Basic Competencies RMO

Course: Basic Competencies
Sector:
TOURISM SECTOR
Qualification:
RICE MACHINE OPERATION NC II
Unit of Competency:
Participate in Workplace Communication
Module Title:
Participating in Workplace Communication

Introduction:
This module covers the knowledge, skills and attitudes required to obtain, interpret
and convey information in response to workplace communication.
You need to complete this module by learning the theories and principles required,
closely coupled with the practical activities to master the skills required in this
module. Desirable values and attitudes must also be taken into consideration.
This module consists of three learning outcomes. Each learning outcomes contains
learning activities for both knowledge and skills, supported with information sheets
and self-checks, gathered from different sources. Before you perform the manual
exercises, read the information/job/operation sheets mentioned in the special
instruction column and answer the self-check for confirmation that you are
equipped with the knowledge necessary to perform the skills portion of the
particular learning outcome.
Summary of Learning Outcomes:
Upon completion of this module, the students/trainees should be able to:
1. Obtain and convey workplace information

2. Complete relevant work-related documents
3. Participate in workplace meeting and discussion
Assessment Criteria:
1. Specific relevant information is accessed from appropriate sources.

2. Effective questioning and active listening and speaking are used to gather
and convey information.
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are
identified and followed.
6. Defined work procedures for the location and storage of information are
used.
7. Personnel interaction is carried out clearly and concisely.
8. Ranges of forms relating to conditions of employment are completed
accurately and legibly.
9. Workplace data is recorded on standard workplace forms and documents.
10. Basic mathematical processes are used for routine calculations.
11. Errors in recording on forms or documents are identified and rectified.
12. Reporting requirements to superior are completed according to enterprise
guidelines.
13. Team meetings are attended on time.
14. Own opinions are clearly expressed and those of others are listened to
without interruption.
15. Meeting inputs are consistent with the meeting purpose and establish
protocols.
16. Workplace interactions are conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
17. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
18. Meeting outcomes are interpreted and implemented.
HOW TO USE THIS LEARNING GUIDE
This Competency-Based Learning Material contains activities for you to

complete. The unit of competency, “Participate in Workplace Communication”
contains the knowledge, skills and attitudes required to obtain, interpret and
convey information in response to workplace requirements.
You are required to go through a series of learning activities in order to complete

each learning outcome of the module. In each learning outcome there are
Learning Resources for better understanding of the required activities. Follow
these activities on your own and answer the Self-Check at the end of the module.
If you have questions, please don’t hesitate to ask assistance from your trainer.
Recognition of Prior Learning (RPL)
You may have some or most of the knowledge and skills covered in this learner’s
guide because you:
 May have been working for some time

 Have already completed training in this area
If you can demonstrate to your trainer that you are competent in a particular skill,
you don’t have to do the same training again. If you feel you have some of the skills,
talk to your trainer about having them formally recognized. If you have the
qualification of Certificate of Competency from previous training, show it to your
trainer. If the skills you acquired are still relevant to the module, they may become
part of the evidence you can present for RPL.
At the end of this module is a Learning Diary. Use this to record important dates,
jobs undertaken and other workplace events that will assist you in providing further
details to your trainer. A Record of Achievement is also provided for your trainer to
fill out once you completed the module.
LO1. Obtain and convey workplace information
2. Effective questioning and active listening and speaking are used to gather
and convey information.
6. Defined work procedures for the location and storage of information are
used.
7. Personnel interaction is carried out clearly and concisely.
Learning Activities Special Instructions

Read, analyze and perform the activities. Try to read, analyze and perform the
activities by yourself.
Answer the self-check to assess your Approach instructor if you have
knowledge. problems with the module.
Compare and interpret for feedback. Answer the self-check without looking at
the module and the feedback.
If you miss some items, go over the Call instructor to check your work or
module. output.
BASIC COMPETENCY : COMMUNICATIONS
UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE

COMMUNICATION
MODULE TITLE : PARTICIPATING IN WORKPLACE
COMMUNICATION
MODULE DESCRIPTOR : This module covers the knowledge, skills and

attitudes required to obtain, interpret and convey
information in response to workplace requirements.
SUGGESTED DURATION : 4 hours
PREREQUISITE : Receive and Respond to Workplace Communication.

(NC I)
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module the students/ trainees will be able to:
LO1. Obtain and convey workplace information
LO2. Complete relevant work related documents.
LO3. Participate in workplace meeting and discussion.

LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION
ASSESSMENT CRITERIA:
2. Effective questioning, active listening and speaking skills are used to

gather and convey information.

6. Defined workplace procedures for the location and storage of information

are used.
7. Personal interaction is carried out clearly and concisely.
CONTENTS:
 Parts of speech
 Sentence construction
 Effective communication
CONDITIONS:
The students/ trainees must be provided with the following:
 Writing materials (pen & paper)

 References (books)
 Manuals
METHODOLOGIES:
 Group discussion
 Interaction
 Lecture
 Reportorial
ASSESSMENT METHODS:
 Written test
 Practical/performance test
 Interview
L02. COMPLETE RELEVANT WORK RELATED DOCUMENTS
ASSESSMENT CRTERIA:


4. Errors in recording information on forms/documents are identified and
rectified.
5. Reporting requirements to superior are completed according to
enterprise guidelines.
CONTENTS:
 Basic mathematics
 Technical writing
 Types of forms
CONDITIONS:
The students/trainees must be provided with the following:
 Paper
 Pencils/ball pen
 Reference books
 Manuals
METHODOLOGIES:
 Interaction
 Lecture
ASSESSMENT METHODS:
 Written test
 Interview
LO3. PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS
3. Meeting inputs are consistent with the meeting purpose and established
protocols.
4. Workplace interactions are conducted in a courteous manner appropriate

to cultural background and authority in the enterprise procedures.

concerning conditions of employment are asked and responded.
CONTENTS:
 Sentence construction
 Technical writing
 Recording information
CONDITIONS:

 Paper
 Pencils/ball pen
 References (books)
 Manuals
METHODOLOGIES:
 Group discussions
 Interaction
 Lecture
ASSESSMENT METHODS:
 Written test
 Interview
INFORMATION SHEET #1
THE COMMUNICATION PROCESS
Introduction
People in organizations typically spend over 75% of their time in an interpersonal
situation; thus it is no surprise to find that at the root of a large number of a large
number of organizational problems is poor communications. Effective
communication is an essential component of organizational success whether it is at
the interpersonal, intergroup, intragroup, organizational, or external levels.
In this lesson we will cover the basic process of communication and then we will
cover some of the most difficult communication issues managers face-providing
constructive and effective feedback and performance appraisal.
Communication Process
Although all of us have been communicating with others since our infancy, the
process of transmitting information from an individual (or group) to another is a
very complex process with many sources of potential error.
Consider the simple example:
 Terry: “I won’t make it to work again tomorrow; this headache keeps me

sick and my doctor says I should probably reduce to part time.
 Boss: Terry, this is the third day you’ve missed and your appointments
keep backing up; we have to cover for you and this is messing all of us up.
In any communication at least some of the “meaning” lost in simple transmission of

a message from a sender to the receiver. In many situations a lot of the true
message is lost and the message that is heard is often far different than the one
intended. This is most obvious in cross-cultural situations where language is an
issue. But it is also common among people of the same culture.
Look at the example. Terry has what appears to be simple message to convey-she
won’t make it to work today because of sickness. But she had to translate the
thought into words and this is the first potential source of error. Was she just trying
to convey that she would be late; was she trying to convey anything else. It turns out
she was. She was upset because she perceived that her co-workers weren’t as
sympathetic to her situation as they should be. Her co-workers, however, were
really being pressured by Terry’s continued absences, and her late calls. They
wished she would just take a leave of absence, but Terry refuses because she would
have to take it without pay.
Thus what appears to be a simple communication is, in reality, quite complex. Terry
is communicating far more than that she would miss work; she is conveying a
number of complex emotions, complicated by her own complex feelings about
pregnancy, work, and her future.
She sent a message but the message is more than the words; it includes the tone,
the timing of the call, and the way she expressed herself.
Similarly, the bass goes through a complex a complex communication process in

“hearing” the message. The message that Terry sent had to be decoded and given
meaning. There are many ways t decode the simple message that Terry gave and the
way the message is heard will influence the response to Terry.
In this case the boss heard far more than a simple message that Terry won’t be at
work today. The boss “heard” hostility from Terry, indifference, lack of
consideration, among other emotions. Terry may not have meant this, but this is
what the boss heard.
Communications is so difficult because at each step in the process there major

potential for error. By the time a message gets from a sender to a receiver there are
four basic places where transmission errors can take place and at each place there
are a multitude of potential sources of error. Thus it is no surprise that social
psychologists estimate that there is usually a 40-60% loss of meaning in the
transmission of messages from sender to receiver.
It is critical it understand this process, understand and be aware of the potential

sources of errors and constantly counteract these tendencies by making a
conscientious effort to make sure there is a minimal loss of meaning in your
conversation.
It is also very important to understand that a majoring of communication is non-

verbal. This means that when we attribute meaning to what someone else is saying,
the verbal part of the message actually means less than the non-verbal part. The
non-verbal part includes such things as body language and tone.
INFORMATION SHEET NO.2
WHAT IS COMMUNICATION?
The word “Communication” came from the Latin word “Comournis” which means
“Commonness”. When people communicate with one another, they establish
commonness; they share commonality. Dictionaries define the process as “the
giving and receiving of communication signals or messages by talking, writing,
gestures and signals.
Herman M. Weisman
“Communication is a process through which two or more human beings share each
other’s thoughts, ideas, feelings, insights and information, and exchange
meanings”.
Hitachi Advertisement
“Communication is not simply sending a message; it is creating understanding

swiftly, clearly and precisely”.
Hertha A. Murphy and Herbert W. Hildebrant

“Communication is the “lifeblood” of every organization”.
Charles R. Wright
“Communication is the process of transmitting meaning between individuals”.
“Communication is the process of all social existence”.
Communication includes elements that you may not consciously think about. For
example:
 Listening
 Seeking clarification
 Body language
 Blocking out barriers
 General attitude
Overview
To be an effective worker it is necessary to have the skills and confidence to

communicate with others. Information is communicated in two directions –
sometimes you receive information and sometimes you convey it. In the workplace,
you communicate regularly with your employer or supervisor and your co-workers.
You might also communicate with customers and suppliers, contractors, or other
people from outside your workplace.
Communication can be of three forms.

1. Spoken communication includes:
 Face to face conversation
 Telephone or cell phone conversation
 Two-way radio conversation
2. Written communication includes:

 Written notes
 E-mail
 Reading instruction manuals
 Text instructions
3. Non-verbal communication includes:

 Body language
 Gestures and Postures
 Attitudes (Silence, Time, Sounds)
 appearance
Information Sheet No.3
Communication: Why Is It Important?
Communication is the ability to share information with people and to understand

what information and feelings are being conveyed by others. Communication can
take on many forms including gesture, facial expressions, signs, vocalizations
(including pitch and tone), in addition to speech and written communication.
Teachers, students frequently use non-verbal methods to communicate. Students
often show disinterest in school by avoiding eye contact or sitting back in their
chairs with their arms folded across their chests during instruction. Staff members
may indicate that they have time to talk but they may show disinterest by grading
papers or busying themselves while you are trying to talk. Conversely, a smiling,
nodding face indicates that the listener is interested in what we are saying and
encourages us to continue. Communication includes a broad range of actions
which help the students work more effectively with their teachers.
Students interact with many different people during the day, including
administrators, teachers, parents, and other students. The ability of students to
contribute to the special education program will depend on his or her
communication skills. For example communication is essential for:
 understanding roles and assignments,

 planning and carrying out learning activities,
 coordinating approaches with students,
 providing information to teachers on student progress and behaviors,
and
 Building a positive relationship with students, teachers and other staff.
Students should work to establish good rapport and regular communication with
the supervising teacher and students. This rapport and communication is especially
important when difficulties arise. Without effective communication, conflicts
between teachers and students can be destructive to the operation of a classroom.
Responsiveness and sensitivity can open the channels of communication between
the students and the teachers. Teachers and Para educators need to deal openly
with their feelings and attitudes towards their job responsibilities and duties.
In order for students and teachers to be able to get along with one another and to
meet the needs of the students, they must become a team that works together to
create a learning environment. The students and teachers should meet daily to
discuss the lesson plans and activities, and to air any concerns they might have. By
setting aside a time to meet, the students and teachers can establish and maintain
open channels of communication.
Open channels of communication are important for several reasons. By talking to

the supervising teacher, the students can convey any special interests, talents,
training, or hobbies they might have which could be an asset to instruction or to the
classroom. The students and teacher can also reach an understanding of different
backgrounds, experiences, values, cultures, religion and other factor which might
affect their working relationship. The students must be willing to ask for
clarification of tasks, if the assignment is misunderstood, and they must be able to
confront the supervising teacher with concerns they might have.
As a team, the students and teacher need to work together to build trust in the
working relationship. Just as communication skills are important, listening skills
are also needed for effective communication.
_________________________________________________________
_______________________
Promoting Communication
Effective and open communication promotes an awareness of others interests and

needs. Being aware of the necessary skills that will encourage open communication
is important when working with others. This lesson addresses several issues related
to effective communication. The topics that will be discussed are: roadblocks to
communication, using accepting language and listening strategies. Each of these
topics will relay information that will lead towards more positive interactions with
others.
Information Sheet No. 4
Following the Written Instructions
The following points should help you to follow written instructions in a more
effective way.
1. Read through all the instructions or steps before beginning the task. This
will give a clear picture of what the whole task involves.
2. If diagrams are provided take the time to look at them carefully. As you
work through the tasks, check the diagrams to make sure that your work
matches the example given.
3. If you are not sure of the meaning of any word or terms, take the time to
find out the correct meaning. Ask your workplace supervisor. If you guess
incorrectly you may find that you cannot complete the task or that the
finished task is not done properly.
4. Avoid the temptation to try to complete the task before reading all the
instructions. Although the job may take a little longer, it will save time in
the long run as you may avoid mistakes.
Written Information Source:
In the workplace, written information can take form of:

 Letters
 Memos
 Informal notes
 Faxes
 E-mails
 Text messages
 Workplace signs
 Instruction manuals
Activity 17
Now to a more difficult activity! Read the Memo below.
1. See if you can transform the basic instructions into the form of a flow
chart.
2. Then describe the process in reading electronic mail in narrative form
using no more than 200 words.
MEMORANDUM
Date: June 5, 2002
TO: All Employees with Computer Terminals
FROM: JOE ESPINA
SUBJECT: Basic Instruction for Mail Reading
Last month, you attended a brief seminar o the features of the new electronic
mail system. We have learned that the system will be installed on June 18. This
memo provides some basic instruction for reading mail sent to you on this system.
Soon you will receive another set of instructions for sending electronic mail.
NOTE: In these instructions, the messages or prompts on your terminal screen

appear in italics. Any key you push or response you type is shown in bold print.
1. Turn on the computer terminal
NOTE: In the on/off button is on the right front corner of the unit
2. Type in your terminal’s number when the system requests it.
Example: terminal number: 23
3. Respond with your initials when the system asks for “log-in”.
Example: log-in: wsp
4. Give your password at the next prompt.
Example: password: Tex
RESULT: After the system has verified your password, it will respond with
one of two messages: either no mail or yes, you have mail.
5. Respond to the message in one of these two ways:

If… Then…
 Screen reads “no mail”  Press “e” for “exit”

 Begin another task in the
terminal0
 Screen reads “yes you have  Press “r” for “read”

mail”  Continue with the instructions
6. Read the first screen of your message.

7. Press the “return” key to discover whether there are additional screens
with the messages.
8. Do you wish to return to the other screens in those messages?
 If yes, press the “back space”
 If no, continue with these instructions
9. Enter one of the abbreviations from the following list when you are
finished with a message:
S = save message
D = delete message
P = print message
10. Press “m” (for “move”) to move on to the next message
11. Press “e” (for “exit”) when the system indicates no more messages
12. Turn off the machine or begin another activity with the terminal
Roadblocks to Communication
According to Thomas Gordon, author of Teacher Effectiveness Training

(T.E.T.), there are thousands of messages that we can send students by how we
communicate with them. They can be grouped into twelve categories, each of which
teds to slow or completely stop existing communication that students need to solve
problems and continue their learning.
Some typical responses that communicate unacceptance are:
1. Ordering, commanding, directing.
Example: “Stop whining and get back to work.”
2. Warning, threatening.
Example: “You had better get your act together if you expect to pass my
class.”
3. Moralizing, preaching, giving “should” and “oughts”.
Example: “You should leave your personal problems out of the classroom.”
4. Advising, offering solutions or suggestions.

5. Teaching, lecturing, giving logical arguments.
Example: “You better remember you only have four days to complete that
project.”
These nest responses tend to communicate inadequacies and faults:
6. Judging, criticizing, disagreeing, blaming.
Example: “You are such a lazy kid. You never do what you say you will.”
7. Name-calling, stereotyping, labeling.
Example: “Act your age. You are not a kindergartner.”
8. Interpreting, analyzing, diagnosing.
Example: “You are avoiding facing these assignments because you missed
the directions due to talking.”
Other messages try to make the student feel better or deny there is a problem:
9. Praising, agreeing, and giving positive evaluations.
Example: “You are a smart kid. You can figure out a way to finish this
assignment.”
10. Have hidden messages when the student hears them. They may hear you
saying that they are to blame or that they can’t do anything right, when your
intention for the message was quite different. Reassuring, sympathizing,
consoling, supporting.
Example: “I know exactly how you are feeling. If you just begin, it won’t seem
so bad.”
This response tends to try to solve the problem for students:
11. Questioning, probing, interrogating, and cross-examining.
“Why did you wait so long to ask for assistance? What was so hard about this
worksheet?”
These messages tend to divert the student or avoid the student altogether:
12. Withdrawing, distracting, being sarcastic, humoring, diverting.
“Seems like you got up on the wrong side of the bed today…”
Factors Affecting Listening
Being aware of the different factors involved in listening will aid in the process of
communication. Listening is an important part of effective communication. We
need to concentrate on encouraging not only students, but ourselves, to exhibit
good listening behavior and strategies.
Listening is a process that involves actively hearing what another person is

communicating and attending to that communication. Listening is how we receive
the verbal portion of a person’s message. By listening, we can show concern and
interest in understanding both the person and the situation. Listening can be
affected by personal bias, environmental factors, a short attention span, rehearsing
a response, daydreaming, hot words, or through the use of filtering.
Bias can take on many forms. Personal prejudice can affect how well we listen and
how we perceive what the speaker is saying. Anger can also cause distortion to the
message. As good communicators, personal bias and anger must be put aside in
order to interpret the message. Be willing to listen to new ideas. Make eye contact
with the speaker, use nonverbal communication, such as nodding your head or
smiling, to show that you are interested. Even if you do not agree with the speaker’s
message, showing acceptance will let the speaker know that you have received their
message.
Environment factors, such as noise, temperature and uncomfortable seating can

cause us to focus our attention on other factors besides what the speaker is saying.
Try to control environmental factors whenever possible. Try adjusting the
thermostat, finding another seat, or moving to a quiet place to continue the
conversation. It is hard to focus attention when we are constantly distracted by
outside forces.
Short attention span: As we receive a message, we must attend to it or we will

lose it. Some people have trouble remembering points to discuss when the speaker
is talking. Try taking notes as the speaker talks, or use a cue to help you remember
what you were going to say. If you find your attention wandering, concentrate on
what the speaker is saying, and rehearse how you will answer, or what you are going
to say to keep your mind on the task at hand. Ask questions to clarify and to become
involved in conversation. Concentration helps you receive accurate information and
indicates that you are interested in what the speaker is saying.
Rehearsing a response: Many times we can catch the drift of what the speaker is
saying and we begin to rehearse a response, thereby missing the parts of the
message. Other times we may be anticipating our turn to speak and will spend time
mentally or physically reviewing notes and will miss what the speaker has said.
Daydreaming: We are capable of receiving and processing information more

rapidly than a speaker can deliver it. This causes us to have spare time to think or
daydream, and if we don’t concentrate on the message being delivered, we will find
ourselves drifting or daydreaming.
Hot Words: We all have certain words that we react to such as, raise in pay,
punishment or compensatory days. Sometimes when a speaker uses a hot word in
his/her message we will concentrate more on the meaning of the word, or its
implication for us. Consequently, we tend to lose sight of what is being said by the
speaker.
Filtering: Many times we will be asked to attend a seminar where we exhibit little
or no interest in the topic. As listeners, we tend to listen to get an overview of what
is going to be presented and then simply tune out the rest of the message.
Many people are unaware that they respond to students in one these twelve ways. It
is important that we know alternative ways of responding. Many of the above
responses.
Active Listening:
As an alternative to the roadblocks discussed above, Thomas Gordon uses the

technique of active listening to promote communication. Communication has
several avenues that can be crossed if the speaker is not clear with the message or
the listener decodes it incorrectly. When we use our own words to repeat back what
we think the student has just communicated, we are clarifying their message. This
“feedback” is called active listening. For example:
Student: “I don’t like this school as much as my old one. People are not very
nice.”
Para: You are unhappy at this school?
Student: Yeah. I haven’t made any good friends. No one includes me.
Para: You feel left out here?
Student: Yeah. I wish I knew more people.
The student is verbalizing what he/she thinks the student is saying. This lets the
student affirm what the Para said or explain their meaning in a different way. Active
listening is a powerful tool which helps the students communicate more
productively with the student. Active listening helps the students more fully
understand what the student is saying and also helps the student articulate their
concerns. The time it takes to learn and use active listening provides a number of
benefits.
 Active Listening:
-Helps students deal with and “defuse” strong feelings.
-Helps students understand their own emotions.
-Facilitates problem solving.
-Keeps the responsibility with the student.
-Makes students more willing to listen to others.
-Promotes a closer, more meaningful relationship between Para and

student.
Barriers to Effective Communication
There are a wide number of sources of noise or interference that can enter into the
communication process. This can occur when people know each other very well and
should understand the source of error. In a work setting, it is even more common
since interactions involve people who not only don’t have years of experience with
each other, but communication is complicated by the complex and often conflictual
relationships that exist at work. In a working setting, the following suggests a
number of sources of noise:
 Language: The choice of words or language in which a sender encodes a

message will influence the quality of communication. Because language
is a symbolic representation of a phenomenon, room for interpretation
and distortion of the meaning exists. In the above example, the Boss uses
language (this is the third day you’ve missed) that is likely to convey far
more than objective information. To Terry it conveys indifference to her
medical problems. Note that the same words will be interpreted different
by each different person. Meaning has to be given to words and many
factors affect how an individual will attribute meaning to particular
words. It is important to note that no two people will attribute the exact
same meaning to the same words.
 Defensiveness, distorted perceptions, guilt, project, transference,
distortions from the past
 Misreading of body language, tone and other non-verbal forms of
communication (see section below)
 Noisy transmission (unreliable messages, inconsistency)
 Receiver distortion: selective hearing, ignoring non-verbal cues
 Power struggles
 Self-fulfilling assumptions
 Language-different levels of meaning
 Managers hesitation to be candid
 Assumption-e.g. Assuming others see situation same as you, has same
feelings as you
 Distrusted source, erroneous translation, value judgment, state of mind
of two people
 Perceptual Biases: People attend to stimuli in the environment in very
different ways. We each have shortcuts that we user to organize data.
Invariably, these shortcuts introduce some biases into communication.
Some of these shortcuts include stereotyping, projection, and self-
fulfilling prophecies. Stereotyping is one of the most common. This is
when we assume that the other person has certain characteristics based
on the group to which they belong without validating that they in fact
have these characteristics.
 Interpersonal Relationships: How we perceive communication is affected
by the past experience with the individual. Perception is also affected by
the organizational relationship two people have. For example,
communication from a superior may be perceived differently than that
from a subordinate or peer
 Cultural Differences: Effective communication requires deciphering the
basic values, motives, aspirations, and assumptions that operate across
geographical line. Given some dramatic differences across cultures in
approaches to such areas as time, space, and privacy, the opportunities
for mis-communication while we are in cross-cultural situations are
plentiful
Non-verbal Communication
Non-verbal communication refers to the messages we give and receive through

body language and facial expressions. Non-verbal messages often convey more
meaning than the spoken word as we saw illustrated on the pie chart above.
Voice
The tone of voice used can tell us a lot about another person. Words can mean many
different things, depending on the way they are said. We are able to tell if a person
is angry, happy or nervous by their tone of voice
Facial expressions
Our face can show many of our feelings. For example, a frown or a smile shows a
very clear message depending on how and when it is used.
Gestures
The gestures that people use also convey meaning, for example:
Waving means saying hello or goodbye,
Making a fist means you’re angry
Thumbs up means OK
And pointing mean showing something
These are some simple gestures that are not always understood and
misunderstandings do occur because of these gestures. It is important to
understand hat gestures mean different things in different cultures. Sometimes
gestures can be rude in one culture, but okay in another. In Australia, most people
think pointing is a little bit rude and pointing at a person is very rude.
Posture
The way that we stand or sit gives information about how we are feeling. A person
sitting slumped in a chair with arms firmly crossed and head turned away can give a
negative message. This may be a barrier to communication.
The following two examples of non-verbal communication are culturally specific.
Eye contact
Maintaining appropriate eye contact when speaking with others helps

communication. Avoiding eye contact may make others think that you do not want
to communicate, or that you may be telling a lie. Staring or excessive eye contact for
several seconds is good. It shows interest without being too scary.
Personal space
Most people feel uncomfortable when somebody stands or sits either too close or
too far away from them. When this situation happens, people may feel
uncomfortable and it can make communication difficult.
Self Check
1. Why is maintaining positive body language important while working

customers and colleagues?
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________
2. Why do you think that ‘eye contact’ and ‘personal space’ are culturally
specified?
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________

Reading Non-verbal Communication Cues
A large percentage (studies suggest over 90%) of the meaning we derive from
communication, we derive from non-verbal cues that the other person gives.
Often a person says one thing but communicates something totally different
through vocal intonation and body language. These mixed signals force the
receiver to choose between the verbal and non-verbal parts of the message. Most
often, the receiver chooses the nonverbal aspects. Mixed messages create
tension and distrust because the receiver senses that the communicator is hiding
something or is being less than candid.
Nonverbal communication is made up of the following parts:
1. Visual
2. Tactile
3. Vocal
4. Use of time, space, and image
Visuals:
This often called body language and includes facial expression, eye
movement, posture, and gestures. The face is the biggest part of this. All of
us “read” people’s faces for ways to interpret what they say and feel. This fact
becomes very apparent when we deal with someone with dark sunglasses. Of
course we can easily misread these cues especially when communicating
across cultures where gestures can mean something very different in another
culture. For example, in American culture agreement might be indicated by
the head going up and down whereas in India, a side-to-side head movement
might mean the same thing.
We also look to posture to provide cues about the communicator; posture

can indicate self-confidence, aggressiveness, fear, guilt, or anxiety. Similarly,
we look at gestures such as how we hold our hands, or a handshake. Many
gestures are culture bound and susceptible to misinterpretation.
Tactile:
This involves the use of touch to impart meaning as in handshake, a pat on

the back, an arm around the shoulder, a kiss, or a hug.
Vocal:
The meaning of words can be altered significantly by changing the intonation

of one’s voice. Think of how many ways you can say “no”- you could express
mild doubt, terror, amazement, anger among other emotions. Vocal
meanings vary across cultures. Intonation in one culture can mean support;
another anger
Use of Time as Nonverbal Communication:
Use of time can communicate how we view our own status and power in
relation to others. Think about how a subordinate and his/her boss would
view arriving at a place for an agreed upon meeting...
Physical Space:
For most of us, someone standing very close to us makes us uncomfortable.

We feel our “space” has been invaded. People seek to extend their territory in
many ways to attain power and intimacy. We tend to mark our territory
either with permanent walls, or in a classroom with our coat, pen paper, etc.
we like to protect and control our territory. For Americans, the “intimate
zone” is about two feet; this can vary from culture to culture. This zone is
reserved for our closest friends. The “personal zone” from about 2-4 feet
usually is reserved for family and friends. The social zone (4-12 feet) is where
most business transaction takes place. The “public zone” (over 12 feet) is
used for lectures.
At the risk of stereotyping, we will generalize and state that Americans and
Northern Europeans typify the noncontact group with small amounts of touching
and relatively large spaces between them during transactions. Arabs and Latin's
normally stand closer together and do a lot of touching during communication.
Similarly, we use “things” to communicate. This can involve expensive things, neat
or messy things, photographs, plants, etc. We use clothing and other dimensions of
physical appearance to communicate our values and expectations Nonverbal
Communication:
The use of gestures, movements, material things, time, and space can clarify
or confuse the meaning of verbal communication. In the above example,
factors such as Terry’s tone, the time of Terry’s call, will probably play a
greater role in how the message is interpreted than the actual words
themselves. Similarly, the tone of the boss will probably have a greater
impact on how his message is interpreted than the actual words.
A “majority” of the meaning we attribute to words comes not from the words
themselves, but from nonverbal factors such as gestures, facial expressions,
tones, body language, etc. Nonverbal cues can play five roles:
1. Repetition: they can repeat the message the person is making

verbally
2. Contradiction: they can contradict a message the individual is
trying to convey
3. Substitution: they can substitute for a verbal message. For
example, a person’s eye can often convey a far more vivid message
than words and often do
4. Complementing: they may add to or complement a verbal
message. A boss who pats a person on the back in addition to
giving praise can increase the impact of the message
5. Accenting: non-verbal communication may accept or underline a
verbal message. Pounding the table, for example, can underline a
message.
Skillful communicators understand the importance of nonverbal
communication and use it to increase their effectiveness, as well as use it to
understand more clearly what someone else is really saying.
A word of warning. Nonverbal cues can differ dramatically from culture to

culture. An American hand gesture meaning “A-OK” would be viewed as
obscene in some South American countries. Be careful.
SELF-CHECK
Below is an activity you can do on your own to reflect on your

communication style. Read each statement carefully and reflect on how they
relate to your communication abilities. Respond by marking on the rating
scale, with 1 being low and 5 being high, how well you perform each of the
skills listed.
Communication Skill Rating
1. Rapport with other students 5 4 3 2 1
2. Communication with instructors 5 4 3 2 1
3. Communication with other staff members 5 4 3 2 1
4. Communication with parents 5 4 3 2 1
5. Cooperation with administration 5 4 3 2 1
6. Friendliness and cooperativeness 5 4 3 2 1
7. Accepts constructive criticism 5 4 3 2 1
8 Adheres to ethical standards 5 4 3 2 1

.
9. Self control in stress situation 5 4 3 2 1

SELF-CHECK:
NON VERBAL COMMUNICATION
Non-Verbal Communication Activity
In this existence you will be asked to exhibit some non-verbal communications. Ask
a colleague or family member to help you with this exercise. Try to communicate
the following using non-verbal communications.
a) No b) Sit down c) Come in

d) Be quiet e)I don’t f) Go away or get
know away
g) Stand up h) I’m mad i) I’m happy
j) Stop
After you have practiced with a colleague or friend member, try to use non-verbal
communication with students or co-workers. Please provide us with your reactions
to the activity.
1. What is your reaction to the activity?
2. Did you feel you could communicate with speaking?
3. Do you think we sometimes convey with one message verbally and a different
message nonverbally? If so, which message is taken as most important?
Consequence of Poor Communication
1. Time may be lost as instruction may be misunderstood and jobs may have to
be repeated
2. Frustration may develop, as people are not sure of what to do or how to do a
task
3. Product may be wasted if it is not handled correctly
4. People may feel left out if communication is not and effective
5. Messages may be misinterpreted or misunderstood causing bad feelings
6. People’s safety may be at risk.
Self – Check:
1. Why is communication important at work?

2. How are things communicated at you at your workplace?
3. How do you communicate information at your workplace?
4. What problems do you have with communicating information?
5. Can you think of 6 situations of poor communication at work?
Activity Sheets
Instruction: Complete the activities that follow below. Where possible discuss your
responses with others and record your answers. There are also information sheets
provided for you after you have completed each activity.
Activity 1: What is Communication?
Circle the items in the list below that you think are examples of communication:
Talking Listening
Holding hands Giving the thumbs up
Body Language Sending a fax
Showing a photo Using the telephone
If you circled all of them you are right. Communication is any verbal or non-verbal
behavior which gives people an opportunity to send their thoughts and feelings, and
to have these thoughts and feelings received by someone else
Now list some other forms of communication you can think of:
_________________________________________________________
__________
_________________________________________________________
__________
_________________________________________________________
__________
If necessary read information Sheet 1. “What is communication?”
Activity 2: Different communication methods
List five different communication methods that you observed at school or at work
this week.
1. ____________________________________________________
_
2. ____________________________________________________
_
3. ____________________________________________________
_
4. ____________________________________________________
_
5. ____________________________________________________
_
If possible discuss with another colleague and reflect on the many different
methods of communication
Activity 3
List some f the things that can cause poor communication
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
Activity 4: Good Communication
Consider a situation in which you experienced good communication. What

happened? How did you feel?
_________________________________________________________
______________
_________________________________________________________
______________
_________________________________________________________
______________
Activity 5
Reflect on your experiences when you have had good communication. See if you can
draw up a list of the principles of effective communication.
_________________________________________________________
_____________
_________________________________________________________
_____________
_________________________________________________________
_____________
_________________________________________________________
_____________
Discuss your ideas with others and refine your answer. After you have done this you
may like to consult Information Sheet 3 “Effective Communication”. This may give
you further ideas for your list.
Activity 6: Barriers to Communication
Now that you know a little bit more about barriers to communication and some of
the principles of effective communication what should you do when:
Sending a message?
_________________________________________________________
______________
_________________________________________________________
______________
_________________________________________________________
______________
_________________________________________________________
______________
Receiving a message?
_________________________________________________________
_____________
_________________________________________________________
_____________
_________________________________________________________
_____________
_________________________________________________________
_____________
Activity 7
Now design a communication between you and a fellow worker as described below
and carry it out. After you have done this reflect on how successful it was.
Choose a partner among your classmates.
a. Share with him/her the things you like and the things you dislike. (Your
partner will also share the same with you)
b. Record each other’s information, asking whatever questions you feel are
necessary and appropriate to obtain a clear picture.
c. Organize the gathered information and prepare a memo that should provide
a clear picture of your partner.
d. Swap each other’s memo and check the accuracy of the information.
e. Submit a copy of the memo you prepared to your Facilitator.
Activity 8
Having completed the above activities, think about all the ways you communicate
with others in the workplace. See if you can draw up a list of the reasons for
communication in the workplace.
_________________________________________________________
_____________
_________________________________________________________
_____________
_________________________________________________________
_____________
Discuss your ideas with others and refine your list.
You can consult Information Sheet 6 “Reasons for communication in the

workplace” for further ideas.
LO2. Complete Relevant Work Related Documents

4. Error in recording information on forms & documents are identified and
rectified.
5. Reporting requirements to superior are completed according to enterprise
guidelines.
Read, analyze and perform the Try to read, analyze and

information and activities perform the activities by your
regarding LO-2. self.
Answer self-check to test your Approach your instructors if

knowledge in Complete Relevant you have problems about the
Work Related Documents modules.
Compare and interpret to Answer the self-check without

feedback. looking at the module and
feedback.
If you miss some of the items, go
over the module. Call your instructor to check
your work or output
TECHNICAL WRITING
In order to start the process, of beginning to become a technical writer, you

need to establish for yourself a definition of technical writing. What makes writing
technical… the way it’s written, the content of it? This unit of the course will ask you
to consider your own personal definition of technical writing and then to read a
textbook definition of technical writing. You will also discover the wide variety of
documents that are considered technical writing and have an opportunity to
consider how the concepts and skills you will learn in this course will assist you as a
professional in your field.
Technical writing is different from other types of writing because it is

designed to clearly and easily express often complicated material to a specific
audience. The content is often technical, but it does not have to be. Any time you, as
a writer, consider your audience and how they will use the information you provide
in your written document, you are using technical writing. Remember: audience is
the key; technical writing focuses on audience.
From the list of different types of technical writing in the textbook you see
that technical writing can take many forms, which really emphasizes the
importance of technical writing for professionals in any field. From letters, memos,
and e-mail (which are used to help individuals keep in touch) to formal research
reports (which present the findings of an experiment or analysis) professional
writing requires a knowledge of the subject matter, as well as knowledge of what
your readers already know about that subject and what they need and want to know
about it.
Your definition of technical writing and your thoughts on how you may use
writing as professional will serve as your foundation for this course, but keep in
mind throughout the course and when you are writing in your profession that the
most important element of effective technical writing is knowing your audience and
meeting their needs and expectations.
Technical writing is the presentation of information that helps the reader solve a
particular problem. Technical communicators write, design, and/or edit proposal,
manuals, web pages, lab reports, newsletters, and many other kinds of professional
documents.
While technical writers need to have good computer skills, they do not necessarily
have to write about computers all their lives. “Technical” comes from the Greek
word techne, which simply means “skill”.
Every profession has its own special specialized forms of writing. Police officers,
lawyers, and social workers all write specialized reports—and someone has to learn,
perform, critique, and teach each one. Every major politician hires staff members to
design, administer, and analyze surveys—and to write the secret report that get
leaked to reporters. Somebody has to design tax forms and the accompanying
instruction books, assembly instructions for toys, and scripts for product
demonstrations or multimedia presentations.
For a large project, a technical writer may work with graphic designer, an interface
designer, several computer programmers, and a staff of freelance writers to design a
huge website. For a small project, or for a small company, the tech writer may be
expected to do all of the above, all alone.
The first rule of technical writing is “know your audience”. Writers who know their
audiences well are in position to suggest and implement solutions to problems that
nobody else identifies. Whenever one group of people has specialized knowledge
that another group does not share, the technical writer serves as a go-between. But
technical writers are not just translators, accepting wisdom from experts and
passing it on unquestioningly; they also are in the business of generating truth, by
choosing what gets written, and for whom, with the full knowledge that later
readers will depend on the accuracy of what has been written.
Communicating with the audience

Technical writing is communication to convey a particular piece of
information to a particular audience for a particular purpose. It is often exposition
about scientific subjects and technical subjects associated with sciences.
Technical writing translates complex technical concepts into simple language

to enable a specific user or set of users to perform a specific task in a specific way.
(Thus, audience analysis is a key feature of all technical writing.) Quality technical
writing usually requires someone specifically trained as a technical writer. Effective
communication requires the skills to produce quality content, language, format, and
more. To present appropriate content, writers must understand the audience and
purpose.
Writing Technical Reports
One of the major forms of communication is the technical report. This is the
conventional format for reporting the results of your research, investigations, and
design projects. At university, reports are read by lecturers and tutor in order to
asses your mastery of the subject and your ability to apply your knowledge to a
practical task. In the workplace, they will be read by managers, clients, and the
construction engineers responsible for building from your designs. The ability to
produce a clear, concise, and professionally presented report is therefore a skill you
will need to develop in order to succeed both at university and in your future career.
While reports vary in the type of information they present (for example,
original research, the results of an investigative study, or the solution to a design
problem), all share similar features and are based on a similar structure.
Key features of reports
Reports:
 Are designed for quick and easy communication of information

 Are designed for selective reading
 Use section with numbered headings and subheadings
 Use figures and diagrams to convey data.
Basic structure of a report

A report usually has these components:
 Title page
 Summary
 Table of contents
 Introduction
 Middle sections with numbered headings (i.e., the body of the report)
 Conclusion
 References
 Appendices
LO3. Participate in Workplace Meeting and Discussion

3. Meeting inputs are consistent with the meeting purpose and establish
protocols.
4. Workplace interactions are conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
concerning condition of employment are asked and responded.
Read, analyze and perform the Try to read, analyze and perform the
information and activities activities by your self.
regarding LO3.
Approach your instructors if you have
Answer self-check to test your problems about the modules.
knowledge in Complete Relevant
Answer the self-check without looking at
Work Related Documents
the module and feedback.
Compare and interpret to feedback. Call your instructor to check your work
or output
If you miss some of the items, go
over the module
INFORMATION SHEET 1
Reasons for Communication in the Workplace
In the work environment you need to communicate with:
 People who belong to your organization

 People who belong outside your organization and wish to do business
with you
You communicate with people at work for several reasons, for example, to:
 Take part in friendly conversations

 To assist customers
 To receive or pass on information or instructions
 Discuss problems
 Ask for information
 Get help
It is important that you communicate with people inside and outside your
organization in a professional and efficient manner. People do not work in isolation.
No matter what your job is, good communication is vital.
Listening
Many people think that being a good communicator means being a good talker. In
order to communicate well, a person needs to be able to speak clearly and present
ideas in logical, well ordered manner. However, another factor is also extremely
important if communication is to be effective. A good communicator is a good
listener. Unless a person listens to what is being said, no communication actually
takes place.
Effective Listening
In order to gather information and follow instruction correctly, you need to practice
effective listening.
In the workplace, effective listening helps you to:
 Understand instruction clearly

 Learns from others
 Convey clear messages
 Promote good listening in others ( if you are prepared to listen to others,
they will be prepared to listen to you)
 Offer ideas and take part in discussions
 Co-operate with others and work well in a team
 Understand the ideas and suggestions of others
 Respond in an appropriate manner
The Difference between Listening and Hearing
People are not often aware that there is a difference between listening and hearing.
It is commonly assumed that because people can hear they can also listen.
Unless people have a physical disability they are able to hear. At anyone time, a
person is able to hear many different sounds. Hearing is something which just
happens.
Activity 1
Listen to a conversation between some of your peers talking for 5 minutes and
record what you heard by writing in the space provided below.
_________________________________________________________
______________
_________________________________________________________
______________
Now, check with them what you have recorded. What did you learn from this
activity? How would you rate yourself as a listener?
Activity 2
List down some reasons why poor listening habits can keep an organization from
functioning properly.
_________________________________________________________
_____________
_________________________________________________________
_____________
Activity 3: Hearing
Go outside and listen for a minute. What sound do you hear? Record them below.
_________________________________________________________
____________
_________________________________________________________
____________
What is the difference between listening and hearing?
_________________________________________________________
_________
_________________________________________________________
_________
What are some of the things that can interfere with effective listening? Draw up a
list.
_________________________________________________________
________
_________________________________________________________
________
Now read Information Sheet 7”Effective listening” to check your ideas and refine
your answers.
Activity 4
Think about your listening ability. What steps could you take to improve your skills
in listening? Write them down below and discuss with the members of your family.
Revise your list after discussions with them.
_________________________________________________________
_______
_________________________________________________________
_______
Activity 5
Engage in a conversation with a friend for 5 minutes about some topic of interest to
you both. Stop and spend some time writing down what you have talked about. Now
compare what you have written with each other. Do you feel you have improved
your listening skills?
_________________________________________________________
______
_________________________________________________________
______
How did you improve?
_________________________________________________________
______
What did you do differently?
_________________________________________________________
______
_________________________________________________________
______
Now refer to information Sheet 8 “improving listening” to reinforce your ideas.
Questioning
At work we need to ask questions for many reasons like:
 We need to find out what to do

 We need to get information and
 We need to check that we have understood correctly
Activity 6
Read the text that follows and construct questions that could be answered by the
text. Then ask a seatmate to answer your questions.
Meeting between a boss and an employee might go something like this:
“Boss, I really have a problem finishing the report.”
“Is that so, Bob? Well, sit down a minute and let me hear about it.”
However, before Bob can even start his story, the boss begins to cite his current
problem.
“I’ve got to do something about the production unit. It is producing at 15% below
standard rate. I am really on the carpet with the chief”.
As the boss finishes, he says: “Sorry, Bob, I’ve got a meeting to attend, so come back
tomorrow and we can get to your problem.”
Bob leaves completely frustrated, his problem still in his mind and no one to talk
about a solution.
Asking Questions to Clarify Understanding
Asking questions shows interest, not ignorance.
You will always need to ask questions to clarify information and check instructions.
Remember, you have a responsibility to make sure you have understood
information correctly.
It is much better to ask questions to make sure you are doing the job right than to
muddle on and make a mistake. You will feel upset if you make a mistake, especially
if it could have been avoided by asking a simple question.
Activity 7: Asking questions
Find out exactly what the evacuation procedures are in your school or workplace
and list them below.
What questions did you ask in order to make sure you got all the details?
_________________________________________________________
______
_________________________________________________________
________
Receiving and Following instructions
In our everyday lives we constantly need to receive and follow instructions.

These may be written – how to use a new VCR, or spoken – where to meet a
friend. In a work environment, you may find that a considerable amount of
your time involves following instructions. For this reason, it is vital to
develop your skills so you are able to do this in an efficient manner.
After attempting the activities in this task sheet, you may wish to consult the
information sheets for further clarification.
Activity 8
Observe or think about a work or school colleague who has difficulty following
instructions.
Under each of the headings, list the things that stop him or her from easily
following instructions.
Listening Skills
_________________________________________________________
________
_________________________________________________________
________
Speaker who is providing instructions
_________________________________________________________
________
_________________________________________________________
________
Environment
_________________________________________________________
________
Summarize below in a few sentences what you have learnt about receiving and
following instructions from completing these two activities.
_________________________________________________________
_________
_________________________________________________________
_________
Activity 9
b. Reflect on a situation in which you had experienced successful communication.

What happened? How did you feel? What did you do?
_________________________________________________________
______________
_________________________________________________________
______________
_________________________________________________________
______________
_________________________________________________________
______________
c. Now reflect in situation where you experienced unsuccessful communication.

What happened? How did you feel? What did you do?
d. What lessons could you draw from these two experiences about ways to achieve
successful communication?
Activity 10
A. Design an organization chart for a small company which has a General

Manager, Sales, Production, finance, and Personnel Departments. It has also
three Plant Managers with corresponding Technicians. (Refer to the figure
below)
In the prepared Organization Chart, draw Flow of Communication observing the

following legends:
Lateral/Horizontal
Diagonal Communication
Upward Communication
Downward Communication
B. Discuss this activity with a group of three of your peers and make any
necessary changes. If necessary consult information sheet 15 “Organizational
Communication”.
Activity 16
Read and analyze the text below.
Document Title: ABC Co’s Training Needs
Topic : Results of employees’ survey
Writer : Michelle Villasol
 A recent survey of employees showed a strong preference for non-

technical over technical writing.
 Key points:
 Greatest interest was in the area of sales and marketing
training-engineers, in particular feel deficient here.
 Many employees also wanted further training in project
management- with emphasis on scheduling, accounting
practices and basic management.
 The third most called-for training was communication
skills- that is, report writing, grammar, and oral
presentation.
 Many employees want training in stress management, to
reduce or manage on-the-job pressures and make work
more enjoyable.
 The fifth area of interest was technical writing in the
respondent’s own area of expertise.
Discuss this information with a group of three others and then develop an
illustration that would summarize the information in the document/text. A bar
graph would be ideal.
Doing it correctly would mean you have interpreted the document well.
Receiving Instructions
What should you do? When you are receiving instructions from someone else,
especially if they are speaking to you:
1. Stop whatever else you are doing
2. Focus on the person speaking
3. If you can, make notes about the details
4. When the person has finished, tell them what you understood from their
instructions to make sure you have understood them correctly and
5. Check how long the task should take you
Avoiding mistakes
If you do not carry out the instructions correctly, it will be your mistake. You have a
responsibility to make sure that you have understood correctly. Mistakes are often
made because:
 The instructions were not heard correctly due to:

o Too much noise around – ask to move to a quieter place
o The person is not speaking loudly or clearly enough – ask them to
speak up
 Not enough details were given:
o Ask for more information, don’t necessarily assume you know
what they mean
 The meaning was unclear:
o Check the outcome and the purpose of the task
o Repeat back what you have heard and understood to check that it
is correct.
Information Sheet 5
Following Spoken Instructions

Spoken instructions are generally received face to face or via the telephone. The
following point should help you follow spoken instructions in a more effective way.
1. When following spoken instructions it is absolutely essential that you

listen. Avoid jumping to conclusions or assuming that you know how to
complete the task. Use all your listening skills to ensure that you receive
the message accurately.
2. Ask questions if you are uncertain about particular steps. Sometimes

people are afraid to ask questions because they think they will look
stupid. Remember, questioning shows that you are keen and interested
and it is always better to ask a question rather than make mistake.
3. Be sure that you understand all the words or terms being used.
4. If you are receiving instructions over the telephone, always write down
the information accurately.
5. Repeat the instructions back t the instructor to be sure that you have fully
understood all the details.
6. It often helps if you can complete the task once with the instructor. This
will give you a chance to ask questions and check other things as you
work through the job.
Information Sheet 6
Requisites for Effective Communication in the Workplace
Some final reminders about ensuring effective communication!

 For effective communication the message must be clear, and compliance
verified promptly for efficient operation.
 Use of simple word is a must
 The message should be concise and brief, if possible. Long messages
could involve not only a waste of time but also make them difficult to
understand.
 The message should be complete. Incomplete messages give room for
doubt or misunderstanding.
 The message should be precise and concrete. Abstract generalities only
contribute to guess work and thus provide room for misinterpretation.
 The information should be correct. Always check your information as
incorrect information can result in the impairment of the organization,
not to say the sender’s credibility.
Information Sheet 7
Team Meeting
Team meetings provide an opportunity for team members to get together to plan,
communicate essential information, discuss issues, and make decisions. In order to
have effective team meetings, these guidelines should be followed:
1. Identify the purpose of the meeting. Is a meeting the best way to handle the
need?
2. Determine who should attend the meeting. Are all the necessary individuals
included? Are they all needed?
3. Develop a logically ordered agenda and allocate time considering urgency
and importance. Clearly state the discussion items for attendees to
understand.
4. Send out a meeting notice and agenda with purpose, place, time and any
required preparation.
5. Start the meeting on time to maintain effective meeting discipline. Late
arrivals must catch up on their own. Cancel the meeting if “must” members
are absent.
6. Insure someone is responsible for taking meeting minutes. Standardize the
format.
7. State the objectives of the meeting. Review the agenda items in the expected
actions.
8. Follow the agenda. Keep the meeting from getting off track.
9. Clarify the issues. Use a disciplined process to gather the facts and come to a
decision. Strive for consensus with key decisions. Summarize important
points.
10. Manage the time. Assign a time keeper to assist with this if needed.
11. Make the action items and their responsibility explicit.
12. Distribute meeting minutes within one day of the meeting.
How to Be an Effective Team Member
Working on teams can be rewarding, but at times it can be difficult and downright
frustrating. If there are poor communicators on your team, you may often feel left
in the dark, confused or misunderstood. To create a successful team, effective
communication methods are necessary for both team members and leaders. Even
though some people understand their communication skills need improving, many
aren’t certain how to improve them. So, in the following article, we’ve outlined how
to avoid some common team blunders as well as some helpful advice on how to be a
better teammate or leader overall. Go… team!
If You’re a Team Member: Communicate! Communicate! Communicate!
If you have a problem with someone in your group, talk to him about it. Letting bad
feelings brew will only make you sour and want to isolate yourself from the group.
Not only dos it feel good to get it out, but it will be better for the team in the long
run.
Don’t Blame Others
People on your group lose respect for you if you’re constantly blaming others for not
meeting deadlines. You’re not fooling anyone; people know who isn’t pulling his
weight in a group. Pointing a finger will only make you look cowardly. Group
members understand if you have a heavy workload and weren’t able to meet a
deadline. Saying something like, “I’m really sorry, but I’ll get it to you but h end of
today.” Will earn you a lot more respect than trying to make it seem like it’s
everyone else’s fault that you missed your deadline.
Support Group Members’ Ideas

If a teammate suggests something, always consider it- even if it’s the silliest idea
you’ve ever heard. Considering the group’s ideas shows you’re interested I other
people’s ideas, not just your own. And this makes you a good team member. After
all, nobody likes a know-it-all.
No Bragging
It’s one thing to rejoice in your successes with the group, but don’t act like a
superstar. Doing it will make others regret your personal successes and may create
tension within the group. You don’t have o brag to let people know you’ve done a
good job, people will already know. Have faith that people will recognize when good
work is being done and that they’ll let you know how ell you’re doing. Your
response? Something like, “Thanks, that means a lot.” is enough.
Listen Actively
Look at the person who’s speaking to you, nod, ask probing questions and
acknowledge what’s said by paraphrasing points that have been made. If you’re
unclear about something that’s been said, ask for more information to clear up any
confusion before moving on. Effective communication is a vital part of any team, so
the value of good listening skills shouldn’t be underestimated.
Get Involved
Share suggestions, ideas, solutions and proposals with your team members. Take
the time to help your fellow teammates, no matter the request. You can guarantee
there will be time in the future when you’ll need some help or advice. And if you’ve
helped them in the past, they’ll be more than happy to lend a helping hand.
You’ve been sitting in the meeting for 93 minutes. It feels like 93 days. It was
supposed to last an hour, max, but the Senior VP is in the room, and the point of the
session was to discuss his pet project, and no one wants to be the first to crack.
Everyone else is busy making gratuitous points designed to flatter Mr. Big. You’re
entertaining fantasies about throwing a cream pie, or worse, at the blowhard who
just won’t stop talking about how successful the project will be. You know it’s
doomed to fail; it’s the high-tech equivalent of selling ice to the Inuit.
You’re asking yourself, who’s in charge here? How did all these reasonably well-
intentioned people get so far out of whack? And, more to the point, how can this
juggernaut be stopped?
Since mass laryngitis is not an option, you need the Ten Commandments of
Meetings. Moreover, you need to post them prominently in meeting rooms so that
everyone can begin to follow them – especially the leader. Remember that even
Moses had trouble with his unruly flock from time to time, so be prepared for the
occasional outburst of the modern corporate versions of Baal worship.
The Ten Commandments of a Meeting
1 Thou Shalt Always Know What Time It Is
The clock is God in meetings. Out of respect for the commitment and sanity of
everyone who attends, meetings should never run over the time allotted. Especially
regularly scheduled meetings. If the session gets bogged down in an issue, table it
for another meeting. If the meeting must conclude by taking an action or decision
then record it accordingly. Tell all the participants before the meeting starts that it
will go as long as necessary to reach the stated conclusion. Don’t mislead people by
minimizing the amount of work involved; that kind of trickery will only come back
to haunt you.
2 Thou Shalt Not Forget the Main Reason for Meetings
The only good reason to have meetings is to do something together that you can’t do
better alone. In business, meetings have three primary purposes: communicating,
administering, and deciding. Of these, the first and last are more worthwhile. But
the focus of all three kinds of meetings should be action. They should either be
communicating the intention to take an action or the results of action that has been
taken, administering a plan of action, or deciding among alternative actions. If you
find yourself calling meetings – or going to them – that have some other purpose,
you’re wasting your time. And everyone else’s. Find something else to do.
3 Praise in Public, Criticize in Private

Shut off public criticism when it arises. It’s extremely destructive to morale and
should be prevented. Indeed, much misery could be avoided in the business world if
all members of the corporate community would remember a simple fact: if they are
working for the same employer, then they are all on the same team. Corporate
politics we will always have with us, but that doesn’t mean that we have to accept
them tamely. Help your vocally critical teammates by making it clear, in advance of
each meeting, who is in charge, how long the meeting will last, and what the point
of the meeting is. Then deal with attempts to take the meeting in other, move
vicious directions are simple misunderstanding of the agreed-upon ground rules.
Politely but firmly steer the meeting back to the right terrain.
4 Thou Shall Not Convene Meetings of Normal Business Hours
Of course there are times when this commandment must be broken, but they
should be reserved for real emergencies. People who schedule meetings for
evenings and weekends are merely advertising the embarrassing fact they have no
life – and they’re expecting others to give up theirs. That kind of person should not
be allowed to run anything, much less part of a modern corporation, because they
lack the basic humanity to do a good job. Surviving in the fast-moving, devil-take-
the-hindmost business world of today requires good peripheral vision as well as
keen understanding of the work involved. Those without the necessary life balance
can’t possibly understand that world they’re in or see around the next business
corner.
5 Thou Shalt Not Use Group Pressure to Logroll Conclusions
It is simply wrong to use meetings to pressure people into agreeing to actions or

ideas that they know to be immoral or illegal in order to promote the business of the
corporation. Group pressure is a powerful force, especially where jobs are at stake.
Don’t misuse it to get people to stray from the straight and narrow, or bend the
rules, or set quotas dangerously high, or cut corners on quality, or any one of a
thousand such activities that go on everyday in misguided organizations
everywhere. Your corporation has a set of values. If it doesn’t include adherence to a
code of ethics and the rule of law, change the values or find values or find
somewhere else to work.
6 Thou Shalt Not Use Meetings To Destroy Others’ Careers

There is enough room in every meeting for a disagreement without making it
personal or destructive. More than that, it’s wrong – and politically unwise. Modern
corporate life has become so ephemeral and its denizens so transient that your past
is bound to come back and face you again, and sooner rather than later. A petty
triumph at someone else’s expenses at one job may well prove seriously
embarrassing at your next job. Resist the temptation. Curiously, the unstable nature
of today’s workplace has encouraged people to take the opposite attitude. The
thinking seems to run, “I’ll never see these people again, so why not cut loose?” But
the opposite is almost certainly true.
7 Thou Shalt Keep the Personal and the Corporate Distinct
There’s nothing wrong with having friends at work. But meetings are not for social
calls. To be sure, a certain amount of socializing at the beginnings and endings of
meetings is part of the grease that keeps the well-oiled corporate machine running
smoothly. But the balance should be clearly kept on the side of business. Too much
socializing will lead to resentment among the others at the meeting who are not
part of the party. More that that, it’ inefficient, bad for business, and corrosive for
your soul. You need to have a life outside the corporate one. If you find that all your
socializing is taking place in business meetings, it’s time change a few things.
8 Thou Shalt Remember that the Best Model for Meeting is Democracy, Not
Monarchy
Resist the temptation to railroad your fellow participants into a decision you want.
You need to lead by moral persuasion, not by virtue of your title. Brute force is not
the appropriate mode for meetings, though jujitsu sometimes is. As a leader, you
should always strive to understand the sense of the meeting. If you want to issue
edicts, publish them in the media available to you. You don’t need a meeting to
announce a new course of proceeding that is not up for discussion. And watch out
for other participants in the meeting trying to take control. Hijacking a meeting is a
cherished corporate game, but a nasty one. It’s your job as a leader to prevent that
from happening.
9 Thou Shalt Always Prepare a Clear Agenda and Circulate It Beforehand
It is more than courtesy – it is good efficient business practice to think hard about
the purpose, nature and structure of a meeting before it takes place. These thoughts
should be codified in the form of an agenda and circulated to all the participants
well before the meeting. Time enough, at any rate, for the participants to prepare
whatever they need to in the way of reports, plans, proposals, or the like. For too
often, people who call meetings grossly underestimate the amounts of preparation
required of the participants.
10 Thou Shall Terminate a Regularly Scheduled Meeting When Its Purpose for
Being No Longer Exists
If you can no longer clearly state the reason for having a regular meeting, it’s time
to kill it. Purposes change, and when the meeting has lost its reason for taking
place, be the first one to put and end to it. All periodic meetings should have a
stock-taking every few sessions to determine if the meeting still has a purpose. It’s
just one way to fight corporate bloat and bureaucratic encrustation. Of course, for
this discipline to work, you must have decided what the regular meeting was for
when it was begun. Goal-setting is just as important in meetings as it is in the rest
of corporate life.
The only meetings that people wish had run longer are those magical ones that take
place when lovers first set eyes upon one another. Don’t make the mistake of
thinking that your business meeting is that thrilling. Keep its timing, purpose, and
tone in perspective. Live to meet another day.
Self-Check
These assessment tasks relate to the unit of competency “Receive and Respond t
Workplace Communications.”
Assessment Task 1
Element of Competency:
 Follow the routine spoken messages.

a. Follow a set of instructions of eight to ten steps within a specified time.
For example, move a product to a specific location.
Supervision to set appropriate instructions for the workplace.
Make a list of questions that you need to ask in order to seek clarification.
_________________________________________________________
_________
_________________________________________________________
_________
_________________________________________________________
_________
Now tell your supervisor the instruction for doing the task.
b. Your supervisor will arrange for you to take a telephone customer order
for between four and six items. This task may be given as a real situation
or a role play. You are then to act on that information.
Assessment Task 2
Element of Competency:
 Perform workplace duties following written notices.
Your supervisor will provide you with a set of written instructions to complete a
workplace task.
Organize the instructions into a logical sequence.
_________________________________________________________
_________
_________________________________________________________
_________
Sector:
TOURISM SECTOR
Qualification:
Unit of Competency:
Work in a team environment
Module Title:
Working in a team environment
Welcome to the Competency - Based Learning Material for the module:

“Working in a team environment”.
This competency- based learning material contains activities for you to

complete. 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 Learning Resources, to help you better understand the required activities.
Follow these activities on your own and answer the Self Check at the end of the
module reflects your answer to each self-check. If you need clarification on the
technical terms refer to the definition of terms. If you have questions, please don’t
hesitate to ask your trainer for assistance.
You may have some or most on the knowledge and skills covered in this
learner’s guide because you have:
 Been working for some time.

 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular
skill, you don’t have to do the same training again.
If you feel you have some of the skills, talk to your trainer about having them
formally recognized.
If you have qualification or Certificate of Competency from previous training.

Show it to your trainer.
If the skills you acquired are still relevant to the module, they may become
the part of the evidence you can present for RPL.
At the end of this module is a Learning Diary. Use this diary to record
important dates, jobs undertaken and other workplace events that will assist you in
providing further detail to your trainer or assessor.
A Record of achievements is also provided fir your trainer to fill-up once you
completed the module.
Module Title: WORKING IN A TEAM ENVIRONMENT
MODULE DESCRIPTOR: This module covers the knowledge, skills and

attitudes required to relate in a work based environment.
Nominal Duration: 4 hrs.

Upon completion of this module, the students/trainees will be able to:
LO1. Describe and identify team role and responsibility in a team.
LO2. Describe work as a team.
1. Role and objective of the team is identified.

2. Team parameters, relationships and responsibilities are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified
and recognized.
5. Reporting relationships within team and external to team are
identified.
6. Appropriate forms of communication and interactions are
undertaken.
7. Appropriate contributions to complement team activities and
objectives were made.
8. Reporting using standard operating procedures followed.
9. Development of team work plans based from role team was
contributed.
RESOURCES:
1. Standard operating procedure (SOP) of workplace.

2. Job procedures
3. Client/supplier instruction
4. Quality standards
5. Organizational or external personnel
REFERENCES:
1. Home Leadership Team Building Business Team Role Management Careers,

Myers Briggs Contact/Search
2. Wikipedia, the Free Encyclopedia
LO1. Describe and identify team role and responsibility in a team
Learning Activities Special Instruction
Read, analyze and perform the Try to read, analyze and perform
information and activities the activities by yourself.
regarding LO-1.
Approach your instructors if you
Answer self-checks to test your have problems about the modules.
knowledge in obtaining and
Answer the Self-check without
convey workplace information.
looking at the module and the
Compare and interpret to feedback.
feedback.
Call your instructor to check your
If you miss some of the items, go work or output.
over the module.
BASIC COMPETENCY : TEAM WORK
UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT
MODULE TITLE : WORKING IN A TEAM ENVIRONMENT
MODULE DESCRIPTOR : This module covers the knowledge, skills, and

attitudes required to relate in a work based
environment.
SUGGESTED DURATION : 4 hours
PREREQUISITE : TEAMWORK (NC I)
Upon completion of this module, the students/ trainees will be able to:
LO1. Describe and identify team role and responsibility in a team.
LO2. Describe work as a team.

LO1. DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY
IN A TEAM
1. Role and objective of the team is identified.
2. Team parameters, relationships and responsibilities are identified.
3. Individual role and responsibilities within team environment are

identified.
4. Roles and responsibilities of other team members are identified and

recognized.
5. Reporting relationships within team and external to team are identified.
CONTENTS:
 Team role.
 Relationship and responsibilities
 Role and responsibilities with team environment.
 Relationship within a team.
CONDITIONS:
 Standard operating procedure (SOP) of workplace

 Job procedures
 Client/supplier instructions
 Quality standards
 Organizational or external personnel
METHODOLOGIES:
 Group discussion/interaction
 Case studies
 Simulation
ASSESSMENT METHODS:
 Written test
 Observation
 Simulation
 Role playing
LO2. DESCRIBE WORK AS A TEAM MEMBER
1. Appropriate forms of communication and interactions are undertaken.
2. Appropriate contributions to complement team activities and objectives

are made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from team role is contributed.
CONTENTS:
 Communication process
 Team structure/team roles
 Group planning and decision making
CONDITIONS:
 SOP of workplace
 Job procedures
 Organization or external personnel
METHODOLOGIES:
 Group discussion/interaction
 Case studies
 Simulation
ASSESSMENT METHODS:
 Observation of work activities

 Observation through simulation or role play
Case studies and scenarios.
Organizing a Team
Most managers and organizational leaders recognize the interdependence of

employees or other group members and the need for cooperation to accomplish the
work. A team that is communicating and functioning well has synergy: that is why
people working as a team can achieve better results than individuals working alone.
That does not mean, however, that productivity will automatically go up by putting
a group of good performers together.
There are several conditions that must exist before an effective team can be
developed:
1. The group must have a reason for working together that makes sense to the
team members.
2. Team members must be mutually dependent on one another’s experience,
abilities, and commitment in order to accomplish mutual objectives.
3. Team members must believe in and be committed to the idea that working
together as a team is preferable to working alone, thus leading to more
effective decisions and improved productivity.
4. The team must be accountable as a functioning unit within a larger
organizational context.
5. Team members need to understand that they will be recognized (rewarded)
for their team efforts and accomplishments.
Team function more efficiently when members of the team recognize and follow
certain agreed-upon behaviors. These standards or norms are a basis for making
decisions, for encouraging participation, for taking risks, and for rewarding
behaviors that facilitate cooperation or resolution of conflicts.
Norms are not intended to restrict the abilities of team members and organizations
in achieving their objectives, but are to be established for the purpose of helping the
individual and team function more effectively.
Some norms for effective group functioning might be:

 Before evaluating a member’s contribution, others check their
assumptions to ensure they have properly understood.
 Each person speaks on hid or her own behalf and lets other speak for
themselves.
 When the group is not working well together it devoted time to finding
out why and makes the necessary adjustments.
 Conflict is inevitable but will be managed and dealt with positively.
The Resource/Skills Bank can be a useful tool in assisting both the team leader and
team members in allocating work responsibilities. Using this process can help in
aligning work allocations with individual interests and skills. It can also be used as a
tool for giving each team member a responsible task that will contribute to
accomplishing the overall purposes of the team.
The basic purpose of team building is to provide a way whereby individuals or

groups can come together in learning setting to afire interactive skills to
accomplish the following task.
 To set goals and priorities that will facilitate accomplishing the team
purpose.
 To analyze and/or allocate the way work is performed according to team
members’ roles, responsibilities, leadership abilities, personal skills, and
technical knowledge.
 To analyze the team as a working unit by evaluating such processes as
establishing norms, decision making, and communications.
 To examine working relationships among team members and parents
organization.

Characteristic of Team Members
Studies conducted have found that an effective team member has a positive,
encouraging attitude, is above average on the achievement scale, and has a
necessary skill to make a contribution. An effective team member is friendly and
flexible, is seen as a giver, and is not jealous of other team members and their
accomplishments. An effective team member is tolerant of others, does not
intimidate, and will not be intimidated by others.
People that are seen as superstar or overachievers by other team members usually
do no fit into a team environment very well because they are used to doing things by
and for themselves. Underachievers who may be seen as unmotivated and
habitually negative are frequently rejected by the team.
Productive Group Characteristics
When people working together as a team follow these steps, communication, trust,
and productivity will greatly increase among team members:
 Team members listen and pay attention to one another.

 People discuss the subject at hand and are willing to work through
conflict as opposed to avoidance of conflict.
 Everyone has a chance to state his or her views.
 Members know and use problem-solving steps.
 Members are clear about group decisions and are committed to them.
 Frequent feedback is given to help members stay focused on team goals.
Team Building Steps help to emphasize the importance of effective communication

in organizing and developing teamwork. If the team leader and/or team members
are lacking in effective communication skills, it will be difficult to establish real
trust until team members feel comfortable in expressing their feelings, ideas, ideas,
and concerns.
The lack of effective open communication among team members can lead to
avoidance and/or oppression of conflict. When this happens, the team can lose its
effectiveness as a group in drawing upon the knowledge, experiences, and ideas of
all team objectives.
Team members need to understand that conflict is a part of every group and
learning to manage it will lead to more productive, satisfied team members and a
greater exchange of ideas.
Information Sheet No 3
Team Building
 Increased communications
 Leads to greater trust among team members
 Leads to greater exchange of ideas
 Leads to more creative thinking
 Leads to better solutions
 Leads to more accomplishments by team members
Putting the Team Together
When building a team, the leader should consider the basic skills needed by
members of the group. Four types of people are needed. They are:
1. A producer. This person knows how to get the job done.

2. An administrator. He or she is able to plan and organize.
3. An entrepreneur. This individual has vision and creative problem-solving
abilities.
4. An integrator. This person can take an individual goal and transform it into a
group goal.
When organizing a team, one should try to assemble in the group individuals who
possess one or more of each of these four qualities. The input of each is critical in
achieving a productive, well-balanced team. The best decisions come from teams in
which everyone is committed to contributing and working together.

Role of Team Leader
In order for the team to effectively function and maintain good

communications with the parent organization, there needs to be a designated
leader. The team leader may be appointed by the team members from among the
group.
This leadership role can be challenging in that the leader will need to provide
structure and support while being a team member. To accomplish this task the
leadership responsibilities must be viewed differently from those of a traditional
manager. Key words for describing this leadership role are guiding, stimulating,
coaching, and coordination.
Guidance
Guidance refers to the process of directing the discussion and providing structure
for planning and action to take place.
Stimulation
Stimulation involves reinforcing productive team efforts, and checking and

receiving feedback to determine if all team members are actively involved in the
process.
Coaching
Coordinating will involve improving communication and feedback among team

members through improving the work environment, controlling the operational
climate, and in general, indirectly doing things that help to produce a cohesive,
finely tuned working team.
A successful team leader is skilled at dealing with feelings of people along with
practical methods of effective problem solving. The leader needs to use a
management approach that encourages team member participation in making
decisions that affect the group.
The skills most needed by the team leader are: linking together individuals who can
contribute, bringing clarity to objectives, building a climate that is both supportive
and confronting, ensuring that work methods are satisfying and effective, and
setting an environment that encourages and allows for the discussion of all relevant
issues.
Team Members’ Roles
The essential roles that a team member must perform may take some time to
become part of his or her behavior, since much of their previous training and work
experience has stressed competition and individual accomplishment. In a team
situation, each member must be interdependent. In other words, every member
needs the other members’ expertise, experience, and energy to achieve mutual
goals. Team member roles function in two ways:
 Building a harmonious group.

 Coordinating task accomplishments.
Consultants who have worked with developing cohesive work teams list four
essential team roles in group situations. They include an involving role, a listening
role, a supporting role and a compromising role. They are positive, team centered
roles which keep a group moving toward creativity and problem solving.
Essential Team Roles
Involving role. One initiates an action. A team member may motivate others by
getting them involved in an idea or problem. The involving role consists of asking
questions of other members to “bring out” or stimulate each team member.
Listening role. A member listens actively (nodding, leaning forward), expressing

that he/she is really hearing what is being said. Active listeners encourage group
members to express themselves.
Supporting role. A team member gives an added dimension to good ideas by their
support. By supporting and encouraging others, the team member strengthens
confidence and trust.
Compromising role. One member gives up something for problem solving to take
place. Compromising can lead to team productivity. It is a role that is necessary for
cooperation and collaboration.
Phases of a Team’s Development
A team is a living entity. It progresses from early to mature phases,

independent of the nature of the team or the task it must perform. One aspect of
this development is the members’ attitude or relationships, both within the team
and with the team leader.
Judith D. Palmer in her chapter “For the Manager Who Must Build a Team,”
(Reddy and Jamison, 1988), refers to four phases of team development: “forming,
storming, norming, and performing.”
Forming
Forming is the orientation period. The team is not sure what its task is and
members are not well acquainted with each other, nor have they learned what sort
of a team leader they have. Team members want to be told what to do. They tend to
respond to the leader’s requests and express negative feelings either very politely or
privately.
During this first phase, the team leader needs to empower the members and
assist them in establishing guidelines for accomplishing the task. One way to help
do this is by soliciting team members’ ideas by asking open-ended questions and
complementing them when appropriate. Using the Resource Skills Bank in Figure 1
can be helpful in sag this process.
Storming
Storming is the phase when team members feel more comfortable expressing their
opinions. They may challenge the team leaders’ authority and recommendations.
Some members may become dissatisfied and challenge not only what the team is to
do and how it is doing it, but also the leader’s role and style of leadership. As team
leader, one must not try to avoid this phase. A team that does not go through the
storming phase will not learn how to deal with conflict. According to Palmer,
“teams that never storm are passive, fragmented, and significantly less creative.”
Phase two is a sorting out period where each member begins to find his/her place as
a team member. However, it should be noted that team members can and will
change roles according to personal interests and team needs as circumstances
change.
Norming
Norming is the third phase and builds on what was learned in phase two.
Team members begin drawing upon their cumulative experiences for working out
their problems and pulling together as a cohesive group. This process should result
in the team establishing procedures for handling conflicts, decisions, and methods
to accomplish the team projects.
During this process the team leader needs to continue with activities that empower
team members, create trust, provide a vision of what the team can become, and
teach decision-making and conflict management skills.
Performing
Performing is phase four and is where the payoff should come. In this phase the
team has achieved some harmony, defined its task, worked out its relationships,
and begins to produce results. Leadership is provided by the team members best
suited for the task at hand. Members have learned how to work together, manage
conflict, and contribute their resources to accomplishing the team’s purposes.
After reaching phase four the team leader needs to remain alert to the team’s
needs in skill development, conflict management, trust building, and improvement
of attitudes. When conges occur that affect the team’s task, membership, or other
areas of concern, it is not uncommon for the team to repeat the four-phase cycle.
However, the process should be much smoother after the first time around.
WORKING OUT YOUR TEAM ROLE
 What team role are you playing at work?
 What contribution are you making to the team?
 Does your team role match your personality preferences or stretch you?
This web page helps you work out your team role and, if you are familiar with your
Myers Briggs personality type, helps you to compare your team role and personality
preferences.
What is a team role?
The MTR-i defines your team role in terms of your 'products', or the contribution
you make to the team.
Products vs. tasks
In the context of the MTR-i, 'product' is a term that covers both products and
services. It describes the end result of an activity, or the effect that you have on a
situation or on the ideas/information being considered by the team.
'Products' are different to 'tasks'. For example, suppose you are a motor mechanic,
there are a variety of tasks that you undertake: carrying out an inspection, rectifying
faults, and servicing the car. These are tasks, but they are not 'products'. The end
result of these tasks is to 'produce' a car that is running smoothly, and to generate
in the customer a feeling of satisfaction with the overall service provided by the
garage.
Just as a 'smooth running car' is a product that is specific to a mechanic's job, many
of your products will be very specific to your job - e.g.: a journalist produces an
article for a newspaper, a waiter moves food from the chef's counter to the table, a
financial consultant produces recommendations for the client.
When using the MTR-i to work out your team roles, you should not think about the
tasks you carry out, but the end result or effect of those tasks: the products you
contribute, or the effect that you have on the team.
Hard vs. soft products
Products fall into two main areas: hard products and soft products. When a
mechanic produces a 'smooth-running car', it is an example of a 'hard product' - it is
something tangible, that can be measured objectively (and often is) using a special
computer and/or by taking the car for a road test.
The feeling of satisfaction in the customer is a 'soft product'. It is intangible and,

although it can still be measured (e.g.: with a customer satisfaction questionnaire),
such measurement is subjective.
Your contribution to the team consists of a mixture of hard and soft products.
Often, 'hard products' are defined in job descriptions, or work objectives, but 'soft
products' are usually less clearly defined or not defined at all.
Team role products
The MTR-i 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 analyze the
situation and produce an explanation of how the problem came about. The MTR-i
team roles show the different types of contribution that are made to the team.
There are eight MTR-i team roles:
 Coaches produce agreement and harmony across the team, trying to

create a positive team atmosphere and reach a consensus.
 Crusaders produce a sense of priority, stressing those issues that have most
importance so that discussions are focused on the most valuable topics
 Explorers uncover new potential in situations and people and explore new
areas and the possibilities that they present
 Innovators produce a sense of imagination and contribute new and
alternative perspectives and ideas
 Sculptors bring things to fruition, producing action to address the most
urgent matters, and using tools or techniques that they know (from
experience) will work
 Curators produce a clarification of ideas and information, producing a
better knowledge and clearer picture of any situation
 Conductors produce structure and introduce a logical organization into
the way things are done
 Scientists produce explanation of what is happening and the cause of
problems, and generate models to demonstrate how things work
Each team role contributes different 'soft products' the way the team interacts. In
the second article (of two) we'll take a look at how to use products to work out the
contribution you are making to the team, and therefore your team role.
For each problem, the class will be divided into team consisting of three or
four students each. Each team is responsible for solving problem. It is assumed that
each team will hold at least one meeting each week outside of class to discussing
individual efforts and assist each other in understanding and clarifying each others
ideas. Class work will be devoted to discussing the progress the teams (either as a
group or as individual member of a team) are having in solving the problem.
Working in groups is a very common phenomenon in the private sector and

government agencies. It is important that each member of a team to not only be an
active participant in the team, but also to be certain that all other team members
are contributing members of the team. There are many ways in which members of
team can contribute. Some may lead key concepts; others may supply key details;
while others may assist sharpening or further development of certain details or
concepts. It is expected that you will discuss your individual effort with other
members of the team. You may also discuss the problem with class members from
other teams but not to the exclusion of the members of your own team.
During class you will discuss ideas and the work of individuals and teams.
Everyone benefits from hearing the progress of others since the last class period.
Students are expected to offer work that, while possibly incomplete or seemingly
snagged, nevertheless has the possibilities of progress. Other class members may be
able to offer helpful suggestions. You are to come to class prepared to discuss your
work and to listen carefully to presentations of other class members. It is acceptable
to make mistakes in class; it will not be reflected in your grade. What will be
reflected in your grade is to appear to be unprepared to discuss the problem in
class. Questions and comments are encouraged whenever a presentation is
presented. Ideas can (and should be) criticized, but not individuals. Frame your
questions and comments in language that supports and encourages continued
progress.
Teamwork
Teamwork is the concept of people working together cooperatively, as in a sports

team. Projects require that people work together, so teamwork has become and
important concepts I organization. Effective teams are an intermediary goal
towards getting good, sustainable results. Industry has seen increasing efforts
through training and cross-training to help people to work together more effectively
and to accomplish shared goals, whether colleagues are present or absent.
“The old structures are being reformed. As organizations seek to become more
flexible in the face of rapid environmental change and more responsive to the needs
of customers, they are experimenting with new, team-based structures” (Jackson &
Ruderman, 1996).
A 2003 national representative survey, HOW-FAIR, revealed that Americans think

that being a team player was the most important factor in getting ahead in the
workplace. This was ranked higher than several factors, including ‘merit and
performance’, ‘leadership skills’, ‘making money for the organization’ and ‘long
hours’.
Skills needed for teamwork
Aside from any required technical proficiency, a wide variety of social skills are
desirable for successful teamwork, including:
 Listening – it is important to listen to other people’s ideas. When people are
followed to freely express their ideas, these initial ideas will produce other
ideas.
 Questioning – it is important to ask questions, interact, and discuss the
objectives of the team.
 Persuading – individuals are encouraged to exchange, defend, and then
ultimately rethink their ideas.
 Respecting – it is important to treat others with respect and to support their
ideas.
 Helping – it is crucial to help one’s coworkers, which s the general theme of
teamwork.
 Sharing – it is important to share with the team to create an environment of
teamwork.
 Participating – all members of the team are encouraged to participate in the
team.
 Communication – for a team to work effectively it is essential team members
acquire communication skills and use effective communication channels
between one another e.g. using email, viral communication, group meetings
and so on. This will enable team members of the group to work together and
achieve the team purpose and goals.

Team Development
The forming-storming-norming-performing model takes the team through four

stages of team development and maps quite well on to many project management
life cycle models, such as initiation- definition- planning- realization.
As teams grow larger, the skills and methods that people require grow as more
ideas are expressed freely. Managers must use these to create or maintain a spirit of
teamwork change. The intimacy of a small group is lost, and the opportunity for
misinformation and disruptive rumors grows. Managers find that communication
methods that once worked well are impractical with so many people to lead.
Specifically, leaders might encounter difficulties based on Daglow’s Law of Team
Dynamics: “Small teams are informed. Big teams infer.”
Team roles
Meredith Belbin (1993) basing on his research proposed nine roles that successful
teams should have:
Coordinator
This person will have a clear view of the team objectives and will be skilled at
inviting the contribution of team members in achieving these, rather than
just pushing his or her own view. The coordinator (or chairperson) is self
disciplined and applies this discipline to the team. They are confident and
mature, and will summarize the view of the group and will be prepared to
take decision on the basis of this.
Shaper
The shaper is full of drive to make things happen and get things going. In
doing this they are quite happy to push their own views forward, do not mind
being challenged and are always ready to challenge others. The shaper looks
for the pattern in discussions and tries to pull things together into something
feasible which the team can then get to work on.
Plant
This member is the one who is most likely to come out with original ideas
and challenge the traditional way of thinking about things. Sometimes they
become so imaginative and creative that the team cannot see relevance of
what they are saying. However, without the plant to scatter the seeds of new
ideas the team will often find it difficult to make headway. The plant’s
strength is in providing new major insights and ideas for changes in
direction and not in contributing the detail of what needs to be done.
Resource investigator
The resource investigator is the group member with the strongest contacts
and networks, and is excellent at bringing in information and support from
the outside. This member can be very enthusiastic in pursuit of the team’s
goals, but cannot always sustain this enthusiasm.
Implementer
The individual who is a company worker is well organized and effective at

turning big ideas into manageable tasks and plans that can be achieved. Such
individuals are both logical and disciplined n their approach. They are
hardworking and methodical but may have some difficulty in being flexible.
Team worker
The team worker is the one who is most aware of the others in the team, their
needs and their concerns. They are sensitive and supportive of other people’s
efforts, and try to promote harmony and reduce conflict. Team workers are
particularly important when the team is experiencing a stressful or difficult
period.
Completer
As the title suggests, the completer is the one who drive the deadlines and
makes sure they are achieved. The completer usually communicates a sense
of urgency which galvanizes other team members into action. They are
conscientious and effective at checking the details, which is vital
contribution, but sometimes get ‘bogged down’ in them.
Monitor evaluator
The monitor evaluator is good at seeing all the options. They have a strategic
perspective and ca judge situations accurately. The monitor evaluator can be
overcritical and is not usually good at inspiring and encouraging other.
Specialist
This person provides specialist skills and knowledge and has a dedicated and
single-minded approach. They can adopt a very narrow perspective and
sometimes fail to see the whole picture.
Finisher
A person, who sticks to deadline and likes to get on with things, will
probably be irritated by the more relaxed member of the team.
Group decision-making
Abstract- Many managers like to believe that they are accomplished in

such group decision-making processes as action planning, goal setting and
problem-solving. However, their ability to implement such techniques
effectively is often hindered by their lack of understanding of the dynamics of
these group decision-making processes. As a result, these managers often
end up perpetuating problems that they themselves create through their
insensitivity to the needs of other group members. Hence, instead of
achieving a consensus, such managers only serve their own interests by
leading the group to situations such as decision-making by lack of response
or by authority role. Sometimes, they lead the group toward decision-making
by minority rule or by majority role, as the case might be. The better way to
achieve consensus would be for them to track how decisions are made and
ensure that they are achieved by true consultation.
Decision by Lack of Response (The "Plop" Method)
The most common--and perhaps least visible--group decision-making method is

that in which someone suggests an idea and, before anyone else has said anything
about it, someone else suggests another idea, until the group eventually finds one it
will act on. This results in shooting down the original idea before it has really been
considered. All the ideas that are bypassed have, in a sense, been rejected by the
group. But because the "rejections" have been simply a common decision not to
support the idea, the proposers feel that their suggestions have "plopped." The
floors of most conference rooms are littered with "plops."
Decision by Authority Rule
Many groups start out with--or quickly set up--a power structure that makes it clear
that the chairman (or someone else in authority) will make the ultimate decision.
The group can generate ideas and hold free discussion, but at any time the
chairman may say that, having heard the discussion, he or she has decided upon a
given plan. Whether this method is effective depends a great deal upon whether the
chairman is a sufficiently good listener to have culled the right information on
which to make the decision. Furthermore, if the group must also implement the
decision, then the authority-rule method produces a bare minimum of involvement
by the group (basically, they will do it because they have to, not necessarily because
they want to). Hence it undermines the potential quality of implementation.
Decision by Minority Rule
One of the most-often-heard complaints of group members is that they feel

"railroaded" into some decision. Usually, this feeling results from one, two, or three
people employing tactics that produce action--and therefore must be considered
decisions--but which are taken without the consent of the majority.
A single person can "enforce" a decision, particularly if he or she is in some kind of

chairmanship role, by not giving opposition an opportunity to build up. For
example, the manager might consult a few members on even the most seemingly
insignificant step and may get either a negative or positive reaction. The others have
remained silent. If asked how they concluded there was agreement, chances are
they will say, "Silence means consent, doesn't it? Everyone has a chance to voice
opposition." If the group members are interviewed later, however, it sometimes is
discovered that an actual majority was against a given idea, but that each one
hesitated to speak up because she thought that all the other silent ones were for it.
They too were trapped by "silence means consent."
Finally, a common form of minority rule is for two or more members to come to a
quick and powerful agreement on a course of action, then challenge the group with
a quick, "Does anyone object?," and, if no one raises their voice within two seconds,
they proceed with "Let's go ahead then." Again the trap is the assumption that
silence means consent.
Decision by Majority Rule (Voting and Polling)
More familiar decision-making procedures are often taken for granted as applying
to any group situation because they reflect our political system. One simple version
is to poll everyone's opinion following some period of discussion. If the majority of
participants feel the same way, it is often assumed that is the decision. The other
method is the more formal one of stating a clear alternative and asking for votes in
favour of it, votes against it, and abstentions.
On the surface, this method seems completely sound, but surprisingly often it turns
out that decisions made by this method are not well implemented, even by the
group that made the decision. What is wrong? Typically, it turns out that two kinds
of psychological barriers exist:
First, the minority members often feel there was an insufficient period of discussion
for them to really get their point of view across; hence they feel misunderstood and
sometimes resentful.
Second, the minority members often feel that the voting has created two camps
within the group and that these camps are now in a win-lose competition: The
minority feels that their camp lost the first round, but that it is just a matter of time
until it can regroup, pick up some support and win the next time a vote comes up.
In other words, voting creates coalitions, and the preoccupation of the losing
coalition is not how to implement what the majority wants, but how to win the next
battle. If voting is to be used, the group must be sure that it has created a climate in
which members feel they have had their day in court--and where all members feel
obligated to go along with the majority decision.
The Better Way
Because there are time constraints in coming to a group decision and because there
is no perfect system, a decision by consensus is one of the most effective methods.
Unfortunately, it is one of the most time- consuming techniques for group decision-
making. It is also quite important to understand that consensus is not the same
thing as unanimity. Rather, it is a state of affairs where communications have been
sufficiently open (and the group climate has been sufficiently supportive) to make
everyone in the group feel that they have had their fair chance to influence the
decision. Someone then tests for the "sense of the meeting," carefully avoiding
formal procedures like voting. If there is a clear alternative to which most members
subscribe and if those who oppose it feel they have had their chance to influence,
then a consensus exists. Operationally, it would be defined by the fact that those
members who would not take the majority alternative nevertheless understand it
clearly and are prepared to support it in deference to any others that are probably
about as good.
In order to achieve such a condition, time must be allowed by the group for all
members to state their opposition--and to state it fully enough to get the feeling that
others really do understand them. This condition is essential if they are later to free
themselves of the preoccupation that they could have gotten their point of view
across if others had understood what they really had in mind. Only by careful
listening to the opposition can such feelings be forestalled, thereby allowing
effective group decisions to be reached.
Of course, recognizing the several types of group decision-making is only part of the
process. Managers must be specific in their approach to the one that is best in their
own situation.
What are the actual steps in a decision made by a group?
1. Identify the Problem. Tell specifically what the problem is and how you
experience it. Cite specific examples.
"Own" the problem as yours -- and solicit the help of others in solving it, rather
than implying that it's someone else's problem that they ought to solve. Keep in
mind that if it were someone else's problem, they would be bringing it up for
discussion.
In the identification phase of problem-solving, avoid references to solutions. This
can trigger disagreement too early in the process and prevent the group from ever
making meaningful progress.
Once there seems to be a fairly clear understanding of what the problem is, this
definition should be written in very precise language. If a group is involved, it
should be displayed on a flip chart or chalkboard.
2. Clarify the Problem. This step is most important when working with a group of
people. If the problem is not adequately clarified so that everyone views it the same,
the result will be that people will offer solutions to different problems. To clarify the
problem, ask someone in the group to paraphrase the problem as they understand
it. Then ask the other group members if they see it essentially the same way. Any
differences must be resolved before going any further.
In clarifying the problem, ask the group the following questions: Who is involved
with the problem? Who is likely to be affected? Can we get them involved in solving
the problem? Who legitimately or logically should be included in the decision? Are
there others who need to be consulted prior to a decision?
These questions assume that commitment from those involved (and affected by the
problem) is desirable in implementing any changes or solutions. The best way to get
this commitment is to include those involved and affected by the problem in
determining solutions.
3. Analyze the Cause. Any deviation from what should be is produced by a cause or
interaction of causes. In order to change "what is" to "what is wanted," it is usually
necessary to remove or neutralize the cause in some way. This calls for precise
isolation of the most central or basic cause (or causes) of the problem and requires
close analysis of the problem to clearly separate the influencing from the non-
influencing factors.
This is probably an easier process to follow when dealing with problems involving
physical things rather than with interpersonal or social issues. Typically,
interpersonal and social problems are more likely to spring from a dynamic
constellation of causes that will be more difficult to solve if the causes are only
tackled one at a time. Still, whether dealing with physical or social problems, it is
important to seek those causes that are most fundamental in producing the
problem. Don't waste energy on causes that have only a tangential effect.
4. Solicit Alternative Solutions To the Problem. This step calls for identifying as
many solutions to the problem as possible before discussing the specific advantages
and disadvantages of each. What happens frequently in problem-solving is that the
first two or three suggested solutions are debated and discussed for the full time
allowed for the entire problem-solving session. As a result, many worthwhile ideas
are never identified or considered. By identifying many solutions, a superior idea
often surfaces that reduces or even eliminates the need for discussing details of
more debatable issues. These solutions may be logical attacks at the cause or they
may be creative solutions that need not be rational. Therefore, it is important at this
step to limit the time spent discussing any one solution and to concentrate instead
on announcing as many as possible.
5. Selecting One or More Alternatives for Action. Before selecting specific

alternatives for action, it is advisable to identify criteria the desired solution must
meet. This can eliminate unnecessary discussion and help focus the group toward
the solution (or solutions) that will most likely work.
At this point, it becomes necessary to look for and discuss the advantages and
disadvantages of options that appear viable. The task is for the group members to
come to a mutual agreement on which solutions to actually put into action. It is
desirable for positive comments to be encouraged (and negative comments to be
ignored or even discouraged) about any of the solutions. One solution should be the
best, of course, but none should be labelled as a "bad idea."
6. Plan for Implementation. This requires looking at the details that must be
performed by someone for a solution to be effectively activated. Once the required
steps are identified, it means assigning these to someone for action: it also means
setting a time for completion.
Not to be forgotten when developing the implementation plan: Who needs to be

informed of this action?
7. Clarify the Contract. This is to insure that everyone clearly understands what the
agreement is that people will do to implement a solution. It is a summation and
restatements of what people have agreed to do and when it is expected they will
have it done. It rules out possible misinterpretation of expectations.
8. The Action Plan. Plans are only intellectual exercises unless they are transformed
into action. This calls for people assigned responsibility for any part of the plan to
carry out their assignments according to the agreed upon contract. This is the phase
of problem- solving that calls for people to do what they have said they would do.
9. Provide for Evaluation And Accountability. After the plan has been implemented
and sufficient time has elapsed for it to have an effect, the group should reconvene
and discuss evaluation and accountability. Have the agreed upon actions been
carried out? Have people done what they said they would do?
If they have not accomplished their assignments, it is possible that they ran into
trouble that must be considered. Or it may be that they simply need to be reminded
or held accountable for not having lived up to their end of the contract. Once the
actions have been completed, it is necessary to assess their effectiveness. Did the
solution work? If not, can a revision make it work? What actions are necessary to
implement changes?
Other Considerations
Keeping adequate records of all steps completed (especially brainstorming) can

allow energy to be "recycled." Falling back on thinking that was previously done
makes it unnecessary to "plow the same ground twice."
When entering into problem-solving, remember that it is unlikely that the best
solution will be found on the first attempt. Good problem- solving can be viewed as
working like a guidance system: The awareness of the problem is an indication of
being "off course," requiring a correction in direction. The exact form the correction
is to take is what problem-solving is aimed at deciding. But once the correction (the
implemented solution) is made, it is possible that, after evaluation, it will prove to
be erroneous--perhaps even throwing you farther off course than in the beginning.
If this happens, the task becomes to immediately compute what new course will be
effective. Several course corrections may be necessary before getting back on track
to where you want to go. Still, once the desired course is attained, careful
monitoring is required to avoid drifting off course again unknowingly. Viewing
problem-solving in this realistic manner can save a lot of the frustration that comes
from expecting it to always produce the right answers.
Self – Check
1. Enumerate some characteristics of an effective team member.
2. What is role playing?
3. What is a team?
4. What are the steps in a decision making by group?
FEEDBACK:
1. a. friendly and flexible
b. seen as a giver
c. not jealous of other team members and their accomplishments
d. tolerant of others
e. Does not intimidate, and will not be intimidated by others.
2. Role playing is when a group of people act out roles for particular scenario.
3. Team is composed of 2 or more persons working toward a specific/identified

goal.
4. a. Identify the Problem
b. Clarify the Problem.

c. Analyze the Cause
d. Solicit Alternative Solutions To the Problem.
e. Selecting One or More Alternative for Action.
f. Plan for Implementation
g. Clarify the Contract.
h. The Action Plan.
i. Provide for Evaluation And Accountability
Creating Safe Work Procedures
A Job Procedure is written, specific step-by-step description of how to complete a

job safely and efficiently from start to finish.
In carrying out their tasks at work, what workers don’t know can hurt them. In the
realm of Job Procedure, one way to increase knowledge of hazards is to conduct Job
Hazard Analysis on individual jobs or tasks. A Job Hazard Analysis (JHA) is a
procedure which provides for the integration of accepted safety and health
principles and practices into a particular operation. In a JHA, each basic step of the
job is examined to identify potential hazards and to determine the safest way to do
the job. The end result is called a Safe Job Procedure.
JHAs should always be team efforts. By involving others in the process, you reduce
the possibility of overlooking an individual job step or a potential hazard. You also
increase the likelihood of identifying the most appropriate measures for eliminating
or controlling hazards.
The ACSA has not developed sample job procedures for every job in the
construction industry. Each job is done in a different way depending upon
conditions, hazards, types of equipment, company structure, and other factors. –
Samples of Job Procedures have been included at the end of this document to
provide a model. You can modify the format or structure to meet your own needs
and the requirement of the law.
An effective JHA team should include:
 The supervisor
 The worker most familiar with how the job is done and its related hazards;
 Other workers who perform the job; and
 Experts or specialists such as maintenance personnel, occupational

hygienist, ergonomists, or design engineers.
By involving as many knowledgeable and experienced people as possible, you

ensure the JHA will be accurate and complete.
Once the JHA team has been selected, you need to make sure everyone involved is
familiar with what a Job Hazard Analysis is and how it is performed. The terms ‘job’
and ‘task’ are commonly used interchangeably to mean a specific work assignment,
such as ‘operating a grinder,’ ‘using a pressurized water extinguisher’ or ‘changing a
flat tire.’ JHAs are not suitable for jobs defined too broadly, such as ‘overhauling an
engine,’ or too narrowly, such as ‘positioning car jack.’ Job Hazard Analysis (JHAs)
identify the materials and equipment needed and how to use them. Safe Job
Procedures usually include:
 Regulatory requirements
 Personal Protective Equipment requirements
 Training requirements
 Responsibilities of each person involved in the job
 A specific sequence of steps to follow to complete the work safely
 Permits required
 Emergency Procedures
Basic stages in developing Safe Job Procedures are:
 Identifying/selecting the job to be analyzed
 Breaking the job down into a sequence of basic steps
 Identifying potential hazards in each step

 Determining preventative measures to overcome these hazards
IDENTIFYING/SELECTING THE JOB TO BE ANALYZED
 Ideally, all jobs should be subjected to a JHA. However, there are practical
constraints posed by the amount of time and effort required to do a JHA.
Another consideration is that each JHA will require amendments whenever
equipment, raw material, processes or the environment change. For these
reasons, it is usually necessary to identify which jobs are to be analyzed.
Even if an analysis of all jobs is planned this step to ensure that the most
critical jobs are examined first.
 Often a Safe Job Procedure is required by law. This is commonly referred to

as a Code of Practice under the Occupational Health and Safety Act, where
required by regulation. (This is not to be confused with a Safe Work
Practice.) It is developed to ensure a particular work process is performed by
competent workers in compliance with all appropriate regulations, and is
made up from a list specific job procedure. Specific examples include
confined space entry work, machinery lockout/tagout procedures, and
provisions for working alone, trenching, and working near overhead power
lines. These should be the first ones you assign for completion. Safe Job
Procedures should be completed first.
Other factors to be considered in assigning a priority for analysis include:
 Jobs with a high frequency of accidents or near misses which pose a

significant threat to health and safety;
 Jobs that already produced fatalities, disabling injuries, illnesses or

environmental harm;
 Jobs that have the potential to cause serious injury, harm, or damage,
even if they have never produced an injury or illness:
 Jobs involving two or more workers must perform specific task

simultaneously;
 Newly established jobs whose hazards may not be evident because of
lack of experience;
 Jobs that have undergone change in procedure, equipment or

materials;
 Jobs whose operation may have been affected by new regulations or

standards; and
 Infrequently-performed jobs where workers may be greater risk when

undertaking non-routine jobs.
Keep in mind that every job should eventually undergo a JHA. Even the most
routine jobs can include unrecognized hazards. By performing a thorough JHA you
may be able to discover a safer or healthier way of performing the job.
2. Breaking the Job Down Into a Sequence of Basic Steps
After a job has been chosen for analysis, the next stage is to break the job
into small steps. A job step is defined as a segment of the operation necessary
to advance the work.
The form should be completed one column at a time, in other words, all of
the basic job steps should be listed before moving to the second column.
Then, all of the existing and potential hazards for each job step should be
identified before listing any recommended solutions n the third column.
Concentrating on one column at a time helps ensure that the information in
each column is accurate and complete.
Care must be taken not to make the steps too general, thereby missing
specific steps and their associated hazards. On the other hand, if they are too
detailed, there will be too many steps. A rule of thumb is that most jobs can
be described in less than ten steps. If more steps are required consideration
must be given to dividing the job into two segments, each with its separate
JHA, or to combining steps where appropriate.
An important point to remember is to keep the steps in their correct

sequence. Any step which is out of order may invalidate the analysis by
missing potential hazards or by introducing hazards which do not actually
exist.
Each step is recorded in sequence, noting what is done, rather than how it is
done. Each item begins with an action verb. A from which can be used as a
worksheet in preparing a JHA in included at the end of each section. JHA
forms can differ from company, but most are similar to the samples
provided.
The JHA is initiated by observing a worker doing the job. The observer is
normally the immediate supervisor. The worker to be observed should be
experienced and capable in all facets of the job. To foster full cooperation
and participation, the reason for the exercise must be clearly explained. The
JHA is neither a time motion study in disguise, nor an attempt to uncover
individual unsafe acts. The job, not the individual, is being studied in an
effort to make it safe by identifying hazards and making modifications to
eliminate or reduce them. The worker’s experience is important in making
improvements.
The normal a condition under which job is performed should apply during
the period of observation. For example, if a job is routinely only done at
night, the JHA scrutiny should also be conducted at night when typical light
levels prevail. Similarly, only standard tools and equipment should be used.
The only difference from normal operations is the fact that the worker is
being observed.
When completed, the breakdown of steps should be discussed by all the

participants (always including the experienced worker and, if necessary,
recognized experts in the field like occupational hygienists, ergonomists, and
engineers) to ensure that all basic steps have been noted and placed in the
correct sequence.
Identifying Potential Hazards in Each Step
Once the tasks have been broken down into the basic steps and have been
recorded, potential hazards must be identified for each. Based on
observations of the job, knowledge of accidents causes, personal experience
and imagination, the things that could go wrong are listed for each step.
A second observation of the job being performed is advantageous. Since the

basic steps have already been recorded, more attention can now be focused
on potential hazards. At this stage, no attempt is made to solve any problems
which may have been deterred.
For each step, determine “potential accidents” or “hazards” (the middle

column of the form) and ways to correct them. Some hazards to think about
include:
 Can any body part get caught in or between objects?
 Do tools, machines, or equipment present any hazards?
 Can the worker make harmful contact with objects?
 Can the worker be struck by objects falling from above?
 Can the worker slip, trip, or fall?
 Can the worker suffer strain from lifting, pushing, or

pulling?
 Is the worker exposed to extreme heat or cold?
 Is excessive noise or vibration a problem?
 Is lighting a problem?
 Can weather conditions affect safety?
 Is harmful radiation a possibility?
 Can contact be made with hot, toxic, or caustic

substances?
 Are there dusts, fumes, mist, or vapors in the air?

Once potential hazards are identified, they can be listed in the middle column of the
worksheet, numbered to match the corresponding job step.
Determining Preventative Measures to Overcome These Hazards
The final stage in a JHA is to determine measures to eliminate or control the

hazards identified.
Conclusions
We have described how to conduct a JHA by observing a worker actually

performing the job, and by using the three column method. The major advantages
of this method are that is does not rely on individual memory.
Note: For infrequent or new jobs, observation may not be feasible. With
these, one approach is to have a group of experienced workers and supervisors
complete the JHA through discussion. An advantage of this method is that more
people are involved, allowing for a wider base of experience and promoting a more
ready acceptance of the resulting Safe Job Procedure. Where one exists, members of
the Joint Worksite Occupational and Health Committee should participate in this
process.
The initial benefits of conducting a JHA will become apparent in the preparation
stage. The analysis process may identify previously undetected hazards and
increase the job knowledge of those participating. Safety awareness is raised,
communication between workers and supervisors is improved, and acceptance of
Safe Job Procedures is promoted.
SELF CHECK
1. In setting up a team, what are the things to be taken into account?
2. What are the five procedures to be followed in the process of group decision
making?
3. What are the social skills that are desirable for successful teamwork?
4. What are the things to be considered in Safe Job Procedures?

Sector:
TOURISM SECTOR
Qualification:
Unit of Competency:
PRACTICE CAREER PROFESSIONALISM
Module Title:
PRACTICING CAREER PROFESSIONALISM
Unit of Competency : PRACTICE CAREER PROFESSIONALISM
Welcome to the Competency-Based Learning Material for the module:

PRACTICING CAREER PROFESSIONALISM This Competency-based
learning material contains activities for you to complete. The unit of competency
“Practice Occupational Health and Safety Procedures” contains the knowledge,
skills and attitudes required for National Certificate Level 2(NC 2)
each learning outcomes of the module. In each learning outcomes there are –
Learning resources, to help you better understand the required activities. Follow
these activities on your own, and answer the self-check at the end of the module to
reflect your answer for each self-check. If you need clarification on the technical
terms, use in this module, refer to the “definition of Terms”. If you have questions,
please don’t hesitate to ask your trainer for assistance.
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 complement in a particular skill,
you don’t have to do the same training again.
formally recognized. If you have qualification of Certificate of Competency from
previous training, show it to your trainer. If the skills you acquired are still relevant
to the module, they may become part of the evidence you can present for RPL.
At the end of this module is a Learning’s Diary, use this diary to record important
dates, jobs undertaken and other workplace events that will assist you in providing
further detail to your trainer or assessors.
A Record of Achievement is also provided for your trainer to fill – up once you
UNIT OF COMPETENCY : PRACTICE CAREER PROFESSIONALISM

MODULE TITLE : PRACTICING CAREER PROFESSIONALISM

attitudes in promoting career growth and
advancement, specifically to integrate personal
objectives with organizational goals set and meet
work priorities and maintain professional growth
and development.
NOMINAL DURATION : 6 hours
Upon completion of this module, the trainee/student must be able to:
LO1. Integrate personal objectives with organizational goals
LO2. Set and meet work priorities
LO3. Maintain professional growth and development

LO1. INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL
GOALS
1. Personal growth and work plans towards improving the qualifications set
for professionalism are evident.
2. Intra and interpersonal relationship in the course of managing oneself

based on performance evaluation is maintained.
3. Commitment to the organization and its goal is demonstrated in the

performance of duties.
4. Practice of appropriate personal hygiene is observed.
5. Job targets within key result areas are attained.
CONTENTS:
 Personal development-social aspects: intra and interpersonal

development
 Organizational goals
 Personal hygiene and practices
 Code of ethics
CONDITIONS:

 Workplace
 Code of ethics
 Organizational goals
 Hand outs and Personal development-social aspects
 CD’s, VHS tapes, transparencies
METHODOLOGIES:
 Interactive -lecture
 Simulation
 Demonstration
 Self-paced instruction
ASSESSMENT METHODS:
 Role play
 Interview
 Written examination
LO2. SET AND MEET WORK PRIORITIES
1. Competing demands to achieve personal, team and organizational goals

and objectives are prioritized.
2. Resources are utilized efficiently and effectively to manage work

priorities and commitments.
3. Practices and economic use and maintenance of equipment and facilities

are followed as per established procedures.
4. Job targets within key result areas are attained.
CONTENTS:
 Organizational Key Result Areas (KRA)

 Work values and ethical standards
 Company policies on the use and maintenance of equipment
CONDITIONS:
The students/ trainees must be provided with the following
 Hand outs on
- Organizational KRA
- Work values and ethics
- Company policies and standards
- Sample job targets
 Learning guides
METHODOLOGIES:
 Interactive lecture
 Structured activity
 Demonstration
ASSESSMENT METHODS:
 Role play
 Interview
LO3. MAINTAIN PROFESSIONAL GROWTH AND DEVELOPMENT
1. Training and career opportunities relevant to the job requirements are

identified and availed.
2. Licenses and/or certifications according to the requirements of the

qualifications are acquired and maintained
3. Fundamental rights at work including gender sensitivity are manifested/

observed
4. Training and career opportunities based on the requirements of industry

are completed and updated.
CONTENTS:
 Qualification standards
 Gender and development (GAD) sensitivity
 Professionalism in the workplace
 List of professional licenses
CONDITIONS:
The students/trainees must be provided with the following
 Quality standards
 GAD handouts
 CD’s, VHS tapes on professionalism in the workplace
 Professional licenses samples
METHODOLOGIES:
 Film viewing
 Role play/simulation
ASSESSMENT METHODS:
 Demonstration
 Interview
 Portfolio assessment
LO1. INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL
GOALS
INFORMATION SHEET NO. 1
Professionalism on the Job
Whether you are in a volunteer, part-time, work-study or summer position, you will
want to make the best
impression possible to ensure a good reference and to build your network for future
employment. You are
representing the organization and are required to meet professional standards. It
can be difficult to know what your
employer expects from you on a day-to-day basis. There’s a certain code of
behaviour that’s expected by most
employers, and your adherence is key to being a successful employee. Use the list of
“Dos” and “Don’ts” below to
help you manage yourself.
Managing Relationships – relationships with supervisors, co-workers

and clients
Do Don’t
Find a co-worker who is respected by Take things personally as constructive
your feedback is an opportunity for learning.
supervisor to be your mentor. Co-
workers are a
great sounding board for awkward
questions or
situations.
Be clear on what your supervisor expects Get wrapped up in conversations with
from you co-workers that
– check how he/she would like to be are unrelated to work, engage in
updated on negative talk or mimic
the progress of your work. bad work habits.
Remind friends who drop by while you Offer your personal opinions to clients if
are working you are not an
that you are busy and recommend a time expert – know your boundaries.
you can
meet after work hours.
Communication – writing, verbal abilities, listening and non-verbal

cues in body language
Be tactful and diplomatic when dealing Use offensive vocabularies and

with expressions in the way
situations where you are exposed to you communicate in writing or verbally.
confidential
and/or personal conversations.
Wait until a person is finished speaking Be afraid to contribute your ideas to
before your supervisor,
making your point. co-workers and/or clients.
Know what message you are sending Interrupt others while they are speaking
even when as it is
you are not speaking. considered impolite.
SELF CHECK 1.
1. DO’S AND DON’TS IN MANAGING RELATIONS?
ANSWER:
Do Don’t
Find a co-worker who is respected by Take things personally as constructive
your feedback is an opportunity for learning.
supervisor to be your mentor. Co-
workers are a
great sounding board for awkward
questions or
situations.
Be clear on what your supervisor expects Get wrapped up in conversations with
from you co-workers that
– check how he/she would like to be are unrelated to work, engage in
updated on negative talk or mimic
the progress of your work. bad work habits.
Remind friends who drop by while you Offer your personal opinions to clients if
are working you are not an
that you are busy and recommend a time expert – know your boundaries.
you can
meet after work hours.
Time Management – planning, prioritizing, goal setting, scheduling,

and managing your workload
Arrive 5 minutes before your shift to get Make assumptions about doing
yourself homework on the job as
settled. most employers prefer you focus on
their work.
Notify your supervisor if you are unable Be unrealistic about the things you can
to make a accomplish in
shift or will be late. For things you can the amount of time available.
predict, i.e.,
exams/tests give him/her plenty of
notice.
Set your own schedule if your supervisor Wait for your supervisor to tell you what
has not to do after you
set one for you and keep him/her have completed a project as he/she will
informed on how value your
you are doing. ability to take initiative.
SELF CHECK 2.
1. AS A PROFFESSIONAL, HOW DO YOU MANAGE YOUR TIME?
ANSWER:
Arrive 5 minutes before your shift to get Make assumptions about doing
yourself homework on the job as
settled. most employers prefer you focus on
their work.
Notify your supervisor if you are unable Be unrealistic about the things you can
to make a accomplish in
shift or will be late. For things you can the amount of time available.
predict, i.e.,
exams/tests give him/her plenty of
notice.
Set your own schedule if your supervisor Wait for your supervisor to tell you what
has not to do after you
set one for you and keep him/her have completed a project as he/she will
informed on how value your
you are doing. ability to take initiative.
Work Property – personal and shared workspace
Ask to borrow items especially if you are Photocopy or print class notes, print
working in essays or readings.
another person’s workspace.
Tidy your workspace and replace items Download anything over the internet
(scissors, while using a work
stapler, tape etc.) back to where you computer as viruses can cause a lot of
found them. damage
especially to network settings.
Ask to be trained on how to use the Use Facebook and Twitter, watch
computer, YouTube videos or
printer and photocopier. open personal email accounts during
work hours.
LO2. SET AND MEET WORK PRIORITIES
Manage personal work priorities and professional development

The Frontline Management competencies are targeted at middle level managers
and have been endorsed as components of the Public Service Training Package.
They provide generic competency requirements for managers at this level.
Element Performance Criteria
Establish personal
1. Personal qualities and performance serve as a
work goals
positive role in the workplace.
2. Personal work goals, plans and activities reflect

the organisation's plans, and own responsibilities
and accountabilities.
3. Action is taken to achieve and extend personal

work goals beyond those planned.
4. Consistent personal performance is measured

and maintained in varying work conditions and
work contexts.
Set and meet work

1. Competing demands are prioritised to achieve
priorities
personal, team and the organisation's goals and
objectives.
2. Technology is used efficiently and effectively to

manage work priorities and commitments.
Develop and maintain

1. Personal knowledge and skills are assessed
professional
against competency standard to determine
competence
development needs and priorities.
2. Feedback from clients and colleagues is used to

identify and develop ways to improve competence.
3. Development opportunities suitable to personal

learning styles are selected and used to develop
competence.
4. Participation in networks enhances personal

knowledge, skills and relationships.
5. New skills are identified and developed to

achieve and maintain a competitive edge.
SELF CHECK. 1
1. HOW DO YOU SET AND MEET WORK PRIORITIES?
ANSWER:
Establish personal
1. Personal qualities and performance serve as a
work goals
positive role in the workplace.
2. Personal work goals, plans and activities reflect

the organisation's plans, and own responsibilities
and accountabilities.
3. Action is taken to achieve and extend personal

work goals beyond those planned.
4. Consistent personal performance is measured

and maintained in varying work conditions and
work contexts.
Set and meet work

1. Competing demands are prioritised to achieve
priorities
personal, team and the organisation's goals and
objectives.
2. Technology is used efficiently and effectively to

manage work priorities and commitments.
Develop and maintain

1. Personal knowledge and skills are assessed
professional
against competency standard to determine
competence
development needs and priorities.
2. Feedback from clients and colleagues is used to

identify and develop ways to improve competence.
3. Development opportunities suitable to personal

learning styles are selected and used to develop
competence.
4. Participation in networks enhances personal

knowledge, skills and relationships.
5. New skills are identified and developed to

achieve and maintain a competitive edge.
LO3. MAINTAIN PROFESSIONAL GROWTH AND DEVELOPMENT
Dress Code – standards that orgnizations develop to provide employees

with guidance about what is appropriate to
wear to work
Check with your supervisor about the Wear T-shirts with controversial
dress code slogans, ripped or torn
before you begin your job. Even if there clothing (even it is the latest trends) and
is no dress exposed
code in place, keep it clean and modest. underwear.
Practice good hygiene and be careful Wear rubber-soled or athletic shoes to
with strong the office. This is
scents – even soaps, deodorants and sportswear, not business casual wear.
shampoos can
be too potent for cramped workspaces.
SELF CHECK 1.
1. WHAT IS THE PROPER DRESS CODE OF WORKERS?
ANSWER:
Check with your supervisor about the Wear T-shirts with controversial
dress code slogans, ripped or torn
before you begin your job. Even if there clothing (even it is the latest trends) and
is no dress exposed
code in place, keep it clean and modest. underwear.
Practice good hygiene and be careful Wear rubber-soled or athletic shoes to
with strong the office. This is
scents – even soaps, deodorants and sportswear, not business casual wear.
shampoos can
be too potent for cramped workspaces.
Eating on the Job
Check what the eating policy is – often it Eat messy food or those with a strong
is odour – as
acceptable to have a beverage or snack at yummy as they might be, they are never
your appropriate in
workstation. a public workspace.
Focusing on the Job
Ask your supervisor for a break if you Wear earphones and listen to music
find yourself unless specifically
tired and overtaxed with multiple cleared by your supervisor – many will
responsibilities. look at this
Sleeping on the job is inappropriate. practice as being inattentive to the task
at hand.
Navigating the workplace takes good interpersonal skills, judgment, intuition and
experience. All workplaces differ
with regards to work standards and each supervisor’s personal style will vary. Do
not presume what is acceptable in
one situation will be okay for another. When you adhere to common rules and are
knowledgeable about your
organization’s expectations, professionalism in the workplace can become second
nature.
SELF CHECK 2.
1. HOW TO FOCUS ON THE JOB?
ANSWER:
Ask your supervisor for a break if you Wear earphones and listen to music
find yourself unless specifically
tired and overtaxed with multiple cleared by your supervisor – many will
responsibilities. look at this
Sleeping on the job is inappropriate. practice as being inattentive to the task
at hand.
Sector:
TOURISM SECTOR
Qualification:
Unit of Competency:
Practice Occupational Health and Safety procedure
Module Title:
Practicing Occupational Health and Safety Procedure
Unit of Competency : Practice Occupational Health and Safety

procedure
Welcome to the Competency-Based Learning Material for the module: Practicing

Occupational Health and Safety Procedures. This Competency-based
learning material contains activities for you to complete. The unit of competency
“Practice Occupational Health and Safety Procedures” contains the knowledge,
skills and attitudes required for National Certificate Level 2(NC 2)
each learning outcomes of the module. In each learning outcomes there are –
Learning resources, to help you better understand the required activities. Follow
these activities on your own, and answer the self-check at the end of the module to
reflect your answer for each self-check. If you need clarification on the technical
terms, use in this module, refer to the “definition of Terms”. If you have questions,
please don’t hesitate to ask your trainer for assistance.
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 complement in a particular skill,
you don’t have to do the same training again.
formally recognized. If you have qualification of Certificate of Competency from
previous training, show it to your trainer. If the skills you acquired are still relevant
to the module, they may become part of the evidence you can present for RPL.
At the end of this module is a Learning’s Diary, use this diary to record important
dates, jobs undertaken and other workplace events that will assist you in providing
further detail to your trainer or assessors.
A Record of Achievement is also provided for your trainer to fill – up once you
Module Title : Practicing Occupational Health and Safety

Procedure
Introduction
This module covers the outcomes required to comply with regulatory and
organizational requirements for occupational health and safety. The module
exposes the trainees to the different learning outcomes which develop them for
health and safety awareness be it at home, in school or in the workplace. Safety
regulations and workplace safety and hazard control practices and procedures are
clarified and explained thereby enabling the trainees to cope with the situation.
Learning Outcome: At the end of this module, you will be able to:
1. Identify hazards and risks

2. Evaluate hazards and risks
3. Control hazards and risks
4. Maintain occupational health and safety awareness
1. Workplace hazards and risks are identified and clearly explained

2. Hazards/Risks and its corresponding indicators are identified with the
company procedure
3. Contingency measures are recognized and established in accordance with
organizational procedures
4. Terms of maximum tolerable limits are identified based on threshold limit
values (TLV)
5. Effects of hazards are determined
6. OHS issues and concerns are identified in accordance with workplace
requirements and relevant workplace OHS legislation
7. OHS procedures for controlling hazards and risks are strictly followed
8. Procedures in dealing with workplace accidents, fire and emergencies are
followed in accordance with the organization’s OHS policies
9. Personal protective equipment is correctly used in accordance with
organization’s OHS procedures and practices
10. Procedures in providing appropriate assistance in the event of workplace
emergencies are identified in line with the established organizational
protocol
11. Procedures in emergency related drill are strictly followed in line with the
established organization guidelines and procedures
12. OHS personal records are filled out in accordance with workplace
requirements
13. PPE are maintained in line with organization guidelines and procedures
DEFINITION OF TERMS
SAFETY – desire of any individual to be safe from harm or danger while performing
work or undergoing training
SAFETY REGULATIONS – policies/rules to ensure well-being which include: Clean

Air Act, Building Code for a particular establishment, National electric and fire
safety codes, Waste management statutes and rules, Philippine occupational safety
and healthy standards, DOLE regulations on safety legal requirements, and ECC
regulations
HAZARDS/RISKS – factors/things that pose threat to life and property like:

physical hazards, biological hazards, chemical hazards, and ergonomics
CONTINGENCY MEASURES – proper things to do in case of emergency like:

evacuation, isolation, decontamination, and calling emergency personnel
OCCUPATIONAL HEALTH AND SAFETY (OHS) PERSONAL RECORDS –

personal records of a trainee/worker like medical/health records, incident reports,
accident reports, and also OHS-related training completed
PERSONAL PROTECTIVE EQUIPMENT (PPE) – worn by a trainee/worker to

ensure his safety while performing a task. Examples: mask, gloves, goggles, hair
net, cap, bonnet, face mask, shield, ear muffs, apron, gown, coverall, jump suit, and
anti-static suits
EMERGENSY-RELATED DRILLS AND TRAINING – fire drill, earthquake drill,

basic life support, cardio pulmonary resuscitation (CPR), first aid, spillage control,
decontamination of chemical and toxin, and disaster preparedness management –
all designed to insure health and safety
ERGONOMICS – a type of hazard or risk in terms of psychological factors like over

exertion/excessive force, awkward/static positions, fatigue, direct pressure, varying
metabolic cycles; and physiological factors – monotony, personal relationship, work
out cycle
ACCIDENT – event which result in death, injury, illness or property damage.

ERGONOMIC – the scientific study of the relationship between people, the
equipment they use, and their work environment
EXPOSURE – exposure occurs when a person comes into contact with a hazard.
The exposure can be to hazardous plant, such as moving to machinery like saw
blades or to hazardous substances by contact with the skin or eyes, working with
VDUs.
HAZARD – a hazard is a source or potential source of human injury, ill-health, or

disease, to anyone at or near a workplace.
HIERARCHY – ranks measures taken to prevent or reduce hazard exposure

according to effectiveness of controls (e.g. from the most effective measures to the
least satisfactory).
ILLNESS - see occupational illness.
INCIDENTS – events which result in death, injury, illness or property damage or

which could have resulted in death, injury, illness or property damage. Incidents
can be both accidents and near misses or more aptly ‘near hits’.
INJURY – workplace injuries are identifiable events, for example, cuts, bruises,
crushed feet and hands, broken bones, amputation. They are commonly referred to
as acute trauma and are caused through
 Slips, trips and falls

 Falling objects
 Being struck by an object
 Accidents with machinery.
INVESTIGATION – a way of identifying and assessing hazards and of

recommending solutions so that recurrences are prevented
LIKELIHOOD – used as a synonym for probability and frequency especially in

qualitative context
OCCUPATIONAL ILLNESS – Caused by exposure to energies, materials or

processes beyond our bodies’ tolerance limits e.g. asbestosis, liver damage, chronic
back pain caused by continuous lifting, white-finger disease from excessive
vibration, occupational overuse syndrome (RSI). Occupational illnesses sometimes
take a long time to develop and it is not always easy to lay the blame solely with the
employer as many illnesses are caused by more than one event – for example,
cancer, loss of sight.
RESIDUAL RISK – the remaining level of risk after all risk treatment measures
have been taken
RISK ANALYSIS – analyzed process used to estimate the extent of possible loss
RISK ASSESSMENT – the process of estimating the probability of occurrence of an

undesirable event and the magnitude of its consequences over a specified time
period
RISK CONTROL – taking actions to eliminate or reduce the likelihood that

exposure to a hazard will result in injury or disease
RISK MANAGEMENT – the systematic application of management policies,

procedures and practices to the tasks of identifying, analyzing, assessing,
controlling and monitoring risk
SAFETY AUDIT – a regular, systematic inspection of the workplace to evaluate the

implementation and effectiveness of the organization’s health and safety system
SAFE WORKING METHODS – systems and organizations of work (including

hazard procedures identification and control procedures, the appropriate training,
tools and equipment) to ensure the safety, and absence of risk to health, of all
persons involved in doing the work
WORKPLACE INSPECTIONS – planned systematic appraisals of the workplace

which can help identify hazards, assess and control risks, ensure a safe and health
environment and assist in complying with OHS legislation.
LO1. Identify hazards and risks
Assessment criteria
1. Workplace hazards and risks are identified and clearly explained

2. Hazards/Risks and its corresponding indicators are identified with the
company procedures
organizational procedures
Contents
a. Hazards and risks identification and control

b. Organizational safety and health protocol
c. Threshold Limit Value (TVL)
d. OHS indicators
a. Workplace
b. PPE
c. Learning Guides
d. Hands-outs
e. Organizational Safety and Health Protocol
f. OHS Indicators
g. Threshold Limit Value
h. Hazards/Risks Identification and Control
i. CD’s, VHS tapes, transparencies
Read Information Sheet No. 1 to Try to read, analyze and understand the
identify hazards and risks. module by yourself.
Reinforce your knowledge by studying Approach your instructor if you have

terms and their definitions. problems about the module.
Go over definitions of terms for the Have a mastery of the meanings of

unlocking of difficulties unfamiliar terms.
Answer self-check to test your Answer the self check without looking at
knowledge in identifying hazards and the module and the feedback.
risks.
If you miss some of the items, go over
the module.
UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND

SAFETY PROCEDURES
MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH

AND SAFETY PROCEDURES

attitudes required to comply with the regulatory and
organizational requirements for occupational health
and safety such as identifying, evaluating and
maintaining occupational health and safety (OHS)
awareness.
NOMINAL DURATION : 4 hours

Upon completion of this module, the trainee/student must be able to:
LO1. Identity hazards and risks
LO2. Evaluate hazards and risks
LO3. Control hazards and risks
LO4. Maintain occupational health and safety awareness

LO1. IDENTIFY HAZARDS AND RISKS
1. Workplace hazards and risks are identified and clearly explained.
2. Hazards/risks and its corresponding indicators are identified in line with

the company procedures.

organizational procedures.
CONTENTS:
 Hazards and risks identification and control

 Organizational safety and health protocol
 Threshold limit value (TLV)
 OHS indicators
CONDITIONS:
 Workplace
 Personal protective equipment (PPE)
 Learning guides
 Hand-outs
- Organizational safety and health protocol
- OHS indicators
- Threshold limit value
- Hazards/risk identification and control
METHODOLOGIES:
 Interactive -lecture
 Simulation
 Symposium
 Group dynamics
ASSESSMENT METHODS:
 Situation analysis
 Interview
 Practical examination
LO2. EVALUATE HAZARDS AND RISKS
1. Terms of maximum tolerable limits are identified based on threshold

limit values (TLV).
2. Effects of hazards are determined.
3. OHS issues and concerns are identified in accordance with workplace

requirements and relevant workplace OHS legislation.
CONTENTS:
 TLV table
 Philippine OHS standards
 Effects of hazards in the workplace
 Ergonomics
 ECC Regulations
CONDITIONS:
 Hand outs on
- Philippine OHS standards
- Effects of hazards in the workplace
- Ergonomics
- ECC regulations
 TLV table
METHODOLOGIES:
 Situation analysis
 Symposium
 Film viewing
 Group dynamics
ASSESSMENT METHODS:
 Interview
 Simulation
LO3. CONTROL HAZARDS AND RISKS
1. OHS procedures for controlling hazards and risk are strictly followed.
2. Procedures in dealing with workplace accidents, fire and emergencies are

followed in accordance with the organization’s OHS policies.
3. Personal protective equipment (PPE) is correctly used in accordance with

organization’s OHS procedures and practices.
4. Procedures in providing appropriate assistance in the event of workplace

emergencies are identified in line with the established organizational
protocol.
CONTENTS:
 Safety regulations
- Clean air act
- Electrical and fire safety code
- Waste management
- Disaster preparedness and management
 Contingency measures and procedures
CONDITIONS:
 Hand outs on
- Safety Regulations
- Clean air act
- Electrical and fire safety code
- Waste management
- Disaster preparedness and management
- Contingency measures and procedures
 OHS personal records
 PPE
METHODOLOGIES:
 Symposium
 Film viewing
 Group dynamics
 Self-paced instruction
ASSESSMENT METHODS:
 Interview
 Case/situation analysis
 Simulation
LO4. MAINTAIN OCCUPATIONAL HEALTH AND SAFETY
AWARENESS
1. Procedures in emergency related drill are strictly followed in line with the
established organization guidelines and procedures.
2. OHS personal records are filled up in accordance with workplace

requirements.
3. PPE is maintained in line with organization guidelines and procedures.
CONTENTS:
 Operational health and safety procedure, practices and regulations

 Emergency-related drills and training
CONDITIONS:
 Workplace
 PPE
 Health record
METHODOLOGIES:
 Simulation
 Symposium
 Film viewing
 Group dynamics
ASSESSMENT METHODS:
 Demonstration
 Interview
 Portfolio assessment
IDNETIFY HAZARSD AND RISKS
Introduction
Commonwealth agencies have a statutory obligation to protect the health and safety
of employees. Section 16. (1) Of the Occupational Health and Safety
(Commonwealth Employment) Act 1991 (OHS (CE) Act) says an employer must
“take all reasonably practicable steps to protect the health and safety at work of
the employer’s employees”.
Section 16. (2) © of the OHS (CE) Act says the employer must “ensure the safety
work of, and the absence of risks at work to the health of, the employees..,”
Workplace injury and disease impacts heavily on the human and financial resources
on Commonwealth agencies. Apart from our legal obligation to provide a healthy
and safe workplace, it is good business sense for us to effectively manage health and
safety hazards.
Recent studies show the indirect cost of workplace injury is in between 7 and 20
times higher. Indirect costs include such things as absenteeism, loss of
productivity, retraining, position backfilling, and labor turnover, loss of skill and
experience, and decreased morale. The information in this booklet may help you to
understand the principles of risk management, and practice effective risk
management in your workplace. Adopting a risk management program can lead to
better practice and continuous improvement in OHS performance.
Introducing a risk management program can:
j. Reduce costs
k. Increase productivity
l. Raise morale
m. Improve workplace relationship
The Safety, Rehabilitation and Compensation Commission has produced this

booklet through its prevention program. The prevention program aims to ensure
safe and healthy Commonwealth workplaces where:
n. Managers and employees recognize and acknowledge their

respective responsibilities and accountability for occupational
health and safety
o. Occupational health and safety is an integral component of
management systems and daily work practice
p. The performance and outcomes of occupational health and safety
achieve a standard of best practice
Executive Summary
Workplace injury is a major cause of concern for all involved in occupational

health and safety.
The factors which cause workplace accidents and occupational illnesses are called
hazards. The need for systematic management of OHS hazards and their attendant
risks applies to all organizations and all activities and functions within an
organization.
It is important to distinguish between hazard, risk and exposure when undertaking

risk management.
Hazard is the potential for harm, or adverse effect on an employee’s health.
Anything which may cause injury or ill health to anyone at or near a workplace is a
hazard.
Risk is the likelihood that a hazard will cause injury or ill health to anyone at or
near workplace. The level of risk increases with the severity of the hazard and the
duration and frequency of exposure.
Exposure occurs when a person comes into contact with hazard.
Risk management is a four step process
1. Identify the hazard

2. Assess the risk associated with the hazard
3. Control the risk
4. Review the process.
The first and most important step in reducing the likelihood of an accident is
hazard identification. This means identifying all workplace situations or events that
could cause injury or illness.
The second step is an assessment of the level of risk of the hazards you have
identified. This step involves collecting information and making decisions. It is
important you consider the extent of the harm or consequence from a hazard and
the likelihood of harm occurring. If your assessment is that an unacceptable risk to
health and safety exists, you must introduce controls to reduce the risk to an
acceptable level.
There are three categories of control measures you might take. You can:
1. Eliminate the hazard

2. Minimize the risk
3. Introduce ‘back-up’ controls (when all other options in the previous
categories have been exhausted).
The third step in effective risk management is to establish and maintain systems
which have given opportunity for regular evaluation and review procedures.
Evaluation means examining control measures to ensure risks are eliminated or

reduced and have not caused new hazards presenting unacceptable risk. The review
system applies to overall risk management process and checks the process is
working effectively to identify hazards and manage risks.
Risk management is an organizational issue and a successful program requires the

commitment and cooperation of all. All program managers and their staff need to
recognize the fundamental importance of occupational health and safety risk
management for it to work. Best practice embedding occupational health and safety
risk management into daily usage at all levels of an organization. Achieving best
practice is how you can integrate risk management principles and practices into
everyday business practice.
THE FOUR STEP RISK MANAGEMENT

Step 1. Identify the PROCESS
hazards
Identify all hazards

associated with the system
of work
Have the
control
Is the
measures
process
eliminated
working
or reduced
effectively to
the risks?
identify
Have the
hazards and
control
manage
measures
risks?
introduced
any new
hazards?
Step 2. Asses the risks
Assess the risks arising

from the hazards
Step 4. Control the risks

Step 4. Monitor
Decide and use
and review
appropriate control
measures
Preliminary Activity
Directions: On the left side you can read a list of statements about employer and
employee responsibilities at work. Read each statement and decide for each one if it
is an employer or employee responsibility. Tick on the correct box on the right side.
Employer/Employee Responsibilities
Employee’s Employer’s
responsibility Responsibility
1. Monitor the health and safety of

employees.
2. Provide adequate welfare facilities.
3. Take reasonable care for his/her own

health and safety and the safety of others.
4. Provide a safe work environment (both in

the depot and in the vehicles).
5. Cooperate with the employer in any action

take to provide for the health and safety of
workers.
6. Provide and maintain safe plant and

system of work.
7. Refuse to work, if on reasonable grounds,

there is a real risk of serious injury or
health of any person.
8. Take reasonable care for the health and

safety of others who may afeffectedd by
his/her actions.
9. Don’t interfere with the use or misuse

anything provided in the interest of OHS –
for example, not wearing protective
equipment, operating at an unsafe speed,
by-passing safety devices.
10. Provide adequate welfare facilities.
11. Enable workers to elect an OHS

representative and provide facilities and
assistance for them to perform their duties.
12. Don’t prevent on OHS rep from attending

an approved course.
13. Not risk the health and safety of any

person in the workplace through
horseplay, allowing unauthorized
passengers or falling to warn or signal.
14. Provide OHS information to employees in

appropriate language.
15. Provide employees with the information,

instruction, training and supervision they
need to perform their jobs in a safe and
healthy manner.
Responsibilities of employers and employees
You have had the chance to consider the various responsibilities that employers and
employees have.
A summary of the information from the activity on the previous page looks like this.
Employee’s responsibilities Employer’s responsibilities
 Take reasonable care for  Provide a safe work environment

his/her own health and safety (both in the depot and in the
and the safety of others vehicles)
 Cooperate with the employer  Monitor the health and safety of
in any action taken to provide employees
for the health and safety of  Provide and maintain safe plant and
workers systems of work
 Refuse to work, if on  Provide adequate welfare facilities
reasonable grounds, there is a  Enable workers to elect an OHS
real risk of serious injury or representative and assistance for
health of any person them to perform their duties
 Each worker should take  Don’t prevent an OHS rep from
reasonable care for the health attending an approved course
and safety of others who may  Provide OHS information to
be affected by his/her actions employees in appropriate languages
 Don’t interfere with or misuse  Provide employees with the
anything provided in the information, instruction, training
interest of OHS – for example, and supervision they need to
not wearing protective perform their jobs in a safe and
equipment, operating at an healthy manner
unsafe speed, by-passing safety
devices
 Not risk the health and safety
of any person in the workplace
through horseplay, allowing
unauthorized passengers or
failing to warn or signal
It is clear from this table that both employers and employees have legal
responsibilities in OHS.
LO 1 – Identify Hazards and Risks

Hazard identification
The first step in reducing the likelihood of an accident is hazard identification.

Hazard identification is identifying all situations or event that could cause injury or
illness. Eliminating or minimizing workplace hazards needs a systematic approach.
It is essential to try and anticipate all possible hazards at the workplace – known as
the ‘what if?’ approach.
Hazards defined
A hazard is a source or potential source of human injury, ill health or disease.

Anything which might cause injury or ill health to anyone at or near a workplace is
a hazard. While some hazards are fairly obvious and easy to identify, others are not
– for example exposure to noise, chemicals or radiation.
Classes of hazard
Hazards are classified into five different types. They are:
 Physical – includes floors, stairs, work platforms, steps, ladders, fire, falling
objects, slippery surfaces, manual handling (lifting, pushing, pulling),
excessively loud and prolonged noise, vibration, heat and cold, radiation
poor lighting, ventilation, air quality.
 Mechanical and/or electrical – includes electricity, machinery
equipment, pressure vessels, dangerous goods, fork lifts, cranes, hoists
 Chemical – includes chemical substances such as acids or poisons and
those that could lead to fire or explosion, cleaning agents, dusts and fumes
from various processes such as welding
 Biological – includes bacteria, viruses, mould, mildew, insects, vermin,
animals
 Psychological environment – includes workplace stressors arising from
variety of sources.
Note that some physical chemical hazards can lead to fire, explosion and other
safety hazards.
Methods for Identifying Hazards

The first step in control of a hazard is to identify and list them. There are many
methods which are useful for identifying hazards, including:
 Injury and illness records – review your workers’ compensation data and
check the incidence, mechanism and agency of injury, and the cost to the
organization. These statistics can be analyzed to alert the organization to the
presence of hazards.
 Staying informed on trends and developments in workplace health and
safety, for example via the internet or OHS publications
 Reviewing the potential impact of new work practices or equipment
introduced into the workplace in line with legislative requirements
 Doing walk-through surveys, inspections or safety audits in the workplace to
evaluate the organizations’’ health and safety system
 Considering OHS implications when analyzing work processes
 Investigating workplace incidents and ‘near hits’ reports – in some cases
there may be more than one hazard contributing to an incident
 Getting feedback from employees can often provide valuable information
about hazards, because they have hands-on experiences in their work area
 Consulting with employees, health and safety representatives and OHS
Committee members
 Benchmarking against or liaising with similar workplaces.
Activity 1 – 1
Directions: Work in group. Make a discussion and prepare a written and oral
report based on these guide questions:
1. What are the common hazards/risks you can identify at

a. School
b. Offices
c. Hospitals
d. Home
e. Industries
2. What are the common causes of each hazards?
3. Identify the effects of these hazards.
Activity 1-2
Directions: Using the table below, identify the hazards in your assigned
agency/work station area according to its type. Conduct an interview to authorities
and prepare for a written and oral report.
Physical Chemical
Mechanical/electrical Biological
Psychosocial environment
SELF CHECK:
1. What are the kinds of hazards?

2. You are working in the kitchen when you noticed a water pipe close to the
motor pump is leaking. What will you do?
3. You are assigned to close the shop when you noticed the smoke coming
from the store room. What will you do?
FEEDBACK
1. Physical, mechanical/electrical, chemical, biological, psychosocial

environment
2. Report the matter to mu supervisor/ maintenance personnel
3. Get the fire extinguisher and put out the fire/make the necessary report
to the supervisor
LO 2. EVALUATE HAZARDS AND RISKS
ASSESSMENT CRITERIA
 Terms of maximum tolerable limits are identified based on threshold limit

values (TLV)
 Effects of hazards are determined
 OHS issues and concerns are identified in accordance with workplace
requirements and relevant workplace OHS legislation
CONTENTS
 TLV table
 Phil. OHS Standards
 Effects of hazards in the workplace
 Ergonomics
 EGG Regulations
CONDITIONS
 The students/trainees must be provided with the following:

 Hands-out
 Phil. OHS Standards
 Effects of hazards in the workplace
 Ergonomics
 EGG Regulations
 TLV Table
 CD’s, VHS tapes, transparencies
METHODOLOGIES
 Interactive – lecture
 Situations Analysis
 Symposium
 Film Viewing
 Group Dynamics
ASSESSMENT METHOD
 Interview
 Written Exam
 Simulation
Read, analyze and understand Try to read, analyze and understand the
Information Sheet No. 2 in order to information sheet by yourself.
evaluate hazards and risks and their
Approach your instructor if you have
indicators.
problems about the module.
Be able to know the forms of workplace
Use information sheet as guide in
hazards.
answering the elf-check.
Answer self-check to test your
knowledge in evaluating hazards and
risks.

the module.
EVALUATE HAZARDS AND RISKS
HAZARD is an accident in the making and not merely a dangerous work

situation. The more we are exposed to hazard, the greater the possibility of risk that
we encounter.
Since in the workshop/laboratory we are exposed to the use of machines or

equipment, there is a need to minimize if not avoids the occurrence of mechanical
hazards. Consider the following:
a. The point of operation – that point where work is performed on the

material,
Such as cutting, shaping, boring, or forming of stocks.
b. Power transmission apparatus – all components of the mechanical

System which transmit energy to the part of the machine performing the
work, including flywheels, pulleys, belts, connecting rods, coupling, cams,
spindles, chains, cranks, and gears.
c. Other moving parts – all parts of the machine which are working,
Reciprocating, rotating, and transverse motion parts as well as feed

mechanisms auxiliary parts of a machine.
WHY IS MACHINE SAFETY IMPORTANT?
a. Cause of service accidents

b. Loss of trained and skilled employee
c. Loss of production
d. Training cost of new employee
e. Overtime
f. Possible litigation
g. Accident investigation
WORKPLACE HAZARDS
 Asbestos
 Carbon monoxide
 Confined spaces
 Correctional health
 Electric and magnetic fields
 Falls from elevation
 Hazardous drug exposures in health care
 Heat stress
 Indoor environmental quality
 Latex allergies
 Lead
 Noise
 Silica
 Floods
HAZARDS AND RISKS OF THE NATURAL ENVIRONMENT
The natural environment provides many hazards and risks to health. Not all
of the examples below refer to chemical directly, but they are typical examples of
natural risks:
1. Radiation – aside from cosmic rays, radiation emanating naturally from

the earth’s crust affects us, too. At the same time, intake of radio nuclides
(substance which emit radiation) from food and water exposes humans to
some radio effects.
2. Minerals and metals – many carcinogenic and toxic materials and
minerals are found in the earth’s crust and they are also liberated by
mining and industrial activities.
3. Volcanoes – some of the compounds released during volcanic eruptions
are found to be carcinogenic.
4. Bacterial products – consuming food or water contaminated with toxins
produced by microorganisms such as bacteria, is one way to be exposed
to a naturally – occurring hazard.
5. Fungal products – some fungi produce serious health effects due to the
production of toxins which are carried on spores or dust particles through
the air.
INDICATORS OF HAZARDS AND RISKS
Hazards and the risks associated with them are everywhere, but when
known, measures can be taken to minimize or eliminate risk. When we go up or
down stairs, it is possible that we might fall, but the likelihood is that we will not.
Stairs are a hazard, the likelihood of injury is known as the risk. The latter is often
expressed as a fraction like 1 in 100 or 1 in a million.
Everything we do exposes us to hazards. However, it is HOW we do things

that determine the risk.
It is also the case that some hazards are only significant if we do something
in large amounts or for long periods of time. Drinking too much water can cause the
brain to expand and kill a person, but it is unlikely that many of us would ever drink
the amount necessary over a short period of time. Smoking one cigarette in your life
will not have much of an effect. Smoking 60 a day for 40 years will probably lead to
developing some kind of respiratory problem, if not worse.
We often assume, quite wrongly, that natural products or processes are

better for us than man-made ones. But standing in the sun for too long is much
more harmful than listening to a mobile phone. And while you would have to drink
a vast amount for it to be a problem, a single cup of coffee contains moiré
carcinogens than most of the synthetic substances we ever encounter.
In the United States Ethyl Alcohol is classified as a reproductive toxicant.

Drinking wine or other alcoholic beverages in moderation, but if consumed to
excess, they can have adverse effects on health.
The first rule of toxicology is that all substances produce an effect, but it is
the dose that decides whether the effects are adverse or beneficial.
SELF-CHECK:
1. What is hazard? What are the mechanical hazards that need to be

avoided?
2. Why is machine safety important?
3. What are examples of workplace hazards?
4. What are the hazards and risks of the natural environment?
5. How can we minimize or eliminate risk?
FEEDBACK
1. Is an accident in the making and not merely a dangerous work situation

The point of operation
Power transmission apparatus
Other moving parts
2. Cause of service accidents

Loss of trained and skilled employee
Loss of production
Training cost of new employee
Overtime
Possible litigation
Accident investigation
3. Asbestos
Carbon monoxide
Confined spaces
Correctional health
Electric and magnetic field
Falls from elevation
Hazardous drug exposures in health care
Heat stress
Indoor environmental quality
Latex allergies
Lead
Noise
Silica
4. Radiation
Minerals and metals
Volcanoes
Bacterial products
Fungal products
5. By knowing the hazards and the risks associated with them
LO3. Control hazards and risks
Assessment criteria
 OHS procedure for controlling hazards and risks are strictly

followed
 Procedures in dealing with workplace accidents, fire and
emergencies are followed in accordance with the organization’s
OHS policies
 Personal protective equipment is correctly used in accordance
with organization’s OHS procedures and practices
 Procedure in providing appropriate assistance in the event of
workplace emergencies are identified in line with the
established organization protocol
CONTENTS
 Safety Regulations
 Clean Air Act
 Electric and Fire Safety Code
 Waste Management
 Disaster Preparedness and Management
 Contingency Measures and Procedures
CONDITIONS
 The students/trainees must be provided with the following

 Safety Regulations
 Clean Air Act
 Electric and Fire Safety Act
 Waste Management
 Disaster Preparedness and Management
 Contingency Measures and Management
 OHS Personal Records
 PPE CD’s , VHS tapes, transparencies
METHODOLOGIES
 Interactive – lecture
 Symposium
 Film Viewing
 Group Dynamics
 Self pace
Read, analyze and understand Approach your instructor if you have

Information Sheet No. 3 which is about problems about the module.
control hazards and risks. LO – 3.
Read the information sheet by your self
Resort to the use of definition of terms
to unlock difficulties.
Answer self-check to test your
knowledge in controlling hazards and
risks.

the module.
CONTROL HAZARDS AND RISKS
OHS PROCEDURES FOR CONTROLLING HAZARDS AND RISKS
Classification of Electrical Accidents
1. Electric shock – caused by contact with charged or leak parts of electric

facilities.
2. Burns – caused by heat, radiation from heavy arcs, fire and explosion
from electric ignition of flammable vapors, gases, liquids and solids.
3. Mechanical injury – that leads to physical injuries due to false starting of
the machine, failure of control to operate, and eye injury from electric
arc.
Measures of Preventing Electric Shock

a. Grounding all machines, power tools and electric structures
b. Periodical maintenance of electric equipment
c. Inspection and maintenance of electric facilities
d. Wear insulation protective devices when handling live lines or
working near live lines.
Simple Rules to Follow
a. Do not guess whether an electric circuit is alive or not. Consider

every lie energized until proven otherwise.
b. Use proper instrument for testing circuit.
c. Always us safety devices when dealing with electricity.
d. Always lock safety switches and place tags before working on a
circuit so that no one else may close them while you are working.
e. Never work alone on any electrical lines, installations, etc.
f. Use danger signs and rope off dangerous areas.
g. In installing temporary electrical wiring apparatus, make every job
safe for everyone.
h. Always observe strictly the applicable rules of the Philippine
Electrical Code.
i. Allow only qualified men to work on electrical apparatus.
j. Always arrange for proper maintenance of equipment, loads and
wires, with careful follow-ups to see to it that insulation is in
proper condition.
Burns – an accident caused by strong light arc that may be due from electric
arc welding process, soldering electronic components, or through the
dissipation of electrical energy of components that produce heat.
Some Safety Practices to Avoid Burns
a. Resistors get very hot, especially those that carry high currents.
Stay away from then until they cool off.
b. Wear proper working clothes especially during welding process.
c. Use insulation-type electrode holder for arc welding.
d. Use welding machine having low output voltage.
e. Be on guard for all capacitors, which may still retain a charge.
f. Watch out with heat resistive load; stay away until they cool off.
Mechanical injury – this applies to all who work with tools and machinery. It
is a major concern of the technician and the safety lessons in the correct use
of tools and equipment to avoid mechanical injury.
Some Safety Practices to Avoid Mechanical Injury
a. Metal corners and sharp edges on chassis and panels can cut and
scratch. File them smooth.
b. Improper selection of the tool for the job can result in equipment
damage and personal injury.
c. Use proper eye protection when grinding, chirping, or working
with hot metals, which might splatter.
d. Do not attempt to operate machines without proper knowledge to
operate it.
e. Put tag marks on machines that are not functioning so that others
may know.
SELF-CHECK
1. What are the classifications of electrical accidents?

2. What are the measures to prevent electrical shock?
3. What are some safety practices to avoid burns?
4. What are some safety practices to avoid mechanical injury?
5. Explain: “Prevention is better than cure”.
Feedback
1. Electric shock, burns, mechanical injury

2.
a. Grounding all machines, power tools and electrical structures

b. Periodical Maintenance of electric equipment
c. Inspection and maintenance of electric facilities
d. Wear insulation protective devices when handling live lines or
working near live lines.
3.
a. Resistors get very hot, especially those that carry high currents.
Stay away from then until they cool off.
b. Wear proper working clothes especially during welding process.
c. Use insulation-type electrode holder for arc welding.
d. Use welding machine having low output voltage.
f. Be on guard for all capacitors, which may still retain a charge.
g. Watch out with heat resistive load; stay away until they cool off.
4.
a. Metal corners Metal corners and sharp edges on chassis and
panels can cut and scratch. File them smooth.
b. Improper selection of the tool for the job can result in
equipment damage and personal injury.
c. Use proper eye protection when grinding, chirping, or working
with hot metals, which might splatter.
d. Do not attempt to operate machines without proper knowledge
to operate it.
e. Put tag marks on machines that are not functioning so that
others may know.
5. Answers may vary.
LO4. Maintain occupational health and safety awareness
Assessment criteria
 Procedures in emergency related drill are strictly followed in line with the
established organization guidelines and procedures.
 OHS personal records are filled out in accordance with workplace
requirements
 PPE are maintained in line with organization guidelines and procedures
CONTENTS
 Operational health and safety procedures, practices and regulations

 Emergency-related drills and training
CONDITIONS
 Workplace
 PPE
 Health record
METHODOLOGIES
 Interactive – lecture
 Simulation
 Symposium
 Film Viewing
 Group Dynamics
ASSESSMENT METHOD
 Demonstration
 Interview
 Written Exam
 Portfolio Assessment
Read Information Sheet No.4 to Try to read, analyze and understand

maintain occupational health and the module by yourself.
safety awareness, know the different Approach the instructor if you have
personal protective equipment and the problems about the module.
protection derived out of them.
Answer the self-check without looking
Answer self-check to test your at the module and the feedback.
knowledge in maintaining occupational
health and safety awareness.
Consult definition of terms to unlock

difficulties.

the module.
MAINTAIN OCCUPATIONAL HEALTH AND SAFETY

AWARENESS
GEAR UP FOR SAFETY
Personal Protective Equipment (PPE) provides another barrier between you

and serious injury. The following table serves as your guide:
Body Part PPE Protection
Head Hard hat (helmet) Protects you if you bump your head or
get hit by a falling object, protects the
falling of hair/louse on food being
prepared
Eyes Safety glasses, goggles, Protect you from sparks, fragments,

face shield bright light, and splashes of oil or
chemicals
Ears Ear plugs, era muffs Protect your hearing. In high noise
areas, you may need both
Arms, legs, Special shirt, coat, Protect you from heat or chemicals, or
and body pants, apron, overalls prevents cuts and bruises
Hands Gloves Protect you when handling sharp, greasy

or oily materials
feet Steel to or foot guards Protect your feet from falling objects or
machine m movement
ERGONOMICS – a principle required of a trainee or worker to be always on the

guard in times of emergency or difficult situation and be able to execute the right
move.
Ergonomics ensure if there is a choice of either:
1. Preventing access during dangerous fixed enclosing guards

movable guards with interlocking switches
two hand controls
2. Preventing dangerous motion access
Photoelectric hand curtains
Pressure sensitive mats
Pressure sensitive edges
REQUIREMENTS FOR SAFEGUARDS
 Prevent contact
 Be secure and durable
 Protect against falling objects
 Create no new hazard
 Create no interference
 Allow safe maintenance
MACHIN GUARDS WARD OFF DANGER
Fixed guards provide a barrier between a person and the point of operation.
These include fences, gates, and protective covers for blades, presses and all moving
parts.
Interlocking guards, when opened or removed, disengage the machine’s

power source. It cannot be restarted until the guard is replaced.
Adjustable guard provides a barrier that can be adjusted to many different

operations, such as varying sizes of stock.
Self – adjusting guards are barriers that move, or self-adjust, according to

the size or position of work. The guard returns to its resisting position when no
material is passing through.
MAKE THE MOST OSE OF MACHINE
 Understand the hazards around you.

 Use all machine guards and safety devices.
 Don’t operate a machine that does not have working instructions.
 Wear the right personal protective equipment for your job.
 Prevent accidents by staying alert and keeping machines maintained
properly.
 Always follow safe lock-out/tag-out procedures.
 Be prepared for emergencies.
 Machine safety and productivity go hand-in-hand.
The 5S of GOOD HOUSEKEEPING
SEIRI - sort/cleaning up
SEITON - systematize/organize
SEISO - sweep/sanitize/clean
SEIKETSU - standardize
SHITSUKE - self-discipline/training
5S is not only a matter of housekeeping. It is an integrated approach for

productivity, improvement and ensures production, quality, and delivery on time,
safety, and morale.
SELF-CHECK
1. Enumerate some PPE and their corresponding function.

2. Enumerate the 5S of Good housekeeping and tell something about each.
3. Why are machine guards important in the work place?
FEEDBACK
1. Apron, gloves, goggles, hair net, hard hat, shield, etc.
2. SEIRI - sort/cleaning up
SEITON - systematize/organize
SEISO - sweep/sanitize/clean
SEIKETSU - standardize
SHITSUKE - self-discipline/training
3. Allow varied answers.

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Course: Basic Competencies

RICE MACHINE OPERATION NC II

Participate in Workplace Communication

Participating in Workplace Communication

Summary of Learning Outcomes:

Upon completion of this module, the students/trainees should be able to:

1. Obtain and convey workplace information

1. Specific relevant information is accessed from appropriate sources.

HOW TO USE THIS LEARNING GUIDE

This Competency-Based Learning Material contains activities for you to

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

Recognition of Prior Learning (RPL)

 May have been working for some time

LO1. Obtain and convey workplace information

Learning Activities Special Instructions

BASIC COMPETENCY : COMMUNICATIONS

UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE

MODULE DESCRIPTOR : This module covers the knowledge, skills and

SUGGESTED DURATION : 4 hours

PREREQUISITE : Receive and Respond to Workplace Communication.

SUMMARY OF LEARNING OUTCOMES:

LO1. Obtain and convey workplace information

LO2. Complete relevant work related documents.

LO3. Participate in workplace meeting and discussion.

1. Specific relevant information is accessed from appropriate sources.

2. Effective questioning, active listening and speaking skills are used to

3. Appropriate medium is used to transfer information and ideas.

4. Appropriate non-verbal communication is used.

5. Appropriate lines of communication with superiors and colleagues are

6. Defined workplace procedures for the location and storage of information

7. Personal interaction is carried out clearly and concisely.

The students/ trainees must be provided with the following:

 Writing materials (pen & paper)

L02. COMPLETE RELEVANT WORK RELATED DOCUMENTS

1. Ranges of forms relating to conditions of employment are completed

2. Workplace data is recorded on standard workplace forms and documents.

3. Basic mathematical processes are used for routine calculations.

The students/trainees must be provided with the following:

1. Team meetings are attended on time.

4. Workplace interactions are conducted in a courteous manner appropriate

5. Questions about simple routine workplace procedures and matters

6. Meeting outcomes are interpreted and implemented.

The students/trainees must be provided with the following:

Consider the simple example:

 Terry: “I won’t make it to work again tomorrow; this headache keeps me

In any communication at least some of the “meaning” lost in simple transmission of

Similarly, the bass goes through a complex a complex communication process in

Communications is so difficult because at each step in the process there major

It is critical it understand this process, understand and be aware of the potential

It is also very important to understand that a majoring of communication is non-

INFORMATION SHEET NO.2

“Communication is not simply sending a message; it is creating understanding

Hertha A. Murphy and Herbert W. Hildebrant

“Communication is the process of transmitting meaning between individuals”.

“Communication is the process of all social existence”.

To be an effective worker it is necessary to have the skills and confidence to

Communication can be of three forms.

2. Written communication includes:

3. Non-verbal communication includes:

Information Sheet No.3