UC1 Lead Workplace Communication

COMPETENCY-BASED LEARNING MATERIAL
Sector: Technical Vocational Education and Training (TVET)
Qualification Title: Trainers’ Methodology (TM) Level 1

(Trainer/Assessor)
Unit of Competency: Lead Workplace Communication
Module Title: Leading Workplace Communication
Las Navas CBLM in Date Developed: August 2020 Document No:

Agro-Industrial Lead Workplace Developed by: Sheila Mor R. Loberita Issued by: LNAIS Page 1
LNAIS QA SYSTEM School Communication Date Revised: October 30, 2020 Revision #: 0 of 47
HOW TO USE THIS COMPETENCY-BASED
LEARNING MATERIAL
Welcome to this module: Leading Workplace Communication, the 1st

Basic Competency for Trainer’s Methodology Level 1.
Unit of Competency Lead Workplace Communication covers the

knowledge, skills and attitude required to lead in the dissemination and
discussion of ideas, information and issues in the workplace.
This module contains training materials and activities for you to complete.
You are required to go through a series of learning activities in order to complete
each learning outcome. In each learning outcome are Information Sheets, Self-
Checks, Assignment, Task or Job Sheets. Follow the activities on your own. If you
have questions, feel free to ask your facilitator for assistance.
Remember to:
• Read and understand information sheets and answer self-checks.
• Perform the task or job sheets. Use the performance criteria checklists
that follow the sheets.
• When you feel confident that you have had sufficient practice, ask
your facilitator to evaluate you. The results of your assessment will
be recorded in your Progress Chart and Achievement Chart.
You need to complete this module and pass the Institutional Competency
Evaluation before you can perform the next module.

Basic Competency
Competency-Based Learning Material
List of Basic Competencies
NO. UNIT OF COMPETENCY MODULE TITLE CODE
1. Lead Workplace Leading Workplace

500311109
Communication Communication
Apply Math and Science Applying Math and Science
2. Principles in Technical Principles in Technical 500232101
Training Training
Apply Environmental Applying Environmental
3. Principles and Advocate Principles and Advocate 500232102
Conservation Conservation
Utilize IT Applications in Utilizing IT Applications in
4. 500232103
Technical Training Technical Training
5. Lead Small Teams Leading Small Teams 500311110
Apply Work Ethics, Applying Work Ethics,

6. Values and Quality Values and Quality 500232104
Principles Principles
Work Effectively in Working Effectively in
7. Vocational Education Vocational Education and 500232105
and Training Training
Foster and Promote a Fostering and Promoting a
8. 500232106
Learning Culture Learning Culture
Ensure Healthy and Safe Ensuring Healthy and Safe

9. 500232107
Learning Environment Learning Environment
Maintain and Enhance Maintaining and Enhancing

10. 500232108
Professional Practice Professional Practice
Develop and Promote Developing and Promoting

Appreciation for Cost- Appreciation for Cost-
11. 500232109
Benefits of Technical Benefits of Technical
Training Training
Develop and Promote Developing and Promoting

12. Understanding of Global Global Understanding of 500232110
Labor Markets Labor Markets

MODULE CONTENTS
UNIT OF COMPETENCY : Lead Workplace Communication
MODULE TITLE : Leading Workplace Communication
UNIT CODE : 500311109
MODULE DESCRIPTION : This unit covers the knowledge, skills and

attitudes required to lead in the dissemination
and discussion of ideas, information and issues
in the workplace.
NOMINAL DURATION : 8 hours
PREREQUISITE : None
SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO 1: Communicate Information about Workplace Process

LO 2: Lead Workplace Discussions
LO 3: Identify and Communicate Issues Arising in the Workplace

TABLE OF CONTENTS
How to Use this Competency-Based Learning Module - - - - - - - - - - - - - 2
List of Competencies -------------------------------- 3
Module Content - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4
Table of Contents - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5
LEARNING OUTCOME 1: COMMUNICATE INFORMATION ABOUT

WORKPLACE PROCESS - - - - - - - - - - - - - - 6
Learning Experiences - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7
Information Sheet 1.1-1 Methods of Communication - - - - - - - - - - - - - 8
Self-Check 1.1-1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9
Answers Key 1.1-1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10
Information Sheet 1.1-2 Effective Verbal and Nonverbal Communication
Method - - - - - - - - - - - - - - - - - - - - - - - - - - - 11
Self-Check 1.1-2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13
Answers Key 1.1-2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14
Information Sheet 1.1-3 Communication Etiquette - - - - - - - - - - - - - - - 15
Self-Check 1.1-3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 17
Answers Key 1.1-3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 18
Information Sheet 1.1-4 Communication Strategies - - - - - - - - - - - - - - 19
Self-Check 1.1-4 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 22
Answers Key 1.1-4 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 23
LEARNING OUTCOME 2: LEAD WORKPLACE DISCUSSIONS - - - - - - 24

Learning Experiences - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 25
Information Sheet 1.2-1 Leading Group Discussions - - - - - - - - - - - - - 26
Self-Check 1.2-1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 28
Answers Key 1.2-1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 29
Information Sheet 1.2-2 Communication Ethics - - - - - - - - - - - - - - - - 30
Self-Check 1.2-2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 32
Answers Key 1.2-2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 33
Information Sheet 1.2-3 Communication Dissemination Process - - - - - 34
Self-Check 1.2-3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 36
Answers Key 1.2-3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 37
LEARNING OUTCOME 3: IDENTIFY AND COMMUNICATE ISSUES

ARISING IN THE WORKPLACE - - - - - - - - 38
Learning Experiences - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 39
Information Sheet 1.3-1 Workplace Problems and Issues - - - - - - - - - - 40
Self-Check 1.3-1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 42
Answers Key 1.3-1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 43
Information Sheet 1.3-2 Problems/Issues and Resolution - - - - - - - - - - 44
Self-Check 1.3-2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 46
Answers Key 1.3-2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 47
References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 48

WORKPLACE PROCESS
CONTENTS:
• Methods of Communication
• Effective Verbal and Nonverbal Communication Methods
• Communication Etiquette
• Communication Strategies
ASSESSMENT CRITERIA:
1. Appropriate communication method is selected.
2. Multiple operations involving several topics areas are communicated
accordingly.
3. Questions are used to gain extra information.
4. Correct sources of information are identified.
5. Information is selected and organized correctly.
6. Verbal and written reporting is undertaken when required.
7. Communication skills are maintained in all situations.
CONDITION:
Students/trainees must be provided with the following:
• Handouts or reference materials/books on the above stated contents
• PC/printer or laptop/printer with internet access
• Bond paper
• Ball pens/pencils and other office supplies and materials
• Communication resources
• Workplace or simulated environment
METHODOLOGIES:
• Modular
• Self-paced Learning
• Interactive Lecture
• Oral Presentation
ASSESSMENT METHODS:
• Oral Questioning
• RPL Portfolio Presentation
• Demonstration

LEARNING EXPERIENCES
WORKPLACE PROCESS
Learning Activities Special Instructions
Read Information Sheet 1.1-1 on

Methods of Communication
Go through the Information
Sheets and answer the Self-Checks
Answer Self-Check 1.1-1
to ensure that knowledge in
Compare answers with Answer Key 1.1-1
Communicating Information
about Workplace Process is
acquired.
Effective Verbal and Nonverbal
Communication Methods
After doing all the activities,
Answer Self-Check 1.1-2 you may now proceed to the next
Compare answers with Answer Key 1.1-2 learning outcome on Leading
Workplace Discussions.
Communication Etiquette


Communication Strategies


INFORMATION SHEET 1.1-1
Methods of Communication
Learning Objectives: AFTER READING THIS INFORMATION SHEET, YOU

MUST be able to:
1. define what communication skill is; and
2. identify the types of communication.
Communication Skills are vital to a healthy, efficient

workplace. Often categorized as a “soft skill” or
interpersonal skill, communication is the act of sharing
information from one person to another person or group
of people. There are many different ways to communicate,
each of which play an important role in sharing information.
FOUR TYPES OF COMMUNICATION
1. Verbal Communication – it is the use of language to transfer information

through speaking or sign language. It is one of the most common types, often
used during presentations, video conferences and phone calls, meetings and
one-on-one conversations. Verbal communication is important because it is
efficient. It can be helpful to support verbal communication with both
nonverbal and written communication.
2. Nonverbal Communication – is the use of body language, gestures and facial
expressions to convey information to others. It can be used both intentionally
and unintentionally. For example, you might smile unintentionally when you
hear a pleasing or enjoyable idea or piece of information. Nonverbal
communication is helpful when trying to understand others’ thoughts and
feelings.
3. Written Communication – is the act of writing, typing or printing symbols
like letters and numbers to convey information. It is helpful because it
provides a record of information for reference. Writing is commonly used to
share information through books, pamphlets, blogs, letters, memos and more.
Emails and chats are a common form of written communication in the
workplace.
4. Visual Communication – is the act of using photographs, art, drawings,
sketches, charts and graphs to convey information. Visuals are often used as
an aid during presentations to provide helpful context alongside written
and/or verbal communication. Because people have different learning styles,
visual communication might be more helpful for some to consume ideas and
information.

SELF-CHECK 1.1-1
TRUE or FALSE
Directions: Write TRUE if the statement is correct about the Methods of

Communication and FALSE if not.
1. Eye contact, facial expressions, gestures, posture, and the distance

between two individuals are nonverbal platform that are used for
transmission of messages.
2. When communication is done face-to-face that means you are right next
to the person you are communicating with.
3. The importance of communication is for us to gossip with our friends.
4. Gesticulation helps the speaker communicate effectively with an audience.
5. Good communications help us build better relationship with other people.

ANSWER KEY 1.1-1
1. True
2. True
3. False
4. True
5. True

Effective Verbal and Nonverbal Communication Methods

MUST be able to:
1. explain what verbal and nonverbal communication is;
2. identify the strategies of effective verbal communication; and
3. give examples of nonverbal communication.
Verbal Communication is the use of words to share information with other

people. It can therefore include both spoken and written communication.
However, many people use the term to describe only spoken communication.
Nonverbal Communication includes facial expressions, the tone and pitch

of the voice, gestures displayed through body language (kinesics) and the
physical distance between the communicators (proxemics). These non-verbal
signals can give clues and additional information and meaning over and above
spoken (verbal) communication. Indeed, some estimates suggest that around 70
to 80% of communication is non-verbal.
STRATEGIES FOR EFFECTIVE VERBAL COMMUNICATION

• Focus on the issue, not the person. Try not to take everything personally,
and similarly, express your own needs and opinions in terms of the job at hand.
Solve problems rather than attempt to control others.
• Be genuine rather than manipulative. Be yourself, honestly and openly. Be
honest with yourself and focus on working well with the people around you and
acting with integrity.
• Empathize rather than remain detached. Although professional
relationships entail some boundaries when it comes to interaction with
colleagues, it is important to demonstrate sensitivity, and to really care about
the people you work with. If you don’t care about them, it will be difficult for
them to care about you when it comes to working together.
• Be flexible towards others. Allow for other points of view and be open to other
ways of doing things. Diversity brings creativity and innovation.
• Value yourself and your own experiences. Be firm about your own rights and
needs. Undervaluing yourself encourages others to undervalue you, too. Offer
your ideas and expect to be treated well.
 Use affirming responses. Respond to other in ways that acknowledge their
experiences. Thank them for their input. Affirm their right to their feelings, even
if you disagree. Ask questions, express positive feeling; and provide positive
feedback when you can.

EXAMPLES OF EFFECTIVE NONVERBAL COMMUNICATION
• Eye Contact – maintain consistent eye contact to

demonstrate interest and sincerity. Eye contact can
show the other person that you are self-confident
and a good listener. The Help Guide mental health
website states that it also gives you
a chance to read facial cues. Keep your eye contact natural. Drop it
occasionally so the other person does not feel like you are staring.
• Facial Expressions – anyone can recognize a smile or frown and gauge its
meaning, regardless of where they come from or what language they speak.
Allow your face to reflect your feelings, but don't overdo it. Exaggerated
expressions can seem insincere. You can also use your face to break tension
by maintain a "soft" expression when a conversation is getting heated. Letting
anger show can agitate the other person further, while a calm expression may
help keep her calm too.
• Touch – touch can communicate effectively in a variety

of circumstances. For example, the firmness of your
handshake can show the other person you are self-
confident you are meeting for the first time. A gentle
touch on the shoulder can show empathy when someone
is getting emotional. A hug can be friendly, comforting or
caring when used with someone you know well. Be
careful of how you use touch with strangers and co-
workers, so it is not interpreted as inappropriate.
• Space – you can help maintain the other person's comfort level and show
respect if you maintain a proper amount of personal space. It is normal for
people in some cultures to get very close to others, but some tend to value
their space. The other person might feel intimidated or disrespected if you
don't keep a proper distance.
• Gestures – some people "speak with their hands," punctuating their words
with expansive hand gestures. This can emphasize your words but be careful
of doing it to an extreme. Keep your hand gestures small and natural, letting
them emphasize what you are saying without overwhelming your words.

SELF-CHECK 1.1-2
IDENTIFICATION
Directions: Write VC if it is an example of Verbal Communication and NVC if
it is a Nonverbal Communication. Write your answer on your answer sheet.
1. She pats her best friend’s shoulder to console her.
2. The mayor gives his welcoming message.
3. The secretary talks to her colleague through telephone.
4. That stranger man winks at me.
5. Her face saddened after she heard the news.

ANSWER KEY 1.1-2
1. NVC
2. VC
3. VC
4. NVC
5. NVC

Communication Etiquette

MUST be able to:
1. Discuss what is communication protocol; and
2. differentiate the types of communication protocol.
Nearly 35% of employees are stressed out by work communications after

hours. Millennials were most likely to feel anxious about late-night work
correspondence.
Employees are more connected than ever because of the digital revolution
and as such they’re more likely to be affected by one another’s behavior.
ETIQUETTE RULES FOR COMMUNICATION
1. Don’t Use a Speakerphone. Roughly 70% of employees found using a

speakerphone in a shared or open office to be unacceptable. If it’s a call,
you need to take hands-free, use a headset or find a private room to avoid
distracting your coworkers.
2. Gossiping isn’t Good Team Building. Talk about the weather, sports,
upcoming events, or send a sweet GIF, but whatever you do don’t fall into
gossiping as a way to relate with coworkers.
3. Don’t Use All Caps. Using all caps indicates an aggressive tone, or a lack
of digital skills, neither of which will be appreciated by coworkers. The only
time caps are acceptable in the workplace is when you are sending.
4. Reply Carefully. More than 60% of employees consider it poor workplace
etiquette to hit reply-all to emails. This rule requires some finesse. Don’t
reply all to an email asking for your order for the staff lunch. Do reply to
all department-wide update to make sure everyone knows you’re on the
same page.
5. Politics aren’t Welcome. More than half of employees think it’s
inappropriate to discuss politics in the workplace. Even if you think your
political interests are aligned with your coworkers, it’s best to keep politics
or off the clock.
6. Silence Your Phone. You’re going to compulsively check your phone at
least once every half hour anyway, do you really need a ringtone or
vibration for every notification? Your coworkers certainly don’t think you
do.
7. Don’t Copy the Whole Team. Before sending an email, ask yourself: Who
needs to see this? If it’s not something that the entire organization needs
to know, there’s no reason why everyone should be copied. Be more
selective when sending general correspondence to coworkers.

8. Take Calls When You’re Available. It should be clear that taking a call
while going to the bathroom is poor workplace etiquette, but roughly 45%
of employees think it’s still worth mentioning. It’s embarrassing to have to
reschedule a call because of your bladder, but it’s far more uncomfortable
for everyone involved to be on a call while you’re using the restroom.
9. Use Styles Appropriately. 40% of workers think the improper use of bolds
or italics in work communications is unacceptable. This is somewhat
similar top using all cap in the way that it could convey an unintended
tone. Bold/Italics also tend to draw the attention of the eye, so if a random
word is bolded or italized it can be confusing and distract viewers from the
message itself.
10. Keep Your Jokes to Yourself. More than a third of employee thinks its
poor workplace etiquette to send joke emails to the entire team. It really
depends on your work culture whether or not it’s appropriate to send joke
emails, but the important qualifier here is ‘to the entire team.’ Rarely, if
ever, will there be an occasion for you to send an unsolicited joke email to
your entire organization.

SELF-CHECK 1.1-3
TRUE or FALSE
Directions: Write TRUE if the statement is correct about the Workplace
Etiquette Rules for Communication and FALSE if not. Write your answer on your
answer sheet.
1. When you are dishing out information, keep in short, to the point,
meaningful and appealing.
2. It is fine to caps texts or emails about work to your boss, anyway he’s your
cousin.
3. Bolding text is fine, it emphasizes what you wanted to say.
4. It doesn’t matter if you’re an expert in multitasking, giving your sole

attention on another person will always be appropriate.
5. When you want to talk to someone in the office, first, check if they’re not
busy.

ANSWER KEY 1.1-3
1. True
2. False
3. False
4. True
5. True

Communication Strategies

MUST be able to:
1. explain what communication is; and
2. identify the types of communication strategies.
Communication is the exchange of information between a sender and a

receiver. It used to be that you only had to worry about the way you
communicated face-to-face or on paper. Technology has changed this
completely. It is important for people to consider every aspect of how they are
relaying information. This is where communication strategies come into play.
Communication strategies are the blueprints for how this information will be
exchanged.
TYPES OF COMMUNICATION STRATEGIES
1. Verbal Communication is used to express emotion, to teach and to
inspire. It is the exchange of messages using orally spoken words. Verbal
communication examples are talking on the phone, talking to someone in
person or making a presentation. Using verbal communication strategies
can help improve your verbal communication skills and effectiveness.
Implement different strategies to achieve the goal of accurately relaying a
message and ensuring you’re hearing the proper message being sent back
to you.
2. Nonverbal Communication strategies consist of mostly visual cues, such
as body language, facial expressions, physical distance between
communicators, or the tone of your voice. These cues are typically not
intended. However, it is important to realize the message you are sending.
Otherwise, you may be saying one thing, yet the receiver is hearing
another.
3. Visual Communication strategies can be seen through signs, webpages,
and illustrations. These strategies are used in the workplace to draw
attention and provide documentation. Human resources are required to
post certain visuals throughout the workplace to comply with safety laws.
STRATEGIES FOR ACTIVE LISTENING
• Stop. Focus on the other person, their thoughts

and feelings. Consciously focus on quieting your
own internal commentary, and step away from your
own concerns to think about those of the speaker.
Give your full attention to the speaker.

• Look. Pay attention to non-verbal messages, without
letting yourself be distracted. Notice body language and
non-verbal cues to allow for a richer understanding of
the speaker’s point. Remember that “active listeners
need to communicate to the speaker that they are
involved and giving the person unconditional attention”.
• Listen. Listen for the essence of the speaker’s

thoughts: details, major ideas and their meanings.
Seek an overall understanding of what the speaker
is trying to communicate, rather than reacting to
the individual words or terms that they use to
express themselves.
• Be Empathetic. Imagine how you would feel in their circumstances. Be

empathetic to the feelings of the speaker, while maintaining a calm center
within yourself. You need not be drawn into all of their problems or issues,
as long as you acknowledge what they are experiencing.
• Ask Questions. Use questions to clarify your understanding, as well as to

demonstrate interest in what is being said.
• Paraphrase. If you don’t have any specific questions to ask, you may
choose to repeat back to the speaker, in your own words, what you have
taken away, in order to allow the speaker to clarify any points (Weger et
al., 2010).
STRATEGIES FOR ACCURATE PERCEPTION
• Analyze your Own Perceptions. Question your perceptions and think

about how they are formed. Check in with others around you regularly
and be aware of assumptions that you are making. Seek additional
information and observations. You may just need to ask people if your
perceptions are accurate.
• Work on Improving your Perception. Increase your awareness of

barriers to perception, and which ones you tend towards. Check in with
yourself regularly. Seek honest, constructive feedback from others
regarding their perceptions of you as a means of increasing your self-
awareness.
• Focus on Others. Develop your ability to focus on other people and

understand them better by trying to gather knowledge about them,
listening to them actively, and imagining how you would feel in their
situation.

STRATEGIES FOR EFFECTIVE VERBAL COMMUNICATION
• Focus on the Issue, Not the Person. Try not to take everything
personally, and similarly, express your own needs and opinions in terms
of the job at hand. Solve problems rather than attempt to control
others. For example, rather than ignoring a student who routinely answers
questions in class with inappropriate tangents, speak with the student
outside of class about how this might disrupt the class and distract other
students.
• Be Genuine rather than Manipulative. Be yourself, honestly and openly.

Be honest with yourself and focus on working well with the people around
you and acting with integrity.
• Empathize rather than Remain Detached. Although professional

relationships entail some boundaries when it comes to interaction with
colleagues, it is important to demonstrate sensitivity, and to really care
about the people you work with. If you don’t care about them, it will be
difficult for them to care about you when it comes to working together.
• Be Flexible Towards Others. Allow for other points of view and be open
to other ways of doing things. Diversity brings creativity and innovation.
• Value Yourself and Your Own Experiences. Be firm about your own
rights and needs. Undervaluing yourself encourages others to undervalue
you, too. Offer your ideas and expect to be treated well.
• Use Affirming Responses. Respond to other in ways that acknowledge

their experiences. Thank them for their input. Affirm their right to their
feelings, even if you disagree. Ask questions, express positive feeling; and
provide positive feedback when you can.

SELF-CHECK 1.1-4
TRUE or FALSE
Directions: Write TRUE if the statement is correct and FALSE if not. Write
your answer on your answer sheet.
1. Always welcome other people’s ideas and thank them for their input.
2. You can clarify things to the speaker, by using your own words, from what
you have heard from him/her.
3. It is all right not to listen to other point of views; your thoughts are already
enough.
4. Paying attention to what the speaker is saying is not that important,

he/she can’t see you anyway.
5. You need to focus on the body language, it sends message too.

ANSWER KEY 1.1-4
1. True
2. True
3. False
4. False
5. True

LEARNING OUTCOME 2: LEAD WORKPLACE DISCUSSIONS
CONTENTS:
• Leading Group Discussions
• Communication Ethics
• Communication Dissemination Process
1. Response to workplace issues are sought
2. Response to workplace issues are provided immediately
3. Constructive contributions are made to workplace discussions on
such issues as production, quality and safety
4. Goals/objectives and action plan undertaken in the workplace are
communicated
CONDITION:

• Bond paper
METHODOLOGIES:
• Modular
• Interactive lecture
• Oral presentation
ASSESSMENT METHODS:
• Oral Questioning
• Demonstration

LEARNING OUTCOME 2: LEAD WORKPLACE DISCUSSIONS
Read Information Sheet 1.2-1 on Go through the Information

Leading Group Discussions Sheets and answer the Self-Checks
to ensure that knowledge in
Answer Self-Check 1.2-1 Leading Workplace Discussions
Compare answers with Answer Key 1.2-1 is acquired.
Read Information Sheet 1.2-2 on Likewise, be able to perform
Communication Ethics the task stated in the Task Sheet.
Answer Self-Check 1.2-2 Make sure you are following its
Compare answers with Answer Key 1.2-2 Performance Criteria.
Read Information Sheet 1.2-3 on After doing all the activities,
Communication Dissemination Process you may now proceed to the next
learning outcome on Identifying
Answer Self-Check 1.2-3 and Communicating Issues
Compare answers with Answer Key 1.2-3 Arising in the Workplace.

Leading Group Discussions

MUST be able to:
1. explain what a group discussion is; and
2. identify the point of group discussion.
Group Discussion is a critical conversation about a

particular topic, or perhaps a range of topics, conducted
in a group of a size that allows participation by all
members. A group of two or three generally doesn’t need
a leader to have a good discussion, but once the number
reaches five or six, a leader or facilitator can often be
helpful. When the group numbers eight or more, a leader
or facilitator, whether formal or informal, is almost always
helpful in ensuring an effective discussion.
Possible Purposes for a Group Discussion

• Create a new situation – form a coalition, start an initiative, etc.
• Explore cooperative or collaborative arrangements among groups or
organizations
• Discuss and/or analyze an issue, with no specific goal in mind but
understanding
• Create a strategic plan – for an initiative, an advocacy campaign, an
intervention, etc.
• Discuss policy and policy change
• Air concerns and differences among individuals or groups
• Hold public hearings on proposed laws or regulations, development, etc.
• Decide on an action
• Provide mutual support
• Solve a problem
• Resolve a conflict
• Plan your work or an event
Point of Group Discussion

• Gives everyone involved a voice. Whether the discussion is meant to form
a basis for action, or just to play with ideas, it gives all members of the
group a chance to speak their opinions, to agree or disagree with others,
and to have their thoughts heard. In many community-building
situations, the members of the group might be chosen specifically because
they represent a cross-section of the community, or a diversity of points of
view.
• Allows for a variety of ideas to be expressed and discussed. A group is

much more likely to come to a good conclusion if a mix of ideas is on the
table, and if all members have the opportunity to think about and respond
to them.

• Is generally a democratic, egalitarian process. It reflects the ideals of most
grassroots and community groups and encourages a diversity of views.
• Leads to group ownership of whatever conclusions, plans, or action the

group decides upon. Because everyone has a chance to contribute to the
discussion and to be heard, the final result feels like it was arrived at by
and belongs to everyone.
• Encourages those who might normally be reluctant to speak their

minds. Often, quiet people have important things to contribute, but aren’t
assertive enough to make themselves heard. A good group discussion will
bring them out and support them.
• Can often open communication channels among people who might not
communicate in any other way. People from very different backgrounds,
from opposite ends of the political spectrum, from different cultures, who
may, under most circumstances, either never make contact or never trust
one another enough to try to communicate, might, in a group discussion,
find more common ground than they expected.
• Is sometimes simply the obvious, or even the only, way to proceed. Several
of the examples given at the beginning of the section – the group of parents
concerned about their school system, for instance, or the college class –
fall into this category, as do public hearings and similar gatherings.

SELF-CHECK 1.2-1
TRUE or FALSE
Directions: Write TRUE if the statement is correct about group discussion,
and FALSE if not. Write your answers on your answer sheet.
1. Everyone has a chance to contribute to the discussion and to be heard.
2. Good group discussion encourages people to speak their mind.
3. Group discussion reflects the ideals of most grassroots and community

groups and encourages a diversity of views.
4. It is a critical conversation about a particular topic, or perhaps a range of

topics, conducted in a group of a size that allows participation by all
members.
5. Allows for a variety of ideas to be expressed and discussed.

ANSWER KEY 1.2-1
1. True
2. True
3. True
4. True
5. True

Communication Ethics

MUST be able to:
1. describe what is communication ethics; and
2. identify the principles of ethical communication.
Communication Ethics maintains the

correct balance between the speaking and
listening. The principle of honesty on both sides
should be completely applied because any amount
of insincerity from either the listener or the
speaker would not be prudent.
PRINCIPLES OF ETHICAL COMMUNICATION

1. Be Truthful and Honest - being honest means communicating what is known
to be true (only 100 percent the facts) to a listener, with no intent to deceive or
present only parts of the truth. It also means being as objective as possible, that
is, not tailoring the story based on what the speaker wants the listener to believe.
2. Active Listening - hearing someone and listening to them are two different
things. In order for ethical communication to be effective, it is necessary for the
recipient to pro-actively listen to the speaker, and to not just hear what they
want to hear, or to hear only parts of the conversation. This also means asking
questions when any point is not completely understood, for the sake of
clarification.
3. Speak Non-Judgmentally - ethically and concisely communicating means
speaking in a non-judgmental manner with every recipient, negating
unnecessary conflict, which typically creates a breakdown in communication
and causes misunderstandings. Unnecessary conflict is never good for any
business, and such conflicts usually result from unethical communications,
with judgmental, accusatory, and overly-critical comments often being the
catalyst for such breakdowns in communication.
4. Speak from Your Own Experience - bringing your personal experience into
a dialogue with business listeners is important, providing backup for your
arguments with something more tangible. Such a communication method
(experiential communication) paints a complete picture for your audience and
helps to prove your points so that the listeners have a better understanding of
what is being said.
5. Consider the Receiver’s Preferred Communication Channel - you risk
losing an audience if you use a communication channel that is not preferred by
your intended receiver. To effectively communicate with your listeners, use the
most preferred communication channel, whether that be face-to-face, email,
conference call, phone call, messenger app, etc. Also, when presenting data to a
business audience, be aware of the preferred method of presentation for that
business, whether it be graphs, slides, PowerPoint presentations, etc.

6. Strive to Understand - while it is important to be proactive in listening, it is
important for listeners to also strive to fully understand what is being said before
responding. While asking for clarification or confirmation of a point is fine, many
times questions that listeners pose have already been answered. Listeners
should think about what has been said before constructing a reply. Reading “in
between the lines” is also an important skill that allows for understanding
what isn’t said but was implicitly said or implied.
7. Avoid a Negative Tone - ethically communicating assumes the speaker will

avoid rudeness, be polite and professional, and have tact. The ethical
communicator knows that it’s not only important what you say, but how you say
it. Tone is one of the most critical facets of communication. A listener may miss
the meaning altogether if the tone is wrong, which can lead to unnecessary
confrontations that decrease business productivity.
8. Do Not Interrupt Others - allowing others to speak is important for the

creation of a civil, effective working environment. Interrupting others results in
misunderstandings and unnecessary conflicts and a breakdown in workplace
communications, which only hinders corporate progress and creates problems.
Interrupting others not only shows a lack of respect but does not allow the
listener to fully grasp what is being said, which often results in incorrect
assumptions being made.
9. Respect Privacy and Confidentiality - most businesses should include a

clause in their code of ethics defining what is appropriate when it comes to
honoring client and employee confidentiality and privacy. This can have a wide
range of implications, including minimizing workplace gossip, and mitigating
toxic conversations about the private lives of clients and/or personnel.
10. Accept Responsibility - As noted before, a core tenant within any ethical
communication framework is taking responsibility for the actions that result
from one’s words, whether it be good or bad. This includes both short term and
long-term consequences of one’s communications. Owning one’s words
reinforces the importance of being conscientious about ethical communication.

SELF-CHECK 1.2-2
IDENTIFICATION
Directions: Identify what Principles of Ethical Communication is being
referred in the following sentences. Choose your answer from the box and write it
on your answer sheet.
Accept Responsibility
Speak from Your Own Experience
Strive to Understand
Be Truthful and Honest
Respect Privacy and Confidentiality
Speak Non-Judgmentally
1. It also means being as objective as possible, that is, not tailoring the story
based on what the speaker wants the listener to believe.
2. Communicate with other people ethically and concisely.
3. Provide backup for your arguments with something more tangible.
4. Involves reading “in between the lines” to allow understanding what isn’t said
but was implicitly said or implied.
5. Minimize workplace gossip, and mitigate toxic conversations about the private lives
of clients and/or personnel.

ANSWER KEY 1.2-2
1. Be Truthful and Honest
2. Speak Non-Judgmentally
3. Speak from Your Own Experience
4. Strive to Understand
5. Respect Privacy and Confidentiality

Communication Dissemination Process

MUST be able to:
1. identify what to do in disseminating information.
Disseminate means to spread information, knowledge, opinions widely.
Semin, derives from the Latin word for seed; the idea with disseminate is that
information travels like seeds sown by a farmer. Think about a teacher
distributing a hand out at the beginning of a class.
DISSEMINATION AND COMMUNICATION: WHAT TO DO
1. Plan for Dissemination
• Research - Research that informs the strategy, such as the systemic review
undertaken for the development of the guidelines, a review of previous
successful campaigns and identifying your audience information needs.
• Planning
➢ Dissemination Objectives
➢ Target Audience — identifying who they are, what their current
perceptions are, what their preferred way of receiving information is
➢ Key messages, including the ‘call to action’ message, and any
messages to counter negative campaigns by potential interest groups
➢ Work plan, including activities, source/channel, timeframe,
responsibilities, budget
• Selecting Channels and Materials
➢ dissemination options
➢ a list of appropriate materials, which should be pre-tested in focus
groups
➢ a stakeholder list with details of who you are going to notify
2. Consider your Target Audience - it is important for you to consider who will
be affected by your information to be disseminate, or who will use it and in
what settings. These groups will be your target audience. Target audiences
can be very different to what kind of information you will disseminate. You
may have already defined these groups when you scoped your guideline or
planned for anyone, but it is now important to revisit that information to
understand their information needs and preferences.
3. Select Key Messages - messages should be direct, simple, clear, action-
oriented (a clear ‘call to action’), concise and consistent (Wilson et al, 2010).
They should also take into account the audience’s needs and abilities with
respect to the evidence. If possible, these messages should be brief — a
member of this audience should be able to read, watch, or listen to their key
messages in two minutes or less.
4. Consider Dissemination Options - proactive dissemination methods such
as education campaigns, face-to-face workshops or social marketing
campaigns are better than passive dissemination strategies, such as leaflet
or brochure campaigns. Evidence though, suggests that using a combined
dissemination approach is more effective than using a single approach.

Traditional options will usually require higher amounts allocated to them in
the budget.
5. Develop Appropriate Materials - the different needs of your target audiences
will mean that you will have to develop or adapt materials that are appropriate
for each audience segment while ensuring the key messages are maintained
and consistent between formats. ‘Questions and Answers’ and ‘Frequently
Asked Questions’ resources can be particularly helpful through focus groups
or workshops is critical in this process.
6. Consider other Ways to Improve Accessibility - end users will need to
easily access your guideline and related material and so you will need to
consider how end users will actually find your guideline. For example, people
will be less likely to read your guideline if it is behind a pay wall. Accessibility
issues can be addressed by having a digital version on websites that are free
to users.
7. Implement Your Strategy - a communication strategy or media management
plan should underpin your guideline release. Having a strategy in place will
allow for contingencies or risks to be addressed ahead of time with clearly
defined responses or approved statements. Keep your organization’s key
leaders and executive appraised of your guideline’s release plans to ensure a
united and connected approach when disseminating publicly. This is
especially important should any sensitive information need to be carefully
managed or be escalated to a leadership level for response.
8. Evaluate Effectiveness of Dissemination - dissemination and
communication strategies require careful evaluation and feedback from your
target audience. This can be gathered using formal methods such as surveys
and interviews. Information can also be collected using informal methods
such as using an ‘impact log’ to accumulate feedback. If you are using social
media — Twitter, Facebook, YouTube — it’s possible to track usage and traffic
sources using Google Analytics.
9. Remember that Dissemination is an Ongoing Process - dissemination

doesn’t just stop once your guideline has been released to your audiences — it
extends to future iterations or revised materials. It is your responsibility to
disseminate any updates and important to inform people when the guideline is
rescinded. Because of these factors it will be critical to set governance procedures in
place and ensure that strict version control is adhered to. This will be particularly
important as living guidelines become the norm and recommendations are reviewed
and updated more frequently.

SELF-CHECK 1.2-3
TRUE or FALSE
Directions: Write TRUE if the statement is correct about dissemination and
communication, and FALSE if not.
1. Messages should be direct, simple, clear, action-oriented, concise and

consistent.
2. Accessibility issues can be addressed by having a digital version on

websites that are free to users.
3. Q&A and FAQ resources can be particularly helpful through focus groups
or workshops.
4. Proactive dissemination methods such as education campaigns, etc. are

better than passive dissemination strategies, such as leaflet or brochure
campaigns.
5. It doesn’t important at all to consider who will be affected by your

information to be disseminate, or who will use it and in what settings.

ANSWER KEY 1.2-3
1. True
2. True
3. True
4. True
5. False

LEARNING OUTCOME 3: IDENTIFY AND COMMUNICATE ISSUES ARISING
IN THE WORKPLACE
CONTENTS:
• Workplace Problems and Issues
• Problem/Issues and Resolution
1. Issues and problems are identified as they arise
2. Information regarding problems and issues are organized coherently to
ensure clear and effective communication
3. Dialogue is initiated with appropriate personnel
4. Communication problems and issues are raised as they arise
CONDITION:
• Bond paper
• Communication resources
METHODOLOGIES:
• Modular
• Interactive lecture
• Oral presentation
ASSESSMENT METHODS:
• Oral questioning
• Demonstration

LEARNING OUTCOME 3: IDENTIFY AND COMMUNICATE ISSUES ARISING
IN THE WORKPLACE

Workplace Problems and Issues Go through the Information
Sheets and answer the Self-Checks
Answer Self-Check 1.3-1 to ensure that knowledge in
Compare answers with Answer Key 1.3-1 Identifying and Communicating
Issues Arising in the Workplace
is acquired.
Problems/Issues and Resolution

Workplace Problems and Issues
Learning Objective: AFTER READING THIS INFORMATION SHEET, YOU

MUST be able to:
1. identify the common workplace problems and issues workers face.
People spend nearly one third of their adult lives at work, and workplace
issues are a common source of stress for many. It is impossible to have a
workplace where everyone's roles, expectations, and personalities work perfectly
together, without conflict. As such, certain workplace issues may cause negative
psychological symptoms.
COMMON PROBLEMS PROJECT TEAMS FACE
• Lack of Trust - trust is crucial to teamwork, and it starts with people knowing
each other. Team members absolutely need to be acquainted,
both professionally and personally, particularly in projects where tensions will
run high at some point. Otherwise members won’t understand each other, they
won’t want to engage because they haven’t made that human connection and
they won’t fully trust each other.
• Conflict and Tension - conflict or a difference of opinion can be healthy and,

if carefully managed, can trigger useful debates. It can make people think
differently, expanding knowledge and insight; innovation can happen and
results flourish. Different opinions are not a bad thing. It’s how we handle the
conflict that makes a difference.
• Not Sharing Information - knowledge is not power – unless it’s shared. Project
team members all bring a unique set of skills, knowledge, experience and
wisdom to the table. Effective project teams fearlessly share regularly
and generously for the benefit of everyone and for the benefit of the
project’s success. This makes the capability of the whole team grow and gives
the team more power.
• Low Engagement - team engagement is crucial to business success. If

engaged, team members on a given project will be interested in what they do,
committed to the project mission and willing to go the extra mile. They are there
in body as well as mentally and emotionally. The key to engagement
is involvement – by involving others you make it impossible to stay detached.
• Lack of Transparency - without transparency, trust will suffer – both within

the project team and with the end client. Transparency is becoming
the presumed norm in project and programme management and expectations
are growing. It starts at the top: the more senior you are; the more
responsibility you have to be a role model for this. Employees will follow
the leader’s behaviors, good or bad.

• No Long-Term Thinking - project managers have to get beyond day-to-day
urgencies. For a project team, this means being able to think beyond your own
area, about how you fit into the wider change programme or project and how
you impact the end client’s experience. This is about business sustainability
and long-term success. Everyone is busy, but just being busy is not enough.
Long-term project success requires long-term thinking.
• Badly Perceived, Not Delivering - a project team has a brand, an image and
a reputation created by the actions and behaviors of the team members. A
large part of the perception is driven by how well the team delivers on
expectations and promises made. As a project team, you need to make sure
that everyone understands and takes responsibility for their roles in creating
the perception of the team. This includes both what is delivered on the project
and how it is delivered.
• Poor Change Management - change is constant and unless carefully

managed, it can be detrimental to teamwork and results. Change starts and
ends with communication. Whenever you think you’ve communicated
enough, you need to communicate some more – and it needs to be interactive:
listen, talk and involve. Be aware of the change curve, or the four predictable
stages of change: denial/resistance, emotional, hopeful, commitment.
• Working in Silos - silo working is a reality for many project teams. Team
members may sit side by side but not really work together. A great project team
can be like the three musketeers – all for one and one for all. Working together
in earnest is about making the most of the fact that you are a team. Honor your
time and efforts by seeing yourself as a full-time member of the team, not just
an individual contributor.
• Not Going in the Same Direction - to walk in the same direction, a team
needs to know where it is going or what it is contributing to (vision) and why
(purpose). Spend time on this with your team. This clarity provides a
framework and ‘reason to be’ that can rally any given project team to work
together. Keep in mind that visions need to be compelling and purposes
meaningful. People respond to the importance of both.

SELF-CHECK 1.3-1
IDENTIFICATION
Directions: Identify what common problems project teams face is being
referred in the following sentences. Choose your answer from the box and write it
on your paper.
Lack of Trust
Not Sharing Information
Low Engagement
Lack of Transparency
Working in Silos
Not Going in the Same Direction
1. The term when there is a lack of co-worker involvement in a project or any

decisions in the workplace is called ______.
2. Working alone even you have your co-workers beside you. This destroys
teamwork by creating an us-versus-them mentality.
3. This makes the whole team not capable to grow and gives the team more
power.
4. This often leads to lying and influences our deceptive behavior.
5. Trust will suffer – both within the project team and with the end client.

ANSWER KEY 1.3-1
1. Low Engagement
2. Working in Silos
3. Not Sharing Information
4. Lack of Trust
5. Lack of Transparency

Problems/Issues and Resolution

MUST be able to:
1. identify the steps for an effective problem-solving process; and
2. follow the steps for an effective problem-solving process.
Problem Solving is the act of defining a problem; determining the cause of
the problem; identifying, prioritizing, and selecting alternatives for a solution;
and implementing a solution.
SEVEN-STEPS FOR AN EFFECTIVE PROBLEM-SOLVING PROCESS
1. Identify the Issues
• Be clear about what the problem is.
• Remember that different people might have different views of what the
issues are.
• Separate the listing of issues from the identification of interests (that's the
next step!).
2. Understand Everyone's Interests
• This is a critical step that is usually missing.
• Interests are the needs that you want satisfied by any given solution. We
often ignore our true interests as we become attached to one particular
solution.
• The best solution is the one that satisfies everyone's interests.
• This is the time for active listening. Put down your differences for a while
and listen to each other with the intention to understand.
• Separate the naming of interests from the listing of solutions.
3. List the Possible Solutions (Options)
• This is the time to do some brainstorming. There may be lots of room for
creativity.
• Separate the listing of options from the evaluation of the options.
4. Evaluate the Options
• What are the pluses and minuses? Honestly!
• Separate the evaluation of options from the selection of options.
5. Select an Option or Options
• What's the best option, in the balance?
• Is there a way to "bundle" a number of options together for a more
satisfactory solution?
6. Document the Agreement(s)
• Don't rely on memory.
• Writing it down will help you think through all the details and implications.
7. Agree on Contingencies, Monitoring, and Evaluation
• Conditions may change. Make contingency agreements about foreseeable
future circumstances (If-then!).
• How will you monitor compliance and follow-through?
• Create opportunities to evaluate the agreements and their implementation.
("Let's try it this way for three months and then look at it.")

SELF-CHECK 1.3-2
SEQUENTIAL
Directions: Sequence the following steps for an effective problem-solving
process on the numbered boxes below.
Select an option or options.

List the possible solutions (options).
Identify the issues.
Agree on contingencies, monitoring, and evaluation.
Evaluate the options.
Document the agreement(s).
Understand everyone's interests.
1. 2. 3.
6. 5. 4.
7.

ANSWER KEY 1.3-2
2. Understand 3. List the possible

1. Identify the
everyone's solutions
issues. interests. (options).
6. Document the 5. Select an option 4. Evaluate the

agreement(s). or options. options.
7. Agree on
contingencies,
monitoring, and
evaluation.

REFERENCES
https://www.indeed.com/career-advice/career-development/types-of-
communication
https://www.skillsyouneed.com/ips/verbal-communication.html
https://www.skillsyouneed.com/ips/nonverbal-communication.html
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/communicating-students/telling/effective-
communication-barriers-and-strategies
https://oureverydaylife.com/examples-of-effective-non-verbal-
communication-4478849.html
https://assignmenthelp4me.com/article-importance-of-communication-
protocols-458.html
https://ctb.ku.edu/en/table-of-contents/leadership/group-
facilitation/group-discussions/main
https://www.slideshare.net/Kitlaserna/communication-ethics
https://www.smbadvisors.com/capabilities/knowledge-
management/insights/ethical-communication-the-basic-principles
https://www.nhmrc.gov.au/guidelinesforguidelines/implement/disseminati
on-and-communication
https://www.goodtherapy.org/learn-about-therapy/issues/workplace-
issues
https://www.apm.org.uk/blog/10-common-problems-project-teams-face/
https://www.mediate.com/articles/thicks.cfm


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COMPETENCY-BASED LEARNING MATERIAL

Sector: Technical Vocational Education and Training (TVET)

Qualification Title: Trainers’ Methodology (TM) Level 1

Unit of Competency: Lead Workplace Communication

Module Title: Leading Workplace Communication

Las Navas CBLM in Date Developed: August 2020 Document No:

Welcome to this module: Leading Workplace Communication, the 1st

Unit of Competency Lead Workplace Communication covers the

Las Navas CBLM in Date Developed: August 2020 Document No:

List of Basic Competencies

NO. UNIT OF COMPETENCY MODULE TITLE CODE

1. Lead Workplace Leading Workplace

Apply Work Ethics, Applying Work Ethics,

Ensure Healthy and Safe Ensuring Healthy and Safe

Maintain and Enhance Maintaining and Enhancing

Develop and Promote Developing and Promoting

Develop and Promote Developing and Promoting

Las Navas CBLM in Date Developed: August 2020 Document No:

UNIT OF COMPETENCY : Lead Workplace Communication

MODULE TITLE : Leading Workplace Communication

UNIT CODE : 500311109

MODULE DESCRIPTION : This unit covers the knowledge, skills and

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

LO 1: Communicate Information about Workplace Process

Las Navas CBLM in Date Developed: August 2020 Document No:

LEARNING OUTCOME 1: COMMUNICATE INFORMATION ABOUT

LEARNING OUTCOME 2: LEAD WORKPLACE DISCUSSIONS - - - - - - 24

LEARNING OUTCOME 3: IDENTIFY AND COMMUNICATE ISSUES

Las Navas CBLM in Date Developed: August 2020 Document No:

Las Navas CBLM in Date Developed: August 2020 Document No:

Learning Activities Special Instructions

Read Information Sheet 1.1-1 on

Answer Self-Check 1.1-3

Read Information Sheet 1.1-4 on

Answer Self-Check 1.1-4

Las Navas CBLM in Date Developed: August 2020 Document No:

Learning Objectives: AFTER READING THIS INFORMATION SHEET, YOU

Communication Skills are vital to a healthy, efficient

FOUR TYPES OF COMMUNICATION

1. Verbal Communication – it is the use of language to transfer information

Las Navas CBLM in Date Developed: August 2020 Document No:

Directions: Write TRUE if the statement is correct about the Methods of

1. Eye contact, facial expressions, gestures, posture, and the distance

3. The importance of communication is for us to gossip with our friends.

4. Gesticulation helps the speaker communicate effectively with an audience.

5. Good communications help us build better relationship with other people.

Las Navas CBLM in Date Developed: August 2020 Document No:

Las Navas CBLM in Date Developed: August 2020 Document No:

Learning Objectives: AFTER READING THIS INFORMATION SHEET, YOU

Verbal Communication is the use of words to share information with other

Nonverbal Communication includes facial expressions, the tone and pitch

STRATEGIES FOR EFFECTIVE VERBAL COMMUNICATION

Las Navas CBLM in Date Developed: August 2020 Document No:

• Eye Contact – maintain consistent eye contact to

• Touch – touch can communicate effectively in a variety

Las Navas CBLM in Date Developed: August 2020 Document No:

1. She pats her best friend’s shoulder to console her.

2. The mayor gives his welcoming message.

3. The secretary talks to her colleague through telephone.