COMPETENCY BASED

LEARNING MATERIAL

Sector:

ELECTRICAL AND ELECTRONICS

Qualification:
ELECTRICAL INSTALLATION AND MAINTENANCE II
Unit of Competency:
PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title:
PARTICIPATING IN WORKPLACE COMMUNICATION
TESDA Rizal Provincial Technical Education and Skills
Development Center – Cainta
A. Bonifacio Avenue, Cainta Municipal Compound, Cainta, Rizal
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome!
The unit of competency "Participate in Workplace Communication " is one of the specialized
modules in Basic Competencies required to complete a course. It comprises the knowledge, skills and
attitudes required for a TVET trainee.

The module ―Participating in Workplace Communication‖contains training

materials and activities related to team role, scope and responsibility within team, work as team
member, work effectively with colleagues and work in socially diverse environment.

In this module, you are required to go through a series of learning activities in order to complete
each learning outcome. In each learning outcome are Information Sheets, Self-Checks, Answer Keys,
Task Sheets and/or Job Sheets and Performance Criteria Checklist. Follow and perform the activities
on your own. If you have questions, do not hesitate to ask for assistance from your facilitator.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this learner's guide because
you have:
been working for some time
already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular skill or skills, talk to
him/her about having them formally recognized so you don't have to do the same training again. If
you have a qualification or Certificate of Competency from previous trainings, show it to your
trainer. If the skills you acquired are still current and relevant to the unit/s of competency they may
become part of the evidence you can present for RPL. If you are not sure about the currency of your
skills, discuss this with your trainer.

Remember to:

 Read information sheets and complete self-checks. Suggested references are included to
supplement the materials provided in this module.

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  Perform the Task Sheets and Job Sheets until you are confident that your outputs conform with
the Performance Criteria Checklist that follows every sheet.
 Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation and
recording in the Achievement Chart. Outputs shall serve as your portfolio during the
Institutional Competency Evaluation.
 When you feel confident that you have had sufficient practice, ask your trainer to evaluate
you. The results of your assessment will be recorded in yourProgress Chart.
You must pass the Institutional Competency Evaluation for this competency before moving to
another competency. A Certificate of Achievement will be awarded to you after passing the
evaluation.

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 TABLE OF CONTENTS
Page No.

Cover 1
How to Use this Compentency Based Learning Material 2-3
List of Competencies 4
Table of Contents 5-6
Module Content 7-8
Learing Outcome of No. Obtain & Convey Worplace Information 9-10
Learning Experiences 11
Information Sheet No.1.1-1 Worplace Information 12-13
Self Check 1.1-1 14
Answer Key 1.1-1 15
Task Sheet 1.1-1 16
Performance Criteria Check List 1.1 17
Information 1.1-2 Effective Communication 18-25
Task Sheet 1.1-2 26-27
Performance Criteria 1.1-2.1 28
Information Sheet 1.1-3 29-30
Self Check 1.1-3 31
Answer Key 1.1-3 32
Task Sheet No. 1.1-3.1 33
Performance Criteria Checklist 1.1-3,1 34
Information Sheet No. 1.1-4 35
Self Check 1.1-4 36
Answer Key 1.1-4 37
Learning Outcome No 2 SpeakEnglish at a Basic Operation Level 38
Learning Experiences 39
Information Sheet No. 2.1-1 40-44
Task Sheet 2.1-1 45
Perfromance Cretia Checklist 2.1-1 46
Self Check 2.1-1 47
Answer Key 2.1-1 48
Learning Outcome No. 3 Participate In Workplace Meeting
& Discussion 49
Learning Experiences 50
Information Sheet No. 3.1-1 51-52
Self Check 3.1-1 53
Answer Key 3.1-1 54
Information Sheet 3.2-2 Group Discussion 55-57
Self Check No. 3.2-2 58

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Answer Key 3.2-2 59
Task Sheet 3.2-2 60
Performance Cretia Checklist 3.2-2 61
Learning Outcome No.4 Complete Relevant Work Related Dcuments 62
Learning Experiences 63
Information Sheet No. 4.1-1 Filling Out of Work Related Documents 64-65
Worksheet No. 4.1-1 66
Information Sheet No.4.1-2 Recording of Workplace Data 67
Task Sheet No. 4.1-2 68
Performance Criteria Checklist 4.1-2 69
Record of Competency 70
References 71
Writers 72

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 List of Competencies

No. Unit of Competency Module Title Code

Participate in Workplace Participating in

Communication Workplace 50031110
1.
Communication 5

Work in a Team Working in a Team

2. 50011106
Environment Environment

Practice Career Practicing Career Professionalism

3. 50011107
Professionalism

Practice Occupational Practicing Occupational Health

4. Health and Safety and Safety Procedures 50011108
Procedures

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 MODULE CONTENT

Unit of Competency : Participate in Workplace

Communication
Module Title : Participating in Workplace
Communication

Introduction

This module covers the knowledge, skills and attitudes required to gather, interpret, and convey
information in response to workplace communication.

Learning Outcomes:

Upon completion of this module, you must be able to:

1. Obtain and convey workplace information.

2. Speak English at a basic operational level.
3. Participate in workplace meetings and discussions.
4. Complete relevant work related documents.

Assessment Criteria:

1. Specific and relevant information is accessed from appropriate

source.
2. Effective questioning , active listening and speaking skills are
used to gather and convey information.
3. Appropriate medium is used to transfer information and Ideas.
4. Appropriate non- verbal communication is used.
5 Appropriate lines of communication with supervisors and
colleagues are identified and followed.
6. Defined workplace procedures for the location and storage of
information are used.
7. Personal interaction is carried out clearly and concisely.
8. Simple conversations on familiar topics with work colleagues are participated.
9. Simple verbal instructions or requests are responded to.
10 Simple request are made
11. Routine Procedures are described.

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12 Likes, dislikes and preferences are expressed.
13. Different forms of expression in English are identified.
14. Team meetings are attended on time.
15. Own opinions are clearly expressed and those of others. are listened to
without interruption
16. Meeting inputs are consistent with the meeting purpose and established
protocols
17. Workplace interactions are conducted in a courteous manner
18. Questions about simple routine workplace procedures and matters
concerning working conditions of employment are asked and
responded to
19. Meetings outcomes are interpreted and implemented
20 Range of forms relating to conditions of employment are completed
accurately and legibly.
21 Workplace data is recorded on standard workplace. forms and
documents
22. Basic mathematical processes are used for routine calculations
23. Errors in recording information on forms/ documents are identified
and properly acted upon
24. Reporting requirements to supervisor are completed according to
organizational guidelines

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 OBTAIN AND CONVEY
LEARNING OUTCOME NO. 1
WORKPLACE INFORMATION.

CONTENTS:

1. Workplace Information
2. Different medium of information
3. Lines of Communication
4. Communication procedures and systems
5. Effective communication
6. Verbal and Non-verbal Communication
7. Listening leading to effective communication
8. Proper Note Taking
9. Effective speaking and active listening to gather and convey
information
10. Effective Questioning
11. Location and Storage of Information

ASSESSMENT CRITERIA:

1. Specific and relevant information is accessed from appropriate sources

2. Effective questioning , active listening and speaking skills are used to gather and convey
information
3. Appropriate medium is used to transfer information and ideas
4. Appropriate non- verbal communication is used
5. Appropriate lines of communication with supervisors and colleagues are identified and
followed
6. Defined workplace procedures for the location and storage of
information are used
7. Personal interaction is carried out clearly and concisely.

CONDITIONS:

The student/ trainee must be provided with the following:

EQUIPMENT:

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 LCD Projector
Computer Printer

SUPPLIES and MATERIALS:

Personal Data Sheet

Memorandum
NBI Form
SSS Form
Income Tax Return Form
Information discussion

Sample Storage:

Manual filing system Computer-

based filing system Telephone
Electronic and two-way radio

ASSESSMENT METHOD:

Portfolio Assessment/ Demonstration

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LEARNNG EXPERIENCES/ACTIVITIES

Learning Outcome 1 Obtain and Convey Workplace Information

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

Read Information Sheet 1.1-1 Read and understand Information

Workplace Information SheetNo1.1-1

Perform TASK SHEET I.1-1 Follow carefully the instructions in the task
: Obtain and convey Information from sheet; submit your output to your facilitator.
aMemorandum.
Evaluate your performanceusing
Performance Criteria Checklist for Task
Sheet 1.1-1

Answer Self-Check 1.1-1

Next Information Sheet is about Following

routine spoken messages and verbal
communication instructions used in the Read the Information sheetAnswer self-
workplace. The Information Sheet No. 1.1- check, compare answer to answer key.
2Effective Communicationwill provide you You must answer all questions correctly
knowledge in providing clear and accurate before proceeding to next Task Sheet No.
verbal instructions. A TaskSheet No. 1.1-2 is 1.1-2
followed and your paper will be evaluated
using the Performance Criteria Checklist. Performance Criteria Checklist

The final lesson for Learning outcome No. 1

is Information Sheet no. 1.1-4 regarding the Information Sheet No. 1.1-4 Self-
Location and Storage of Information.This Check 1.1-4
Information Sheet will provide on

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how and where should the
documents be stored.

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 INFORMATION SHEET NO. 1.1-1

WORKPLACE INFORMATION

Learning Objective:After reading the information sheet,you must be able to:

1. Explain the meaning and importance of communication process and

identifythe proper workplace information sources.

2. Recognize and transmit the messages indicated in the identified source of

information

In this lesson, you are going to learn the different medium of information for you to be acquainted
with workplace information. You will also learn the flow of communication as an important factor in
the success of the company

What is Communication?

Communication comes (from Latin commūnicate, meaning "to share") is the activity of
conveying information through the exchange of thoughts, messages, or information, as by speech,
visuals, signals, writing, or behavior. It is the meaningful exchange of information between two or
more living creatures.

Communication is the activity of conveying

information through the exchange of ideas, feelings,
intentions, attitudes, expectations, perceptions or
commands, as by speech, non-verbal gestures, writings,
behavior and possibly by other means such as
electromagnetic, chemical or physical phenomena. It is
the meaningful exchange of information between two or
more participants.
Figure 1. Remember that communication can
Communication requires a sender, a only be helpful and effective if the message is
message, a medium and a recipient, delivered to the recipient in the same way and
of the same informational value as it was to
the person originally delivering.
although the receiver does not have to be present or aware of the sender‘s intent to communicate at the
time of communication; the communication can occur across vast distances in time and space.
Communication requires that the communicating parties share an area of communicative
commonality. The

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communication process is complete once the receiver understands the sender‘s message.

THE COMMUNICATION MODEL

Fig. 2: The Communication Model

The illustration below shows the flow of communication:

Sender (encoder) Receiver-Decoder

Feedback
Message Channel
External environment External environment
Internal Stimuli Internal Stimuli Verbal
Verbal, and
(experiences, (experiences,
Nonverbal attitudes, skills) Non Verbal
attitudes, skills)
Perception Medium Receptor mechanism
Idea encoding Perception
Decoding
Symbol decision
Idea interpretation
Sending mechanism

Communication involves:
 A sender who has a message or idea which they wish to send (source, transmitter, speaker,
encoder)

 A message which is sent between the sender and the receiver (idea, thought, topic

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  A channel and medium (face to face, telephone, letter, form) by which the message is sent
(medium)

 A receiver who receives and understands the message (listener, decoder)

 Feedback passed from the receiver to the sender showing that the message has been received
and understood (receiver-verbal/nonverbal)

Three primary steps of communicating with others:

1. Thought – first, information exist in the mind of the sender. This can be a concept, idea,
information, or feeling.

2. Encoding – next, a message is sent to a receiver in words or other symbols.

3. Decoding – lastly, the receiver translates the words or symbols into a concept or information
that a person can understand.

All communication should be designed in such a way that it is:

 Immediate

 Interactive

 Audience specific

 Personally managed

 Bi-directional

 Cost effective.

Communication as have been mentioned earlier that it should be immediate, therefore a good
choice of channel or medium to transfer a message should be taken with serious consideration.

A newly hired worker undergoes an orientation about the work to be done, its scope and
limitation, routines to do, policies or announcements to understand or directives to disseminate.
She/he has to acquaint himself/herself with the

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company‘s product/service, personnel, company property and procedure. These are workplace
information that a worker must know.

However a worker faces a big adjustment because she/he has difficulty of learning everything
in an orientation only, moreover, he/she is afraid to ask questions. He has to do a lot of readings to
get information. What materials can he/she use to get information?

The medium of information to be used depends on the information an individual needs. It

could be in print, electronic, or social media.

Print Media Electronic Media Social Media

 forms  telephone  face-to-face
 letters  intercom  public address
 memorandums  cellular phone system
 circulars  e-mail  open house
 reports  e-forum  meetings
 bulletins  blogs  conferences
 news releases  internet  seminars
 minutes of meetings  communication  workshops
 newsletters technology  socials/gatherings
 employee handbook  audio/video
 manuals recordings
 house organ

With the use of these media, a worker will be informed, that will lead him/her to work
systematically in the company while the employer will have a satisfaction on the performance of the
worker. Aside from these sources, there are also Human Resources that could give information in the
workplace.

Appropriate Sources:

1. Memorandum is used to direct to a specific individual to commend or call attention to a

work done.

2. Circular is directed to number of personnel or people to transmit information, policies,

announcements or directives.

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 3. Letter is to communicate orders, claims, adjustments or sales. It conveys a more
personal touch than the memo.

4. Manual supplies how to-do it information.

5. Employee handbook or orientation manual presents corporate policies and practices,

employee rights and privileges, duties and obligations. It includes also the company‘s
history and goals and information such as the salary scheme in the company, chances for
advancement, vacation and overtime benefits.

6. House organ can be a magazine, tabloid, or journal. It aims to improve work and
employee-employer relations.

7. Bulletin Board is used for motivational announcement (health and safety programs,
fund raising drives) and for display or routines information and subjects of general
interest such as approaching holidays, social events, job openings, new appointment and
recognition of outstanding employees.

8. Public address system is used for emergencies to break information immediately to a

group.

9. Pay envelop insert is a sure way for a place of information to be effectively transmitted.

10. Open house exposes actual operation of a business to a group so that it become better
acquainted and informed on the company

11. Reports provide invaluable data to help management arrive at decisions.

12. Surveys bring up to management first hand data on the opinions, attitudes, feelings and
other relevant information and about the target subject.

13. Meetings and conferences are means of opening out problems and working out
solutions to these problems.

14. Seminars and workshop are held to upgrade knowledge and skill of personnel to do
their jobs better.

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 15. Telephone, intercoms, and cell phones cut physical distance between speakers and
provide immediate feedback without the need of face to face communication.

16. Socials have turned out to be great means to many interdepartmental or individual human
relation problems and in leveling status among personnel.

17. Communication technology makes it possible to send oral and written messages through
computers and electronic transmission systems to speed up and improve the
communication process.

BASIC COMPONENTS OF A MEMORANDUM:

1. HEADER (Heading Segment)

The header is a compact block of information at the top of a memo. Different offices may
prefer different layouts, but in general you should use an arrangement like the following.

DATE: January 01, 2016 TO:

CLUSTER V
FROM: TERESITA G. CARINO
SUBJECT: SUBMISSION OF GRADES

DATE: Spell it out.

In some countries ―12/01/2011‖ means ―December 1, 2011, ―but in other countries it means
―12 January, 2011.
TO: This is the part where you write the name of the addressee. Here you need to consider
whether to include the person‘s title or job responsibility when you are addressing your
memo. If company policy and your relationship with the addressee allow you, you may omit
courtesy (Mrs., Ms., Mr.) or professional (Dr., Dean, etc.) titles. Generally however address people
of higher rank by title. For most formal situations use the addressee‘s full name: for informal
situation, first names or nicknames may be appropriate. If the addressee‘s name alone is not
sufficient to ensure that the memo will reach its destination, put an identifying tag, such as job or
department title,
directly after the addressee‘s name. (for example, To Teresita G. Carino,
Head, EnglishLanguage Proficiency) If the memo is directed to several people, list their names
alphabetically or in descending order of their position in the

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 institutional hierarchy. If the groups is large to list all of its members individually, follow to:
with an identifying classification, such as faculty and staff.

FROM:

When you are sending a memo, the same question whether to include your title or department
occurs. Place your own name on this line, and do not use courtesy title. If you believe that the
reader may not know you, the use a job title or department name to identify yourself. If you
choose to sign the memo personalize it or to indicate authorization, write your initial above,
below or to the right of your typewritten name. A memo is always official even if it is not
signed.

Cc (Carbon Copy):

Remember, the subject line is the only way someone will know what the memo is about
when they find in their files several months after you first wrote it. In writing your subject
line you need to be specific. For a shor
document, your memo should only include one idea. Subject line is the same as Re: a
Latinterm which means “regarding or concerning” There are still some firms who use this,
but many of today‘s correspondence regard Re as o bolete.

Vague: Annual Report

Specific: Cost Estimate for Annual Cover Artwork

If your memo is more than one page, type the second and all subsequent pages of memos on
plain paper. Include the following information.

 The name of the recipient

 The page number
 The data of the memo

2. BODY OF THE MEMO

A. Purpose (Opening segment

Immediately state your reason for writing. Answer the journalist‘s

questions: who, what, when, where and why.

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 Mr. Ramirez has asked me to arrange a working lunch for all the member of the
writing staff, at the main office, sometime before the end of the month.
The purpose of this memo is to request, authorization to purchase a sound card and a
modem for the computer in the front office.
This memo confirms the details of your tour of the new processing plant as we
discussed over the telephone this morning.

B. Summary/Discussion (body Segment)

Since your memo may be pulled from a file years from now, your discussion section
should include sufficient background information. The background may include the names
and titles of the people involved, or the dates of earlier memos related to the one you are
writing. The rest of the section should expand on and support all the points you made in
your summary.

You may employ subheadings similar to those found in longer technical memo,
reports: situation, problem, solution, evaluation. Label these subsections.

You may choose to arrange the discussion chronologically, from more important to less
important or from general to specific. Whatever rhetorical pattern you choose you should
follow these general pointers:

 Start with the old information and work carefully towards the new.

 Give your reader a sense of the big picture before you zero on the individual
parts.


C. Action (closing segment)

Unless the purpose of the memo is simply to inform, you should

finish with clear call for action. Who should do what, and how long they have to do it? You
may need to include alternatives, in the event that your readers disagree with you. Be polite
when you ask others to do work for you, especially when they are not under your supervision.
You may wish to mention the actions that you plan to take next, and what your own

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 deadlines are, so your reader can gauge how important the project is to you. A canned conclusion
such as ―If you have any questions, please feel free to contact me at 4161234” is too vague
for a statement ofaction.

3. FOOTER

This is an optional part. It may include any enclosure/s carbon copy notation, and sometimes
reference initials.

Also, you may need to document your finding or provide detailed information by attaching
lists, graphs, tables, etc., at the end of the memo. Make sure you refer to those notations.

TYPES OF MEMORANDUM

a. According to route.

 Memo from supervisor/superior to subordinate (downward

communication)

Example: Date: February 23, 2016

To: Juan dela Cruz, Telecom South From:
Claire dela Rama, Head Access Office
Subject: Workplace Inspection

 Memo from subordinate to superior/supervisor (upward

communication)

Example: Date: May 17, 2016

To: Cristina G. Medina, LSI Dean
From: Severino M. Perez, ELP Chair
Subject: Progress Report, Training Program for
Faculty

 Memo from one to another of equal rank or category (horizontal)

Example: To: Mr. Frederick E. Belizario

Director, Human Resource Department From:
Brenn C. Maquiniz

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 Director, TQM
Date: June 13, 2016
Subject: In-House Counsel

NOTE: You notice that the arrangement of the memo heading may change but
the TO and FROM should always be after each other.

b. According to content or nature of memo.

 Routine memorandum – has the nature of notice

e.g. Notice of meeting, general assembly, formal and informal gathering, introduction
of new staff, promotion and lateral transfer of an employee performance appraisal
notice etc.
 Non-routine memorandum – has the nature of informal report. It is longer than the
standard routine memo.
e.g. different types of memo reports such as trip, incident or trouble, progress, survey,
justification, internal recommendation, feasibility, etc.

B. Human Resources:

1. Team members – refer to workers who work in the same level of work.
2. Suppliers – are the ones who provide raw materials/equipment/tools that are used in the
company for services and production.
3. Trade personnel- people who are connected with business.
4. Local government officials – people who render services in issuing permits, licenses,
taxes.
5. Industry bodies – refer to workers, line leaders, supervisor and
management who work hand in hand.
6. Team members – refer to workers who work in the same level of work.
7. Suppliers – are the ones who provide raw materials/equipment/tools that are used in the
company for services and production.
8. Trade personnel- people who are connected with business.
9. Local government officials – people who render services in issuing permits, licenses,
taxes.
10. Industry bodies – refer to workers, line leaders, supervisor and management who work
hand in hand.

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APPROPRIATE LINES OF COMMUNICATION

In a workplace situation, a worker interacts with people occupying different positions and levels.
As part of the organization, it is very important to be aware on how messages flow in a company.

Organizational communication is applied to observe proper communication in the workplace. It

may be oral or written depending on the content of the message.

There are four types of Organizational Communication or Lines of Communication:

 Downward Communication
 Upward Communication
 Horizontal or Lateral Communication
 Diagonal Communication

The figure below shows that in order for us to be a good communicator we should be able to
apply these four main skills; (1) thinking, (2) speaking, (3) listening and lastly (4) non-verbal
communication skills. Information can be easily conveyed and interpreted if we possess these major
skills.

Below is an illustration of an organizational communication chart:

In a workplace situation, a worker interacts with people a occupying different position that is from
janitor to manager. Likewise, communication is the best, to give receive and have a feedback on the
ideas being communicated. As part of the

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organization, it is very important to be aware on how a message flows in a company.

In this case, organizational communication would be applied to observe proper communication in the
workplace. It may be oral or written depending on the content of the message. There are four types of
organizational communication:

1. Downward communication which is the top-to-bottom communication from the management to

the staff. The kind of message sent may be about job directions and safety rules but also facts
about organizational goals, products and view-points on important controversial issues. The
following media tools of internal communication can be used to carry information down to its
intended receiver: 1) memo 2) letters 3) orientation manuals 4) pay envelope inserts 5) annual
report 6) public address system 7) human channels, like supervisor or foreman.

2. Upward communication gives management with feed back needed for proper planning, decision-
making and controlling. On the part of the employees communication up to management maybe a
form of release from emotional tensions and pressures, a means to offer valuable ideas to
management or simply to show whether directions or policies are understood and acceptable to the
employees. Tools that can be used in upward communication are: memos, suggestion systems (in a
form of box or face to face, and guidance counselor as human channel.

3. Horizontal or lateral communication takes place between sections, divisions, or departments of

the same level. Keep employees aware of activities in a related department, like for example one
supervisor with another, one worker with another and so forth. The tools used in horizontal or lateral
are: meetings

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 and conferences; seminars and workshops; telephones and intercoms; social and other similar
activities.

4. Diagonal communication takes place from one level to another level without passing through
traditional channels.

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 Communication builds relationships, including the working relationships that let people
within the working area coordinate their efforts for the common good. To avoid overlaps and holes in
the work that would undermine coordination, companies construct an organizational structure. Not
only does the structure establish everyone‘s place, but it also establishes a communication hierarchy.
That hierarchy rests on the connections established in the structure. These connections dictate a
formal communication channel which is also called
―designated pipelines for messages, ―stressing open flow of communication that keeps
business/organization operates smoothly.

How do we go about making our listening more effective? Here are some suggestions:

 Listen not for the words alone but for meanings

 Avoid unconcious projection
 Suspend as much as possible your own prejudgements
 Control you emotional responses to language
 Focus on the message
 Focus on the structure of the message
 Be concious of your own metacommunication
 Do not interrupt

In the workplace, effective listening helps you to:

 Understand instruction clearly

 Learn from others
 Convey clear message
 Promote good listening in others (if you are prepared to listen to others, they will be prepared to
listen to you)
 Offer ideas and take part in discussion
 Co-operate with others and work well in a team
 Understand the ideas and suggestions of others
 Respond in an appropriate manner

Proper Note taking for Recording Informations/Instructions:

Effective notetaking is important to record information/instructions based on what we read

and heard.

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 Systematic note-taking means, reading through a passage or listening to a discussion and
determining its subject and then writing them down. They should be brief and easy to remember.

The following tips will help you in taking notes from your sources:

1. Don‘t write too many words.

2. Be sure that you have enough facts and details.
3. Don‘t get off the track. That is, stick to the topic

When you take notes from listening your degree of success can only be to the extent that you listened
well and understood what you heard.

REASON FOR COMMUNICATION IN THE WORKPLACE

In the work environment you need to communicate with:

 People who belong to your organization

 People who belong outside your organization and wish to do business with you You communicate

with people at work for several reasons, for example to:

 Take part in friendly conversation

 To assist customers
 To receive or pass on information or instruction
 Discuss problem
 Ask for information
 Get help

It is important that you communicate with people inside and outside your organization in a
professional and efficient manner. People do not work in isolation. No matter what your job is good
communication is vital.

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 SELF- CHECK NO. 1.1-1

Write “T” if the statement is correct and “F” if the statement is not correct. Write your
answer on the space provided before each number.

1. It is enough for a worker to attend an orientation to be well informed of the work and
company policies.
2. Workplace information refers to the company profile, policies to be implemented,
directives to follow and announcements to
understand.

3. There are several ways to obtain or get information in a workplace.

4. A worker to get and convey information can use media or

communication tools.

5. Careful reading is important to get information from written sources.

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 ANSWER KEY1.1-1

1. F
2. T
3. T
4. T
5. T

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 TASK SHEET NO. 1.1-1

IDENTIFYING THE TYPES OF COMMUNICATIONS ENCOUNTERED IN

THE WORKPLACE

After the activity, the trainees are expected to identify the

types of communication that they are involved with in the
Performance workplace, the problems that may occur during the process of
Objective: communication, and provide suggestions that may reduce or
prevent the problems in the process.

Supplies and Pen

Materials: Activity Paper

Equipment: None

Given with the activity paper, think about the

communication processes in the workplace that you are
Instructions:
involved in. Complete the table 1.1 related to each type of
communications.

Assessment Method: Performance criteria checklist

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Table 1.1

Name: Date:
Qualification:
What problems What suggestions
What types of
may occur with this do
communication are Why do you think
type of you have that
you involved with in problems occur?
communication in could prevent or
your
your reduce the
workplace?
workplace? problems?

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 PERFORMANCE CRITERIA

Did I . . . . YES NO
Identify the type of communication that I am involved with in
the workplace communication?
Identify the problems that occur in a workplace
communication?
Explain why problems occur in a workplace communication?
Provide suggestions or solutions to the problems that occur
in workplace communication?
Trainee’s Name: Date:

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 TASK SHEET 1.1-2

TITLE: OBTAIN AND CONVEY INFORMATION FROM A MEMORANDUM

PERFORMANCE OBJECTIVE: Given an appropriate source of information you should be able to

obtain and convey relevant information from the medium of information provided.

SUPPLIES/MATERIALS: Sample Memo,pen and paper

STEPS/PROCEDURE:
1. Work with a partner.
2. You are given 10 minutes to accomplish this task.
3. Read the medium of information provided below and answer the guide questions.
4. Write the answers to the guide questions and the identified information on
a half crosswise paper.
5. Discuss your written work with your co-trainee.
6. List down the corrected errors identified by your co trainee.
7. Submit your output to your trainer.

Guide Questions:
1. What information can be obtained from the memo?
2. What would you do if you were Mr. Randy Gui?
3. What medium of information would you use to inform Mr.Mabuhay of your decision?

ASSESSMENT METHOD: PORTFOLIO ASSESSMENT

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Sample of Memo

TESDA CALABARZON COMPANY

Region IV A

MEMORANDUM

To : Mr. Randy Gui

From : Robintini Mabuhay

Date : 15 December 20

Subject : Request for Stock Letterhead

The availability of letter head as standard stock item in the Sales Department would
increase office productivity and reduce clerical costs. Letterheads are important because they
enhance our company image.

We use approximately 10,000 letterheads annually. We therefore request

permission to place an order for one-year supply of letterhead.

ROBINTINI MABUHAY

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 Performance Criteria Checklist 1.1-2

Criteria Yes No
The paragraph …
1. Contains information obtained from the memorandum.
2. Expresses the identified medium used to transfer information
and ideas.

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 TASK SHEET 1.1-4

TITLE: NON VERBAL COMMUNICATION

PERFORMANCE OBJECTIVE: Given an appropriate source of information you should be able to

obtain and convey relevant information from the medium of information provided.

SUPPLIES/MATERIALS: Sample Memo,pen and paper

STEPS/PROCEDURE:
1. Group yourselves into 3 in 3 minutes.
2. Each group should form a line.
3. The trainor will demonstrate the signs for: Non verbal
communication:
a. Wink - Ph1.00
b. Stick-out your tongue – Ph10.00
c. Pout – Ph100.00
4. The rest of the group, except th team leader turn their back.
5. Trainer will call the attention of the team leader to give the instruction.
6. The team leader will then give the instructions to their members
7. They are given 20 minutes to perform the given instructions. 8.

ASSESSMENT METHOD: PORTFOLIO ASSESSMENT

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 INFORMATION SHEET NO. 1.1-2

EFFECTIVE COMMUNICATION

Learning Objective: After reading this information sheet , you must be able to follow the guidelines to
observe in communicating effectively.

Introduction:

In the previous lesson, you learned how to obtain workplace information by reading a
communication media or tool like memorandum.You also learned on how to transfer information in a
workplace using an appropriate medium.

In this module ,you will learn how to become an effective speaker in conveying information and
effective listener in gathering information. Careful choice of words are emphasized to be gender –fair
language sensitive.

Any workplace where people are able to communicate clearly tend to be a more efficient working
environment.

Effective communication leads to:

 Clear instructions so people know exactly what they are expected to do and do it properly;
 People feeling involved because they are well informed;
 Higher morale and job satisfaction
 People working better as a team
 Time and effort saved as people are clear on what to do.

Principles of Effective Communication

Communicating with others effectively is not easy especially whe it requires personal
interaction. People around us have diverse personalities so we need to be careful in our choice of words,
gestures and in the way we deliver our messages. Good communication is the foundation of
successful relationships, both personally and professionally. But we communicate with much more
than words (verbal communication). In fact, research shows that the majority of our communication
is nonverbal. Nonverbal communication, or body language, includes our facial expressions,
gestures, eye contact, posture, and even the tone of our voice.

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TYPES OF COMMUNICATION

Verbal Communication

- This includes sounds, words, language, and speech. Speaking is an effective way of
communicating and helps in expressing emotions in words. This form of communication is
classified into four:
-
1. Intrapersonal communication – it includes silent conversation we have with
ourselves, wherein we juggle roles between the sender and receiver who are processing our
thoughts and actions.

2. Interpersonal
Figure 2 VERBAL
communication – this takes place
between two individuals and is thus a one-on-one conversation.

3. Small group communication – a communication can take place only when there
are more than two people involved. This includes press conferences, board meetings and team
meetings.

4. Public communication – one individual addresses a large gathering of people.

Election campaign and public speeches are examples of this type of communication.

In industries a large proportion of communication is verbal or spoken. This may occur face-to-
face or via telephones or two-way radios. For verbal communication to be effective both the speaker
and the listener need to be actively engaged in the conversation.

The speaker should be clear, concise, and courteous and use a style of language that is
appropriate to the situation and the audience. The information should be accurate to the best of the
speaker‘s knowledge. The tone of voice and body language used when speaking are often as
important as the words themselves.

The listener should give the speaker their full attention and be sure that they clearly
understand the message being conveyed. Again, body language is very important. Good listening skills
are necessary when receiving instruction or being taught new procedures.

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Non-Verbal Communication

- Non-verbal communication manages to convey the

sender‘s message without havingto use words.

Figure 3 Hugs and Kisses are examples

of Non-Verbal Communication

- This form of communication supersedes all other forms because of its usage and effectiveness.
Non-verbal communication involves the use of physical ways of communication, such as tone
of the voice, touch, and expressions.

- Symbols and sign language are also included in non-verbal communication. Body posture and
language convey a lot of non-verbal messages when communication verbally with someone.

Written Communication

- Written communication is the medium through which the message of the

sender is conveyed with the help of written words.

Figure 4 WRITTEN

- Letters, personal journals, e-mail, reports, articles and memos are some form of written
communication.

- Unlike other forms of communication, written messages can be edited and rectified before it is
communicated to the receiver. Thereby, making written communication an indispensable part
of informal and formal communication

Visual Communication

- This form of communication involves the visual display of

information, wherein message is understood or expressed with
the help of visual aids. Example is photography.
Figure 5The social media is a sample

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- Movies and plays, television shows and video clips are all electronic form of visual
communication.

- Visual communication also involves the transfer of information in the form of text, which is
received through an electronic medium such as computer, phone, etc.

- Icons and emoticons are a form of visual communication. When these icons are used in a public
place, phone or computer, they instruct the user about their meaning and usage.

- The greatest example of visual communication is the World Wide Web which communicates
with the masses, using a combination of text, design, links, images, and color. All of these
visual features require us to view the screen in order to understand the message being
conveyed.

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CAUSES AND EFFECTS OF INEFFECTIVE COMMUNICATION

Communication needs to be clear and effective in order to achieve its aim. When it is not, all kinds of
problem can result.

There are many obstacles along the way that result to ineffective communication. These are the
following:

Barriers to good communication

Barriers to good communication can make things difficult and cause misunderstanding. Good
communication is affected when the sender and the receiver do not understand the message in the
same way.

Good communication can be affected by:

 Non-verbal communication which sends the opposite messge to what is being said.
Remember that what we see is different to what we hear, the non-verbal communication
always delivers the strongest message. For example; if you tell your supervisor that you are
happy to work late and then spend the whole time looking at you watch, he or she believes the
non-

 to the fact that some message have more than one meaning. Unless the message means the
same thing to both the sender and receiver, confusion can arise. It is important to be specific
and exact if you are the sender and to use feedback and questions to check the verbal message
which is saying that you are not happy at all.

 Poor listening. Use of slang and jargon. People who work in a particular area often talk to
each other in technical jargon or slang they have developed for their own use. This is fine for all
who speakl the language, but it makes it very hard to newcomers.

 Ambiguity.This refers message if you are the receiver.

 People who think that they know everything and don’t listen. They niether give nor ask for
feedback and then complain that others send confusing message.

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  Making assumption about what people do or don’t know. It is important to clear about what
information people already have. To do this, we should put ourselves in place of the receiver
and ask ourselves what they need to know in order to understand our message. We then need
to be clear about how we send our message and what to include in it.
 Poor expression.These means speech or writing that is not clear, thoughts
and feeling which are presented in illogical order or incorrect spelling punctuation and
grammar.

 If people working together are not able to communicate well. It can lead to confusion,
unhappiness, frustration and annoyance. It can also mean that the organization‘s goal will not
be met.

Poor communication may lead to:

 Time being lost because work needs to be redone

 Accidents
 Poor quality service and/or product
 Wastage
 Frustration
 Mistake being made because instructions are not clear
 Teams not working well.

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 TASK SHEET NO. 1.1-2

Title: Communication Barriers

After the activity, the trainees are expected to identify the role
Performance
of communication barriers in effective communication
Objective:

Pen Paper
Supplies and
An object of their choice related to the qualification
Materials:

Tools and equipment will depend on the

Tools/ Equipment:
qualification

1. With 3 of your colleagues, choose an object or image

that is related to your qualification; example- Hand
Tractor for trainees under the Agriculture Sector.

2. Illustrate the image/object in your talk for about 10

minutes. Take note of the communication barriers that
you may find during the delivery of the talk. All group
Instructions: members must take turns in being the speaker.

3. After the activity, all observations by the group

members for all speakers must be submitted to your
facilitator.

Assessment Methods: Demonstration, Portfolio

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 PERFORMANCE CRITERIA CHECKLIST
TASK SHEET No. 1.1-2

YES NO
Did I . . . .

Identify the communication barriers?

Explain the meaning of technical terms in delivering the talk?

Deliver the talk with clarity of voice and good pronunciation ?

Follow the structure of a talk with: introduction, main part and conclusion.

Prepare an outline or full notes of the topic?.

Trainee’s Name: Date:

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 At present,GENDER-FAIR LANGUAGE is being emphasized in communication. The purpose is to show respect
and give importance to the GENDER SENSITIVITY principle.

Sexist Language

Introduction
Stereotyping is assuming that certain traits, ways of behaving,
interacting with others, working, etc., are 'naturally'
associated with each sex. It is seen as inappropriate for one sex to act in a manner associated with the
other sex. Our language reflects our notions of appropriate behavior for each sex. However, if we are
to represent accurately the reality and diversity of people's lives we need to move away from narrow
and limiting behavior models for people.
Sexism is discrimination on the basis of gender. While it is primarily women who are affected
by sexism, it can be used to discriminate against either men or women.

Below are some sexist and gender-sensitive terms.

Current Usage Gender-Sensitive

Anchorman Anchor, Anchorperson
Brotherhood of man The Family Of Humanity, The
Unity Of People
Businessman Business Executive, Manager,
Business Owner, Retailer,
Entrepreneur
Cameraman Camera Operators,
Cinematographers,
Photographers
Chairman Chairperson, Chair, Facilitator,
Convener, Co-Coordinator
Craftsmen Artisans, Craft Artists, Craft
Persons
Draftsmen Drafters
Delivery man Deliverer, Delivery Clerk, Courier
Early man Early People, Early Men And
Women, Early Human Beings
Forefather Ancestor
Firemen Fire Fighters
Fisherman/fishermen Fisher, Fishing People, Fishing
folks
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 Current Usage Gender-Sensitive
Female lawyer Lawyer
Foremen Supervisors
Girl athlete Athlete
Gentleman‘s Unwritten Agreement, Agreement
agreement Based On Trust
Heroic women Heroes
Linemen Line Installer
Layman Layperson, Non Specialist, Non
Professional
Lady doctor Doctor
Lumberman Lumber Cutters
Male secretary Secretary
Manmade Synthetic, Artificial
Masterful Domineering, Very Skillful
Man, Mankind Human Being/S, Human Person,
Individual, Humanity, People, Human
Race, Society, Men And
Women
Man in the street Average Person, Ordinary Person
Manning Staffing, Working
Miss, Mrs. Ms
One man show One Person Show, Solo exhibit
Old masters Classic Art, Artists
Pressmen Press Operators
Repairmen Repairers
Salesman Salesperson. Sales
Representative, Sales Agent
Spokesman Spokesperson, Representative
Sportsmen Sports Enthusiasts
Statesmen Diplomats, Political Leaders
Sportsmanship Fair Play
Statesmanship Diplomacy
To a man Everyone, Unanimously, Without
Exception
The girls in the office The Secretaries, Office
Assistants, Typists
Watchmen Guards
Workmanship Quality Of Work

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 Current Usage Gender-Sensitive
Woman writer Writer

Avoiding Sexist Language

Sexist language is language that unnecessarily identifies gender. It can take

several forms:
1. a pronoun that denotes a single sex when the information being conveyed pertains equally to
either or both sexes
 Ex. Every student should have his notebook with him in class. (appropriate at
an all-male school)
2. a job title that links the job to a single sex when either sex can perform the job
 Ex. Fireman, mailman, policeman

3. a single sex pronoun in conjunction with a neutral job title, so that the implication is that the
job ―belongs‖ to a single sex
 Ex. The nurse awoke her patient at five a.m.

4. any other use of language that unnecessarily and arbitrarily makes gender distinctions
 Ex. Early man used a system of gestures to
communicate.

To Avoid Sexist Language

Although it may often seem that avoiding sexist
language can lead one into using awkward or grating constructions, it is also possible to use gender-
neutral language gracefully and unobtrusively.
For example:

Pronouns

When using pronouns, you have several choices. Pick the one that seems most natural in context:
a. Change singular nouns to plurals and use a gender neutral pronoun, or try to avoid the
pronoun entirely:

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 Instead of: Each student must have his notebook with him in
class.
Use: All students must have notebooks with them in
class.

Instead of: A Senator who cannot finish his term of office… Use:
A Senator who cannot finish the term of office… or
Senators who cannot serve a full term of office…

b. If you think you must use a singular adjective like ―each‖ or ―every,‖ try to avoid using a
pronoun:

Instead of: Each student must hand in his homework on Thursday.

Use: Each student must hand in the assigned homework on
Thursday.

c. When using a job title, try to eliminate the pronoun:

Instead of: The nurse awoke her patient.

Use: The nurse awoke the patient.

Instead of: A truck driver should plan his route carefully.
Use: A truck driver should plan the travel route carefully.

d. When eliminating the pronoun seems unavoidable, use both male and female pronouns:

Instead of: A student should meet with his advisor.

Use: A student should meet with his or her advisor.

e. Choose a single sex pronoun and use it consistently. But be especially careful not to do
this in a way that will perpetuate stereotypes.

For example, it might be unwise to use ―he‖ and ―him‖ when talking about
professions stereotypically associated with males. E.g., engineering.

f. Be careful about using constructions like his/her, she/he as many people find these
awkward and distracting.

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 Titles. Instead of sex-linked titles, try neutral titles: Fireman –
fireperson is awkward, but fire fighter is not
Policeman – policeperson sounds silly, but police officer sounds natural Mailman – mailperson
seems awkward, postal worker does not
Others:
1. Avoid using ―man‖ as a noun when you are really referring to men and women.
Example: Early man used a system of gestures to
communicate.
Rather, say: Early humans used…
Early men and women…
2. It has become common for people to address others with whom they are barely acquainted as
love, pet or dear. While it is usually intended as a sign of warmth and friendliness, in some
circumstances it can have quite negative effects.

 Men rarely address other men as love, pet or dear, but frequently do so to women. Essentially,
they are treating women differently from how they treat men. This could be interpreted as
a lack of respect or that the relationship is viewed as potentially sexual. Whatever the
reason, it is inappropriate in work and study relationships.

 When people in positions of authority refer to others as love, pet or dear, it can be considered
patronizing and dismissive. If we are to treat those with whom we study and work with
respect as equals, we should try to avoid the use of overly-familiar terms of address.

3. Sex-linked adjectives, e.g. feminine, masculine, manly, womanly, arise from stereotyped
notions about male traits (e.g. strength, assertion, aggression) and female traits (e.g. passivity,
gentleness, concern). They associate with one sex attributes which are shared by all people.

Instead of: She's very masculine.

Use: She is a strong/independent/assertive woman.
Instead of: What is needed is the feminine touch.
Use: What is needed is a caring/considerate attitude.
Instead of: She‘s a tomboy.
Use: She‘s an adventurous/daring girl.
Instead of: He‘s a sissy.
Use: He‘s a sensitive/caring boy.

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 Task Sheet No. 1.1-2

Title: EFFECTIVE COMMUNICATION

Performance Objective:
Given the different situations that need communication,you should be able to practice effective
speaking to convey information and effective listening to gather information.

Supplies and materials: pen and paper

Procedure/Tasks:
1. Read information ―Effective Communication‖
2. Follow instruction indicated.
a. In Task 1,choose one situation.
b. You are given 2 minutes for the presentation.
c. During the preparation,observe the following;
c.1 Clear and gender-fair language in the choices of words
c.2 Complete ideas are used.
d. During the presentation, observe the following
d.1 Speak clearly in an open and neutral tone
d.2 Be straight forward and to the point
d.3 Keep the message simple
d.4 Be patient
d.5 Show interest
e. In task 2, Write down which you think is the most interesting topic that was shared
by your classmates and indicate your reason.
3. Confer with your co-trainee and let him/her underline the most
important idea expressed in the paragraph.

Task 1: Speaking
Practice effective communication by performing what is asked in the following situations:

1. Let‘s say you are in a party and you don‘t know anyone present. The
person whom you know, is an acquaintance from the past whom you

haven‘t had contacted for quite a time. Naturally, you are very

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 apprehensive because they might not know you anymore. But you need to circulate
because you are expected by your employer to bring good results. What would you do?

2. Pretend that you are the supervisor of the department. Disseminate the information of the
seminar/conference attended.

3. You are one of the participants of the recent conference. After the conference you are
assigned to disseminate the information that you have heard.

4. Describe a tool/device/equipment used in your course

5. Prove that your chosen course plays an important role in your life.

Task 2. Listening and Recording

Write down which you think is the most interesting topicthat was shared by your classmates.

ASSESSMENT METHOD: DEMONSTRATION/PORTFOLIO

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 Performance Criteria
Checklist1.1-2.1

Criteria Yes No
TASK 1 – As a speaker, did I…
1.Use appropriate medium to transfer information and ideas.
2. Use appropriate non-verbal communication.
3.Carry out personal interaction clearly and concisely
5.Observe gender-fair language in the choice of words
TASK 2-As a writer, did I…
1.write the complete message of the chosen topic?

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 INFORMATION SHEET No.1.1-3

OBTAINING INFORMATION

Learning Objective :

After learning this informtion sheet , you should be able toformulate effective questions to gather
and convey information.

Basic Communication Skills

The four basic methods of communication in everyday life are: listening, speaking, reading
and writing.

Among the linguistic skills, speaking developed alongside listening. Learning to speak well is an
asset. Since most of us talk much more than we write, we are judged more than by our speech than by
our writing.

 Reading
A third communication skill after listening and speaking is reading. People read for many
different reasons and in many different ways. One reason for reading is to find specific information,
which is called scanning. Another, is for meaning and absorption of information or which is called
active reading.

 Writing
Writing tends to be more formal than speaking. Writing can be group into three kinds
according to style: formal, informal-public, and casual.
- Formal style is used for writing letters to the government officials, speeches, articles
for newsletter and magazines, school assignments, long reports and formal
compositions.

- Informal-public style is used in public communication, not private communication;

we use it when we want to sound informal, not formal.

The ability to understand and use nonverbal communication are powerful tools that will help you
connect with others, express what you really mean,

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navigate challenging situations, and build better relationships at work and more especially at home.

To communicate with people effectively you need to:

 Make sure it is not too noisy to hear what is being said.

 Sit or stand so that you directly face the person whom you are talking or listening
too;
 Maintain eye contact;
 Use polite opening and closing greetings
 Speak clearly in an open and neutral tone
 Be straight forward and to the point
 Keep the message simple
 Be patient
 Show interest
 Used words that the people you are speaking to can understand
 Listen carefully to the conversation so that you get the right message.

The Difference Between Listening and Hearing

People are not often aware that there is a difference between hearing and listening. It is
commonly assumed that because people can hear they can also listen. Unless people have a physical
diability they are able to hear. At any one something which just happens.

Processing Sound

Listening requires effort and attention. If someone is explaining to you how to complete a task
and you are distracted you may hear what is said but you may not have listened. In order to listen, you
need to focus on the person, try to understand what is said; check if you have understood and ask
question – it actually takes effort.

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How do we go about making our listening more effective? Here are some
suggestions:
 Listen not for the words alone but for meanings
 Avoid unconcious projection
 Suspend as much as possible your own prejudgements
 Control you emotional responses to language
 Focus on the message
 Focus on the structure of the message
 Be concious of your own metacommunication (all the nonverbal cues -tone of voice, body
language, gestures, facial expression, etc.) that carry meaning that either enhance or disallow
what we say in words.
 Do not interrupt

In the workplace, effective listening helps you to:

 Understand instruction clearly

 Learn from others
 Convey clear message
 Promote good listening in others (if you are prepared to listen to others, they will be prepared to
listen to you)
 Offer ideas and take part in discussion
 Co-operate with others and work well in a team
 Understand the ideas and suggestions of others
 Respond in an appropriate manner

Many things can interfere with effective listening. They include: Noise - It is

very hard to listen in a noisy environment.

Temperature - If you are feeling uncomfortably hot it is hard to concentrate

and listen
.
Distance - when a speaker is too close to you, your mind may be
on the intervention of your space rather than what is being said.

Furniture - the way in which furniture is arranged in a room may block good listening
for example; if you cannot see a speaker it
is much harder to pay attention.

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Time - when people are tired or in a hurry they are less able to fully
concentrate on what is being said.

Impatience - if you are feeling impatient and want to get away to do otherthing
your mind will not concentrate on the speaker.

Distractions - any type of distraction whether it be something going on outside work or

personal worries tends to stop you from paying full attention to
what a speker says.

Attitude - if you do not like the speaker or do not like wht they are saying you
may quickly tune out.

Lack of interest - when you are not interested in a topic it is difficult to pay attention.

Thinking you - often people think that they already know what is about
already know be said and so they don‘t bother to listen

Recording Information while Listening

Effective note-taking is important to record information/instructions based on what we read

and listened.
Systematic note-taking means, reading through a passage or listening to a discussion and
determining its subject and then writing them down. They should be brief and easy to remember.

The following tips will help you in taking notes from your sources:

4. Don‘t write too many words.

5. Be sure that you have enough facts and details.

6. Don‘t get off the track. That is, stick to the topic

When you take notes from listening your degree of success can only be to the extent that you
listened well and understood what you heard.

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  Effective Questioning

Questions should be asked by the listener to clarify the meaning and by the speaker to ensure that
the information has been fully understood. There are three types of questions:

1. Closed questions are used to obtain a particular piece of information. They are usually
answered with a yes or no or with a limited response. For example:
 Have you driven a four-wheel drive tractor before?

2. Open questions encourage people to discuss a situation and share information. They often
require longer answers and begin with how, where, when, which, who, why or what. For
example:
 What types of tractors have you driven?

3. Reflective questions, also called mirror questions, are used to show the speaker that you have
been actively listening to them. They are also helpful when encouraging a person to express their
opinions clearly. For example:
 So, you‘ve driven this type of tractor before?
 You‘ve found this type of tractor to run reliably, haven‘t you?

Good speaking, listening and questioning skills are essential when communicating via the
telephone or two-way radios to ensure that the correct information has been received.

There are a number of barriers that reduce the effectiveness of verbal communication. These
include:

- inappropriate choice of language style

- inappropriate body language
- disruptions
- noise in the proximity and/or a poor signal
- relevance of the topic to the listener
- Assumptions made by both the speaker and listener.

 Effective Listening and Speaking

In today‘s changing world, listening and speaking play significant roles because the first
contact between ourselves and others is established through this two-way process.

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 Listening and hearing are not the same. Hearing is simply the travel of sound through the
ears to the brain without effort for the listeners; listening involves a reaction of the brain to the sounds
waves. Another way of expressing this difference is to say that listening has a purpose. Different
purposes in listening imply different kinds of listening.

Effective questioning can be a means of obtaining information. Whether you are speaking or
listening to others, asking questions forms an important part of the communication process. By asking
relevant questions you could extract a good deal of information. If a question is raised, it will surely
elicit a kind of response however, the kind of response may depend on the type of question given.

TYPES OF QUESTIONS

There are four types of questions according to form:

1. yes/no questions
2. or-question
3. wh-question
4. tag question

All of these forms end with a question mark (?). The yes/no question is so called because it
requires a yes or no answer. The or-question asks the repondent to make a choice. Yes or no can never
be used to answer an or-question. It is necessary to repeat the appropriate part of the question. The
wh-questions, on the other hand , are information-seeking questions. Tag questions usually begin
with the statement form, followed by the tag. These question are often used when agreement to a
question is being sought from respondents or when no answer at all is required.

The following are examples of questions:

Yes /No Question

 Have you been to Baguio?
 Is Mr. Torres going to attend the seminar on Monday?

Or-question
 Do you like apples or bananas?

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  Would you like to have tea or coffee?

Wh question
 Where do you live?
 When did you see your doctor?

Tag Question
 Shakespeare wrote Romeo and Juliet, didn‘t he?
 You don‘t like soda, do you?

Tips on How to Ask a Question

 Wait for the right time to ask a question

 Ask one question at a time. Asking lots of questions will cause
confusion, and not produce good answers.
 Put your question in a way that will be easily understood
 Wait for an answer to your question without butting in.
 Listen carefully to the answer you are givenso that you really
understand it
 If the answer does not satisfy you, ask another question. Remember
that questions should be asked for specific reasons, not just a way of
interrupting someone else.

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 SELF- CHECK No.1.1- 3-1

Identify the question form of each of the following by ticking Y/N for yes/noquestion;
WH for wh-question; OR for or-question and TQ for tag question.

1. Was Jim right when he said that he had to leave for abroad?

○ Y/N ○ WH ○ OR ○T

2. Does Jenny care for the effect of her decision or for what she feels?

○ Y/N ○ WH ○ OR ○T

3. The superior was right, wasn‘t he?

○ Y/N ○ WH ○ OR ○T

4. What did Maria announce to the group?

○ Y/N ○ WH ○ OR ○T

5. Why did he arrive at that drastic decision?

○ Y/N ○ WH ○ OR ○T

6. Does the Manager approve of it or not?

○ Y/N ○ WH ○ OR ○T

7. Will she allow it?

○ Y/N ○ WH ○ OR ○T

8. Helen was right in her decision, wasn‘t she?

○ Y/N ○ WH ○ OR ○T

9. How did you manage to bear that problem?

○ Y/N ○ WH ○ OR ○T

10. I have not understood the instruction, have you?

○ Y/N ○ WH ○ OR ○T

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 ANSWER KEY1.1-3-1

1. Y/N
2. OR
3. TQ
4. WH
5. WH
6. OR
7. Y/N
8. TQ
9. WH
10. TQ

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 INFORMATION SHEET No.1.1-4

Proper Handling of Telephone Calls

A very good application on the use of effective questioning is in handling a telephone conversation.

When to choose the phone:

 If speed is important
 If you need to discuss something without actually meeting the other person

A telephone call is not suitable:

 If the matter being discussed is confidential
 If a written record is required
 If the subject is complicated

Guidelines for Making Effective Calls

 Always be polite.
 Always be brief.
 Say who you are and what company you represent.
 Make clearly and slowly.
 Repeat difficult words.
 Use everyday language.
 notes as the conversation progresses.
 Speak

Answering a Call

Much the same guidelines apply when answering a call. It should be remembered however,
that when answering a call you might be providing the first link with a new customer or client for your
company. Always use courteous greetings, state the company name, your name and any department
name or extension number.
Never keep someone hanging on the line without telling them what you are doing. If the call is
not for you, try to connect the caller as quickly as you can to the person they wish to speak to. If the
person is not available, either ask the

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caller if they want to leave a message, will call again or take their number and pass it on to the person
concerned.

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 Task Sheet No. 1.1-4.1

Title: Telephone Conversation

Performance Objective:
1.Given a topic, you should be ableto formulate effective questions in a conversation

Supplies/Materials: pen and paper

Procedure/Tasks:
1. Form a dialogue in the chosen topic below. Practice proper handling of telephone
conversation.
 Ordering Products
 Follow up of deliveries
 Job hiring
2. Present your dialogue to your co-trainee.
3. Your classmate will write down his/her observation.
4. Submit the corrected script of dialogue to your trainer.

Assessment Method: PORTFOLIO/DEMONSTRATION ASSESSMENT

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 Performance Criteria Checklist1.1-4.1

Yes No
Criteria

The dialogue…

1. Uses questions to gather information.

2. Contains statements to answer the questions.

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 INFORMATION SHEET No.1.1-5

LOCATION AND STORAGE OF INFORMATION

Learning Objective : After learning this information sheet , you should be able toobserve workplace
procedure inlocating and storing information in a workplace.

In the previous information sheet, you learned how to formulate questions to gather information not
only in the workplace but also in different situations. In this information sheet, you will realize the
importance of storing and locating workplace information.

A company should have centralized repository or storage area for keeping and storing official
documents and business critical information. It depends on the type of information on where and
how it should be stored.

 Hard-copy or Printed materials- these papers should be kept in a central repository and filed
accordingly by the corporate secretary or administrative secretary to ensure that these important
document. (e.g. depending on the need you can have a small filing cabinet up to as large as
filing room or a third-party document service.)

 Soft-copy or Electronic documentation- Most companies who have mail and file servers should
invest in an on-line document management system to manage their electronic files. Email
programs should be setup to capture the important emails and communication by employees
within the corporate email network.

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 SELF- CHECK No. 1.1-5

Matching Type

Where will you store the following information? Match column A with column B. A B
1. Memoranda a. CD/DVD Rack
2. Books b. On-line document management system
3. Important e-mails c. file database
4. Scanned electronic files d. shelf
5. CD‘s/DVD‘s e. filing cabinet/drawer

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 ANSWER KEY1.1-4

1.e

2.d

3.b

4.c

5.a

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 SPEAK ENGLISH AT A BASIC
LEARNING OUTCOME NO. 2 AT A BASIC OPERATIONAL
LEVEL

CONTENTS:

1. Common expression in a conversation.

2. Routines in a conversation: Face to Face and Telephone

ASSESSMENT CRITERIA:

1. Simple conversations on familiar topics with work colleagues are participated.

2. Simple verbal instructions or requests are responded to.

3. Simple request are made

4. Routine Procedures are described.

5. Likes, dislikes and preferences are expressed.

6. Different forms of expression in English are identified.

CONDITIONS:

The student/ trainee must be provided with the following:

EQUIPMENT:

LCD Projector
Computer Printer

SUPPLIES and MATERIALS:

Memorandum

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 Circular
Notice
Information discussion

Sample Storage:

Manual filing system Computer-

based filing system
Personnel forms, telephone message forms, safety reports Telephone
Electronic and two-way radio

ASSESSMENT METHOD:

Direct observation
Oral interview and written test

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LEARNNG EXPERIENCES/ACTIVITIES
Learning Outcome 2: Speak English at a Basic Operational

Learning outcomes stated in the learning material, you must follow the steps indicated below.
Each step has a corresponding resource or specific instructions to be used in accomplishing the given
activities.

LEARNING ACTIVITIES SPECIFIC INSTRUCTIONS

1. The trainees will ask the modules from the 1. Communication Instructor will give
instructor. the learning materials.

2. Read Information Sheet No. 2.1-1 2. Perform Task 2.1-1

3. Be guided with the performance criteria

3. Follow the instructions given in the task checklist forevaluation
sheet.2.1-1
4. Refer to the Answer key guide for the
4. Answer the Self Check 2.1-1. correct answers.

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 INFORMATION SHEET No. 2.1-1

Effective Speaking

Learning Objective : After learning this information sheet , you should be able tospeak English and
participate in simple conversation.

Conversation in a workplace is unavoidable, because it is used to be acquainted with fellow workers

and maintain harmonious relationship with them. This is necessary to get information about the work to
be done in order to achieve effective performance of work.

Whenever we converse both in Filipino and English, we should be careful with the words we use and how are
those chosen words uttered. Our chosen words and our manner of saying those words may reflect a positive
or negative image or may result to good outcome or not.

Sample of ConversationAt work-related event:

A: Hi Tom, I‘ve got a question. What time is our meeting? B: It will

start at five.

A: Oh great. I‘m glad I‘ll be able to make it. Who‘s coming?

B: Let‘s see… Bob will be there. John will be there and I‘ll be there, but Maria won‘t make it. She‘s out
of town.

A: How about Nick?

B: He can‘t make it. He said he would come if he had known about it earlier. A: Is Vivian

coming?

B: She said she‘d like to make it, but she‘s got a lot of work to do. A: It will only

last anhout, won‘t it?

B, Yes, we‘d better keep it short. Everybody will want to go home by six o‘ clock.

oOo

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"I'd like to introduce myself. I'm Maria, from TESDA Calabarzon." Or, "Let me

introduce myself. I'm Maria from TESDA Calabarzon." The reply could be:

"Nice to meet you. I'm Tristan Zamora , from TESDA Region 5." "Pleased to meet

you. I'm Peter Mitchell, from Mitchell Creations." "How do you do? I'm Peter

Mitchell from Mitchell Creations." Below are useful expressions in different

conversation situations

EXPRESSIONS FOR CONVERSATION AND PERSONAL COMMENT

 When you start saying something contributing to a conversation... First of all, I
would like to say/state that…
To begin with, I…
 What can you say instead of ―I think‖ I would
say/ think…
In my opinion… To
my mind…
I am of the opinion that… I hold
the opinion that…
 When you want to stress your ―personal opinion‖ Personally,
I think…
As far as I‘m concerned… As
for me…
As I take it…
As far as I can see…
 When you ―agree‖ or when you ―don‘t agree‖ I entirely
/quite agree with you
I agree to/ with her plan I am of
the same opinion
I differ from/with you entirely

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 I disagree with you/I am sure you‘re mistaken I stick to
my opinion
 When you want to say the ―opposite‖ of what someone else said On the contrary
Quite the contrary Just
the opposite
That is the very opposite of what I said That is
quite the contrary of what I said I maintain the
contrary
In contrast to what you said, I maintain that…
 When you are ―quite sure‖ of something Of course
That goes without saying (It goes without saying that…) I contend/
maintain that…
It‘s conviction that…
 When you want to ―ask a question‖ May I
interrupt you?
This raises the question/point whether/if… The
question raises the whole issue.
 When you ―haven‘t understood‖
I beg your pardon/Pardon?
Could you repeat what you‘ve just said? But slower please… Could you
slow down a bit…
 If you should want ―to correct a mistake‖
Excuse me/ for interrupting/ you should have said…
 When you want to ―distinguish‖/ make a distinction between/ two aspects of a question, when
you want to distinguish one aspect from the other
On the other hand..
In general…/ in particular…
Generally speaking…
On the whole…

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 On the second thought…
 When you want to add something In
addition…
Moreover…
Furthermore…
What‘s more…
Besides…
Finally…
 When you want to contrast or oppose something However…
In contrast…
In contradiction…

Routine in a conversation:
Face to Face
1. Greeting – also known as opening or introduction.
Example:Good morning/afternoon Sir/Madam/ How are
you? (building rapport)
I like your dress? (for a longer conversation) How do
you feel today?

Telephone
Example; Thank you for calling... My name is/ This is Maria, “How can I help you”

When we communicate through the telephone, there is no direct eye contact with our customer; it is our
voice that has to make up for any inadequacy. Our telephone manners and etiquette are critical
components of a professional image.

2. Building rapport is establishing a harmonious relationship to your colleague or to your

customer for the purpose of creating trust. One secret to establishing rapport is to smile (face to face)
however on the phone the caller hears the pleasant tone of your voice while smiling. By doing this, both
of you may feel more comfortable which will lead to a smooth and successful transaction. Addressing
customers, supervisors and colleagues by their names or surnames is also a good way to personalize the
conversation.

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 3. Actively listen is simply your ability to listen and comprehend the different kinds of
information that the person is communicating to you. You comprehend not only the words but you
are analyzing the tone, sense of urgency and feelings of the speaker. It enables you to respond
accurately and follow instruction accordingly.

4. Another way to achieve accuracy in getting information is to Empathize with your

customer‘s question, situation and problem.Empathy is putting yourself in the position of
others. It is different from sympathy. When you sympathize with someone, you are simply
acknowledging that you realize they
have a problem and that you are sorry for the problem they have. Remember you have to empathize in
order to understand how your customer feels not just to express your sorrow.

5. Closing the Conversation/Call

Example:Face to Face
It was nice meeting you, hoping to see you again, Mr. Cruz. I had a good
conversation with you, ‗till next time.
I really enjoyed meeting you.

Telephone Conversation:
―Thank you for calling! Have a great day!‖
―Thank you for conversing with us!‖
―Is there anything else I could help you with?‖ (For customer service agent).

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 Task Sheet No. 2.1-1

Title: EFFECTIVE SPEAKING

Performance Objective: Given the situations you should be able to speak English
and participate in simple conversation

Materials: pen and paper

Procedure/Tasks:

1. Follow instruction indicated. a.Choose one

situation listed below.
b.You are given fifteen minutes for the preparation and presentation.
c. Your co-trainee will write down the observations.
d. Submit the written observation after self evaluation to your trainer.

A. A newly hired employee has to meet his boss for the first time.

B. A newly hired employee has to be acquainted with his/her coworkers.

C. Giving and receiving instructions from the boss.

D. Voice out your opinion on the recent conduct of symposium or company‘s

team building activities.

Assessment Method: Demonstration

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 PERFORMANCE CRITERIA CHECKLIST2.1-1

YES NO
Did I…

Participate in simple conversation on familiar topics with work colleagues

Respond to simple verbal instructions or requests

Make simple requests

Describe routine procedures

Express likes, dislikes and preferences

Identify different forms of expression in English

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 SELF CHECK:2.1-1

Direction: Given a condition what would be the appropriate expression to use?

Encircle/Write the letter of your choice/answer.

1. When you want to stress your ―personal opinion‖

a. As for me…
b. To begin with, I…
c. I agree to/ with her plan
2. When you ―agree‖ or when you ―don‘t agree‖
a. entirely /quite agree with you
b. Quite, the contrary
c. To begin with, I…
3. When you want to ―ask a question‖
a. May I interrupt you?
b. Generally speaking…
c. First of all, I would like to say/state that…
4. When you ―haven‘t understood‖
a. Generally speaking…
b. The question raises the whole issue.
c. Could you repeat what you‘ve just said? But slower please
5. When you want to add something
a. In addition…
b. Generally speaking…
c. As I take it…

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 ANSWER KEY: 2.1-1

1. A
2. A
3. A
4. C
5. A

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 PARTICIPATE IN
LEARNING OUTCOME NO. 3 WORKPLACE MEETING AND
DISCUSSION

CONTENTS:

1. What is a meeting?
2. Communication Skills for Meetings
3. Making Notes at the Meeting
4. Group Discussion

ASSESSMENT CRITERIA:

1. Team meetings are attended on time.

2. Own opinions are clearly expressed and those of others are listened to
without interruption.
3. Meeting inputs are consistent with the meeting purpose and establish
protocols.
4. Workplace interactions are conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
5. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.

CONDITIONS:

The students/trainees must be provided with the following:

 Paper
 Pencils/ball pen
 References (books)
 Manuals


METHODOLOGIES:

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  Group discussions
 Interaction
 Lecture


ASSESSMENT METHODS:

 Written test
 Practical / performance test
 Interview

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 LEARNING ACTIVITIES

In order to achieve the learning outcomes stated in the learning material, you must follow the
steps indicated below. Each step has a corresponding resource or specific instructions to be used in
accomplishing the given activities.

RESOURCES/SPECIFIC
LEARNING STEPS
INSTRUCTIONS
5. The trainees will ask the modules from the 1. Communication Instructor will give
instructor. the learning materials.

6. Read: Information Sheet No. 1.3-1 2. Identify the information expressed.

7. Follow the instructions given in the task

sheet No.1.3-1

8. Answer the Self Check 1.3-1.



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 INFORMATION SHEET No. 3.1-1

THE MEETING

Learning Objective : After learning this information sheet , you should be able toobserve the proper
ways in attending a meeting and in writing notes about the meeting.

In the previous lesson, you had an opportunity to use English language in speaking with your
co-trainees in order to achieve effectiveness in speaking. You experienced to express ideas in the
given tasks. You experienced to receive instructions from your co-trainee who acted as your boss and
had the chance to expressone‘s likes and dislikes.

In this section, you will realize the benefits of attending a meeting and what to write down
during the meeting.

The meeting is one of the most common vehicles for discussing an issue and for expressing the
collective desire of a group. A meeting is an assemblage of people who gather at specific place and
time in order to discuss a certain matter or make a decision on a vital issue.

Formal or Informal?

An informal meeting is composed of a group of people who exchange ideas or information in

unofficial or casual way. No official notes are taken and the meeting is sometimes considered as a chat
between or among colleagues.

A formal meeting is documented before, during and after it takes place. It may be a committee meeting, a
general assembly or just a company meeting held from time to time.

Before a formal meeting takes place, a Notice of Meeting is sent out to those entitled to attend. This
states the date, time and the place meeting is to be held.

Benefits of Attending a Meeting

 Learning more about the colleagues you are with

 Listening to the thoughts and opinions of others
 Communicating with your colleagues, expressing your own ideas

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  Feeling part of a team

Communication Skills for Meetings

 Show consideration and tolerance for others

 Speak clearly and use words that everyone will understand
 Speak at appropriate time, and not when someone else is already speaking
 Understand that your views will not necessarily be the same as everyone else‘s
 Be prepared to compromise

Making Notes at the Meeting

It is important for notes to be taken at formal meetings. These notes are known as minutes. It is usually,
although not always, the secretary who takes down the minutes as the meeting progresses. These notes
are not normally verbatim (word for word) but should contain:
 Relevant points of discussion
 All resolutions
 All recommendations

The Minute Book

Most organizations have their own format for the display of minutes and this format should be strictly
adhered to. The minutes will often be placed in a minute book or special file, where all the previous
minutes are filed. This record is considered a permanent record, so consistency is necessary.

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 SELF CHECK NO. 3.1-1

Multiple Choice: Encircle the letter of the correct answer.

Choose the letter of the best answer

1. An assemblage of people who gather at specific place and time in order to discuss a certain
matter or make a decision on a vital issue.
a. game
b. meeting
c. conference
d. session
2. A type of meeting that is documented before, during and after it takes place.
a. formal meeting
b. informal meeting
c. panel discussion
d. formal session
3. Which is not a benefit of attending a meeting?
a. Learning more about the colleagues you are with
b. Listening to the thoughts and opinion of others
c. Communicating with your colleagues, expressing your own ideas
d. Feeling you are not a part of a team

True or False: Write “T” if the statement is correct and “F” if the statement is not correct.

4. In a meeting, it is important to speak clearly and use words that everyone will understand.
5. Always understand that your views will not necessarily be the same as everyone else‘s.

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 ANSWER KEY: 3.1-1

1. b
2. a
3. d
4. t
5 .t

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 INFORMATION SHEET No. 3.2-1

GROUP DISCUSSION

Learning Objective: After reading this section ,you should be able to express own opinions and to
listen to others‘ opinion effectively through workplace interactions.

Are you a person who can talk for hours to friends but does not know what to say in a group
discussion? It is not difficult to transfer your small-group skills to larger groups. The speaking skills
for both groups are really quite similar. Both situations require being informed about specific topic
under discussion, voicing your own ideas clearly, accepting feedback on your contribution, and being a
good listener.

The major difference between discussion with friends and group discussion is that group discussion
occurs when three or more people meet for a definite purpose, to arrive at a specific goal. The group must
concentrate on reaching the group‘s goal rather than individual goals of its members.

Planning a Group Discussion

Several factors affect the success of a group discussion. First, the topic must be of mutual interest to all
the members. Second, the topic must be timely, interesting, and can be managed within the discussion
time. Third, the topic must be well researched by each member of the group.

A group discussion should focus on a topic that is timely, interesting, and the members
are involved and prepared to discuss.

Most group discussion is carefully planned. The chart below lists steps for planning a group
discussion:

1. Hold a pre-discussion meeting to determine the discussion topic. Make sure the topic is timely
and interesting.

2. Define the topic precisely. After it is defined, phrase the topic as question, not a statement.

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 3. Make an outline of points to be discussed. Include a history of the problem, alternatives or
solutions, and possible action to listen.

4. Research the topic by reading, thinking, and getting as much information as possible before the
discussion.

ILLUSTRATION OF MEETING AND DISCUSSION

Read sample lines that are used in the discussion during the meeting:

Getting Started
Let‘s get started.
We need to discuss something important today.
We need to talk about the frequent absences of the employees

Talking About Discussion Items

The first thing on the list is the review of our company‘s policy on attendance. The first ite on the
agenda is the report of our Personnel Officer.
The first thing we need to discuss is what you feel about the issue.

Presenting Options
We could either revise policies or conduct an information campaign among our co-workers.
We have several alternatives.
We have two options: reduce the target or lay off some workers

Moving On
Let‘s move on to item 2.
Let‘s move on to the next topic. We
need to move on.
Shall we move on.

Stalling (delaying) the Discussion

Before we move on, I think we should review the report

Wait a minute. We havent discussed the incident at the plant yesterday. Don‘t you think we
need to verify the information being presented to us? Not so fast. We haven‘t taken a vote
on that yet.

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Asking for clarification
What do you mean by frequent absences of employees? I don‘t quite
follow you.
I didn‘t get what you meant by price reduction. Could you
clarify that?
Could you elaborate on that?

Making a Suggestion or Proposal

I think we should consider the proposal. Maybe we
should take a vote on the issue. I suggest we conduct
a survey.
Why don‘t we ask for more information?
How about schedulin another meeting on this? We could
try your suggestion.

Giving Feedback
I think that‘s a good idea. You
have a goodpoint.
I agree.
I disagree. I think we should wait for more reports. Sorry, I don‘t
agree with you.
You have a point, but don‘t you think we ought to reconsider? That‘s not such a
good idea.
I don‘t think that‘s a good idea.

Asking for Opinions

What do you think,Alice?
What‘s your opinion on that,Matthew? Any
thoughts on that?
Any ideas?

Checking for Concensus Do

we all agree on that? Does
everyone agree?
Are we in agreement on this issue?

Summarizing
In summary, absences has increased.
The conclusion in our sales is going down. So, we‘ve
decided to cut down on costs.
We‘re going to plan and then meet again next week.

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Closing the Meeting
That;s all for today,
That‘s it then.The meeting is adjourned. (very formal)

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 SELF CHECK NO. 3.2-1

Check you mastery of group discussion by completing the questions/tasks below.

1. The topic in a group discussion must be
a. b.
c. d.
2. .A group discussion occurs in order to arrive at a certain .

3. As each member of the group shares his ideas; each develops the Skill of:
a. reading b. writing c. speaking d. listening
4. As the leader presents the output of every group, he sees to it that everybody is
a. writing b. listening c. reading d. speaking
5. Group discussion is conducted in order to .

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 ANSWER KEY: 3.2-1

a. timely
b. interesting
c. of mutual interest to the group
d. well researched
2. goal
3. c
4. b
5. Reach or arrive a certain goal (solve a problem, clarify an issue)

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 TASK SHEET No. 3.2-1

Title: Conducting a Meeting

Performance Objective:Given the situational problem you should be able to participate in a

meeting

Supplies and Materials: Pen and paper

Equipment : Projector, Laptop/Computer

Procedure/Step
1. Form three groups of eight tonine members.
2. Each group would assign members that would act as the owner, head of the
maintenance, customer relation officer, secretaryand staff.
3. Role play in 10 minutes the conduct of a meeting to discuss the problem and
possible solutions and recommendation on the given situation below:

A. The owner of the motor company has received complaint regarding

automotive services.
B. In the workplace, the supervisor caught a technician sleeping
during working hours.
4. Observe/Follow the illustrations in Information sheet 1.3-2 in conducting a
meeting.
5. During the presentation of the first group, groups 2 and 3 will observe and
evaluate the first group presentation. This procedure Will be followed by groups 2
and 3.
6. Record the minutes of the meeting.
7. Submit to the trainer the result of the evaluation for verification.

Assessment Method: Demonstration/Portfolio

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 Performance Criteria Checklist 3.2-1

Criteria Yes No

Did I…

1.Attend team meetings on time

2. Clearly expressmy ownopinions andlisten to others‘ without interruption.

3.Observe consistent meeting inputs with the meeting purpose and establish
protocols.

4.Conduct workplace interactions in a courteous manner

5.Ask questions about simple routine workplace procedures and respond to

matters concerning conditions of employment

6.Interpret and implement meeting outcomes

7. Write the important message of the meeting.

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LO 4. COMPLETE RELEVANT WORK RELATED DOCUMENTS

CONTENTS:
 Filling Out Work-Related Documents
 Types of forms

ASSESSMENT CRITERIA:
1. Ranges of forms relating to conditions of employment are completed
accurately and legibly.
2. Workplace data is recorded on standard workplace forms and documents.
3. Basic mathematical process is used for routine calculations.
4. Errors in recording information on forms/documents are identified and
rectified.
5. Reporting requirements to superior are completed according to enterprise
guidelines.

CONDITIONS:
The students/trainees must be provided with the following:
 Paper
 Pencils / ball pen
 Reference books
 Manuals

METHODOLOGIES:
 Group discussion
 Interaction
 Lecture

ASSESSMENT METHODS:
 Written test
 Practical Performance test
 Interview

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 LEARNING EXPERIENCES

In order to achieve the learning outcomes stated in the learning material, you must follow the
steps indicated below. Each step has a corresponding resource or specific instructions to be used in
accomplishing the given activities.

RESOURCES/SPECIFIC INSTRUCTIONS
LEARNING STEPS

9. The trainees will ask the modules from the 1. Communication Instructor will give the
instructor. learning materials.

10. Read: Information Sheet No. 1.4-1 2. Identify the informationexpressed.

http://www.regionalskillstraining.
11. Follow the instructions given in the task com/sites/default/files
sheet No.1.4-1 /content
/ROMWI%20Book%201.pdf
12. Answer the Self Check 1.4-1.
www.business.qld.gov.au/
business/starting/starting-a-
business/record-keeping-

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 INFORMATION SHEET NO. 4.1-1

FILLING OUT OF WORK RELATED DOCUMENTS

Learning Objective : After learning this information sheet , you should be able tofill out work-related
document accurately.

In the previous, information sheet, you learned toparticipate in workplace meetings and
discussions. In this section, you are provided with worksheets to apply the guidelines in filling out
forms. Some ranges of forms like ITR form will provide experience to do routine calculations such as
addition and subtraction.

To be an efficient worker or employee someday, do not only concentrate to the necessary documents
such as memos, letters, reports & etc., but you have to give attention also to work related documents
like filling out of forms particularly the personal data sheet, excuse slip or leave form, requisition
form and telephone message form.

One way of presenting or getting facts is filling out of forms. Forms are documents that maybe one of
the sources of information. ―CARE” should be observed to avoid confusion and misunderstanding.

Personal Data Sheet

Personal Data Sheet is a convenient way of organizing all the information that will be required to fully
complete an application form. Instead of trying to keep track of a number of documents (record of work
history, references, address book, etc). It is helpful to keep this important information all together on a
few stapled pages.

Filling this form is oftentimes taken for granted and the questions are answered in a half hazard way. In
filling this, the employer is trying to find out your intelligence, ability to follow instruction and the
completeness and legibility of your penmanship.

LEGIBILITY:

1. Your handwriting must be readable

2. Any figure that you write should be clear

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ACCURACY AND CAREFULNESS:

1. Recheck all information you have written.

2. Do not leave any blanks unfilled
3. If the information asked for, does not apply to you, draw a line through that space or make it
―NOT APPLICABLE” or “DOES NOT APPLY”
4. Be careful with spelling, misspelled words create a poor impression and also indicate lack of
basic skill in spelling proficiency.
5. You should be knowledgeable of basic mathematical processes and unit conversions for items
requiring accurate figure and specific units (ex. Weight in Kg or lbs, Height in m or ft.)
6. Follow directions carefully. If the directions say print, for example, do so; if they call for the
last name first. Don‘t put your first name first.
7. Avoid erasures; this will show your carelessness.
8. Avoid asking for another extra form just because you made a mistake in filling in the form. You
will only be creating a bad impression. However, if there are errors that are identified during the
submission of forms; admit the mistakes and immediately rectify them. Remember that the
forms are workplace documents that are sources of information.
9. Do not write any false information.

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 WORK SHEET NO. 4.1-1

TITLE: FILLING OUT FORM

PERFORMANCE OBJECTIVE:

At the end of this activity the learner/s should be able to:

1. Given the forms you should be able to follow directions/instructions carefully achieve
simplicity, clarity, accuracy, neatness and completeness in filling out

MATERIALS:

PDS Form, SSS application form, NBI application form,CS Form 6

(Leave Form)
Pen and paper

PROCEDURE:

1. Read all instructions before accomplishing the form (PDS; NBI; SSS) (if necessary read
information sheet)
2. Follow instruction in presenting facts
3. Write legibly and accurately for better understanding
4. Accomplish the form in 30 minutes
5. Compare your accomplished forms with your co-trainees
6. List down all the corrected errors committed.

ASSESSMENT METHOD:

PORTFOLIO, ASSESSMENT

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 Fill out the provided Personal Data Sheet/Resume

2X2 Photo
(In white
background)

(NOTE: PLEASE PRINT)

Name: (Surname, First Name, Middle Name)

Address:
Date of Birth (mm/dd/yyyy) Gender Age Civil Status
Place of Birth: Weight (kg): Height (m) Religion:
Nationality Tel/Contact #
FAMILY DATA:
Father: Mother:
Occupation: Age No. Occupation: Age
of Brothers No. of Sisters
If Married (Give the Name of Spouse):
Age
Occupation of Spouse: No. of children

EDUCATIONAL DATA (Please start from most recent)

COURSE/DEGREE YEAR
NAME OF SCHOOL SCHOOL ADDRESS
OBTAINED GRADUATED

EMPLOYMENT DATA (Please start from most recent)

Reasons
Name of the Kind of Position Inclusive
Salary for
Company/Address Business held Dates
leaving

TRAINING/SEMINARS ATTENDED (Please start from most recent)

TITLE CONDUCTED BY DATE

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HONORS/AWARDS RECEIVED (Please start from most significant)
AWARD TITLE GRANTED BY DATE

OTHER DATA: (Please do not leave any blank spaces)

Industrial and office machines you can operate:
Computer Software you use:
Other skills

MEDICAL BACKGROUND
Have you ever been subjected to major operation?
If yes, for what?
Have you ever had any illness or sickness in the past seven years requiring you to be hospitalized If yes,
for what?
Have you ever been denied employment because of your health
condition?
If yes, brieflyexplain SSSNo.
Tax IdentificationNo.
Driver‘s License Classification No. Restriction
Code Expiration Date: 200 .

I HEREBY CERTIFY that the statement made by me are true, complete and correct to the best of
my knowledge and belief. Any false information contained herein, may be ground for
CANCELLATION OF MY APPLICATION OR FOR DISMISSAL. You may also consider this
as an authorization to conduct investigation of my personal background.

SIGNATURE DATE

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 Module 1– Date: Developed Date: Page #
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CS Form 6

1. Office/Agency 2. NAME: (LAS T) (FIRST) (MIDDLE

3. DATE NOF FILLING 4. POSITION 5. SALARY(MONTHLY)

DETAILS OF APPLICATION
6. a] TYPE OF LEAVE 6. b]. WHERE LEAVE WILL BE SPENT [ ]
VACATION LEAVE 1. IN CASE OF VACATION LEAVE
( ) To seek employment ( ) Within the Philippines
( ) Others, Specify ( ) Abroad,Specify

[ ] SICK 2. IN CASE OF SICK LEAVE

( ) Maternity ( ) In Hospital, specify (
) Others, Specify:
( ) Out Patient, specify

c] NUMBER OFWORKING DAYS d] COMMUTATION

APPLIED FOR: ( ) Requested ( ) Not
Requested
Inclusive Dates:

Signature of
Applicant

DETAILS OF ACTION ON APPLICATION

7. a] CERTIFICATION OFLEAVE b] RECOMMENDATION
CREDITS AS OF ( ) Approved
( ) Disapproved due to

Vacation Sick Total

Days Days Days

Cluster Head

Administrative Aide Administrative Officer

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c] APPROVED FOR: d] DISAPPROVED DUETO:
days with pay
days withoutpay
others, specify

VOC. SCH. Administrator

Date:

Module 1– Date: Developed Date: Page #

Revised
Code Feb. 11,
No. Participating in Workplace 2016
Communication 107
Developed
by: TESDA-
CALABARZO
N.
 Performance Criteria Checklist 4.1-1

YES NO
PERFORMANCE CRITERIA CHECKLIST 1.4-1

The forms are…

1.filled out accurately and legibly

CRITERIA YES NO

DID I…

1. Complete the range of forms relating to conditions of employment

accurately and legibly?

3. Use basic mathematical process for routine calculation?

4. Identify and properly acted upon the errors in recording information on

forms/documents?

Module 1– Date: Developed Date: Page #

Revised
Code Feb. 11,
No. Participating in Workplace 2016
Communication 108
Developed
by: TESDA-
CALABARZO
N.
 INFORMATION SHEET NO. 4.2-1

Recording of Workplace Data

Learning Objective: After learning this information sheet, you should be able to practice the steps
in keeping workplace documents.

In the previous lesson, you apply the proper ways of filling out forms. In every workplace
you are required to identify and keep records. The records that you are required to keep will be
determined by your job tasks. Samples of records are physical records, preparing and processing basic
financial transactions, establishing and maintaining a cashbook and reconciling and preparing
invoices.These records are vital for planning purposes, meeting requirements and for the efficient
operation of the business on a daily basis.

By having a better understanding of what records to keep and how to keep records, you will
gain the skills and knowledge to participate in your workplace more efficiently and effectively. You
cannot rely on your memory, so you need to record your physical and financial transactions. Through
this process we are able to:
• satisfy various legal requirements
• assist in preparation of tax returns
• to help management identify areas where efficiencies can be introduced
• enable management to monitor business, exercise control and make informed decisions
• use information from the past to plan for the future

It is important when considering implementing recording systems that they are simple, easy to use,
effective and suit the business.

The 4 basic rules for record keeping are:

Useful — Don‘t waste your time keeping records you will never use. Easy to use —

Simple and neat to encourage you to use the system. Accurate— Bad records can lead to

poor decisions.

Compulsory – These are the records you are required to keep by law e.g. financial records

Module 1– Date: Developed Date: Page #

Revised
Code Feb. 11,
No. Participating in Workplace 2016
Communication 109
Developed
by: TESDA-
CALABARZO
N.
 TASK SHEET NO. 4.2-1

Title: Recording of workplace data

Performance Objectives:
Given the table, you should be able to fill it out by listing the records to keep related to your job.

Materials:
Pen and Paper Requisition Slip

Procedure/Task:
1. Follow the instruction
2. Accomplish the table accurately.
3. Exchange work with your co-trainee.
4. Record the corrections done by your co-trainee
5. Submit the corrected output to your trainer.

ASSESSMENT METHOD: PORTFOLIO

Complete the table:

As a hint, consider the records like work diaries, materials received or dispatched, incidents
which may be subject to investigation or query at a later date, inventory control records,
drawings, plans and specifications, work
schedules, standard procedures and practices, permits.

What records do you Why do you keep the What other Why are
keep applicable to records? records are kept in the theserecords kept?
your work? business (not part of
your job but
important
to the business)?

Module 1– Date: Developed Date: Page #

Revised
Code Feb. 11,
No. Participating in Workplace 2016
Communication 110
Developed
by: TESDA-
CALABARZO
N.
 Performance Criteria Checklist 1.4-1

CRITERIA YES NO

DID I…

1.Record workplace data on standard workplace forms and documents

2.Complete reporting requirements according to organizational guidelines

Module 1– Date: Developed Date: Page #

Revised
Code Feb. 11,
No. Participating in Workplace 2016
Communication 111
Developed
by: TESDA-
CALABARZO
N.