Mother of Mercy Academy  Purok 6 Pob.

Barobo, Surigao del

Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

COMPUTER SYSTEMS SERVICING 1

WEEK 1
Self-Learning Module

Lesson 1: Basic CSS Concept

Subject Description:
The COMPUTER SYSTEMS SERVICING NC II Qualification consists of competencies that
must possess to enable to install and configure computers systems, set-up computer networks and
servers and to maintain and repair computer systems and networks.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in
computer system servicing.

Topic Title:
1. Basic concepts in computer systems servicing
2. Relevance of the course
3. Career opportunities

Objectives:
1. Explain basic concepts in computer systems servicing
2. Discuss the relevance of the course
3. Explore career opportunities in computer systems servicing

Discussion:
Basic Concepts of Computer Systems Servicing NC II

This course is designed to develop knowledge, skills, and attitudes of a Computer Service
Technician in accordance with industry standards.

COMPUTER SYSTEMS SERVICING National Certificate II

1. Basic competencies
2. Common Competencies
3. Core Competencies

1. Basic competencies
 Participate in workplace communication
 Work in a team environment
 Practice career professionalism
 Practice occupational health and safety procedures

2. Common Competencies
 Apply quality standards
 Perform computer operations
 Perform mensuration and calculation

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Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

 Prepare and interpret technical drawing

 Use hand tools
 Terminate and connect electrical wiring and electronic circuits
 Test electronic components

3. Core Competencies
 Install and configure computer systems
 Set-up Computer Networks
 Set-up Computer Servers
 Maintain and Repair Computer Systems
 and Networks

Relevance of the Course

In a world where almost every activity is assisted by technology, it’s no wonder that most business
ventures are somewhat related to information technology.

One of the businesses that was able to make its mark is computer hardware servicing.

This industry who’s main line of business is to sell computer hardware systems and components, as
well as servicing in the installation of computer systems and networks.

The important topics that will be discussed in this course are as follows:
1. Basic concepts of CSS business – this will tackle all the necessary information and facts about a
computer hardware servicing business.

2. Opportunities in a CSS business– this will discuss the different prospects that are available for a
CSS business.

3. Assess your own CSS competencies – being able to assess one’s competencies will help
determine whether an aspiring entrepreneur in the CSS business will be able to manage it
correctly.

4. Assess the practitioner’s CSS competencies – this refers to the CSS knowledge and skills of those
people who are already engaged into a similar line of business that an aspiring individual would
want to venture.

5. Compare the practitioner’s CSS Competencies – this topic discusses the careful comparison of the
CSS competencies an individual possess with those of an actual practitioner in the same line of
business.
6. Aligning of your CSS competencies – this topic is intended to streamline whatever CSS
competencies an individual possesses to fully utilize them in establishing a computer hardware
servicing business.

The mentioned topics explains how relevant this course is in the establishment of a computer
hardware servicing business. An individual who is determined to come up with a CSS business that will

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

surely be successful must be able to grasp the ideologies and principles that will be discuss in this
course.

Activity 1: True or False. Write T if the sentence is correct; otherwise, write F on the space before each
item.
1. The hardware needs maintenance service to repair normal wear and tear and
emergency services.

2. All data processing equipment will have some degree of failure.

3. Network infrastructures don’t need maintenance.

4. Software suffers “wear and tear.”

5. Repair calls tend to occur only most frequently when the equipment item is
approaching the end its useful life.
6. A person who has achieved Computer Qualification is competent to be
computer service technician or a computer repairman.
7. Correcting defects or “bugs” is one of the major and most immediate reasons
to provide for hardware maintenance.
8. Upon the completion of this course, you are expected to
1.) install computer systems and networks; and
2.) diagnose and troubleshoot computer systems.

9. Software also needs maintenance.

10. Learners of hardware servicing are a crucial link in the emergency response
process.

Opportunities of Computer Systems Servicing NCII as a Career

 The Computer Systems Servicing National Certificate Level II (NC II) Qualification consists of
competencies that must have to allow making a diagnosing and troubleshooting problems in PC
systems, software restoring parts, and making the system back to normal function. A person who
has achieved this qualification is competent to be:

 Computer Service and Repair Technician – install, maintain and repair computer systems and
equipment.
o For many, this is the entry point for a career in the computer/information field. The
responsibilities of a computer service and repair technician include a variety of duties.

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

 IT Technical Support Officer – monitors and maintains the computer systems and networks of an
organization. They may install and configure computer systems, diagnose hardware and software
faults and solve technical and applications problems

 Technical Support Representative – answers questions from computer users and solves problems
with the installation or operation of software.

 Computer Hardware Specialist – set up equipment for employee use, performing or ensuring
proper installation of cable, operating systems, and appropriate software

Because the computer field is changing rapidly, they must work to remain abreast of current
technology and become aware of future developments.
They generally work with a variety of users, which require expert people skills, especially the ability
to work with groups of nontechnical users.

Opportunities of Computers Systems Servicing NC II as a Career

Work Activities

You would refurbish, maintain, and install computer systems and equipment as a computer service
and repair technician. Your everyday job would consist of the following:

1. Setting up new IT systems

2. Improving existing hardware and software
3. Going to see home users to fix their PCs and other defective equipment
4. Testing systems to ensure that they are working in good condition
5. Servicing peripherals like printers, scanners, and other office equipment
6. Preparing cost estimates
7. Performing routine administration, like managing staff ROTAs.

Conditions

Your job would require travelling to go to see clients on site as a field technician. You would be
assigned at an office but would expend time with staff at their workplaces in an IT support department.

Skills, Interests, and Qualities

You should possess the following skills, interests, and qualities:

1. Profound knowledge of hardware, commonly used software, and operating systems

2. Excellent skills in communication and customer service
3. Superb problem-solving skills
4. Patient and systematic approach
5. Capable to meet deadlines
6. Motivation to keep abreast with IT developments
7. Deep understanding of electrical safety issues

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 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

Activity 2: True or False. Write T if the sentence is correct; otherwise, write F on the space before each
item.

1. A person who achieved the Computer Systems Servicing NC II Qualification is

competent to be a computer service technician or a computer repairman.

2. CSS is the entry point for a career in the computer/information field.

3. Because the computer field is changing rapidly, computer service and repair
technicians must work to remain updated in current technology and become
oblivious of future developments.
4. Today, computer service and repair technicians are capable of viewing
desktop and sharing control of mouse and keyboard through remote
assistance.
5. Most companies that employ computer service and repair technicians expect
the technicians to have basic knowledge in computer electronics
6. A computer service and repair technicians should have an awareness of
electrical safety issues
7. In an IT support department, your job would involve travelling to visit clients on
site.
8. Computer service and repair technicians generally work with a variety of
users.

9. A computer service and repair technicians should be timid.

10. A computer service and repair technicians should have the ability to meet
deadlines.

Activity 3: Answer the following questions:

1. When you earn your degree or competency certificate is that enough? Why?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________
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Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

2. As a future IT Specialist do you need to constantly update your knowledge? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

Lesson 2: Participate in Workplace Communication

Subject Description:
This module covers the knowledge, skills and attitudes required to obtain, interpret and
convey information in response to workplace requirements.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in
computer system servicing.
Topic Title: Participate in Workplace Communication

Objectives:
1. Obtain and convey workplace information.
2. Complete relevant work related documents.
3. Participate in workplace meeting and discussion.
Discussion:

1. OBTAIN AND CONVEY WORKPLACE INFORMATION

This lesson gives you an overview of communication and introduces you to the main elements in
the communication process. It also covers the process of effectively participating in workplace
communications. It requires the ability to follow simple spoken messages, perform routine workplace
duties, follow simple written notices, obtain and provide information in response to workplace
requirements, complete relevant work related documents, and participate in workplace meetings and
discussions.

I. Effective Communication
Communication is the act of giving, receiving or exchanging information, ideas and opinions so
that the “message” is completely understood by both parties. There are many means of communication.
To be an effective and valuable member of your workplace it is important that you become skilled in all
of the different methods of communication that are appropriate. This topic looks at different types of
communication and associated technology, but before that it is important to understand the
communication process.

Figure 1. The Communication Process

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Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

The Communication Process for communication to occur it must pass from a sender to a
receiver. This must occur irrespective of the form of communication. For communication to be effective
it must be understood by the receiver and be able to be responded to. This means that total
communication involves speaking, reading, listening, and reasoning skills. As communications pass
from the source to the receiver there is plenty of opportunity for its original meaning to change or alter.
Look at Figure 1. The illustration shows clearly that in a communication process, there must be a
sender who speaks or sends a message, and a receiver who listens or receives the message.

Therefore listening, reasoning and feedback is an important part of the process as it is an opportunity
for the sender to make sure the receiver has understood the message. The other consideration is the
“noise” associated with the communication – what else is happening, what are the distractions, the
baggage etc. Noise can have a big impact on the message the receiver decodes.

II. Parts of Speech

The words that we use can be divided into these classes:

 Noun – A noun is a type of word that represents a person, thing, or place, like mother, apple, or
valley.

 Verb – A verb is a type of word that describes an action or a state of being, like wiggle, walk, run,
jump, be, do, have, or think.

 Pronoun – A pronoun is a substitute for a noun. Some pronouns are: I, me, she, hers, he, him, it,
you, they, them, etc.

 Adjective – An adjective is a word that describes something (a noun). Some adjectives are: big,
cold, blue, and silly. One special type of adjective is an article, a word that introduces a noun and
also limits or clarifies it; in English, the indefinite articles are a and an, the definite article is the.

 Adverb – An adverb is a word that tells “how,” “when,” “where,” or “how much”. Some adverbs are:
easily, warmly, quickly, mainly, freely, often, and unfortunately.

 Preposition – A preposition shows how something is related to another word. It shows the spatial
(space), temporal (time), or logical relationship of an object to the rest of the sentence. The words
above, near, at, by, after, with and from are prepositions.

 Conjunction – A conjunction is a word that joins other words, phrases, clauses or sentences. Some
conjunctions are: and, as, because, but, or, since, so, until, and while.

 Interjection – An interjection is a word that expresses emotion. An interjection often starts a

sentence but it can be contained within a sentence or can stand alone. Some interjections are oh,
wow, ugh, hurrah, eh, and ah.

III. Sentence Construction

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

A sentence is a collection of words assembled in such an order that they present a complete
thought or idea. Clear, short sentences are preferable, and more effective, than long, complex ones.

The simplest sentence consists only of a noun, a naming word, and a verb or action word. For
example, in the sentence “Mary walked”, Mary is the naming noun and walked is the action verb.
Mary is the proper noun in the example sentence above but can be substituted in following sentences
by the pronoun she. A pronoun is a word that can be used instead of a noun when a noun has already
been mentioned. Other pronouns are he, we, they and it.

Most sentences have a subject noun and an object noun. For example, consider the sentence
“Mary walked towards the hotel”. Mary is the subject noun (a person or thing performing the action of
walking), and the hotel is the object noun (a person or thing towards which the action is directed)

Adjectives describe nouns. Adjectives usually come before the noun. They are sometimes known as
‘describing words’. When two adjectives are used to describe one noun, they are set apart with the use
of a comma. For example: The lazy dog dozed. The hairy, lazy dog dozed.
Adverbs describe verbs. The adverb should always follow the verb. For example: “Mary walked
slowly.” or “Peter ran away quickly.”

IV. Tense

Verbs, or action words, are expressed in tenses: past, present or future. The tense of a verb is its
setting in time.

For example: Mary walked (past tense) Mary walks (present tense) Mary will walk (future tense)

There are also other, more complex tenses not covered here. An important point is to be
consistent in your use of tense. Decide whether you are explaining an event in the past, present or
future and then be consistent in the use of that tense until there is a good reason for changing.

The incorrect use of tenses is one of the most common mistakes of grammar. For example,
consider the following sentence: “Marianne describes the new techniques, how they varied in approach
and attitude”.

The verb describes is in the present tense but varied is in the past tense. The correct tensing
of the sentence should be: “Marianne describes the new techniques, how they vary in approach and
attitude”.

Activity 4: The Communication Quiz

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 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

A. Directions: For each statement, check the column that best describes you. Please answer questions
as you actually are (rather than how you think you should be), and don't worry if some questions seem
to score in the "wrong direction." Calculate your total score when you are finished.

Not at All Rarely Sometimes Often Very Often

15 Statements to Answer
1 2 3 4 5
1. I try to anticipate and predict possible
causes of confusion, and I deal with          
them up front.
2. When I write a memo, email, or other
document, I give all of the background
         
information and detail I can to make
sure that my message is understood.
3. If I don't understand something, I tend
to keep this to myself and figure it out          
later.
4. I'm surprised to find that people
         
haven't understood what I've said.
5. I can tend to say what I think, without
worrying about how the other person
         
perceives it. I assume that we'll be able
to work it out later.
6. When people talk to me, I try to see
         
their perspectives.
7. I use email to communicate complex
issues with people. It's quick and          
efficient.
8. When I finish writing a report, memo,
or email, I scan it quickly for typos and          
so forth, and then send it off right away.
9. When talking to people, I pay
         
attention to their body language.
10. I use diagrams and charts to help
         
express my ideas.
11. Before I communicate, I think about
what the person needs to know, and          
how best to convey it.
12. When someone's talking to me, I
think about what I'm going to say next to
         
make sure I get my point across
correctly.
13. Before I send a message, I think
about the best way to communicate it
         
(in person, over the phone, in a
newsletter, via memo, and so on).
14. I try to help people understand the          
underlying concepts behind the point I
am discussing. This reduces

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

misconceptions and increases

understanding.
15. I consider cultural barriers when
         
planning my communications.

B. Score Interpretation

Score Comment

You need to keep working on your communication skills. You are not expressing yourself clearly
15-35 and you may not be receiving messages correctly, either. The good news is that, by paying close
attention to the way in which you communicate, you can improve your effectiveness at work and
enjoy better working relationships with your colleagues!

36-55 You're a capable communicator, but you sometimes experience communication problems. Take
the time to think about your approach to communication, and focus on receiving messages
effectively, as much as sending them. This will help to improve your ability to communicate.

56-75 Excellent! You understand your role as a communicator, both when you send messages and when
you receive them. You anticipate problems, and you choose the right channel to communicate.
People respect you for your ability to communicate clearly and they appreciate your listening skills.

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Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

Lesson 3: Complete Relevant Work Related Documents

Subject Description:
The topics involved herein are the skills and knowledge required to prepare workplace
documents and forms in accordance with workplace requirements and any applicable
regulations/codes including planning and preparing a simple workplace document such as a
letter or report, and gathering relevant information enabling the completion of a workplace form.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in
computer system servicing.
Topic Title: Participate in Workplace Communication

Objectives: Complete relevant work related documents.

Discussion:

I. Types of Forms

In every workplace you will be required to complete forms. Each workplace will have forms specific
to their requirements. You must make sure that you know which forms to fill in, when you need to use
forms and where to find the necessary forms.

When filling in a form:

 Read the form carefully
 Fill in all the required details
 Only include necessary information
 Write clearly and simply
 Check that you have completed it properly
 Send or give it to the appropriate person, or file in the appropriate place

Work instructions are the most basic tool used in every business or organisation to help workers follow
a sequence of steps. Inadequate work instructions are likely to result in a variety of problems in the
workplace that could range from:
 returned products
 loss of materials
 customer complaints
 liability issues
 poor work performance

Work instructions can have a major impact on the effectiveness and productivity of a workplace. If
instructions are difficult to follow, workers will make errors in implementing the steps.

A good work instruction is a detailed sequence of steps that workers need to follow each time they
perform a task. The purpose of a work instruction is to organize steps in a logical and systematic way
so that workers can easily follow it independently.

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

This means a consistent format for your work instructions is important. Workers can read the
information faster and absorb it more quickly if it follows a consistent font and format. It also makes the
development of further work instructions far simpler as you have a template to follow.

II. Technical Writing

Technical writing is a broad term that encompasses a wide variety of documents in science, engineering,
and the skilled trades. This is a type of writing where the author is writing about a particular subject that requires
direction, instruction, or explanation. It has a very different purpose and different characteristics than other writing
styles such as creative writing, academic writing or business writing. The major types of documents in technical
writing can be grouped into four major categories (Figure 2):
 Reports and communications in day-to-day business
 Technical papers, magazine articles, books, and theses for purposes of education, teaching, and the
sharing of information and knowledge
 Patents
 Operational manuals, instructions, or procedures

Figure 2. Spectrum of technical writing (ASM International, 2001)

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

III. Uses for Technical Writing

Technical writing is straightforward, easy to understand explanations and/or instructions dealing with a
particular subject. It is an efficient and clear way of explaining something and how it works.
The subject of technical writing can either be:

 Tangible – Something that can be seen or touched, such as a computer or software program, or
information on how to assemble a piece of furniture.

 Abstract – Something that involved a series of steps that aren’t related to a tangible object. One
example of this might be steps required to complete an office process.

Some examples of technical writing include:

 Instruction manuals
 Policy manuals
 Process manuals
 User manuals
 Reports of analysis
 Instructions for assembling a product
 A summarization of a long report that highlights and shortens the most important elements

IV. Tips for Good Technical Writing

Regardless of the type of document which is written, technical writing requires the writer to follow the
properties of knowing their audience, writing in a clear, non-personal style and doing extensive research on the
topic. By including these properties, the writer can create clear instructions and explanations for the reader.

 Know your audience. An expert in the field will understand certain abbreviations, acronyms, and lingo
that directly applies to such a field. The novice will not understand in the same manner and, therefore,
every detail must be explained and spelled out for them.

 Use an impersonal style. Write from a third person perspective, like a teacher instructing a student. Any
opinions should be omitted.

 The writing should be straightforward, to the point, and as simple as possible to make sure the reader
understands the process or instruction. This at times may appear as simply a list of steps to take to
achieve the desired goal or may be a short or lengthy explanation of a concept or abstract idea.

 Know how to research. Gather information from a number of sources, understand the information
gathered so that it can be analysed thoroughly, and then put the information into an easy to understand
format to instruct those who read it. The more inexperienced your audience, the more information you
will need to gather and explain.

 Be thorough in description and provide enough detail to make your points; but, you also have to
consider that you need to use an economy of words so that you do not bore your reader with gratuitous
details.

A good technical writer can make a difficult task easy and can quickly explain a complex piece of
information.

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

Activity 5: Self-Check

Direction: Choose and encircle the letter of the correct answer.

1. The _______writing merely focuses on business, science and technology and not on emotion.
A. literary B. technical C. creative

2. "Are my spelling, punctuation and grammar correct?" is the question need not to be considered in the
_______ process.
A. pre-writing B. during writing C. post writing

3. The _______uses familiar words and sentences that are logical, concrete and specific.
A. clarity B. conciseness C. correctness

4. 4. The paragraph is adequately developed when it describes, explains and supports the _______.
A. main idea B. topic sentence C. conclusion

5. 5. The _______ mode of paragraph development uses visuals like tables and figures in writing.
A. illustration B. description of mechanism C. description of a process

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

Lesson 4: Participate in Workplace Communication

Subject Description:
Any group work effort requires people to come together frequently over a period of time.
Whether in a small cultural organization, where perhaps only two or three people attend a half
hour meeting to discuss one agenda item, or in a larger organization, where there may be
many participants at a meeting with multiple presenters, meetings can be an effective way of
sharing information and reaching decisions. Cultural employees are frequent multi-takers,
stretched in different directions in often under-resourced organizations. Time is valuable and
costly. You need to ask yourself whether the amount of preparation involved and the outcomes
achieved have been worth the time invested.

Learning Competency (MELC):

The learners demonstrate an understanding of the basic concepts and underlying theories in
computer system servicing.
Topic Title: Participate in Workplace Communication

Objectives: Participate in workplace meeting and discussion.

Discussion:

I. Participate at Work

Every workplace will have staff meetings/team meetings, formal and informal discussions. When a
business places a proper value on the time spent by people preparing for and attending meetings, it is quickly
seen that they are a very expensive exercise.

Have you ever been to one of those meetings where no objectives were met, no actions were agreed
upon and generally it was a complete waste of your time? Effective meeting procedures are essential to ensure
that the maximum output is gained from a meeting.

Some basic expectations are:

 A clearly defined purpose to your meeting – Ask questions such as “Why are we meeting?” What are we
trying to achieve? Are we meeting for meetings sake? However, consider that at times the purpose of
bringing people together for a meeting may be to achieve other important interpersonal objectives like
team building, brain storming or group problem solving. Make sure that you clearly communicate the
meeting purpose well before hand, this gives attendees time to gather ideas or research issues prior to
attending the meeting.

 Advice people of the meeting in time for them to be able to attend – It is amazing how often key people
are left out of meetings or are not able to attend simply due to a lack of planning and sufficient notice.

 Set an agenda – An agenda aims to keep discussions on track and to keep everyone focussed on the
issues. The agenda should be distributed to attendees before the meeting.

 Start and finish on time – Make sure the meeting starts and finishes on time so participants feel that
their time is valued and that they can plan for effective meeting participation to fit within their work load.

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Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

II. Sentence Construction

A. The “Subject-Verb” Structure (S-V)

B.
B.

The
“Subject-
Verb-Object”
Structure (S-
V-O)

C. The “Subject-Verb-Indirect Object-Direct Object” Structure (S-V-IO-DO)

D.

The “Subject-Verb-
Subject
Complement”
Structure (S-V-SC)

E. The “Subject-Verb-Object-Object Complement” Structure (S-V-O-OC)

III. Recording
Information

A. What Is a Record?
A record is recorded information however recorded whether in printed form, on file, by electronic means or
otherwise and includes correspondence, a memorandum, a book, a plan, a map, a drawing, a diagram, a
pictorial or graphic work, a photograph, a film, a microfilm, a sound recording, a videotape, a machine readable
record, any other documentary material, regardless of physical form or characteristics, and any copy thereof. It
further states that any information that is capable of being produced by a machine and subject to the regulations
any record that is capable of being produced from a machine readable record under the control of an institution
by means of computer hardware and software or any other information storage equipment and technical
expertise normally used by the workplace.

B. Why Are Records Important?

Records are important for their content and as evidence of communication, decisions, actions, and history.
As public institutions, school boards/authorities are accountable to the public and to government. Records
support openness and transparency by documenting and providing evidence of work activities and by making

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 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

them available to the public. Records support quality program and services, inform decision making, and help
meet organizational goals.

C. Characteristics of a Record
Records are a strategic organizational asset that must be managed. To manage them appropriately, staff
must recognize that information has a lifecycle and that not all records and information must be retained.
Records Should Have:
 Content: A record should reflect what was communicated or decided or what action was taken, and
should provide enough information so that it is understood.
 Context: It should reflect how it was used or why it was created (purpose), the date, the time, and the
participants.
 Meaning: It should be linked to other documents or information to which it relates.

Authenticity
 A record is one that can be proven:
 to be what it purports to be;
 to have been created or sent by the person purported to have created or sent it; and
 to have been created or sent at the time purported.

Reliability
Records must be trusted to be a full and accurate representation of the transactions, activities, or facts
and can be relied upon in subsequent activities. To ensure reliability, records should be created at the time
of the transaction or incident or soon afterwards and by individuals with direct knowledge of the facts.

Integrity
A record must be complete and unaltered and must be protected from unauthorized changes, and
verifiable unaltered.

Usability
To be useable, records must be retrievable, presented, and interpreted. The links between other
records should be maintained.

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 Mother of Mercy Academy  Purok 6 Pob. Barobo, Surigao del
Sur
Barobo, Surigao del Sur  0907 699 0817
@ moma.barobosds@gmail.com

Activity 6: Answer the question

3. When you earn your degree or competency certificate is that enough? Why?

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