COMPETENCY-BASED

LEARNING MATERIAL
(Basic Competency)

Sector: AUTOMOTIVE AND LAND TRANSPORT

Qualification: AUTOMOTIVE SERVICING (CHASSIS REPAIR) NC

II

Unit of Competency: PARTICIPATE IN WORKPLACE COMMUNICATION

Module Title: PARTICIPATING IN WORKPLACE

COMMUNICATION

AUTOMOTIVE SERVICING (CHASSIS REPAIR) NC II

List of Basic Competencies

No Unit of Competency Module Title Code

Participating in
Participate in workplace
1 workplace 400311210
communication
communication

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 Working in team
2 Work in team environment 400311211
environment

Solving/addressing
Solve/address general
3 general workplace 400311212
workplace problems
problems

Develop career and life Developing career and

4 400311213
decisions life decisions

Contribute to workplace Contributing to

5 400311214
innovation workplace innovation

Present relevant Presenting relevant

6 400311215
information information

Practice career Practice career

7 400311216
Professionalism Professionalism

Exercising efficient and

Exercise efficient and
effective sustainable
8 effective sustainable 400311217
practices in the
practices in the workplace
workplace

Practicing
Practice entrepreneurial
9 entrepreneurial skills in 400311218
skills in the workplace
the workplace

HOW TO USE THIS COMPETENCY BASED LEARNING MATERIALS

Welcome to the module “Participating in workplace communication”

This
Learner’s guide contains materials and activities for you to complete.

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The unit of competency “Participate in workplace communication”
contains the knowledge, skills and attitude required for “AUTOMOTIVE
SERVICNING (ELECTRICAL REPAIR) NC II”.

You are required to go through a series of learning activities in order to

complete each learning outcomes of the module. In each learning
outcomes there are Information Sheets, Operation sheets and Reference
Materials for further reading to help you better understand the required
activities. Follow these activities on your own and self-check at the end of
each learning outcome. If you have questions, please don’t hesitate to ask
your facilitator for assistance.

Recognition for Prior Learning (RPL)

You may have some or most of the knowledge and skills covered in this
learner’s guide because you have;
 Been working for some time.
 Already completed training in this area.

If you can demonstrate to your trainer that you are competent in

particular skills, you don’t have to do the same training again,

If you feel some of the skills, talk to your trainer about having them
formally recognized. If you have qualification requires or Certificate from
previous training, show it to your trainer. If the skill you require is still
relevant to the module, they may become the part of the evidence you
can present for RPL.

At the end of this learner’s guide is a learner diary. Use this diary to
record important dates, jobs undertaken and to other workplace events
that will assist you in providing details to your trainer or assessors. A
Record of Achievement is also provided for your trainer to complete once
you complete this module.

●Talk to your own trainer and agree on how both will organize the
Training of this unit. Read through the learning guide carefully. It is
divided into sections that cover all the skill and knowledge you
need to successfully complete in this module.

● Work through all the information and complete the activities each
section. Read information and complete the self-check. Suggested
reference is included to supplement the materials provided in this
module.

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 ● Most probably your trainer will also your supervisor or manager.
He/she is there to support you and show the correct way to do
things. Ask for help.

● Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important
that
you listen and take notes.

● You will be given plenty of opportunities to ask questions and

practice on the job. Make sure you practice your new skills during
work shifts. This way you will improve both of your speed and
memory and also your confidence.

● Talk to more experienced workmates and ask for their guidance.

● Use the self – check questions at the end of each section to test
your own progress.

● When you are ready, ask your trainer to watch you perform the
activities outline in the learning guide.

● Ask you work through the activities, ask for written feedback on
your progress. Your trainer keeps feedback/ pre-assessment reports
for this
reason. When you have successfully completed each element, ask
your trainer to mark on the reports that are ready for assessment.

● When you have completed these modules (for several module), and feel
confident that you have sufficient practice; your trainer will arrange an
appointment with a registered assessor to assess you. The results of
your assessment will be recorded in your competence Achievement
Record

UNIT OF COMPETENCY: Participate in workplace

communication
UNIT CODE :
MODULE TITLE: Participating in workplace communication
MODULE DESCRIPTOR:

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This module covers the knowledge, s ts kills and attitudes required to
perform safety measures effectively and efficiently.

SUGGESTED DURATION : hours

QUALIFICATION LEVEL : NC II

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees will be able

to:
the need for chemical use

LO1. Obtain and convey workplace information

LO2. Perform duties following workplace instructions
LO3. Complete relevant work-related documents

LEARNING OUTCOME #1: Obtain and convey workplace

information

ASSESSMENT CRITERIA:

1.1 Specific and relevant information is accessed from appropriate sources

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1.2 Effective questioning, active listening and speaking skills are used to gather
and convey information 1.3 Appropriate medium is used to transfer information
and ideas
1.4 Appropriate nonverbal 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

CONTENTS;

 Different modes of communication

 Workplace etiquette

CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements/materials
 Service manual
 Organizational manuals
 Workplace

METHODOLOGIES:

 Group discussion
 Self-paced

ASSESSMENT METHODS:

 Written examination
 interview

LEARNING EXPERIENCES

LEARNING OUTCOME # 1

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 Learning Activities Specific Instruction
1. Information sheet 1.1-1 Read and Understand information
Sheet 1.1-1

2. Answer self-check 1.1-1 Compare answers with the answer

key
3. Information Sheet 1.1-2 Read information sheet 1.1-2

4. Answer self-check 1.1-2 Compare answers with the answer

key

Information Sheet 1.1-1

Different modes of communication

Objective:
At the end the trainees must be able to;

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  Identify modes of communication
 Use Different modes of communication

What is communication? To put it simply, Communication can be

explained as the process of transmitting information from one person,
place or group to another. It is through communication that we share
messages with each other. There are three integral elements of
communication, i.e. Sender, Message and Receiver

6 Types of Communication

VERBAL COMMUNICATION
Verbal communication occurs when we engage in speaking with others. It
can be face-to-face, over the telephone, via Skype or Zoom, etc. Some
verbal engagements are informal, such as chatting with a friend over
coffee or in the office kitchen, while others are more formal, such as a
scheduled meeting. Regardless of the type, it is not just about the words,
it is also about the caliber and complexity of those words, how we string
those words together to create an overarching message, as well as the
intonation (pitch, tone, cadence, etc.) used while speaking. And when
occurring face-to-face, while the words are important, they cannot be
separated from non-verbal communication.

NON-VERBAL COMMUNICATION
What we do while we speak often says more than the actual words. Non-
verbal communication includes facial expressions, posture, eye contact,
hand movements, and touch. For example, if you’re engaged in a
conversation with your boss about your cost-saving idea, it is important to
pay attention to both the their words and their non-verbal communication.
Your boss might be in agreement with your idea verbally, but their
nonverbal cues: avoiding eye contact, sighing, scrunched up face, etc.
indicate something different.

WRITTEN COMMUNICATION
Whether it is an email, a memo, a report, a Facebook post, a Tweet, a
contract, etc. all forms of written communication have the same goal to
disseminate information in a clear and concise manner – though that
objective is often not achieved. In fact, poor writing skills often lead to
confusion and embarrassment, and even potential legal jeopardy. One
important thing to remember about written communication, especially in

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the digital age, is the message lives on, perhaps in perpetuity. Thus, there
are two things to remember: first, write well – poorly constructed
sentences and careless errors make you look bad; and second, ensure the
content of the message is something you want to promote or be
associated with for the long haul.

LISTENING
The act of listening does not often make its way onto the list of types of
communication. Active listening, however, is perhaps one of the most
important types of communication because if we cannot listen to the
person sitting across from us, we cannot effectively engage with them.
Think about a negotiation – part of the process is to assess what the
opposition wants and needs. Without listening, it is impossible to assess
that, which makes it difficult to achieve a win/win outcome.

VISUAL COMMUNICATION
We are a visual society. Think about it, televisions are running 24/7,
Facebook is visual with memes, videos, images, etc., Instagram is an
image-only platform, and advertisers use imagery to sell products and
ideas. Think about from a personal perspective – the images we post on
social media are meant to convey meaning – to communicate a message.
In some cases that message might be, look at me, I’m in Italy or I just won
an award. Others are carefully curated to tug on our heartstrings – injured
animals, crying children, etc.

What are the Three Modes of Communication?

Communication is the process of sharing information between individuals
using a set of common rules, behavior, symbols, and signs. Thus, there
are three modes of communication:

 Interpretative Communication
 Presentational Communication
 Interpersonal Communication

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Interpretive Communication

Also referred to as the “one-way communication”, in this mode, the

information conveyed by the sender is interpreted by the receiver in its
original form. The target has to understand the message in both written
and spoken form keeping various aspects in mind. For example, in a class,
the learners may not understand every word said by the teacher but are
expected to understand the main crux of the topic. Some of the main
highlights of Interpretative Communication are:

 Learners understand, interpret, and analyze what is heard, read, or

viewed on a variety of topics.
 This mode of communication involves interpreting the author or
producer’s intent.
 There is no alternative to the active negotiation of meaning with the
writer, speaker, or the producer.

Interpersonal Communication
Interpersonal communication is the process by which people exchange
information through verbal and nonverbal messages. It is an unmediated
mode of communication that occurs when we interact and attempt to
mutually influence each other, simultaneously, in order to manage
relationships. Although interpersonal communication can encompass oral,
written, and non-verbal forms of communication, the term is usually
applied to spoken communication that takes place between two or more

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individuals on a personal or face to face level. Examples of Interpersonal
Communication include:

 Personal Interview
 Telephonic Conversations
 Interactive Sessions
 Debates
 E-mails
 Text Messages

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 Self-Check 1.1-1

1. What are three Mode of Communication?

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 Answer Key 1.1-1

1. Interpretative Communication

Presentational Communication

Interpersonal Communication

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 Information Sheet 1.1-2
Workplace Etiquette

Making Positive Impressions

How you present yourself to others in the business world speaks
volumes. People often form first impressions about others within seconds
of first meeting them therefore it is crucial to ensure you are properly
prepared to present yourself as a professional. Here are some important
tips towards making a good impression.

 Stand straight, make eye contact, turn towards people when they
are speaking, and genuinely smile at people.

 Follow your office dress code, perhaps dressing a step above the
norm for your office.

 Your briefcase or bag and the things you carry in them say
something about you. Messy items may detract from the image you would
like to present.

 When meeting someone for the first time, be sure to shake hands
palm to palm with a gentle firmness.

 Be alert. Sleepiness looks bad in the workplace.

 Kindness and courtesy count!

 Arrive early to work each day.

People
How you treat people says a lot about you.

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 Learn names and learn them quickly. A good tip for remembering
names is to use a person’s name three times within your first
conversation with them. Also, write names down and keep business cards.
People know when you don’t know their names and may interpret this as
a sign that you don’t value them.

 Don’t make value judgments on people’s importance in the

workplace. Talk to the maintenance staff members and to the people who
perform many of the administrative support functions. These people
deserve your respect!

 Self-assess: Think about how you treat your supervisor(s), peers,

and subordinates. Would the differences in the relationships, if seen by
others, cast you in an unfavorable light? If so, find where the imbalance
exists, and start the process of reworking the relationship dynamic.

 What you share with others about your personal life is your choice,
but be careful. Things can come back to haunt you. Don’t ask others to
share their personal lives with you. This makes many people
uncomfortable in the work space.

 Respect people’s personal space. This may be very different than

your own.

Communicating
It’s sometimes not what you say, but how you say it that counts!

 Return phone calls and emails within 24 hours — even if only to say
that you will provide requested information at a later date.

 Ask before putting someone on speakerphone.

 Personalize your voice mail — there’s nothing worse than just

hearing a phone number on someone’s voice mail and not knowing if you
are leaving a message with the correct person. People may not even leave
messages.

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 Emails at work should be grammatically correct and free of spelling
errors. They should not be treated like personal email.

 When emailing, use the subject box, and make sure it directly
relates to what you are writing. This ensures ease in finding it later and a
potentially faster response.

 Never say in an email anything you wouldn’t say to someone’s face.

 Underlining, italicizing, bolding, coloring, and changing font size can

make a mild email message seem overly strong or aggressive.

Meetings
This can easily be the most intimidating part of starting a new job. The
environment of a meeting requires some careful navigation to maintain
your professional image, whether the meetings are one-on-one, with
several colleagues or with external clients.

 For a meeting in someone’s office, don’t arrive more than five

minutes early, as they may be prepping for your meeting, another
meeting later that day, or trying to get other work done. You may make
them uncomfortable, and that is not a good way to begin your meeting.

 Don’t arrive late…ever. If you are going to be late, try to let

someone know so that people are not sitting around waiting for you. Don’t
forget that being on time for a meeting means arriving 5 minutes early —
for an interview, arrive 10 minutes early.

 When a meeting runs late and you need to be somewhere else,

always be prepared to explain where you need to be (understanding that
the value of where you need to be will likely be judged).

 Do not interrupt people. This is a bad habit to start and a tough one
to end.

 There is a time and place for confrontation, and a meeting is almost

never that place. You will embarrass and anger other people, and you will
look bad for doing it. Give people time and space outside of meetings to
reflect on issues that need to be dealt with.

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 Work Space
You may spend more waking hours in work spaces than in your home
space so:

 Keep the space professional and neat with appropriate personal

touches! People will see the space and consider it a reflection of you.

 Whether it is a cubicle or office, respect others’ space. Don’t just

walk in; knock or make your presence gently known. Don’t assume
acknowledgement of your presence is an invitation to sit down; wait until
you are invited to do so.

 Don’t interrupt people on the phone, and don’t try to communicate

with them verbally or with sign language. You could damage an important
phone call.

 Limit personal calls, especially if you work in a space that lacks a

door.

 Learn when and where it is appropriate to use your cell phone in

your office.

 Food consumption should generally be regulated. Smells and noise

from food can be distracting to others trying to work.

International Business Etiquette

As the global market grows, the need to understand multiple international
standards of business etiquette grows. Research the country you will be
working in or visiting; note the proper etiquette, culture and customs for
that country. There are, however, a few key things to keep in mind when
conducting business internationally:

 Knowing the language makes an excellent impression on the people

you are doing business with. Barely knowing the language, but feigning
fluency, could really harm the work you are trying to accomplish.

 Be mindful of time zones. You don’t want to wake someone up on

their cell phone or call someone with an unreasonable deadline or concern
at an awkward time of day for them.

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 As there is no standard global work day, you should keep in mind
that work hours vary from country to country. This is important when
scheduling meetings or conference calls.

 Know the holidays that will be observed, and be respectful of the

time surrounding the holidays, as people may be less available.

 Meals can be extremely crucial in making a positive international

business etiquette impression. The customs that are followed when dining
are often very important, and mistakes in this area could be costly.
Knowing the etiquette well in advance should allow you to relax and enjoy
what could be an amazing new experience!

Vigilantly observe the corporate culture in which you work, and be aware
that change will happen. Your eyes and ears are your best resource in this
learning process! Numerous resources exist on-line on the topic of
business etiquette, and there are professional courses you can take to
help you learn more.

Self-Check 1.1-2

1. How to make positive impressions to your workplace?

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 Answer Key 1.1-2

 Stand straight, make eye contact, turn towards people when they
are speaking, and genuinely smile at people.

 Follow your office dress code, perhaps dressing a step above the
norm for your office.

 Your briefcase or bag and the things you carry in them say
something about you. Messy items may detract from the image you would
like to present.

 When meeting someone for the first time, be sure to shake hands
palm to palm with a gentle firmness.

 Be alert. Sleepiness looks bad in the workplace.

 Kindness and courtesy count!

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 Arrive early to work each day.

LEARNING OUTCOME #2: Perform duties following workplace

instructions

ASSESSMENT CRITERIA:

2.1 Written notices and instructions are read and interpreted in

accordance with organizational guidelines
2.2 Routine written instruction are followed based on established
procedures
2.3 Feedback is given to workplace supervisor-based instructions/
information received
2.4 Workplace interactions are conducted in a courteous manner
2.5 Where necessary, clarifications about routine workplace procedures
and matters concerning conditions of employment are sought and asked
from appropriate sources
2.6 Meetings outcomes are interpreted and implemented

CONTENTS;

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  Active Listening skills
 Effective questioning techniques

CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements/materials
 Service manual
 Organizational manuals
 Workplace

METHODOLOGIES:

 Group discussion
 Self-paced

ASSESSMENT METHODS:

 Written examination
 interview

LEARNING EXPERIENCES

LEARNING OUTCOME # 2

Learning Activities Specific Instruction

Information sheet 1.2-1 Read and Understand information
Sheet 1.1-1

Answer self-check 1.2-1 Compare answers with the answer

key
Information Sheet 1.2-2 Read information sheet 1.2-2 on

Answer self-check 1.2-2 Compare answers with the answer

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 key

Information Sheet 1.2-1

Active Listening Skills

In the end of this Information Sheet, you should be able to:

 Define active listening
 Apply to your workplace

Active Listening
Hear What People Are Really Saying

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Listening is one of the most important skills you can have. How well you
listen has a major impact on your job effectiveness, and on the quality of
your relationships with others.

For instance:

 We listen to obtain information.

 We listen to understand.

 We listen for enjoyment.

 We listen to learn.

Given all the listening that we do, you would think we'd be good at it! In
fact, most of us are not, and research suggests that we only remember
between 25 percent and 50 percent of what we hear, as described by
Edgar Dale's Cone of Experience. That means that when you talk to
your boss, colleagues, customers, or spouse for 10 minutes, they pay
attention to less than half of the conversation.
Turn it around and it reveals that when you are receiving directions or
being presented with information, you aren't hearing the whole message
either. You hope the important parts are captured in your 25-50 percent,
but what if they're not?

Clearly, listening is a skill that we can all benefit from improving. By

becoming a better listener, you can improve your productivity, as well as
your ability to influence, persuade and negotiate. What's more, you'll
avoid conflict and misunderstandings. All of these are necessary for
workplace success!

About Active Listening

The way to improve your listening skills is to practice "active listening."

This is where you make a conscious effort to hear not only the words that
another person is saying but, more importantly, the complete
message being communicated.
In order to do this you must pay attention to the other person very
carefully.

You cannot allow yourself to become distracted by whatever else may be

going on around you, or by forming counter arguments while the other

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person is still speaking. Nor can you allow yourself to get bored, and lose
focus on what the other person is saying.

Becoming an Active Listener

There are five key active listening techniques you can use to help you
become a more effective listener:

1. Pay Attention

Give the speaker your undivided attention, and acknowledge the

message. Recognize that non-verbal communication also "speaks" loudly.

 Look at the speaker directly.

 Put aside distracting thoughts.

 Don't mentally prepare a rebuttal!

 Avoid being distracted by environmental factors. For example, side

conversations.

 "Listen" to the speaker's body language .

2. Show That You're Listening

Use your own body language and gestures to show that you are engaged.

 Nod occasionally.

 Smile and use other facial expressions.

 Make sure that your posture is open and interested.

 Encourage the speaker to continue with small verbal comments like

yes, and "uh huh."

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3. Provide Feedback

Our personal filters, assumptions, judgments, and beliefs can distort what
we hear. As a listener, your role is to understand what is being said. This
may require you to reflect on what is being said and to ask questions.

 Reflect on what has been said by paraphrasing. "What I'm hearing

is...," and "Sounds like you are saying... ," are great ways to reflect
back.

 Ask questions to clarify certain points. "What do you mean when

you say...." "Is this what you mean?"

 Summarize the speaker's comments periodically.

4. Defer Judgment

Interrupting is a waste of time. It frustrates the speaker and limits full

understanding of the message.

 Allow the speaker to finish each point before asking questions.

 Don't interrupt with counter arguments.

5. Respond Appropriately

Active listening is designed to encourage respect and understanding. You

are gaining information and perspective. You add nothing by attacking the
speaker or otherwise putting her down.

 Be candid, open and honest in your response.

 Assert your opinions respectfully.

 Treat the other person in a way that you think they would want to
be treated.

Key Points
It takes a lot of concentration and determination to be an active listener.
Old habits are hard to break, and if your listening skills are as bad as
many peoples are, then you'll need to do a lot of work to break these bad
habits.

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There are five key techniques you can use to develop your active listening
skills:

1. Pay attention.

2. Show that you're listening.

3. Provide feedback.

4. Defer judgment.

5. Respond appropriately.

Start using active listening techniques today to become a better

communicator, improve your workplace productivity, and develop better
relationships.

Self-Check 1.2-1
1. How to become an active listener?

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 Answer Key 1.2-1
 Pay attention.
 Show that you're listening.
 Provide feedback.

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  Defer judgment.
 Respond appropriately.

Information Sheet 1.2-2

Effective questioning techniques

At the end of this information Sheet, you should be able to:

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  Apply to your own workplace
 Identify types of questioning techniques

Gathering information is a basic human activity – we use information to

learn, to help us solve problems, to aid our decision-making processes and
to understand each other more clearly.

Questioning is the key to gaining more information and without it

interpersonal communications can fail. Questioning is fundamental to
successful communication - we all ask and are asked questions when
engaged in conversation.

Why Ask Questions?

Although the following list is not exhaustive it outlines the main

reasons questions are asked in common situations.

 To Obtain Information:
The primary function of a question is to gain information – ‘What time is
it?’

 To help maintain control of a conversation

While you are asking questions you are in control of the conversation,
assertive people are more likely to take control of conversations
attempting to gain the information they need through questioning. (Also
see our pages on Assertiveness)

 Express an interest in the other person

Questioning allows us to find out more about the respondent, this can be
useful when attempting to build rapport and show empathy or to simply
get to know the other person better. (Also see Building
Rapport and Empathy)

 To clarify a point
Questions are commonly used in communication to clarify something that
the speaker has said. Questions used as clarification are essential in
reducing misunderstanding and therefore more effective communication.
(Also see Clarification)

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 To explore the personality and or difficulties the other person may
have
Questions are used to explore the feelings, beliefs, opinions, ideas and
attitudes of the person being questioned. They can also be used to better
understand problems that another person maybe experiencing – like in
the example of a doctor trying to diagnose a patient. (See our page What
is Counselling?)

 To test knowledge
Questions are used in all sorts of quiz, test and exam situations to
ascertain the knowledge of the respondent. ‘What is the capital of
France?’ for example.

 To encourage further thought

Questions may be used to encourage people think about something more
deeply. Questions can be worded in such a way as to get the person to
think about a topic in a new way. ‘Why do you think Paris is the capital of
France?”

 In group situations
Questioning in group situations can be very useful for a number of
reasons, to include all members of the group, to encourage more
discussion of a point, to keep attention by asking questions without
advance warning. These examples can be easily related to a classroom of
school children.

How to Ask Questions

Being an effective communicator has a lot to do with how questions are
asked. Once the purpose of the question has been established you should
ask yourself a number of questions:

 What type of question should be asked – See our

page: Question Types.
 Is the question appropriate to the person/group?

 Is this the right time to ask the question?

 How do I expect the respondent will reply?

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When actually asking questions – especially in more formal
settings some of the mechanics to take into account include:

Being Structured

In certain situations, for example if you are conducting a research project

or you work in a profession that requires the recording of information, it
may be necessary to ask large numbers of questions.

In such cases it is usually a good idea to inform the respondent of this

before you start, by giving some background information and reasoning
behind your motive of asking questions. By doing this the respondent
becomes more open to questions and why it is acceptable for you to be
asking them.

They also know and can accept the type of questions that are likely to
come up, for example, “In order to help you with your insurance claim it
will be necessary for me to ask you about your car, your health and the
circumstances that led up to the accident”.

In most cases the interaction between questioner and respondent will run
more smoothly if there is some structure to the exchange.

Use Silence

Using silence is a powerful way of delivering questions.

As with other interpersonal interactions pauses in speech can help to

emphasise points and give all parties a few moments to gather their
thoughts before continuing.

A pause of at least three seconds before a question can help to emphasise

the importance of what is being asked. A three second pause directly
after a question can also be advantageous; it can prevent the questioner
from immediately asking another question and indicates to the
respondent that a response is required.

Pausing again after an initial response can encourage the respondent to

continue with their answer in more detail. Pauses of less than three
seconds have been proven to be less effective.

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Encouraging Participation

In group situations leaders often want to involve as many people

as possible in the discussion or debate.

This can be at least partially achieved by asking questions of individual

members of the group.

One way that the benefits of this technique can be maximised is to

redirect a question from an active member of the group to one who is less
active or less inclined to answer without a direct opportunity. Care should
be taken in such situations as some people find speaking in group
situations very stressful and can easily be made to feel uncomfortable,
embarrassed or awkward.

Encourage but do not force quieter members of the group to participate.

Types of Question

Closed Questions

Closed questions invite a short focused answer- answers to closed

questions can often (but not always) be either right or wrong. Closed
questions are usually easy to answer - as the choice of answer is limited -
they can be effectively used early in conversations to encourage
participation and can be very useful in fact-finding scenarios such as
research.

Closed questions are used to force a brief, often one-word answer.

 Closed questions can simply require a ‘Yes’ or ‘No’ answer, for

example: ‘Do you smoke?’, ‘Did you feed the cat?’, ‘Would you like
a cup of tea?’
 Closed questions can require that a choice is made from a list of
possible options, for example: ‘Would you like beef, chicken or the
vegetarian option?’, ‘Did you travel by train or car today?’
 Closed questions can be asked to identify a certain piece of
information, again with a limited set of answers, for example:

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 ‘What is your name?’, ‘What time does the supermarket open?’,
‘Where did you go to University?’

Open Questions

By contrast, to closed questions, open questions allow for much longer

responses and therefore potentially more creativity and information.
There are lots of different types of open question; some are more closed
than others!

Leading or ‘Loaded’ Questions

A leading question, usually subtly, points the respondent’s

answer in a certain direction.

Asking an employee, ‘How are you getting on with the new finance
system?’ This question prompts the person to question how they are
managing with a new system at work. In a very subtle way it raises the
prospect that maybe they are not finding the new system so good.

‘Tell me how you’re getting on with the new finance system’ is a less
leading question – the question does not require any judgement to be
made and therefore does not imply that there may be something wrong
with the new system.

Children are particularly susceptible to leading questions and are

more likely to take the lead for an answer from an adult. Something
simple like, ‘Did you have a good day at school?’ points the child towards
thinking about good things that happened at school. By asking, ‘How was
school today?’ you are not asking for any judgement about how good or
bad the day has been and you are more likely to get a more balanced,
accurate answer. This can shape the rest of the conversation, the next
question may be, ‘What did you do at school?’ - the answer to this may
vary based on the first question you asked – good things or just things.

Recall and Process Questions

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Questions can also be categorized by whether they are ‘recall’ –
requiring something to be remembered or recalled, or ‘process’ –
requiring some deeper thought and/or analysis.

A simple recall question could be, ‘What is your mother’s maiden name?’.
This requires the respondent to recall some information from memory, a
fact. A school teacher may ask recall questions of their pupils, ‘What is
the highest mountain?’ Process questions require more thought and
analysis and/or a sharing of opinion. Examples include, ‘What skills can
you bring to this organisation that the other applicants cannot?’ or ‘What
are the advantages and disadvantages of asking leading questions to
children?’

Rhetorical Questions

Rhetorical questions are often humorous and don’t require an answer.

‘If you set out to fail and then succeed have you failed or succeeded?’
Rhetorical questions are often used by speakers in presentations to get
the audience to think – rhetorical questions are, by design, used to
promote thought.

Politicians, lecturers, priests and others may use rhetorical questions

when addressing large audiences to help keep attention. ‘Who would not
hope to stay healthy into old age?’, is not a question that requires an
answer, but our brains are programmed to think about it thus keeping us
more engaged with the speaker.

Funneling

We can use clever questioning to essentially funnel the respondent’s

answers – that is ask a series of questions that become more (or less)
restrictive at each step, starting with open questions and ending with
closed questions or vice-versa.

For example:

"Tell me about your most recent holiday."

"What did you see while you were there?"
"Were there any good restaurants?"
"Did you try some local delicacies?"
"Did you try the Clam Chowder?"

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 The questions in this example become more restrictive, starting with open
questions which allow for very broad answers, at each step the questions
become more focused and the answers become more restrictive.

Funneling can work the other way around, starting with closed questions
and working up to more open questions. For a counsellor or interrogator
these funnelling techniques can be a very useful tactic to find out the
maximum amount of information, by beginning with open questions and
then working towards more closed questions. In contrast, when meeting
somebody new it is common to start by asking more closed questions and
progressing to open questions as both parties relax. (See our page: What
is Counselling? for more on the role of the counsellor.)

Responses

As there are a myriad of questions and question types so there must also
be a myriad of possible responses. Theorists have tried to define the
types of responses that people may have to questions, the main and most
important ones are:

 A direct and honest response – this is what the questioner would

usually want to achieve from asking their question.
 A lie – the respondent may lie in response to a question. The
questioner may be able to pick up on a lie based on plausibility of the
answer but also on the non-verbal communication that was used
immediately before, during and after the answer is given.
 Out of context – The respondent may say something that is totally
unconnected or irrelevant to the question or attempt to change the topic.
It may be appropriate to reword a question in these cases.
 Partially Answering – People can often be selective about which
questions or parts of questions they wish to answer.
 Avoiding the answer – Politicians are especially well known for
this trait. When asked a ‘difficult question’ which probably has an answer
that would be negative to the politician or their political party, avoidance
can be a useful tact. Answering a question with a question or trying to
draw attention to some positive aspect of the topic are methods of
avoidance.
 Stalling – Although similar to avoiding answering a question,
stalling can be used when more time is needed to formulate an
acceptable answer. One way to do this is to answer the question with
another question.

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 Distortion – People can give distorted answers to questions based
on their perceptions of social norms, stereotypes and other forms of bias.
Different from lying, respondents may not realize their answers are
influenced by bias or they exaggerate in some way to come across as
more ‘normal’ or successful. People often exaggerate about their salaries.
 Refusal – The respondent may simply refuse to answer, either by
remaining silent or by saying, ‘I am not answering’.

Self-Check 1.2-2
1. What is the type of questions?

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 Answer Key 1.2-2
 Closed Questions

 Open Questions

 Leading or ‘Loaded’ Questions

 Recall and Process Questions

 Rhetorical Questions

 Funneling

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LEARNING OUTCOME #3: Complete relevant work related
documents

ASSESSMENT CRITERIA:

3.1 Range of forms relating to conditions of employment are completed

accurately and legibly
3.2 Workplace data is recorded on standard workplace forms and
documents
3.3 Errors in recording information on forms/ documents are identified and
acted upon
3.4 Reporting requirements to supervisor are completed according to
organizational guidelines

CONTENTS;

 Effective record keeping skills

CONDITIONS:

Trainees/students must be provided with the following:

 Learning elements/materials
 Service manual
 Organizational manuals
 Workplace

METHODOLOGIES:

 Group discussion
 Self-paced

ASSESSMENT METHODS:

 Written examination
 interview

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 LEARNING EXPERIENCES

LEARNING OUTCOME # 3

Learning Activities Specific Instruction

Information sheet 1.3-1 Read and Understand information
Sheet 1.3-1

Answer self-check 1.3-1 Compare answers with the answer

key

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 Information Sheet 1.3-1
Effective record keeping skills

After reading this information Sheet, you should be able to:

 Perform effective record keeping
 Identify your role as an record keeper
Records managers are responsible for accurately, securely and
effectively managing information received and produced by a
wide range of public and private sector organizations.
Candidates must be patient, meticulous and logical in their work
and capable of prioritizing tasks.

What does a records manager do?

Records managers oversee an organization’s records from their creation

and preservation through to disposal. Typical responsibilities include:

 establishing new records management systems

 developing, maintaining, verifying and evaluating existing systems
 overseeing the switch from paper to electronic record-keeping
 writing reports and publications
 dealing with enquiries and requests for information from both
internal and external clients
 ensuring that financial, legal or administrative requirements and
regulations are complied with
 ensuring that data is protected
 classifying and indexing records
 destroying or archiving finished data/records
 ensuring that records are easily accessible when needed
 providing training to staff who require access or have responsibility
for maintaining records.
While the role is advertised for in its own right, in some organisations the
job might be combined with that of:

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 a project manager (information management is a key element of
project management)
 an information science or management role (that often has a wider
remit than record management)
 an IT manager
 a regulation and compliance officer or regulatory affairs manager
 an archivist.
Typical employers of records managers
Any organisation that handles large amounts of information may require
the skills of a records manager; key sectors where you might find record
managers are those where there is a great deal of regulations and
supervision, such as the nuclear industry, healthcare and finance.

Most record management jobs are found with:

 the NHS
 technology companies
 universities, higher education institutions and further education
colleges
 local authorities, the Civil Service and the intelligence services
 financial services organizations
 construction companies, utility companies and other organizations
connected with power (particularly nuclear)
 pharmaceutical companies
 charities, retailers and other companies that store data for
marketing or consumer research purposes
Experienced record managers can also work on a freelance or consultancy
basis for employers.

Vacancies are typically advertised via: relevant professional organizations

such as the Archives & Records Association (ARA), the Information and
Records Management Society (IRMS) and CILIP, the library and information
association; jobs boards; careers services; and specialist recruitment
agencies.

Qualifications and training required

You usually need a degree to become a records manager. There are one
or two undergraduate degrees in information management and record
management accredited by the Archives & Records Association (ARA) and
CILIP, but employers don’t usually ask for a specific subject at
undergraduate level. However, it is common for them to require

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applicants to have a postgraduate qualification in a records, archive
and/or information management specialist.
The vast majority of vacancies do require you to have gained related work
experience, which you can gain through voluntary work or paid
placements (bear in mind that these can be competitive to secure).

It’s also not unknown for entrants to have started out in a scientific
research, technology, government or financial role and to have moved
across into record management, having gained the relevant postgraduate
qualification if required.

Key skills for records managers

 Patience
 Meticulousness
 Capable of prioritizing
 Good problem-solving skills
 Analytical skills
 Administrative skills
 Organizational skills
 Communication and influencing skills, especially when requiring
colleagues to hand over records or to use the systems correctly
 Confidence with using bespoke and standard databases, software
and operating systems.

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 Self-Check 1.3-1
1. What are the key skills for a record manager?

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 Answer Key1.1-3

 Patience
 Meticulousness
 Capable of prioritizing
 Good problem-solving skills
 Analytical skills
 Administrative skills
 Organizational skills
 Communication and influencing skills, especially when requiring
colleagues to hand over records or to use the systems correctly
 Confidence with using bespoke and standard databases, software
and operating systems.

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