk about the importance of "fitting in"; in fact, Dr. David Day, a Penn State psychologist, is quoted by Psychology Today as saying that there are practical implications for fitting in: "If there are mismatches, productivity suffers." If a team must deliver solutions, the members must be able to function effectively, relying on interpersonal communication skills to get the job done. Some companies even test employees to see if they will fit in and work within policies. Capital City Club uses the Interact Series to test applicants. Many companies use personality tests with managers and supervisors. The Cary Police

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Department, for example, uses the Myers-Briggs with supervisors. McLaurin Parking uses the Reid test to check for leniency tendencies.

Simple conversational skills are also important in the workplace. Some employers mention telephone etiquette as an important skill. The same annoyances we suffer from poor voice mail messages are cited by employers, who hate to waste time tracking down a telephone number to return a message.

The ability to interview to get important information is also a necessary skill. Service people must interview clients to write a work order. Legal secretaries who work for small firms often must interview witnesses. Police officers gather details of crime, medical office personnel collect information on insurance, and incorrect information may lead to trouble or even litigation later on.

Entry-level employees are likely to deliver at least some formal presentations. The most typical is leading tours. Often this task of leading around groups of Cub Scouts or teachers falls to those lower on the roster, although executives will lead tours for visiting dignitaries. Even large group presentations are required of some entry-level people. Rookie police officers are assigned DARE and Community Watch presentations. They will also have to testify in court. A legal secretary may have to ask for a continuance in a courtroom if an attorney is detained across town. An administrative assistant is likely to serve as a greeter and introduce speakers at formal functions.

We also must remember that workers join civic and professional organizations, like CEI, where they are asked more often to participate in formal presentations. And once again, we must remember that we are not just preparing our students for their first job. We need to give them the oral presentation skills they need to rise to management, where they will make formal presentations on finance, for instance, or regularly conduct meetings. (The average executive spends 500 hours a year in meetings.) Oral presentation skills lead to promotions. At Buehler Products, those willing to present proposals or recommend strategies are those who are positioned for advancement. The HR there tells of a junior engineer he hired. In five years, that worker had risen to production engineering manager. How? He floated to the top because he demonstrated effective communication skills, he stayed cool under pressure, and he delivered strong presentations. He earned an extra $25,000 a year because of his communication skills. At a local bank, managers noticed that a particular teller was exceptionally good at explaining policies to customers, who often requested her. She was promoted to trainer and a position that

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provided an extra $10,000 a year and her own office upstairs. Communication skills are essential for promotion. At the Cary Police Department, officers who do not develop communication skills remain officers instead of moving up.

TECHNOLOGY

Written and oral communication skills are very important in today's high-powered workplace, but employees must also be able to use modern technology to communicate. The technologies most often used for communication are voice mail, E-mail, fax, and word processing. The employers surveyed preferred the Microsoft 3-pack of Excel, Word, and PowerPoint, a preference that seems to mirror national trends. Business use of CD-ROM and Internet is more restricted; in many companies, only certain workstations have access to the Internet. The assumption is that employees may waste time surfing. Some industries, such as automotive, store specifications on CD-ROM. The medical and legal field also retrieve data from ROM, so students in these programs need to be comfortable with CD-ROM technology.

References:

http://www.nccei.org/newsletter/comskills.html

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INDENTIFYING ERRORS (DEVIATION FROM CUSTOMER AND OR ORGANIZATION REQUIREMENTS)

How to Deal with Difficult Customer

Hopefully you won't encounter any difficult customers, but if you do, the following guidelines are suggested.

What to Do When Encountering Difficult Customers:

a) Stay calm and courteous at all times.b) Listen with understanding.c) Focus on the problem, not the person.d) Identify and target the problem.e) Agree on the problem -- make sure the customer and you agree on what

the problem is.f) Determine actions necessary to resolve the problem.g) Determine if you are the person to resolve the problem.

If you're not the right person, assist connecting the customer to the appropriate person. Make sure the customer gets connected.

h) Take necessary action.i) Kindly apologize for the inconvenience, error, mistake, delay, defect, or

problem.

Let's look at a few sample scenarios to see how a difficult customer might be effectively handled!

Example Scenario #1: Employee is able to resolve the problem.

Customer: Waiter! This isn't what I ordered! I ordered a pastrami on rye! And I hate sprouts! What kind of @!&#! place is this?

Waiter: Yes, I see, sir. You ordered a pastrami, not a roast beef sandwich. I'll get your correct order without sprouts right away.

Customer: I'm in a hurry! Speed it up!

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Waiter: I'll be right back with your pastrami sandwich. (Waiter hurries off to the cook and returns with the pastrami sandwich). I apologize for the error and inconvenience. Is this sandwich okay?

Customer: Yeah. (grumbles)

Waiter: Can I get you anything else?

Customer: Yeah - more coffee.

Waiter: Right away, sir.

In this scenario, notice how the waiter: 1) remains calm and courteous at all times, 2) identifies and verifies the problem, 3) takes quick and immediate action, and 4) apologizes for the error and inconvenience. The waiter focuses on the problem, not the person.

Example Scenario #2: Employee is unable to resolve the problem.

Customer: I need to return this blouse.

Clerk: Do you have the receipt?

Customer: No, my dog chewed it up.

Clerk: I'm sorry, but I need the receipt to give a refund.

Customer: I just bought it here last week! What kind of operation is this, anyway? Is this any way to treat customers? Just give me a #!@#&! refund!

Clerk: I can understand your frustration, but the company doesn't allow me to take back return items without a receipt.

(Interpretation: It's the company's decision, not mine).

Customer: I DEMAND A REFUND!!! I'M NOT LEAVING UNTIL I GET MY MONEY!

Clerk: I'm unable to help you, but let me have you speak with the assistant manager. I'll be right back. (Clerk hurries off and returns). I'm sorry, the assistant manager is out momentarily. I'll

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contact the manager for you. (Clerk calls the manager, and the manager arrivesto assist).

In this scenario, notice how the clerk: 1) remains calm and courteous, 2) identifies the problem, 3) emphasizes it's the company's policy (not the clerk's), 4) seeks assistance, and 5) connects the customer to the appropriate person.

Just remember... stay calm and courteous!

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LEARNING OUTCOME #3

Validate One’s Work for Quality Improvement

CONTENTS:

Relevant production processes, materials and products Safety and environmental aspects of production processes Critical thinking Quality improvement processes


1. Process improvement procedures participated in relative to workplace assignment

2. Work carried out in accordance with process improvement procedures3. Performance of operation or quality of product of service to ensure customer

satisfaction monitored

CONDITION:


Organization work procedures Manufacturer’s Instruction Manual Customer requirements Other forms

EVALUATION METHOD:


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LEARNING EXPERIENCES

Learning Outcome 3

Engage in Quality Improvement


1. Read Information Sheet 1.3-1 Relevant Production Processes, Materials And Products




3. Read Information Sheet 1.3-2 Safety And

Environment Aspects Of Production Processes




5. Read Information Sheet 1.3-3 Critical Thinking


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7. Read Information Sheet 1.3-4 Fault Identification and Reporting




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RELEVANT PRODUCTION PROCESSES, MATERIALS AND PRODUCTS

Production process

The production process is concerned with transforming a range of inputs into those outputs that are required by the market.

This involves two main sets of resources - the transforming resources, and the transformed resources.

The transforming resources include the buildings, machinery, computers, and people that carry out the transforming processes. The transformed resources are the raw materials and components that are transformed into end products. Any production process involves a series of links in a production chain. At each stage value is added in the course of production. Adding value involves making a product more desirable to a consumer so that they will pay more for it. Adding value therefore is not just about manufacturing, but includes the marketing process including advertising, promotion and distribution that make the final product more desirable.

It is very important for businesses to identify the processes that add value, so that they can enhance these processes to the ongoing benefit of the business.

There are three main types of process: job, batch and flow production.

Job production

Job or \'make complete\' production is the creation of single items by either one operative or a team of operative\'s e.g the Humber Bridge or a frigate for the navy.

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It is possible for a number of identical units to be produced in parallel under job production, e.g. several frigates of asimilar type. Smaller projects can also be seen as a form of job production, e.g. hand knitting a sweater, writing a book, rewiring a house, etc.

Job production is unique in the fact that the project is considered to be a single operation, which requires the complete attention of the operative before he or she passes on to the next job. A good example of job production is the work carried out by Portakabin in creating modular buildings such as offices, which it designs, assembles and maintains for clients. Examples from the service industries include cutting hair, and processing a customers\' order in a store like Argos.

The benefits of job production are:

1. The job is a unique product, which exactly matches the requirements of the customer, often from as early as the design stage. It will therefore tend to be specific to a customer\'s order and not in anticipation of a sale. For example, someone doing a customised spray paint job on a motorcycle will first discuss with a customer the sort of design he would like. A detailed sketch would then be produced on a piece of paper. Once the sketch has been approved the back of the sketch will be chalked over and traced on to the relevant piece of the motorbike. The background work is then sprayed on with an airbrush before the fine detail is painted on. The finished work is then inspected by the customer who will pay for a unique product.

2. As the work is concentrated on a specific unit, supervision and inspection of work are relatively simple.

3. Specifications for the job can change during the course of production depending upon the customer\'s inspection to meet his or her changing needs. For example, when a printing firm like Polestar is asked to produce a catalogue for a grocery chain it is relatively simple to change the prices of some of the goods listed in the catalogue.

4. Working on a single unit job, coping with a variety of tasks and being part of a small team working towards the same aim would provide employees with a greater level of satisfaction. For example, aircrews working for United Airways would treat each flight as a specific job, with passengers requiring individual attention to their specific needs - e.g. for vegetarian dishes, wheelchair access to the flight, etc.

Batch production

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The term batch refers to a specific group of components, which go through a production process together. As one batch finishes, the next one starts.For example on Monday, Machine A produces a type 1 engine part, on Tuesday it produces a type 2 engine part, on Wednesday a type 3 and so on. All engine parts will then go forward to the final assembly of different categories of engine parts.

Batches are continually processed through each machine before moving on to the next operation. This method is sometimes referred to as \'intermittent\' production as different job types are held as work-in-progress between the various stages of production.

The benefits of batch production are: *

It is particularly suitable for a wide range of almost similar goods, which can use the same machinery on different settings. For example batches of letters can be sent out to customers of an insurance company.

It economises upon the range of machinery needed and reduces the need for a flexible workforce.

Units can respond quickly to customer orders by moving buffer stocks of work-in-progress or partly completed products through the final production stages.

It makes possible economies of scale in techniques of production, bulk purchasing and areas of organisation.

It makes costing easy and provides a better information service for management.

Flow production

Batch production is described as \'intermittent\' production and is characterised by irregularity. If the rest period in batch production disappeared it would then become flow production. Flow production is therefore a continuous process of parts and sub-assemblies passing on from one stage to another until completion.

Units are worked upon in each operation and then passed straight on to the next work stage without waiting for the batch to be completed. To make sure that the production line can work smoothly each operation must be of standard lengths and there should be no movements or leakages from the line, i.e. hold-ups to work-in-progress.For flow production to be successful there needs to be a continuity of demand. If demand varied, this could lead to aconstant overstocking of finished goods.

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Although with modern robotics it is possible to create variations in products being produced through continuous flow techniques, typically such products will be relatively standardised. Achieving a smooth flow of production requires considerable pre-production planning to make sure that raw materials are purchased and delivered just-in-time, that sufficient labour is employed and that there is continuous attention to quality throughout the production process.

The benefits of flow production are:

ease of using just-in-time techniques to eliminate waste and minimise costs

labour and other production costs will be reduced through detailed planning and the use of robotics and automation

deviations in the line can be quickly spotted through ongoing quality control techniques

as there is no rest between operations, work-in-progress levels can be kept low

the need for storage space is minimal the physical handling of items is minimal investment in raw materials and parts are quickly converted into sales

control is easy.

Resources: http://www.thetimes100.co.uk

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SAFETY AND ENVIRONMENT ASPECTS OF PRODUCTION PROCESSES

Health and Safety

Health and Safety is crucial to the effective operation of a computer. Stress is widely accepted as a common and possibly the most dangerous aspect of using a computer.

It is possible to use a computer safely if a few simple rules are maintained.

Musculoskelatal problems can occur when improper office equipment is used. Chairs should be adjustable so that legs are at a right angle. The back should have good support for the spine and lower back. The seat should swivel and be made from fabric that is porous.

Eye strain can be caused by staring at a fix object for extended periods of time (like a computer). People who use glasses may have to get their prescriptions changed and people who use bifocals can find that the line interferes with the screen and trifocals triple the problem. Regular users of computers may develop focusing problems. Temporary colour distortion has also been reported.

A safe working environment is crucial. Ventilation is an integral part of the new technological workplace. Though standards are set by the manufacturer of computer equipment the modern office has many different pieces of equipment. All electronic equipment emit some level of electromagnetic field which, on it's own, most likely isn't a concern but when combined with other equipment can create hazardous working environments. Pregnant women should take extra care when working around electromagnetic fields. Like any piece of equipment, computers should have scheduled maintenance.

Stress is caused by many things including poor or inadequate training, monitoring, fear of new technology, lack of control over work, physical problems, hardware problems causing delays, poor

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layout of work space and the myriad of other problems that people experience that combine to create stressful situations.

Time away from the computer during the work day is crucial! This gives the body a chance to stretch and gives the eyes a chance to rest. Breaks should be scheduled and followed with great discipline. Computers, even more so than television, have a mesmerizing effect on the user so that it is easy to work right through breaks without noticing.

There are many other issues to be discussed around computer health and safety but it is important to understand that there are problems and solutions to those problems that the user, administrator and manager must address.Safety Precautions when Fixing or Assembling a Computer

There are lots of people out there who are knowledgeable in handling computer hardware most especially the inner workings of the tower. Aside from knowing the parts and what they do, it is also just as important to know how to install them correctly and most importantly, safely. There are lots of ways to put those parts in and out from your computer tower.

First and foremost, it is important to plan ahead. What do you need to do? Are you installing something or removing something? Usually, you will handle PCB (printed circuit board) hardware such as the motherboard and graphics card. The first thing you should do is to touch something metal (or something that conducts electricity such as the case of the PC itself). Touching these circuit boards while you have static electricity may damage those boards and may give you a little shock at that.

Now, every time you open up your PC tower and do some stuff inside, always have ample lighting. You may hit something inside that could make your PC inoperable or you may even get hurt so make sure you have enough light to see everything inside. Ask someone to assist you if you can. Have them hold the flashlight for you or something.

Before tinkering with the innards of your PC, make sure the power is off and the power cord is unplugged. This may cause a short in your hardware especially if you touch the parts with metals such as the screwdriver itself. This is to avoid being electrocuted as well. Remember, power supplies are usually very powerful.

This is very common especially those who are doing it for the first time. The next safety precaution is to use the right tools for the job. If you have a screw with a cross head, use a Phillips screwdriver. Don't force the flat tip screwdriver. There are possible dangers such as if you slip, your hand may hit

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the interior of the tower and it may result to injuries. Plus, you'll be exerting unnecessary extra effort.

Safety Precautions Before Building A PC

One should take precautions before building a PC. Before you start building your desktop PC, there are a few safety precautions you should consider.

You don't want to build your desktop PC and when it is time to power it up for the first time it don't work as a result of a burnt chip like your expensive CPU and RAM. So please adhere to these PC building safety precautions.

Precautions To Take When Building Your Own PC

Static Electricity:

Your PC parts or peripherals are very

sensitive to static electricity. In your

toolkit there is an anti-static wrist strap you

should wear before handling any of

your desktop PC parts.

If you haven't got one I recommend you

purchase one here or at any of the

electronic stores in your town or city

As long as you building or repairing your desktop computer you need to wear the anti-static strap and keep your self grounded.

Making Connections:

Remember to completely turn off the power before connecting or disconnecting cables and components in your PC. Apply gentle even pressure when connecting cables and inserting cards onto the motherboard. Most connections are designed to only be connected in one way, so if it doesn't fit take a look and

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make sure you have it the right way round before you damage any parts.

Some devices have some tiny pins so try not bending or breaking them as they are easily damaged. Read the installation manuals so you have a better overview about how connections should be made.

Sharp Edges:

In your new desktop case you will come across some sharp edges. These sharp edges can easily cut you like a razor if you are not careful. If you are not careful when inserting your hands in some tight places you will certainly get cut or even have a piece of flesh scrapped of your hands and cause bleeding. So be very careful.

Electric Shocks:

Remember to always disconnect the power supply completely whenever you decide to work inside your PC case. If you decide to replace a part or make any connections inside your computer case, you need to disconnect completely from the mains power or PSU (Power Supply Unit).

Never try to fix the Power Supply (PSU); they are not designed to be fixed by the user. Best advice is to replace the PSU when it goes bad or don't work. You can purchase a PSU from Newegg.com or any other online computer and electronic stores.

Antec Neo Power 500 500W Power Supply

Handling:

When handling your PC parts or devices be sure to be very careful as they are very delicate items. Remember you paid for those parts, so handle them with due care.

Cleaning Your Computer Case:

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http://www.jdoqocy.com/64108zw41w3JNMSPPPSJLKOOKSTR?sid=squidPSU+Precautions&url=http%3A%2F%2Fwww.newegg.com%2FProduct%2FProduct.aspx%3FItem%3DN82E16817103940%26nm_mc%3DAFC-C8Junction%26cm_mmc%3DAFC-C8Junction-_-Power%2BSupplies-_-Antec-_-17103940&cjsku=N82E16817103940

http://www.jdoqocy.com/64108zw41w3JNMSPPPSJLKOOKSTR?sid=squidPSU+Precautions&url=http%3A%2F%2Fwww.newegg.com%2FProduct%2FProduct.aspx%3FItem%3DN82E16817103940%26nm_mc%3DAFC-C8Junction%26cm_mmc%3DAFC-C8Junction-_-Power%2BSupplies-_-Antec-_-17103940&cjsku=N82E16817103940

http://www.kqzyfj.com/cb74r09608OSRYUYXVOQPTTPXYW?sid=squid+Antec&url=http://www.newegg.com/Product/Product.aspx?Item=N82E16817103940&nm_mc=AFC-C8Junction&cm_mmc=AFC-C8Junction-_-Power+Supplies-_-Antec-_-17103940&cjsku=N82E16817103940

At one point you will notice your case is getting dusty both inside and outside. The outside can be wiped clean but the inside of the case, you need to be very careful. Before you start cleaning the computer case make sure to turn off the PC and unplug or disconnect the power unit completely. The best way to clean inside the PC case is to use an Air Duster.

Memorex 32028026 12 oz. Canned Air Duster

Remove the case sides and use the Air Duster to blow out the dust from inside the computer case. An Air Duster is clean compressed air in a can. You can them from any of the popular electronic stores or you can purchase an Air Duster by Clicking Here.

Warning: Never use a cloth or any liquids like detergents to clean any part of your desktop PC.

Resources:

1. http://www.associatedcontent.com/article/1676152/ safety_precautions_when_fixing_or_assembling.html

2. http://www.squidoo.com/pc-building-precautions

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http://www.squidoo.com/pc-building-precautions

http://www.associatedcontent.com/article/1676152/safety_precautions_when_fixing_or_assembling.html

http://www.associatedcontent.com/article/1676152/safety_precautions_when_fixing_or_assembling.html

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CRITICAL THINKING

What is Critical Thinking?

No one always acts purely objectively and rationally. We connive for selfish interests. We gossip, boast, exaggerate, and equivocate. It is "only human" to wish to validate our prior knowledge, to vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thinking skills, but we should have those skills available to be employed when needed.

Critical thinking includes a complex combination of skills. Among the main characteristics are the following:

Rationality

We are thinking critically when we

rely on reason rather than emotion, require evidence, ignore no known evidence, and follow evidence where it

leads, and are concerned more with finding the best explanation than being right

analyzing apparent confusion and asking questions.

Self-awareness


weigh the influences of motives and bias, and recognize our own assumptions, prejudices, biases, or point of view.

RTC-TESDAQA

SYSTEM

Computer Hardware

Servicing NC II


Document No.

Issued by:


Edgar G. dela Rosa

Revision # 00

Honesty

We are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.

Open-mindedness


evaluate all reasonable inferences consider a variety of possible viewpoints or perspectives, remain open to alternative interpretations accept a new explanation, model, or paradigm because it explains the

evidence better, is simpler, or has fewer inconsistencies or covers more data

accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and

do not reject unpopular views out of hand.

Discipline


are precise, meticulous, comprehensive, and exhaustive resist manipulation and irrational appeals, and avoid snap judgments.

Judgment


recognize the relevance and/or merit of alternative assumptions and perspectives

recognize the extent and weight of evidence

In sum,

Critical thinkers are by natureskeptical. They approach texts with the same skepticism and suspicion as they approach spoken remarks.

Critical thinkers areactive, not passive. They ask questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure their understanding.

Critical thinkers do not take an egotistical view of the world. They areopento new ideas and perspectives. They are willing to challenge their beliefs and investigate competing evidence.

RTC-TESDAQA

SYSTEM

Computer Hardware

Servicing NC II


Document No.

Issued by:


Edgar G. dela Rosa

Revision # 00

Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. Facts may be facts, but how we interpret them may vary.

By contrast, passive, non-critical thinkers take a simplistic view of the world.

They see things in black and white, as either-or, rather than recognizing a variety of possible understanding.

They see questions as yes or no with no subtleties. They fail to see linkages and complexities. They fail to recognize related elements.

Non-critical thinkers take an egotistical view of the world

They taketheirfacts as the only relevant ones. They taketheir ownperspective as the only sensible one. They taketheir goalas the only valid one.

RTC-TESDAQA

SYSTEM

Computer Hardware

Servicing NC II


Document No.

Issued by:


Edgar G. dela Rosa

Revision # 00


Fault Identification and Reporting

These are the things to be considered when:

A. Receiving Materials:

1. Match the packing slip to the items received and ensures that the materials are destined on tour department.

2. That you are receiving the materials indicated on the purchase order with regard to quantity and discount.

3. That the materials are in acceptable condition.

4. That terms regarding installation and/or set-up of equipment are met.

B. Receiving Reports

Whenever goods are received:

3. The person receiving the goods must document, using the administrative software, that all goods were received for each requisition before any payment can be made to the vendor.

4. Any exceptions must be noted so that partial payments can be processed or defective goods can be returned.

C. Return of Merchandise

When merchandise is received which is incomplete or defective, the supervisor will return the materials to the supplier or to the store where it was bought and make arrangements with the vendor for replacement.

D. Make an Inventory Report of the Materials

RTC-TESDAQA

SYSTEM

Computer Hardware

Servicing NC II


Document No.

Issued by:


Edgar G. dela Rosa

Revision # 00

All materials received must be listed and be reported to monitor how many materials are already on hand, purchased or damaged.

Effective management checks are an important means of providing assurance of the integrity and security of the benefit processes. They are also useful in identifying training needs; indicating possible weaknesses in procedure and ensuring the section meets its accuracy target set for Best Value Performance Indicators purposes.

Methodology

The teacher will be the assessor. Students will be randomly assigned that will: 1.) act as Quality Checker; 2.) responsible for monitoring and coordinating the checking arrangements and; 3.) must generate reports when receiving the equipments.

The Quality checker will record the date of receipt, name of the materials purchased, quantity, official receipt number, signature of the person who bought the materials and signed his name afterwards. The Quality checker will identify if the materials are in good condition or damage and /or needing for replacements. This will also be recorded on his report.

Feedback

Once the Quality checker has completed all the reports, the assessor will check if the Quality Checker provides all the data needed in the report.

Example of Log Report (to be completed by the Quality checker)

Date Received

O.R. #Item Name

Quantity SignatureQuality Checker

Example of Assessment of Materials Received (to be completed by the Quality checker)

Quality Checker: Date:

Item Name Total no. in Total no. Comments

RTC-TESDAQA

SYSTEM

Computer Hardware

Servicing NC II


Document No.

Issued by:


Edgar G. dela Rosa

Revision # 00

Good Condition of Errors

RTC-TESDAQA

SYSTEM

Computer Hardware

Servicing NC II


Document No.

Issued by:


Edgar G. dela Rosa

Revision # 00

RTC-TESDAQA

SYSTEM

Computer Hardware

Servicing NC II


Document No.

Issued by:


Edgar G. dela Rosa

Revision # 00