Module 2: Interpersonal Communication

Facilitator’s Manual
MYDev Life Skills Curriculum
An Adaptation of EDC’s Work Ready Now! Curriculum
Module 2: Interpersonal Communication Facilitator’s Manual

Module 2: Interpersonal Communication

“Sa komunikasyon mahalaga ang unang impresyon”

The first impression you give is important in communication.

Interpersonal Communication Objectives

By the end of the module, participants will:

 Identify and demonstrate non‐verbal communication

 Listen actively and speak appropriately
 Identify and practice good customer service skills

Module Overview
 Activity Time
Session 1: Listening & Speaking Effectively 4 hr 20 min
1: Introductory Activity & Learner’s Reflection 1 hr
2: Non-Verbal Communication 35 min
3: Effective Listening 45 min
4: Effective Speaking 1 hr
5: Choosing a form of communication 1 hr
Session 2: Cooperating with Others 1 hr 45 min
6: Self-Assessment of Working in Groups 35 min
7: Cooperating with Others 1 hr 10 min
Session 3: Customer Care 3 hrs 5 min
8: Giving Exceptional Customer Service 1 hr 10 min
9: Customer Service and the Role of Word of 45 min
Mouth
10: Module 2 Review and Application 1 hr 10 min
Total Time: 9 hr 10 min

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Module 2: Interpersonal Communication Facilitator’s Manual

Module 2 Materials and Preparations

 Basic training materials: manila paper, markers, tape, A4 paper
 Make sure participants have their Participant’s Handbook available.

Session 1:
 Before the activity, ask for 2 volunteers to prepare a brief role play for Step 3 (below)
 Prepare a visual with the phrase in Step 3 (below)
 1 paper ball (or another object that can be tossed from person to person)
 Review main concepts from previous module
 Prepare a manila paper with the proverb (below) to discuss with learners.
 Learners’ Reflection
 Review objectives of the module
 Identify how non-verbal communication plays a role in the next topics: listening and
speaking skills
 Make 3 copies of Facilitator Tool 2.A: Listening Scenarios and select an appropriate role
play to use with the participants or create a new one
 Before the activity, ask for volunteers to prepare the role play, give them a copy of the role
play and brief them on what they will need to do
 Handout 2.1: Effective Listening Observation Form
 Make 3 copies of Facilitator Tool 2.B and select an appropriate role play to use with the
participants or create a new one
 Before the activity, ask for volunteers for the role play. Give them a copy of the description
of the role play and brief them on what they will need to do
 Handout 2.2: Effective Speaking Skills & Strategies
 Handout 2.3: Three Forms of Workplace Communication.

Session 2:
 Handout 2.4: Working in Groups Self-Assessment
 Handout 2.5: Cooperating with Others Roles
 Make copies and cut-out the roles for all participants from Trainer Tool 2.C: Roles for
Actors and Observers
 Handout 2.6: Elements of an Effective & Cooperative Team Member

Session 3:
 Before the activity, ask for volunteers to prepare to perform the scenario in Facilitator Tool
2.D: Role Play on Customer Service. Make copies of this Trainer Tool as needed.
 Handout 2.7: Giving Exceptional Customer Service
 Write down the phrase (Step 1 below) on manila paper.
 Paper strips with the statements: strength, weakness, learning, challenge
 Paperballs, box
 Fast music (mp3, cellphone)
 Make 1 copy per participant of the End-of-Module Assessment

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 Module 2: Interpersonal Communication Facilitator’s Manual

SESSION 1: LISTENING AND SPEAKING EFFECTIVELY

Activity 1: Introductory Activity
 Objectives - By the end of the activity, participants will be able to:
a. Review the main concepts of the previous module (Personal Development)
b. Identify the topics that are important for interpersonal communications
c. Take a Learner’s Reflection
 Time Required: 60 minutes
 Methodology: pair share, large group discussion
 Materials and Preparation: manila paper, A4 paper, markers, tape
 Before the activity, ask for 2 volunteers to prepare a brief role play for Step 3 (below)
 Prepare a visual with the phrase in Step 3 (below)
 1 paper ball (or another object that can be tossed from person to person)
 Review main concepts from previous module
 Prepare a manila paper with the proverb (below) to discuss with learners.
 Learners’ Reflection
 Review objectives of the module

Steps:
1. Welcome learners to Module 2 and quickly  Facilitator Tip 
review the main concepts from the previous You can use other
module by having participants throw a ball or techniques such as having
other object to one another. The person who a quiz bee or contest
catches the paper ball, has to mention a concept among groups to
or idea from the previous module. encourage learners to
(Types of important values and skills, how to set participate
and reach goals, and different ways people learn.)
Continue until the main concepts are covered, providing input as needed.
(10 min)

2. Ask participants to think about the proverb found at the beginning of Module 2: “Sa
komunikasyon mahalaga ang unang impresyon” (The first impression you give is
important in communication). In your own words, how do you relate this proverb to
yourself? Can you recall your first impression situation with someone else? Do you
think the way you talk with your listener is important? (Facilitator calls someone who
can start the sharing).

Explain that this module will focus on communication skills at work. Ask them what
they think is the relevance between the proverb and the importance of

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Module 2: Interpersonal Communication Facilitator’s Manual

communication skills at work. How does it relate to their real life situation? The first
session will cover speaking and listening.
(10 min)

3. Show the picture below or a visual with this line “I hear you, but I’m not listening”
written in a manila paper and ask 2 volunteers (pre-briefed) to act out a short
scenario on this as everyone observes. Then let them identify the characteristics of
each actor. Ask them, what do you observe about the 2 characters? Do you think the
message speaks about a rude person? Is being rude a good attitude?
Form 4 small groups by counting 1-4 (group them according to their number). Each
group chooses a facilitator, a secretary to write down the ideas in the manila paper and
a reporter to present the output. Each group discusses briefly and shares their
thoughts on the following questions and write their
answers on manila paper:
1. What does it mean to listen/speak effectively?
2. How do you know when you are/are not being
listened to or ignored?
3. What do you do when speaking to get your point
across?
4. How do you speak to an elder? Supervisor? Friend?
Group of people?
5. Why is good (or effective) communication important
in our personal and work lives?
(20 min)
4. Each assigned reporter in each group is given 2 minutes to present the group output.
After all presentations, the facilitator will explain that in this session they are going to
learn about communication skills and how to become more effective and confident
listeners and speakers.
(5 min)
Have learners take the Learner’s Reflection in their Participnat’s Handbook. Explain
that this is not a test but is a way to see what they already know or do not know
about the topics.

Explain the meaning of each column (1, 2, 3, 4). Tell them that you will read a few
statements. For each statement they need to check the column that best describes
them. Stress the importance of answering honestly and independently.

Read one statement at a time and allow time for learners to think of an answer.
(15 min)

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Module 2: Interpersonal Communication Facilitator’s Manual

Key Topics
 Non-verbal communication
 Effective speaking skills & strategies
 Effective listenin skills & strategies

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 Module 2: Interpersonal Communication Facilitator’s Manual

Learners’ Reflection: Module 2 Interpersonal Communication

This is not a test but is a way for us to see what you already know or do not know about the topics. I will read a
skill that is listed in the left column. Think about yourself and your experience. I will read the statements across
the top. Check the column that best represents your situation. The results will guide me in helping you learn
more about this topic.

Ang mga katanungan dito ay hindi test. Ito ay isang paraan upang malaman natin ang inyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Lahat ng inyong mga kasagutan ay ating tatanggapin.
Babasahin ko ang bawat tanong. Magbalik‐tanaw sa inyong mga karanasan at i‐tsek ang sagot na naaangkop sa
inyong sitwasyon. Ang inyong kasagutan ay magiging gabay ko sa pagpapalawak ng inyong kaalaman tungkol sa
paksang ito.

My experience 1 2 3 4
I don’t have I have very I have some I have a lot
Knowledge, skills and abilities any little experience of
experience experience doing this. experience
Kaalaman, kasanayan at kakayahan doing this. doing this doing this.
Mayroon
Wala akong Kaunting- akong Marami
karanasan sa kaunti karanasan sa akong
paggawa lamang ang paggawa karanasan sa
nito karanasan ko nito paggawa
sa paggawa nito
nito
Using a variety of strategies to listen carefully
to others / Paggamit ng iba’t-ibang istratehiya
para makinig nang mabuti sa iba.
Using and understanding non-verbal
communication cues / Paggamit at pag-unawa
ng mga kilos na nagpapahiwatig ng pakikipag-
usap.
Asking questions of others when I do not
understand / Paghingi ng tulong sa iba kung
merong hindi naintindihan.
Speaking clearly and effectively in front of
individuals or groups /Pagsalita nang
maliwanag at mabisa sa harapan ng mga tao o
grupo.
Understanding the importance of customer
care and service / Pag-intindi sa kahalagahan
ng pag- alaga ng kustomer at pagbibigay ng
kaukulang serbisyo.
Striving to provide exceptional customer
service, in person or on the telephone /
Pagsikap upang makabigay ng
pinakamagandang serbisyo sa telepono o
harapang pakikitungo sa tao

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 Module 2: Interpersonal Communication Facilitator’s Manual

Activity 2: Non-Verbal Communication

 Objectives – By the end of the activity, participants will be able to:

a. Identify and demonstrate examples of non-verbal communication
b. Be aware of how non-verbal communication impacts the way we give and receive
information
 Time Required: 35 minutes
 Methodology: pair work, large group discussion
 Materials and Preparation:
 Identify how non-verbal communication plays a role in the next topics: listening
and speaking skills

Steps:

1. Divide participants into 2 groups by having them count 1, 2, 1, 2… Ask group 1 to form a
circle. Ask group 2 to form a circle around group 1. Participants in the inner circle
should face those in the outer circle.
(5 min)

2. Tell participants to demonstrate to the person they are facing as many ways that they
can think of for communicating without using words.

“Show ways that you can communicate how you feel, what you think, or what you
want – without talking.”
(10 min)

3. Before introducing the topic, you may ask participants what type of communication
were they using when doing the activity. Explain that non-verbal communication is a
way to communicate using your body, including facial expressions, using hands or feet,
and more. Some examples of non-verbal communication include nodding one’s head in
agreement, rolling eyes in disagreement, looking at watch and tapping foot in boredom,
smiling, etc. Explain that “the way we use our body can help or interfere our
communication with others. Our body can show if we are interested in what the other
person is saying or distracted, can show respect or direspect to the other person, and
can give many more messages. We do not always need to talk in order to communicate.
There are other ways to send messages.”

Using the same group, give copies of a picture below and let them identify what each
facial expression means.

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 Module 2: Interpersonal Communication Facilitator’s Manual

Source: https://www.linkedin.com/pulse/20131002044532-4121268-passion-i-like-the-way-you-look

To process – ask “Why do you think non-verbal communication is important when giving
information or when listening to someone? Can you tell the importance of knowing and
recognizing non-verbal communication?
(20 min)

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 Module 2: Interpersonal Communication Facilitator’s Manual

 Activity 3: Effective Listening

 Objectives - By the end of the activity, participants will be able to:

a. Identify effective listening skills & strategies
 Time Required: 45 minutes
 Methodology: role play, pair work, large group discussion
 Materials and Preparation: manila paper, markers, tape
 Make 3 copies of Facilitator Tool 2.A: Listening Scenarios and select an appropriate role
play to use with the participants or create a new one
 Before the activity, ask for volunteers to prepare the role play, give them a copy of the role
play and brief them on what they will need to do
 Handout 2.1: Effective Listening Observation Form

Steps:
1. Explain to participants that they are going to observe a 3-minute role play of a
workplace situation. Ask pre-selected volunteers to role play any scenario from
Facilitator Tool 2.A: Listening Scenarios. Discuss the role play by asking:
• What is the role play all about?
• Can you identify any misunderstanding?
• Why did this situation happen?
• Has a similar situation happened to you? Have you experienced not listening to
someone speaking? Have you experienced speaking and the other person was
not listening to you? What happened?
• If you were one of the characters, what will you do to avoid such situation?
(30 min)

2. Discuss effective listening skills and strategies using Handout 2.1: Effective
Listening Observation Form in their Participant’s Handbook.

Read one statement at a time. Allow learners to show their answers standing up (Yes)
or sitting down (No). If many learners answer “no” (sit down), ask: “What could the
person have done differently?” Explain that feedback should be given in a positive and
encouraging way, not in a way that is judgmental or discouraging. Clarify if there are
any questions.
(15 min)

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 Module 2: Interpersonal Communication Facilitator’s Manual

Facilitatior Tool 2.A: Listening Scenarios

Role Play 1: At the Hotel

Omar is a front desk worker at Lantaka Hotel. He is responsible for checking guests in, answering
the phone, and responding to the needs of hotel guests. He and his girlfriend Sitti have been
having some misunderstanding lately so he has been distracted at work. An angry guest from
room 202 comes to the desk to complain about dirty sheets. While the guest was complaining,
Omar’s mobile phone rings. It was his girlfriend. He asks the guest to wait for a minute but he
ends up getting into a heated discussion with Sitti. The guest becomes annoyed and says she is
going to go out and expects clean sheets by the time she returns in her hotel room. Omar nods
his head in agreement and says, “No problem, it will be taken care of”. He continues with his
phone conversation and he is quite upset when he gets off. Things start to get busy at the hotel
-‐‐the hotel phone keeps ringing and a busload of guests arrives to check-in. The guest from
room 202 returns, gets her key and within minutes she went down in the lobby shouting that
her dirty sheets have not been replaced.

Role Play 2: At the Store

A young man named Jose works in a store selling items such as toothpastes, candles, pens, salt,
sugar, and bread. He finds his boss, Maria, annoying and he tends not to listen to her all the
time. One day, they had two types of bread to sell. Maria made it clear that the higher quality
loaves should go for 50 pesos and the other ones for 30 pesos. All morning many customers
came in to buy bread. Jose sold all loaves for the same price -‐‐ 30 pesos. When Maria returned,
she realized that Jose sold the good quality bread for only 30 pesos. She got angry and said she
would make Jose pay the difference.

Role Play 3: At the Construction Site

Patrick is new in his job at Candace Construction. His job is to mix cement for a wall that they are
building. His supervisor had told him that for every bag of cement he should mix in 5 bags of
sand. Distracted by all the noise around him, he couldn’t remember the number of bags of sand
to add to the cement. He feared he would lose his job if he asked the supervisor again, so he did
what he thought was right – 10 bags of sand for every bag of cement. After the wall had been up
a few days, the wall crumbled.

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Module 2: Interpersonal Communication Facilitator’s Manual

 Handout 2.1: Effective Listening Observation Form

Stand up if your answer is yes (if the listener uses the standard) or sit down if your answer is no
(if s/he does not use the standard).

Standards Yes No

Do you use appropriate body language to show you are listening? (eye
contact, sit upright, nod head, etc.)

Do you listen to the speaker without interrupting?

Do you repeat what the speaker has said to make sure you have
understood correctly?

Do you ask questions for clarification when you do not understand

something?

Do you avoid being distracted by noises, mobile phones, or by what

other people are doing?

Do you avoid being distracted by the mannerisms, speaking style,

clothing of the person speaking?

Are you aware of your own attitude & do you avoid being judgmental?

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 Module 2: Interpersonal Communication Facilitator’s Manual

 Activity 4: Effective Speaking

 Objectives - By the end of the activity, participants will be able to:
a. Identify effective speaking skills and strategies
 Time Required: 60 minutes
 Methodology: role play, pair work, large group discussion
 Materials and Preparation: manila paper, markers, tape
 Make 3 copies of Facilitator Tool 2.B and select an appropriate role play to use
with the participants or create a new one
 Before the activity, ask for volunteers for the role play. Give them a copy of the
description of the role play and brief them on what they will need to do
 Handout 2.2: Effective Speaking Skills & Strategies

Steps:

1. Facilitator introduces a message relay game. Learners form 3 teams with equal no. of
members. All members of the team line up in front of a desk with pencil and paper on
it. The last person in the line is designated as the READER. The READER of every team
comes in front to silently read a sentence that you have written in a metacard. When
the signal is given, the READERS go back to their respective lines and whispers the
sentence starting with the person from the back, and so on until the message reaches
the person in front. The latter writes down the sentence. When the writer is finished
s/he runs to the teacher with the paper. The first team to get the sentence correctly
wins. End the game by asking the class to read the sentence with correct
pronunciation. Process the game by asking:
- What lesson can we get from the activity?
- What will happen if we don’t speak clearly?
(15 min)
2. Explain to the learners the importance of focusing on speaking. Discuss the importance
of being present, open and connected to those you are speaking to both in speech and
body language.
Ask participants when do they think they will need to use effective speaking
skills. (Presenting ideas at work either formally to a supervisor or group of
colleagues or informally to co-‐‐workers; socially with family and friends.)
(10 min)

3. Explain to participants that they are going to observe a 3-minute role play of a
workplace situation. Select the role play you chose from Facilitator Tool 2.B and read it
out loud. Then ask some volunteers (that you pre-selected and briefed ahead of time)

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Module 2: Interpersonal Communication Facilitator’s Manual

to act out the scenario.

Discuss the role play by asking:  Facilitator Tip 

• Was the speaker able to give a
You may need to change the
clear message?
speaking scenarios so they are
• What are some effective speaking
more relevant to the work
strategies that the speaker used?
context in which the
• What are some things that the
participants are coming from.
speaker can use next time to be a
more effective speaker?
(15 min)

4. In a large group review and discuss the effective speaking skills and strategies. Ask
learners to go to Handout 2.2: Effective Speaking Skills & Strategies in their
Handbook.
(10 min)

5. Ask them to use the standards in Handout 2.2 to assess the listening skills they
observed in the role play.

Read one statement at a time, allow learners to show their answers clapping or
stomping. If many learners answer “no” (stomp), ask: “What could the person have
done differently?” Explain that feedback should be given in a positive and encouraging
way, not in a way that is judgmental or discouraging. Clarify if there are any questions.
(10 min)

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Module 2: Interpersonal Communication Facilitator’s Manual

Facilitator Tool 2.B: Speaking Scenarios

Scenario 1: At the Mall

You work as a cleaner at a mall with a team of 15 other cleaners. Recently, you have noticed
that the quality of the cleaning of some of your colleagues have not been very good and many
of them have not been showing up on time. The mall’s staff members have started complaining
about the unclean halls and stairways. Before these complaints get taken further to the
cleaners’ manager, you decided to talk with your co-workers to encourage everyone to show-
up on time and do a better job next time.

Scenario 2: At the Construction Site

You have been hired by Royal Contractor. For the first few days, your supervisor has asked you
to follow one of your co‐workers so you can be trained on the job. The co‐worker has a
negative attitude and does not want to show you how to use all of the equipment properly.
You know that if he shows you what to do, the two of you will be able to get the job done
quickly and the boss will be pleased. You decide to talk to your co‐worker in a friendly and kind
way that will convince him to train you properly.

Scenario 3: At the Restaurant

Jericho is a young waiter at Cotabato Restaurant. One busy lunch time, an impatient customer
was told it would take over 30 minutes to prepare his Sinigang soup. The customer was angry
and began insulting Jericho. Jericho tries his best to calm down the customer and he assures
him they’ll cook his order as fast as possible and serve it right away.

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Module 2: Interpersonal Communication Facilitator’s Manual

 Handout 2.2: Effective Speaking Skills & Strategies

 Be clear, brief, concise – to the point

 Use examples to get to the point

 Be polite / friendly

 Be honest

 Be respectful

 When you need to be direct, speak with respect

 Speak with confidence but not with arrogance

 Be flexible – check the mood and attitudes of others and adjust accordingly

 Be aware of body language – your own and that of others

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 Module 2: Interpersonal Communication Facilitator’s Manual

 Activity 5: Choosing a Form of Communication

 Objectives - By the end of the activity, participants will be able to:

a. Choose when to communicate verbally, electronically or in writing.
 Time Required: 1 hour
 Methodology: large group discussion, independent work
Materials and Preparation:
 Handout 2.3: Three Forms of Workplace Communication.

Steps:

1. Explain that nowadays, there are many different ways of communicating. You may
choose to write an email, send an instant message, a text message, make a phone call, or
write a formal letter. This activity will help you understand the different types of
communication used in the workplace so you can choose the right form depending on
your needs.
(5 min)
Ask for examples of each of the 3 main ways of communicating at work:
1) Verbal
2) Written
3) Electronic

2. Ask participants to go to Handout 2.3: Three Forms of Workplace Communication, Part 1

in their Participant’s Handbook. Have them work in pairs to complete Part 1, deciding
whether each form of communication is verbal, written and/or electronic.
(15 min)

3. Review their responses in a large group. For each item, Trainer Tip 
invite a participant to: Go around the room
a) Explain what it is. so everyone shares at
b) Give an example of when you may choose to use least once.
it in the workplace.
(15 min)

4. Review Part 2 of Handout 2.3 together as a group. Explain: Once you know what you are
trying to communicate, you need to select the best form of communication for your
message. The method you choose can make a big difference in how effectively you
communicate your message.
(10 min)

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Module 2: Interpersonal Communication Facilitator’s Manual

5. Have participants complete Part 3 of Handout 2.3. Review their responses as a large
group.
(15 min)

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 Module 2: Interpersonal Communication Facilitator’s Manual

 Handout 2.3: Three Forms of Workplace Communication1

Part 1: Select the type(s) of communication for each format.

Format Verbal Written Electronic

Face-to-face conversation
Phone (landline)
Mobile phone
Interview
Meeting
Training
Presentation
Letter
Memo
Report
Proposal
Email
Fax
Voicemail
Webinar
Conference Call
Video Conference
Project Management Website
Instant Messaging (Skype)
Email Mailing List
SMS / Text Message
Sticky note
Other (please add): _________________________

1
Adapted from Ford Partnership for Advanced Studies, Media and Messages: Building a Foundation of Communication
Skills, 2005.

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 Module 2: Interpersonal Communication Facilitator’s Manual

Part 2: Choosing a Form of Workplace Communication2

Choose a verbal message if… Choose a written message Choose an electronic

if… message if…
You want immediate You don’t need immediate You need quick but not
feedback. feedback. immediate feedback
Your message is simple and Your message is complex and Your message is simple, but
easy to understand. requires planning. you’re physically separated
You don’t need a written You need a written record You need an electronic
record of the interaction for your files record
You can get together easily Your audience is more You are geographically
formal spread out, or want to avoid
time-zone barriers
You want to solve a problem You want to avoid You want to avoid
or make a decision miscommunication miscommunication.

Part 3: Choosing a Form

Instructions: For each type of communication, there are 2 examples of how and when to use that
form of communication. Write 3 more examples for each form.

Verbal Written Electronic

You call a co-worker to see if You write a letter inviting You use Skype to ask your
they can come help you people to an event co-worker a quick question
solve a problem
You introduce a new intern You prepare handouts for a You set up a webinar to
to coworkers presentation show the client the work you
did for them

2
Ibid.

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 Module 2: Interpersonal Communication Facilitator’s Manual

SESSION 2: COOPERATING WITH OTHERS

Activity 6: Self-Assessment of Working in Groups

 Objectives - By the end of the activity, participants will be able to:

a. Assess how they tend to work in groups
b. Recognize that different personalities and approaches affect how a group performs its
roles and responsibilities
 Time Required: 35 minutes
 Methodology: self-assessment, large group discussion
 Materials and Preparation: manila paper, markers, tape, key
 Handout 2.4: Working in Groups Self-Assessment

Steps:

1. Explain to participants that they are going to do a group activity called “Pass the Key
Please”. Divide the group into 2 teams. Arrange the teams so they face one another.
Members of each team then join hands. This leaves two “free” hands on each team (the
two people at the ends of each line). Give a single key to one of the “end” people on each
team. The task is to pass the key from one end to the other without unclasping the hands
of the team. The key cannot be passed or kicked along the ground. If the key drops, it
must be picked up while all hands remain clasped. The team who gets the key to the end of
the line wins.
(10 min)

Debriefing Questions:
a. Was the task easy to accomplish? Why or why not?
b. How did you find participating in the process – fun, frustrating …? Why?
c. Did people all behave the same way or did people take on different roles?
d. Did the task become easier as time went on? Why or why not?
(10 min)

In order to accomplish the task, the group needs to work well together. They need to
communicate & encourage one another. Often, different personalities will come out – some
will want to take over the process, some will want to encourage others, some will not say
anything at all. When working in a group, it is important to have a mixture of these.
different styles.

2. Ask participants to go to Handout 2.4: Working in Groups Self-Assessment in their

Participants’ Handbook. Give each learner a copy of this handout and let them read the list

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together and ask them to check the three boxes that best describe how they work in a
group.
(5 min)

3. Go through each item, asking for a show of hands if a person checked that particular item.
Ask participants what types of conclusions they can draw after doing the key exercise and
seeing the show of hands for the items checked.
(5 min)

4. Explain that people work in different ways in a group. It is necessary to be aware of

people’s different styles, and that depending on the task at hand, some styles are more
suitable to accomplishing a task than others. It is good to have a balance of approaches.
(5 min)

Key Topics
 Self-assessment of how one tends to work in groups
 Elements of effective cooperation and team work

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 Handout 2.4: Working in Groups Self-Assessment

Check 3
In groups, do you mostly tend to: boxes
1. Stay quiet for some time and then join in? 
2. Feel uneasy/uncomfortable and wish you were working alone? 
3. Want to lead? 
4. Encourage others to make contributions? 
5. Come up with new ideas? 
6. Interrupt others to ensure your point is made? 
7. Keep the group focused on the task at hand? 
8. Make everyone relaxed and promote harmony? 
9. Get frustrated when there is too much talk and not enough decisions 
and action?
10. Make peace between those team members strongly disagreeing with 
each other?

Source: Pretty, Jules. Participatory Learning and Action: A Trainer’s Guide. London: International Institute for
Environment and Development, 1995.

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Activity 7: Cooperating with Others

 Objectives - By the end of the activity, participants will be able to:
a. Recognize the different personalities and approaches that individuals bring to a group
b. Identify ways on how to handle different personalities in a group
c. Identify and demonstrate the characteristics of an effective and cooperative team
member
d. Value the importance of teamwork
 Time Required: 1 hour & 10 min
 Methodology: large group activity (inner/outer circles) and discussion, line-up
 Materials and Preparation: manila paper, markers, tape, scissor, paper ball
 Handout 2.5: Cooperating with Others Roles
 Make copies and cut-out the roles for all participants from Facilitator Tool 2.C: Roles
for Actors and Observers
 Handout 2.6: Elements of an Effective & Cooperative Team Member

Steps:
1. Introduce the basketball game: Make groups with an equal number of members. Ask a
volunteer from each group to serve as basket by forming his hands as basketball ring in
front of his/her team members. Let the team members line-up opposite the goal and let
them count off. Each member should remember his/her assigned number. The goal of the
game is to shoot the paper ball and gain the highest score. Whoever holds the ball should
follow what the facilitator says, e.g. No. 1 dribble the ball!, pass the ball to No.3 , No. 3
pass the ball to No. 7; No. 7 Lay-up! Dunk! The team member serving as the basket should
not move to avoid disqualification of his team. The group who gets the highest score will be
declared winner.
(10 min)

2. Acknowledge the winner and encourage the other groups to do it better next time. Process
the activity by asking these questions:
- For winners, what strategies did you use to win the game?
- For non-winners, what difficulties did you encounter?
- What lessons can we learn from the game? ( Cooperation, group effort and
teamwork)
Emphasize that each member of the team is an important player to achieve a goal.
(15 min)

3. Explain to the participants that now they are going to participate in an activity that will help
them be a cooperative and effective team player.
Let half of the participants be the Actors. The other half will be the Observers. The
Observers form a circle around the Actors.

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Ask learners to go to Handout 2.5: Cooperating with Others Roles in ther Participant’s
Handbook. Read aloud the scenario only (not the roles):

Renovations are complete and the new office space is ready for people to move into. A
group of co-workers has been called together to plan the move. A leader has been selected
but everybody else’s roles need to be determined. This is the first time you are meeting as a
group. You need to discuss the location of people’s desks, the photocopier, printers, etc. and
to decorate so the office will attract customers. You all need to determine the steps
necessary to accomplish the task and the roles and responsibilities of those in the group.
(15 min)

4. Distribute cut-outs of roles that you prepared (ahead of time) from Facilitator Tool 2.C:
Roles for Actors and Observers but ask them not to share their assigned role with anyone.
(5 min)

 LOW LITERACY ALTERNATIVES 

Read the scenario a few times out loud so participants can remember it.
Instead of giving slips of paper, explain the roles to those who will be acting them.

5. Allow the Actors group to meet for 5 minutes. The Actors then perform their roles and the
Observers should take notes according to the questions on their sheets.
(20 min)
Once the role play is over, debrief the activity:

Debriefing Questions:
a. Actors – What did it feel like to be in your role (read or describe the role to the group)
b. Observers – What did you observe about your assigned actor? (What type of personality
did the person have? Was s/he helping the group make decisions? Was s/he preventing
the group from making progress? How could others encourage this person to contribute
to the group?
c. What conclusions can we make about how to work collaboratively in a group?
Working collaboratively in a group requires people to be respectful and to be good
listeners. They offer ideas without interrupting, ask the opinions of others and are
accepting of differences. They stay focused and move the group towards accomplishing
the tasks / goals of the group.

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6. Ask participants to go to Handout 2.6: Elements of an Effective & Cooperative Team

Member in their Handbook. Dicuss in a large group and let them add new ideas as
appropriate.
(5 min)

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Handout 2.5: Cooperating with Others Roles

Scenario:

Renovations are complete and the new office space is ready for people to move into. A group of
co-workers has been called together to plan the move. A leader has been selected but everybody
else’s roles need to be determined. This is the first time you have met as a group. You need to
discuss the location of people’s desks, the photocopier, printers, etc. and decorate so the office
will attract customers. You all need to determine the steps necessary to accomplish the task and
the roles and responsibilities of those in the group.

Roles:
Group leader: You are a strong leader who tries to speak clearly and listen effectively. You need to
clearly explain the objectives to the group and keep the group on task. Try to involve all in the
discussion. You are responsible for developing the plan.

Quiet / shy person: You have a lot of very good ideas but you won’t say anything until someone
asks you directly.

Domineering person: You want to take over the discussion and lead the group. You think you have
all the answers and do not want to waste time having everybody share their ideas.

Disagreeable person: You have a negative attitude and are resistant towards all ideas.

Harmonious person: You always try to make people feel relaxed and are constantly trying to
smooth things out between people who are disagreeing.

Encouraging person: You want to make sure that everybody is heard, regardless of their
background or ideas. Pull group members into the conversation.

Ideas person: You get very excited in the group and love to brainstorm and share extravagant
ideas that aren’t always realistic.

Task master: You are always very organized and like to stay focused on the task at hand. You keep
bringing the group back to the practical actions that need to be taken to accomplish the task.

Observers: Observe the person directly in front of you. What type of personality does this person
have? Is s/he helping the group make decisions? Is s/he preventing the group from making
progress? How could others encourage this person to contribute to the group?

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Facilitator Tool 2.C: Roles for Actors and Observers

(Cut out and give to individual participants)
-------------------------------------------------------------------------------------------------
Group leader: You are a strong leader who tries to speak clearly and listen
effectively. You need to clearly explain the objectives to the group and keep the
group on task. Try to involve all in the discussion. You are responsible for developing
the plan.
-------------------------------------------------------------------------------------------------
Quiet person: You have a lot of very good ideas but you won’t say anything until
someone asks you directly.
-------------------------------------------------------------------------------------------------
Domineering person: You want to take over the discussion and lead the group. You
think you have all the answers and do not want to waste time having everybody
share their ideas.
-------------------------------------------------------------------------------------------------
Disagreeable person: You have a negative attitude and are resistant towards all
ideas.
-------------------------------------------------------------------------------------------------
Harmonious person: You always try to make people feel relaxed and are constantly
trying to smooth things out between people who are disagreeing.

-------------------------------------------------------------------------------------------------
Encouraging person: You want to make sure that everybody is heard, regardless of
their background or ideas. Pull group members into the conversation.

-------------------------------------------------------------------------------------------------
Ideas person: You get very excited in the group and love to brainstorm and share
extravagant ideas that aren’t always realistic.

-------------------------------------------------------------------------------------------------
Task master: You are always very organized and like to stay focused on the task at
hand. You keep bringing the group back to the practical actions that need to be
taken to accomplish the task.

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-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------
Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------
Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?
-------------------------------------------------------------------------------------------------

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 Module 2: Interpersonal Communication Facilitator’s Manual

-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?
-------------------------------------------------------------------------------------------------

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-------------------------------------------------------------------------------------------------

Observers: Observe the person directly in front of you. What type of personality
does this person have? Is s/he helping the group make decisions? Is s/he preventing
the group from making progress? How could others encourage this person to
contribute to the group?

-------------------------------------------------------------------------------------------------

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 Handout 2.6: Elements of an Effective and Cooperative Team Member

An effective and cooperative team member …

 Interacts with and includes others in courteous, respectful and honest ways
 Is respectful of differences – in opinions, culture, ethnicity …
 Provides opinions and ideas and seeks the opinions and ideas of others
 Negotiates and discusses ideas while being flexible to meet the goals of the
group
 Performs identified tasks to meet goals of the group
 Listens without interrupting
 Offers ideas without interrupting
 Is aware of own emotions, thoughts and feelings and keeps them under
control for the good of the group
 Moves the group towards resolving conflict (if it exists) so goals can be met

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SESSION 3: CUSTOMER CARE

Activity 8: Giving Exceptional Customer Service
 Objectives ‐ By the end of the activity, participants will be able to:
a. Share prior experiences regarding customer service
b. Identify how our needs and perceptions greatly affect our satisfaction as customers
c. Identify ways to give exceptional customer service
 Time Required: 1 hr and 10 minutes
 Methodology: individual reflection, large group discussion, role play
Materials and Preparation: manila paper, markers, tape
 Before the activity, ask for volunteers to prepare to perform the scenario in Facilitator
Tool 2.D: Role Play on Customer Service. Make copies of this Trainer Tool as needed.
 Handout 2.7: Giving Exceptional Customer Service

Steps:
1. Ask 2 volunteers (briefed ahead of time) to perform the scenario in Facilitator Tool
2.D: Role Play on Customer Service.

After the role play, ask participants the following question:

- What is the topic of the role play?
- How did the clerk/sales rep handle the situation?
- Do you think the way he/she treated the customer was exceptional?
(15 min)

2. Explain that in the next topic, they will deepen their understanding about customer
care. Ask participants to work in pairs. Each pair discusses their understanding of what
customer means. Ask each pair to also share examples of their experiences as
customers or their experiences in serving customers. Emphasize that any time we buy
something at a store, in a market, in a restaurant, etc. we are customers. Those who
provide services are providing customer service or customer care. It is extremely
important to always provide excellent customer service.
(10 min)

3. Ask participants: What is important to you when you go out to a restaurant? What
determines “exceptional service”? Think about things such as cost, speed of service,
attitude of waiter/waitress, taste, etc.

Discuss: How were your answers different or the same? What can a restaurant do to

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meet the needs of the customers as best as they can?

(5 min)

4. Ask learners to go to Handout 2.7: Giving Exceptional Customer Service in their

Handbook. In a large group, review the main points, focusing on how to meet customer
needs.
(10 min)

5. Ask participants to form groups of three people. Each group should represent a
different sector – construction, hospitality services, agro--‐processing, etc. One person
should play the role of the customer, one should provide the service and the third
person should observe. They should act out a scenario that shows exceptional customer
service using the suggestions in Handout 2.7 on how to meet customer needs. The
observer should also use Handout 2.7 to assess if the business is meeting the needs of
the customer.
(20 min)

6. Pass a paper ball around asking learners to mention one thing to remember about how
to give exceptional customer care. Ask if there are any questions.
(10 min)

 Key Topic 
• Exceptional customer service

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 Handout 2.7: Giving Exceptional Customer Service

A. Exceptional Customer Service
✓ Anticipates the customer’s needs ✓ Meets and exceeds the customer’s
✓ Tries to understand what the highest expectations
customer is thinking
B. Basic Customer Needs – A customer needs to feel:
1. Welcome 3. Important
2. Understood 4. Comfortable
C. Meeting Basic Customer Needs – To make a customer feel:

Welcome:
 Be friendly  Use a positive tone of voice
 Greet customer  Smile / lighten up
 Introduce yourself

Understood:
 Listen carefully  Repeat or rephrase to
make things clearer

Important:  Ask open-ended

 Refer to customer by name questions to understand
 Show interest in clients need customer’s needs
 Thank customer for coming
Comfortable:
 Use open body language  Show concern

D. Customer Perceptions
Perception is how we see, hear or understand a situation. No two people see a situation
exactly the same! A customer does NOT always think the way you do. S/he may therefore
not see a situation the way you do. Always check to see what the customer is thinking.
Never make assumptions!

E. Meeting & Exceeding Expectations

Make sure you know your customer’s attitudes, beliefs, ideas & feelings. Try to see things
the way your customer does. This will help you meet & exceed his expectations.

F. Get Feedback on the Service You Provide – Find out from customers how they liked your
service and what can be done to make it better.

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Bad Customer Service:

BAD CUSTOMER EXPERIENCE

Good Customer Service:

GOOD CUSTOMER EXPERIENCE

http://1.bp.blogspot.com/-r49xbsaV2D0/UOVsoWRimSI/AAAAAAAAB7U/LAhYb8ZNeRg/s1600/face-sad.png
http://www.smile-day.net/wp-content/uploads/2012/03/Happy-Smiley-Faces.jpg

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Facilitator Tool 2.D: Role play on Customer Service

Situation

A woman bought a jacket yesterday, but today she wants to return it because there is something
wrong with the clothes. It has a tear in the lining and some of the buttons are very loose. Having
checked the clothes, the clerk felt deeply sorry and asked for the receipt.

Clerk: May I help you?

Melanie: Yes, I’d like to return this jacket.

Clerk: Is there something wrong with it?

Melanie: Yes. I didn’t notice when I bought it, but there are few problems. First, it has a tear
in the lining, and some of the buttons are very loose. This one came off.

Clerk: I’m really sorry about this. Would you like to exchange it for another one?

Melanie: Well, to be honest, I don’t think this jacket is very well made. I’d rather get a refund.

Clerk: I understand. Do you have the receipt?

Melanie: Yes, I do.

Clerk: Please have a sit and make yourself comfortable as I process your refund Ma’am.

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Activity 9: Customer Service and the Role of Word of Mouth

 Objective - By the end of the activity, participants will be able to:

a. Describe the importance of customer service for a business
b. Describe how word of mouth can travel and affect a business, positively
and negatively
 Time Required: 45 minutes
 Methodology: Analogy with physical movement, small group discussion,
large group discussion, role play.
 Materials and Preparation: flipchart paper, markers, small cards, tape,
 Write down the phrase (Step 1 below) on manila paper.

Steps:

1. Display the following phrase on manila paper in front of the room and ask participants
what they think this means for a business – where they work or their own business.

“It takes much more effort to win a new customer than to maintain a relationship with an
existing one.”3

Ask participants:
- Why do you think good customer service may be that important for a business?
- What role do you think word of mouth can play in your business?

Customers are the heart of any business. Let’s keep them happy! (10 min)

2. Explain that they will now see how customer service can have a multiplying effect on a
business as result of word of mouth.

Form one large circle with all participants, and you as part of the circle. Explain that you
will read a few scenarios that describe different customer experiences and we will see how
the message travels around.
Explain the activity: The two people next to me (to my left and to my right) need to quickly
decide: Did the customer in this scenario have a positive or a negative customer
experience? If it is a GOOD customer experience, the person on my LEFT will TAP THE
SHOULDER of the next person (to his/her left), who will do the same to the next person,
until tapping shoulders goes around the circle and reaches me again. If it is a BAD customer
experience, the person on my RIGHT will STOMP HIS/HER FEET, then the next person will
3
Wesihaar, Julie. Build a Strong Business with Strong Customer Relationships.
https://www.youtube.com/watch?v=HUmO0Z570bk (Retrieved: June 4, 2016)

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do the same, until stomping feet goes around the circle and reaches me again.

Start the activity, ask them to observe how the message travels through the group.

Read these scenarios one at a time. Allowing time for the persons on your right and on
your left to decide whether to start tapping shoulders (left) or stomping feet (right):

 Sandra: I went to the new hair salon and I felt happy as soon as I walked in with
everyone smiling at me and being nice, although I know they work very long hours.
(Positive experience)
 Jose: I was eager to see the new hair salon so I went to ask for prices. When the
woman working there realized I just wanted to know the costs, she looked at me
disappointed. I did not feel welcomed. (Negative experience)
 Fatima: I went to get my hair trimmed. While I was waiting, hairdressers were
arguing with one another and taking scissors from each other’s stations without
asking for them. I was uncomfortable and left. (Negative experience)
 Abdul: I went to have a haircut and there was a long wait, but they gave us tea,
magazines to read, and kept us informed about the wait time. I did not mind waiting
because I felt comfortable. (Positive experience)
(20 min)

3. Debrief with the large group:

- What did you observe about how the message traveled? Do messages with positive
experiences travel the same as messages with negative experiences?
- What do you think this means for a business?
- What role do you think customer service plays in a business?
- What role do you think technology plays, mainly the Internet, in spreading the word
about good or bad customer service experiences?

This exercise showed the power of word of mouth! Positive and negative experiences
travel fast and they reach a lot of people quickly. If the message goes out, it goes into so
many different directions that you cannot stop it. With technology and the internet, this
spreads a lot faster and to more people! Good customer service will lead to positive
messages that will spread out. However, bad customer service will lead to negative
messages that will also spread out, and sometimes even faster (as they may have observed
that stomping feet travels faster than tapping shoulders). It is said that, “when a customer
has a bad experience with a business, he or she will tell at least 10 people about it”.

Customers are the heart of a business because they bring the profit; they determine the
success of a business. We should pay careful attention to customers.
(15 min)

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 Activity 10: Module 2 Review and Application

 Objectives - By the end of the activity, participants will be able to:

a. State the main topics presented during the module
b. Reflect on their performance regarding listening and speaking by identifying their
strengths, challenges and what they can do to address their challenges
c. Perform a role-play
 Time Required: 1 hr 10 minutes
 Methodology: pair work, large group discussion, individual work
 Materials and Preparation:
 Paper strips with the statements: strength, weakness, learning, challenge
 Paperballs, box
 Fast music (mp3, cellphone)
 Make 1 copy per participant of the End-of-Module Assessment

Steps:

1. To review, the facilitator introduces an energizer – The Seven Up game: 7 Up game is

played by counting 1 to 7. Assign any learner as number 1 and explain that he/she
will point to the next person who should continue counting through 7, and then, start
with 1 again. When counting, you have to place one hand on your chest and with the
other hand, point to another learner, who will need to continue the counting and do
the correct hand action. For Numbers 1-6, the action is to place a hand on your chest.
But for number 7, you must place your hand over your head and point to someone
else to start counting again. Whoever makes the wrong action, says the wrong
number, or takes too long to respond when selected, will loose and should pick one
strip of paper. Strips of paper include the statements: Learnings, Strength, Weakness,
and challenges in communication. Learers should briefly share the following based on
the strip that they pick:
- Learning: Share 2 main things you learned about communicaions in Module 2.
- Strength: Share 2 strengths that you think you have in communication.
- Weakness: Share 2 weaknesses that you think you have in communication that
you can improve in the future.
- Challenges: Share 2 things that you find very challenging in effective
communication.

Continue the game until all 4 strips have been picked or until enough has been
shared about aspects of communication covered in Module 2.

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Module 2: Interpersonal Communication Facilitator’s Manual

(5 min)

2. Application of learning in speaking and listening: the class holds a debate on an issue
of their interest. Ask the learners to form three groups: Group1 -The affirmative
team, Group 2 opposing team, and Group 3 the audience or observers.
(5 min)

3. Have groups 1 and 2 carry out the debate. Ask group 3 to observe the different
comuinication skills that are displayed or that are lacking in some instances. Make
sure to facilitate the discussion as needed.
(25 min)

 The first speaker on the opposing team presents arguments opposing the
statement. The second speaker on the affirmative team presents further
arguments in support of the statement and answers questions that may have been
raised by the opposition speaker.
 The second speaker on the opposing team presents further arguments against the
statement and answers questions that may have been raised by the previous
affirmative speaker.
 The rules may include a short recess for teams to prepare their rebuttals.
 The opposing team begins with the rebuttal attempting to defend the opposing
arguments and to defeat the supporting arguments without adding any new
information.
 First rebuttal of the affirmative team
 Each team gets a second rebuttal for closing statements with the affirmative team
having the last opportunity to speak.
 There cannot be any interruptions. Speakers must wait for their turn. The facilitator
should enforce the rules.
 Below are possible topics for the debate. The facilitator may include current issues
that learners are interested to discuss:
– Premarital sex
– Use of contraceptives
– Abolishment of SK
– Separation of Church and State
– Same sex marriage

4. When the formal debate is finished, allow time for debriefing and discussion.
Members of the audience should be given an opportunity to ask questions and to
contribute their own thoughts and opinions on the arguments presented, but briefly.

Focus the discussion on a debrief of the types of communication skills that were
displayed and what was missing that could have helped the dialogue. Ask Group 3
that was observing:

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©2016 Education Development Center, Inc. All Rights Reserved. Page 41
Module 2: Interpersonal Communication Facilitator’s Manual

 In what ways did this debate relate to what you learned in this Module on
Interpersnal Communication?
 What good communication skills did you see displayed in this debate? Give
examples.
 What communicaion skills were not observable, but you think could help in a
debate or similar dialogue?

Members of the debate groups may also wish to reflect on their performance and
seek feedback from the audience including the facilitator. Include them in the
debrief.
(15 min)

5. Congratulate participants for finishing Module 2. Explain that they will now take a
short assessment to see how much they learned. Clarify that this assessment is
very important for the Facilitator and for themselves to see what knowledge and
skills they know and what they still need to reinforce. The results will not affect your
ability to continue in the program.
(20 min)

Make sure learners are seated in a way that is conducive to testing and with enough
space between learners.

Give each learner a copy of the End-of-Module Assessment and ask them to answer the
questions.

Once participants have finished the post assessment, go over the answers with them
if time permits.

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©2016 Education Development Center, Inc. All Rights Reserved. Page 42
 Module 2: Interpersonal Communication Facilitator’s Manual

End-of-Module Assessment
Module 2: Interpersonal Communication

Circle an answer for each statement.

English Tagalog
1. When you are discussing an issue at 1. Kapag may tinatalakay kang usapin sa
work with a co-worker and she or he is isang katrabaho at hindi ka sumasang-
saying something that you do not agree ayon sa sinasabi niya, dapat:
with, you:
a. Singitan mo ang katrabaho mo
a. Interrupt your co-worker to let para ipaalam sa kaniyang hindi
him or her know you disagree ka sumasang-ayon
b. Shake your head in disagreement b. Umiling ka para ipaalam sa
to let your co-worker know how katrabaho ang iyong damdamin
you feel c. Subuking mag-isip tungkol sa
c. Try to think about something else ibang bagay hanggang sa
until your co-worker stops talking tumigil magsalita ang iyong
d. Are aware of your own feelings katrabaho
but listen to what your co-worker d. Alam mo kung ano ang
has to say before responding damdamin mo, pero makikinig
e. All of the above sa sinasabi ng iyong katrabaho
bago ka magsalita
e. Lahat ng nabanggit

2. When someone else is speaking, you 2. Kapag may nagsasalita, dapat

should give non-verbal communication magpakita ka ng mga non-verbal
cues to show that you understand. communication cues para ipakitang
naiintindihan mo.
a. True
b. False a. Tama
b. Mali

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©2016 Education Development Center, Inc. All Rights Reserved. Page 43
Module 2: Interpersonal Communication Facilitator’s Manual

3. When speaking to a group of people, it is 3. Kapag nagsasalita sa isang grupo ng

important to: tao, mahalagang:

a. Stay focused on the topic at hand a. Manatiling nakatuon sa

b. Maintain good eye contact paksang tinatalakay
c. Be well informed on the topic b. Tumingin sa mata ng mga
d. Present information in a logical, kinakausap
flowing way c. Maging maalam sa paksang
e. All of the above tinatalakay
d. Itanghal ang impormasyon sa
isang lohikal at dumadaloy na
paraan
e. Lahat ng nabanggit

4. When you do not fully understand 4. Kapag hindi mo lubusang naiintindihan

instructions given to you by your ang sinasabi ng iyong supervisor sa
supervisor at work, you: trabaho:

a. Nod your head in agreement so a. Tatango ka sa pagsang-ayon

you do not waste your para hindi masayang ang oras
supervisor’s time ng iyong supervisor
b. Assume you will figure it on your b. Umasang maiintindihan mo rin
own iyon mag-isa
c. Ask your supervisor to repeat the c. Hilingin sa supervisor mo na
instructions so you are clear on ulitin ang mga sinasabi niya
what you need to do para malinaw sa iyo ang dapat
d. Ask a co-worker what she or he mong gawin
thinks you are supposed to do d. Tanungin ang isang katrabaho
e. All of the above kung ano sa tingin niya ang
dapat mong gawin
e. Lahat ng nabanggit

5. When giving instructions or information 5. Kapag nagtuturo o nagbibigay ng

to a group of co-workers, you should ask impormasyon sa isang grupo ng mga
a person to repeat back what you have katrabaho, dapat mong hilingin sa
said to make sure everyone is clear on isang tao na ulitin sa iyo ang sinabi mo
the task at hand. para makasiguradong malinaw sa lahat
ang dapat gawin.
a. True
b. False a. Tama
b. Mali

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©2016 Education Development Center, Inc. All Rights Reserved. Page 44
Module 2: Interpersonal Communication Facilitator’s Manual

6. Someone who works well in a 6. Ang isang taong mahusay

team___________. makipagtrabaho sa loob ng isang grupo
ay ___________.
a. Interrupts only when offering new
ideas a. Sumisingit lang sa usapan kung
b. Pays attention only to those who magbibigay ng mga bagong idea
have the same opinions b. Nakikinig lamang sa mga may
c. Provides inputs and seeks the kaparehong opinyon
ideas of others in the group c. Nagbibigay ng opinyon at
humihingi ng mga idea ng iba sa
d. Creates conflict to make the
grupo
discussion interesting
d. Lumilikha ng di-pagkakasundo
e. All of the above para maging interesante ang
talakayan
e. Lahat ng nabanggit

7. Good customer service always includes 7. Laging bahagi ng magandang serbisyo

doing what the customer tells you to do. sa customer service ang paggawa sa
sinabi ng customer sa iyo.
a. True
b. False a. Tama
b. Mali

8. When dealing with a customer on the 8. Kapag nakikipag-usap sa isang

telephone: customer sa telepono:

a. Say the name of the organization a. Sabihin ang pangalan mo at

and your name when you answer pangalan ng organisation sa
the phone pagsagot ng telepono
b. Be polite and courteous b. Maging magalang
c. Listen well and do not interrupt c. Makinig nang mabuti at huwag
d. Record all the necessary sumabat
information such as person’s d. Itala ang lahat ng
name and number, date of call, mahahalagang impormasyon
what the person needs tulad ng pangalan ng tao,
e. All of the above numero, oras ng tawag, at kung
ano ang kaniyang
pangangailangan
e. Lahat ng nabanggit

Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum
©2016 Education Development Center, Inc. All Rights Reserved. Page 45
Module 2: Interpersonal Communication Facilitator’s Manual

9. When dealing with a difficult customer: 9. Kapag nakikipag-usap sa isang mapilit

na customer
a. Ignore the person
b. Remain calm a. Huwag pansinin
c. Tell them you will not talk to them b. Manatiling kalmado
anymore c. Sabihan siyang hindi mo na siya
d. Tell them to please leave kauusapin
e. Yell at them so they understand d. Pakiusapan siyang umalis
your point of view e. Sigawan siya para makita niya
kung saan ka nanggagaling

10. If a customer is angry, you too should 10. Kapag galit ang isang customer,
get angry to respond effectively. kailangan mo ring magalit para
tumalab ang iyong pagtugon.
a. True
b. False a. Tama
b. Mali

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©2016 Education Development Center, Inc. All Rights Reserved. Page 46
Module 2: Interpersonal Communication Facilitator’s Manual

End-of-Module Assessment Answers

Module 2: Interpersonal Communication

1. d

2. True

3. e

4. c

5. True

6. c

7. False

8. e

9. b

10. False

Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum
©2016 Education Development Center, Inc. All Rights Reserved. Page 47