Admas University

KALITY campus

Accounting and Finance Level

II

Learning guide
Unit of Competence: Apply Business Communication
in the work place
Module Title: Applying Business Communication in
the work place
TTLM Code : LSA ACF2 M07 1221
LO1: Obtaining and convey workplace information
LO2: Participate in workplace meetings and
discussions
LO3: Complete relevant work related documents
LO4: Describe team role and scope
LO5: Identifying own role and responsibility
LO6: Working as a team member
Occupational Standard: Accounting and Finance Level II
Unit Title Apply Business Communication in the work place
Unit Code LSA ACF2 07 1221
Unit Descriptor This unit covers the knowledge, skills and attitudes
required to gather, interpret and convey information in
response to workplace requirements and the skills,
knowledge and attitudes to identify role and
responsibility as a member of a team.

Elements Performance Criteria

1. Obtain and 1.1 Specific and relevant information is accessed from

convey appropriate sources
workplace 1.2 Effective questioning , active listening and speaking
information skills are used to gather and convey information

1.3 Appropriate medium is used to transfer information

and ideas

1.4 Appropriate non- verbal communication is used

1.5 Appropriate lines of communication with supervisors

and colleagues are identified and followed

1.6 Defined workplace procedures for the location and

storage of information are used

1.7 Personal interaction is carried out clearly and

concisely
2. Participate in 2.1 Team meetings are attended on time
workplace 2.2 Own opinions are clearly expressed and those of
meetings and others are listened to without interruption
discussions
2.3 Meeting inputs are consistent with the meeting
purpose and established protocols

2.4 Workplace interactions are conducted in a

courteous manner

2.5 Questions about simple routine workplace

procedures and matters concerning working
conditions of employment are asked and
 responded to

2.6 Meetings outcomes are interpreted and implemented

3. Complete 3.1 Range of forms relating to conditions of employment
relevant work are completed accurately and legibly
related 3.2 Workplace data is recorded on standard workplace
documents forms and documents

3.3 Basic mathematical processes are used for routine

calculations

3.4 Errors in recording information on forms/ documents

are identified and properly acted upon

3.5 Reporting requirements to supervisor are completed

according to organizational guidelines
4. Describe team 4.1 The role and objective of the team are identified
role and scope from available sources of information

4.2 Team parameters, reporting relationships and

responsibilities are identified from team discussions
and appropriate external sources
5. Identify own 5.1 Individual role and responsibilities within the team
role and environment are identified
responsibility
5.2 Roles and responsibility of other team members are
within team
identified and recognized

5.3 Reporting relationships within team and external to

team are identified
6. Work as a team 6.1 Effective and appropriate forms of communications
member used and interactions undertaken with team members
who contribute to known team activities and
objectives

6.2 Effective and appropriate contributions are made to

complement team activities and objectives, based on
individual skills and competencies and workplace
context

6.3 Protocols are observed in reporting using standard

 operating procedures

6.4 Contribute to the development of team work plans

based on an understanding of team’s role and
objectives and individual competencies of the
members.

Variable Range

Appropriate May include but not limited to:

sources  Team members

 Suppliers

 Trade personnel

 Local government

 Industry bodies

Medium May include but not limited to:

 Memorandum

 Circular

 Notice

 Information discussion

 Follow-up or verbal instructions

 Face to face communication

Storage May include but not limited to:

 Manual filing system

 Computer-based filing system

Protocols May include but not limited to:

 Observing meeting

 Compliance with meeting decisions

 Obeying meeting instructions

Workplace May include but not limited to:

interactions  Face to face

 Telephone

 Electronic and two way radio

  Written including electronic, memos, instruction and
forms, non-verbal including gestures, signals, signs
and diagrams

Forms May include but not limited to:

 Personnel forms, telephone message forms, safety

reports

Role and objective May include but not limited to:

of team  Work activities in a team environment with enterprise
or specific sector

 Limited discretion, initiative and judgment maybe

demonstrated on the job, either individually or in a
team environment
Sources of May include but not limited to:
information • Standard operating and/or other workplace
procedures
• Job procedures
• Machine/equipment manufacturer’s specifications
and instructions
• Organizational or external personnel
• Client/supplier instructions
• Quality standards
• OHS and environmental standards

Workplace context May include but not limited to:

 Work procedures and practices

 Conditions of work environments

 Legislation and industrial agreements

 Standard work practice including the storage, safe

handling and disposal of chemicals

 Safety, environmental, housekeeping and quality

guidelines
Instruction Sheet LO1: Obtaining and convey workplace
information
This learning guide is developed to provide you the necessary
information regarding the following content coverage and topics:
 Defining and access information from sources
 Developing effective questioning, active listening and speaking skills
 Using appropriate medium
 Applying Non- verbal communication
 Demonstrating lines of communication
 Identifying locations and storage of an information
This guide will also assist you to attain the learning outcome
stated in the cover page. Specifically, upon completion of this
Learning Guide, you will be able to:
 Define and access information from sources
 Develop effective questioning, active listening and speaking skills
 Use appropriate medium
 Apply Non- verbal communication
 Demonstrate lines of communication
 Identify locations and storage of an information
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described below all sheets.
3. Read the information written in the information we can checkevery
sheet.
4. Accomplish-checktherelated―Selfabouteach learning guide line
respectively.
5. If you earned a satisfactory evaluation from the ―Self-check‖ sprto
ceed―Operati Sheet 1, Operation Sheet 2 and Operation Sheet 3‖in
pages. 6. Do thetest―LAP―allpage (if you are ready).
Information Sheet:-1 Define and access information from sources

1.1 Communicating information

Workers must be able to communicate information to work

effectively. Information is communicated in two directions -
sometimes you receive information and sometimes you
convey it. You communicate regularly with your employer
or supervisor and your co-workers. You might also
communicate with customers and suppliers, contractors,
local government employees, or other people from outside
your workplace.
Appropriate sources May include:
 Team members
 Suppliers
 Trade personnel
 Local government
 Industry bodies
1.2 WHAT IS COMMUNICATION?
 The word ―communication ‖came from the Latin
word ―communist‖ which means commonness. When
people communicate with one another, the establish
commonness; they share a commonality.
―Communication is a
processormorehumanthroughbeingsshare eachwhich
other‘s thoughts, ideas, feelings, insight
 ―Communication is not simply sending messa clearly and
precisely.‖
 Communication we are classify two part that are
good communication and poor communication
 1. Good
communication is: -

Dependabili

Hardwork ty


Personal Appearance Reliability

Loyalty Honesty
Positive

Creating Attitude
2. Poor communication is: -
 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.
Importance of Communication in the Workplace
There is no denying the importance of communication in the workplace,
considering the fact that in an organization people belonging to different
social and professional backgrounds come together to work for the same
goals. Often it is seen that administrators do not realize the importance of
communication at work and thus do not convey their ideas, organizational
goals, vision, etc. very clearly. When administrators in an organization are
unable to create an environment which promotes open and clear
communication, it can have negative repercussions on the work culture and
the employee productivity. The importance of effective workplace
communication is discussed below:
 Sender Receiver
Messag Mess
e Medium age
Create Recei
ve
Encode Deco
de
Barrie
rs
Environmen
tal
Feedbac Personal Feedb
k ack
Receive Creat
e
Decode Enco
de

Figure 1:The Communication Process

 1. Means of Communication/Channels of communication

oral
Examples
Non
 telephone verbal Written

 speeches Visual Letter

 Meeting Audio visual Memos

 Radio Silence Circulars

 Microphone Written Notes

Email
Fax
• Symbols

B be


C see

R are

U you

2 to/too

4 for
 Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. WHAT IS COMMUNICATION? 2 points

_______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 ____________________________________________________________________________

__________________________________

2. What is the difference b/n good communication and poor

communication? 3 points

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

_______________________________________________________________________
Information Sheet:-2 Develop effective questioning, active listening and
speaking skills

2.1 effective questioning

Albert Einstein said, “Ifhad anI hour to solve a problem and my

life depended on the solution, I would spend the first 55
minutes determining the proper question to ask, for once I
know the proper question, I could solve the Farproblemtoo

many people focus on having the ―right

1
the. In ―rightGermany,the
discovering question‖jobtitleDirector

Grundsatzfragen translates as ―Director of

These are the people who are always thinking about what the next

Questioning to solve problems and create alignment:

Questioning can be a powerful technique to help solve problems and build

consensus on a course of action.
The starting point is always open questions to frame the problem. Once the
underlying reasons are agreed, the questioning can progress towards
confirming the agreed solution or the requirements / capabilities to be
developed. The discussion may not move through all nine variants of
questioning but should generally progress in the direction of he green arrows,
only backtracking if something was missed .

questions will be. The German understanding and appreciation of

Grundsatzfragen stems from a culture that highly values philosophy and the
ongoing questioning of priorities and the meaning of life. We can all benefit
from adopting this approach to thinking, which makes asking effective
questions a key skill to develop. A powerful question:

generates curiosity in the listener

• stimulates reflective conversation
• is thought-provoking
• surfaces underlying assumptions
• invites creativity and new possibilities
• generates energy and forward movement
• channels attention and focuses inquiry
• stays with participants
• touches a deep meaning
• evokes more questions.
It has the capacity to spread beyond the place where it began into larger
networks of conversation throughout an organization or a community. Powerful
questions that travel well are often the key to large-scale change.

But this is not straightforward; whilst asking and answering questions is part of
everyday conversation for all of us and we might think that questioning is a
natural skill that we all possess; it is not as easy as we assume. Questions need
to be designed to help the other person reach a conclusion, or to provide
information and insights helpful to the discussion.

There are a range of question types that can be used for different purposes.
Some questions provide structure, others direct flow, and some help us to reach
closure. Question types include:

• Open questions, to gather information and facts, for example "What

are your concerns and worries about this situation?"

• Probing questions, to gain additional detail, e.g. "Can you explain

why that matters?"

• Hypothetical questions, to suggest an approach or introduce new

ideas. An example might be "If you could get additional funding or
resources, how might that help?"

• Reflective questions, to check understanding, such as "So would

you prioritise the most critical areas for attention first and make sure that
everyone knew what was most important?"

• Leading questions2, to help a person reach a conc you feel will be beneficial; a few
well planned questions can very often lead the

person towards the idea and instead of responding to your request, they
have their idea of how to help you be more successful.

Deflective questions to defuse an aggressive or defiant situation by redirecting the

force of the other person‘s -onattack.‗Attacksinste synonymous with dissatisfaction,
insubordination or resistance and prevent you from

moving forward. Dealing with a strong objection by responding with similar force
 creates conflict. Deflective questions help to transform the negative
situation into a collaborative problem-solving 3 occasion. Some examples
include:

2.2 Active listening skills

listening and communication skills are two of the most basic and important
skills that help desk analysts must possess. Analysts take in information by
listening. They use both verbal and nonverbal skills to communicate. These
skills are important because analysts must communicate

and listen actively when customers provide

information about their problems or requests. In
return, analysts must respond in ways that give
customers a sense of confidence that they are being
heard and understood. They must also deliver
information in a way that is meaningful to their
customers. Good listening and communication skills
benefit both of the parties involved in a conversation
and can be improved through practice.

Listening is a skill that is important to many professions. For example, skilled negotiators
listen carefully and understand the other par offer. Top salespeople concentrate on
listening to avoid talking customers out of a sale.

What does this have to do with customer support? Well, at times in customer
support, analysts must be skilled negotiators—remember that can do attitude—
and at times

analysts must be sales people. You can‘t alwa listen actively you can at least
acknowledge and try to address what customers need.

Active Listeners Passive Listeners

Ask questions and respond
to the Take in information without questions

speaker

Verify understanding Accept information at face value

Pay attention to what is Show little regard for the feeling with
being said which the
and how it is being said information is being communicated
Active listening involves the following skills -

 Listening to and understanding the client‘syou his/her story, it usually comprises a

mixture of experiences (what happened to him/her),

behaviors (what the client did or failed to do), and affect (the feelings or
emotions associated with the experiences.

Four Important Rules of Active Listening

1. Seek to understand before seeking to be understood. We can be better

understood, if first we better understand. Often, when we enter into
conversation, our goal is to be better understood. With age, maturity, and
experience comes silence. It is most often a wise person who says little or
nothing at the beginning of a conversation or listening experience. We need
to remember to collect information before we disseminate it. We need to
know it before we say it.

2. Be non-judgmental.We need to avoid sharing our

judgment until we have learned their judgment.
Empathetic listening demonstrates a high degree of
emotional intelligence. There is a reason kids do not
usually speak with adults about drugs, sex, and rock and
roll. The kids already know what the adults have to say.

Once a child knows your judgment, there is little reason to

ask the question unless the intention is to argue.

3. Give your undivided attention to the speaker. The speaker maintains eye
contact to be sure the listener or listeners are paying attention. From their
body language the speaker can tell if s/he is speaking too softly or loudly, too
quickly or slowly, or if the vocabulary or the language is inappropriate.
Listeners can also send messages to speakers using body language. Positive
4. feedback is an endorphin releaser for the giver and the sender. Eye contact
can be a form of positive feedback. We should be careful how we use it when
listening. If we want to provide undivided attention to a child, a better way to
show your attention is to do a

‗walknd talk‘

2.3 speaking skills

Qualities to become good speaker:

 
Keep it simple: Whatever you are speaking
about, you need to be able to express your ideas,
thoughts and feelings in a manner that can be
understand easily. The key principles are as follows
to keep it simple:

Organize your information and keep the

language simple

 Avoid using complicated words or try to impress by using long

words unless absolutely necessary

 If you are in a position to use complicated words try to know

what they mean first


Being Accurate: Accuracy of information is absolutely important. The
following points have to be considered:

 Be sure of your facts

 Choose the right words to express your facts

 Never quote something that could be challenged

 Behaving normally:

Normal Behavior characters are;

 Whenever speaking to others, never try to put an act.

 Be yourself.

 Speak as you normally speak.

 Behave in way that feels comfortable to you.

 Managing your appearance; good appearance is important to speak

 confidently about yourself. Dirty shirts and greasy cloths may put
wrong impression about

you.

 Managing your voices;

In managing your voices some Important points to be followed:

 Manage your voices, your accents and avoid repetitive phrases.

 Never speak to fast, speak slowly and clearly

 Take plenty of pause

 Use volume that is audible to all

  Vary the tone of your voices

Barriers for effective listening

 the speaker speaks in a very low or shrill voice that does not reach
the receiver

 the speaker speaks very rapidly or with an accent that is not clear

 the microphone or the loudspeaker is defective.

 the speaker speaks very close to the microphone or keeps too much
of distance

 there are other voices and noises that dilute the sound level of the
speaker

 there are frequent interruptions

In an organization, there are a number of channels or paths connecting

various positions for

the purposes of communication. The sum-total of these channels is

referred to as

communication network or line of communication.

There are two types of channels namely;

 Formal and

 Informal

Formal Communication

The formal channel is deliberately created

path for flow of communication among the
various positions in the organization.
 In the formal communication channel:

 The information flows smoothly,

accurately and

timely

 Filtering of information to various

points is possible

Communication network may again be designed on the basis of single or

multiple channels.

A single channel communication network prescribes only one path of

communication for any particular position and all communications in that
position would have necessarily to flow through that path only. This is
superior-subordinate authority relationships and its implication is that all
communications to and from a position should flow through the line of
superior or subordinate only.

Advantages of single channel of communication:

  it does allow for flow of essential information

 it can reduce channels of miscommunication

 provides for closeness of cFixation of responsibility in respect of

activities

carried out by a person in the

organization. Limitations of single channel of
communication:

 bottlenecks in the flow

 enhancing organizational distance

 greater possibilities of transmission errors

Multiple channels provide a number of communicating channels linking

one position with various other positions.

Improving Communication Effectiveness

Once environmental and personal barriers are dealt

with, a way is paved for improving communication in
the organization. Effective communication being a two-
way process requires effort and skill by both sender
and receiver. Administrators will at times assume each
of these roles in the communication process. In view of
this, guidelines for improving communication
effectiveness, including

senders‘ and receivers‘litiesarediscussed

below:responsibi

Receiver's Responsibilities
Communication depends on the ability not only to send but also to receive
messages. So the ability to listen effectively greatly enhances the
communication process (Lunenburg, 2010). But many of us are not good
listeners.

Effective listening skills can be developed, however. Kneen (2011)

proposes ten guidelines for good listening:

1. Stop talking. You cannot listen if you are talking.

2. Put the talker at ease. Help a person feel free to talk.

This is often called a permissive environment.

3. Show a talker that you want to listen. Look and act

interested. Listen to understand rather than to oppose.
Listening requires two ears, one for meaning and one for
feeling.

4. Remove distractions. Stay focused and pay attention.

5. Empathize with talkers. Try to help yourself see the

other person's point of view.

6. Be patient. Allow plenty of time. Do not interrupt a talker.

Do not start for the door or walk away.

7. Hold your temper. An angry person takes the wrong

meaning from words.

8. Go easy on argument and criticism. These put

people on the defensive, and they may clam up or
become angry. Do not argue: Even if you win, you lose.

9. Ask questions. This encourages a talker and shows that

you are listening. It helps to develop points further.
 10. Stop talking. This is first and last, because all other
guides depend on it. You cannot do an effective listening job
while you are talking. Nature gave people two ears but only
one tongue, which is a gentle hint that they should listen
more than they talk. Administrators who do not listen have
less information.

Self-Check -2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. Define speaking communication? 3 points

_________________________________________________________________________

_____________________________________________________

2. List and define sending and receive? 10 points

_________________________________________________________________________

_________________________________________________________________________

____________________________________________
 Information Sheet:-3 use appropriate medium

3.1 use appropriate medium

It‘s important for employerscommunication skillsto. Byteachofferingclasses,employe

setting up interventions, and starting a campaign to educate employees in the workplace,
employers can see many benefits. With the correct business communication activities
the

work environment will become more desirable for employees, productivity will
improve, and the retention of important workers will increase. In addition
barriers to business communication can be overcome.

Medium May include:

 Memorandum

 Circular

 Notice

 Information discussion

 Follow-up or verbal instructions

Physical media
With physical media we mean channels where the person who is talking can be
seen and heard by the audience. The whole point here is to be able to not only
hear the messages but also to see the body language and feel the climate in
the room. This does not need to be two-way channels. In certain situations, the
receiver expects physical communication. This is the case especially when
dealing with high concern messages, e.g. organizational change or downsizing.
If a message is perceived as important to the receiver, they expect to hear it
live from their manager.

 Large meetings, town hall meetings

 Department meetings (weekly meetings)
 Up close and personal (exclusive meetings)
 Video conferences
 Viral communication or word of mouth

Large meetings

Large meetings have got great symbolic value and should be used only at
special occasions. This channel works very well when you need to get across
strategic and important messages to a large group of people at the same time,
creating a wide attention,
get engagement or communicate a sense of belonging. Large meetings are
excellent when you want to present a new vision or strategy, inform about
reorganization or share new values. The opportunity for dialogue is limited at
large meeting, of course but you can create smaller groups where dialogue can
be performed.

departmental meetings (weekly)

In the weekly meetings you and your group communicate daily operative issues,
gives status reports and solves problems. Weekly meetings are also used to follow
up on information from large meetings, management team meetings from a -
in―what‘s-it-for-us-

perspective‖. This type of smaller group mee

This channel is often the most important channel you have as a manager, because
that‘s where you have the opportunity to build the big picture, you can prepare for
change, you

can create ownership of important strategies and goals etc. This is a favorite
among the types of communication medium.

Up close and personal

This is a form of meetings where, often, a senior manage of employees to discuss and
answer questions. Some managers use this as a ongoing

activities on a monthly basis. It can also be used in specific projects or

campaigns e.g. launching new strategies.

Viral communication

Or viral marketing as it is also called works external as well as internal and refer
to marketing techniques that use pre-existing social networks to produce
increases in awareness or knowledge through self-replicating viral processes. It
can be word-of-mouth delivered or enhanced by the network effects of social
media.

Mechanical media

The second of the two types of communication medium is mechanical media.

With mechanical media we mean written or electronic channels. These channels
can be used as archives for messages or for giving the big picture and a deeper
knowledge. But they can also be very fast. Typically, though, because it is
written, it is always interpreting by the reader based on his or her mental
condition. Irony or even humor rarely travels well in mechanical channels.

 E-mail
 Weekly letters or newsletters
 Personal letters
 Billboards
 Intranet
 Magazines or papers
 SMS

 Social media
E-mail

E-mail is a good channel for the daily communication to specific target groups. It is
suitable

mainly for up-to-date and ―simple‖ messages and whe misunderstanding, E-mail is an
important supplement to weekly meetings and the intranet.

Invitation to and agenda for meetings can with advantage be sent out with e-
mail before the meeting, while background facts and minutes from meetings is
well suited to be stored on the intranet.

Some short e-mail tips:

 Wright short and to the point.

 Target your messages to the audience and avoid sending unnecessary all-
employees-e-mails.

 Set up your subject line to describe what the e-mail is about.

 Clearly state if the message is for information or for action.

 Avoid attaching large documents if possible. Post a link or direct to the

source instead.

Weekly letters

Managers that have large groups of employees and who has difficulties in
meeting all of them often choose to publish a personally weekly letter. It is sort
of a short summary of news with personally reflections. Many employees often
appreciate it because it has the

potential to -ingive-it-for-us‖theangle―what‘s.They can also cont in tasks, projects or

issues –yesterday, today and tomorrow.
Personal letters

At special occasions it can be justified to send a personal letter to employees in

order to get attention to a specific issue. E.g. pat on the back letter after extra
ordinary achievements. Or it can be a letter with your personal commentary on
an ongoing reorganization that affects many employees. One other example is a
letter that summarizes the past year and wishes all the best for the holidays.

Billboard

One of the most forgotten types of communication medium is clearly the

billboard. Especially today, when everything is about social media. But the good
thing with the billboard is that you can use billboards to inform people who do
not have computers and/or access to the intranet or to reach people that work
part time and does not attend weekly meetings.

 News summary
 Weekly letters
 Minutes from meetings

 Schedules
  Holiday lists

You can also use the billboard to gather ideas e.g. for items for upcoming meetings

Intranet

The intranet is of course one of the most used types of communication medium
and a very important communication channel and work tool for you as a
manager, but it is also your job to help your employees priorities and pick out
the information on the intranet, as well as translating messages into local
consequences. Ask yourself: what information concerns you employees? In what
way are they concerned? How do I best communicate this to my employees?
Weekly meeting or your weekly letter can be a suitable channel to discuss or
inform of information found on the intranet.

Employee magazine

A Magazine offers the opportunity to deepen a specific issue, explain context,

describing consequences or tell a story. It also has the opportunity to reach
many employees. If you want to create a broad internal understanding of
strategic messages the magazine can be a good vehicle to use e.g. by writing
an article based on an interview with you. As were the

case with the intranet you also have to ―tran employees. You can ask yourself: What
does the content in a specific article mean to us?

How shall I best communicate it to the employees?

Sms

Or text messaging to the mobile phone is one of the new types of

communication medium and not a very widely used channel but where it is
used it is proven very effective. Some companies use it as an alert system e.g.
for giving managers a head start when something important will be published
on the Intranet. The advantage with Sms is that it is fast. But it should be used
rarely as an exclusive channel. Some companies use it as a subscription tool
where you can subscribe to e.g pressreleases.

Social media

Wikipedia describe social media as ―Media de interaction, created using highly

accessible and scalable publishing techniques. Social

media supports the human need for social interaction, using Internet- and web-
based technologies to transform broadcast media monologues (one to many)
into social media dialogues (many to many). It supports the democratization of
knowledge and information, transforming people from content consumers into
content producers. Businesses also refer

to social media as user-generated content (UGC) or consumer-generated media (

More and more companies are using social media in their external marketing,
setting up twitter and Facebook accounts etc. But these channels are also used
internal where
managers become ―friends‖ on Facebook with t blog and twitter targeting their
employees.

Push or Pull

You can also divide the different types of communication medium in Push or Pull
channels.

Push channels are channels where the sender are pushing the message to the
receiver. Meaning it is up to the sender to control the communication.

 E-mail
 Newsletters and letters (if sent out)
 Magazines (if sent out)
 Meetings
 Telephone
 Sms

Pull channels on the other hand is when the receiver is pulling the message
from the sender. It is up to the receiver when he or she wants to take in the
message.

 Intranet
 Billboards
 New letters and letters (if not sent out)
 Magazines (if not sent out)
 Social media

Push channels are often regarded as having higher reliability than pull channels
because of the fact that it is more active in the communication.

The ambition Stairway

Choosing the right types of communication medium is first and most about
understanding your ambition with the communication. What effect is you
looking for after you have communicated? Increased knowledge, better
understanding more motivation or involvement, or do you want it to lead to
some sort of action or changed behavior?

Memorandum

A memorandum or memo is a document or other communication that helps

the memory by recording events or observations on a topic, such as may be
used in a business office. The plural form is either memoranda or
memorandums.

A memorandum may have any format, or it may have a format specific to an

office or institution. In law specifically, a memorandum is a record of the terms
of a transaction or
contract, such as a policy memo, memorandum of understanding,
memorandum of agreement, or memorandum of association. Alternative
formats include memos, briefing notes, reports, letters or binders. They could
be one page long or many. If the user is a cabinet minister or a senior
executive, the format might be rigidly defined and limited to one or two pages.
If the user is a colleague, the format is usually much more flexible. At its most
basic level, a memorandum can be a handwritten note to one's supervisor.

Purpose

The primary purpose of a briefing note–to―for ―help (or influence)sometimesadecision-

maker to make a better decision in a particular problem situation than he might
otherwise hav

Structure

As the communication mechanism of the policy analysis process, the briefing

note should provide a coherent synopsis of a policy problem, identify different
policy options for addressing the problem, articulate opposing perspectives and
advocate a recommended option. The typical structure for a briefing note
includes: a description of the proposed policy; relevant background information;
a discussion of key considerations (including implementation concerns, financial
considerations, stakeholder impacts, and possible unanticipated
consequences), a summary of arguments for and against the policy and a
recommended decision. Policy documents that start with a proposal and
assemble an argument that position are more accurately referred to as a
government white paper. A government green paper which raises a policy
option and is meant to open a dialogue on the proposal is more similar in tone
to a briefing note than is a white paper

Quality criteria
There is no universal standard for a briefing note, but it is generally understood
to be a concise, coherent summary of a public policy problem with a clearly
articulated logic for following a recommended course of action.‖ Nexttoapolitical
nose, and a logical brain, the most important skill of the good treasury [person]
resides in [their] fine drafting hand. The

concise, coherent and penetrating note is the final expression of all other t
Westminster / Whitehall governance settings, policy analysts are expected to
analyze the issue and write the briefing note from a neutral public service
perspective. However, the

briefing note ―for adecision‖recommendation,mustcontainacknowle anything of

importance in public policy requires value judgments, which must be explained

and justified

Circular

Circular may also refer to:

Documents

 Circular note, a document request by a bank to its foreign correspondents

to pay a specified sum of money to a named person

 Flyer (pamphlet), sometimes referred to as a circular, is a notice sent out

in large quantities

 Government circular, a written statement of government policy

 Circular letter (disambiguation), multiple meanings

 List of circulars, multiple documents

3.3 Notice

(1): warning or intimation of something: announcement

(2): the announcement of a party's intention to quit an agreement or relation at
a specified time

(3): the condition of being warned or notified —usually used in the phrase on notice

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1.Define physical media and mechanical medial? 5 points

________________________________________________________________________
 ________________________________________________________________________

______________________________________________

Information Sheet:-4 Apply non-verbal communication

4.1apply non-verbal communication

Non-verbal communication includes body language, gestures, facial

expressions, and even posture or any other communication that is not spoken.
The only exception is sign language, which is considered to be a form of verbal
communication. Non-verbal communication sets the tone of a conversation, and
can seriously undermine the message contained in your words if you are not
careful to control it.

Non-verbal Behavior

Paralinguist
Body language ic
• Gestures • Sighs
• Facial expressions • Grunts
• Posture • Groans
pitc
• Body orientation • Voice h
• Body proximity/distance change
• Eye contact • Voice volume
• Mirroring • Voice fluency
Nervous
• Remove barriers (e.g. desks) • giggles
 4.2 Non-verbal communication

Nonverbal communication is critical to the success of any workplace. It starts

from the moment an employee applies for a job and continues through the
employment of that particular employee.
Realizing the importance of nonverbal communication can promote teamwork,
respect and efficiency in any workplace.

Eye Contact

Employees need to give fellow workers the respect they deserve. By looking
someone in the eye, the speaker feels as though the message is being carried
through to the recipient. Eye contact promotes understanding and honesty.
Often times, if someone does not look the other person in the eye, there may
be a feeling of insecurity or dishonesty.

Posture

Slouching in the chair signifies a person who may not care about the message
being sent. A sloppy posture says that the recipient may not be paying
attention or may be purposely trying to distract the speaker. Leaning back in
the chair or rocking back and forth shows boredom and a distinct lack of
interest in the message. In contrast, sitting up straight and leaning in slightly
tells the speaker you are interested in the communication that is occurring.

Office Appearance

Believe it or not, the state of an office also signals communication to co-

workers. If a desk is messy and strewn with paperwork, a person glancing at the
office may believe the occupant has a cluttered mind and is harried when it
comes to work. Saving only the paperwork that will be needed in the future can
cut down on the paperwork stack that many people experience. In addition, it is
important to remember that only the things that are needed throughout the day
need to be on the desktop itself. For example, a stapler, tape dispenser and
pencil cup can be permanent fixtures on a desk. Correction fluid, sticky notes
and extra notepads can be kept in a draw and pulled out only when needed. An
uncluttered, clean desk communicates an organized and neat individual.

Time
Respecting the time of other workers is also a nonverbal form of
communication. For those that attend meetings with co-workers, being on time
is of utmost importance. Arriving on

time shows respect for others‘ time and contr for meetings and other appointments with
co-workers signal that they may not respect their

fellow employees‘ time or jobs. For example, someon late for an 8 a.m. production
meeting shows other employees that it is okay to arrive late

and that the employee may not believe his or her time is as important as their time.

Nonverbal communication is critical to the success of any workplace. It starts

from the moment an employee applies for a job and continues through the
employment of that particular employee. Realizing the importance of nonverbal
communication can promote teamwork, respect and efficiency in any workplace

Verbal Non-verbal
Uses language that the client
understands Uses a tone of vo
Looks client in the eye (as
Repeats the client’s appropriate)
Clarifies client’s s Nods occasionally
Explains clearly and adequately Uses facial expressions
Summarizes Uses occasional gestures
Keeps suitable conversational
Responds to primary message distance
Speaks at an appropriate
Encourages - I see, Yes, Mm-hmm pace
Addresses client in a manner
appropriate to the Physically relaxed
client’s age Open posture
Gives needed information

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1 draw the table of non-verbal communication? 5 points

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 ___________________________

Information Sheet:-5 demonstrate line communication

5.1 demonstrate line communication

In a seminar or class on line communication, have students write a simple

paragraph about themselves. Assign each student a different type of outlet for
which to write. line forms of communication include e-mail, blogs, wiki posts
and instant messages. Have the students
engage in an open discussion about the different ways in which they convey
similar facts, depending upon which type of outlet they utilize. Present a lecture
where you point out the problems associated with using chat room lingo in
professional message

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. Define line communication? 4 points

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________
Information Sheet:-6 Identify locations and storage of an information

6.1 Identify locations and storage of an information

Workplaces rely on large amounts of information from many different sources to

operate effectively. Most of that information is recorded either manually (on
paper) or electronically (on computer). Work schedules, product catalogues,
orders and receipts, time sheets and memos are all examples of written
information, or records, found in most workplaces.
Locating written information

Storage may include:

 Manual filing system

 Computer-based filing system

Before you can use records, you need to know where to find them. Written
information may be located in:

• computer databases•filing cabinets

• shelving • drawers
• pinboards or
• counters whiteboards

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1 define storage of information? 4 points

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________-
 LO2 :Participating in workplace
Instruction meetings

Sheet
and discussions

This learning guide is developed to provide you the

necessary information regarding the following content
coverage and topics:

 Attend Team meetings

 Express their own opinions consistently

 Conduct workplace interactions

 Ask questions of simple routine procedures

 Interpret and implementing meeting outcomes

This guide will also assist you to attain the learning

outcome stated in the cover page. Specifically, upon
completion of this Learning Guide, you will be able
to:

 Attending Team meetings

 Expressing their own opinions consistently

 Conducting workplace interactions

 Asking questions of simple routine procedures

 Interpreting and implementing meeting outcomes

Learning Instructions:
7. Read the specific objectives of this Learning Guide.

8. Follow the instructions described below 3 to 6.

9. Read the information written in the Sheetinforma 4‖.

10.Accomplish-checkthe1,Self―Self-checkt2, Self-check
3 and Self-checkin page4‖ -6, 9, 12 and 14
respectively.

11.If you earned a satisfactory-check‖evaluationproceed tofr

Sheet 1, Operation Sheet 2 and

Operation Sheet 3in page‖ -15. 12.
Do the ―LAPinpage –test‖16(ifyouare
ready).
 Information Sheet-1 attend team meeting

1.1 attend team meeting

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

Effective meeting procedures are essential to ensure that the maximum output
is gained from a meeting.

Research has provided a number of attributes required for successful teamwork.

Many of these attributes have been consistently identified in the literature.
Table 1 provides a summary of literature on the successful attributes needed
for effective teamwork as follows:

• Commitment to team success and shared goals - team members

are committed to the success of the team and their shared goals for the
project. Successful teams are motivated, engaged and aim to achieve at
the highest level;

• Interdependence - team members need to create an environment

where together they can contribute far more than as individuals. A
positive interdependent team environment brings out the best in each
person enabling the team to achieve their goals at a far superior level
(Johnson & Johnson, 1995, 1999). Individuals promote and encourage
their fellow team members to achieve, contribute, and learn;
• Interpersonal Skills includes the ability to discuss issues openly with
team members, be honest, trustworthy, supportive and show respect and
commitment to the team and to its individuals. Fostering a caring work
environment is important including the ability to work effectively with
other team members;

• Open Communication and positive feedback - actively listening to

the concerns and needs of team members and valuing their contribution
and expressing this helps to create an effective work environment. Team
members should be willing to give and receive constructive criticism and
provide authentic feedback;

• Appropriate team composition is essential in the creation of a

successful team. Team members need to be fully aware of their specific
team role and understand what is expected of them in terms of their
contribution to the team and the project; and

• Commitment to team processes, leadership & accountability - team

members need to be accountable for their contribution to the team and
the project. They need to be aware of team processes, best practice and
new ideas. Effective leadership is essential for team success including
shared decision-making and problem solving.
 Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. what is the team meeting? 3

points____________________________________________________________________

_______________________________________________________
 Information Sheet-2 Express their own opinions consistently

2.1 Express their own opinions consistently

There is good reason for you to communicate courteously and clearly with all
these people. You have to get along with the people at your workplace, and
you can do that better if you treat them with respect and help them as much as
you can. When you are dealing with people from outside your workplace, you
are representing your employer and you need to present a good image.

Successful Team

This team of students was highly successful in developing a quality product, as

well as being highly collaborative. Their journal entries continually reflected
positive comments about other team members, and at no stage during the
semester was there a request or requirement to transfer marks from one team
member to another. Team meetings were always friendly, and at no stage were
team issues discussed as being problematic. The team always focused on the
project and how the process of development could be improved by exploring
expectations of the tutor, client and end users. An analysis of the data collected
from this team indicated that they showed the attributes needed for successful
teamwork. In almost all of their responses in interviews, focus group meetings
and questionnaires it was evident that this team was committed to:

• Commitment to team success and shared goals- the team was highly
focused on delivering a quality product, and not pre-occupied by personal
issues that might have interrupted
this objective. They facilitated and nurtured positive, cooperative-working
relationships based upon the focus of developing a quality final product that
would impress their client tutor, peers and end users. The whole team was
strongly motivated to out-perform other teams and shared a strong common
goal of wanting to develop a product that would
support their chances of gaining employment at the end of the course. This
was evident in almost all of their responses;

• Interdependence–the team members felt that they had a responsibility

towards the other members of the team and that the success of the project
was based upon each

team member‘s contribution. Team members were a they were experiencing

difficulties. The team would proactively brainstorm problems individuals team
members were having and offer assistance if needed;

• Interpersonal skills – the team recognized that team members had

different personalities and experienced problems at different stages. They
showed consideration for each other, respected and supported others in
difficult times.

• Open communication and positive feedback–the team recognized that it was a

―healthy thing‖ to discuss problems or dif help/criticism in trying to resolve these.

They strongly valued open dialogue that

enabled team members to express their concerns in a non-defensive

manner. They were open and truthful about all aspects of the project;

• Appropriate team composition– this team was proactive in selecting their team

members well in advance for this unit. They had carefully considered the
skills needed for each team member, and also the type of personality for
each team member. These were carefully discussed and considered by two
team members four months before the unit commenced;

• Commitment to team processes, leadership & accountability- team members were

all aware of the importance of everyone‘s role within the the team to plan and track
the timing and quality of required tasks. The project manager
was well respected by the team, and always consulted the team before
making any major decisions. Also, the team had a number of quality
assurance procedures which

helped monitor activities as well as individ

 Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1.what is opinions consistently? 3 Points

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________
 Information Sheet-3 conduct workplace interactions

3.1 conduct workplace interactions

Communicating face to face

Communicating face to face with other people

involves:

 speaking observing

 listening being observed

When you are face to face with another person, you

don't just hear the words they say - you also hear their tone of voice, see what
they look like and watch how they behave. At the same time, they can hear,
see and watch you.

Observing and being observed

Would you be convinced by the advice of safety inspector

who forgot his hard hat and steel-capped boots? Would
you want a sandwich made by a lunch bar attendant with
filthy hands and clothes?

Your personal presentation dress and hygiene all

 contribute to the impression you make on others.
Appropriate personal presentation demonstrates your
respect for yourself, your employer, and the people you
interact with through your work.

Make sure your clothes are suitable for the work you do. If your work calls for
personal protective equipment, make sure you wear it. In some jobs you will
need to cover long hair and jewellery. You should be neat, clean

and well-groomed for a job that involves personal contact with others -
especially the general public.

People also notice 'body language'. The way you use your hands, your posture
and the expressions on your face are all examples of non-verbal behaviour that
you can use to get
your message across. When you are face to face with someone, you pick up a
lot of information from their non-verbal communication. Some people can be
very quiet, yet still show aggressive body language. They might have a pained
look on their face, they might look tense, or they might shake with anger. You
interpret as much from their mannerisms and gestures, tone of voice and level
of eye contact, as you do from their words

Workplace interactions May include:

 Face to face

 Telephone

 Electronic and two-way radio

 Written including electronic, memos, instruction and forms, non-verbal

including gestures, signals, signs and diagrams

TYPES OF COMMUNICATION

Communication is not simply a matter of the face-to face exchange of

information. In organizations, people participate in a number of different levels
of communication According to Lehman and Dufrene (2007: 9), communication
in organizations can refer to different audiences and generally can take place on
five levels: Intrapersonal communication;

• Interpersonal communication;

• Group communication;

• Public communication; and

• Mass communication.
Non-verbal communication is often indirect and ambiguous and people may use
different nonverbal signals to show different attitudes when speaking. Preston
(2005: 83) states that nonverbal messages can support or interfere with the
verbal messages which are delivered by people.
3.2 Listening

Listening is more than hearing, and it requires some

effort. It involves nonverbal communication as well.
When people are giving you instructions, you need
to listen carefully so that the job is done safely and
accurately. By being a good listener, you will follow
instructions more accurately and reduce the risk of
accidents.

As a listener you should:

 listen for people's feelings

 show you are listening by the answer you give

 Use non-verbal means to encourage the speaker to continue.

3.3 Speaking

A lot of workplace communication involves asking questions or responding to

inquiries. To get the answers you want, you have to ask the right questions. Be
specific about what you need to find out so that the other person understands
clearly.

2.4 ask questions of simple routine procedures

Be sure to use your listening and observing skills when someone asks you a
question. Pay attention to the persons tone of voice, facial expression and
gestures - your observations will help you to decide what you need to explain.

For instance, if you are asked 'Where is the instruction manual? - should you
explain:

 Where it is kept (the person doesn't know where to look)?

 Why it is not in its usual place (the person is angry that it is not where
it should be)?

 Why you are not using the instruction manual (the person thinks you
should be using it)?
If you still don't understand what the person is asking, say so right away. Once
you are sure about the question, answer it promptly and concisely. Long,
complicated answers waste time and confuse the issue. If you need to supply
more information, you will be asked for it. Often your response will take the
form of an explanation. For instance, you could be asked how to do something,
how to get somewhere or how something works. An explanation takes some
thought. You must not only provide the facts, but you must do so in a way the
person can understand. That could mean speaking slowly, using words that are
familiar to the other person, and perhaps making a drawing or map.

Written instructions should.

• 'be clear,andlogical exact

• be set out in the order in which they ha

• be set out in small, manageable steps

• have space between the steps to show tha

• explain what to expect at each step

• be written to suithemthe person who will r

• be free of jargon and unnecessary techni

• include advice on safety and troubleshoo

Working in
groups Work
groups
 Many workplaces set up groups of workers to perform a certain

job or achieve a particular goal. The work group may be split

up afterwards or given a new job or goal. The people who

make up the group may all be from the one section of the

business with similar skills and qualifications, or they may be from different
sections.

Work groups can be set up for many different reasons. They could work on:

 shutting down equipment for annual maintenance

 organising a revegetation program

 revising OHS guidelines

 planning a special event

Your group discussions

When people come together in groups they bring many different ideas,
experiences and skills. Working in groups fosters initiative, tolerance and trust.

Work groups can:

• share information

• solve problems

• make decisions

• accomplish tasks.

For work groups to be successful, people have to communicate and cooperate

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1 what is the difference b/n listening and speaking?

________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________
 interpreting and implementing meeting
outcomes Information Sheet-5

5.1 interpreting and implementing meeting outcomes

Meetings need a structure. Without structure, the

discussion usually takes far too much time without
reaching any firm decisions. An agenda is used to give
some structure to a group discussion. An agenda lets
people know what the meeting will be about so that
they can think about it before they come. It makes sure
that everything necessary is included for

discussion and nothing gets forgotten at the meeting. During the

meeting, it keeps the discussion on track.

implementing meeting outcomes May include be to:

 Observing meeting

 Compliance with meeting decisions

 Obeying meeting instructions


Formal meetings

A typical agenda for a formal meeting includes the
 following
items:  Opening


welcome and apologies 

minutes from the previous

meeting

business arising from the minutes
 correspondence, inwards and outward

 business arising from the correspondence

 'reports - financial and subcommittees

 general business

 other business
  date, time and place of next meeting

 close.

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. What is the meeting outcomes? 4 points

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

______________
 LO3: Complete relevant work related
Instruction Sheet documents

This learning guide is developed to provide you the necessary information

regarding the following content coverage and topics:

 Completing forms relating to an employment

 Recording workplace data

 Identifying errors in recording information

 Reporting requirements to supervisors

This guide will also assist you to attain the learning outcome stated in the cover
page. Specifically, upon completion of this Learning Guide, you will be able to:

 Complete forms relate to an employment

 Record workplace data

 Identify errors in record information

 Report requirements to supervisors

Learning Instructions:

1. Read the specific objectives of this Learning Guide.

2. Follow the instructions described below 3 to 6.

3. Read the information written1,Sheet 2,inSheet the3and info

Sheet 4‖.
4. Accomplish-checkthe1,Self―Self-checkt2, Self-check 3 and Self-checkin 4‖

page -6, 9, 12 and 14 respectively.

5. If you earned a satisfactory-check‖evaluatioprocee ―Operation Sheeteet1,2

OperationandOperationinpageSh-15. Sheet

6. Do the ―LAPinpage –test‖16(ifyouare ready)

1.1 Completing forms relating to an employment

Ask questions such as; why are we meeting? What are we trying to achieve?
Are we meeting for meetings sake?

 Advise people of the meeting in time for them to be able to attend

 Set an agenda

 Start and finish on time

 Manage the participants

 Follow up on agreed actions

 Take and distribute minutes

Formsmay include:

 Personnel forms

 telephone

 message forms

 safety reports

Meetings

All meetings must be structured to achieve their purpose and conclude in a

reasonable time frame. An agenda may be used to outline the purpose of a

meeting and the important points that need to be raised and discussed.
Formal meetings use an agenda which generally includes the following
items:
 opening, welcome, and names recorded of those present and names of
apologies received

 dated minutes and business arising from the previous meeting, including
the acceptance of these minutes
 correspondence, both in and out, with business arising

 reports from the finance and other subcommittees

 general and other business

 Workers Compensation, accidents and incidents.

 Date, time and place of the next meeting and the close of the current meeting

Whatever the style of the meeting there is a protocol or code of behavior

that all participants should adhere to:

1. Attend the meeting on time.

2. Listen effectively.

3. Don‘t interrupt other speakers.

4. Contribute to the meeting by expressing opinions in an appropriate manner.

5. Behave courteously towards other participants in the meeting.

6. Don‘t discuss issues that are outside the

7. Ask questions to clarify misunderstandings.

8. Take notes where appropriate of decisions agreed to in the meeting and

retain these for future reference.

9. Act on the instructions or decisions of the meeting within the agreed time.

10. Keep sensitive issues raised at the meeting confidential

1.2 Personnel forms

 Information in personnel records must be factual.

 Personnel records must be thoughtfully assigned to their appropriate file locations.

 Supervisors, managers, and other employees who place documentation in

personnel records must be trained to appropriately write the
documentation

 Balance the information you place in personnel records to include both the
positive and the negative

 Recognize the difference between a supervisor‘ staff and the official company
personnel records.

 Any medical information belongs in the medical file.

 Payroll information belongs in the payroll file.

 
memorandum

As one of the most common forms of

communication within an office environment, the
memo or memorandum serves as a quick note to
convey information from one section of the
company to another. A memorandum may be
drafted by management and addressed to other
employees or from a department head to the
company at large. Generally, a memorandum will
include a few basic

elements, such as the name of the originator of the document, the

intended recipient or recipients, the date of issue, the general topic, and
the body of the document that contains the information to be shared.

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1 what is the personal forms? 3 points

________________________________________________________________________

________________________________________________________________________

____________________________________________________________
 Record workplace data
Information Sheet-2

2.1 recording workplace data

A number of forms need to be completed and submitted prior to, at the

commencement of and during employment. These forms may be related to:

 employee records and workplace agreements

 personnel and staffing details

 taxation and superannuation

 banking and finance

 health and insurance records

Details that are commonly requested include:

 full name and title

 home and postal addresses

 date of birth and country of citizenship

 phone and fax numbers and email addresses

 occupation
  Signatures and dates.

 highest level of qualification

 tax file number

 bank account details

 Emergency contact names, addresses and phone numbers.

Forms should be completed clearly and neatly in the spaces provided using the
type of pen and style of writing indicated in the instructions. Always check
through the answers for accuracy. Any corrections which are necessary should
be made according to the procedure set out in the instructions.
Any workplaces where people are able to communicate clearly tend to be a
more efficient working environment and employments.

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

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. List the Effective communication leads? 3

points____________________________________________________________________

_________________________________________________________________________

___________________________________________
 Identify errors in recording
information Information Sheet-3

3.1 Identifying errors in recording information

Errors in files or records submitted via the bulk file upload process are
communicated to submitters via notification emails.

Determining the Step Where the Error Occurred

The step of the validation process the file or records failed can be determined
by the format of the notification email.

 File Validation (Step 1) failure: The email describes a file validation failure,
the reason for the failure, and, if applicable, the line number of the
submitted data file

where the failure occurred.

 Pre-Upload Record Validation (Step 2) failure: The email lists the reasons
for record rejections, the number of records in the file that failed for each
reason, and identifies

up to a set number of records for each rejection reason.

 Record Validation (Step 3) or Matching Validation (Step 4) failure: The

email explains that records were rejected and provides instructions for
locating the Error

Log, which lists the errors found in the records.

Warnings for records, e.g., if the record is considered a late submission, or if the
cited license is considered expired, do not themselves trigger notification
emails. However, the warnings will be included in the error log associated with
the bulk file.
Note that if a bulk file submission makes it past Step 1, all of the records within
the file are checked individually for Steps 2-4. A bulk file that passes Step 1
might include records that fail at Step 2, records that fail at Step 3, records that
fail at Step 4, and records that upload successfully. In that scenario, the
submitter would receive multiple notification emails.

If Errors Occur During File Validation (Step 1):

If a file fails initial validation (Step 1), the entire file will be rejected. No records
in the file will be saved in the Open Payments system.
The notification email will state the reason for the failure, and, if applicable, the
line number of the file where the failure occurred. Step 1 validations stop upon
finding an error.

The submitter will need to correct the error and reload the file to continue with
processing.

Refer to the ―Correcting Records‖ section of

If Errors Occur During Pre-Upload Record Validation (Step 2)

Records that fail pre-upload validation checks (Step 2) will not be saved in the
Open Payments system.

The notification email will state the reasons for record failures, the number of
records from the file that failed for each reason, and up to a set number of
Record ID numbers of records that failed for each reason.

The email will identify whether the number of records rejected exceeds the
visible amount. If more records are rejected than can be displayed for a reason,
contact the Open Payments Help Desk for the complete list of records rejected
for that reason.

Records with Step 2 errors are not loaded into the Open Payments system. They
will not be available for review or correction within the Open Payments system,
nor will they appear in an error log. The submitter will need to correct record
errors and resubmit the records.

Refer to the ―Correcting Records‖ section of this instructions.

If Errors Occur During Record Validation (Step 3) or Matching Validation (Step 4)

Records that fail Steps 3 or 4 will be saved within the Open Payments system
and can be reviewed and edited within the system. The notification email for
record failure of Steps 3 or 4 contains instructions on locating and downloading
an Error Log that lists and details those errors.

Another method to identify records that failed Steps 3 and 4 is by searching

within the Open Payments system. To do so, follow the steps below:

1. Log in to the Open Payments system via the CMS Enterprise Portal at and
select the ―Submissions‖lbar. tab on the too
 2. On the ―Review Submitted Records‖ secti year for the records to be
reviewed, then

3. On the ―Review Records‖ page, find the

or ownership/investment) of the record(s) to be revie button. All records submitted

for the reporting entity for that payment category and

program year will display on the selected Payment Category page.

4. Use the filters forearch―Recordfor Status‖records t Validation‖ and/or ―Failed

Matching‖ statu

• ―Failed Validation‖ means that the data i match the required formatting for that
field.

• ―Failed Matching‖ meansipient informationthat inthe recordcovered cannot be

matched to a valid covered recipient physician (including principal investigators)
or teaching hospital.

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. Determine the Steps of the Error Occurred? 2 points

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_____________________
 record workplace data
Information Sheet-4

4.1 Reporting requirements to supervisors

Reports give an account of the conduct of particular exercises, projects or

investigations, together with results, conclusions and recommendations

Where a validated process is continuously monitored and controlled, then

automatically generated reports may be limited to compliance summaries
and exception/ out-of-specification (OOS) data reports as required by
specifications derived from process analytical technologies detailed in
approved marketing authorizations

 There should be written reports and records of actions taken or

conclusions reached, where appropriate, for the following examples
(which is not an exhaustive

list):

validation and qualification of processes, equipment and

systems;

equipment assembly and calibration;

technology transfer

maintenance, cleaning and sanitation;

personnel matters including training in GMP and technical

matters, clothing and hygiene and

verification of the effectiveness of training.

environmental monitoring;
pest control;

complaints;

recalls;

returns.

change control
The supervisor‘s overall role is to communi employees‘ performance, provide
guidance,nd sup manage the reciprocal relationship between staff and the organization
so that each is

successful.

Communicating Expectations

In order for employees to understand what is expected of them, you should

communicate expectations in terms of behaviors by explaining what it ―looks li
employee is, for professionally,”example,treatingbehavingco-workersrespect,”―withor―
being “accountable‖forhis or her work.

Often, expectations are set by the organization in the form of performance standards:

conditions that exist when the job is performed acceptably in terms of

quality, quantity, time, cost, impact, and process or method of doing.
They are generally based on the organization, not the person in the job.
They are different from specific goals which are set for an individual, and
change over time, rather than the job. They enable individuals to
differentiate between acceptable and unacceptable results.

Examples of performance standards:

 Follow through: Enter all donor communications data within one week of contact

 Accuracy: All client statistical reports shall be 100% error free.

 Punctuality: Be ready to receive clients at 9am every day.

 Responsive or Good Customer Service: Respond to all phone

messages and emails within 48 hours.
 Excellence: Achieve an average score of 4.5 or higher on program
participant evaluations.

 Clean: Keep kitchen clean to health code specifications.

 Friendly: Greet all clients and visitors with standard greeting when
they arrive and offer them a glass of water or coffee.

 Engagement: Actively participate in meetings; offer comments; ask

questions; refrain from doing other work in the meeting (e.g. using
PDA, tweeting, writing, or using laptop).
 Good Communication: Check in with principal of each school to
update them on program status and issues within the first week of
every month during school year.

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:

1. List one by one report of requirement supervision? 3 points

___________________________________________________________

___________________________________________________________

___________________________________
 Instruction Sheet LO4. Describe team role and scope

Learning Instructions:

 Read the specific objectives of this Learning Guide.

 Follow the instructions described

 Read the information written in the “Inform discussed. Ask you teacher for assistance
if you have hard time understanding them.

 Accomplish-checks”the“Self.

 Ask from your teacher the key to correction (key answers) or you can
request your teacher to correct your work. (You are to get the key answer
only after you finished answering the Self-check).

 Submit your accomplished Self-check. This will form part of your training portfolio.
 Information sheet-One Describe team role and scope

Up on completion of this learning outcome, the trainees will be able to

 Identifying role and objective of the team

 Identifying Team parameters, reporting relationships and responsibilities

1: Identifying role and objective of the team

What is a Team?

Team is a group whose members influence one another toward the

accomplishment of an organizational objective or purpose.

A collection of individuals who are interdependent in their tasks, who share

responsibility for outcomes, who see themselves and who are seen by
others as an intact social entity embedded in one or more larger social
systems and who manage their relationships across organizational borders

A group consists of any number of people who interact with one another,
are psychologically aware of one another, and think of themselves as a
group.

Why we Interest in Teamwork?

The most important element of team work is share information. Teamwork

has become an important part of the working culture and many
businesses now look at team work skills when evaluating a person for
employment. Most companies realize that teamwork is important because
either the product is sufficiently complex that it requires a team with
multiple skills to produce, and/or a better product will result when a team
approach is taken. Therefore, it is important that work in a team
environment

Teamwork is rewarded and recognized. The lone ranger, even if she is an

excellent producer, is valued less than the person who achieves results
with others in teamwork. Compensation, bonuses, and rewards depend on
collaborative practices as much as individual contribution and achievement
 Structures to Support Teamwork

To be effective, teams require clear structures that outline

6. Team objectives

7. Roles and responsibilities of team members

8. Mechanisms for exchanging information

9. Coordination mechanisms for team activities

Team objectives
 Team objectives must be firm, yet realistic

 Team objectives may be based on SMART goals:

S-Simple

M-Measurable

A-Achievable

R-Realistic

T-Tim

What is a team role?

A tendency to perform, contribute and interrelate with others in a particular

way. Team role

shows the different types of contribution that is make to the team.

Team role: team roles describe your "soft product" contribution to team
discussions and

interactions. For example, when a team meets to resolve a team problem,

each team member

contributes a different type of perspective to the discussion, and tries to

achieve a different

effect. One person may want to clarify the problem being discussed; another
may suggest ideas

for resolution; a third may try to analyses the situation and produce an
explanation of how the

problem came about.

When a team is performing at its best, you'll usually find that each
team member has clear responsibilities. You'll also see that every role
needed to achieve the team's goal is being performed fully and well.

Teams can become unbalanced if all team members have similar styles of
behavior or team roles. If team members have similar weakness, the team
as a whole may tend to have that weakness. If team members have similar
team-work strengths, they may tend to compete (rather than co-operate) for
the team tasks and responsibilities that best suit their natural styles.
The Nine team roles

Challenges the team to

Shaper improve.

Action Oriented Implementer Puts ideas into action.

Roles Ensures thorough, timely
Completer Finisher completion.
Coordinator Acts as a chairperson.
People Oriented
Roles Team Worker Encourages cooperation.
Resource Explores outside
Investigator opportunities.

Presents new ideas and

Plant approaches.
Thought Oriented
Roles
Monitor-Evaluator Analyzes the options.

Specialist Provides specialized skills.

2: Identifying Team parameters, reporting relationships and

responsibilities

Team report relationship and responsibilities

The team manager is required to submit a weekly progress report for the
team. Follow the same general writing guidelines

1. Name:[ Manager Name and Date Submitted: ]

Put team manager/coordinator name and the submission date at the
top.

2. Team Accomplishments:
Summarize what the team accomplished in the last week.

3. Unfinished Tasks:
List things you were supposed to have finished but didn't.

4. Schedule Revisions:
Describe any changes that have been made to your teamwork Project
Schedule.

5. Group Problems:

Describe any difficulties your team is experiencing, whether

technical, personal, or interpersonal. Describe any ideas or plans
you have for addressing these problems.

6. Late Status Reports:

List any team members who did not submit their individual status
report on time.

7. Submission:

Submit the progress report to the concerned body via email or any
means of transmission by the due date stated in the Project Plan.

Use as a subject line: Progress Report: team name
Page 5
 3. In a separate message, forward all the individual status reports (including your
own).

4. Use as a subject line: Status Reports: team name

The Importance of Teamwork


Reduced costs

Quality of result has improved and service provided

Increases employee involvement

Reduces absenteeism and improves continuity

Reduces conflict

Enhances creativity and innovation

Creates better adaptability and flexibility in the organization

Core Competencies for Teamwork


Knowledge of healthcare roles

Ability to communicate effectively with other health professionals

Ability to reflect the effect of healthles/attitudesprofessionals’relatedtomutualtrust
ro

Willingness to work together
Protocol for Effective Meetings

Respect

Openness

Participation

Experimentation

Safety

Why move to team working?

Teamwork can increase competitiveness by:

 improving productivity

 improving quality and encouraging innovation

 taking advantage of the opportunities provided by technological

 advances

 improving employee motivation and commitment

Self-Check -1 Written Test

OPERATION SHEET 1: Describe team role and scope

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the Next page

1: ________________
Part I: Answer the following questions:

2: _________________

is a group whose members influence one

another toward the accomplishment of an
organizational objective or purpose.

consists of any number of people who interact with

one another,

Are psychologically aware of one another, and think of

themselves as a group.

3:Team objectives may be based on _____________

4: write the Importance of Teamwork

______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________

5: list the Core Competencies for Teamwork

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Note: Satisfactory rating - 3 and 5
points Unsatisfactory - below 3 and 5 points
You can ask you teacher for the copy of the correct answers.

Score = ___________
Answer
Sheet
Rating: ____________

Name: _________________________ Date: _______________

LO5: Identify own role and responsibility with in team

Information sheet-2 Identify own role and responsibility with in

team

Up on completion of this learning outcome, the trainees will be

able to undersand :-

1. Identifying Individual role and responsibilities

2. Identifying and recognizing Roles and responsibility of other team
members
3. Identifying Reporting relationships within team and external to team

2: Identifying Individual role and responsibilities

Individual role and responsibilities within the team

1. Members work interdependently and work towards both personal

and team goals, and they understand these goals are accomplished
best by mutual support.

2. Members should feel a sense of ownership towards their role in the

team.

3. Members should work together and use their talent and experience
to contribute to the success of the team's objectives.
 4. Members base their success on trust and encourage all
members to express their opinions, varying views, and
questions.

5. Members make effort to be honest, respectful, and listen to every

person's point of view.

6. Members should offer their skill, knowledge, and in turn each member
is able contribute to the team success.

7. Members participate equally in decision-making, but each member

understands that the leader might need to make the final decision if
the team cannot come to a consensus agreement.

Having the right core team can make or break a project. Therefore, great
care should be taken when selecting team members. It might be very useful
to consider the following elements:

 Team size

 Overall team composition

 Team member selection and exclusion criteria

 Member recruitment
Team size
 Recommended size is a team of 3-12 members. A team of 5-7
members is the best.

 Small teams (3 or 4 members) work faster and tend to produce results

quickly, but there is less diversity.

 Teams greater than 7 or 8 members require an expert facilitator and

the creation of sub teams to operate effectively. They have the
potential for generating more ideas and be

more diverse.

How to begin team building?

There are three main components in any team's work :

 Goal: Result-oriented tasks or content aspect (e.g. team goals and

objectives). These are usually developed through interaction with
team members;

 Methodology: Process aspect, which includes the team's interactions

and how members work together (e.g. leadership, team roles, etc.)
Teams, especially technical

teams, frequently struggle more with process issues than with task
issues;

 Resources: Time, budget, computer facility, educational tools and

administrative support.

3.Identifying Reporting relationships within team and external to

team
Effective team communication results in a collective body in which all
team members understand the vision and feel as if they each have a
voice. Effective communication among team members also generates an
atmosphere of unity, safety and free expression. A team that
communicates effectively is able to think on the spot as a unit and not
miss a beat during an unexpected turn of events.

Effective team communication is something that needs to be developed.

Communication may come easily to one individual on the team but may be
difficult for others. The best way to practice effective communication is to
perform various communication team-building exercises, such as various
scenarios in which team members practice conflict resolution, clarification
and interviewing techniques.

Members should come into the team with understanding and acceptance of
the fact that they are working with other people who will have different
ideas and different ways of looking at things. No one should come to the
group with personal prejudices but with a willingness to listen to
ideas no matter where they come from. Team members should keep in
mind that the bottom line is reaching the goal(s) they have set.

Each member should refrain from daydreaming while someone else is

talking. They should also avoid "rehearsing" or thinking about what they
will say when it's their turn to talk. They should have a notepad and pen or
pencil ready to write relevant ideas, dates, times, etc.

Team members who have been actively listening will usually have no
problem contributing relevant or innovative ideas when called upon. When
you are talking, stay mindful of the project and keep focused. It is better to
limit jokes, personal anecdotes and over explaining, which can derail from
the subject.

An important characteristic of effective teams is that they spend some

time evaluating their own processes and outcomes. In most work
situations, a team stays together for a long time, working together as a
work unit or project team. A team that is able to evaluate and improve
its own work processes will become increasingly effective over time.
 Self-Check -2 Written Test

Identifying own role and responsibility

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the Next page

Part I: Answer the following questions:

 list the three main components in any team's work

________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________

 ____________________communication results in a collective body in which

all team

members understand the vision and feel as if they each have a voice.

3: write at list three Individual role and responsibilities of one team

 ---------------------------------------------------------------------------------------------
----------------------

---------------------------------------------------------------------------------------------
----------------------

---------------------------------------------------------------------------------------------
----------------------

---------------------------------------------------------------------------------------------
---------------------

Note: Satisfactory rating - 3 and 5 points Unsatisfactory - below 3 and 5

points
You can ask you teacher for the copy of the correct
answers.
Score = ___________
Answer Sheet
Rating: ____________

Name: _________________________ Date: _______________

LO6. Work as a team member

Information sheet-3 Work as a team member

Up on completion of this learning outcome, the trainees will be able to

understand

3. Using forms of communications

4. Undertaking interactions with team members
5. Making contributions to team activities and objectives
6. Observing protocols in reporting
7. Contributing to team work plan

5. Using forms of communications

Forms of communication process The word process indicates that it

is an activity that is connected with a series of steps that are
deliberately undertaken to reach a goal.

A communication process comprises the following elements:

What is involved in the communication process?

The steps involved in this process are:

1. Idea: Information exists in the mind of the sender (who is the

source). This can be a concept, idea, information, or feelings.
2. Encoding: The source initiates a message by encoding the idea (or a
thought) in words or symbols and sends it to a receiver. The message is the
actual physical product from the source encoding. When we speak, the
speech is the message. When we write, the writing is the message. When
we gesture, the movements of our arms and the expressions of our faces
are the message.

3. The Channel: The channel in the communication process is the

medium that the sender uses to transmit the message to the receiver. Care
needs to be exercised in selecting the most effective channel for each
message. Even though both an oral and a written medium may be
appropriate to transmit a particular message, one medium may be more
effective than the other. To illustrate, let As assume that an individual
desires an immediate reply to a question.

In addition, the sender should take into consideration his/her skill in using each of the
alternative channels, as well as the receiver’s skill in

Communication rarely takes place over only one channel; two or three
even four channels are normally used simultaneously.
4. Decoding: It is the act of understanding messages (words or symbols).
This is known as Decoding. When the sound waves are translated into
ideas, we are taking them out of the code they are in, hence decoding.
Thus, listeners and readers are often regarded as Decoders. During the
transmitting of the message, two processes will be received by the
receiver. Content and Context.

Content is the actual words or symbols of the message which is known as

language –i.e. spoken and written words combined into phrases that make
grammatical and semantic (meaning) sense. We all use and interpret the
meanings of words differently, so even simple messages can be
misunderstood (Are you going to give me or not?). And many words have
different meanings to confuse the issue even more (You are smart.).

Context is the environment in which communication takes place. It can be

formal or informal. The circumstances surrounding the communication
also make up the context. Remember: A message is never communicated
unless it is understood by the receiver. Question arises then, how do you
know a message has been properly received?

5. Feedback: By two-way communication or feedback. This feedback will

tell the sender that the receiver understood the message, its level of
importance, and what must be done with it. So the feedback loop is the final
link in the communication process. Feedback is the check on how successful
we have been, in transferring our messages as originally intended. It
determines whether understanding has been achieved or not. The purpose
of feedback is to change and alter messages so the intention of the original
communicator is understood by the second communicator. It includes
verbal and nonverbal responses to another person's message.
3.2 Undertaking interactions with team members

Overall team composition

 Ensure that the team represents the stakeholders involved in the

project. A well-rounded team includes a mix of members from relevant
units/organizations involved in the project

having a wide range of experience and skills. Consider members who:

 belong to relevant partners organizations or organizational units

of the project

 have different abilities such as:

 Technical expertise and skills,

 Administrative skills (e.g. problem-solving and decision-making

skills),

 Interpersonal and communication skills

The team could include:

 People who understand the project very well such as, for example,
those already working in cancer control (e.g. public health specialists,
cancer institutesprogramme managers,

cancer societies, professional associations, and cancer patient groups),

 People who are technical experts (e.g. health care providers from
oncology services),

 People who can provide objectivity in the process and outcome (e.g.
NGOs, community leaders, cancer patient self-help groups, non-
health professionals),

 Suppliers (e.g. pharmaceutical department at the ministry, funding

agencies).

Team member selection and exclusion criteria

You need the "best and brightest" on your team, but even those people
must work well together for the project to succeed. When selecting team
members, give preference to individuals who are:

 Concerned about and committed to the common purpose and

goals (interested in the project)

 Enthusiastic

 Optimistic

 Creative, flexible and open minded

 Proactive

 Good team players:

How to recruit the best members for your team?
 Keep in mind the project goals and the selection criteria mentioned
above.

 Identify relevant people in partner organization/s or unit/s. Make

informal contact with those who have been identified, as well as with
anyone who knows them to see if they

fulfill the criteria. Include their interest in the project and the time
needed to integrate the project.
 Decide if he/she is the right person with the preliminary information
you have.

 Invite the person to join the team.

3.3 Making contributions to team activities and objectives

Attributes of Effective Teamwork

 Commitment to team success and shared goals

 Interdependence

 Interpersonal Skills

 Open Communication and positive feedback

 Appropriate team composition

 Commitment to team processes, leadership & accountability

4.4 Observing protocols in reporting

Observing protocol reporting May include :

 Observing meeting

 Compliance with meeting decisions

 Obeying meeting instructions

5.5 Contributing to team work plan

Contributing to team work plan to perform a certain job or achieve

a particular goal. Team can be set up for many different reasons.
They could work on:
 shutting down equipment for annual maintenance

 organising a revegetation program

 revising OHS guidelines

 planning a special event

Your team discussions

When people come together in team they bring many different ideas,
experiences and skills. Working in team fosters initiative, tolerance and
trust.

Contributing to team work plan:

 share information

 solve problems

 make decisions

 accomplish tasks.

team work to be successful, people have to communicate and cooperate.

 Self-Check -3 Written Test

OPERATION SHEET 3: Working as a team member

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the Next page
Part I: Answer the following questions:

1:demonstrate the Attributes of Effective Teamwork

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2: list the Contributing to team work plan

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Note: Satisfactory rating - 3 and 5 points Unsatisfactory - below 3 and 5

points
You can ask you teacher for the copy of the correct
answers.
Score = ___________
Answer Sheet
Rating: ____________
References

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