Basic Lead CBLM

ABSTRACT
This module covers the

knowledge, skills and
attitudes required to
obtain, interpret and
convey information in
response to workplace
requirements.
LEAD WORKPLACE EVENTS MANAGEMENT SERVICES

NCIII
COMMUNICATION
BASIC COMPETENCY
HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module Leading Workplace Communication. This

module contains training materials and activities for you to complete.
The unit of competency LEAD WORKPLACE COMMUNICATIONis one

of the Basic Competencies which contains the knowledge, skills and
attitudes required for all the programs offered by all TESDA-Institutes.
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 Information Sheets, Resource Sheets and Reference Materials for
further reading to help you better understand the required activities. Follow
these activities on your own and answer the self-check at the end of each
learning outcome. Get the answer key from your trainer and check your work
honestly. If you have questions, please don’t hesitate to ask him/her for
assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered
in this module because you have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a

particular skill or skills, talk to him/her about having them formally
recognized so you won’t have to do the same training again. If you have
qualifications or Certificates of Competency from previous trainings, show
them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates,
jobs undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress
Chart is also provided to your trainer to complete/accomplish once you have
completed the module. This will show your own progress.
DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required

competency: LEAD WORKPLACE COMMUNICATION. This will be the
source of information for you to acquire the knowledge and skills in this
particular module with minimum supervision or help from your trainer. With
the aid of this material, you will acquire the competency independently and
at your own pace.
Talk to your trainer and agree on how you will both organize the
training of this unit. Read through the module carefully. It is divided into
sections which covers all the skills and knowledge you need to successfully
complete in this module.
Work through all the information sheets and complete the activities in
each section. Do what is asked in the INSTRUCTIONAL SHEETS and complete
the SELF-CHECK. Suggested references are included to supplement the
materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.
Talk to more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to test your
own progress.
When you are ready, ask your trainer to watch you perform the
activities outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome,
ask your trainer to mark on the reports that you are ready for assessment.
When you have completed this module and feel confident that you
have had sufficient practice, your trainer will schedule you for the
institutional assessment. The result of your assessment/evaluation will be
recorded in your COM PETENCY ACHIEVEMENT RECORD.
LISTS OF BASIC COMPETENCIES
Competency Unit of Competency Module Title

Number
1 LEAD LEADING WORKPLACE

WORKPLACE COMUNICATION
COMUNICATION
2 LEAD SMALL TEAM LEADING SMALL TEAM
3 DEVELOP AND PRACTICE DEVELOPING AND

NEGOTIATION SKILLS PRACTICE NEGOTIATION
SKILLS
4 SOLVE WORKPLACE PROBLEMS SOLVING WORK PLACE

RELATED TO WORK ACTIVITIES PROBLEMS RELATED
TO WORK ACTIVITIES
MODULE CONTENT
MODULES OF INSTRUCTION
UNIT OF COMPETENCY: LEAD WORKPLACE COMMUNICATION
MODULE TITLE : LEADING WORKPLACE COMMUNICATION
MODULE DESCRIPTOR: This module covers the knowledge, skills and

attitudes required to obtain, interpret and
convey information in response to workplace
requirements.
NOMINAL DURATION : 4 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/students must be able to:
LO 1. Obtain and convey workplace information
LO 2. Complete relevant work related documents
LO 3. Participate in workplace meeting and discussion
ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used
to gather and convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues
are identified
6. Defined workplace procedures for the location and storage
of information.
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time.
9. Own opinions are clearly expressed and those of others are listened
to without interruption.
10.Meeting inputs are consistent with the meeting purpose and
established protocols.
11.Workplace interactions are conducted in a courteous manner
appropriate to cultural background and authority in the enterprise
procedures.
12.Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
13. Meeting outcomes are interpreted and implemented.
14.Ranges of forms relating to conditions of employment are
completed accurately and legibly.
15.Workplace data is recorded on standard workplace forms and
documents.
16. Basic mathematical processes are used routine calculations.
17.Errors in recording information on forms/documents are identified
and rectified.
18.Reporting requirements to superior are completed according to
enterprise guidelines.
COMPETENCY SUMMARY
QUALIFICATION
UNIT OF COMPETENCY LEAD WORKPLACE COMMUNICATION
MODULE TITLE LEADING WORKPLACE

COMMUNICATION
Introduction:
This module covers the knowledge, skills and attitudes required to
obtain, interpret and convey information in response to workplace
requirements.
Learning outcome:
1. Obtain and convey workplace information
2. Complete relevant work related documents
3. Participate in workplace meeting and discussion
Assessment Criteria:
2. Effective questioning, active listening and speaking skills are used to
gather and convey information
5. Appropriate lines of communication with superiors and colleagues
are identified
6. Defined workplace procedures for the location and storage
of information.
9. Own opinions are clearly expressed and those of others are listened
to without interruption.
10.Meeting inputs are consistent with the meeting purpose and
11. Workplace interactions are conducted in a courteous manner
procedures.
12. Questions about simple routine workplace procedures and matters
14. Ranges of forms relating to conditions of employment are
completed accurately and legibly.
15. Workplace data is recorded on standard workplace forms and
documents.
17. Errorsin recording information on forms/documents
are identified and rectified.
18. Reporting requirements to superior are completed according to
LEARNING OUTCOME 1
OBTAIN AND CONVEY WORKPLACE INFORMATION
CONTENTS:
- Parts of speech
- Sentence construction
- Effective communication
2. Effective questioning, active listening and speaking skills are used to
gather and convey information
5. Appropriate lines of communication with superiors and colleagues are
identified
6. Defined workplace procedures for the location and storage of information.
CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)
Reference
(books) Manuals
METHODOLOGIES:
Group discussion
Interaction
Lecture
Reportorial
ASSESSMENT METHODS
Written Test
Practical/Performance
Test Interview
LEARNING EXPERIENCES
LEARNING OUTCOME # 1 OBTAIN AND CONVEY

WORKPLACE INFORMATION
Learning Activities Special Instructions

1. Read information sheet 1.1-1 If you have some problem on the
content of the information sheet
Parts of Speech don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self-check provided in
the module
2. Answer self-check 1.1-1 Refer your answer to answer key
1.1- 1
If you have some problem on the

3. Read information sheet 1.1-
content of the information sheet
2 Sentence construction don’t hesitate to approach your
facilitator.
the module.
4. Answer self-check 1.1-2 Refer your answer to answer key
1.1- 2
If you have some problem on the
5. Read information sheet
1.1- 3 content of the information sheet
don’t hesitate to approach your
Effective Communication facilitator.
the module.
Refer your answer to answer key

6. Answer self-check 1.1-3
1.1- 3
INFORMATION SHEET 1.1-1
PARTS OF SPEECH
Learning Objectives: After reading this INFORMATION SHEET, you MUST be

able to:
1. Determine the Parts of Speech
2. Identify the eight parts of speech
3. Define each of the eight part of the speech
3. Learn and apply each part of the speech in constructing a sentence.
THE PARTS OF SPEECH

There are thousands of words in any language. But not all words have
the same job. For example, some words express "action". Other words
express a "thing". Other words "join" one word to another word. These are
the "building blocks" of the language. Think of them like the parts of a
house. When we want to build a house, we use concrete to make the
foundations or base. We use bricks to make the walls. We use window frames
to make the windows, and door frames to make the doorways. And we use
cement to join them all together. Each part of the house has its own job. And
when we want to build a sentence, we use the different types of word. Each
type of word has its own job.
What are the Parts of Speech?

“Parts of speech” are the basic types of words that English has. Most
grammar books say that there are eight parts of speech: nouns, verbs,
adjectives, adverbs, pronouns, conjunctions, prepositions and
interjections.
The Noun
A noun is a word used to name a person, animal, place, thing, and

abstract idea. Nouns are usually the first words which small children learn.
The highlighted words in the following sentences are all nouns:
Late last year our neighbours bought a
goat. Portia White was an opera singer.
The bus inspector looked at all the passengers' passes.
According to Plutarch, the library at Alexandria was destroyed in 48 B.C.
Philosophy is of little comfort to the starving.
The Verb
A verb is a word which describes an action (doing something) or a

state (being something).
In each of the following sentences, the verb or compound verb is

highlighted:
Dracula bites his victims on the neck.

The farmer searches the woods for his cow.
His automobile develops a motor trouble.
The Pronoun
A pronoun can replace a noun or another pronoun. You use pronouns

like "he," "which," "none," and "you" to make your sentences less
cumbersome and less repetitive.
In the following sentences, each of the highlighted words is a

subjective personal pronoun and acts as the subject of the sentence:
I was glad to find the bus pass in the bottom of the green knapsack.
You are surely the strangest child I have ever met.
He stole the selkie's skin and forced her to live with him.
When she was a young woman, she earned her living as a coal miner.
After many years, they returned to their homeland.
The Adjective
An adjective modifies a noun or a pronoun by describing, identifying,

or quantifying words. An adjective usually precedes the noun or the pronoun
which it modifies.
In the following examples, the highlighted words are
adjectives: The truck-shaped balloon floated over the
treetops.
Mrs. Morrison papered her kitchen walls with hideous wall paper.
The small boat foundered on the wine dark sea.
The coal mines are dark and dank.
Many stores have already begun to play irritating Christmas
music. A battered music box sat on the mahogany sideboard.
The back room was filled with large, yellow rain boots.
The Adverb
An adverb can modify a verb, an adjective, another adverb, a phrase,

or a clause. An adverb indicates manner, time, place, cause, or degree and
answers questions such as "how," "when," "where," "how much".
While some adverbs can be identified by their characteristic "ly" suffix,

most of them must be identified by untangling the grammatical relationships
within the sentence or clause as a whole. Unlike an adjective, an adverb can
be found in various places within the sentence.
In the following examples, each of the highlighted words is an
adverb: The seamstress quickly made the mourning clothes.

The midwives waited patiently through a long labour.
The boldly spoken words would return to haunt the
rebel. We urged him to dial the number more
expeditiously.
The Conjunction
You can use a conjunction to link words, phrases, and clauses, as in the
following example:
I ate the pizza and the pasta.

Call the movers when you are ready.
The Preposition
A preposition links nouns, pronouns and phrases to other words in a

sentence. The word or phrase that the preposition introduces is called the
object of the preposition.
A preposition usually indicates the temporal, spatial or logical

relationship of its object to the rest of the sentence as in the following
examples:
The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book" in

space or in time.
The Interjection
An interjection is a word added to a sentence to convey emotion. It is

not grammatically related to any other part of the sentence.
You usually follow an interjection with an exclamation mark.

Interjections are uncommon in formal academic prose, except in direct
quotations.
The highlighted words in the following sentences are interjections:
Ouch, that hurt!

Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy say to another guy, "He has a new car, eh?"
I don't know about you but, good lord, I think taxes are too high!
SELF-CHECK 1.1-1
Multiple Choice: Choose the letter of the correct answer from the given
choices.
1. It is the basic types of words that English has and consists of eight parts.
a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in a place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction
3. A part of speech which is added to a sentence to convey emotion.

a. interjection
b. noun
c. conjunction
d. verb
4. A part of speech that links nouns, pronouns and phrases to other words
in a sentence.
a. speech
b. interjection
c. preposition
d. verb
5. It usually precedes the noun or the pronoun which it modifies.
a. adjective
b. pronoun
c. adverb
d. verb
6. It usually indicates the temporal, spatial or logical relationship of

its object to the rest of the sentence.
a. preposition
b. adverb
c. interjection
d. noun
7. “He” and “she” are the common example of what part of speech?
a. noun
b. adjective
c. preposition
d. pronoun
8. It is a word which describes an action or a state of being.
a. adverb
b. verb
c. noun
d. pronoun
9. It links words, phrases, and clauses.
a. adjective
b. preposition
c. interjection
d. conjunction
10. Is a word used to name a person, animal, place, thing, and abstract idea.
a. verb
b. adverb
c. noun
d. pronoun
ANSWER KEY # 1.1-1
1. b
2. c
3. a
4. c
5. a
6. a
7. d
8. b
9. d
10. c
INFORMATION SHEET # 1.1-2
SENTENCE CONSTRUCTION
Learning Objectives: After reading this information sheet, the student/

trainee should be able to;
1. Differentiate what is a sentence.
2. Determine the parts of a sentence.
3. Identify what are a subject and a predicate.
4. Determine what a sentence fragment is.
5. Identify what a run-on sentence is.
6. Familiarize what the subject-verb agreements are.
7. Write complete, grammatically correct sentences.
THE SENTENCE
A sentence is a group of words containing a verb and its subject and
expressing a completed thought.
A sentence always begins with a capital letter and ends with a mark of
punctuation.
In order to express a complete thought, every sentence must have two
parts – the subject and the predicate.
A. The Subject
The subject of a sentence is that part about which something is said. In
the following sentences, the subjects are in heavy type.
1. The eager quarterback shouted the signals.
2. Ricky reminded me of the game tonight.
3. An old brick building hung over the river’s edge
To find the subject of a sentence, ask yourself Who…? or What…?
Suppose you want to find the subject of this sentence: The huge plane rolled
slowly out of the hangar onto the runway. Ask yourself, What rolled? The
answer is, The huge plane rolled. The plane is the subject of the sentence.
B. The Predicate
The predicate of a sentence is that part which says something about the
subject. In the following sentences, the predicates are in heavy type.
1. The tulips bloomed early this year.
2. Mr. McKay took a later train than usual.
3. Summer vacation is always too short.
That's it! A sentence is just someone or something being or

doing something. Simple, huh?
SENTENCE FRAGMENTS
A fragment is a sentence which is not complete, and therefore not

grammatically correct. Sentence fragments are problematic because they
are disjointed and confusing to the reader. There are three main causes of
fragments:
(a) a missing subject; (b) a missing verb; (c) "danger" words which are not
finished.
When you read a sentence fragment, you are left wondering whom
or
what the sentence is about or what happened in the sentence.
You can change a sentence fragment into a complete sentence by

adding the missing information.
Sentence Fragment Sentence
in the butter My glasses fell in the butter!
early this morning I awoke early this morning.
running across the field I saw you running across the field
RUN-ON SENTENCES
A run-on sentence is one which actually contains two (or more) complete
sentences without the proper punctuation to create separate sentences.
There
are two common forms of the run-on: (1) the "comma splice" in which a
comma is inserted between two comp lete sentences where a period should
actually be used; (2) a lack of punctuation where a semi-colon or period is
needed.
- The Comma Splice
John is a musician, he plays the guitar for a living. - Incorrect Example
The sentence above is incorrectly joined by a comma, thus "splicing" two

complete sentences together into one run-on sentence. To correct these
run-on's, the comma should be replaced by a period, thus creating two
separate sentences, as shown below.
John is a musician. He plays the guitar for a living. - Correct Example
- Lack of Punctuation
Incorrect
Examples:
1. There is a problem with the television however no one is available to
fix it.
2. Nobody knows what really happened the policeman said there was a
fight.
In each of the examples above, some type of punctuation is needed to

separate the two parts of the sentence: either a semi-colon or a period.
Correct Examples
1. There is a problem with the television; however, no one is available
to fix it.
There is a problem with the television. However, no one is available
to fix it.
2. Nobody knows what really happened; the policeman said there was
a fight.
Nobody knows what really happened. The policeman said there was
a fight.
SUBJECT-VERB AGREEMENT
In order for a sentence to be grammatically correct, the subject and

verb must both be singular or plural. In other words, the subject and verb
must agree with one another in their tense. If the subject is in plural form,
the verb should also be in plural form (and vice versa). To ensure subject-
verb agreement, identify the main subject and verb in the sentence, then
check to see if they are either plural or singular. Consider the examples
below.
 Singular and Plural Number – when a word refers to one person,
place, thing or idea, it is singular in number. When it refers to more
than one, it is plural in number.
Singular Plural
woman women
hand hands
fireman firemen
lesson lessons
 The verb agrees with its subject in number. If the subject is singular,
the verb is singular. If the subject is plural, the verb is plural.
Singular Plural
she bakes they bake
it whistles they whistle
everyone sees all see
he is they are
 The number of a subject is not changed by a prepositional phrase

following the subject. The subject is never in a prepositional phrase.
Be certain to make the verb agree with the subject itself, not with
the word in the phrase.
Wrong The lamp near the windows are broken. [Since

lamp
is the subject, the verb must agree with it, not with
the windows, which is part of the prepositional
phrase.
Right The lamp near the windows is broken.
 The following common pronouns are singular and take a singular verb:
anybody, anyone, each, either, everybody, neither, nobody, no one,
somebody, someone.
Examples:
1. Each of the pens costs a dollar
2. Everyone in the two families likes to play ping-pong.
3. Neither of these paths is the trail.
 The following common pronouns are plural and take plural verbs:
both, few, many, several.
Examples:
1. Both of his trucks are disabled
2. Many of the sailboats are out today.
3. Several of the players rush to the mound.
 When the subject comes after the verb, as in interrogative

sentences and sentences beginnining with here or there, be
especially careful to determine the subject and make sure that it
agrees with the verb.
Examples:
1. Was the contest exciting?
2. Were the contests exciting?
3. Here is the book.
4. Here are the books.
 Compound subject joined by and are plural and take a plural verb.
Examples:
1. Fishing and lumbering are carried on in the Northwest.
2. Corn and beans grow well in one garden.
Exemption: If the items in a compound subject actually refer to
only one person or are thought of as one thing, the subject and
the verb are singular.
Ex.
1. The president and manager of the factory is on vacation.
2. Strawberries and cream costs thirty pesos.
 Singular subjects joined by or or nor are singular and take a
singular verb.
Examples:
1. Monday or Tuesday is all right for the picnic.
2. Neither snow nor icy wind keeps the travelers indoors.
Self-Check 1.1-2
Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.
1. It has two parts – the subject and the predicate.

a. Sentence
b. Run-on Sentence
c. Fragment
2. A part of a sentence which something is said about.
a. Run-on sentence
b. Subject
c. Predicate
3. A part of a sentence which says something about the subject.
a. Run-on sentence
b. Subject
c. Predicate
4. It is a sentence which is not complete, and therefore not
grammatically correct.
a. Run-on sentence
b. Subject
c. Fragment
5. A sentence which actually contains two (or more) complete sentences
without the proper punctuation to create separate sentences.
a. Subject
b. Run-on sentence
c. Fragment
Test 2. Identification: Choose the correct verb that agrees with the
subject in each following sentences:
1. The keys to the car (are, is) on the table

2. Nobody in this houses (have, has) shoveled the sidewalks.
3. Everyone in the two clubs (are, is) ready to help
4. (Was, Were) those visitors from Batangas?
5. Neither the radio nor the television (seems, seem) to work.
SELF CHECK ANSWER KEY 1.1-2
Test 1:
1. a
2. b
3. c
4. c
5. b
Test 2:
1. are
2. has
3. is
4. were
5. seems
EFFECTIVE COMMUNICATION

1. Explain the importance of communication.
2. Identify the various elements of communication
3. Determine the modes of communication.
4. Differentiate the various methods/skills of communication.
5. Identify the three main modes of communication.
6. Determine the barriers to communication.
7. Identify the benefits of effective communication and the
consequences in failing to communicate effectively.
COMMUNICATION
Is defined as the art of sending and receiving information. It is a
process of conveying messages, of transmitting meaning between
individuals. It is an exchange; for it to be effective, information must flow
back and forth from sender to the receiver. The former must have some
knowledge of the latter’s reaction. This process by which a system regulates
itself by feeding to itself parts of its outputs is called feedback.
Basic Elements of Communication:
The process of communication is composed of three elements:
1. the source (sender, speaker, transmitter, or instructor),
2. the symbols used in composing and transmitting the message
(words or signs), and;
3. the receiver (listener, reader, or student).
The three elements are dynamically interrelated since each element is
dependent on the others for effective communication to take place.
Effective Communication helps workers to:
 complete a schedule of tasks

 follow a set of instructions
 learn correct procedures and improve work practices
 solve problems
 work as part of a team
 follow the enterprise Occupational Health and Safety and
environmental procedures.
There are three main modes of communication:
1. Verbal communication
2. Non-verbal communication
3. Written communication
Verbal Communication
In industries a large proportion of communication is verbal or spoken.

This may occur face-to-face or via telephones or two-way radios. For
verbal communication to be effective both the speaker and the listener
need to be actively engaged in the conversation.
The speaker should be clear, concise, and courteous and use a style of
language that is appropriate to the situation and the audience. The
information should be accurate to the best of the speaker’s knowledge. The
tone of voice and body language used when speaking are often as important
as the words themselves.
The listener should give the speaker their full attention and be sure
that they clearly understand the message being conveyed. Again, body
language is very important. Good listening skills are necessary when
receiving instruction or being taught new procedures.
Questions should be asked by the listener to clarify the meaning and by

the speaker to ensure that the information has been fully understood. There
are three types of questions:
1. Closed questions are used to obtain a particular piece of information.

They are usually answered with a yes or no or with a limited response.
For example:
 Have you driven a four-wheel drive tractor before?
2. Open questions encourage people to discuss a situation and share

information. They often require longer answers and begin with how,
where, when, which, who, why or what. For example:
 What types of tractors have you driven?
3. Reflective questions, also called mirror questions, are used to show

the speaker that you have been actively listening to them. They are
also helpful when encouraging a person to express their opinions
clearly. For example:
 So, you’ve driven this type of tractor before?
 You’ve found this type of tractor to run reliably, haven’t you?
Good speaking, listening and questioning skills are essential when

communicating via the telephone or two-way radios to ensure that the
correct information has been received.
There are a number of barriers that reduce the effectiveness of verbal

communication. These include:
 inappropriate choice of language style

 inappropriate body language
 disruptions
 noise in the proximity and/or a poor signal
 relevance of the topic to the listener
 Assumptions made by both the speaker and listener.
Non-verbal communication
A significant aspect of face-to-face communication is non-verbal body

language. This includes body posture, arm and hand positions, facial
expressions, and eye-contact and hand gestures. Sometimes a conflicting
message may be given because the words spoken do not match a speaker’s
body language.
Good observation skills are needed to ‘read’ what is really being

communicated. Being aware of cues and signals is a crucial skill in
understanding people’s attitudes.
Personal presentation, dress and hygiene also contribute to the

impression a person makes when they are communicating.
Other forms of non-verbal communication regularly found in the workplace

include:
 Signals, for example hand signals used when operating machinery;

traffic lights.
 Signs, for example safety signs; workplace warnings; men’s, ladies
and disabled toilets; first aid posts.
 Diagrams, for example property maps; diagrams in machinery manuals.
 Symbols, for example poison schedules; map legends; machinery
gears and levers.
Basic Communication Skills

The four basic methods of communication in everyday life are:
listening, speaking, reading and writing.
 Effective Listening and Speaking
In today’s changing world, listening and speaking play significant roles
because the first contact between ourselves and others is established
through this two-way process.
Listening and hearing are not the same. Hearing is simply the travel of
sound through the ears to the brain without effort for the listeners; listening
involves a reaction of the brain to the sounds waves. Another way of
expressing this difference is to say that listening has a purpose. Different
purposes in listening imply different kinds of listening.
Among the linguistic skills, speaking developed alongside listening.
Learning to speak well is an asset. Since most of us talk much more than we
write, we are judged more than by our speech than by our writing.
 Reading
A third communication skill after listening and speaking is reading.
People read for many different reasons and in many different ways. One
reason for reading is to find specific information, which is called scanning.
Another, is for meaning and absorption of information or which is called
active reading.
 Writing
Writing tends to be more formal than speaking. Writing can be group
into three kinds according to style: formal, informal-public, and casual.
- Formal style is used for writing letters to the government
officials, speeches, articles for newsletter and magazines, school
assignments, long reports and formal compositions.
- Informal-public style is used in public communication, not private
communication; we use it when we want to sound informal, not
formal.
- Casual style is used in writing to friends, to classmates, and in
jotting down notes to family members.
BARRIERS TO EFFECTIVE COMMUNICATION

Recognizing the various barriers to communication further
enhances the flow of ideas between an instructor and the
student. The instructor must develop communication skills in
order to convey desired information to the students and must
recognize that communication is a two-way process. In the
end, the true test of whether successful communication has
taken place is to determine if the desired results have been
achieved.
 Lack of common experience. Many people seem to believe that words

transport meanings from speaker to listener in the same way that a truck
carries bricks from one location to another. A communicator's words
cannot communicate the desired meaning to another person unless the
listener or reader has had some experience with the objects or concepts
to which these words refer.
 Confusion between the Symbol and the Symbolized Object.
Languages abound with words that mean different things to different
people. Confusion between the symbol and the symbolized object results
when a word is confused with what it is meant to represent. Although it is
obvious that words and the connotations they carry can be different,
people sometimes fail to make the distinction. Words and symbols do not
always represent the same thing to every person.
 Overuse of Abstractions. Abstractions are words that are general
rather than specific. Concrete words or terms refer to objects that people
can relate directly to their experiences. They specify an idea that can be
perceived or a thing that can be visualized. Abstract words, on the other
hand, stand for ideas that cannot be directly experienced, things that do
not call forth mental images in the minds of the students.
 Interference. Barriers to effective communication are usually under the
direct control of the sender/encoder. However, interference is made up
of factors that are outside the direct control of the sender/encoder:
physiological, environmental, and psychological interference. To
communicate effectively, the sender should consider the effects of these
factors.
Psychological interf erence is any biological problem that may inhibit

symbol reception, such as hearing loss, injury or physical illness. These, and
other physiological factors, can inhibit communication because the student is
not comfortable.
Environmental interf erence is caused by external physical conditions.

One example of this is the noise level found in many light aircraft. Noise not
only impairs the communication process, but also can result in long- term
damage to hearing.
Psychological interf erence is a product of how the sender and the

receiver feel at the time the communication process is occurring. If either
sender or receiver is not committed to the communication process,
communication is impaired. Fear of the situation or mistrust between the
sender and receiver could severely inhibit the flow of information.
Communication Systems
 Downward communication. Communication flows from the

superiors to its subordinates.
 Upward communication. The communication flows from
the subordinates to its superiors.
 Lateral communication. Communication flows from functional areas
at a given level of the organization or hospital.
 Diagonal communication. The communication flows from a
subordinate of a certain level to the superior of another level and vice
versa.
 Grapevine. It stretches throughout the organization in all
directions irrespective of authority.
Benefits of effective communication:
 Rewarding and harmonious relationships with others

 Easily build rapport with clients, customers, friends,
new acquaintances
 Getting what you want
 More time for yourself and others
 Satisfaction and success in life
Failing to communicate effectively:
It is often our failure to communicate effectively that leads to:
 Professional setbacks
 Personal disappointment
 Breakdown of important relationships
 Wasting energy and time on frustration and dramas
 Not reaching our full potential
Self-Check 1.1-3
given choices.
1. It is a process of conveying messages, of transmitting

meaning between individuals.
a. Communication
b. Listening
c. Reading
2. A style of writing which is used for writing letters to the
government officials, speeches, articles for newsletter and magazines,
school assignments, long reports and formal compositions.
a. Informal-public style
b. Formal style
c. Casual style
3. A style of writing which is used in writing to friends, to
classmates, and in jotting down notes to family members.
b. Formal style
c. Casual style
4. A factor of Interference which is a biological problem that
may inhibit symbol reception, such as hearing loss, injury or physical
illness.
a. Psychological interference
b. Environmental interference
c. Psychological interference
5. A factor of Interference in which is a product of how the
sender and the receiver feel at the time the communication process is
occurring. If either sender or receiver is not committed to the
communication process, communication is impaired.
6. When a communicator's words cannot communicate the
desired meaning to another person unless the listener or reader has had
some experience with the objects or concepts to which these words
refer. What factor of barrier to communication is this?
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
7. A barrier to communication which also made up of factors
that are outside the direct control of the sender/encoder such as;
physiological, environmental, and psychological.
c. Interference
8. A basic method of communication which tends to be more
formal than speaking.
a. Listening
b. Writing
c. Reading
9. Simply refers to the travel of sound through the ears to the
brain without effort for the listeners.
a. Hearing
b. Listening
c. Reading
__________10. Which of the choices below is considered a benefit of effective

communication?
a. Satisfaction and success in life
b. Personal disappointment
c. Wasting energy and time on frustration and dramas

1. a
2. b
3. c
4. a
5. c
6. a
7. c
8. b
9. a
10. a
LEARNING OUTCOME 2
PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS
CONTENTS:
- Technical Writing
- Recording information

2. Own opinions are clearly expressed and those of others are listened to
without interruption.
3. Meeting inputs are consistent with the meeting purpose and
4. Workplace interactions are conducted in a courteous manner
procedures.
5. Questions about simple routine workplace procedures and matters
CONDITIONS:
The students/ trainees must be provided with the following:
Paper
Pencils/Ball pen
References (books)
Manuals
METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/performance
test Interview
LEARNING OUTCOME # 2 PARTICIPATE IN WORKPLACE

MEETINGS AND DISCUSSIONS

1.Read information sheet 1.2-1 If you have some problem on the
Technical Writing
content of the information sheets
facilitator.
the information sheets, you can
the module.
2.Answer self-check # 1.2-1 Refer your answer to answer key
1.2- 1.
on
Recording Information
facilitator.
the module.
4.Answer self-check 1.2-2 Refer your answer to answer key
1.2- 2
TECHNICAL WRITING

1. Determine what technical writing is.
2. Identify the various types of technical report.
3. Identify the characteristics of technical reports.
4. Determine the note-taking process.
5. Identify the rules for numbers.
TECHNICAL COMMUNICATIONS
Technical communications—or technical writing, as the course is often

called—is not writing about a specific technical topic such as computers, but
about any technical topic. The term "technical" refers to knowledge that is
not widespread, that is more the territory of experts and specialists.
Whatever your major is, you are developing an expertise—you are becoming
a specialist in a particular technical area. And whenever you try to write or
say anything about your field, you are engaged in technical communications.
Another key part of the definition of technical communications is the
receiver of the information—the audience. Technical communications is the
delivery of technical information to readers (or listeners or viewers) in a
manner that is adapted to their needs, level of understanding, and
background. In fact, this audience element is so important that it is one of
the cornerstones of this course: you are challenged to write about highly
technical subjects but in a way that a beginner—a nonspecialist—could
understand. This ability to "translate" technical information to nonspecialists
is a key skill to any technical communicator. In a world of rapid technological
development, people are constantly falling behind and becoming
technological illiterates. Technology companies are constantly struggling to
find effective ways to help customers or potential customers understand the
advantages or the operation of their new products.
TECHNICAL-WRITING
Technical-writing introduce you to some of the most important aspects

of writing in the world of science, technology, and business—in other words,
the kind of writing that scientists, nurses, doctors, computer specialists,
government officials, engineers, and other such people do as a part of their
regular work.
To learn how to write effectively for the world of work, you'll study
common types of reports, special format items such as lists and headings,
simple techniques for putting graphics into reports, and some techniques for
producing professional-looking final copy.
No matter what sort of professional work you do, you're likely to do lots
of writing—and much of it technical in nature. The more you know about
some basic technical-writing skills, which are covered in this guide and in
technical- writing courses, the better job of writing you're likely to do. And
that will be good for the projects you work on, for the organizations you work
in, and—most of all—good for you and your career.
Types of Technical Reports
Technical-background report. The background report is the hardest

to define but the most commonly written. This type of technical report
provides background on a topic—for example, solar energy, global warming,
CD-ROM technology, a medical problem, or U.S. recycling activity. However,
the information on the topic is not just for anybody who might be interested
in the topic, but for some individual or group that has specific needs for it
and is even willing to pay for that information.
Instructions. These are probably the most familiar of all the types of
reports. Students often write backup procedures for the jobs they do at their
work. Others write short user manuals for an appliance, equipment, or
program. If there is too much to write about, they write about some smaller
segment—for example, instead of instructions on using all of WordPerfect,
just a guide on writing macros in WordPerfect.
Feasibility, recommendation, and evaluation reports. Another

useful type of report is one that studies a problem or opportunity and then
makes a recommendation. A feasibility report tells whether a project is
"feasible"—that is, whether it is practical and technologically possible. A
recommendation report compares two or more alternatives and recommends
one (or, if necessary, none). An evaluation or assessment report studies
something in terms of its worth or value.
Primary research report. Primary research refers to the actual work

someone does in a laboratory or in the field—in other words, experiments
and surveys. You may have written a "lab report," as they are commonly
called, for one of your previous courses. This is a perfectly good possibility
for the technical report as well. In this type of report, you not only present
your data and draw conclusions about it, but also explain your methodology,
describe the equipment and facilities you used, and give some background
on the problem. You can modify this type by summarizing other primary
research reports.
Technical specifications. In this report type, you discuss some new
product design in terms of its construction, materials, functions, features,
operation, and market potential. True specifications are not much on writing
— the text is dense, fragmented; tables, lists, and graphics replace regular
sentences and paragraphs whenever possible. Thus, specifications are not a
good exercise of your writing abilities. However, you can write a more high-
level version—one that might be read by marketing and planning executives.
Report-length proposal. As you may be aware, proposals can be

monster documents of hundreds or even thousands of pages. (Please, not
this semester.) Most of the elements are the same, just bigger. Plus
elements from other kinds of reports get imported—such as feasibility
discussion, review of literature, and qualifications; these become much more
elaborate.
Business plans. If you are ambitious to run your own business, you
can write a business plan, which is a plan or proposal to start a new business
or to expand an existing one. It is aimed primarily at potential investors.
Therefore, it describes the proposed business, explores the marketplace and
the competition, projects revenues, and describes the operation and output
of the proposed business.
General Characteristics of Technical Reports
Here is a brief review of some of the chief characteristics of the

technical report:
Graphics: The report should have graphics. Graphics include all kinds
of possibilities. If you can't think of any graphics for your report project, you
may not have a good topic.
Factual detail: The report should be very detailed and factual. The
point of the report is to go into details, the kind of details your specific
audience needs. Information sources: Your report should make use of
information sources. These may include not only books and articles that can
be found in libraries but also technical brochures, interviews or
correspondence with experts, as well as first-hand inspections. If you don't
believe any information
sources are necessary for your report project, contact your instructor.
Documentation: When you use borrowed information in your
technical report, be sure to cite your sources. One style commonly used in
science and engineering is called the number system.
Realistic audience and situation: The report must be defined for a
real or realistic group of readers who exist in a real or realistic situation. Most
students invent an audience and situation. And the audience can't merely be
something like "anybody who might be interested in global warming."
Instead, it has to be real, realistic, and specific.
Headings and lists: The report should use the format for headings
that is required for the course, as well as various kinds of lists as appropriate.
Special format: The technical report uses a rather involved format
including covers, binding, title page, table of contents, list of figures,
transmittal letter, and appendixes.
Production: The technical report should be typed or printed out
neatly. If graphics are taped in, the whole report must be photocopied, and
the photocopy handed in (not the original with the taped-in graphics). The
report must be bound in some way.
Length: The report should be at least 8 double-spaced typed or
printed pages (using 1-inch margins), counting from introduction to
conclusion. This is a minimum; a report of this length is rather skimpy. There
is no real maximum length, other than what your time, energy, and stamina
can handle. But remember that sheer weight does not equal quality (or
better grade). If you get into a bind with a report project that would take too
many pages, contact your instructor—there are numerous tricks we can use
to cut it down to size.
Technical content: You must design your report project in such a way
that your poor technical-writing instructor has a chance to understand it—in
other words, you must write for the non-specialist. Also, at some point, you
may get concerned about the technical accuracy of your information.
Traditional note-taking process

In the traditional system of taking notes for a long report, you:
1. Develop a rough outline.

2. Do any preliminary reading necessary to construct a rough outline.
3. Locate your information sources, and make bibliography cards for each
source.
4. Take the actual notes on index cards.
5. Label each notecard according to its place in the outline.
6. Provide bibliographic information on each notecard.
7. Change or add extra detail to the outline as the note-taking process
continues.
8. Check off the areas of the outline for which sufficient notes have been
taken.
When you have taken sufficient notes to cover all parts of an outline, you
transcribe the information from the notecards into a rough draft, filling in
details, adding transitions, and providing your own acquired understanding
of the subject as you write. Naturally, you may discover gaps in your notes
and have to go back and take more notes.
How to Take Notes at a Meeting

Taking notes at a meeting is a completely different task than taking
minutes at a meeting. When taking notes, one is not focusing on a general
outline of decisions that were made or topics covered. Rather, the notes
should serve as a comprehensive listing of the details of the meeting and the
ideas and topics covered.
There are a number of ways to effectively take notes at a meeting.
Choosing one should depend entirely on the method that is best suited to
enhancing the memory and understanding of the note taker.
Comprehensive notes: For a person who is more comfortable
knowing, and recording, every single detail, it is best to write everything that
is said. While this would be difficult or impossible for some, for others it is
simply the only way to be sure the information they collect is accurate.
Mind mapping: This graphical approach is an excellent option for
people who do not want, or who don't feel able, to accumulate such detailed
information. To create a mind map, it is best to obtain a copy of the agenda
prior to the meeting. Then list any topics of the meeting on the center of a
piece of paper.
Noting on the agenda: One of the easiest ways to take notes is on
the physical agenda itself because the agenda already has the main points
listed. Any information that could be used at a later date could be added
next to the point on the agenda where it was discussed.
Technology helpers: For people who are able to type quickly, taking
a laptop to a meeting is an effective way to take and organize notes. Notes
can be typed directly into a word processing program and edited as the
meeting is being held.
Rules for Numbers in Technical Writing

Technical writing often is filled with equations, measurements,
quantities and other numeric data. The format for presenting the numeric
data is ultimately determined by the assumed audience for the writing and
their expectations. In general, the key to determining an appropriate form
for a written number is the simple requirement that the meaning of the
number must always be unambiguous.
Spelling out Numbers. Usually, numbers nine and under are written
out as words, while numbers greater than that are written in numeric form.
This requirement applies to ordinal numbers such as first, second and ninth.
When numbers above 21 are written out, they are written as hyphenated
words.
Fractions such as one-third are hyphenated as well.
Measurements or Calculations. Always use numerals to express

measurements or calculations. Write 8 inches x 10 inches rather than eight
inches by ten inches. The audience or style guide will determine the
appropriate
use of abbreviations to match with numeric value. In the preceding example,
inches was spelled out, but for many audiences the abbreviation in. would be
appropriate. Equations are always expressed in numerals with the proper
operator symbols. Write 2 + 2 = 4, not two plus two equals four. Decimal and
percentage values always use numerals.
Sentence Structure. Do not begin a sentence with a numeral,

regardless of the other formatting rules. Never write “33 dolphins were
tested.” Write out the number; “Thirty-three dolphins were tested.” When a
noun comes before the number, capitalize it. “Dolphin 9” but not “the ninth
dolphin.”
Plural Numbers. A common mistake occurs when creating the plural

form of a number, but the rules that apply are simple. The plural form of
numbers less than 10 are formed by adding an apostrophe and an "s."
Numbers that are 10 and greater are written by appending the "s" alone.
Write “count by 2’s” and “in the 1970s”.
Self-Check 1.2-1
given choices.
1. Is the type of report which is the hardest to define but the most
commonly written?
a. Technical-background report
b. Instructions
c. Technical specifications
2. In this type of report, you discuss some new product design in terms of
its construction, materials, functions, features, operation, and market
potential.
a. Report-length proposal
b. Primary research report
c. Technical specifications
3. It refers to the actual work someone does in a laboratory or in the field
— in other words, experiments and surveys.
a. Technical specifications
b. Primary research report.
c. Report-length proposal
4. A way of taking notes that suite for a person, who is more comfortable
knowing, and recording, every single detail.
a. Comprehensive notes
b. Noting on the agenda
c. Technology helpers
5. This graphical approach is an excellent option for people who do not
want, or who don't feel able, to accumulate such detailed information.
a. Comprehensive notes
b. Noting on the agenda
c. Mind mapping
6. A rule in technical writing which numbers nine and under are usually
written out as words, while numbers greater than that are written in
numeric form.
a. Sentence Structure
b. Spelling out Numbers
c. Measurements or Calculations
7. A rule in technical writing which states that measurements or
calculations should be used to express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very
detailed and factual.
a. Graphics
b. Documentation
c. Factual detail
9. A characteristic of a technical report which it should be typed or
printed out neatly.
a. Production
b. Technical content
c. Length
10. A characteristic of a technical report in which a report must be
defined for a real or realistic group of readers who exist in a real or
realistic situation.
a. Headings and lists:
b. Special format:
c. Realistic audience and situation
a. a
b. c
c. b
d. a
e. c
f. b
g. b
h. c
i. a
j. c
RECORDING INFORMATION
Learning Objectives: After reading this information sheet, the student/ trainee
should be able to;
1. Determine the importance of recording information.
2. Identify the technology used in communication systems.
3. Identify the various code of behavior that all participants should
adhere to in meetings.
COMMUNICATION TECHNOLOGY
All businesses have a need for effective communication, both between

personnel within the workplace and with individuals and other businesses
outside the workplace. Each workplace will have a communication system
designed to meet its particular needs. Some of these needs include:
 obtaining, recording and reporting information

 enhancing effective training
 providing a safe workplace
 Improving the efficiency and effectiveness of work practices.
Communication systems use technology such as:
 telephones, including landlines, mobile and satellite phones

 answering machines
 facsimile (fax) machines
 computers with email and internet access
 two-way radios
 Paging systems.
Most workplaces have procedures and protocols in place for the use of
each type of technology. Workers should familiarize themselves with the
system features and control functions and operate each device according to
the manufacturer’s instructions. If not sure of the operating procedure for a
particular communication device, a worker should ask for assistance.
Some systems, such as telephones, answering machines and two-way

radios rely solely on speech. Effective communication is more difficult as the
parties communicating are not able to see each other and gauge the
progress of the
conversation from body language. It is important to speak clearly, concisely
and courteously especially when answering the phone or leaving a message.
The correct greeting and identification of the business and the individual
should be used.
Private conversations and text messaging on mobile phones should be

minimized during work hours. Only essential calls should be made or
received.
Designated channels and call signs should be used with two-way

radios. Conversations should be limited to relaying necessary information.
Batteries should be recharged on a regular basis and the radios kept in good
working order. They may be a vital means of communication in an
emergency.
Enterprise procedures and protocols should also be followed when

using systems that rely on written communication such as faxes and emails.
Many businesses have a standard cover sheet that is attached to the front of
outgoing faxes. Incoming faxes should be given to the appropriate person or
placed in designated in-trays or pigeon holes.
Information in faxes and emails should be written clearly and

concisely. A standard ‘signature’ should be attached to the end of an email.
Again, work computers should not be used to send private emails.
Workplace meetings
The efficient operation of all workplaces relies on the effective sharing of

information. This exchange of information may be needed to:
 explain changes happening in the workplace

 discuss and solve problems and make decisions
 update Occupational, Health and Safety (OH&S) and other procedures
 determine workplace targets
 schedule and allocate tasks
 provide feedback and evaluation.
Information can be shared in a number of ways. Written information might be

distributed via the intranet, email or in newsletters, memos and notices.
Formal meetings, informal discussions and work team briefings are
commonly used to share information in a face-to-face setting. Meetings
might be convened for a specific purpose, such as OH&S or union meetings,
or they may be more general in their purpose.
All meetings must be structured to achieve their purpose and conclude in a

reasonable time frame. An agenda may be used to outline the purpose of a
meeting and the important points that need to be raised and discussed.
Formal meetings use an agenda which generally includes the following items:
 opening, welcome, and names recorded of those present and names of

apologies received
 dated minutes and business arising from the previous meeting,
including the acceptance of these minutes
 correspondence, both in and out, with business arising
 reports from the finance and other subcommittees
 general and other business
 date, time and place of the next meeting and the close of the current
meeting.
Minutes are detailed notes taken during a meeting of everything that has
been said and agreed upon. In some meetings a vote may be taken on
important issues, either by a show of hands or a secret ballot. The minutes
should record the outcomes of voting and any decisions made.
Informal meetings, discussions and briefings are less rigid in their structure.
However, it is still important to provide opportunities for discussion and take
notes of decisions.
Whatever the style of the meeting there is a protocol or code of behavior

that all participants should adhere to:
1. Attend the meeting on time.

2. Listen effectively.
3. Don’t interrupt other speakers.
4. Contribute to the meeting by expressing opinions in an appropriate
manner.
5. Behave courteously towards other participants in the meeting.
6. Don’t discuss issues that are outside the purpose of the meeting.
7. Ask questions to clarify misunderstandings.
8. Take notes where appropriate of decisions agreed to in the meeting
and retain these for future reference.
9. Act on the instructions or decisions of the meeting within the agreed time.
10. Keep sensitive issues raised at the meeting confidential.
SELF CHECK # 1.2-2
Test 1. Matching type: Match the choices of column A to the choices in

column B.
A B
1. computers with email a) code of behavior in

and internet access workplace meetings
2. Improving the efficiency and b) items used in Formal meetings

effectiveness of work
practices. c) efficient operation of
all workplaces
3. discuss and solve
problems and make d) Need that a
decisions communication system
designed must meet
4. date, time and place of the
next meeting and the close of e) Technology used in
the current meeting. communication
systems
5. Act on the instructions or
decisions of the meeting
within the agreed time.
ANSWER KEY 1.2-2
1. – e
2. – d
3. – c
4. – b
5. – a
LEARNING OUTCOME # 3
COMPLETE RELEVANT WORK –RELATED DOCUMENTS
CONTENTS :
- Basic mathematics
- Types of forms
ASSESSMENT CRITERIA :
1. Ranges of forms relating to conditions of employment are completed
accurately and legibly.
2. Workplace data is recorded on standard workplace forms and documents.
4. Errors in recording information on forms/documents are identified and
rectified.
5. Reporting requirements to superior are completed according to
CONDITIONS :
The students/ trainees must be provided with the
following: Paper
Pencils/ball pen
Reference
books Manuals
METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/Performance
Test Interview
LEARNING OUTCOME # COMPLETE RELEVANT WORK RELATED

DOCUMENTS

on content of the information sheets
Basic Mathematics facilitator.
the module.
2.Answer self-check 1.3-1 Compare your answer to the
answer key 1.3-1. If you got 100%
correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
3.Read Information sheet 1.3-2 on If you have some problem on the
Types of Forms
facilitator.
the module
4.Answer Self-check 1.3-2 Compare your answer to the
answer key 1.3-2. If you got 100%
correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
BASIC MATHEMATICS

1. Define what mathematics is.
2. Identify the different arithmetic operations.
3. Perform basic mathematical problems.
MATHEMATICS
It is the systematic study of magnitude, quantities, and their
relationships as expressed symbolically in the form of numerals and forms.
Comparison of mathematics in the workplace with mathematics in the

classroom reveals a disjuncture that is disconcerting to anyone who believes
that a primary purpose of school is to prepare students for work. School
mathematics lives in decontextualized ether, employing data that are
without blemish and language that is devoid of ambiguity. In contrast, real
problems are embedded in concrete tasks, use data that are often ill-defined
or inaccurate, and rely on language that is often imprecise and misleading.
In the world of work, mathematics is collaborative rather than individualistic;
accuracy is defined by the situation rather than given by the textbook; and
mathematical processes are used rather than studied. The new challenge is
to seek common ground among these very different traditions--of
mathematics for and from the workplace and of mathematics as preparation
for further study.
One resolution of the dilemma of tracking would be a common

mathematics program that could serve equally well as preparation both for
college and for skilled work. All students could benefit from the broadening
effects of such a high school preparation, yet there are currently few good
models of curricula that serve both agendas. Another approach would be to
develop a new form of vocational and technical education, with status equal
to the academic track, that would simultaneously prepare students for the
world of work and for further study in post-secondary institutions. U.S.
educators who are concerned about vocational education debate both the
desirability and feasibility of such a "separate but equal" track.
Arithmetic
Arithmetic or arithmetics (from the Greek word ἀριθμός = number) is the
oldest and most elementary branch of mathematics, used by almost
everyone, for tasks
ranging from simple day-to-day counting to advanced science and business
calculations. It involves the study of quantity, especially as the result of
combining numbers.
Arithmetic operations
The basic arithmetic operations are addition, subtraction, multiplication and

division. Any set of objects upon which all four arithmetic operations (except
division by zero) can be performed, and where these four operations obey
the usual laws, is called a field.
Addition (+)
Addition is the basic operation of arithmetic. In its simplest form,

addition combines two numbers, the addends or terms, into a single number,
the sum of the numbers.
1+3=4
Adding more than two numbers can be viewed as repeated addition; this
procedure is known as summation and includes ways to add infinitely many
numbers in an infinite series; repeated addition of the number one is the
most basic form of counting.
Subtraction (−)
Subtraction is the opposite of addition. Subtraction finds the difference

between two numbers, the minuend minus the subtrahend. If the minuend is
larger than the subtrahend, the difference is positive; if the minuend is
smaller than the subtrahend, the difference is negative; if they are equal, the
difference is zero.
17 – 9 = 6
Subtraction is neither commutative nor associative. For that reason, it is

often helpful to look at subtraction as addition of the minuend and the
opposite of the subtrahend, that is a − b = a + (−b). When written as a
sum, all the properties of addition hold.
Multiplication (× or ·)
Multiplication is the second basic operation of arithmetic. Multiplication also

combines two numbers into a single number, the product. The two original
numbers are called the multiplier and the multiplicand, sometimes both
simply called factors.
4 × 4 = 16
Multiplication is best viewed as a scaling operation. If the real numbers are
imagined as lying in a line, multiplication by a number, say x, greater than 1
is the same as stretching everything away from zero uniformly, in such a way
that the number 1 itself is stretched to where x was. Similarly, multiplying by
a number less than 1 can be imagined as squeezing towards zero. (Again, in
such a way that 1 goes to the multiplicand.)
Multiplication is commutative and associative; further it is distributive over

addition and subtraction. The multiplicative identity is 1, that is, multiplying
any number by 1 yields that same number. Also, the multiplicative inverse is
the reciprocal of any number (except zero; zero is the only number without a
multiplicative inverse), that is, multiplying the reciprocal of any number by
the number itself yields the multiplicative identity.
The product of a and b is written as a × b or a • b. When a or b are

expressions not written simply with digits, it is also written by simple
juxtaposition: ab. In computer programming languages and software
packages in which one can only use characters normally found on a
keyboard, it is often written with an asterisk: a * b.
Division (÷ or /)
Division is essentially the opposite of multiplication. Division finds the

quotient of two numbers, the dividend divided by the divisor. Any dividend
divided by zero is undefined. For positive numbers, if the dividend is larger
than the divisor, the quotient is greater than one, otherwise it is less than
one (a similar rule applies for negative numbers). The quotient multiplied by
the divisor always yields the dividend.
Division is neither commutative nor associative. As it is helpful to look at

subtraction as addition, it is helpful to look at division as multiplication of the
dividend times the reciprocal of the divisor, that is a ÷ b = a × 1/b. When
written as a product, it obeys all the properties of multiplication.
Rounding
When we round decimals to a certain number of decimal places we are

replacing the figure we have with the one that is closest to it with that
number of decimal places.
An example: Round 1.25687 to 2 decimal places
1. Firstly look at the decimal place after the one you want to round to (in our
example this would be the third decimal place)
2. If the number in the next decimal place is a 6,7,8 or 9, then you will be
rounding up, so you add 1 to the number in the place you are interested in
and you have rounded. In our example the number in the third place is a 6 so
we round up. We change the 5 in the second place to a 6 and our rounded
number is 1.26
3. If the number in the place after the one we are interested in is a 0,1,2,3 or
4 we round down, i.e. we just write the number out as it is to the required
number of places.
4. If the number in the place after the one we are interested in is a 5, then
we need to look at what follows it. Cover the number from the beginning to
the place you are interested in, for example, suppose we are rounding
2.47568 to three decimal places we look at just the 568 and we ask is that
closer to 500 or
600. Since it’s closer to 600 we get a rounded number of 2.476
5. If only a 5 follows the place we are interested in then different disciplines

have different conventions for the rounding. You can either round up or
down since 5 is exactly half way between 0 and 10.
Percentages
Percentages are fractions with a denominator of 100. Often there will not be
100 things or 100 people out of which to express a fraction or a percentage.
When this is the case you will need to find an equivalent fraction out of 100
by multiplying by 100% which is the same as multiplying by 1.
SELF-CHECK 1.3-1
Test 1. MULTIPLE CHOICE: Choose the letter of the correct answer

from the given choices:
1. It is the systematic study of magnitude, quantities, and their

relationships as expressed symbolically in the form of numerals and
forms.
a. Arithmetic
b. Mathematics
c. Subtraction
2. It is the oldest and most elementary branch of mathematics,

used by almost everyone, for tasks ranging from simple day-to-day
counting to advanced science and business calculations.
a. Arithmetic
b. Mathematics
c. Subtraction
3. Is a fraction with a denominator of 100?

a. Arithmetic
b. Mathematics
c. Percentage
4. It is essentially the opposite of multiplication. It finds the

quotient of two numbers, the dividend divided by the divisor.
a. Addition
b. Division
c. Subtraction
5. It is the second basic operation of arithmetic. It also

combines two numbers into a single number, which is called the
product.
a. Multiplication
b. Division
c. Subtraction
6. It is the opposite of addition. It finds the difference between two

numbers, the minuend minus the subtrahend.
a. Multiplication
b. Division
c. Subtraction
7. It is the basic operation of arithmetic. It combines two numbers, the

addends or terms, into a single number, the sum of the numbers.
a. Multiplication
b. Addition
c. Subtraction
8. 2,462 is the sum
of? a. 1,021 +
1,441
b. 1,022 + 1,442
c. 1,021 + 1,442
9. Round 19,574 to the nearest
ten. a. 19, 580

b. 19, 570
c. 19, 560
10. Round 29, 574 to the nearest
thousand. a. 29,000
b. 30,000
1. b
2. a
3. c
4. b
5. a
6. c
7. b
8. a
9. b
10. b
TYPES OF FORMS

1. Determine what a written communication is.
2. Identify the characteristics of workplace information
3. Identify the different types of information kept by agricultural and
horticultural workplaces.
WRITTEN COMMUNICATION
Companies/ enterprises often require workers to use written forms of

communication. This may involve reading workplace notices and
instruction such as:
 signs and labels

 notes, messages and memos
 rosters and work schedules
 safety material and notices
 invoices and dockets with customer information
 tables and simple graphs.
Employees may also be required to write down information, messages and

material and tool requirements. They will need to fill out a variety of
workplace forms.
To be effective, written workplace information must be:
1. Clear – the handwriting must be legible and the information written

in a manner that will not be confusing.
2. Concise – the message should be written in simple language using
short sentences or point form. Unnecessary information and repetition
should be avoided.
3. Correct – accuracy is very important when writing down information. If
taking a phone message, read the details back to the caller, especially
names, addresses and phone numbers. Use correct terminology where
appropriate.
4. Courteous – as with verbal communication, the style of the language
chosen should be appropriate to the situation and the reader.
Workplace information
Primary industry businesses regularly collect record and report workplace

information. This is done to fulfill production, business and legal
requirements.
There are different types of information kept by agricultural and horticultural

workplaces. These include:
 Financial – for example invoices for purchases and sales, profit and
loss statements, taxation records, bank and dividend statements.
 Production – for example records of livestock numbers, growth rates,
births and sales, crops sown and harvested, weed and pest control
management.
 Marketing - for example product sales, promotional and advertising
material.
 Maintenance - for example machinery and vehicle log books and service
records, property structure repairs.
 Staff – for example personal and taxation records for employees, time
sheets and salaries, work rosters.
 Legal - for example workers’ compensation, public liability and
property insurance, deeds and titles.
Workers may be required to contribute to the collection, recording and

reporting of a wide range of workplace information. To do this effectively
they need to be able to:
1. Correctly identify sources of information.
Information can be sourced internally by asking appropriate questions of

employers, supervisors or colleagues. Another way of sourcing information is
to access and read workplace documents. It is important to know where
workplace records are kept and to return them to the correct place after use.
Most enterprises have a business directory that contains the names,

addresses, phone and fax numbers, email addresses and contact names for a
number of services such as:
 suppliers
 contractors
 the local veterinarian
 trade personnel
 industry and regulatory bodies
 local government.
Training organizations and advisors from the Department of Primary

Industries and Rural Lands Protection Board are often listed on the directory
of business services.
Other external sources of information can be sourced from the media,

internet, CD ROMs and DVD’s, reference material supplied by companies and
the local library.
2. Obtain appropriate information.
Once the source of the information has been found, the correct information
needs to be collected. This will depend on the purpose of the information,
the people who will use the information and the time available or necessary
to obtain it.
For example, if a worker is asked to ring around the local produce stores to
compare fertilizer prices, a half-hour conversation catching up on the local
gossip would not be appropriate. Conversely, if the employee responsible for
machinery maintenance was sent to look at a second-hand tractor, there
would be an expectation that sufficient time would be spent to thoroughly
assess the condition of the machine.
Information needs to be sorted so that only relevant data is collected. If a

worker is asked to obtain a three-day weather forecast for the local district, a
detailed analysis of the likelihood of cyclones in Queensland the following
summer, although possibly interesting, would not be appropriate.
3. Record information on standard forms.
A number of forms need to be completed and submitted prior to, at the

commencement of and during employment. These forms may be related to:
 employee records and workplace agreements

 personnel and staffing details
 taxation and superannuation
 banking and finance
 health and insurance records
 Workers Compensation, accidents and incidents.
It is important to read through all forms carefully, as well as any

accompanying instructions, before starting to fill them out. Make sure that all
the information is available and is correct. Check the spelling of names and
addresses and that any numbers have been accurately recorded.
Government forms are often translated into official documents and any
errors will be duplicated on them.
Details that are commonly requested include:
 full name and title

 home and postal addresses
 date of birth and country of citizenship
 phone and fax numbers and email addresses
 occupation
 Signatures and dates.
Other details that may be required could include:
 highest level of qualification

 tax file number
 bank account details
 ABN number
 Emergency contact names, addresses and phone numbers.
Forms should be completed clearly and neatly in the spaces provided using
the type of pen and style of writing indicated in the instructions. Always
check through the answers for accuracy. Any corrections which are
necessary should be made according to the procedure set out in the
instructions.
It is good practice to make a copy of the form for future reference before
presenting or mailing it. If sending the form by mail, ensure that the postal
address is correct, the sender’s address is on the envelope and the correct
postage is affixed. Retain original forms such as Birth Certificates and only
forward photocopies.
Each workplace will have a range of forms, specific to the enterprise that
workers need to complete. There is a legal obligation on employers to keep
some of these records such as safety reports and chemical records.
Forms that are common to most enterprises include:
 safety reports
 dockets, invoices and receipts
 petty cash vouchers
 time sheets
 telephone message forms
 leave forms.
Other enterprise forms might include:
 chemical records
 weather records
 vehicle and machinery log books
 registration, license and insurance forms
 equipment inspection records.
4. Use correct procedures for the storage of information.
Every organization and business has a particular method for storing

information. It is important that all employees who need to access that
information are familiar with the location and the filing systems used.
Records might be stored in the following places:
 filing cabinets
 computer files and databases
 folders on shelves, in drawers or under counters
 pin boards and white boards
Information stored in filing cabinets is usually organized alphabetically or

under different topic headings. Basic computer skills are required to access
computer records. Help should be sought if a particular piece of information
cannot be found. All records should be filed correctly and returned to the
appropriate location after use.
Many workplaces also store information which is confidential. Anyone with

access to these records should only use them when necessary and only
allow distribution of the information to relevant personnel
SELF-CHECK 1.3-2
Identification: Identify the answers of the statements given below.
1. It contains the names, addresses, phone and fax

numbers, email addresses and contact names for a number of services
such as suppliers and contractors.
2. Product sales, promotional and advertising material are pieces of

information kept by agricultural and horticultural workplaces.
3. A style of the language chosen that should be

appropriate to the situation and the reader.
4. A message should be written in simple language

using short sentences or point form. Unnecessary information and
repetition should be avoided.
5. The handwriting must be legible and the

information written in a manner that will not be confusing.
1. Business Directory
2. Marketing
3. Courteous
4. Concise
5. Clear
INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
The evidence must show that the candidate… Ways in which evidence will
be collected
Demonstra
Question/i
Thirdparty
nterview
Written
report
tion
 Specific relevant information was
accessed from appropriate sources.
 Effective questioning, active listening

and speaking skills were used to gather
and convey information
 Appropriate medium was used to

transfer information and ideas.
 Appropriate non-verbal
communication was used.
 Appropriate lines of communication with

superiors and colleagues were identified.
 Defined workplace procedures for

the location and storage of information.
 Personal interaction was carried out

clearly and concisely.
 Team meetings were attended on time.
 Own opinions were clearly expressed

and those of others were listened to
without interruption.
 Meeting inputs were consistent with the
meeting purpose and established
protocols.
 Workplace interactions were conducted

in a courteous manner appropriate to
cultural background and authority in the
enterprise procedures
 Questions about simple routine

workplace procedures and matters
concerning conditions of employment
were asked and responded.
 Meeting outcomes were interpreted and

implemented.
 Ranges of forms relating to conditions of

employment were completed accurately
and legibly.
 Workplace data was recorded on

standard workplace forms and
documents.
 Basic mathematical processes were used
routine calculations.
 Errors in recording information on

forms/documents were identified and
rectified.
 Reporting requirements to superior were

completed according to enterprise
guidelines.
Prepare Date:
d by:
Checked Date:
by:
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the

following assessment methods – LEAD Not
WORKPLACE COMMUNICATION Satisfactory
Satisfactory
[Pls. check () appropriate box]
A. Demonstration with Oral Questioning
B. Written Exam
Did the candidate's overall performance meet

the required evidences/ standards?
OVERALL EVALUATION COMPETENT NOT YET COMPETENT
Recommendation
For re-
assessment.
For submission of document. Pls. specify (Portfolio Document)
For issuance of NC
General Comments [Strengths / Improvements needed]
Candidate’s
signature: Date:
Assessor’
Date:
s
signature:
RATING SHEET FOR OBSERVATION/ WITH ORAL
QUESTIONING
Candidate’s
Name:
Assessor’s Name:
Assessmen
t Center:
Qualification:
Unit of
LEAD WORKPLACE COMMUNICATION
Competency
Instructions for the assessor:
Date of observation:
Description of
assessment
activity:
Location of
assessment
activity:
If yes, tick the
During the performance of skills, the
box
candidate….
 Showed dedication and enthusiasm toward the 
learning process.
 Developed effective communication in 
the workplace
 Demonstrated appropriate lines

of communication with superiors.
 Observed cleanliness and orderliness in the 
workplace.
 Practiced courteous manner in the workplace. 
 Showed interest in any group activity given

to them.
Satisfactory
response
The candidate should answer the

Yes No
following questions:
 How will you be able to promote sound and
pleasant working relationships with
other workers in the company?
 What will you do to prove your honesty and

loyalty to the company you are working with?
 In case of unexpected incident or problem that

will arise in the workplace, to whom will
you report the incident?
 What will you do to grow and learn from the

error
you have committed in the exercise of your
duties and responsibilities in the company you
are connected with?
 How will you Share Company values/practices

with co-workers using appropriate behavior
and language?
The candidate’s underpinning knowledge was:

Satisfactory  Not Satisfactory 
Feedback to candidate:
The candidate’s overall performance was:

Satisfactory  Not Satisfactory 
Assessor signature: Date:

ATING SHEET FOR WRITTEN TEST
Candidate’s
Name:
Assessor’s Name:
Assessmen
t Center:
Qualification:
Unit of
LEAD WORKPLACE COMMUNICATION
Competency
Instructions for the assessor:
Date of observation:
Description of
assessment
activity:
Location of
assessment
activity:
During the performance of skills, the candidate…. If yes, tick the
box

Assessor’s signature: Date:

SUGGESTED QUESTIONS AND ANSWERS FOR OBSERVATION /
DEMONSTRATION
Qualification:
Unit of Competency LEAD WORKPLACE COMMUNICATION
1. Explain how will you communicate toward your superiors and

colleagues?
Answer:
2. How will you be able to relate basic mathematical processes to the

nature of your work?
Answer:
3. What will you do to improve your communication skills?

Answer:
5. In case of workplace meetings, how will your knowledge in technical

writing help you in gathering information?
Answer:
6. Explain the importance of effective communication to your work?

Answer:
RITTEN TEST
INSTITUTIONAL ASSESSMENT
Multiple Choice: Choose the letter of the correct answer from the given
choices.
1. It is the basic types of words that English has and consists of eight parts.
a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in a place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction
3. A part of a sentence which says something about the subject.
a. Run-on sentence
b. Subject
c. Predicate
4. It is a sentence which is not complete, and therefore not
grammatically correct.
a. Run-on sentence
b. Subject
c. Fragment
5. A factor of Interference in which is a product of how the sender and
the receiver feel at the time the communication process is occurring. If
either sender or receiver is not committed to the communication
process, communication is impaired.
6. When a communicator's words cannot communicate the
desired meaning to another person unless the listener or reader has had
some experience with the objects or concepts to which these words
refer. What factor of barrier to communication is this?
c. Interference
7. A rule in technical writing which states that measurements or
calculations should be used to express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very
detailed and factual.
a. Graphics
b. Documentation
c. Factual detail
9. It is a process of conveying messages, of transmitting
meaning between individuals.
a. Communication
b. Listening
c. Reading
10. A style of writing which is used for writing letters to the
government officials, speeches, articles for newsletter and magazines,
school assignments, long reports and formal compositions.
b. Formal style
c. Casual style
ANSWER KEY (INSTITUTIONAL ASSESSMENT)
1. b
2. c
3. c
4. c
5. c
6. a
7. b
8. c
9. a
10.
b
eferences:
Fernando, et.al. New Perspective in English One. Philippines: RBSI, 2005.

Warriner’s English Grammar and Composition. USA:
http://www.io.com/~hcexres/textbook/techreps.html
http://faculty.washington.edu/ezent/imsc.htm
http://www.english-grammar-revolution.com/sentence-construction.html
http://www.effective-communication.net/
http://www.wikipedia.com
http://www.UOTTAWA.COM
http://www.Elcstudyzone.com

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ABSTRACT

This module covers the

LEAD WORKPLACE EVENTS MANAGEMENT SERVICES

Welcome to the Module Leading Workplace Communication. This

The unit of competency LEAD WORKPLACE COMMUNICATIONis one

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

Recognition of Prior Learning (RPL)

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

This module was prepared to help you achieve the required

Talk to more experienced workmates and ask for their guidance.

Competency Unit of Competency Module Title

1 LEAD LEADING WORKPLACE

3 DEVELOP AND PRACTICE DEVELOPING AND

4 SOLVE WORKPLACE PROBLEMS SOLVING WORK PLACE

UNIT OF COMPETENCY: LEAD WORKPLACE COMMUNICATION

MODULE TITLE : LEADING WORKPLACE COMMUNICATION

MODULE DESCRIPTOR: This module covers the knowledge, skills and

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/students must be able to:

LO 1. Obtain and convey workplace information

LO 2. Complete relevant work related documents

LO 3. Participate in workplace meeting and discussion

UNIT OF COMPETENCY LEAD WORKPLACE COMMUNICATION

MODULE TITLE LEADING WORKPLACE

LEARNING OUTCOME # 1 OBTAIN AND CONVEY

Learning Activities Special Instructions

If you have some problem on the

Refer your answer to answer key

Learning Objectives: After reading this INFORMATION SHEET, you MUST be

THE PARTS OF SPEECH

What are the Parts of Speech?

A noun is a word used to name a person, animal, place, thing, and

A verb is a word which describes an action (doing something) or a

In each of the following sentences, the verb or compound verb is

Dracula bites his victims on the neck.

A pronoun can replace a noun or another pronoun. You use pronouns

In the following sentences, each of the highlighted words is a

An adjective modifies a noun or a pronoun by describing, identifying,

In the following examples, the highlighted words are

adjectives: The truck-shaped balloon floated over the

An adverb can modify a verb, an adjective, another adverb, a phrase,

While some adverbs can be identified by their characteristic "ly" suffix,

In the following examples, each of the highlighted words is an

adverb: The seamstress quickly made the mourning clothes.

I ate the pizza and the pasta.

A preposition links nouns, pronouns and phrases to other words in a

A preposition usually indicates the temporal, spatial or logical

In each of the preceding sentences, a preposition locates the noun "book" in

An interjection is a word added to a sentence to convey emotion. It is

You usually follow an interjection with an exclamation mark.

The highlighted words in the following sentences are interjections:

Ouch, that hurt!

3. A part of speech which is added to a sentence to convey emotion.

5. It usually precedes the noun or the pronoun which it modifies.

6. It usually indicates the temporal, spatial or logical relationship of

Learning Objectives: After reading this information sheet, the student/

That's it! A sentence is just someone or something being or

A fragment is a sentence which is not complete, and therefore not

You can change a sentence fragment into a complete sentence by