Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook Work Readiness Modules on 21st Century Skills |

USAID Opportunity 2.0 Program| Philippines Page 2

 Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Acknowledgements

Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0
Program, Philippines local team, and the Technical Education and Skills Development Authority’s
(TESDA) National Institute for Technical Education and Skills Development (NITESD) through its
Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the adaptation of this
curriculum.

Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-of-school
youth (OSY) by collaboratively working with TESDA in strengthening its technical education and training
systems to develop, deliver and monitor workforce readiness and technical-vocational training programs
that will prepare large numbers of out-of-school youth to transition to further education and training,
immediate jobs and self-employment opportunities. In line with this objective, Opportunity 2.0 has
developed the Work Readiness Modules on 21 st Century Skills which are appropriate for self-directed
learning or modular learning delivery.

The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally recognized Work
Ready Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.

© 2020 Education Development Center, Inc.

This content may not be produced without the permission of Education Development Center or the United States
Agency for International Development.

This curriculum is made possible by the generous support of the American people through the United States Agency
for International Development (USAID). The contents are the responsibility of Education Development Center, Inc.
and do not necessarily reflect the views of USAID or the United States Government.

EDC 43 Foundry Avenue Waltham, MA 02453 Boston | Chicago | New York | Washington, D.C.
Education Development Center (EDC) is a global nonprofit that advances lasting solutions to
Contact: [email protected] improve education, promote health, and expand economic opportunity.

Since 1958, we have been a leader in designing, implementing, and evaluating powerful and
Phone: 617-969-7100 innovative programs in more than 80 countries around the world.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Contents
Introduction ................................................................................................................................5
Summary of Learning Outcomes.............................................................................................................. 11
Module Overview ...................................................................................................................... 11
Session 1: Obtain and Convey Workplace Information ................................................................ 13
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection........................................................ 15
Activity 2: Communication Sources........................................................................................................... 21
Activity 3: Getting the Right Information in the Right Way ...................................................................... 28
Activity 4: Conveying Messages and ideas in the Workplace.................................................................... 34
Activity 5: Communication Protocols and Procedures: Lines of Communication and Communication
Storage.......................................................................................................................................................
43
Session 2: Perform duties following workplace instructions ........................................................ 52
Activity 6: Interpreting and Following Routine Written Instructions........................................................
53 Activity 7: Interpreting and Implementing Instructions Following a
Meeting .......................................... 60 Activity 8: Seeking Clarification and Giving Feedback on
Instructions Received ...................................... 63 Activity 9: Identifying Relevant Workplace Documents
and Forms.......................................................... 73 Activity 10: Writing a Business
Letter........................................................................................................ 78 Activity 11: Guidelines in
Completing Workplace Documents and Forms................................................ 80
Session 4: Review & Assessment ................................................................................................ 89
Activity 12: Module 1 Review and Application and Post-Module Learner’s Reflection............................
89 Activity 13: End-of-Module
Assessment.................................................................................................... 94

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 Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Introduction

Goals of the Self-Directed Work Readiness Modules on 21st Century Skills

Welcome to the Self-Directed Work Readiness Modules on 21 st Century Skills! These modules will
help prepare you to transition to further education and training as well as equip you with the
knowledge and skills necessary to successfully find work or start your own business. The
curriculum addresses the TESDA Competencies for 21st Century Skills.

Upon completion of the NC 2 modules, you will be able to:

✓ Communicate workplace information

✓ Follow workplace instructions

✓ Fulfill your role in a team and help your team reach its goals

✓ Solve and address general workplace problems

✓ Make life decisions that help you reach your career goals

✓ Be innovative and find opportunities to do things better and implement ideas for change

✓ Gather, assess and present information

✓ Understand and follow safety and health compliance requirements and procedures

✓ Follow effective sustainability practices and use resources efficiently

✓ Practice entrepreneurial best practices and make cost effective choices

Organization and Learning Approach of the Modules

There are nine Work Readiness modules on 21st Century Skills, all aligned with TESDA’s
Competency Standards for Basic Competencies’ Thematic Areas, Units of Competencies,
Elements and Performance Criteria.

The main modules and topics of the curriculum include:

1. Participating in Workplace Communication: obtaining and conveying workplace

information; performing duties following workplace instructions; completing relevant work
related documents

2. Working in a Team Environment: describing your team’s role and scope; 2. identifying your
role and responsibility within a team; working as a team member
 3. Solving and Addressing General Workplace Problems: identifying routing problems;
looking for solutions to routine problems; recommending solutions to routine
problems

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

4. Career Development and Life Decisions: managing your emotions; developing a reflective
practice; boosting your self-confidence; regulating your responses

5. Contributing to Workplace Innovation: identifying opportunities to do things better;

discussing and developing ideas with others; integrating ideas for change in the
workplace

6. Presenting Relevant Information: gathering data and information; assessing the

information you gathered; recording and presenting information

7. Practicing Occupational Safety and Health Policies and Procedures: identifying

occupational safety and health (OSH) compliance requirements; preparing OSH
requirements for compliance; performing tasks in accordance with OSH policies and
procedures

8. Exercising Efficient and Effective Sustainable Practices in the Workplace: identifying the
efficiency and effectiveness of resource utilization; determining the causes of inefficiency
or ineffectiveness of resource use; convey inefficient or ineffective environmental practices
to others

9. Practicing Entrepreneurial Skills in the Workplace: applying and communicate

entrepreneurial best practices in the workplace; implement cost-effective operations

Work Exposure Activities

In each module, you will do tasks that will get you out into your community, into real workplaces.
You will learn by looking and talking to people. (These can be modified if there are active health
and movement restrictions in place.) You will observe and learn about how businesses work and
take notes about what you see. You will talk to employees and business owners or managers.
This helps you to make more informed career choices and have realistic expectations about the
working environment. You will be prepared for future work immersion, jobs or running your own
small business.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Work Readiness Modules on 21st Century Skills Self-Directed Learning Approach

The Work Readiness Modules on 21st Century Skills are meant to be engaging and interactive.
Even though it is a self-directed learning approach, there are many opportunities to be learning
through interacting with others, including other learners, your trainers, your family and friends
and people in the community such as business owners, employers, managers and employees.
Sometimes you will be reading, writing and reflecting about new topics. You will also be given
opportunities to practice, apply, analyze or synthesize the content and skills you are introduced
to.

As you move through the modules, you will notice that they are organized in the same way. Each
module starts out with the TESDA unit description and learning outcomes and an overview of
activities and recommended time to complete the activities. Each module has a list of written
assignments and skills demonstration box which lists the activities that will help you develop
your skills. Some of these will be measured using a rubric. A module begins and ends with a
learner reflection (self-assessment) which is used as a skills check. There is also a short end-of
module assessment (quiz) at the end of each module. You will also find key to correction at the
tail end pages of each module where you can check your answers to quiz as well as appropriate
responses to exercises and activities.

Modules are divided into sessions which correspond to the learning outcomes. Each session
contains 2 – 5 activities. At the beginning of each session, you will find a table that links the
session to TESDA’s performance criteria. Each session typically has 3 or more performance
criteria.
Performance Criteria:

1.1

1.2

1.3

This is followed by a textbox containing the key topic and learning points of the session.
 Key Topics and Learning Points 

1.
2.
3.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
 ✶

Then there are the main activities, including that activity name, objectives, time required and a
variety of tasks for you to do.

Activity X: Name
Objectives:

🕒 Recommended Time: 90 minutes

The tasks are represented by icons. Some of the icons you will see

include: Read and write

Read (sort paragraphs that are not key facts)

🖉 Write (Short writing tasks)

Think or reflect (quick reflection on your own)

Dialogue/talk with others

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

📄 Key Facts: [X.X and Name] Information to read about the topic

Let’s Exercise: [Task Name] – This section is for comprehension check questions
and practice tasks to ensure that you have understood concepts before moving to
application.

Let’s Apply: [Task Name] – This section is for application of concepts learned. You
are putting the information learned into action and applying it to your own life.

Think About It!

This section encourages you to express your opinions to family and friends about a
topic. Start a discussion with them face to face, via text, chat, or whatever means
available and comfortable to you. It’s always great to share your ideas and hear more
points of view. ☺

Sharing is Caring
This section encourages you to share your output to family and friends. You worked hard
on this so now it is time to tell others about the task you have just completed. Do it face
to face, via text, chat, or whatever means available and comfortable to you. It’s always
great to share your thoughts and hear feedback from people who care. ☺

Your trainer will inform you if you are to write directly in your handbook or if you are to write in
a notebook. There is space to respond to questions, and each session includes a page of writing
space.

Requirements

There are a number of requirements that you will need to fulfill to pass each module, which
corresponds to each unit of competency of the TESDA’s Competency Standards for Basic
Competencies:

1. Learner Reflection at the beginning and end of each module.

2. Written Assignments: Please complete all written work in the module. Part of your skills
 evaluation and module completion is done through completing the written assignments

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

outlined at the beginning of the module. Some of the assignments will be used to
evaluate your skills, and each module has at least one rubric for this purpose.

3. End-of-Module Assessment.

Support from TESDA Trainers

A TESDA trainer will be there to support you throughout the modules. The trainer will check in
with you several times a week by phone, email, WhatsApp, Facebook messenger or in person to
answer any questions you have and to monitor the progress you are making with assignments
and activities. They are a great resource and will be able to help you when you do not
understand something or want to know more about the session.

Good luck on your journey and have fun! By the time you finish with the modules, you will be
well prepared to continue with your education, find a job or start your own business. Thank
you!
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Module 1: Participating in Workplace Communication

(NC II Level)
A Unit of Competency under the Basic Competency on Communication

“To effectively communicate, we must realize that we are all different in the way we perceive
the world and use this understanding as a guide to our communication with others.”1-
Anthony Robbins (author, coach, motivational speaker)

(Dapat nating tandaan na iba-iba ang paraan ng tao sa pagpapakahulugan sa kanyang

paligid. Gamitin natin ang kaalamang ito upang magabayan tayo tungo sa mabisang
komunikasyon.)
Unit Code: 400311210
Unit Descriptor: This unit covers the knowledge, skills, and attitudes required
to gather, interpret and convey information in response to workplace requirements.

Summary of Learning Outcomes

Upon completion of the module you will be able to:

✓ L.O. 1 - Obtain and convey workplace information

✓ L.O. 2 - Perform duties following workplace instructions

✓ L.O. 3 - Complete relevant work-related documents

Module Overview
✍ Activity 🕒 Recommended Time

¥ Session 1: Obtain and convey workplace information (L.O. 1)

1. Introductory Activity & Pre-Module Learner’s Reflection (30 – 40 minutes)

2. Communication Sources 30 – 40 minutes

3. Getting the Right Information in the Right Way 30 – 50 minutes

4. Conveying Messages and ideas in the Workplace 30 – 50 minutes

5. Communication Protocols and Procedures: Lines 30 – 40 minutes

of Communication and Communication Storage
 ¥ Session 2: Perform duties following workplace instructions (L.O. 2)

1
Arismawan, D. (n.d.). https://quotescover.com/tony-robbins-quote-about-communication.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
6. Interpreting and Following Routine Written Instructions 40 – 60 minutes

7. Interpreting and Implementing Instructions Following 40 – 60 minutes

a Meeting

8. Seeking Clarification and Giving Feedback on 40 – 60 minutes

Instructions Received

¥ Session 3: Complete relevant work-related documents (L.O. 3)

9. Identifying Relevant Workplace Documents and Forms 40 – 60 minutes

10. Writing a Business Letter 40 – 60 minutes

11. Guidelines in Completing Workplace Documents and Forms 40 – 60 minutes

 Session 4: Review & Assessment (L.O. 4)

12. Module 1 Review and Application, and Post- (45 - 60 minutes)

Module Learner’s Reflection

13. End of Module Assessment (15 - 30 minutes)

Total Time 6 – 9 hours

Written Assignments

Please complete all written work in the module. Part of your skills evaluation and
module completion is done through completing the following written assignments:

❑ Modes of Communication & Examples of Media of Communication table (Activity

2) ❑ Let’s Exercise: Choosing a Form of Communication (Activity 4)

❑ Let’s Apply: Lines of Communication and Storage of Information (Activity

5) ❑ Let’s Exercise: Clarification on Written Instructions (Activity 8)

❑ Let’s Exercise: Roles and Responsibilities in the Workplace (Activity

8) ❑ Table on Types of Workplace Documents (Activity 9)

 Skills Demonstration

The following activities are intended to help you develop the skill that this module is
written for:

❑ Let’s Apply: Practicing Effective Ways to Receive Information (Activity 3) ❑ Let’s

Apply: Practicing Effective Ways to Convey Information (Activity 4) ❑ Let’s Apply:

Interpreting Instructions Presented in Pictures (Activity 6) ❑ Let’s Apply: Interpreting
and Carrying Out Instructions Following a Meeting (Activity 7) ❑ Let’s Exercise:
Providing Feedback to a Supervisor (Activity 8)
❑ Let’s Apply: Writing a Business Communication (Activity 9)

❑ Let’s Apply: Completing Workplace Documents and Forms (Activity 11) ❑ Let’s
Apply: Performance Task – Receiving and Responding to Instructions (Activity 12)

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Session 1: Obtain and Convey Workplace Information

Performance Criteria:

1.1 Specific and relevant information is accessed from appropriate sources

1.2 Effective questioning, active listening and speaking skills are used to gather
and convey information

1.3 Appropriate medium is used to transfer information and ideas

1.4 Appropriate nonverbal communication is used

1.5 Appropriate lines of communication with supervisors and colleagues

are identified and followed

1.6 Defined workplace procedures for the location and storage of information
are used

1.7 Personal interaction is carried out clearly and concisely

  Key Topics and Learning Points 

1. Modes and media of communication

2. Strategies on how to give and receive information
3. Choosing appropriate forms of communication
4. Workplace behaviors and attitudes and the effect on communication
5. Lines of communication in the workplace
6. Information storage

✶ Modes of communication take different forms: verbal, nonverbal, written or visual

✶ There are many different media of communication used at home and in the workplace,
some of which involve face to face interaction, some through written means such
letters, texts and record keeping forms, and other that are more visual such as posters,
photographs and videos.

✶ When giving or receiving information, make sure it is accurate, based on fact (not
on emotions or biased),relevant and current.

✶ When giving and receiving information, use active listening skills, speak clearly and
confidently and use the appropriate nonverbal communication skills to show you
are engaged.

✶ Use appropriate workplace behaviors to successfully be able to give and

receive information in the workplace.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

✶ When choosing an appropriate form of communication to share information, consider

your audience, the purpose of the communication and what type of response you might
need (ex. Immediate, written…)

✶ An information management system (electronic and/or manual) enables people to

capture, process, store and retrieve information. When a system is well organized, it will
help a business run more efficiently and be more productive.

✶ Be sure to respect your business’ protocol and procedures regarding communication

and sharing information.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Activity 1: Introductory Activity & Pre-Module Learner’s Reflection

 Objectives:

✓ Recall prior knowledge about communication from NC I or other

experiences ✓ Assess the level of experience you have in workplace

communication through taking a Learner’s Reflection

🕒 Recommended Time: 30-40 minutes

🖉 Welcome to Module 1 – Participating in Workplace Communication (NC II). This module

will help you give and receive workplace information through appropriate channels, prepare
verbal and written communication and enable you to store that information following
workplace procedures. Before we proceed with this module, let us try recollecting our ideas on
what we know about communication. As a start, write at least four ideas that you think about
when you hear the word communication.

Communication

Communication is a two-way process where you need to speak and listen well and ask for
clarification when necessary. It is the process of exchanging information and ideas, verbally and
non-verbally, and through a variety of ways. Businesses need effective workplace communication
in order to function well and succeed.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
 Read the quote at the beginning of the module and answer the questions. “To effectively
communicate, we must realize that we are all different in the way we perceive the world and
use this understanding as a guide to our communication with others.”

1. What does the quote mean and how does it apply to you?

2. Think of an example from your life when you understood something differently from the
intent of the person with whom you were communicating (or when you were trying to
communicate a message but it was not understood the same way). What happened?

3. What actions can you take when giving or receiving information to avoid
misunderstanding?

4. This module will focus on participating in workplace communication. What do you think is
the relevance between the quote and communication at work?

Sharing is caring
This section encourages you to share your output to family and friends. You worked hard
on this so now it is time to tell others about the task you have just completed. It’s always
great to share your thoughts and hear feedback from people who care ☺

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Go ahead and share the quote with family or friends and discuss the questions. Ask them to
share any experiences they have had in the workplace that are related to the meaning of the
quote.
 Pre-Module Learner’s Reflection: Participating in Workplace Communication (NC II
Level) Start-of-Module Skills Check

This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents your
situation. The results will help you and your teacher know which topics may require more time,
effort and guidance.

Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan o
kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan na
nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol
sa paksang ito.
My experience 1 2 3 4
I don’t I have I have I have a
Knowledge, skills and abilities have any very some lot of
experien little experien experien
Kaalaman, kasanayan at ce doing experien ce doing ce doing
this. ce doing this. this.
kakayahan this
Wala Mayroon Marami
akong Kaunting akong akong
karanas kaunti karanas karanas
an sa lamang an sa an sa
paggawa ang paggawa paggawa
nito karanas nito nito
an ko
sa
paggawa
nito

Identify modes and media of

communication /
Matukoy ang iba’t ibang paraan
ng pakikipagkomunikasyon.

Check that information to be given

or received is accurate and reliable
/ Masuri kung ang impormasyong
binigay o tinanggap ay totoo, tama

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
at katiwa-tiwala.

Identify ways in which to

effectively receive information /
Matukoy ang mga paraan ng
mabisang pagtanggap ng
impormasyon.

Demonstrate ways in which

to effectively receive
information / Maipakita ang
mga paraan ng mabisang
pagtanggap ng
impormasyon

Identify strategies to effectively

convey messages and information
for different situations in the
workplace / Matukoy ang mga
paraan upang mabisang
makapagbigay ng
mensahe at impormasyon sa
iba’t ibang sitwasyon sa
trabaho.

Use workplace behaviors and

attitudes that will help you
effectively give and receive
information / Gumamit ng mga
angkop na galaw at pag-uugali sa
trabaho upang mabisang
makapagbigay at
makatanggap ng impormasyon.

Prepare for meetings that will

help you effectively give and
receive information /
Makapaghanda sa
pagpupulong upang mabisang
makatanggap at
makapagbigay ng
impormasyon

Describe different ways of storing

communication and information /
Mailarawan ang iba’t ibang
paraan sa pagtatago ng
impormasyon at komunikasyon

Identify and respect the lines of

communication in the
workplace / Matukoy at
marespeto ang linya ng
komunikasyon sa trabaho.
Apply strategies that will help
you understand written and
visual instructions /

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Makagamit ng mga estratehiya na
makatutulong na intindihin ang
mga pasulat at paguhit na
panuto.

Practice steps to interpreting and

carrying out instructions following
a meeting /
Masubukan ang mga hakbang
upang intindihin at gawin ang
panuto matapos ang pagpupulong

Seek clarification when

instructions are not
understood /
Humingi ng paglilinaw sa
mga panutong hindi
naintindihan

Provide feedback to supervisor

on instructions and tasks to be
carried out /
Makagbigay ng feedback sa bisor
sa mga panuto at gawaing
kailangang gawin

Identify rights and responsibilities

of employers and employees /
Matukoy ang mga karapatan
at tungkulin ng isang
empleyado at bisor or may-ari

Develop an awareness of the

conditions of employment and
speak with a supervisor when the
conditions are not being met /
Maunawaan ang mga kondisyon
sa trabaho at kumausap ng bisor
kung sakaling hindi natutupad
ang mga ito

Identify workplace documents

and forms /
Matukoy ang mga dokumento
para sa trabaho

Categorize workplace documents

and forms into business-related
record keeping procedural and
informational documents, and
forms of
communication /
Maigrupo ang mga dokumento
ayon sa kanilang uri.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Identify the main parts of a
business letter /
Matukoy ang iba’t ibang bahagi
ng liham pangkalakal

Apply good practices in writing

a business letter /
Magamit ang mabisang hakbang
tungo sa pagsusulat ng mahusay
na liham pangkalakal

Recognize templates for some

workplace documents and forms /
Matukoy ang mga templates para
sa ilang dokumento sa trabaho

Record data and information

on standard workplace forms
and documents /
Maisulat at maitago ang
impormasyon at datos gamit
ang dokumentong nakasunod
sa
pamantayan ng trabaho

Obtain and convey workplace

information /
Makakuha at makapagbigay
ng impormasyon mula sa
trabaho

Perform duties following

workplace instructions /
Maisagawa ang mga
tungkulin alinsunod sa
panuto sa trabaho
 Complete relevant work-
related documents /
Masagutan ang mga angkop
na dokumentong may
kinalaman sa trabaho

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Activity 2: Communication Sources

Objectives:

✓ Identify modes and media of communication

✓ Name ways in which to communicate electronically

✓ Check that information to be given or received is accurate and

reliable 🕒 Recommended time: 20-40 minutes

Read the story about a workplace situation described below. Invite 1 of your family
members, friend or home companions to do a role play. Assign them to take the roles of
the characters mentioned in the scenario.

Scenario at Hardware Store

A customer enters a hardware shop where Marian is working as sales associate.

Marian: “Hi, Sir!”

Customer: “I saw this new plumbing tool on Facebook – an adjustable pipe wrench - and it says
it’s available here. In which section can I find this tool?”

Marian, who is distracted by her phone, mumbles the directions and points to a particular
section where the customer should go. The customer, however, was not able to understand the
directions. He started to ask Marian for clarification but her phone rang and she quickly
answered, turning away from him. Frustrated, he began walking up and down the aisles in
search of the adjustable pipe wrench.
Finally, he goes back to Marian and asks:

Customer: “Do you have a shop directory or a store map which I could use to locate this plumbing
tool?”

Marian: Marian rolls her eyes, wondering why on earth the customer could not figure it out.
“Let me see if we have one, yes here is it, our shop directory listing all the aisles and an
accompanying map. You can go ahead that way, find this tool yourself. You may also use our
interactive map in the computer available at the counter area if you want.”

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

Upon receipt of the map, the customer went straight ahead to find the tool but in dismay, he
was not able to locate it. He went to counter to look at the interactive map on the computer and
it looked very different from the one he had in his hand. He became frustrated, went back to
Marian and shouted at her in disappointment. Marian checked the directory/map she had given
him and realized it was an obsolete one. Feeling disgusted with the service, the customer rushed
out of the store while shouting about their poor service.

Marian’s supervisor arrived just as the customer was shouting and leaving the store. She called
Marian over to hear what happened…

1. What happened in the scenario?

2. Identify all the modes of communication used or mentioned in the scenario. 3. What

were Marian’s strengths and weaknesses in communicating with the customer?

4. If you were Marian’s supervisor, what advice would you give her regarding communicating
 with customers?

Let’s review some basic communication skills and customer service skills learned in NC I or
from your past experiences. Read the following reminders. Supplement your answers
above with any additional information you find below.

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Basic Communication Skills and Providing Customer Service
A Recap of NC I

Listening:

❑ Use appropriate body language to show you are listening (eye contact, sit
upright, nod head, etc.)
❑ Listen to the speaker without interrupting

❑ Avoid being distracted when listening to speaker

❑ Ask questions for clarification when you not understand something

Speaking:

❑ Be clear, concise and to the point when speaking

❑ Be polite, friendly and respectful when speaking

❑ Use examples to get to the point

❑ Speak with confidence but not arrogance

❑ Check the mood, attitudes and reactions of others and adjust

accordingly ❑ Be aware of own body language and that of others while

speaking

Exceptional Customer Care:

❑ Anticipates the customer’s needs

❑ Tries to understand what the customer is thinking

❑ Meets and exceeds the customer’s highest expectations

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

❑ Ask open-ended questions to

❑ Repeat or rephrase to make things

understand customer’s needs
clearer
Important:
❑ Refer to customer by name

❑ Thank customer for coming

❑ Show interest in client’s need

Comfortable:
❑ Use open body language ❑ Show concern

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In the scenario above you might have said the modes of communication were verbal,
nonverbal, written or visual. Modes of communication are general means of
communicating and mediums are the specific channels or systems through which those
modes of communication happen. For example, a medium of verbal communication could
be a face to face meeting. A medium of visual communication could be a video.
Sometimes it is hard to distinguish between the modes as they overlap.

For each mode of communication, list examples of a communication medium. Examples

have been given for each mode.
Mode of Communication Examples of Media of Communication

Verbal: through speaking (or sign

• Face to face meeting
language for the deaf)
•
 •

Nonverbal: information that is conveyed

• Facial expression
without speaking but with the body
•

Written: information is received or

• Email
conveyed through written language
•

Visual: information that is conveyed or

• Photograph
received through graphics
•

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 •

Check your answers before continuing! Possible answers are found at the end of the module.

Technology has certainly changed the way we communicate! A lot of our communication is
done electronically through computers and smart phones, for example. In the table you
just completed, how many of the media are electronic? List examples of ways in which you
communicate electronically at home and in the workplace.
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

You may have given examples such as emails, websites, social media/networking, text and
instant messaging, voicemail, webinars, videoconferencing, ebooks, calendars, online chat,
Skype, etc. There are many forms of electronic communication. These types of electronic
information often will combine different modes of communication. For example, there might be
an online brochure that includes both written text as well as graphics. A video conference may
include dialogue and the presentation of infographics. A Facebook post might include a
photograph and back and forth dialogue.

While many of these forms takes the face to face interaction out of the communication, it is
important to still apply the effective communication skills we discussed in NC I such as active
listening, speaking clearly and asking questions and behaving respectfully.

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 Reflect on the scenario again. What problem was encountered with the store
directory/map? To avoid communication issues related to information, what should one
do when giving or receiving information?

Read below to supplement your answers!

When giving or receiving information, it is important to assess if it is:

1. Accurate: Where is the information coming from? Is it directly from the source? Is the
source valid?
2. Based on fact rather than an emotional response: Determine if the information is biased
in one direction.
3. Current: Is the information up to date? The most recent?
4. Relevant: Does the information you are communicating meet the needs of the person
receiving it?

These tips will help you whether you are communicating verbally, through written means,
visually, in face to face situations or electronically. 2

2
Brecht, A. (April 13, 2020). How to Identify Reliable Information. Stevenson University Online.
https://www.stevenson.edu/online/about-us/news/how-to-identify-reliable-information

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 Sharing is caring
Good work! Share the scenario and your work with family and friends. Ask what types of
communication they have used in the workplace and if they have ever run into challenges
such as giving or receiving information that was not accurate. What advice do they have
when communicating verbally, non-verbally, through writing or visually?

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Activity 3: Getting the Right Information in the Right Way

Objectives:

✓ Identify ways in which to effectively receive information

✓ Demonstrate ways in which to effectively receive information

✓ Use effective listening, speaking and nonverbal communication skills when

receiving information

🕒 Recommended time: 30-50 minutes

The Rumor Mill Game! You can play this game in two ways.

1. Gather at least 4 people in your household. You will whisper a statement (see
below) or message to one person. This person will need to whisper the same
message to another person and so on. You cannot repeat the original message.
Each person, to the best of their ability, must pass the original message on. Ask the
last person who receives the message to repeat what s/he has heard. Then share
the original message and compare. More often than not, the messages will be
different!

2. If you do not have enough people in your household to play the game, you can do
 this with friends and family using your phone. List at least 4 people and their
numbers. Find a convenient time for people to play the game. Begin by calling the
first person and explain that you will give him or her a message and then that
person should call the next person on the list to repeat the message and so on. The
last person on the list should call you back (or text) you to tell you what the
message is. You can text all the participants the original message and the last
message.

Statement / Message to be passed on: I am going to give you information on feeding

rabbits. It is important to feed them twice a day – in the morning and early evening.
Each time you feed your rabbits, put fresh or dry plant material in the forage feeder
(or on the floor of the hutch) and put concentrated food (grains or pellets) in the grain
feeder. Rabbits need rich, concentrated food to grow well! Forage is hay or grass.
Plant materials are dry or green plants such as tops of vegetables, lettuce, tender
banana or bamboo leaves. Do not feed rabbits fruit pips or seeds, potato leaves or
avocado. Water should always be available and be sure to wash the dish daily.

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Reflection Points

1. How different was the last message from the first message? Why?

2. If these were the instructions being passed down to the farmhand who feeds the
rabbits, would s/he have received reliable information? Do you think the rabbits
would be well-fed with such information?

3. If these were the instructions being passed down to the farmhand who feeds the
rabbits, would s/he have received reliable information? Do you think the rabbits
would be well-fed with such information?

4. Based on this game, what have you learned about receiving information? What
strategies can you use when receiving information from someone, especially in the
 workplace?

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📄 Key Facts 1.1 Strategies in Receiving Information Effectively

When you are receiving information verbally, in writing (hard copy or electronic),
nonverbally or visually, you should always check to make sure the information is valid and
that you have understood it well. You can do this in different ways:

✓ Repeat back the information to the person giving it to you: If you have misunderstood,
the other person can clarify what they have said.

✓ Say you have not understood and ask for clarification.

✓ Ask open ended questions that will help you get more information from the other
person.

✓ Use appropriate non-verbal communication to show you understand or do not

understand.

✓ Use active listening skills and avoid distractions.

✓ Make sure you are getting the information from a valid source: If verbal, you do not
want to rely on a message that was passed through many people. Written materials and
any information obtained through the internet should also be checked for its validity.
 ✓ Check that the information you are receiving is based on fact and not an emotional
response or biased.

✓ Make sure that the information you are receiving is current and not outdated.

✓ Take notes: Write down important points when instructions or information is being given
to you in case you need to refer to it later.

Read the following scenarios related to receiving instructions and answer the questions.

Scenario 1: Food Delivery Service

Helen works for a food delivery service delivering lunches to busy offices in town. While making a
delivery, her colleague calls, telling her to hurry up as they have received several orders. Helen
rushes back to pick up the food. In her haste, she picks up the wrong delivery slip and ends up
bringing the food to the wrong office. After having waited for so long, the customers are

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annoyed. Helen called her supervisor to report the problem and her supervisor became angry at
her for the mix-up.

1. What happened and why?

2. How could this situation have been avoided?

3. What strategies can Helen use to make sure she receives information well in the
future?

4. How should Helen handle the customers at the office?

Scenario 2: Food Processing Center

Juan was recently hired to help a at a large food processing center in Cebu that processes fruits
and vegetables into sauces and pastes. During his first week on the job his supervisor presented
a lot of new information to him, including the 4-Step Process to keeping working spaces clean
and sanitized.

• Step 1 – Preparation
o Remove loose dirt and food particles. Rinse with warm, potable water.

• Step 2 – Cleaning
o Wash with hot water (60 °C) and detergent. Rinse with clean potable water.

• Step 3 – Sanitizing (bacteria killing stage)

o Treat with very hot, clean, potable water (75 °C) for at least 2 minutes.

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o Apply sanitizer as directed on the label.

• Step 4 – Air drying

o Leave benches, counters and equipment to air dry.
One day he was instructed to prepare the working space for a new batch of jam that was going
to be processed. He wasn’t 100% sure what his supervisor told him but thought it was not a big
deal. It was just cleaning up the space after all. He wiped down the counters with some soap and
water and then wiped them dry with a towel. He felt like there might have been another step but
other workers were moving the fruits into the room. He didn’t want his supervisor to think he
was too slow.

Just before the workers making the jam cut into the fruits, the supervisor entered the room. He
was surprised Juan was not still cleaning and sanitizing and asked him how he got it done so
quickly. Juan smiled and proudly said he wiped all the counters down with soap and water and
and then dried them with a towel so they would be ready quickly. He even swept the floor. The
supervisor looked at him in disbelief and halted the process…

1. Why did the supervisor halt the process?

2. How could this situation have been avoided?

 3. What strategies can Juan use in the future to make sure he receives and understands
information in the way that is expected?

Re-read Key Facts 1.1 Strategies in Receiving Information Effectively above. Supplement
your answers above with these strategies as applicable. You might have come up with
new strategies too to add to the list!

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook Let’s

Apply: Practicing Effective Ways to Receive Information

Act out the scenarios above with someone in your household.

1. First, act it out as it is written.
2. Then re-enact the scenario so that Helen or Juan is doing the right thing and applying
effective strategies of receiving information.

3. Ask an observer to assess you as you play the role of Helen or Juan. The observer can use
the rubric below.
Strategies to Effectively 1 2 3 4
Beginning Developing Mostly Accomplished
Receive Information Accomplished

The learner was able to…

1. Repeat back the information the

person was giving

2. Say s/he did not understand and ask

for clarification

3. Ask open ended questions to get

more information from the
other person

4. Use appropriate non-verbal

communication to show s/he did
or did not understand
 5. Use active listening skills and avoid
distractions

6. Make sure s/he was getting the

information from a valid
source

7. Check that the information

received was based on fact and not
an
emotional response or biased

8. Make sure that the information you

are receiving is current and not
outdated

9. Take notes of important points and

key information

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook Activity 4:

Conveying Messages and ideas in the Workplace

Objectives:

✓ Identify strategies to effectively convey messages and information in the workplace

✓ Determine the best ways to convey information in the workplace for different
situations (verbal, written, visual) and audiences
✓ Use workplace behaviors and attitudes that will help you effectively give and receive
information
✓ Prepare for meetings that will help you effectively give and receive

information 🕒 Recommended time: 30-50 minutes

Think about types of information and ways in which you convey it to others in your
personal life and in the workplace. Fill in the table.
 PERSONAL LIFE WORKPLACE

Ex. Invitation to a party: mail or email a Ex. Updates on progress towards

card; e-vite; text; phone call; face to face accomplishing tasks: meeting face to face
or virtually (could be one on one with a
supervisor or in a team meeting); written
report; powerpoint presentation, …

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When conveying messages or ideas in your personal or work life, what do you take
into consideration?
Ex. Who your audience is: this might affect how you say or write something (you might
be more informal with a colleague compared to your supervisor).

Read Key Facts 1.2 below and compare what you wrote above with the tips on how to
share information, ideas and instructions effectively. In your personal and professional
lives, you are already doing many of these things! Bringing awareness to it, especially in
the workplace, will help you become a better communicator.

📄 Key Facts 1.2: Strategies in Conveying Information Effectively

 When conveying information, ideas or instructions, consider the
following:

✓ Your audience: Who are you talking to? What information or ideas do you need or
want to convey and what is the best way to do that with this particular audience?
Should it be formal or informal?

✓ Medium of communication: What is the best way to deliver the message to your
intended audience? For instance, is it something that needs to be in writing?
Would the message be better given verbally? Should the message be sent
electronically?

✓ Your non-verbal communication: Remember, your body language is very

important! Your facial expressions, gestures and posture will impact the way in
which others receive your information.

✓ Be confident and clear when speaking

✓ Be clear when speaking, writing or presenting visual information: Keep it simple

and to the point! You do not want to confuse people when sharing information or
graphics or giving instructions.

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✓ Use active listening to check if the those listening to you have understood your
intended message.

✓ Ask questions: This can help you check if you have been understood and provides
an opportunity to deepen a discussion.

✓ Proofread your written communication before sharing it: Errors found in, for
example, a flyer, poster, brochure, letter, memo, invitation, etc. might make you
appear unprofessional.

✓ Show empathy and respect to whom you are communicating with

As you can see from the list of strategies above, one’s workplace behaviors and attitudes
will also affect how you receive or convey information. Write a list of appropriate
workplace behaviors and attitudes based on what you know from your own or others’
 experiences that will help one be more effective at receiving or giving information in the
workplace.
1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Check your list with the information you may have learned in Module 2: Working with Others (NC
I). For each item on the list, think about how it impacts the way others receive information from
you or how it might affect the way you receive information from others.
Appropriate Workplace Behaviors and Attitudes
A Recap of Module 2: Working with Others (NC I)

✓ Dress neatly and appropriately for the work: If wearing a uniform make sure it is
clean and neat; clothing should not get in the way or prevent you from doing your
work; clothing should not be distracting to you or others.

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✓ Be on time: Attendance and punctuality are essential to keep your job. Let your
supervisor know if you are going to be late.
✓ Manage time well: Focus on doing your work during work hours; follow break

times. ✓ Speak to co‐workers in a positive and respectful manner.

✓ Speak to supervisors in a positive and productive manner.

✓ Be open to feedback and ask for it. Feedback can be very helpful. Positive feedback
helps you be proud of what you are doing well. Constructive feedback helps you become
aware of things that you can improve at work. Welcome feedback from supervisors and
co-workers. If they do not provide any feedback, you may ask them how they think you are
doing your job, what they think you do well and what you could do better. ✓ Be honest:
Being honest will gain the respect of co‐workers.
✓ Keep discussions and interactions related to work: Don’t bring your personal problems
to work or let them affect how you do your job or interact with others. Avoid topics or
making comments that might make others feel uncomfortable.
✓ Stay positive: Don’t complain or be pulled into negative discussions about work. Rather,
 approach problems positively and help to think about how to improve the situation. ✓ Be
respectful of others and your environment: Take proper care of equipment, put things
back where they belong, keep the environment tidy.
✓ Be a team player: Participate proactively and respectfully and listen to the ideas
of others as well.
✓ Respect the roles of others.

✓ Believe in yourself and what you do: Being positive about your job and how you do it
will help you to succeed and achieve your goals.

One of the most common contexts in which information and ideas are shared at the
workplace is through formal and informal meetings.

Think about yourself when participating in a group meeting. How do you practice effective
workplace behaviors in meetings? What strategies do you use to effectively receive or give
information? How do you describe yourself participating in a group discussion?

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Some people thrive in such situations while others may find it very difficult to participate in
group meetings. Meetings, however, are essential for a business to function and succeed. Here
are some tips that will help you communicate well in a meeting:

1. Be prepared before the meeting.

2. Arrive earlier before the meeting starts.
3. Organize and share your thoughts confidently.
4. When speaking, ensure that your voice is audible enough to be heard.
5. Be polite to answer questions and focus on the issue.
6. When your thoughts are already shared by others, don’t feel like there is nothing else to
add. Express your agreement and take the idea further!3
 Whether it is verbally like through a meeting, written like a report or email, or visual such
as posters or photographs, we need to think about how we choose the appropriate
medium of communication when conveying a message or sharing information. At the
beginning of the module we identified different modes and media of communication.
Now we will look at factors to consider in choosing an appropriate form of
communication to convey a message or information. Some of this will be familiar from
Module 1 NC I when we talked about the difference between verbal, written (hard copy)
and electronic communication.

🖉 Before looking at the list below, do a quick brainstorm and write down some examples of

the ways in which we convey messages and information in the workplace and when the
most appropriate time to use it is.
1. Verbal:

2. Written (paper):

3
Brightspeaking. (n.d.). How to Effectively Participate in Group Discussions. https://brightspeaking.com/en/how
to-effectively-participate-in-a-group-discussion/

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3. Written (electronic):

4. Nonverbal:

5. Visual:
📄 Key Facts 1.3: Choosing Appropriate Forms of Communication
Mode of Examples of Media of Appropriate Times to Use this
Communication Communication Form of Communication

Verbal: through
• Face to face meeting • You want immediate feedback.
speaking (or sign
language for the deaf) • phone • Your message is simple and
easy to understand.
• video conference or
other virtual meeting • You don’t need a written record
of the interaction.
• presentations
• You can get together easily. •
• Interview
You want to solve a problem or
• Speech make a decision.
• You want to develop trust.
• Announcements

• Casual conversation

Nonverbal:
• Facial expression • To accompany verbal
information that is
conveyed communication – remember,
• Gestures
without speaking your body language also gives a
but with the body • Posture certain message to the person
or people you are conveying
• Body language information too and can affect
how they interpret the
• Eye contact message!
• Personal space

• Physical appearance

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Written: information
• Email • Choose a written message
is received or
conveyed through on paper when:
• Letters
written oYou don’t need immediate
language • Memo feedback.
oYour message is complex
• Newsletter and requires planning.
oYou need a written record
• Newspaper
for your files.
• Magazines oYour audience is more
formal. oYou want to avoid
• Notes miscommunication.
• Text message • Choose an electronic message
if: oYou need quick but not
•
immediate feedback.
Books/manuals/brochures oYour message is simple,
• On-line database but you’re physically
separated.
• Record books oYou need an electronic
record. oYou are
geographically spread out, or
want to avoid time-zone
barriers.
oYou want to avoid
miscommunication.
oThe main way of
communicating with the
audience is via email, texts,
etc.

Visual: information
• Photograph • To catch the intended
that is conveyed or
received through audience’s attention and
• Graphs
graphics engage them in the
• Charts information. Pictures and
photographs can tell a story!
• Pictures
• To present information in a
• Posters simple way that is easy to
understand (need to make sure
what you
present is simple though!)

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Let’s Exercise: Choosing a Form of Communication

 For each of the situations below, choose a form of communication you will use to
respond.
Situation Medium of Communication

1. During a weekly meeting, your boss asks

you to record the discussion and
highlight the different important future
plans and actions.

2. To prevent people from crossing into a

dangerous area of a construction zone,
you have been instructed to create a
sign telling them to not enter.

3. One of your sister’s is going to get

married next month. You want to
attend the wedding, but it will require
missing three days of work. You need
to inform your boss and human
resources that you wish to take time
off.

4. A potential client wants you to build a

large fence for their property. You
need to create a formal statement
estimating the costs for the job.

5. You contact an employer in Davao, but

you are currently in Manila. He tells
you to send him your CV and a brief
explanation describing why you would
be a good fit for the company.

Let’s Apply: Practicing Effective Ways to Convey Information

Choose one (or more!) of the situations above. Create any written documents you would
respond with if you were in that situation and present it to a friend or family member as if they
are the intended recipient of your information. Remember to practice all the strategies discussed
earlier in conveying information! You and our friend or family member can then use the rubric

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below to assess how well you were able to convey the information.

Rubric for Assessment:

 Strategies to Effectively 1 2 3 4
Beginning Developing Mostly Accomplished
Give Information Accomplished

The learner was able to…

1. Choose the appropriate

medium of communication given
the
audience

2. Provide information that

was based on fact and not an
emotional response or biased

3. Provide information that

was current

4. Provide information from a

valid source

5. Make sure the audience

understood the message by
seeking feedback

6. Use appropriate non-

verbal communication

7. Use active listening skills

and avoid distractions when
presenting the information

8. Present information clearly

and concisely

9. Supplement verbal
communication with visuals
(photographs, posters, etc.)
as appropriate.

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Activity 5: Communication Protocols and Procedures: Lines of Communication

and Communication Storage
Objectives

✓ Describe different ways of storing communication and information

✓ Identify and respect the lines of communication in the workplace
🕒 Recommended time: 30-40 minutes

Now that you have learned how giving and receiving information is so important in the
workplace, it is also necessary to think about how this is done within a business or
organization. There are protocols and procedures related to communication that are
necessary to follow in order for the business to function and succeed. Two important
aspects are:

1. Lines of communication with supervisors and colleagues

2. Storage of information

Think about a situation from your personal or work life when you did not receive the
information you needed to carry out a task or when you were responsible for not passing
on information that was needed. What happened and what should have been done
differently?

Read the scenarios below. For each one, answer the following questions:
1. What happened in the scenario?
2. What should have been the line of communication?
3. What broke the line of communication?
4. What are the potential consequences of the broken line of communication?
5. How can such a situation be avoided in the future?

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Scenario 1: Maria works as a sales associate at a shop that sells mobile phone. One
day a customer came in complaining that his new phone was not working properly
and that he needed a refund. Maria asked the customer some questions to find out
why the phone did not work. She was not authorized to give refunds and her
supervisor was out for the day. She told the customer to come back the next day to
talk to her supervisor. Maria meant to write down information about the interaction
with the customer but the store got busy and she forgot.
The next day the customer returned to the store. The supervisor was there but had no
idea about the problem from the day before. Maria had the day off. The customer
became very annoyed when she had to explain the whole problem again.

Scenario 2: Joseph works for a busy computer repair service company. He takes
incoming calls from customers who need help and then assigns technicians according
to the work that needs to be done. One day he gets a call about a family emergency
and has to leave work abruptly for several days. Nobody has access to the list of
customers awaiting service.

Scenario 3: You are on your way to work one morning when you start to feel ill. A
colleague is riding in the same jeepney so you ask him to tell your supervisor that you
will not be able to make it to work today. It turns out your colleague was sent out on
errands shortly after arriving at work and he forgot to inform your supervisor that you

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook

were ill. Your supervisor sends you a text, clearly annoyed that you did not show up at
work.
 As you can see from the scenarios, lines of communication are important in the workplace,
whether it is between colleagues or between employees and supervisors or
management. Messages, information, instructions and ideas cannot be conveyed or
received well unless the lines of communication are open and understood by all. There
are certain protocols and procedures that every business has to promote clear
communication. As an employee it is important to be aware of what you need to do to
ensure information you have or need is getting to the right people at the right time and in
a manner that the company sees fit. For example, if you are sick and there is a workplace
procedure that says you need to call your supervisor or Human Resource office, you
should not ask a colleague to inform the supervisor instead!

Another important element of keeping information flowing and getting to the right
people at the right time is how we store information within the workplace.

🖉 Surely at home, we have our own way of keeping personal or family documents. What types
of documents does your family keep and how do they store them? Discuss this with your
family members so you get a better understanding of how this is done.

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🖉 Now think about a workplace. What type of information would need to be stored? How
does information get stored?
 From your discussions and reflection, you may have realized that information can be
stored manually or digitally. Read below for further information!

📄 Key Facts 1.4: Storing and Organizing Information Electronically and

Manually 4 5

• There are many different forms of communication and information that are created,
stored and shared in a workplace. For example: financial records, reports, customers’
personal information, business letters, minutes of meetings, faxes, contracts,
personnel forms, daily activities, sales records, product information (price, brochure,
order form),… the list goes on and will vary according to the type of business.

• An electronic filing system is where files or documents are digitally stored in a

computer. Digital documents are stored in computer drives or online servers.

• In a manual filing system files or documents are manually compiled using various
types of storage like filing cabinets, office folders, storage boxes, organizers, etc.

• An electronic system reduces storage space requirements.

• Regardless of the type of system, an information management system enables people

to capture, process, store and retrieve information. When a system is well organized,
it will help a business run more efficiently and be more productive.

• More and more information is stored electronically but in most businesses a

4
Ray, L. (2017, November 21). Should a Company Keep Both Digital Physical Records? Retrieved November 15,
2020, from https://smallbusiness.chron.com/should-company-keep-digital-physical-records-78503.html

5
MGHS Business Services. Process and Maintain Workplace Information. Retrieved November 15, 2020, from
http://mghsbusinessservices.weebly.com/uploads/3/0/8/6/30867217/bsbinm201-
process__maintain_workplace_information4weebly.pdf

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combination of an electronic and manual filing system is used.

• It is essential for businesses to keep their electronic and manual files organized and
up to date. Without a good system, a business can fail.
Tips for Storing Information
 Electronically Manually

✓ Use secure computers ✓ Organize file cabinets, boxes, etc.

by types of records and information
✓ Schedule routine backups of
the computers in the business ✓ Do not mix different types of
documents in the same place. Keep
✓ Create file folders for all basic
them separate for better
record types or documents organization and ease of retrieval
✓ Use subfolders to help better ✓ Label cabinets, boxes, folders, etc.
organize information under each folder so everyone who needs access to
✓ Use cloud-based information documents can easily find them
sharing and storage. Examples ✓ Plan ahead – if you know you will
include accumulate more paper copies of
Dropbox, Google Drive, certain documents, leave space in
Microsoft OneDrive, iCloud and that particular folder, box or cabinet
Box for growth

Let’s Apply: Lines of Communication and Storage of Information

Go to the nearest store in your neighborhood with whom you are very much acquainted. Ask
permission and explain about the purpose of you interview. In your interview ask the following
questions:

• What are the essential transaction documents that a store owner deals with every day? •

How are these documents used and shared amongst your employees?

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook • How does
 he/she manage and organize these documents so they can be easily accessed?

• Why is it important to organize these documents?

Sharing is caring

Share the information you learned from the interview with an adult in your household. Ask

that person to share their own experience with the storage and use of information in their
own work situations. Write any learning points below.

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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook ☑

Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your

learning outcomes in the session and know how well you did in doing the
activities in this session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
Conduct a quick self-assessment and answer the table below.
Statements Please check Yes or No if you
have shown or can do the
Did you… statement

YES NO

1. Identify modes and media of communication?

2. Check that information to be given or received is

accurate and reliable?

3. Identify ways in which to effectively receive

information?

4. Demonstrate ways in which to effectively receive

information?

5. Identify strategies to effectively convey messages

and information for different situations in the
workplace?

6. Use workplace behaviors and attitudes that will

help you effectively give and receive
information?

7. Prepare for meetings that will help you effectively

give and receive information?

8. Describe different ways of storing communication

and information?

9. Identify and respect the lines of communication in

the workplace?

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Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session. 6. Feedback on
the learner’s performance in terms of the following: mastery of content, skills
development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

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Session 1 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on modes and media of
communication, effective strategies of giving and receiving information, using
proper protocol and procedures regarding the lines of communication in the
workplace and the storage of information.
 Congratulations! Now that you know how to choose modes and media of
communication effectively give and receive information and follow procedures
regarding lines of communication and information storage, the next step is to perform
duties following workplace instructions.
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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

Session 2: Perform duties following workplace instructions

Performance Criteria:

2.1 Written notices and instructions are read and interpreted in accordance
with organizational guidelines

2.2 Routine written instructions are followed based on established procedures

2.3 Feedback is given to workplace supervisor-based instructions/ information received

2.4 Workplace interactions are conducted in a courteous manner

2.5 Where necessary, clarifications about routine workplace procedures and matters
concerning conditions of employment are sought and asked from appropriate
sources

2.6 Meetings outcomes are interpreted and implemented

 Key Topics and Learning Points 

1. Strategies to understand written instructions
2. interpreting and implementing instructions following a meeting
3. Seeking clarification
4. Giving feedback on instructions and task to supervisor
5. Conditions of employment and rights and responsibilities

✶ When interpreting instructions, try to summarize each step into fewer words.

✶ During a meeting, practice active listening, asking questions for clarification, taking
notes and repeating what you have understood.

✶ Always seek clarification when you have not understood instructions.

✶ When providing feedback to a supervisor on an instruction given, be polite, specific

and solution-oriented.

✶ Be aware of your rights and responsibilities in the workplace and find ways to talk to
your supervisor if there is a conflict.
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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

Activity 6: Interpreting and Following Routine Written Instructions

Objectives:

✓ Identify strategies to help you understand written instructions

✓ Apply strategies that will help you understand written and visual

instructions 🕒 Time Required: 40- 60 minutes

In some form or another, we all receive written instructions to complete a particular task
on a regular basis at work. The instructions could be a text, an email, a poster, a memo or
even a letter. Often, it is given in conjunction with verbal instructions such as through a
phone call or a face to face meeting.

Think about examples from your personal and work life when you were given written
instructions to follow. Were the instructions clear? Not clear? What do you find helpful in
understanding written instructions to be able to perform a task well?

Read the scenarios below. Answer the questions that follow each scenario.

Scenario 1: Safety at the Construction Site

A young assistant supervisor named Paolo has only been on the job for a month at a construction
site. He was asked by his supervisor to oversee the welding area where grills are fabricated for
the windows. He was also reminded to observe safety rules and to take precautions as he enters
the workplace. Due to noise interruptions, he was not able to understand his supervisor clearly,
so he just nodded and proceeded to the area directly.

As he arrived, he saw a notice at the entrance, reminding every personnel about the use of
Personal Protective Equipment (PPE) like wearing of hand gloves, hard hat, protective eyeglass
and safety boots. Without minding the safety reminder, he went straight ahead to the welding
area where some welders were working. As he approached the steel table, he did not notice that
he stepped on slippery ground caused by used spilled oil. He slipped and fell and his head hit the
side

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of the steel table. He became unconscious and his head was severely bleeding. He was then
rushed to the emergency hospital for medical treatment.

1. What happened in the scenario?

2. Name two different types of instructions that Paolo should have followed. 3. What

prevented Paolo from following the instructions regarding PPE in the workplace?

4. Has a similar situation happened to you? Have you ever experienced rushing into
something even without understanding an instruction clearly? What happened?

5. If you were Paolo, what would you have done to avoid such a situation? Could his
supervisor have done anything differently?
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Scenario 2: At the piggery

Piglets are born with needle-sharp teeth that need to be taken out. Read the following directions
on trimming a pig’s teeth:

Procedure:
1. Restrain the piglet by grasping the head with one hand.
2. Force the mouth open using fingers on the same hand near the back edges of the mouth.
Be careful that you do not choke the piglet.
3. Use sharp pliers taking care not to injure the gums. Hold the clippers as perpendicular as
possible to the teeth
4. Completely cut off the teeth as close to the gum as possible
5. After clipping the teeth on one side turn the pig to give access to the teeth on the other
side of the head.
6. Clean the pliers with a disinfectant after working with each litter of piglets.

Use the space below to write reflections related to the following questions:

What techniques do you use while reading for instructions or directions?

a. Do you read each direction step by step?
b. Do you imagine the process?
c. Without looking at the directions, try to describe this process to another person.
d. What strategies would you use to remember the directions more clearly?

Read Key Facts 1.5 below and compare what you wrote above with the strategies on how
to interpret written instructions. You may have identified other strategies that are not in
Key Facts 1.5. Feel free to add them to the list!

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook
📄 Key Facts 1.5: Strategies to Interpret Written Instructions •
Summarize the steps: Try to summarize each step into fewer words.

• Interpreting pictures or diagrams: Put the steps into your own words. • Note-

taking: Write your own observations and thoughts regarding each step.

When reading the instructions or directions:

• First skim through the instructions. This entails looking for keywords and details of
importance.

• Try to interpret the instructions or directions using the strategies provided.

• Do each step, step-by-step. If you mess up or do not understand how to get to the next
step, glance at the steps ahead and behind to get a better picture of the process.

Let’s Apply: Interpreting Instructions Presented in Pictures

One of the strategies listed above is about interpreting pictures or diagrams that give
some sort of instruction. We have all seen these before – for example, pictures used on
clothing labels to explain how to wash them; instructions on how to use machinery;
instructions on safety procedures in the workplace, etc.

1. Using the images provided, write an instruction for each step of the process for milking a
cow. Write the instructions next to each of the images. 6

1.
6
Corrigan, R. (2020). How to Milk a Cow. https://www.wikihow.com/Milk-a-Cow

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2.

3.

4.

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 5.

6. 7.

2. Answer the following questions:

a. How did you interpret the visual instructions?
b. What difficulties did you face?

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c. If you do not understand instructions that are presented visually, what can you do to
make sure you understand the instructions?
d. What advice would you give somebody writing instructions?

3. Share the pictures and directions with a friend or family member. Can they understand the
 pictures and your instructions?

See how your written instructions compare with those found at the end of the module in the Key
to Correction.

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Activity 7: Interpreting and Implementing Instructions Following a Meeting

Objectives:

✓ Identify steps one can take to interpret and carry out instructions following a
meeting
 ✓ Practice steps to interpreting and carrying out instructions following a

meeting 🕒 Time Required: 40- 60 minutes

Often instructions are given in writing but accompanied by a verbal explanation as well.
Usually during meetings new ideas, strategies and approaches to completing tasks
emerge. As a result, people will get instructed to perform various tasks to work towards
achieving the group’s goals.

Think about examples from your personal and work life when as a result of a family or work
meeting someone gave you instructions to complete a task. For example, if your family
has decided to have other relatives live in your house, they might ask you to remove
certain things from a room, put them in a specific location and clean the room. Think
about how the meeting went and what you were tasked to do. Did you have any
challenges in the process? Did you learn anything that might be useful in the future if you
get tasked with things following a meeting?

🖉 List strategies on how to interpret and carry out instructions following a meeting. Talk to
people in your household or friends who might have additional ideas.

Read Key Facts 1.6 below and compare what you wrote above with the strategies on how
to interpret and carry out instructions following a meeting. You may have identified other

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strategies that are not in Key Facts 1.6. Feel free to add them to the list!
📄 Key Facts 1.6: Strategies to Interpret and Carry Out Instructions Following a
Meeting

✓ Be prepared and ready for the meeting

✓ Use active listening skills during the meeting

✓ Take notes of important points during the meeting

✓ Ask questions for clarification if you have not understood a point being made ✓

Repeat back the instructions you have heard regarding next steps you are to take ✓
Make a to do list for tasks to do after the meeting
✓ Strategize how you are going to accomplish the tasks assigned to you – Will you be working
with others? Is there certain equipment you will need? etc.
✓ Check in with your supervisor if you get stuck and are unsure of the way forward

Let’s Apply: Interpreting and Carrying Out Instructions Following a

Meeting

You work as a technician installing computer software and fixing minor hardware
problems. Your company has decided that it needs to expand its customer base if it is to
make a profit this year. A meeting is held with people from your division to identify ways
in which to do this. Your supervisor is counting on you to take action after the meeting to
play a role in increasing the number of customers you serve. What should you do before,
during and after the meeting to make sure you can respond to your supervisor’s request?

Ask a few other people in your household to role play the scenario. Ask one person to
observe you during the process and fill out the rubric below based on your performance.

Rubric for Assessment:

Strategies to Interpret 1 2 3 4
Beginning Developing Mostly Accomplished
and Carry Out
Accomplished
Instructions
Following a Meeting

The learner was able to…

1. Prepare and be ready for

the meeting

2. Use active listening skills

during the meeting

3. Take notes of important

 points during the meeting

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4. Ask questions for clarification if
s/he did not understood a
point being made

5. Repeat back the instructions

heard regarding next steps
to take

6. Make a to do list for tasks to

do after the meeting

7. Strategize how s/he is going to

accomplish the tasks assigned
to you

8. Check in with the supervisor if

s/he stuck and are unsure of
the way forward

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Activity 8: Seeking Clarification and Giving Feedback on Instructions Received

Objectives:

✓ Seek clarification when instructions are not understood

✓ Provide feedback to supervisor on instructions and tasks to be carried

out ✓ Identify rights and responsibilities of employers and employees

✓ Develop an awareness of the conditions of employment and speak with a

supervisor when the conditions are not being met

¹ Time Required: 40- 60 minutes

Throughout this module you have learned the importance of seeking clarification when you
have not understood something. This is particularly important when it comes to following
written or verbal instructions! It is not always easy to speak up and ask someone to repeat what
they have said but it is absolutely necessary to avoid making things worse, especially when you
 are not clear about an instruction that has been given!

There are other times too when you will need to be proactive and talk to your employer
or supervisor. You might need to give the supervisor feedback on how well or not well a
particular task or approach to completing a task is going. You might also find yourself in a
situation where you are concerned about certain instructions or tasks falling outside of
your agreed upon condition of employment.

Think about…

1. examples from your personal and work life when you had to seek clarification on an
instruction given to you or when you wish you had sought clarification but did not.
What type of situation was it? If you asked for clarification, how did you feel doing
that? If you did not seek clarification, why not?

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2. a time when you gave feedback to a supervisor

3. a situation where you felt like what was being asked of you was outside of your
conditions of employment. What did you do about it?

🖉 Your colleague Joseph has come to you for advice. The supervisor sent him an email asking
him to add information to some files that another colleague is also updating. Joe is
confused, wondering if he should add his information to the files at the same time as his
colleague or if he should wait for his colleague to make changes first and then add his
information to those updated files. Give Joseph some tips on how to seek clarification
from the supervisor.
 You might have given Joseph some tips such as:
• Thank the supervisor and then state that you need some clarification on the
instructions.
• Explain what part of the instructions you need clarification on.

• Ask the supervisor nicely to explain the instructions further either in an email, face to
face or a phone call.
• Thank the supervisor for his or her time.

If Joseph had received the instructions verbally from the supervisor, he could have used
the same process but also:
• Repeat back to the supervisor what he has heard for verification.

• Ask open ended questions to the supervisor so the supervisor could provide more
information
• Summarize next steps he will take

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Let’s Exercise: Seeking Clarification on Written Instructions

You are now Joseph! Write an email to your supervisor seeking clarification about
updating the files. Use the template below.

 Cc…
Send

Subject
From 🠈 :

To…
 See a sample email in the Key to Correction at the end of the module.

🖉 Madame Reyes met with Joseph to further discuss the instructions. Joe received the

updated files from his colleague and proceeded to add the information he was requested
to include. In the process he realized that additional information was going to be needed
from the Accounting Office to make the files complete. He didn’t have the authority to ask
them to do that but he wasn’t sure how to give feedback to his supervisor on the issue.
Give Joseph some tips on how to give feedback to a supervisor.

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

You might have given Joseph some tips such as:

• Write your ideas down first before meeting the supervisor.

• Update the supervisor on the progress being made towards accomplishing the task. •
Ask if you can give feedback.
• Politely give the feedback.

• Be specific.

• Be positive and solution-oriented.

.

Let’s Exercise: Providing Feedback to a Supervisor

 You are now Joseph again! Find a partner you can role play with. You will be Joseph and
your partner will be Madame Reyes, the supervisor. Use the tips above to give Madame
Reyes feedback. Ask your partner to assess whether or not you have put the advice into
action by checking yes or no:
YES NO

1. Write your ideas down first before meeting the supervisor.

2. Update the supervisor on the progress being made

towards accomplishing the task.

3. Ask if you can give feedback.

4. Politely give the feedback.

5. Be specific.

6. Be positive and solution-oriented.

🖉 Madame Reyes accepted the feedback given by Joseph. She was so thrilled with his

suggestion that she asked him to gather the additional information from the accounting
division. Joseph knew this was going to take a long time and he had already been working
over time for several weeks without pay. He was not sure how to tell Madame Reyes no
but felt that his conditions of employment were not being respected. Give Joseph some
tips on how to talk to his supervisor about the conditions of employment not being
respected. Also, remind him that the employer and the employee both have rights and
responsibilities. Do the exercise below to recall rights and responsibilities, particularly
those related to the condition of employment.

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Let’s Exercise: Roles and Responsibilities in the Workplace

Legal responsibilities apply to both workers and employers. Just as employers have some
 legal responsibilities at work, workers also have legal responsibilities. They are different
responsibilities, but both have responsibilities under the law.

Below is a list of responsibilities. Decide if the responsibility is primarily that of the

employer or the worker and write E for employer or W for worker in the space before the
statement. The first one has been done as an example.
Check your answers below in Key Facts 1.7 after completing the table. You can also verify
your answers at the end of the module.
E To make a work agreement with the employee, agreeing on conditions, time and place

To follow up with the employee on the agreed terms

To personally perform the work in the time, place and conditions as agreed upon

To supervise and provide suitable conditions of work so workers have security, health
and dignity

To honor terms of payment

To follow the instructions of the worker’s boss

To safeguard standards, staff and environment

To register and pay into social security for the employee

To take care of the well‐being of staff and qualified dependents (e.g. wife/husband, children)

To avoid any issues or problems at the workplace that will endanger the worker or
his/her colleagues

To agree on a performance contract

To follow the rules at work

📄 Key Facts 1.7: Responsibilities of the Employer and the Worker

Responsibilities of the Employer Responsibilities of the Worker

• To make a work agreement with the • To personally perform the work in

employee, agreeing on conditions, the time, place and conditions as
time and place; agreed upon;

• To follow up with the employee on • To follow the instructions of the

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook
the agreed terms; worker’s boss;
 • To supervise and provide suitable • To avoid any issues or problems at
conditions of work so workers the workplace that will endanger the
have worker or his/her colleagues;
security, health and dignity; • To follow the rules at work.
• To honor terms of payment;

• To safeguard standards, staff and

environment;
• To register and pay into social security
for the employee;
• To take care of the well‐being of staff
and qualified dependents (e.g.
wife/husband, children);
• To agree on a performance contract.

Think about it!

This section encourages you to express your
opinions to family and friends about a topic.
Start a discussion with them face to face, via text, chat, or whatever means available and
comfortable to you. It’s always great to share your ideas and hear more points of view ☺.

Answer the following questions.

1. Think about seeking clarification from a supervisor on instructions given at work. Is

this dangerous to do given the supervisor might think you are not capable to perform
the task? What has been your own experience at work?

2. Share your experience when you gave feedback to a supervisor regarding a task you
were instructed to do. What happened? How did the supervisor react?
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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

3. Show your adult family members Key Facts 1.7: Responsibilities of the Employer and
the Worker. Ask them for their thoughts around these responsibilities. Which ones do
they think exist in their own places of work? Which ones do not? How do they feel
about having or not having the responsibilities stated in the list? What do they do
when their conditions of employment are not being followed?

Remember to thank them for their time and their help on your schoolwork.

☑ Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your
learning outcomes in the session and know how well you did in doing the
activities in this session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and answer the table below.

Statements Please check Yes or No if you
have shown or can do the
Did you… statement

YES NO

1. Apply strategies that will help you

understand written and visual instructions?

2. Practice steps to interpreting and carrying

out instructions following a meeting?

3. Seek clarification when instructions are

not understood?
 4. Provide feedback to supervisor on
instructions and tasks to be carried out?

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook
Statements Please check Yes or No if you
have shown or can do the
Did you… statement

YES NO

5. Identify rights and responsibilities of

employers and employees?

6. Develop an awareness of the conditions of

employment and speak with a supervisor
when the conditions are not being met?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session. 6. Feedback on
the learner’s performance in terms of the following: mastery of content, skills
development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
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Session 2 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on strategies to understand written
instructions, interpreting and implementing instructions following a meeting,
seeking clarification, and giving feedback on instructions and task to a supervisor.
 Congratulations! Now that you know how to interpret and respond to written
instructions and seek clarification as needed, the next step is to identify and use
workplace documents and records.

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

Session 3: Completing relevant work-related documents

Performance Criteria:

3.1 Range of forms relating to conditions of employment are

completed accurately and legibly

3.2 Workplace data is recorded on standard workplace forms and documents

3.3 Errors in recording information on forms/ documents are identified

and acted upon

3.4 Reporting requirements to supervisor are completed according

to organizational guidelines

 Key Topics and Learning Points 

1. Workplace documents and forms
2. Business letters
3. Writing and filling out workplace documents and forms

✶ There are many different types of workplace documents and forms that can
be categorized into busines-related record keeping; procedural and
informational documents; and forms of communication.

✶ Business letters must be professional without any mistakes.

 ✶ Pay close attention when filling out workplace documents and forms.

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

Activity 9: Identifying Relevant Workplace Documents and Forms

Objectives:

✓ Identify workplace documents and forms

✓ Categorize workplace documents and forms into business-related record

keeping; procedural and informational documents; and forms of
communication

¹ Time Required: 40- 60 minutes

Think about records and document that you see in your daily life. Think about, for example, when you are on public
transportation, at the grocery store, at a health clinic, at a job site. List examples of these workplace records and
documents.

🖉 Provided in the table below are workplace documents and their detailed information. Read the workplace document
on the left and match it with its correct definition, meaning or purpose on the right. For example:

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

Workplace Definition, meaning or purpose
 Document

Agenda Messages distributed by electronic means from

one computer user to one or more recipients via
a network.

User guide A written acknowledgment of having received,

or taken into one's possession, a specified
amount of money, goods, etc.

Invoice This is to be completed when an employee

is requesting time off from work.

E-mail messages Written or formal information notifying or

warning about a fact.

Leave request forms Detailed information on how something should

be done or operated.

Contract A list of matters to be discussed at a meeting or a

list of aims or possible future achievements.

Receipt Certifies the delivery of goods to the buyer.

Notice A guide intended to give assistance to people using

a certain product or operating within a certain
system.

Delivery note A legally binding agreement usually

concerning employment, sales, or tenancy.

Work instructions A list of things provided, or work done together

with their cost, for payment at a later time.

Refer to Key Facts 1.8: Types of Workplace Documents to find the definitions of the workplace
documents.
Key Facts 1.8: Different Workplace Documents

Document Detailed information

Meeting Minutes A written account of what went on and was discussed during
a meeting.

Policy A course or principle of action adopted or proposed by

an organization or individual.

Regulation A rule or directive made and maintained by an authority

Notice Notification or warning of something

 Costing sheet A document that reflects the cost of the items and services

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required for a certain project or job.

Progress record (report) Explains in detail how far you've gone towards the
completion of a project

Work instructions Detailed information on how something should be done

or operated.

User guide A guide intended to give assistance to people using a

certain product or operating within a certain system.

Quotation/ A formal statement setting out the estimated cost for

Estimate form a particular job or service.

Notice Written or formal information notifying or warning about a fact.

Invoice A list of things provided or work done together with their

cost, for payment at a later time

Memo A memo is a message you send to a large group of employees,

like your entire department or everyone at the company. You
might need to write a memo to inform staff of upcoming
events, or broadcast internal changes

Circular (flier) A kind of written announcement that is distributed to a large

number of people to convey any commercial or non-
commercial message at minimum time, costs and efforts.

E-mail messages Messages distributed by electronic means from one

computer user to one or more recipients via a network

Letter A written form of communication from one party to another

Agenda A list of matters to be discussed at a meeting or a list of aims

or possible future achievements

Project report This is used to document project successes, lessons learned

and performance, in order to signal improvement in project
delivery for the future

Purchase order This is a document created by a buyer, indicating the details

of the items they wish to purchase from a seller

Leave request forms This is to be completed when an employee is requesting time

 off from work.

Receipt A written acknowledgment of having received, or taken

into one's possession, a specified amount of money,
goods, etc

Contract A legally binding agreement usually concerning

employment, sales, or tenancy.

Accident and emergency This is a set of instructions to follow in event of a workplace

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accident or emergency

Tools and Safe operating procedures for tools and equipment are
equipment safe developed in conjuction with the manufacturer’s
operating operating procedures

Best practice These outline the steps for answering customer

customer service enquiries, dealing with customer complaints and
reviewing customer satisfaction.

Menu An offering of a set of options often used in restaurants but

also, for other goods and services.

Shift report Written explanation of the events that passed during one’s
time at work. The report also includes a summary of the
situation at the end of the shift, including items that others
may need to deal with or be aware of.

Requisition form Internal request by an employee to purchase an item.

The request is sent to other individuals in the
organization for approval.

Graphics Visual images used to inform, illustrate, or entertain.

Signs An object or image indicating something.

Quality assurance These outline the checks required to ensure that

expected quality levels are achieved and maintained
throughout each stage of production.

Job application A form you fill out if you want a job. You provide
personal details and qualifications for the specific job.

Job time sheet Where a worker records the time he/she has worked.
🖉 Analyze the workplace documents from Key Facts 1.8: Types of Workplace Documents and
categorize them in one of the columns below. Be sure to give reasons to support your
choices. An example has been done for you in each column.
Business-Related Record Procedural and Forms of Communication
Keeping Informational Documents

Invoice Work instructions Memo

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Check your answers at the end of the module.

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Activity 10: Writing a Business Letter

Objectives:

✓ Identify the main parts of a business letter

✓ Apply good practices in writing a business letter

¹ Time Required: 40- 60 minutes

Do you know the basic parts of a business letter? Below is a sample workplace
communication. Identify each section by placing the corresponding icons in the spaces
provided below.
OPT 2.O Manpower Services
IT Park, San Juan, Quezon City

September 11, 2020

ATTENTION ALL EMPLOYEES!

Due to COVID19 Pandemic, we are suspending our work on September

21- 23, 2020 to give way to the City Health and Safety Department who
will be conducting disinfection activities in all departments’ offices and
of the entire company building.

Regular work will resume on September 24, 2020 with strict observance
of health protocols and with the agreed skeletal workforce reporting
schedule.

Please be guided accordingly.

Very truly yours,

The Management
 Salutation Closing/signature Sender’s address Date

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Salutation Body

📄 Key Facts 1.9: Business Letter Tips

✓ State the purpose clearly and up front, typically in the first sentence.

✓ Include supporting information (reasons, examples) of the main point.

✓ The final paragraph politely says the writer is waiting for a response and thanks the
recipient.

✓ Use positive language.

✓ Use your business’s letter head with the logo if it exists so it looks more professional.

✓ Remember that business letters must be professional. They are like advertising. They
give the reader information about the writer. If the letter has spelling or grammar
mistakes, the reader will think the writer is sloppy. If the letter is confusing, the reader
will think the writer is not capable. If the letter is impolite, it will give a terrible
impression. Business letters must be as perfect as you can make them.

Let’s Apply: Writing a Business Communication

Compose a workplace communication taking tips from what you have learned above. Suppose
you are asked by your supervisor to send communications for the following company activities.
Use the details below to compose your communication invites.

1. The company will conduct its annual family day

• Venue: Garden Orchid Hotel, Zamboanga City

• Date/Time: December 22, 2020/8am to 5pm

2. Participation of your company to a coastal clean-up where all employees are required to
attend. Personal cleaning materials are needed.
• Roxas Bulevard, Manila

• October 16, 2020 – Whole day event

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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook

Activity 11: Guidelines in Completing Workplace Documents and Forms

Objectives:

✓ Recognize templates for some workplace documents and forms

✓ Record data and information on standard workplace forms and

documents ¹ Time Required: 40- 60 minutes

In the real world of work, companies and enterprises uses several documents for
communicating, provide instructions and record business operations activities as part of
their regulations and compliance to government laws. Some documents are developed
and completed to ensure that products and services are efficiently delivered to clients
while some are completed to report a meeting, incident or status of daily production or
sales.

In the workplace there are actually many types of document that a company or
employees will encounter depending on the situation and needs. When filling in such
documents or forms, it is necessary to be very careful and do it well
📄 Key Facts 1.10: Basic guidelines to follow in completing relevant work
related documents

1. Read the form carefully.

2. Fill in all the required details.
3. Only include necessary information.
4. Write clearly and simply.
5. Check that you have completed it properly.
6. Send, submit or give it to the appropriate person, the appropriate place or recipient.

Whether completing a document or form electronically or in print format, you must

provide the accurate details. Inaccurate information delays tasks and can be
disappointing to your superior. Say for example, you are asked to order a particular piece
of equipment but you have given a wrong specification or you fail to give a detailed
specification. Most likely, you will lose that business. It is important then to provide all
the information and details needed as the document indicates.7

7
TESDA (n.d.). Computer Systems Servicing NC II – Lesson 02: Complete Relevant Work Related

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