Applying Quality Standards - Computer Systems Servicing NC II PDF

HOW TO USE THIS MODULE Welcome to the Module “Applying Quality Standards”. This module contains training materials and activities for you to complete. The unit of competency “Apply Quality Standards” contains knowledge, skills and attitudes required for a Computer Systems Servicing NC II course. You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity. If you have questions, don’t hesitate to ask your for assistance. Recognition of Prior Learning (RPL) You may already have some of the knowledge and skills covered in this module because you have: o been working for some time o already have completed training in this area. If you can demonstrate to your students that you are competent in a particular skill or skills, talk to him/her about having them formally recognized so you don’t have to do he same training again. If you have a qualification or Certificate of Competency from previous training shows it to your students. If the skills you acquired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher. After completing this module ask your trainer to assess your competency. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace. Inside this module you will find the activities for you to complete followed by relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity. Program/ Course: Computer Systems Servicing NC II Unit of Competency: Apply Quality Standards Module: Applying Quality Standards INTRODUCTION: This module contains information and suggested learning activities on Computer Systems Servicing. It includes training materials and activities for you to complete. Completion of this module will help you better understand the succeeding module on Computer Systems Servicing. This module consists of 3 learning outcomes. Each learning outcome contains learning activities supported by each instruction sheets. Before you perform the instructions read the information sheets and answer the self-check and activities provided to as certain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome. Upon completion of this module, report to your teacher for assessment to check your achievement of knowledge and skills requirement of this module. If you pass the assessment, you will be given a certificate of completion. SUMMARY OF LEARNING OUTCOMES: Upon completion of the module you should be able to: LO1 Assess Quality of received materials LO2 Assess own work LO3 Engage in quality improvement ASSESSMENT CRITERIA: Refer to assessment criteria of learning outcomes #1-3 of this module. PRE-REQUISITES:  PC Operation TECHNICAL TERMS checklist - help organize data by category durability - enduring; resisting wear Flowchart - describes process in as much detail as possible by graphically displaying the steps in proper sequence hardware - refers to the electronic and mechanical components that make up a computer system. hazards - a risk; danger Histogram - plots data in a frequency distribution table hostile - being an enemy; unfriendly ISO - International Standardization Organization OHS - Occupational Health and Safety procedures Pareto diagram- puts data in a hierarchical order which allows the significant problems to be connected first. PPE - personal protective equipment quality - essential character nature; degree or grade of excellence Scatter diagram- shows how two variables are related and is this used to test for cause and effect relationships. standards - as one serving the emblem of a nation; something as accepted as a basis for comparison Program/ Course: Computer Systems Servicing NC II Unit of Competency: Apply Quality Standards Module: Applying of Quality Standards Learning Outcome #1: Assess Quality of Received Materials Learning Experiences Learning Activities Special Instructions Read Information Sheet CM1.1-1 This Learning outcome covers Listen to teacher’s discussion the knowledge, skills and attitude in assessing the quality Answer Self Check CM1.1-1 of received materials with the following content or topic: Check answers in Answer Key CM1.1-1  Reading skills required to Read Information Sheet CM1.1-2 interpret work Listen to teacher’s discussion instructions  Workplace standard operating procedures and Answer Self Check CM1.1-2 specifications Check answers in Answer Key CM1.1-2  Procedures in obtaining and carrying out work Read Information Sheet CM1.1-3 instructions Listen to teacher’s discussion  Quality checking procedures  Fault identification and Answer Self Check CM1.1-3 reporting Check answers in Answer Key CM1.1-3  Safety and environmental aspects of production Read Information Sheet CM1.1-4 process Listen to teacher’s discussion  Carry out work in accordance with policies and procedures Answer Self Check CM1.1-4  Procedures in replacing Check answers in Answer Key CM1.1-4 faulty/defective materials To be able to achieve this Read Information Sheet CM1.1-5 learning outcome you should Listen to teacher’s discussion first go through Reading and understanding the Information Perform Activity CM1.1-5 Sheets, check yourself by Trainer will check your output on Activity answering the Self Check. 1.1-5 Compare your answers using the Answer Sheet. You must Read Information Sheet CM1.1-6 answer all questions correctly Listen to teacher’s discussion before proceeding to the next activity. Answer Self Check CM1.1-6 Activity Sheet will help you Check answers in Answer Key COM1.1-6 practice the correct ways of documenting Fault Identification Read Information Sheet CM1.1-7 and Reporting. Listen to teacher’s discussion Evaluate your own work using Answer Self Check CM1.1-7 the Performance criteria Check answers in Answer Key 1.1-7 checklist. When you are ready, present Read Information Sheet CM1.1-8 your work to your trainer for Listen to teacher’s discussion final evaluation and recording. Answer Self Check CM1.1-8 Check answers in Answer Key COM1.1-8 After doing all activities of this LO you may seek for your trainers feedback if you may proceed to the next LO which is Ways to Identify and Isolate Errors. Assessment Criteria: 1. Work instruction is obtained and work is carried out in accordance with standard operating procedures. 2. Received materials are checked against workplace standards and specifications. 3. Faulty materials related to work are identified and isolated. 4. Faults and any identified causes are recorded and/or reported to the supervisor concerned in accordance with workplace procedures. 5. Faulty materials are replaced in accordance with workplace procedures. INFORMATION SHEET CM1.1-1 Reading Skills Required to Interpret Work Instructions "Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us. Reading can be silent (in our head) or aloud (so that other people can hear). Reading is a receptive skill - through it we receive information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves). Improving your reading skills Improving your reading skills will reduce unnecessary reading time and enable you to read in a more focused and selective manner. You will also be able to increase your levels of understanding and concentration. To improve your reading skills you need to:  have clear reading goals;  choose the right texts;  use the right reading style;  use note taking techniques. Reading goals Clear reading goals can significantly increase your reading efficiency. Not everything in print will be of use to you. Use reading goals to select and prioritize information according to the task in hand. Reading goals can be:  an essay or seminar subject;  a report brief;  a selected subject area;  a series of questions about a specific topic. Use your reading goals to help you identify the information that is relevant to your current task. Choosing a text You will need to assess the text to see if it contains information that is relevant to your reading goals.  Check the date of publication. Is the information up-to-date?  Read the publisher's blurb at the back or inside sleeve for an overview of the content.  Check the contents page for relevant chapters.  Look up references for your topic in the index. If the text does not seem relevant, discard it. Once you have selected a text you can use the following techniques of scanning and skimming to help you identify areas for detailed reading. Reading styles Scanning Scanning is the technique you might use when reading a telephone directory. You pass your vision speedily over a section of text in order to find particular words or phrases that are relevant to your current task. You can scan:  the introduction or preface of a text;  the first or last paragraphs of chapters;  the concluding or summarizing chapter of a text;  the book index. Skimming Skimming is the process of speedy reading for general meaning. Let your eyes skip over sentences or phrases which contain detail. Concentrate on identifying the central or main points. Use this technique to:  pre-view a selection of text prior to detailed reading;  Refresh your understanding of a selection of text following detailed reading. Detailed reading and note taking Once you have selected useful information, you can begin to read in detail. Note taking techniques provide a useful aid to reading. Use:  Underlining and highlighting to pick out what seem to you the most central or important words and phrases. Do this in your own copy of texts or on photocopies - never on borrowed texts;  Keywords to record the main headings as you read. Use one or two keywords for each main point. Keywords can be used when you don't want to mark the text;  Questions to encourage you to take an active approach to your reading. Record your questions as you read. They can also be used as prompts for follow up work;  Summaries to check you have understood what you have read. Pause after a section of text and put what you have read in your own words. Skim over the text to check the accuracy of your summary, filling in any significant gaps. These techniques encourage an active engagement with the text as well as providing you with a useful record of your reading. Avoid passively reading large amounts of text; it does not make effective use of your time. Always use a note taking technique to increase your levels of concentration and understanding. Increasing your reading speed It is more important to improve your reading skills than your reading speed. Being focused and selective in your reading habits will reduce the time you spend reading. If, in addition to using a range of reading skills you want to increase your reading speed, then the following technique will be of use. The average reading speed is about 240-300 words per minute. For the average reader, the eye fixes on each word individually. It is easy for your eye to recognize 4 or 5 words in a single fixation without a loss of understanding. The key to increasing your reading speed is not to increase the speed at which your eyes move across the page, but to increase the word span for a single fixation. A simple way of developing the habit of taking in more than one word per fixation is to take a page of text and divide it length ways into three with two lines drawn down the page. Using a pen or pencil as a pointer, read each line of text by allowing your eye to fall only in the middle of each of the three sections, as indicated by your pointer. Developing your reading speed  Don't worry about how quickly you are reading but instead, concentrate on reading the line in only three fixations.  As this becomes more natural, practice without drawing lines.  Later, reduce the number of fixations to two per line.  Once this increased word span becomes a comfortable habit, an increase in your reading speed will occur. Summary  Have a clear focus for your reading. Set your reading goals.  Survey the text before you spend the time and effort involved in detailed reading.  Scan and skim to select the text for detailed reading.  Scan and skim after detailed reading to reinforce your understanding.  Use a form of note taking whilst reading in detail, to keep you concentrating, aid understanding and provide you with a record of your reading.  Using clear reading goals and a variety of reading skills is more important than increasing your reading speed.  To improve your reading speed, don't increase the speed of the eye across the page, but increase the number of words the eye recognizes in a single fixation. SELF-CHECK CM1.1-1 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Reading is the process of looking at a series of written symbols and getting meaning from them. __________ 2. Reading is a deceptive skill - through it we give information. __________ 3. Improving your reading skills will reduce unnecessary reading time and enable you to read in a more focused and selective manner. __________ 4. Everything in print will be of use to you. __________ 5. Even if the text does not seem relevant, keep it. __________ 6. Scanning is the process of speedy reading for general meaning. ___________7. In skimming, you pass your vision speedily over a section of text in order to find particular words or phrases that are relevant to your current task. __________ 8. Underlining and highlighting will help pick out what seem to you the most central or important words and phrases. __________ 9. Avoid passively reading large amounts of text; it does not make effective use of your time. __________ 10. The key to increasing your reading speed is not to increase the speed at which your eyes move across the page, but to increase the word span for a single fixation. ANSWER KEY 1.1-1 1. TRUE 2. FALSE 3. TRUE 4. FALSE 5. FALSE 6. FALSE 7. FALSE 8. TRUE 9. TRUE 10. TRUE INFORMATION SHEET CM1.1-2 Workplace standard operating procedures and specifications Standard Operating Procedures Standard operating procedures (SOPs) are written instructions intended to document how to perform a routine activity. The primary reason many companies rely on SOPs is to help ensure consistency and quality in their products. SOPs are also useful tools to operationalize and communicate important corporate policies, government regulations, and best practices. A company’s standard operating procedures generally outline routine processes performed in the workplace. Documenting these procedures may seem unnecessary, but such documentation helps prevent mistakes. SOPs also may keep employees from unwittingly violating labor laws or implementing safety hazards. Benefits of SOPs Many workplace processes require strict adherence to a set of instructions to ensure the intended outcome occurs. Even the best employees don't have perfect memories, so having a set of written instructions they can refer to when performing the steps of the process ensures everything is done correctly. When new employees are trained, SOPs help keep their training fresh and serve as important reference tools. Copies of SOPs should be available at the actual location where the work is being done. This not only ensures the people that need them can access them, but it also demonstrates the company's efforts to communicate policy and regulation to employees. Businesses establish SOPs to minimize variations in procedures that could cause health hazards or reduce product quality. SOPs help businesses maintain consistent practices during temporary and permanent personnel changes. They also bolster the employee training process, ensuring that employees get the same information on how to perform specific duties when they change positions or take on additional responsibilities. SOP Content Standard Operating Procedures can cover a range of areas from “in house” work instructions and procedures to formal standards. Common SOP’s could include:  work schedules  job card/sheet/plans/specifications  standard operation sheets  Material Safety Data Sheets (MSDS)  diagrams/sketches  regulations/legislation  manufacturer/workplace guidelines, policies and procedures SOPs detail the regularly recurring work processes that are to be conducted or followed within an organization so they need to be specific to the business workplace. Well-constructed SOP’s appropriate to the workplace will:  minimize product variation  promote quality through consistent implementation of the process  ensure product/process consistency even with temporary or permanent personnel changes  support compliance with organizational and governmental requirements  contribute to effective and useful personnel training program as they should provide detailed work instructions SOP Format The most effective SOPs are written in a concise, step-by-step format. Employees who are familiar with a business and are knowledgeable about its structure and activities often oversee the creation of SOPs. Ideally workers who regularly perform various activities write the SOPs to document those activities. However, a team-writing approach may be a better option to ensure the documentation is clear and complete. Team writing is particularly important when a process involves tasks handled by several employees. SOP Considerations SOPs are useful only when they’re current. Businesses essentially need an SOP for updating their SOPs. For example, an owner needs to determine how often documented procedures will be reviewed and how updates will be recorded. Owners may ask employees to review procedures annually and to post review dates on SOP documents after each review. Employees sometimes need to remove SOPs from circulation as equipment is replaced or as positions are eliminated. Step-by-step SOPs that are easy to follow also are easy to update, and they help ensure the review process takes place in a timely manner. SELF-CHECK CM1.1-2 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Standard operating procedures (SOPs) are written instructions intended to document how to perform a routine activity. __________ 2. The primary reason many companies rely on SOPs is to help ensure inconsistency and low quality in their products. __________ 3. SOPs also may keep employees from unwittingly violating labor laws or implementing safety hazards. __________ 4. SOPs help businesses maintain consistent practices during temporary and permanent personnel changes. __________ 5. Standard Operating Procedures can cover a range of areas from “in house” work instructions and procedures to formal standards. __________ 6. SOPs detail the regularly recurring work processes that are to be conducted or followed within an organization so they need to be specific to the business workplace. ___________7. Well-constructed SOP’s appropriate to the workplace will maximize product variation. __________ 8. The most effective SOPs are written in a concise, step-by-step format. __________ 9. SOPs are useful only when they are not current. __________ 10. Employees sometimes need to remove SOPs from circulation as equipment is replaced or as positions are eliminated. ANSWER KEY CM1.1-2 1. TRUE 2. FALSE 3. TRUE 4. TRUE 5. TRUE 6. TRUE 7. FALSE 8. TRUE 9. FALSE 10. TRUE INFORMATION SHEET CM1.1-3 Procedures in obtaining and carrying out work instructions Work Instructions Work instructions present a sequence of steps to execute a task or activity. The format is typically text, but a visual depiction of the steps can also constitute work instructions. Additionally, hyperlinks are often included. A mix of text, hyperlinks, and pictures are also included in documenting the process steps. Benefits of Work Instructions  Serves as a handy reference for training new employees, for tasks that are performed infrequently, or for potential promotions  Promotes consistency in execution of work.  May be required for certification or accreditation with third parties, such as the International Organization for Standardization (ISO).  Useful when you have a frequent turnover of part-time helpers Reason For Work Instructions Work instructions are developed to guide workers in four key quality areas: training, reference, problem solving and continuous improvement. Each of these areas can be directly related to the Deming Cycle, a cycle that identifies fundamental quality planning as "Plan-Do- Check-Act." It is important to establish (plan) the instructions that your people must execute. The references must then be effectively implemented (do) so they are accessible to personnel. Documentation must be verified (check) so the instructions assist your problem-solving methodology. Finally, it is important to use (act) what has been defined in order to continuously improve. Reason #1. Training (Plan). Training is the essential first step to ensuring that people are competent in their duties. It is important to define, within the quality planning activities, the type of training that each function is to receive. It is equally necessary to ensure that the trainers are executing the plan, including improvements made to the instructions. New employees should start their training with the process expert so they can observe how the process should be performed. It is here that detailed training discussions and hands-on activities take place between the expert and the trainee. The trainer uses the work instructions so new employees understand the basis for the tasks they are performing. The process is an opportunity for additional review of the work instruction content. The veteran can reaffirm the defined steps, and the new employee can confirm the validity of the process. Reason #2. Reference (Do). This quality activity should focus on both access and format of the instructions. The documentation must be implemented so workers are not wary of having to locate the information relative to their areas of responsibility. Once employees have been trained and have demonstrated that they can be effective performers, you must ensure that the work instructions are available in case of questions. The instructions must be presented in an easy-to-understand format so that access and review will not take up valuable time. Write out how the instruction is to be performed specific to each core task. Avoid defining why the activity is performed. There should be no need for an expert organization to reaffirm why core tasks are needed. If the "why" information must be defined, keep that separate from the work instructions and make the additional information available as reference-only training documents. Reason #3. Problem Solving (Check). Problem solving is a quality activity that focuses on ensuring that the supporting processes are properly defined to achieve product quality. Documentation should be referenced frequently to ensure that relevance is maintained. Work instructions are key documents to reference when internal or external nonconformance’s are identified. Make the review of the work instructions part of the corrective action process. Ask if the supporting instruction properly defines the process, then audit the instruction to confirm proper definition. The operator/employee cannot be held fully accountable if the records of training are written to an inadequately defined work instruction. If the task is properly defined, the manner by which training is conducted might need to be revisited. Reason #4. Continuous Improvement (Act). Work instructions should not be stagnant documents accessed only when auditors ask for them. Reviewing work instructions when improvement opportunities are identified demonstrates that they are "living documents." Samples of Work Instructions Every individual on daily basis is faced with some type of Work Instruction. It could be an instruction from the equipment manual, how to operate a mower, car gadgets. Some Work Instructions may be in the format of a form like a bank withdrawal or tax form. Some Work Instructions may be a flow chart in which you follow arrows to the next task. More and more the instructions are created in the computer database style. Here are some samples of Work Instructions: - Control of Trial Documentation - Control of Document Alert - process step instruction - assembly instruction - service steps - work standards - software manual - health instruction - appliance instruction - safety instruction - Income Tax Form - work checklist - job application - inspection instruction - prescription label - user instruction - recipe - labels - directions - computer screen instruction - street signs - equipment maintenance - checklists - testing instructions - payrol tracking - product specifications SELF-CHECK CM1.1-3 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Work instructions present a sequence of steps to execute a task or activity. __________ 2. Work instructions serves as a handy reference for training new employees, for tasks that are performed infrequently, or for potential promotions. __________ 3. Work instructions promotes inconsistency in execution of work. __________ 4. Training is the essential first step to ensuring that people are incompetent in their duties. __________ 5. Problem solving is a quality activity that focuses on ensuring that the supporting processes are properly defined to achieve product quality. ANSWER KEY CM1.1-3 1. TRUE 2. TRUE 3. FALSE 4. FALSE 5. TRUE INFORMATION SHEET CM1.1-4 Quality Checking Procedures While quality standards vary from one industry to another, the means for testing product quality are fairly standard. By taking multiple steps to check quality, you can increase the chances of making sure that all received materials are of good quality and adheres to standards. Many manufacturers lack clear documentation of receipt of shipments. This can cause problems when the business has to prove that there was a shortage in shipment or that the shipment does not meet quality specifications, or when other problems exist. Receiving Report Upon receiving purchased goods or even services from a supplier, it is important that the shipment is checked to make sure that the correct quantity and quality was received. A receiving report should immediately be completed which indicates:  the date the material was received or service was performed  whether the delivery was on time  the quantity of material received and whether any discrepancies exist when compared with the packing slip  whether the quality of the material meets specifications  the names of the personnel who performed these checks This receiving report can be of great help to the bookkeeper in maintaining accurate records, and when paying the bills. Quantity Check When a shipment arrives, it is a good idea for receiving personnel to check it against the packing slip to make sure that the quantities are correct. The thoroughness of the quantity check depends upon how many packages are involved, and how important the contents of the package are. If there are many packages, and there are many items in each package to count, complete counts would be a very time consuming process. In such cases, it may be better to use sampling to establish the quantity received. Total weight or physical dimensions can be used for fairy accurate estimates of quantities in a shipment. When the material is packed in boxes, suppliers can be asked to write the quantity on the cut-side of each box so that in a shipment of several or many boxes, a few can be picked for a detailed check. If they turn out to be accurate, then there is considerable assurance that the shipment is complete. A bulk count may be necessary when unit price is high. The receiving report should show how the count was made, i.e., by full count, by weighing and calculating the quantity, or by spot checks of packages. Quality Inspection It is important, upon receiving a shipment, to make sure that the material meets quality specifications. If it is of great importance that no defects in quality exist, you will probably want to run a quality check on each item of the entire shipment. If, in your manufacturing process, you are able to detect defective materials, and it is clear that the problem lies with the supplier, then the incoming quality check can be limited to assuring that there is no massive quality problem which would disrupt your production. In some cases, however, defective material could pass through manufacturing operations unnoticed, or a problem in production could be the fault of your people. In such situations, it is wise to conduct a quality check of materials, upon receiving the shipment. However, since checking items against design specifications can be quite time consuming and expensive, it is rarely necessary to run a quality check on all items received. Instead, spot checks on quality can be made on a small representative portion of the shipment. The reasoning behind spot checks is that if some of the material is defective, then you should have a fairly good chance of finding some defects if you sample items at random. Thus, you might pick some material from different places in the shipment. In the case of several packages, you might select a few pieces from the top of one package, from the bottom of another one, from the sides of a third one, etc., and run quality checks on this material instead of on the whole shipment. Some conditions for using spot checks, or sampling, are as follows:  Complete accuracy in locating all defects with a shipment cannot be required. No sampling method can find all defective material.  It should be possible to obtain a representative sampling of materials from the shipment.  An accurate method for judging the quality of the material must exist. A quality inspector must be able to reliably judge what is acceptable, and what is defective.  The procedure for correctly sampling material and conducting spot checks is somewhat complicated, however, and involves looking up figures in statistical tables. One principle, of course, applies: a larger sample size, or spot checking more items, will naturally increase chances of finding defective parts, if they exist.  For example, a certain manufacturer receives a shipment of 450 components: Part B-250. Defects in these parts are unlikely to be detected during manufacturing operations. Usually about two or three defective B-250 parts are found in every 100. The purchasing manufacturer may feel that up to 3% defective parts are acceptable, but if there are more, the supplier should take the shipment back to remove the bad pieces. A table like the one shown below can be used to decide how many pieces have to be checked to gain reasonable assurance that the defect rate is 3% or less. Such tables can be found in many quality control books.  Looking at the line in the table for a Lot Size of 401 to 500, it can be seen that a sample of 70 pieces should be selected. In this sample, there should not be a single defective piece. If one should be found, the more detailed check can be used and a larger sample of 160 could be selected.  If more than three parts are found defective in the larger sample, then the probability is quite high that there are more than 3% defective and that the shipment does not meet quality standards. Report to Accounts payable To assure that payment will be made only if the merchandise which the vendor bills has been received in the proper quantity and of acceptable quality, the person making out the check should compare:  purchase order  receiving report  packing slip, when one is received, and  invoice from the vendor These documents should therefore be filed together so they are available when bills are being paid. Follow-up Good purchasing procedures require follow-up evaluation of suppliers, and sometimes even of individual purchases. You should consider whether or not your purchasing objectives have been met and whether you are buying the best overall value in terms of the best quality, prices and service. Did the supplier provide on-time delivery and quality as promised? Were there any considerations which were forgotten in deciding upon the purchase? Did you buy the most economical quantity? Did the supplier satisfactorily resolve any problems which may have cropped up? These are some of the questions you should be asking yourself at this time. Answers to these questions provide ideas on how purchasing can be improved in the future. SELF-CHECK CM1.1-4 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Upon receiving purchased goods or even services from a supplier, it is important that the shipment is checked to make sure that the correct quantity and quality was received. __________ 2. When a shipment arrives, it is a good idea for receiving personnel to check it against the packing slip to make sure that the qualities are correct. __________ 3. It may be better to use sampling to establish the quantity received if there are many packages, and there are many items in each package to count. __________ 4. A bulk count may be necessary when unit price is low. __________ 5. It is important, upon receiving a shipment, to make sure that the material meets quantity specifications. __________ 6. Since checking items against design specifications can be quite time consuming and expensive, it is rarely necessary to run a quality check on all items received. ___________7. The reasoning behind spot checks is that if some of the material is defective, then you should have a fairly good chance of finding some defects if you sample items at random. __________ 8. To assure that payment will be made only if the merchandise which the vendor bills has been received in the proper quantity and of acceptable quality, the person making out the check should compare purchase order, receiving report, packing slip and invoice from the vendor. __________ 9. Good purchasing procedures require follow-up evaluation of suppliers, and sometimes even of individual purchases. __________ 10. If more than three parts are found defective in the larger sample, then the probability is quite high that there are more than 30% defective and that the shipment does not meet quality standards. ANSWER KEY CM1.1-4 1. TRUE 2. FALSE 3. TRUE 4. FALSE 5. FALSE 6. TRUE 7. TRUE 8. TRUE 9. TRUE 10. FALSE INFORMATION SHEET CM1.1-5 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 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. 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 Item Quality O.R. # Quantity Signature Received Name Checker Example of Assessment of Materials Received (to be completed by the Quality checker) Quality Checker: Date: Total no. in Total no. Item Name Comments Good Condition of Errors ACTIVITY CM1.1-5 You are assigned to be the Quality checker for the Month of June. Make a Log Report, and Assessment Report using the following data below. Make sure you will record all the items listed and if they were in good condition or not. Write your answer on a sheet of paper. 1. - June 9, 2015 - 10 Hard disk, 2 2GB DDR3 memory chips - Received from Gian Carlos (ExeCom), OR #20256 - Found out that 2 Hard disk have errors and need replacement 2. - June 15, 2015 - Refill ink cartridge from INKRITE Shop, OR# 5623 3. - June 20, 2015 - 10 USB keyboard, 10 USB mouse, 2 power supply - Received from Rey Boyser (PC Exerpt), OR#12544 - 2 defective keyboards need replacement 4. - June 28, 2015 - 2 DVD-Rom drive - Received from Gian Carlos (ExeCom), OR#20400 INFORMATION SHEET CM1.1-6 Safety and Environmental Aspects of Production Process There are 2 things you need to remember about computers. First, they are electrical machines made up of many points of failure. Second, they contain a number of components that are not friendly to the environment. Accidents can be avoided by identifying hazards in advance. One of the best ways to do this is to always read MSDS information when available. Hazardous materials come with Material Safety Data Sheets (MSDS) that provide a variety of information for handling the material. This can include: physical data, toxicity, health effects, first aid, reactivity, storage, disposal, protective equipment, and spill/leak procedures. It is important to read this information before using hazardous products. It is also a good idea to keep these documents and make them easily accessible in case of an accident. Electrostatic Discharge Electrostatic Discharge (ESD) can be harmful to electronic components and cause them to fail. Low humidity, walking across carpet and appliance motors are some of the common generators of ESD. Metal oxide semiconductor devices are particularly sensitive to ESD and special care should be taken around them. Below are some of the prevention methods employed to prevent damage:  Use grounding straps when working on the inside of a computer. Grounding straps are connected to a technicians wrist and you can ground the wrist strap to the earth pin on a wall socket.  Remove all metallic jewelry.  Use anti-static mats.  Before working on the inside of a computer, touching the chassis of the computer while plugged into a grounded outlet can prevent ESD.  Anti-static sprays can be applied to floors, computers and work surfaces.  A humidifier can be used to keep the humidity above 50%. An ESD wrist strap should never be worn when working with high voltage equipment such as monitors. When transporting or storing them, computer components should be placed in anti-static foam or an anti-static bag. Electricity A computer needs a "clean" electricity source in order to work properly. By "clean" we mean a source that is not plagued with spikes or dips in current. Spikes are of particular concern because they cannot only destroy your computer, they can kill you in some situations. Electrical spikes (measured in nanoseconds) or surges (measured in milliseconds) can cause damage to system components or even data loss. Surge suppressors (often called "surge protectors") can prevent minor variances in power and provide a stable stream of electricity to the unit, however, they may not always work against larger surges and may cause equipment damage and injury. Also keep in mind that not all power strips are surge suppressors even though they look the same. Uninterruptable Power Supplies (UPS) provide power to the devices connected to it for a period of time in the event of power loss or sag for long enough to gracefully shutdown the computer and avoid data loss. Unnecessary peripherals such as scanners and printers should not be connected to a UPS as they can overload it. Monitors and power supplies (including printers) should not be opened unless you are qualified to work on them. Deadly voltage (up to 30,000 volts) can be stored inside their capacitors for periods long after you turn them off. Leave monitor repair to the professionals or simply replace a bad monitor/power supply. It is not worth your life to try to fix one of these. In the event that you suffer an electrical fire, you must only use a class C or class ABC fire extinguisher. You should keep one of these handy around computer equipment. Recycling A number of computer components listed below contain toxic chemicals and should be recycled. If the computer isn't too old and is still working, donating it to an organization provides a good alternative. Here are a few of the most important items to recycle. Laptop batteries are highly toxic and should always be recycled - do not let old batteries just sit around. If the battery is ruptured or broken do not handle it as the chemicals are dangerous. Computer monitors also contain highly toxic chemicals and they should be recycled as well. Toner and ink jet cartridges don't contain any harmful chemicals, but they are not biodegradable and are piling up in landfills. Most printer manufacturers have some sort of cartridge recycling program and some of them will even save you money on your new cartridges. Check with your printer manufacturer for more information. NOTE: Make sure that when you open a laser printer you avoid the fuser until it has had time to cool down as it can result in severe burns. If you need to recycle components, there are many companies that specialize in this type of disposal and recycling. Sometimes even your local garbage service is equipped to take these items off your hands. Call them and find out. Protecting Data If you are not backing up your data and a hard drive fails, the data is not necessarily lost. Not if you have up to $25,000 to pay a recovery service that may or may not be able to get your data back. This is why it is so important to set up regularly scheduled backups for important data. In the old days this was difficult because Windows NT, for example, could only backup data to an expensive tape drive and scheduling was a complicated command line procedure. Newer operating systems such as Windows 2003, XP, and Vista can backup data to external drives, network drives, and other locations and scheduling is done through the GUI. Your backups should be stored in a fire-proof safe or at a separate location for protection against fire and theft. Hard drives are vacuum sealed and their covers should never be opened except by professionals in a "clean room". You will likely ruin the drive and lose your data if you do this. Because floppy disks are magnetic media, they should not be exposed to magnetic fields that can be produced by TVs, monitors, speakers, power supplies and appliances with motors. Reporting All accidents involving injury or damage should be immediately reported to a supervisor or manager. Furthermore, the incident should be well- documented. This is important, not only for establishing safety history and trends, but may be an important piece of documentation from a legal standpoint (i.e. workman's compensation). SELF-CHECK CM1.1-6 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Computers are electrical machines made up of many points of failure and contain a number of components that are not friendly to the environment. __________ 2. Hazardous materials come with Material Safety Data Sheets (MSDS) that provide a variety of information for handling the material. __________ 3. Electrostatic Discharge (ESD) is good to electronic components and cause them to function well. __________ 4. Metal oxide semiconductor devices are particularly sensitive to ESD and special care should be taken around them. __________ 5. An ESD wrist strap should be worn when working with high voltage equipment such as monitors. __________ 6. When transporting or storing them, computer components should be placed in anti-static foam or an anti-static bag. ___________7. Electrical spikes (measured in nanoseconds) or surges (measured in milliseconds) can cause damage to system components or even data loss. __________ 8. Uninterruptable Power Supplies (UPS) provide power to the devices connected to it for a period of time in the event of power loss or sag for long enough to gracefully shutdown the computer and avoid data loss. __________ 9. Laptop batteries are highly toxic and should not be recycled __________ 10. All accidents involving injury or damage should be immediately reported to a supervisor or manager and should be well- documented. ANSWER KEY CM1.1-6 1. TRUE 2. TRUE 3. FALSE 4. TRUE 5. FALSE 6. TRUE 7. TRUE 8. TRUE 9. FALSE 10. TRUE INFORMATION SHEET CM1.1-7 Carry Out Work in Accordance with Policies and Procedures Workplace Policies and Procedures Workplace policies are statements of principles and practices dealing with the ongoing management and administration of the organization. Policies act as a guiding frame of reference for how the organisation deals with everything from its day to-day operational problems or how to respond to requirements to comply with legislation, regulation and codes of practice. It is important that policies are reasonable, that employees are aware and clearly understand what the policy is trying to achieve. Policies are a statement of purpose, which highlight broad guidelines on action to be taken to achieve that purpose. The statement of purpose should not be more than one page in length, but this will vary depending on the policy. Procedures explain how to perform tasks and duties. A procedure may specify who in the organization is responsible for particular tasks and activities, or how they should carry out their duties. Benefits of workplace policies and procedures Well-written workplace policies: are consistent with the values of the organization and employment legislation demonstrate that the organization is being operated in an efficient and businesslike manner ensure uniformity and consistency in decision making and operational procedures save time when a new problem can be handled quickly and effectively through an existing policy foster stability and continuity maintain the direction of the organization even during periods of change provide the framework for business planning assist in assessing performance and establishing accountability clarify functions and responsibilities. Following policy and procedures A key aspect of following procedures involves working within the scope of your role and responsibilities. It is vital therefore that you know what your job role entails and know what to do when you are unsure of your role and/or your work instructions. Working within job role and responsibilities Confusion regarding job roles can be a major source of workplace stress and conflict. It can also result in poor service delivery. It is important that you know your job responsibilities, work within your position specifications and clarify work instructions where necessary.  Seek regular support and supervision from your supervisor through supervisory sessions and bring any situations to the attention of your team leader.  Seek advice from work colleagues through consultation and staff meetings.  Look to professional guidelines for scope of practice in other settings.  Seek to have your position description clarified and/or have it include reference to professional standards or legislative provisions.  Seek to have your competencies assessed and/or recognised.  Ensure that all major work activities are accurately documented/recorded.  Consult with representatives from groups such as unions and professional bodies regarding the appropriateness of job role. Information about your role and responsibilities Job description Your job role and key responsibilities are usually contained within a Job Description (sometimes called a Position Description, Work Profile or Duty Statement). The job or position description will outline the name of the position, the award classification, the department or area or work, the industrial award or agreement, the duties to be completed and the selection criteria, as well as many other things. Duties Your job description will list the duties which must be completed as part of your job. For instance, the duties could be:  facilitating clients' involvement in community activities  transporting clients to appointments  maintaining a safe environment for clients  facilitating groups of clients  observing and reporting for clients' plans  participating in the development of clients' plans. Selection Criteria The selection criteria for a job define the essential skills, knowledge, experience and qualifications that an applicant for the role must have. By default you should possess these in order to be working within your current role. For the duties listed above the selection criteria could be:  demonstrated interest in caring for… (for example, young people or children or people with mental illness)  sound interpersonal and communication skills  current drivers license. Clarifying work instructions From time to time the instructions that you need to follow (either verbal or written) may not be clear and you may have some concerns about what action to take. You need to raise these concerns as soon as possible, especially if they could impact on the standard of service provided or complicate a potentially dangerous situation. Clarifying verbal instructions If you need to clarify a verbal instruction, you could ask the person issuing the instruction to repeat it to you in another way or ask some questions of that person to gain clarity. If you choose to seek clarification from another staff member, it is very important that the person you ask is in a position to give you accurate information. If you are still unclear, you could ask to have the instruction in writing or you could refer to workplace policies and procedures. These may provide a more detailed explanation of guidelines and protocol. Clarifying ambiguous policies and procedure Sometimes, it is the written policy or procedure itself that isn’t clear and it is your responsibility to report your concern about lack of clarity in the instruction and be committed to giving ongoing feedback to your supervisor about these and other issues so that policies and procedures can be reviewed and changed as necessary. Seeking specialist advice It may be that, in some circumstances, a specialist may need to be called in to provide more detailed or specific information to ensure that correct procedures/instructions are being followed. Depending on the circumstances, specialists could include:  occupational health and safety officers  education officers  legal representatives  Department of Child Safety officers Remember, if you have been given an instruction, you will be held responsible for carrying it out. So you need to be honest with yourself and others and seek clarity, or report any other difficulties you may be having in carrying out the instruction, if you require it. SELF-CHECK CM1.1-7 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Workplace policies are statements of principles and practices dealing with the ongoing management and administration of the organization. __________ 2. Procedures explain how to perform tasks and duties. A procedure may specify who in the organization is responsible for particular tasks and activities, or how they should carry out their duties. __________ 3. Well-written workplace policies provide the framework for business planning. __________ 4. A key aspect of following procedures involves working within the scope of your role and responsibilities. __________ 5. The job or position description will outline the name of the position, the award classification, the department or area or work, the industrial award or agreement, the duties to be completed and the selection criteria, as well as many other things. __________ 6. The selection criteria for a job define the essential skills, knowledge, experience and qualifications that an applicant for the role must have. ___________7. If you need to clarify a verbal instruction, you could ask the person issuing the instruction to repeat it to you in another way or ask some questions of that person to gain clarity. __________ 8. Depending on the circumstances, specialists could include occupational health and safety officers, education officers, legal representatives and Department of Child Safety officers. __________ 9. The written policy or procedure are always clear. __________ 10. Your job description will list the duties which must be completed as part of your job. ANSWER KEY CM1.1-7 1. TRUE 2. TRUE 3. TRUE 4. TRUE 5. TRUE 6. TRUE 7. TRUE 8. TRUE 9. FALSE 10. TRUE INFORMATION SHEET CM1.1-8 Procedures in Replacing Faulty/Defective Materials Warranties against defects A warranty against defects is a representation communicated to a consumer that if the goods or services (or part of them) are defective, the business will:  repair or replace goods (or part of them)  resupply or fix a problem with services (or part of them)  provide compensation to the consumer. A representation will only be a warranty against defects if it is made at or around the time that goods or services are supplied. A promise about what you as a supplier or manufacturer will do if something goes wrong with a good or service can be a warranty against defects if it is not provided in a formal document. Any material with writing on it could evidence a warranty against defects, for example wording on the packaging or on a label, if those words contain such a promise. Providing required information If providing a written warranty against defects, the information must be expressed in reasonably plain language, be legible and presented clearly either when:  the supply of the good or service takes place—for example, when a consumer purchases a good  about the time the supply of the good or service takes place—for example, a warranty may be provided with a good when it is delivered even though the consumer purchased it at an earlier time. Warranties against defects requirements Many goods are sold with a warranty against defects. This is often highlighted on a label or packaging or attached to a sale docket or receipt— for example, statements like ‘2 year warranty’ or ’12 month replacement guarantee’. The warranty against defects is also often described in a document inside the product’s packaging. All 'documents evidencing a warranty against defects' must be presented in a certain way, and must include specific information to ensure that consumers understand the warranty and know how to make a claim. A ‘document evidencing a warranty against defects' includes any material on which there is writing or printing, or on which there are marks or symbols, which contains a description of the features or terms of a warranty against defects. While such a document will usually be a piece of paper or pamphlet outlining the terms and conditions of a warranty and be provided by a business inside the product’s packaging, in some circumstances, the packaging itself may also be considered a document evidencing the warranty against defects. Where a product’s packaging is considered to be a 'document evidencing a warranty against defects' and there are also warranty documents inside or otherwise attached to the product, The warranty against defects requirement has been met provided that:  the mandatory text are included with warranty documents inside or otherwise attached to the product, and  this information is not inconsistent with the statement on the packaging. Consumer guarantees In some instances a warranty against defects will provide the consumer with remedies that exceed those provided by the consumer guarantees. However, in other cases, consumers may be entitled to a remedy under the consumer guarantees after a warranty against defects period has expired. You must take care to ensure that consumers are not misled, either through oral representations or in the words of a warranty against defects, into thinking that their rights are limited to the remedies or timeframe set out in a written warranty against defects. Express warranties An express warranty relates to the quality or standard of a good, whereas a warranty against defects relates to the steps that you will take to fix a problem with a good or service. Warranties against defects often contain an express warranty. If your warranty against defects includes an express warranty you must ensure that you honour the express warranty and comply with the requirements in relation to warranties against defects. SELF-CHECK CM1.1-8 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. A warranty against defects is a representation communicated to a consumer that if the goods or services (or part of them) are defective, the business will repair or replace goods (or part of them). __________ 2. A promise about what you as a supplier or manufacturer will do if something goes wrong with a good or service can be a warranty against defects if it is provided in a formal document. __________ 3. The supply of the good or service takes place—for example, when a consumer purchases a good. __________ 4. In some instances a warranty against defects will provide the consumer with remedies that exceed those provided by the consumer guarantees. __________ 5. An express warranty relates to the quality or standard of a good, whereas a warranty against defects relates to the steps that you will take to fix a problem with a good or service. ANSWER KEY CM1.1-8 1. TRUE 2. FALSE 3. TRUE 4. TRUE 5. TRUE Program/ Course: Computer Systems Servicing NC II Unit of Competency: Apply Quality Standards Module: Applying of Quality Standards Learning Outcome #2: Ways to Identify and Isolate Errors Learning Experience Learning Activities Special Instructions This Learning outcome covers the knowledge, skills and Read Information Sheet CM1.2-1 attitude in ways to identify and Listen to teacher’s discussion isolate errors with the following content or topic:  Ways to identify and Answer Self Check CM1.2-1 isolate errors Check answers in Answer Key CM1.2-1  Process in documenting and reporting deviations  Critical thinking Read Information Sheet CM1.2-2 To be able to achieve this Listen to teacher’s discussion learning outcome you should first go through Reading and understanding the Information Sheets, check yourself by Answer Self Check CM1.2-2 answering the Self Check. Check answers in Answer Key CM1.2-2 Compare your answers using the Answer Sheet. You must answer all questions correctly Read Information Sheet CM1.2-3 before proceeding to the next Listen to teacher’s discussion activity. Evaluate your own work using the Performance criteria checklist. Answer Self Check CM1.2-3 When you are ready, present Check answers in Answer Key CM1.2-3 your work to your trainer for final evaluation and recording. After doing all activities of this LO you may seek for your trainers feedback if you may proceed to the next LO which is Workplace Procedures. Assessment Criteria: 1. Documentation relative to quality within the company is identified and used. 2. Completed work is checked against workplace standards relevant to the task undertaken. 3. Errors are identified and isolated. 4. Information on the quality and other indicators of production performance are recorded in accordance with workplace procedures. 5. In cases of deviations from specific quality standards, causes are documented and reported in accordance with the workplace’ s standards operating procedures. INFORMATION SHEET CM1.2-1 Ways to Identify and Isolate Errors The following are the fundamental rules in identifying and isolating errors particularly on computers. Approach the problem systematically: start at the beginning and walk through the situation in a careful way. Remember it and apply it every time. Divide and conquer: This rue is the most powerful. Isolate the problem. In the overall system, remove one software or hardware component after another, until the problem is isolated to a small part of the whole system. Don’t overlook the obvious: ask simple questions. Is the computer plugged in? Is it turned on? Is the monitor plugged in? Most problems are so simple that we overlook them because we expect the problem to be difficult. Check the simple things first: it is more effective to first check the components that are easiest to replace. Make no assumptions: Do not assume without proof Write things down: keep noting down the symptoms. They will help you think more clearly. Reboot and start over: This is an important rule. Fresh starts are good for us and uncover events or steps that might have been overlooked. Keep your cool: In an emergency, protect the data and software by carefully considering your options before acting, by not assuming data is lost even when hard drive and floppy drive errors occur, and by taking practical precautions to protect software and OS files. Don’t assume the worst: Think positively that there would always be solution to whatever problems that may arise. Know the starting point. It would be good to know where we start to help us keep on track. A careful visual inspection should catch the following types of Faults -Loose wires - Broken wires - Blown fuses - Wrong switch settings - Missing jumpers - Loose connectors - Burnt PCB track - PCB track cut - PCB track short - Wrong insertion of connector/cable - Cold solder joints - Solder bridges - Broken IC leads When solving a computer problem, apply above rules and, prepare course of action. The course of action involves the, following: Interact with the user. Isolate the problem by eliminating the unnecessary. Then follow established guidelines towards a solution. SELF-CHECK CM1.2-1 I. Matching Type. Match the appropriate definition or explanation in Column B with Column A. Write the letter of your answer on the blanks before the items in Column A. Answer Column A Column B A. In an emergency, protect the data and 1. Approach the software by carefully considering your problem systematically options before acting. B. Keep noting down the symptoms. They 2. Divide and conquer will help you think more clearly. C. Ask simple questions. Most problems 3. Don’t overlook the are so simple that we overlook them obvious because we expect the problem to be difficult. D. Start at the beginning and walk 4. Check the simple through the situation in a careful way. things first Remember it and apply it every time. 5. Make no E. It is more effective to first check the assumptions components that are easiest to replace. F. Isolate the problem. Remove one software or hardware component after 6. Write things down another, until the problem is isolated to a small part of the whole system. G. Fresh starts are good for us and 7. Reboot and start uncover events or steps that might have over been overlooked. H. Think positively that there would 8. Keep your cool always be solution to whatever problems that may arise. 9. Don’t assume the I. Do not assume without proof worst 10. Know the starting J. It would be good to know where we point start to help us keep on track. ANSWER KEY CM1.2-1 1. D 2. F 3. C 4. E 5. I 6. B 7. G 8. A 9. H 10. J INFORMATION SHEET CM1.2-2 Process in Documenting and Reporting Deviations What is a deviation?  A departure from standard practices or specifications resulting in non- conforming material / or processes, with potential to impact on product quality, safety, efficacy or data integrity.  Planned and unplanned deviation  Different levels of deviation: critical, major, minor How to manage deviations  Regulatory requirement to capture all sorts of deviations evolves in order to maintain the continuous improvement of processes and systems  All batch production deviations (planned or unintended) covering all manufacturing facilities, equipment, operations, distribution, procedures, systems and record keeping should be reported and investigated for corrective and preventative action.  Deviation should be documented when there is a deviation from methods or controls in manufacturing documents, material control documents, and/or standard operating procedures.  Deviations can be reported verbally to an immediate supervisor but a proper documentation report is more preferable. In some instance, computer software can be used as a log sheet for all deviations that have been found out. SELF-CHECK CM1.2-2 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Deviation is a departure from standard practices or specifications resulting in non-conforming material / or processes, with potential to impact on product quality, safety, efficacy or data integrity. __________ 2. Deviations can be reported verbally to an immediate supervisor and is actually more preferable than documented report. __________ 3. Regulatory requirement to capture all sorts of deviations evolves in order to maintain the continuous improvement of processes and systems __________ 4. In some instance, computer hardware can be used as a log sheet for all deviations that have been found out. __________ 5. Deviation should be documented when there is a deviation from methods or controls in manufacturing documents, material control documents, and/or standard operating procedures. ANSWER KEY CM1.2-2 1. TRUE 2. FALSE 3. TRUE 4. FALSE 5. TRUE INFORMATION SHEET CM1.2-3 Critical Thinking Critical thinking is the ability to think clearly and rationally. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following:  understand the logical connections between ideas  identify, construct and evaluate arguments  detect inconsistencies and common mistakes in reasoning  solve problems systematically  identify the relevance and importance of ideas  reflect on the justification of one's own beliefs and values Critical thinking is not a matter of accumulating information. A person with a good memory and who knows a lot of facts is not necessarily good at critical thinking. A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself. Critical thinking should not be confused with being argumentative or being critical of other people. Although critical thinking skills can be used in exposing fallacies and bad reasoning, critical thinking can also play an important role in cooperative reasoning and constructive tasks. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. We can use critical thinking to enhance work processes and improve social institutions. Some people believe that critical thinking hinders creativity because it requires following the rules of logic and rationality, but creativity might require breaking rules. This is a misconception. Critical thinking is quite compatible with thinking "out-of-the-box", challenging consensus and pursuing less popular approaches. If anything, critical thinking is an essential part of creativity because we need critical thinking to evaluate and improve our creative ideas. Critical thinking skills The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. According to Reynolds (2011), an individual or group engaged in a strong way of critical thinking gives due consideration to establish for instance:  Evidence through reality  Context skills to isolate the problem from context  Relevant criteria for making the judgment well  Applicable methods or techniques for forming the judgment  Applicable theoretical constructs for understanding the problem and the question at hand In addition to possessing strong critical-thinking skills, one must be disposed to engage problems and decisions using those skills. Critical thinking employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness. Critical thinking procedure Critical thinking calls for the ability to:  Recognize problems, to find workable means for meeting those problems  Understand the importance of prioritization and order of precedence in problem solving  Gather and marshal pertinent (relevant) information  Recognize unstated assumptions and values  Comprehend and use language with accuracy, clarity, and discernment  Interpret data, to appraise evidence and evaluate arguments  Recognize the existence (or non-existence) of logical relationships between propositions  Draw warranted conclusions and generalizations  Put to test the conclusions and generalizations at which one arrives  Reconstruct one's patterns of beliefs on the basis of wider experience  Render accurate judgments about specific things and qualities in everyday life In sum: "A persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports or refutes it and the further conclusions to which it tends. Critical thinking habits or traits of mind The habits of mind that characterize a person strongly disposed toward critical thinking include a desire to follow reason and evidence wherever they may lead, a systematic approach to problem solving, inquisitiveness, even-handedness, and confidence in reasoning. According to a definition analysis by Kompf & Bond (2001), critical thinking involves problem solving, decision making, metacognition, rationality, rational thinking, reasoning, knowledge, intelligence and also a moral component such as reflective thinking. Critical thinkers therefore need to have reached a level of maturity in their development, possess a certain attitude as well as a set of taught skills. SELF-CHECK CM1.2-3 I. Write TRUE if the statement is correct and FALSE if the statement is wrong. __________ 1. Critical thinking is the ability to think clearly and rationally. __________ 2. Someone with critical thinking skills does not understand the logical connections between ideas. __________ 3. Someone with critical thinking skills is able to solve problems systematically. __________ 4. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. __________ 5. Critical thinking is quite compatible with thinking "out-of-the- box", challenging consensus and pursuing less popular approaches. __________ 6. The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. ___________7. Critical thinking calls for the ability to misinterpret data, to appraise evidence and evaluate arguments __________ 8. Critical thinking calls for the ability to understand the importance of prioritization and order of precedence in problem solving __________ 9. Critical thinking calls for the ability to draw warranted conclusions and generalizations __________ 10. Critical thinking calls for the ability to render accurate judgments about specific things and qualities in everyday life ANSWER KEY CM1.2-3 1. TRUE 2. FALSE 3. TRUE 4. TRUE 5. TRUE 6. TRUE 7. FALSE 8. TRUE 9. TRUE 10. TRUE Program/ Course: Computer Systems Servicing NC II Unit of Competency: Apply Quality Standards Module: Engage in Quality Improvement Learning Outcome #3: Workplace Procedures Learning Experience Learning Activities Special Instructions This Learning outcome covers the knowledge, skills and Read Information Sheet CM1.3-1 attitude in workplace procedures Listen to teacher’s discussion with the following content or topic:  Workplace procedures Answer Self Check CM1.3-1 Check answers in Answer Key CM1.3-1  Safety and environmental aspects of production processes  Quality improvement Read Information Sheet CM1.3-2 processes Listen to teacher’s discussion To be able to achieve this learning outcome you should Answer Self Check CM1.3-2 first go through Reading and understanding the Information Check answers in Answer Key CM1.3-2 Sheets, check yourself by answering the Self Check. Compare your answers using Read Information Sheet CM1.3-3 the Answer Sheet. You must Listen to teacher’s discussion answer all questions correctly before proceeding to the next activity. Evaluate your own work using the Performance criteria checklist. Answer Self Check CM1.3-3 Check answers in Answer Key CM1.3-3 When you are ready, present your work to your trainer for final evaluation and recording. After doing all activities of this LO you may seek for your trainers feedback if you may proceed to the next LO which is Asses Own Work. Assessment Criteria: 1. Process improvement procedures are participated in relative to workplace assignment. 2. Work is carried out in accordance with process improvement procedures. 3. Performance of operation or quality of product of service to ensure customer satisfaction is monitored. INFORMATION SHEET CM1.3-1 Workplace Procedures Workplace Procedure is a set of written instructions that identifies the health and safety issues that may arise from the jobs and tasks that make up a system of work. A safe working procedure should be written when:  designing a new job or task  changing a job or task  introducing new equipment  reviewing a procedure when problems have been identified, example from an accident or incident investigation The safe working procedure should identify:  the teacher for the task or job and the students who will undertake the task  the tasks that are to be undertaken that pose risks  the equipment to be used in these tasks  the control measures that have been formulated for these tasks  any training or qualification needed to undertake the task  the personal protective equipment to be worn  action to be undertaken to address safety issues that may arise while undertaking the task Following certain procedures is very important to perform a given operation. The table below shows different elements and their corresponding performance criteria to be able to identify occupational health and safety hazards, and assess risk, as well as follow instructions and procedure in the workplace with minimal supervision. The students will also be capable of participating and contributing to OHS management issues. ELEMENT PERFORMANCE CRITERIA 1. Identify hazards and 1.1 Identify hazards in the work area assess risk. and during the performance of workplace duties. 1.2 Assess level of risk 2. Follow procedures and 2.1 Report hazards in the work strategies for risk area to designated personnel control. according to workplace procedures 2.2 Follow workplace procedures and work instructions for assessing and controlling risks with minimal supervision. 2.3 Whenever necessary, within the scope of responsibilities and competencies, follow workplace procedures for dealing with hazards and incidents, fire and/or other emergencies. 3. Contribute to OHS in 3.1 Describe employee rights the workplace. regarding consultation on OHS matters 3.2 Raise task and/or job specific OHS issues with appropriate people in accordance with workplace procedures and relevant OHS legislative requirements 3.3 Contribute to participative arrangement for OHS management in the workplace within organisational procedures and the scope of responsibilities and competencies 3.4 Provide feedback to supervisor on hazards in work area in line with organisational OHS policies and procedures 3.5 Provide support in implementing procedures to control risks in accordance with organisational procedures Work instruction may be: Verbal ELEMENT PERFORMANCE CRITERIA Written In English In a community language Provided visually eg. video, OHS signs, symbols and other pictorial, presentation, etc. Controlling risks in the Application of the hierarchy of work area may control, namely: include: Eliminate the risk Reduce/minimise the risk through Engineering controls Administrative controls Personal protective equipment Reports identifying Face to face workplace hazards Phone messages may be verbal or Notes written and may include: Memos Specially designed report forms Examples of OHS issues Hazards identified which may need to be Problems encountered in raised by workers with managing risks associated with designated personnel may hazards include: Clarification on understanding of OHS policies and procedures Communication and consultation processes Follow up on reports and feedback. Effectiveness of risk controls in place Training needs Examples of contributions Recommendations on changes may include: to work processes, equipment or practices Listening to the ideas and opinions of others in the team Sharing opinions, views, knowledge and skills Identifying and reporting risks ELEMENT PERFORMANCE CRITERIA and hazards Using equipment according to guidelines and operating manuals OHS Management Issues TYPES AND WORK-RELATED ERRORS A. Quantity of work (untimely completion, limited production) 1. Poor prioritizing, timing, scheduling 2. Lost time  Tardiness, absenteeism, leaving without permission  Excessive visiting, phone use, break time, use of the Internet  Misuse of sick leave 3. Slow response to work requests, untimely completion of assignments 4. Preventable accidents B. Quality of work (failure to meet quality standards) 1. Inaccuracies, errors 2. Failure to meet expectations for product quality, cost or service 3. Customer/client dissatisfaction 4. Spoilage and/or waste of materials 5. Inappropriate or poor work methods Work Behavior Which Result in Performance Problems A. Inappropriate behavior (often referred to as "poor attitude")  Negativism, lack of cooperation, hostility  Failure or refusal to follow instructions  Unwillingness to take responsibility ("passing the buck")  Insubordination  Power games B. Resistance to change  Unwillingness, refusal or inability to update skills  Resistance to policy, procedure, work method changes  Lack of flexibility in response to problems C. Inappropriate interpersonal relations  Inappropriate communication style: over-aggressive, passive  Impatient, inconsiderate, argumentative  Destructive humor, sarcasm, horseplay, fighting  Inappropriate conflict with others, customers, co-workers, supervisors D. Inappropriate physical behavior  Smoking, eating, drinking in inappropriate places  Sleeping on the job  Alcohol or drug use  Problems with personal hygiene  Threatening, hostile, or intimidating behavior SELF-CHECK CM1.3-1 I. Write TRUE if the statement is correct and FALSE if the otherwise is wrong. __________ 1. Poor attitude results in performance problem. __________ 2. A safe working procedure should be written when retrieving old tasks. __________ 3. Preventable accidents may affect the quantity of work. __________ 4. Following certain procedure is very important in performing given operation or to a given event. __________ 5. Safe working procedure should not identify the tasks that are to be undertaken that pose risks. __________ 6. Workplace Procedure is a set of verbal instructions that identifies the health and safety issues that may arise from the jobs and tasks that make up a system of work. ___________7. Failure to meet expectations for product quality, cost or service may affect the quality of work. __________ 8. Resistance to change is a type of work behavior which result in performance problems. __________ 9. Sleeping on the job is an example of inappropriate physical behavior. __________ 10. Conflict with others, customers, co-workers and supervisors is an inappropriate interpersonal relation. ANSWER KEY CM1.3-1 1. TRUE 2. FALSE 3. TRUE 4. TRUE 5. FALSE 6. FALSE 7. TRUE 8. TRUE 9. TRUE 10. TRUE INFORMATION SHEET CM1.3-2 Safety and Environmental Aspects of Production Process Workplace safety procedures and instructions? Safe work practices are generally written methods that define how tasks are performed while minimizing risks to people, equipment, materials, environment, and processes. Safe Work Procedures are documented procedures for performing tasks. What is the purpose of Workplace safety procedures and instructions? Safe Work Procedures are documented procedures for performing tasks. The purpose of a safe work procedure is to reduce the risk to health and safety in the workplace and reduce the likelihood of an injury by ensuring that employees know how to work safely when carrying out the tasks involved in their jobs. Safe work procedures may also be called safe work method statements (SWMS). What are the different types of Workplace safety procedures and instructions?  Handling chemicals – these involves procedures on how to handle chemicals in workplace where these are used.  Lifting and moving objects – are procedures that pertain to how objects are to be lifted and moved safely and without strain to the person or worker.  Working at heights – these are procedures that underscore what a worker must observe to keep himself safe while working in an elevated structure or environment.  Slips, trips and falls – are procedures that pertain to safety procedures that should be in place to prevent slips, trips and fall accidents in the workplace.  Housekeeping – are procedures that pertain to how housekeeping activities should be done while keeping in mind safety, health and well-being of workers in a facility or workplace.  Electrical equipment – these are safety procedures that pertain to the installation, repair and maintenance of electrical equipment. What are the components or elements of Workplace safety procedures and instructions? The following steps should be followed to ensure a sound safe work procedure is developed: 1. Observe the task/activities: t is important to observe the task/activity being performed the preferred way to ensure safest method is documented. 2. Review associated legislative requirements: Some task/activities are governed by legislative requirements. These must be considered when developing a safe work procedure to ensure any legal requirements are included. 3. Record the sequence of basic job steps: write down the steps that make up the task/activity. 4. Record potential hazards of each step: Next to each step identify what may have potential to cause injury or disease 5. Identify ways of eliminating and controlling the hazards: list the measures that need to be put in place to eliminate or control any likely risk. 6. Test the procedure: Observe staff/student following the safe work procedure 7. Obtain approval: Before the safe work procedure can be used it must be approved by each approver nominated. 8. Monitor and review: Make sure the activity is supervised to ensure the documented process is being followed. What terms are used when developing Workplace safety procedures and instructions?  Consultation and participation – Management or the owners of a business/organisation must consult with employees about OHS matters that can directly affect them in the carrying out of their duties.  Emergency situations/incidents – Any situation that may arise unexpectedly that could cause injury or harm to any person in a workplace.  Employee and employer responsibilities - Employees must take reasonable care to ensure the safety of themselves and others, and comply with all OHS requirements.  Hazard identification and risk control - Identifying any hazard as a source of potential harm to people, or damage to property, and reducing risk.  Occupational Health and Safety (OHS) – OHS concerns the health and safety of all people in a workplace, including employers, employees and visitors  Safe work practices and procedures – These provide practical guidance to business on how to fulfil their duty to provide a safe and healthy workplace.  Workplace accidents, injury or impairment - Unexpected events that cause physical harm or damage to people or property. SELF-CHECK CM1.3-2 I. Write TRUE if the statement is correct and FALSE if the otherwise is wrong. __________ 1. Safe Work Procedures are documented procedures for performing tasks. __________ 2. The purpose of a safe work procedure is to increase the risk to health and safety in the workplace and increase the likelihood of an injury by ensuring that employees do not know how to work safely when carrying out the tasks involved in their jobs. __________ 3. Management or the owners of a business/organisat

Applying Quality Standards - Computer Systems Servicing NC II PDF

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