CEBU TECHNICAL VOCATIONAL TRAINING AND ASSESSMENT ACADEMY, INC.
2nd Flr., BAI Center, Cebu South Road, Basak San Nicolas, Cebu City
COMPUTER SYSTEMS
SERVICING (CSS)
Voctech Senior High School
Grade 11
1st Semester
Module No. 1
___________________
Name of Student
_ELESIO S. MAURIN JR._
Teacher
NOTE: RECORD YOUR VOICE WHILE READING THE MODULE WORD BY WORD, IF YOU SKIP
1 WORD MINUS 1 POINT IN YOUR SCORE.
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2nd Flr., BAI Center, Cebu South Road, Basak San Nicolas, Cebu City
GRADE: 11
SUBJECT TITLE: COMPUTER SYSTEM SERVICING
SEMESTER: 1ST
WEEK NO.: 1
Personal Entrepreneurial Competencies (PECs)
INTRODUCTION
In this module, you will learn more about entrepreneurship and the entrepreneurial
competencies related to Computer Hardware Servicing. You will have a first-hand
experience in educational activities leading to assessment of your personal
entrepreneurial competencies (PECs) and the entrepreneurial competencies of a
successful computer technician within your province. You will also have several activities
that will align your competencies with those of successful practitioners. Moreover, this
module will encourage you to think about entrepreneurship and its role in the business
community as well as in the economic and social development of an individual.
To start with this module, let us first understand entrepreneurs and
entrepreneurship.
Entrepreneurs are those with the skills and capabilities to see and evaluate
business opportunities. They are individuals who can strategically identify products or
services needed by the community, and have the capacity to deliver them at the right time
and at the right place.
Entrepreneurs are agents of economic change; they organize, manage, and assume risks of a
business. Some of the good qualities of entrepreneurs are: opportunity-seeker, risk-taker,
goal-setter, excellent planner, confident problem-solver, hardworking, persistent and
committed.
Entrepreneurship, on the other hand, is not just a simple business activity but a
strategic process of innovation and new product creation. Basically, entrepreneurship is
both an art and science of converting business ideas into marketable products or services
to improve the quality of living.
Now that you have background knowledge about entrepreneurs and
entrepreneurship, you can now walk through in assessing your PECs. Always remember
that successful entrepreneurs continuously develop and improve their PECs.
To begin, let us find out the competencies you will have gained upon completion
of this module.
OBJECTIVE
At the end of this week, you are expected to:A



identify areas for improvement, development, and growth,
align your PECs according to your business or career choice, and
create a plan of action that ensures success in your business or career choice.
Now try to take the first challenge in this module, the pre assessment.
PRE-ASSESSMENT
As part of your initial activity, try to assess your prior knowledge and experience
related to personal entrepreneurial competencies. Answer Task 1 & 2.
NOTE: ALL INTERVIEWS ARE CONDUCTED ONLINE
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Task 1: Matching Type
Directions: Match the entrepreneurial competencies in column A with their meaning in
column B. Write the letter of the correct answer on the space provided before each
number.
A
1. Creative
2. Profit-oriented
3. Disciplined
4. Sound decision maker
5. Possess people skills
6. Excellent Planner
7. Confident
8. Hardworking
9. Ability to accept change
10. Committed
B
A. makes wise decisions towards the
set objectives
B. strategic thinking and setting of
goals
C. trusting in one’s ability
D. adoptable to change
E. innovates to have an edge over other
competitors
F. solid dedication
G. skillful in record keeping
H. always sticks to the plan
I. work diligently
J.effective
and
efficient
communication skills and relates well
to people
K. always looking for an opportunity
to have/earn income
Task 2: Guide Questions
Directions: The following are guide questions which covers the entire module. Write your
answers on your assignment notebook. Discuss / share these to the class.
A. Explain why entrepreneurial activities are important to social development and
economy progress.
B. What entrepreneurial activities related to Computer Hardware Servicing do you
know and are capable of doing?
C. If you were given the opportunity to own a business that relates to Computer
Hardware Servicing, do you think you will be confident to manage it? Explain your
answer.
D. What do you think are the most important competencies one must possess in order
to be successful in running a chosen business?
E. Name successful entrepreneurs from your province whose businesses are related
to Computer Hardware Servicing. Make sure you will be able to share with the
class the PECs that made them successful.
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After all the guide questions are answered, share these with your
classmates. You may also compare your insigths, personal knowledge, and
relevant experiences on the topic to make the sharing more exciting and engaging.
Learning Goals and Targets
After understanding the objectives of this module, having gone through preassessment, and answering the guide questions, you will be asked to set your own
personal goals and targets. These goals and targets will urge you to further achieve
the ultimate objective of this module. In the end, these ultimate goals will motivate you
to learn more about PECs.
Goals and
Targets
Learning
Activities
Ultimate Goal
Figure 1: Strategic process to achieve the objectives of this module
Reading Resources and Instructional Activities
After setting your own personal goals and targets in achieving the objectives of
this module, check your inherent knowledge of PECs. Answer the following guide
questions with the help of your classmates.
Task 3:
Directions: Answer the following guide questions on a separate sheet of paper.
Share your answers with the class.
1. Explain the importance of assessing one’s PECs before engaging in a
particular entrepreneurial activity.
.
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2. Are there other strategies or approaches where you can assess your
PECs? Explain how these strategies will become more useful in selecting
a viable business venture.
.
3. What are the desirable personal characteristics, attributes, lifestyles, skills, and
traits of a prospective entrepreneur? Why are these important?
.
4. Why is there a need to assess one’s PECs in terms of characteristics, attributes,
lifestyles, skills, and traits before starting a particular business?
_
.
5. What
is the significance of evaluating PECs of a successful
entrepreneur? What helpful insights can you draw from this activity?
.
How was your experience in answering the guide questions with your
classmates? Were you able to benefit from them? What were the insights you have
realized?
This time you’re going to study the different topics that will enrich your
knowledge of PECs. Read all the important details about the succeeding topic
carefully.
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WHAT TO KNOW
Assessment of Personal Entrepreneurial Competencies (PECs) and Skills visà-vis a Practicing Entrepreneur in a Province
Entrepreneurial competencies refer to the important characteristics that should
be possessed by an individual in order to perform entrepreneurial functions effectively.
In this module, you will learn some of the most important characteristics, attributes,
lifestyle, skills and traits of a successful entrepreneur or an employee to be successful
in a chosen career.
Below are few important characteristics / traits / attributes of a good entrepreneur:

Hardworking: One of the important characteristics of a good entrepreneur
is hardworking. This means working diligently and being consistent about
it. Hardworking people keep improving their performance to produce good
products and/or provide good services.

Confident: Entrepreneurs have self-reliance in one’s ability and judgment.
They exhibit self-confidence to cope with the risks of operating their own
business.

Disciplined: Successful entrepreneurs always stick to the plan and fight
the temptation to do what is unimportant.

Committed: Good entrepreneurs assume full responsibility over their
business. They give full commitment and solid dedication to make the
business successful.

Ability to accept change: Nothing is permanent but change. Change
occurs frequently. When you own a business, you should cope with and
thrive on changes. Capitalize on positive changes to make your business
grow.

Creative: An entrepreneur should be creative and innovative to stay in the
business and in order to have an edge over the other competitors.
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Has the initiative: An entrepreneur takes the initiative. You must put yourself
in a position where you are responsible for the failure or success of your
business.
Profit-oriented: An entrepreneur enters the world of business to generate
profit or additional income. The business shall become your bread and butter.
Therefore, you must see to it that the business can generate income.
Listed below are the important skills of a successful entrepreneur:
Excellent planner: Planning involves strategic thinking and goal setting to
achieve objectives by carefully maximizing all the available resources. A good
entrepreneur develops and follows the steps in the plans diligently to realize
goals. A good entrepreneur knows that planning is an effective skill only when
combined with action.
Possesses people skills: This is a very important skill needed to be
successful in any kind of business. People skills refer to effective and efficient
communication and establishing good relationship to the people working in
and out of your business. In day-to-day business transactions, you need to
deal with people. A well-developed interpersonal skill can make a huge
difference between success and failure of the business.
Sound decision maker: Successful entrepreneurs have the ability to think
quickly and to make wise decisions towards a pre-determined set of
objectives. No one can deny that the ability to make wise decisions is an
important skill that an entrepreneur should possess. Sound decisions should
be based on given facts and information and lead towards the pre-determined
objectives.
WHAT TO PROCESS
To firm up what you have learned and have a better appreciation of the different
entrepreneurial competencies, read the PECs checklist below, then answer the same.
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Task 4: PECs Checklist
Directions: Using the PECs checklist, assess yourself by putting a check (/) mark
in either strengths or development areas column. Interpret the results by counting the
total number of check marks in each of the columns. After accomplishing the checklist,
form a group and share your insights on the result of the personal assessment.
Table 1: PECs Checklist
Personal Assessment in terms
of:
Personal Entrepreneurial Competencies
(PECs) of an Entrepreneur
Strengths
Development
Areas
Hardworking
- Works diligently
Confident
- Self-reliance in one’s ability
Disciplined
- Always stick to the plan
Committed
- Solid dedication
Ability to accept changes
- Adaptable
Creative
- Innovative to have edge over other
competitors
Profit-oriented
- Always looking for an opportunity to
have/earn income
Excellent planner
- Strategic thinking
goals
and
setting
of
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Possess people skill
- Effective and efficient communication
skills and relates well to people
Sound decision maker
- Makes wise decisions towards the
set objectives
TOTAL
Interpretation or Insight:
.
WHAT TO REFLECT / UNDERSTAND
How was your experience in discovering the strengths and the areas you need
to develop? Did you gain a valuable experience in exchanging insights with your
classmates? To learn more and deepen your understanding of PECs, do task 5 below.
Task 5: Interview
Directions: In your province, interview a successful computer technician or
entrepreneur whose type of business is related with computer hardware servicing.
Focus your questions on PECs and other business-related attributes that helped them
become successful. Analyze the results of the interview and reflect on the similarities
and/or differences. Write your answer on a separate sheet of paper.
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Sample Interview Guide
Name of Proprietor/Practitioner:
Age:
Number of Years in Business:
Business Name:
Business Address:
1. What preparations did you make before you engaged in this type of business
or job?
.
2. What special skills and characteristics do you have that are related with
your business or job?
.
3. How did you solve business-related problems during the early years of your
business operation?
.
4. Did you follow the tips from a successful businessman or practitioner
before you engaged in your business?
5. What
best business
entrepreneurs?
practices
can
you
share
with
aspiring
6. What do you think are the salient characteristics, attributes, lifestyle, skills
and traits that made you successful in your business or job?
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Directions: Copy the tables below in your notebook or in a separate sheet of paper.
Gather the needed information from the interview to supply answer/s to row 1 in the
table below, after which, fill out the second row with your PECs.
Personal
Entrepreneurial
Competencies
Characteristics
Attributes
Lifestyles
Skills
Traits
Successful
Entrepreneur in
the province
My PECs
Using the information on the table above, analyze and reflect on the similarities and
differences in your answers. Put your reflection on the table you copied in your
notebook or in a separate sheet of paper. Write your conclusion on the space
provided.
Personal
Entrepreneurial
Competencies
Similarities
Differences
Characteristics
Attributes
Lifestyles Skills
Traits
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Conclusion:
_
WHAT TO TRANSFER
After performing the activities on the importance of PECs, let’s determine how
much you have learned. Perform task 6 to determine how well you have understood
the lesson.
Task 6: Preparation of a Plan of Action
Directions: Use in a separate sheet of paper / in your notebook the information
generated from task 5 (Interview) and prepare an action plan that indicates alignment
of your PECs to the PECs of a successful entrepreneur in computer hardware
servicing in your province.
Objective
To align my
PECs with
the PECs of
a successful
entrepreneur
in Computer
Area
Activities
Strategies
Time
Frame
Expected
Outcome
Characteristics
Skills
Hardware
Servicing
Attribute
Traits
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Task 7: Essential Questions
Directions: Read and study the following questions below. You may use a separate
sheet of paper or your notebook to write your answers.
1. Why is there a need to compare and align one’s PECs with the PECs of a
successful entrepreneur?
.
2. How does your action plan help sustain your strong PECs and/or address
your development areas?
.
3. What plan of action will you utilize to address your development areas?
.
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GRADE: 11
SUBJECT TITLE: COMPUTER SYSTEM SERVICING
SEMESTER: 1ST
WEEK NO.: 2
ENVIRONMENT AND MARKET
INTRODUCTION
Aspiring entrepreneur need to explore the economic, cultural, and social
conditions prevailing in an area. Needs and wants of the people in a certain area that
are not met may be considered business opportunities. Identifying the needs of the
community, its resources, available raw materials, skills, and appropriate technology
can help a new entrepreneur seize business opportunities.
To be successful in any kind of business venture, potential entrepreneurs
should look closely at the environment and market. They should always be watchful of
existing opportunities and constraints, and to take calculated risks. The opportunities
in the business environment are factors that provide possibilities for a business to
expand and make more profit. Constraints, on the other hand, are factors that limit
business growth, hence reduce the chance of generating profit. One of the best ways
to evaluate opportunities and constraints is to conduct a Strengths, Weaknesses,
Opportunities and Threats (SWOT) Analysis.
SWOT Analysis is a managerial tool used to assess the environment. It is used
to gather important information which is then used in strategic planning. Strengths and
weaknesses are internal in an organization. They relate to resources owned by an
organization that you have control over and also the extent of its marketing.
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Opportunities and threats exist in the external environment. Opportunities relate to the market,
new technologies, and the external factors such as government policies, climate, and trends.
Threats replace what the competitors are doing. It also includes legal and other constraints.
Now that you have read some important considerations to explore to be
successful in any business, you are now ready to explore more about the environment
and market.
To begin with, let’s find out the competencies that you will master as you finish
this module.
OBJECTIVE
At the end of this module, you are expected to:





identify what is of “value” to the customer,
identify the customer to sell to,
explain what makes a product unique and competitive,
apply creativity and innovative techniques to develop marketable
products, and
employ a unique selling proposition (USP) to a product and/or
service.
Now that you have an idea about the things you will learn, take the first
challenge in this module – the pre-assessment.
Task 1: Multiple Choice
DIRECTIONS: Choose the letter of the best answer. Write your answer on a separate
sheet of paper.
1. It is generated by examining the goods and services sold in the community.
A. business creation
C. business concept
B. business pricing
D. business idea
2. It is a process of making new products which will be sold to the customers.
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A. product analysis
3.
4.
5.
6.
7.
C. product
development
B. product conceptualization
D. product
implementation
These are luxuries, advantages and desires that every individual considers
beyond necessary.
A. wants
C. requirements
B. desires
D. needs
It is a factor or consideration presented by a seller as the reason that a product
or service is different from and better than that of the competition.
A. unique selling plan
C. unique pricing
policy
B. unique selling proposition
D. finding value-added
A stage in which the needs of the target market are identified, reviewed, and
evaluated.
A. concept development
C. project development
B. economic analysis
D. refine specification
It is the introduction of new ideas to make the product and services more
attractive and saleable to the target customers.
A. new idea
C. product development
B. creativity
D. innovation
It is a managerial tool used to assess the environment and to gather
important information that can be used for strategic planning.
A. scanning
C. WOTS Analysis
B. SWOT Analysis
D. survey analysis
8. It is creating
names, symbol, or designs that identifies and
differentiates a product from the other products.
A. product naming
C. branding
B. unique selling proposition
D. tagline
9. It is a meaningful and unforgettable statement that captures the essence of
the brand.
A. product naming
C. branding
B. unique selling proposition
D. tagline
10. These are things that people cannot live without.
A. wants
C. requirements
B. desires
D. needs
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Task 2: Guide Questions:
Directions: Read and study the guide questions below.
sheet of paper to write your answer.
Use a separate
1. How does one determine the product or services to be produced and/or to be
provided to the target customers?
2. How does one select an entrepreneurial activity?
3. When can one say that a certain product has “value?”
4. Does applying creativity to your product or services important? Why?
5. How can one effectively respond to the needs of the target customer?
6. From the viewpoint of business owner, discuss the importance of scanning
the environment and market in generating business ideas.
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7. Using self-assessment, explain the level of your confidence in formulating a
business idea.
After all the guide questions are answered and skills have been mastered,
share insights/ideas with your classmates. Discuss your insights, personal knowledge,
and relevant experiences on the topic to make it more exciting and engaging.
Learning Goals and Target
After reading and understanding the objectives of this module and having gone
through the pre-assessment and guide questions, you will be asked to set your own
personal goals. These goals will urge you to further achieve the ultimate objective of
this module. In the end, these goals will motivate you to learn more about environment
and market.
Goals and
Targets
Learning
Activities
Ultimate Goal
Figure 2: Strategic process to reach the objectives of this module
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READING RESOURCES / INSTRUCTIONAL ACTIVITIES
After setting your own personal goals and targets in achieving the objectives of this
module, you will have the opportunity to read and learn more about environment and
market. You will also be given a chance to do practical exercises and activities to deepen
your understanding of the topic.
WHAT TO KNOW
Product Development
When we talk of product development, we are referring to a process of making a
new product to be sold by a business or enterprise to its customers. Product development
may involve modification of an existing product or its presentation, or formulation of an
entirely new product that satisfies a newly-defined customer’s needs, wants and/or a
market place.
The term development in this module refers collectively to the entire process of
identifying a market opportunity, creating a product to appeal to the identified market, and
testing, modifying, and refining the product until it becomes ready for production.
There are basic, yet vital questions that you can ask yourself about product
development. When you find acceptable answers to them, you may now say that you are
ready to develop a product and/or render services.
These questions include the following:
1.
2.
3.
For whom are the product/services aimed at?
What benefit will the customers expect from product/service?
How will the product/service differ from the existing brand? From its
competitor?
In addition, needs and wants of the people within an area should also be taken into
big consideration. Everyone has his/her own needs and wants. However, each person has
different concepts of needs and wants. Needs in business are the important things that an
individual cannot live without in a society. These include:
1.
2.
3.
4.
basic commodities for consumption,
clothing and other personal belongings,
shelter, sanitation and health, and
education.
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Basic needs are essential to an individual to live with dignity and pride in a
community. These needs can obviously help you generate business ideas and
subsequently to product development.
Wants are desires, luxury and extravagance that signify wealth and expensive
way of living. Wants or desires are considered above all the basic necessities of life.
Some examples of wants or desires are: fashion accessories, expensive shoes and
clothes, travels, eating in an expensive restaurant, watching movies, concerts, having
luxurious cars, wearing expensive jewelry and perfume, living in impressive homes,
among others.
Needs and wants of people are the basic indicators of the kind of business that
you may engage in because it can serve as the measure of your success. Some other
points that might be considered in business undertakings are the kind of people, their
needs, wants, lifestyle, culture and tradition, and their social orientation.
To summarize, product development entirely depends on the needs and wants
of the customers. Another important issue to deal with is the key concepts of
developing a product. The succeeding topic shall enlighten you about the procedure
in coming up with a product.
Concepts of Developing a Product
Concept development is a critical phase in the development of a product. In
this stage, the needs of the target market are identified, and competitive products are
reviewed before the product specifications are defined. The product concept is
selected along with an economic analysis to come up with an outline of how a product
is being developed. Figure 3 shows the stages of concept development of a product.
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Identify
Customer
Needs
Establish
Target
Specifications
Generate
Product
Concepts
Analyze
Competitive
Products
Select a
Product
Concept
Refine
Specifications
Perform
Economic
Analysis
Plan
Remaining
Development
Project
Concept
Development
Figure 3: Stages of Concept Development The
process of product development follows the following stages:
1. Identify customer needs: Using survey forms, interviews, researches, focus
group discussions, and observations, an entrepreneur can easily identify
customers’ needs and wants. In this stage, the information that can be possibly
gathered are product specifications (performance, taste, size, color, shape, life
span of the product, etc.). This stage is very important because it would
determine the product to be produced or provided.
2. Establish target specifications: Based on customers' needs and reviews of
competitive products, you can now establish target specifications of the
prospective new product and/or services. A target specification is essentially a
wish-list.
3. Analyze competitive products: It is imperative to analyze existing competitive
products to provide important information in establishing product or service
specifications. Other products may exhibit successful design attributes that
should be emulated or improved upon in the new product or service.
4. Generate product concepts: After having gone through with the previous
processes, you may now develop a number of product
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concepts to illustrate the types of products or services that are technically
feasible and will best meet the requirements of the target specifications.
5. Select a product concept: Through the process of evaluation between
attributes, a final concept is selected. After the final selection, additional market
research can be applied to obtain feedback from certain key customers.
6. Refine product specifications: In this stage, product or services specifications
are refined on the basis of input from the foregoing activities. Final specifications
are the result of extensive study, expected service life, projected selling price
among others are being considered in this stage.
7. Perform economic analysis: Throughout the process of product development,
it is very important to always review and estimate the economic implications
regarding development expenses, manufacturing costs, and selling price of the
product or services to be offered or provided.
8. Plan the remaining development project: In this final stage of concept
development, you can prepare a detailed development plan which includes list
of activities, necessary resources and expenses, and development schedule with
milestones for tracking progress.
Finding Value
People buy for a reason. There should be something in your product or service
that would give consumers a good reason to go back and buy more. There must be
something that will make you the best option for target customers; otherwise, they
have no reason to buy what you are selling. This implies further, that you offer
something to your customers that will make them value your product or service.
The value you incorporate in your product is called value proposition. Value
proposition is a believable collection of the most persuasive reasons why people
should notice you and take the action you’re asking for. It is what gets people moving,
what makes people spend for your product or service.
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Innovation
Innovation is the introduction of something new in your product or service. This
may be a new idea, a new method, or a new device. If you want to increase your sales
and profit, you must innovate. Some of the possible innovations for your products are
change of packaging, improvement of taste, color, size, shape, and perhaps price.
Some of the possible innovations in providing services are application of new and
improved methods, additional featured services, and possibly freebies.
Unique Selling Proposition (USP)
Unique Selling Proposition is the factor or consideration presented by a seller
as the reason that one product or service is different from and better than that of the
competition. Before you can begin to sell your product or service to your target
customers, you have to sell yourself in it. This is especially important when your
product or service is similar to your competitors.
USP requires careful analysis of other businesses' ads and marketing
messages. If you analyze what they say or what they sell, not just their product or
service characteristics, you can learn a great deal about how companies distinguish
themselves from competitors.
Here's how to discover your USP and how to use it to increase your sales and profit:

Use empathy: Put yourself in the shoes of your customers. Always focus on
the needs of the target customers and forget falling in love with your own
product or service. Always remember, you are making/providing this product
not for yourself but for the target customers to eventually increase sales and
earn profit. Essential question such as what could make them come back and
ignore competition, should be asked to oneself. Most possible answers may be
focused on quality, availability, convenience, cleanliness, and reliability of the
product or service.

Identify customer’s desires. It is very important for you to understand and
find out what drives and motivates your customers to buy your product or
service. Make some effort to find out, analyze and utilize the information that
motivates the customers in their decision to purchase the product or service
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Discover customer’s genuine reasons for buying the product. Information is very
important in decision making. A competitive entrepreneur always improve their products
or services to provide satisfaction and of course retention of customers. As your business
grows, you should always consider the process of asking your customers important
information and questions that you can use to improve your product or service.
WHAT TO PROCESS
To enhance your understanding of the topic previously presented, you will be
tasked to form a group and arrange an interview with a successful entrepreneur or
practitioner. You have to document this interview and present this to the whole class
for reflection and appreciation.
Task 3: Interview
Directions: Select a successful entrepreneur or practitioner. Conduct an interview
using the set of questions below. Document the interview and present it to the class.
Use a separate sheet of paper.
1. How did you identify your customers?
2. What were your considerations in selecting your customers?
3. Explain how your product or service became unique to other products.
4. Did you consult somebody before you engaged in this business? Cite /
give sample insights that you gained from the consultation.
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5. What were your preparations before you started the actual business?
6. What creative and innovative techniques did you adapt in the development of
your product or service? What was the effect of the innovative techniques to
the sales and profits of your business?
7. What strategy did you consider to create a unique selling proposition to your
product or service?
WHAT TO REFLECT / UNDERSTAND
Task 4: Browsing the Internet
Directions: To deepen your understanding of the lesson, perform the
following tasks:
1. Browse the internet and view the topics related to:
a. customers’ needs and wants
b. techniques in identifying customers’ needs and wants
c. creativity or innovations in products and services
d. unique selling proposition
e. product development
2. Prepare a short narrative report about these topics and discuss it to the class.
You can highlight the aspect that intensifies your knowledge of product
development.
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WHAT TO TRANSFER
Task 5: Product Conceptualization
Directions: In a separate sheet of paper or in your notebook. Develop your own concept of your
product or service by using the figures on this page. Use bullets in every stage of product
conceptualization in listing important key ideas.
1. Identify
Customers Need
7. Prepare a
2. Target
Development Plan
Specifications
-
-
-
-
-
-
-
3. Analyze a
6. Refine Product
Specification
-
Competitive
Product
-
5. Select A product
4. Generate Product
Concept
Concept
-
-
-
-
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WHAT TO KNOW
Generating Ideas for Business
The process of developing and generating a business idea is not a simple
process. Some people come up with a bunch of business ideas that are not really
feasible. There are two problems that arise; first is the excessive generation of ideas
that can forever remain as a dreaming stage and the second is when they don’t have
ideas and don’t want to become entrepreneurs.
The most optimal way is to have a systematic approach in generating and
selecting a business idea that can be transformed into a real business. Here are some
basic yet very important considerations that can be used to generate possible ideas
for business:
1. Examine existing goods and services. Are you satisfied with the product? What
do other people who use the product say about it? How can it be improved? There
are many ways of improving a product from the way it is made to the way it is
packed and sold. You can also improve the materials used in crafting the product.
In addition, you can introduce new ways of using the product, making it more useful
and adaptable to the customers’ many needs. When you are improving the product
or enhancing it, you are doing an innovation. You can also do an invention by
introducing an entirely new product to replace the old one.
Business ideas may also be generated by examining what goods and services are
sold outside the community. Very often, these products are sold in a form that can
still be enhanced or improved.
Examine the present and future needs. Look and listen to what the
customers, institutions, and communities are missing in terms of goods and
services. Sometimes, these needs are already obvious and identified right away.
Other needs are not that obvious because they can only be identified later on, in
the event of certain development in the community. For example, a province will
have its electrification facility in the next six months. Only by that time will the
entrepreneur could think of electrically powered or generated business such as photo
copying, computer service, digital printing, etc.
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2. Examine how the needs are being satisfied. Needs for the products and
services are referred to as market demand. To satisfy these needs is to supply the
products and services that meet the demands of the market. The term market
refers to whoever will use or buy the products or services, and these may be people
or institutions such as other businesses, establishments, organizations, or
government agencies.
There is a very good business opportunity when there is absolutely no supply to a
pressing market demand.
Businesses or industries in the locality also have needs for goods and services.
Their needs for raw materials, maintenance, and other services such as selling
and distribution are good sources of ideas for business.
3. Examine the available resources. Observe what materials or skills are available
in abundance in your area. A business can be started out of available raw materials
by selling them in raw form and by processing and manufacturing them into
finished products. For example, in a copra- producing town, there will be many
coconut husks and shells available as “waste” products. These can be collected
and made into coco rags or doormats and charcoal bricks and sold profitably
outside the community.
A group of people in your neighborhood may have some special skills that can be
harnessed for business. For example, women in the Mountain Province possess
loom weaving skills that have been passed on from one generation to another.
Some communities set up weaving businesses to produce blankets, decorative,
and various souvenir items for sale to tourists and lowlanders.
Business ideas can come from your own skills. The work and experience you may
have in agricultural arts, industrial arts, home economics, or ICT classes will
provide you with business opportunities to acquire the needed skills which will earn
you extra income should you decide to engage in income-generating activities.
With your skills, you may also tinker around with various things in your spare time.
Many products are invented this way.
4. Read magazines, news articles, and other publications on new products
and techniques or advances in technology. You can pick up new business
ideas from magazines such as Newsweek, Reader’s Digest, Business
Magazines, “Go Negosyo”, Know About Business (KAB) materials, and SmallIndustry Journal. The Internet also serves as a library where you may browse
and surf on possible businesses. It will also guide you on how to put the right
product in the right place, at the right price, and at the right time.
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Key Concepts of Selecting a Business Idea
Once you have identified business opportunities, you will eventually see that
there are many possibilities available for you. It is very unlikely that you will have
enough resources to pursue all of them at once.
You have to select the most promising one among hundreds of ideas. It will be
good to do this in stages. In the first stage, you screen your ideas to narrow them down
to about few choices. In the next stage, trim down the choices to two options. In the
final stage, choose between the two and decide which business idea is worth
pursuing.
In screening your ideas, examine each one in terms of the following guide
questions:
1. How much capital is needed to put up the business?
2. Where should the business be located?
3. How big is the demand for the product? Do many people need this
4.
5.
6.
7.
product and will continue to need it for a long time?
How is the demand met? Who are processing the products to meet the
needs (competition or demand)? How much of the need is now being met
(supply)?
Do you have the background and experiences needed to run this
particular business?
Will the business be legal and not against any existing or foreseeable
government regulation?
Is the business in line with your interest and expertise?
Your answers to these questions will be helpful in screening which ones among
your many ideas are worth examining further and worth pursuing.
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Branding
Branding is a marketing practice of creating a name, a symbol or design that
identifies and differentiates product or services from the rest. It is also a promise to
your customers. It tells them what they can expect from your product or service and it
differentiates your offerings from other competitors. Your brand is derived from who
you are, who you want to be and what people perceive you to be.
Branding is one of the most important aspects in any business. An effective
brand strategy gives you a major edge in increasingly competitive markets.
A good product can:
-
deliver message clearly,
confirm credibility,
connect to target prospect,
motivate buyers, and
concretize user loyalty.
Here are simple tips to publicize your brand:

Develop a tagline. Write a statement that is meaningful, impressive, and
easy to remember to capture the essence of your brand.

Design a logo. Create a logo symbolic of your business and consistent
with your tagline and displace it strategically.

Write a brand message. Select a key message to communicate about
your brand.

Sustain a brand quality. Deliver a promise of quality through your brand.

Practice consistency. Be reliable and consistent to what your brand
means in your business.
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WHAT TO PROCESS
In generating a business idea, you should first identify the type of business
suited to your business idea. You should analyze and scan the potential environment,
study the marketing practices and strategies of your competitors, analyze strengths,
weaknesses, opportunities, and threats in your environment to ensure that the
products or services you are planning to offer will be patronized and within easy reach
of target consumers.
How to conduct SWOT Analysis:

Be realistic about the strengths and weaknesses of your business when
conducting SWOT Analysis.

SWOT Analysis should distinguish between where your business is today,
and where it can be in the future.
SWOT Analysis should always be specific. Avoid any gray areas.


Always apply SWOT Analysis in relation
i.e. better than or worse than your competition.
to
your
competition,

Keep your SWOT Analysis short and simple. Avoid complexity and over
analysis.

SWOT Analysis is subjective.
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Task 6: SWOT Analysis
Directions: In a separate sheet of paper or in your notebook list down all your
observations for your business idea. Categorize your observations according to
strengths, weakness, opportunities and treats. After carefully listing them down, use
the stated strategies to come up with a sound analysis, activities and best business
idea.
Strength (S)
-
Weaknesses (W)
-
Opportunities (O)
-
Threats (T)
-
Strategies:
SW - Maximize on the Strengths to overcome the internal Weakness.
OW - Capitalize on the Opportunities to eliminate the internal
Weakness.
ST
OT
- Maximize on your Strengths to eliminate the external Threats.
- Take advantage of the available Opportunities to eliminate the
external Threats.
Analysis:
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Activities:
My Best Business Idea:
WHAT TO RELFLECT / UNDERSTAND
To deepen your understanding of the topics previously discussed, you will be
asked to perform the following activities:
Task 7: Extra Reading and Video Viewing
Reading books and watching videos have been considered as some of the
most effective educational activities that can help learners broaden their
understanding on a certain topic. In this particular task, you will be asked to conduct
extra reading and video viewing on the Internet with the following topics:
A.
B.
C.
D.
Steps in selecting a business idea
Criteria of a viable business idea
Benefits of a good brand
Ways on developing a brand
After successfully performing the assigned task, make a narrative report
about it and share it with the class.
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Task 8: Designing a Logo
Directions: In a separate sheet of paper or in your notebook draw a logo that you will
use in your business. Provide a simple statement to describe your logo.
Logo
Task 9: Making My Own Vicinity Map
Directions: In a separate sheet of paper or in your notebook draw a vicinity map
reflective of potential market in Computer System Servicing in your province. Provide
a simple statement to describe your map.
Vicinity Map
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GRADE: 11
SUBJECT TITLE: COMPUTER SYSTEM SERVICING
SEMESTER: 1ST
WEEK NO.: 3
LESSON 1: APPLYING QUALITY STANDARDS (AQS)
INTRODUCTION:
This module contains information and suggested learning activities on Computer
Hardware 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 Hardware 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
LO2
Assess Condition of Received Equipment
Assess own work
LO3
Validate one’s work for 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 a computer system.
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.
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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
Learning Outcome #1: Assess Condition of Received Equipment
ASSESSMENT CRITERIA:
1. Work instruction is obtained and work is carried out in accordance with the
standard operating procedures.
2. Received materials are checked base on the workplace standards
3.
4.
5.
6.
and specifications.
Faulty materials related to work are identified and isolated.
Faults and any identified causes are recorded and/or reported to the concerned
person-in-authority in accordance with the workplace procedures.
Faulty materials are replaced in accordance with workplace standard
operating procedures (SOP).
Safety precautions are observed at all times.
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 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.
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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
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.
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.
 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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I.
SELF CHECK 1.1
Enumerate the following. Use a separate sheet of paper in answering.
1. Give three factors to be considered when choosing the right material?
2. Give three characteristic of materials to be used for specific project?
II.
What Good Quality means?
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:
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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.
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
08-29-2020
O.R. #
Item Name
Quantity
QR#12345
RAM
1
Signature
Quality
Checker
1
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Example of Assessment of Materials Received (to be completed by the Quality checker)
Quality Checker:
Item Name
RAM
Date:
Total no. in
Good
Condition
1
Total no.
of Errors
1
Comments
NEED FOR
REPLACEMENT
ACTIVITY SHEET 1.1.1
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, 2008
- 5 Hard disk, 2 128MB SDRAM memory chips
- Received from Jun Salcedo (PC chain), OR #20256
- Found out that 1 Hard disk has error need for replacement
2.
- June 15, 2008
- Refill ink cartridge from STARINK Shop, OR# 5623
3. - June 20, 2008
- 10 PS/2 keyboard, 10 Optic mouse, 2 power supply
- Received from Allan Rivera (Octagon), OR#12544
- 3 defective keyboard need replacement
4. - June 28, 2008
- 2 CD-Rom drive
- Received from Jun Salcedo (PC Chain), OR#20400
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Learning Outcome #2: Assess Own Work
ASSESSMENT CRITERIA:
1.
2.
3.
4.
Work performance is documented in accordance with workplace procedures.
Completed work is checked against workplace standards.
Errors are identified and corrected.
In case of deviations from specific quality standards causes are documented and
reported in accordance with the workplace’s standard operating procedures.
INFORMATION SHEET 1.2.1
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
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ELEMENT
PERFORMANCE CRITERIA
1. Identify hazards and
1.1 Identify hazards in the work area and
assess risk.
during the performance of workplace
duties.
Assess level of risk
2. Follow procedures and
2.1 Report hazards in the work area to
strategies for
designated
risk control.
personnel 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
3. Contribute to OHS in the
workplace.
of responsibilities and competencies,
follow workplace procedures for
dealing with hazards and incidents, fire
and/or other emergencies.
3.1 Describe employee rights 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
Work instruction may be:
procedures to control risks in
accordance with organisational
procedures
Verbal
Written
In English
Controlling risks in the work
area may include:
In a community language
Provided visually eg. video, OHS
signs, symbols and other pictorial,
presentation, etc.
Application of the hierarchy of control,
namely:
Eliminate the risk
Reduce/minimise the risk
through
Engineering
controls
Administrative controls
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.
Personal protective equipment
Reports identifying workplace
hazards may be verbal or
written and may include:
Face to face
Phone
messages
Notes
Memos
Specially designed report forms
Hazards identified
Problems encountered in
managing risks associated with
hazards
Examples of OHS issues which
may need to be raised by
workers with designated
personnel may include:
Clarification on understanding of OHS
policies and procedures
Communication and consultation
processes
TYPES
WORK-
Examples of contributions may
include:
Follow up on reports and
feedback.
Effectiveness of risk controls in place
Recommendations on changes to work
processes, equipment or practices
AND
Listening to the ideas and opinions of
others in the team
Sharing opinions, views, knowledge
and skills
Identifying and reporting
risks and hazards
Using equipment according to guidelines
and operating manuals
RELATED ERRORS
A. Quantity of work (untimely completion, limited production)
1.
2.
3.
4.
Poor prioritizing, timing, scheduling
Lost time

Tardiness, absenteeism, leaving without permission

Excessive visiting, phone use, break time, use of the Internet

Misuse of sick leave
Slow response to work requests, untimely completion of assignments
Preventable accidents
B. Quality of work (failure to meet quality standards)
1.
2.
3.
Inaccuracies, errors
Failure to meet expectations for product quality, cost or service.
Customer/client dissatisfaction
4.
Spoilage and/or waste of materials
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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
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SELF CHEEK 1.2.1
I. Write QN if the statement affects the quantity of work and QL if the statement affects the
quality of work. Write your answer on the space provided before each number.
1. Poor scheduling of work
2. Failure to meet expectations for product quality, cost or service
3. Customer/client dissatisfaction
4. Preventable accidents
5. Misuse of sick leave
6. Tardiness
7. Slow response to work requests
8. Break time
9. Excessive visiting
10. Spoilage and/or waste of materials
II. 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.
III. What is Workplace Procedure?
Use a T-Chart to compare and contrast the activities of the student inside the
classroom against workplace procedure. Write your answer on a sheet of paper.
Similaritis
Differene
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GRADE: 11
SUBJECT TITLE: COMPUTER SYSTEM SRVICING
SEMESTER: 1ST
WEEK NO.: 4
INFORMATION SHEET 1.2.2
Quality Standard
Standards are sets of rules that outline specification of dimensions, design of operation,
materials and performance, or describe quality of materials, products or systems. These
standards should cover the performance expectations of the product for particular
applications. The intent of standards is to provide at least minimum quality, safety or
performance specifications so as to ensure relatively uniform products and performance, and
to remove ambiguity as to the suitability of certain commercial products for particular
applications. Following standards may reduce the risk of error in working.
Specific quality standards for:
1. Hardware
The durability of the work depends on the quality of its
component parts and the assembly skills of those who install it. If the best-quality products
or hardware are used but are installed
incorrectly, the system will be a failure.
The application of suitable hardware and products must be supported by adequate
levels of training of person who use them so that they can identify and use only appropriate
products.
In judging a product or hardware, the person must consider factors such as the following:

Is the product or hardware under consideration suitable for the application or
purpose?

Will it be harmful to the health of the community in its normal use?

Is there a risk of this hardware being released into the environment (e.g. the
water) in the first instance or after the working life of the product or hardware has
expired?
2. Production Process
In production process, checking of quality assurance must be highly considered.
Quality assurance covers all activities from design, development, production, installation,
servicing and documentation. This introduced the rules: "fit for purpose" and "do it right the
first time". It includes the regulation of the quality of raw materials, assemblies, products and
components; services related to production; and management, production, and inspection
processes.
A. FAILURE TESTING
A valuable process to perform on a whole consumer product is failure testing, the
operation of a product until it fails, often under stresses such as increasing vibration,
temperature and humidity. This exposes many unanticipated weaknesses in a product, and the
data is used to drive engineering and manufacturing process improvements.
B. STATISTICAL CONTROL
Many organizations use statistical process control to bring the organization to Six
Sigma levels of quality, in other words, so that the likelihood of an unexpected failure is
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confined to six standard deviations on the normal distribution. Traditional statistical process
controls in manufacturing operations usually proceed by randomly sampling and testing a
fraction of the output.
The company-wide quality approach places an emphasis on three aspects:
1. Elements such as controls, job management, adequate processes, performance and integrity
criteria and identification of records
2. Competence such as knowledge, skills, experience and qualifications
3. Soft elements, such as personnel integrity, confidence,
team spirit and quality relationships.
organizational culture, motivation,
The quality of the outputs is at risk if any of these three aspects are deficient in any way.
A. TOTAL QUALITY CONTROL
Total Quality Control is the most necessary inspection control of all in cases where,
despite statistical quality control techniques or quality improvements implemented, sales
decrease.
As the most important factor had been ignored, a few refinements had to be introduced:
1. Marketing had to carry out their work properly and define the customer’s specifications.
2. Specifications had to be defined to conform to these requirements.
3. Conformance to specifications i.e. drawings, standards and other relevant
documents, were introduced during manufacturing, planning and control.
4. Management had to confirm all operators are equal to the work imposed on them and
holidays, celebrations and disputes did not affect any of
the quality levels.
5. Inspections and tests were carried out, and all
components and materials, bought in or otherwise,
conformed to the specifications, and the measuring
equipment was accurate, this is the responsibility of
the QA/QC department.
6. Any complaints received from the customers were satisfactorily dealt with in a timely
manner.
7. Feedback from the user/customer is used to review designs.
8. Consistent data recording and assessment and documentation integrity.
9. Product and/or process change management and notification.
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To conclude, the above forms are the basis from which the philosophy of Quality Assurance has evolved,
and the achievement of quality or the “fitness-for-purpose” is “Quality Awareness” throughout the
company.
4. Final Product
Table 1.2.1 shows the Quality System Elements required by ISO 9000 in the making
of the final product.
Table 1.2.2 Quality System Elements.
1
Quality System
Requirements
Management
responsibility
2
Quality system
3
Contract Review
4
Product development
5
Document control
6
Purchasing
7
Product identification and
traceability
8
Process control
9
Inspection and testing
10 Inspection, measuring and
test equipment
11 Inspection and test status
12 Control of non- conforming
products
13 Corrective actions
14 Handling, storage
packaging and delivery
Contents
Define and document commitment, policy and objec- tives,
responsibility and authority, verification resources and
personnel. Appoint a management representative and
conduct
regular reviews of the system
Establish and maintain a documented quality system
ensuring that products conform to specified requirements
Ensure that customer's contractual requirements are
evaluated and met
Plan, control and verify product development to ensure
that specified requirements are met
System for control and identification of all documents
regarding quality, e.g. procedures, instructions, and
specifications
Ensure that purchased products conform to
specified requirements
System to identify and control traceability of product at all
stages from raw materials through production to the final
product as delivered to the customer
Ensure and plan the control of production which direct- ly
effects quality by documented work instructions, monitoring and
control
of processes
Inspect and test incoming products, intermediate and final
product; establish product conformance to specified
requirements and identify non-conforming pro- ducts;
maintain inspection and test records
Selection and control of equipment to ensure reliability
and accuracy in measuring data
For the whole process the products shall be identified and
clearly marked concerning test status, including indication of
conformance or non-conformance
Identification, documentation, evaluation, isolation (if
possible) and disposition of non-conforming products
Prevention of reoccurrence of failures (non-conformance)
Protection of the quality of the product during hand- ling,
storage, packaging and delivery
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15 Quality records
16 Internal Quality Audits
17 Training
18 Cleaning and Disinfection
Records, including those which demonstrate that the
specified requirements have been met, shall be controlled and maintained
Regular, planned internal audits shall be carried out,
documented and recorded to verify the effectiveness of
the quality system
Training requirements at all levels shall be identified and
the training planned, conducted and recorded
Although not required by the ISO 9000 standards, these
two points should be given special attention in all food
companies
19 Personal hygiene
. Customer Service
According to Turban et al, 2002, “Customer service is a series of activities designed to enhance
the level of customer’s satisfaction – that is, the feeling that a product or service has met the
customer’s expectation”. Its importance varies by product, industry and customer.
SELF CHECK 1.2.2
Quality Standards
I. Write T if the statement is correct and F if the otherwise.
1. Standards are set of rules that describe quality of materials, product or system.
2. Quality assurance does not cover all the activities from design, development,
up to documentation.
3. Customer service is a series of activities designed to enhance the level of
customer satisfaction.
4. Customer service is not important in the company’s customer value proposition.
5. The durability of the work do not depend on the skills of those who install it.
ACTIVITY SHEET 1.2.2
1. Group yourselves into six members.
2. Conduct a Simulation on: “Production Process and Customer
Service” In this activity you will be rated according to the following:
Descriptive Criteria
Scoring Criteria
Excellently done
5
Very Satisfactorily done
3-4
Satisfactorily done
1-2
Unsatisfactorily done
0
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Learning Outcome #3: Validate One’s Work for Quality Improvement
ASSESSMENT CRITERIA:
1. Work is carried out in accordance with process improvement procedures.
2. Performance of operation or quality of service is monitored to ensure customer
satisfaction.
INFORMATION SHEET 1.2.2
Quality Improvement
In technical usage, quality can have two meanings:
1. the characteristics of a product or service that bear on its ability to satisfy stated or
implied needs.
2. a product or service free of deficiencies.
The quality of a product or service refers to the perception of the degree to which the
product or service meets the customer's expectations. Quality has no specific meaning unless
related to a specific function and/or object. Quality is a perceptual, conditional and somewhat
subjective attribute.
The dimensions of quality refer to the attributes that quality achieves in Operations
Management:
Quality <-> Dependability <-> Speed <-> Flexibility <-> Cost
Quality supports dependability
Dependability supports Speed
Speed supports Flexibility
Flexibility supports Cost.
In the manufacturing industry it is commonly stated that “Quality drives productivity.” Improved productivity
is a source of greater revenues, employment opportunities and technological advances. The best way to
think about quality is in process control. If the process is under control, inspection is not necessary.
However, there is one characteristic of modern quality that is universal. In the past, when we tried to
improve quality, typically defined as producing fewer defective parts, we did so at the expense of
increased cost, increased task time, longer cycle time, etc.
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FLOWCHARTS
Flowcharts describe a process in as much detail as
possible by graphically displaying the steps in proper
sequence. A good flowchart should show all process steps
under analysis by the quality improvement team, identify
critical process points for control, suggest areas for further
improvement, and help explain and solve a problem.
Flowcharts can be simple, such as the one featured
in Figure 2, or they can be made up of numerous boxes,
symbols, and if/then directional steps. In more complex
versions, flowcharts indicate the process steps in the
appropriate sequence, the conditions in those steps, and
the related constraints by using elements such as arrows,
yes/no choices, or if/then statements.
Figure 2. A basic production process
flowchart displays several paths a part can
travel from the time it hits the receiving
dock to final shipping.
CHECK SHEETS
Check sheets help organize data by category. They show how many times each particular value occurs,
and their information is increasingly helpful as more data are collected. More than 50 observations should
be available to be charted for this tool to be really useful. Check sheets minimize clerical work since the
operator merely adds a mark to the tally on the prepared sheet rather than writing out a figure (Figure 3).
By showing the frequency of a particular defect (e.g., in a molded part) and how often it occurs in a specific
location, check sheets help operators spot problems. The check sheet example shows a list of molded part
defects on a production line covering a week's time. One can easily see where to set priorities based on
results shown on this check sheet. Assuming the production flow is the same on each day, the part with
the largest number of defects carries the highest priority for correction.
Figure-3. Because it clearly organizes data, a check sheet is the easiest way to track
information.
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PARETO DIAGRAMS
The Pareto diagram is named after Vilfredo Pareto, a 19th-century Italian economist. are caused by 20%
of the potential sources.
A Pareto diagram puts data in a hierarchical order (Figure 4), which
allows the most significant problems to be corrected first. The Pareto
analysis technique is used primarily to identify and evaluate
nonconformities, although it can summarize all types of data. It is
perhaps the diagram most often used in management presentations.
To create a Pareto diagram, the operator collects random data,
regroups the categories in order of frequency, and creates a bar
graph based on the results.
Figure 4. By rearranging random data, a Pareto diagram identifies
and ranks nonconformities in the quality process in descending
order.
CAUSE AND EFFECT DIAGRAMS
The cause and effect diagram is sometimes called an Ishikawa diagram after its inventor. It is also known
as a fish bone diagram because of its shape. A cause and effect diagram describes a relationship between
variables. The undesirable outcome is shown as effect, and related causes are shown leading to, the said
effect. This popular tool has one severe limitation, however, in that users can overlook important, complex
interactions between causes. Thus, if a problem is caused by a combination of factors, it is difficult to use
this tool to depict and solve it.
Figure 5. Fish bone diagrams display the various possible causes of the final effect.
Futher Analysis can prioritize them.
A fish bone diagram displays all contributing factors and their relationships to the outcome to identify areas
where data should be collected and analyzed. The major areas of potential causes are shown as the main
bones, Later, the subareas are depicted. Thorough analysis of each cause can eliminate causes one by
one, and the most probable root cause can be selected for corrective action. Quantitative information can
also be used to prioritize means for improvement, whether it be to machine, design, or operator.
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HISTOGRAMS
The histogram plots data in a frequency distribution table. What
distinguishes the histogram from a check sheet is that its data are
grouped into rows so that the identity of individual values is lost.
Commonly used to present quality improvement data, histograms
work best with small amounts of data that vary considerably. When
used in process capability studies, histograms can display
specification limits to show what portion of the data does not meet
the specifications.
The histogram plots data in a frequency distribution table. What
distinguishes the histogram from a check sheet is that its data are
grouped into rows so that the identity of individual values is lost.
Commonly used to present quality improvement data, histograms
work best with small amounts of data that vary considerably.
Figure 6. A histogram is an easy way to see the distribution of the data, its average, and variability
SCATTER DIAGRAMS
A scatter diagram shows how two variables are related
and is thus used to test for cause and effect relationships. It
cannot prove that one variable causes the change in the other,
only that a relationship exists and how strong it is. In a scatter
diagram, the horizontal (x) axis represents the measurement
values of one variable, and the vertical (y) axis represents the
measurements of the second variable. Figure 7 shows part
clearance values on the x-axis and the corresponding
quantitative measurement values on the y-axis.
Figure 7. The plotted data points in a scatter diagram
show the relationship between two variables.
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SELF CHECK 1.3.1
I. Define the following.
1. Quality
2. Flow Chart
3. Check Sheet
4. Pareto Diagram
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