USAID Opportunity 2.

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Secon
-chance Opportunities
Program -o -schoYout
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-DIRECTEDLEARNING
LIFE SKILLS FOR SELF

MODULE 2:
INTERPERSONAL COMMUNICATION
LEARNER’S
HANDBOOK
Module 2: Interpersonal Communication 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 DepEd Alternative Learning System Task Force, whose invaluable insights
guided the adaptation of this curriculum.

As part of the Journey to Self-Reliance, the education system of DepED ALS will be strengthened to reach
vulnerable out-of-school youth through providing them with second chance education so that learners are
better equipped with the soft and leadership skills they need to excel in the labor market today and into
the future.

The Life Skills Curriculum is an adaptation of EDC’s globally recognized Work Ready Now.

© 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 Education Development Center (EDC) is a global
nonprofit that advances lasting solutions to improve
Contact: [email protected] education, promote health, and expand economic
opportunity.
Phone: 617-969-7100 Since 1958, we have been a leader in designing,
implementing, and evaluating powerful and innovative
programs in more than 80 countries around the world.

Boston | Chicago | New York | Washington, D.C.

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Module 2: Interpersonal Communication Learner’s Handbook

Module 2: Interpersonal Communication

“Sa komunikasyon mahalaga ang unang impresyon”

The first impression you give is important in communication.

Interpersonal Communication Objectives

By the end of the module, participants will:

 Identify and demonstrate non‐verbal communication

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

Module Overview

 Activity  Recommended Time

Session 1: Listening & Speaking Effectively
1: Introductory Activity & Learner’s Reflection 60-90 minutes
2: Non-Verbal Communication 30-40 minutes
3: Effective Listening 45-90 minutes
4: Effective Speaking 45-60 minutes
5: Choosing a form of communication 60-120 minutes
Session 2: Cooperating with Others
6: Self-Assessment of Working in Groups 90-120 minutes
7: Cooperating with Others 60-120 minutes
Session 3: Customer Care
8: Giving Exceptional Customer Service 60-90 minutes
9: Customer Service and the Role of Word of Mouth 60-120 minutes
10: Observing Communication in the Workplace 90-120 minutes
11: Module 2 Review and Application 60-120 minutes
Total Time: 11-18 hours

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Module 2: Interpersonal Communication Learner’s Handbook

Written Assignments

This is a checklist of all the written documents for learners to accomplish. The facilitator will put
a tick mark on the submitted outputs and follow-up on those that have not been submitted yet.

 2.1: Effective Listening Observation Form  2.2: Effective Speaking Observation Form
 Session 1 Writing Space: listening and speaking strengths, weaknesses, ways to improve
 2.3: Three Forms of Workplace Communication
 2.4: Working in Groups Self- Assessment
 2.5: Elements of an Effective and Cooperative Team Member
 Session 2 Writing Space: Cooperating with Others
 2.6: Giving Exceptional Customer Service
 2.7: Observing Communication in the Workplace  Session 3 Writing Space: Customer
Care

SESSION 1: LISTENING AND SPEAKING EFFECTIVELY

Learning Strand 1: Communication Skills - English

Domain/Macro Skill: Listening
Content Standard: Demonstrate understanding of information heard to make
meaningful decisions, as well as understanding of text elements to see the
relationship between known and new information to facilitate comprehension.
Performance Standard: Listen attentively and critically in English to be able to
function effectively as a member of the family, the community, the nation and the
world and to participate in community and economic development
Learning Competencies:

1.1 Raise questions and seek clarifications on issues discussed in the text
listened to: - LS1CS/EN-L-PSA-AS-1.1
5.0 Listen in order to recount accurately specific details of informative oral
messages (Formal and informal discussions) – LS1CS/EN-L-PSALE/AE/LS/AS-5

5.2.5 Listen and respond through discussion, illustrations, songs, dramatization,

and art – LS1CS/EN-L-PSA-AS-5.2.5
8.0 Respond to what the speaker says and does through verbal and nonverbal

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Module 2: Interpersonal Communication Learner’s Handbook

cues – LS1CS/EN-L-PSA-AE-8
10 Show understanding and respect for ideas and feelings of others by
responding appropriately – LS1CS/EN-L-PSA-LE-10

 Key Topics and Learning Points 

1. Non-verbal communication
2. Effective speaking skills & strategies
3. Effective listening skills & strategies

 Examples of effective listening skills include: using appropriate body language to show
you are listening; listening to the speaker without interrupting; asking questions for
clarification when you do not understand something; being aware of your own attitude and
avoid being judgmental

 Non-verbal communication affects how people perceive or understand each other.

Example: not making eye contact, looking down, might be perceived as somebody not
being confident or honest.

 When giving or receiving instructions on performing a task it is important to give clear,

detailed instructions and to ask questions for clarification to make sure you have
understood the instructions.

 Communication is a two way process where you need to speak and listen well and ask for
clarification when necessary. Speak with a clear, understandable and convincing voice.

message

Sender Receiver

 feedback


Activity 1: Introductory Activity & Learner’s Reflection

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Module 2: Interpersonal Communication Learner’s Handbook

Objectives:

 Review the main concepts of the previous module (Personal Development)

 Identify the topics that are important for interpersonal communications  Take a
Learner’s Reflection

 Recommended Time: 90 minutes

 Welcome to Module 2, which is about Interpersonal Communications. Before we proceed to
this module, let us have a review of the previous module. Write five ideas that you can
recall about the types of important values and skills, how to set and reach goals, and
different ways people learn.

Read the proverb at the beginning of the module and answer the questions. “The first
impression you give is important in communication” (Sa komunikasyon mahalaga ang
unang impresyon).

What does it mean?

In your own words, how do you relate this proverb to yourself? Can you recall your first
impression situation with someone else? Do you think the way you talk with your listener is
important? Why?

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Module 2: Interpersonal Communication Learner’s Handbook

This module will focus on communication skills at work, what do you think is the relevance
between the proverb and the importance of communication skills at work. How does it relate to
your real life situation?

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Module 2: Interpersonal Communication Learner’s Handbook

“I hear you, but I’m not listening”. Ask your mother, father, sister, brother or your friend if they
have experienced a situation where they are talking to someone who seemed to be listening to
them but when they ask if they understood what they are saying it turns out that they are not
listening. How did they feel about it? Is this a good or bad thing to do? Why?

 Now it is your time to write your thoughts on the following questions in the space below.
Questions Your Thoughts
1. What does it mean to listen/speak effectively?

2. How do you know when you are/are not being

listened to or ignored?

3. What do you do when speaking to get your point

across?

4. How do you speak to an elder? Supervisor? Friend?

Group of people?

5. Why is good (or effective) communication important

in your personal and work lives?

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Module 2: Interpersonal Communication Learner’s Handbook

Go ahead and share your thoughts based from your answers above to your family and
friends! Don’t forget to explain your thoughts in each question to show how you value
effective communication in your life.

Remember that in this module you are going to learn about communication skills and how to
become more effective and confident listeners and speakers.

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 Learners’ Reflection: Module 2 Interpersonal Communication

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.

Ang mga katanungan dito ay hindi test. 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 kolum. 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 very I have some I have a lot of
Knowledge, skills and abilities have little experience experience
any experience experience doing this. doing this.
Kaalaman, kasanayan at kakayahan doing this. doing this
Mayroon Marami akong
Wala akong May kaunting akong karanasan sa
karanasan sa karanasan ko karanasan paggawa nito
paggawa nito sa paggawa sa
nito paggawa nito
Using a variety of strategies to listen
carefully to others / Paggamit ng
iba’tibang istratehiya para makinig
nang mabuti sa iba.

Using and understanding non-verbal

communication cues / Paggamit at
pagunawa ng mga kilos na
nagpapahiwatig ng pakikipag-usap.

Asking questions of others when I do

not understand / Paghingi ng tulong sa
iba kung merong hindi naintindihan.
Speaking clearly and effectively in front
of individuals or groups /Pagsasalita
nang maliwanag at mabisa sa harapan
ng mga tao o grupo.

Understanding the importance of

customer care and service / Pag-unawa
sa kahalagahan ng pag- alaga ng
kustomer at pagbibigay ng kaukulang
serbisyo.

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Striving to provide exceptional customer
service, in person or on the telephone /
Pagsisikap upang makapagbigay ng
pinakamagandang serbisyo sa telepono
o personal na pakikitungo sa tao

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 Activity 2: Non-Verbal Communication

Objectives:

 Identify and demonstrate examples of non-verbal communication

 Be aware of how non-verbal communication impacts the way we give and receive
information

 Time Required: 30- 40 minutes

Do This

1. Tell a family member how you feel, or what you think, or what you want—without talking.

2. Think of some words to describe your family member’s reactions and note them down.

3. Tell your family member that you just showed an example of non-verbal communication.

Non-verbal communication is a way to communicate using your body,

including facial expressions, using hands or feet, and more. Some examples of
non-verbal communication include nodding your head in agreement, rolling
your eyes in disagreement, looking at your watch and tapping foot in boredom,
smiling, etc.

The way you use your body can help or interfere in your communication with
others. Your body can show if you are interested in what the other person is
saying or distracted, can show respect or disrespect to the other person, and
can give many more messages.

You do not always need to talk in order to communicate. Non-verbal

communication is also a way to express yourself or to send messages.

Let’s Apply!

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Look at the pictures below. By yourself or with a family member, familiarize yourself with what
each facial expression means by practicing it.

Focus Happiness Fear Disappointed

Confusion Exhausti Doubting Snob

Disgust Shocked Worried Neutral

Tired Shy Annoyed Hopeless

Boredom Happiness Anger

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Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 14
 1. Why do you think non-verbal communication is important when giving information or
when listening to someone?

2. Why is knowing and recognizing non-verbal communication important in the workplace?

Non-Verbal communication is important because: 1. It is a way to communicate using your

body. 2. It can help or interfere with your communication with others. 3. You do not
always need to talk to communicate.

Activity 3: Effective Listening

Objectives:

 Identify effective listening skills & strategies

 Apply and demonstrate effective listening skills

 Recommended Time: 45-90 minutes

Read the story about a workplace situation described below. Invite 2 of your family
members, friend or home companions to do a role play. Assign them to take the roles pf
the characters mentioned in the scenario.
Omar is a front desk worker at Lantaka Hotel. He is responsible for checking guests
in, answering the phone, and responding to the needs of hotel guests. He and his

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 sister Sitti have been having some misunderstanding lately so he has been
distracted at work. An angry guest from room 202 comes to the desk to complain
about dirty sheets. While the guest was complaining, Omar’s mobile phone rings.

It was his sister. He asks the guest to wait for a minute but he ends up getting into a
heated discussion with Sitti. The guest becomes annoyed and says she is going to go
out and expects clean sheets by the time she returns in her hotel room. Omar nods
his head in agreement and says, “No problem, it will be taken care of”. He continues
with his phone conversation and he is quite upset when he gets off. Things start to
get busy at the hotel -‐‐the hotel phone keeps ringing and a busload of guests
arrives to check-in. The guest from room 202 returns, gets her key and within
minutes she went down in the lobby shouting that her dirty sheets have not been
replaced.

Read the following questions and write your answers below based on your understanding
of the scenario.

• What is the scenario all about?

• C
a n you identify any
misunderstanding?

• W
h y did this situation
happen?

• H
a
s

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 a similar situation happened to you? Have you ever not listened to someone who was
speaking to you? Have you experienced speaking and the other person was not
listening to you? What happened?

Name: __________________________________________________ Date:

Identifying effective listening skills and strategies: Read the statement in the table below one
at a time. Check Yes if you use or practice the standard in your real-life situation, and check
No if you don’t.

Standards Yes No

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

Do you listen to the speaker without interrupting?

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

Do you ask questions for clarification when you do not understand

something?

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

people are doing?

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

the person speaking?

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

Count your YES and NO answers. If you have more YES answers, then most likely you are
practicing good listening skills!

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 Let’s Apply!

Ask your family members, home companions or friends to do a role play with you. You can
choose from the 2 role play scenarios described below. You may change the name of the
characters to your real names or other names as you wish. Your conversation or dialogue in the
role play must be according to the standards found in the Effective Listening Observation
Checklist (Be sure to share the checklist with your role play partner beforehand!).

Role Play Scenario 1: At the Store

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

Role Play Scenario 2: At the Construction Site

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

Think about it!

Once the role play is over, encourage the role players (family member, home companion or a
friend) to express your respective opinions about the story you just role-played together. You
may wish to start a discussion with them on a later time either 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 

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The following guide questions may help you in your discussion:

1. What did it feel like to be in a conversation where you failed to understand something that
the other person is trying to say?

2. What did you observe about our body languages while talking to each other?

3. What conclusions can we make about how to be an effective listener?

Good communication requires people to be respectful and to be good listeners. They ask
questions to clarify what has been said.

4. What other tips can you offer for us to become effective listeners?

Sharing is caring

Go back to the exercise you have done on Effective Listening Observation Checklists and share
your output to family and friends. You have reflected on this so now it is time to tell others
about the listening “standards” you are practicing (YES answers) and not practicing (NO
answers). 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 

1. Read the standard statement in the checklist where you answered “YES” then ask their
affirmation or feedback if you are practicing it based on their experience in talking to
you.

2. Read the standard statement in the checklist where you answered “NO” and share your
thoughts on how can you do it differently or improve it. You may relate your thoughts to
your workplace environment (if you are currently employed or self-employed). Also ask
for their suggestions on how you can improve on the particular listening strategy.

3. Thank them for their feedback and suggestions!

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Activity 4: Effective Speaking

Objective:

 Identify effective speaking skills and strategies

 Recommended Time: 45-60 minutes

 Get any object nearest to you (e.g. book, mobile phone) or a blank sheet of paper and draw
something that comes to your mind first. Look for a family member. In 2 minutes, describe
the object you chose or the picture you drew. Your task is to clearly convey the
importance of the object or drawing in your daily life. Convince the listener/s of its
importance. Keep checking to see his/her interest in the object and adjust your approach
accordingly!

Reflect on the experience, using the questions below.

1. What lesson or lessons did you get from the activity above?
2. What will happen if we do not speak clearly?
3. Were you able to give a clear message?
4. What were some of the effective speaking strategies that you used?
5. What was the reaction of the listener to you?
6. How did you adjust your approach if you found the listener was not so interested in
your object or drawing?
7. What kind of body language did you use?
8. What are some of the things that you as a speaker can use next time to be a more
effective speaker?

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 It is important to focus on speaking. Part of effective speaking is the importance of being
present, open and connected to those you are speaking to both speech and body
language. Some of the instances you will need to use effective speaking skills are:
presenting ideas at work either formally to a supervisor or group of colleagues or
informally to co-workers and socially with family and friends.

 

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 2.2 Effective Speaking Skills and Strategies
 Be clear, brief, concise – to the point

 Use examples to get to the point

 Be polite/friendly

 Be honest

 Be respectful

 When you need to be direct, speak with respect

 Speak with confidence but not with arrogance

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

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

Let’s Exercise!

Read the statements one by one and put a  if the statement is about effective speaking and 
if not.

I need to use positive and constructive words.

1
I always check the mood and attitudes of my listeners.
2
I should always be respectful when I speak to elders, but not so much when I speak
3 to those of a younger age.
Honesty is one of the strategies to become an effective speaker.
4
Body language must be observed when speaking.
5

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 I will speak fast so I can finish early on so I can entertain more questions.
6
I should be clear, brief and direct to the point when speaking.
7
I should know what I want to say in advance and prepare when possible.
8
I will avoid arrogance and maintain confidence when speaking.
9
10 I will try to avoid respect when I needed to speak direct messages.

Let’s Apply!

Go back to your object or drawing. Improve on your description of the object or drawing.
After writing, face a mirror and practice speaking about it to yourself or call a family
member to speak about what you have written.

1. How can my learning today help me become confident and effective in speaking?

2. How important are effective speaking skills at home? School? Workplace?

Activity 5: Choosing a Form of Communication

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 Objective:

 Choose when to communicate verbally, electronically or in writing.

 Recommended Time: 1-2 hours

Nowadays, there are many different ways of communicating. You may choose to write an
email, send an instant message, a text message, make a phone call, or write a formal
letter. This activity will help you understand the different types of communication used in
the workplace so you can choose the right form depending on your needs.

 Write down some examples of each of the 3 main ways of communicating at work:
1) Verbal: ____________________________________________________
2) Written: ___________________________________________________
3) Electronic: _________________________________________________

 2.3 Three Forms of Workplace Communication: Part 1

Look at the table below and decide whether each form of communication is verbal, written
and/or electronic. Place a check on your answer.

Format Verbal Written Electronic

Face-to-face conversation
Phone (landline)

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

 Select what you think are the top 10 most used forms of communication at work and give an
example of when you may choose to use it in the workplace.

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

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 4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________
9. _____________________________________________________________________
10. _____________________________________________________________________

 2.3 Three Forms of Workplace Communication: Part 2

Remember, once you know what you are trying to communicate, you need to select the best form
of communication for your message. The method you choose can make a big difference in how
effectively you communicate your message.

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

Let’s Exercise!

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Imagine the results for the following scenarios. Write down adjectives to describe the feelings of
your colleagues and draw their related faces beside the adjectives.

Example:

Adjective: Happy Related reaction: 

1. You want to solve a problem or make a decision. You sent a long email to your colleague.

Adjectives: _______________________ Related reactions: ______________________

_______________________ ______________________

2. Your message is simple, but you’re physically separated. You requested for a conference
call.

Adjectives: _______________________ Related reactions: ______________________

_______________________ ______________________

3. You want immediate feedback. You walk into the office room of your supervisor.

Adjectives: _______________________ Related reactions: ______________________

_______________________ ______________________

4. You need an electronic record. You place a sticky note on the desk of your colleague.

Adjectives: _______________________ Related reactions: ______________________

_______________________ ______________________

Let’s Apply!

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 2.3 Three Forms of Workplace Communication: Part 3
Instructions: For each type of communication, there are 2 examples of how and when to use that
form of communication. Write 3 more examples for each form.

Verbal Written Electronic

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

Sources:
Three Forms of Workplace Communication adapted from Ford Partnership for Advanced Studies, Media and
Messages: Building a Foundation of Communication Skills, 2005.

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 listening and speaking effectively.

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Congratulations! You have completed the session on Listening and Speaking Effectively. You are
now ready to move to the next session on Cooperating with Others.
SESSION 2: COOPERATING WITH OTHERS

Learning Strand 5: Understanding the Self and Society

Content Standard: Interpersonal Relationships (Family Solidarity and Pakikipagkapwa)
Performance Standard: Develop interpersonal skills that will contribute to harmonious
relationships between and among one’s family and community members.
Learning Competencies:

14 Use interpersonal and problem-solving skills to influence and guide others toward a
goal – LS5DS-IF-PSB-LS/AS-2.6.1
15 Leverage strengths of others to accomplish a common goal – LS5DS-IF-PSBLS/AS-2.6.2

Activity 6: Self-Assessment of Working in Groups

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 Objectives:

 Assess how you tend to work in groups

 Recognize that different personalities and approaches affect how a group performs its
roles and responsibilities

 Recommended Time: 1 hour 30 minutes – 2 hours

 Key Topics and Learning Points 

1. Self-assessment of how one tends to work in groups

2. Elements of effective cooperation and team work

 Being an effective & cooperative team member is key to a team’s success.

 People in a group have different personalities and styles of communication. It is important

to be aware of your own style as well as that of others.

 An effective and cooperative team member…

 Interacts with and includes others in respectful and honest ways

 Is respectful of differences
 Provides opinions and ideas and seeks the opinions and ideas of others

 Negotiates and discusses ideas while being flexible to meet the goals of the group

 Performs identified tasks to meet goals of the group

 Listens without interrupting

 Offers ideas without interrupting

 Is aware of own emotions, thoughts and feelings and keeps them under control for the good
of the group

 Moves the group towards resolving conflict (if it exists) so goals can be met

Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 30
Look at the picture and imagine that you are observing workers and their supervisor building a
house. Write your observations following the questions below:

• What do you see in the picture?

• Do the workers take on different roles? What are they?
• Do you think the task of building a house is easy to accomplish? Why or why not?
• Does the task of building the house become easier if the workers do their own task well?
Why or why not?
• Describe the role communication plays in the workers’ ability to successfully build a
house.

Think about yourself when working in a group. Do you perform your task well? Why or why not?
How do you describe yourself working in a group?

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

Let’s Apply!

 2.4: Working in Groups Self- Assessment

Complete the table below by reading the list and checking three (3) boxes that best describe how
you work in a group.

In groups, do you mostly tend to: Check 3 boxes

1. Stay quiet for some time and then join in? 
2. Feel uneasy/uncomfortable and wish you were working alone? 
3. Want to lead? 
4. Encourage others to make contributions? 
5. Come up with new ideas? 
6. Interrupt others to ensure your point is made? 
7. Keep the group focused on the task at hand? 
8. Make everyone relaxed and promote harmony? 
9. Get frustrated when there is too much talk and not enough decisions and 
action?
10. Make peace between those team members strongly disagreeing with each 
other?
Source: Pretty, Jules. Participatory Learning and Action: A Trainer’s Guide. London: International Institute for Environment and
Development, 1995.

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Go ahead and share your working styles when working in a group to your family and friends!
Don’t forget to explain the three (3) boxes that you chose above to best describe you.

Remember that a person works in different ways in a group. It is necessary to be aware of your
different styles, and that depending on the task at hand, some styles are more suitable to
accomplishing a task than others. It is good to have a balance of approaches.

Activity 7: Cooperating with Others

Objectives:
 Recognize the different personalities and approaches that individuals bring to a group
 Identify ways on how to handle different personalities in a group
 Identify and demonstrate the characteristics of an effective and cooperative team
member
 Value the importance of teamwork

 Time Required: 1- 2 hours

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 Look at the picture below.

In a basketball game, there is usually a winning team and a non-winning team. Describe a
winner team and a non-winner team. Also, describe the characteristics of an individual team
member of the winning as well as those of the non-winning team.

Add your description to the examples given in the table below.

Winner Non-Winner
The Team The Team
 Has a game plan  No strategy
 

Individual Member Individual Member

 Listens to the coach  Relies on himself alone
 

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Team work is important and cooperative team members are needed to achieve a goal.

You are now are going to do an activity that will help you to be a cooperative and effective
team player. Read this scenario:

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

This is so exciting!Let’s
get morecomputers, I have ideas, but maybe
and also an espresso they’re not good
machine and TV for the enough.Just ask if
reception area! .
you’d like to hear them

I know exactly what

to do. We’re wasting
II
time listening to all
ideas!
Dan

Bea

Karl No, no, no.I don’t

think we can do
NoNo
this. Your ideas
won’t work.
We can do this guys. We
are a team. Let’s listen
to everyone’s ideas
Dely

YOU
Rose

statements at the meeting:

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Answer the following questions:

1. Write your own short statement in the thought bubble.

2. What type of personality do you think Karl has? Was he helping the group make
decisions? Why/why not?

3. What type of personality do you think Dely has? Was she preventing the group from
making progress? How could others encourage this person to contribute to the group?

4. If you were the group leader, and you were responsible for developing the plan, what
would you say?

Recognize that individuals making up a team may have different personalities and

approaches. Some examples of individual personalities in this activity are the following:

Group leader: a strong leader tries to speak clearly and listen effectively. The group leader
needs to clearly explain the objectives to the group and keep the group on task. As the person
responsible for developing the plan, the leader tries to involve all in the discussion.

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Quiet / shy person: has a lot of very good ideas but won’t say anything until someone asks
directly. Who do you think is the shy person in this activity?

Domineering person: wants to take over the discussion and lead the group. A domineering
person thinks s/he has all the answers and does not want to waste time having everybody share
their ideas. Who is the domineering person in this activity? How would you handle a
domineering person?

Disagreeable person: has a negative attitude and are resistant towards all ideas. Have you
experienced being with a person like Dely in this activity? How did you interact with that person?

Encouraging person: makes sure that everybody is heard, regardless of their background or
ideas. Pull group members into the conversation. Can you tell who is the encouraging person in
this activity? Do you consider yourself an encouraging person?

Ideas person: gets very excited in the group and loves to brainstorm and share extravagant
ideas that aren’t always realistic. Who is the ideas person in this activity? Would you like an
ideas person to be in your team? Why or why not?

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 Working collaboratively
a group
in requires people to be respectful and to be good
listeners.

They offer ideas without interrupting, ask the opinions of others and are accepting of
differences.

They stay focused and move the group towards accomplishing the tasks / goals of the
group.

 

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 2.5 Elements of an Effective and Cooperative Team Member
Go through the Elements of an Effective and Cooperative Team Member and list one element that
you think you are good at, and one element that you would like to improve in yourself.

An effective and cooperative team member …

 Interacts with and includes others in courteous, respectful and honest ways

 Is respectful of differences – in opinions, culture, ethnicity …

 Provides opinions and ideas and seeks the opinions and ideas of others

 Negotiates and discusses ideas while being flexible to meet the goals of the group

 Performs identified tasks to meet goals of the group

 Listens without interrupting

 Offers ideas without interrupting

 Is aware of own emotions, thoughts and feelings and keeps them under control for the
good of the group

 Moves the group towards resolving conflict (if it exists) so goals can be met

I’m good at:

I can improve on:

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 Sharing is caring

This section encourages you to share your learning 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 

Have a chat with a friend and share your self-reflection, and get his/her honest opinion about
your strength and area for improvement.

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 cooperating with others.

Congratulations! Now that you know how to cooperate with others better, you are ready to
enter the world of customer care.
SESSION 3: CUSTOMER CARE

Learning Strand 4: Life and Career Skills

Content Standard: Ability to Earn a Living (Self-employment/Entrepreneurship)
Performance Standard: Apply working knowledge, skills and positive attitudes as a
self-employed individual/entrepreneur to engage in a business activity involving

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marketable goods and services to earn a living and improve one’s economic status.

Learning Competencies:

9 Identify what is of value to the customer – LS4LC-AE-PSB-AE/JHS-9

 Key Topics and Learning Points 

1. Exceptional Customer Service

 Exceptional Customer Service

 Anticipates the customer’s needs,

 Tries to understand what the customer is thinking, and
 Meets and exceeds the customer’s highest expectations

 Meeting Basic Customer Needs – Make a customer feel:

 Welcome: be friendly, greet customer, introduce yourself, use a positive tone of voice,
smile
 Understood: listen carefully, repeat or rephrase to make things clearer
 Important: refer to customer by name, show interest in clients need, ask open-ended
questions to understand customer’s needs, thank customer for coming
 Comfortable: use open body language, show concern

 To resolve conflict with customers:

1. Stay calm and listen.

2. Deal with the person’s feelings first.
3. Ask questions.
4. Give feedback.
5. Summarize the problem.
6. Deal with the problem.

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Activity 8: Giving Exceptional Customer Service

Objectives:

 Share prior experiences regarding customer service

 Identify how our needs and perceptions greatly affect our satisfaction as customers 
Identify ways to give exceptional customer service

 Recommended Time: 1 hour – 1 hour and 30 minutes

LET’S ROLE PLAY!

Ask a family member, friend or neighbor to volunteer as an actor to perform the scenario below
with you.

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

Clerk: May I help you?

Melanie: Yes, I’d like to return this jacket.
Clerk: Is there something wrong with it?
Melanie: Yes. I didn’t notice when I bought it, but there are few problems. First, it has a
tear in the lining, and some of the buttons are very loose. This one came off.

Clerk: I’m really sorry about this. Would you like to exchange it for another one?
Melanie: Well, to be honest, I don’t think this jacket is very well made. I’d rather get a
refund.

Clerk: I understand. Do you have the receipt?

Melanie: Yes, I do.

After the role play, take turns in sharing answers to the following questions:

Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 42
 - What is the topic of the role play? What is the story all about?
- How did the clerk/sales rep handle the situation?
- Do you think the way he/she treated the customer was exceptional?

Again, ask a family member, friend or neighbor to be your partner to discuss your
understanding of what customer means. Share with each other examples of your own
experiences as customers or experiences in serving customers.

 What is a customer?

Any time we buy something at a store, in a market, in a restaurant, etc. we are customers.
Those who provide services are providing customer service or customer care. It is
extremely important to always provide excellent customer service.

Continue to share thoughts with the same partner:

• What is important to you when you go out to a restaurant? Or shop in a department store?
• What determines “exceptional service”? Think about things such as cost, speed of service,
attitude of waiter/waitress, taste, sales lady or attendant, etc.

Discuss: How were your answers different or the same? What can a restaurant/department store
do to meet the needs of the customers as best as they can?

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After your sharing and discussion, thank your partner for his/her thoughts on the topic.

Read the handout below. Then, based on your experience as a customer, in any place of
business or providing customer service as a worker of a store, restaurant, etc., check the
boxes of customer service practices which you have done or encountered in making the
customer feel welcome, understood, important and comfortable. Share the list of those
practices with your partner.

 2.6: Giving Exceptional Customer Service

A. Exceptional Customer Service
 Anticipates the customer’s needs  Meets and exceeds the customer’s
 Tries to understand what the customer highest expectations is thinking

B. Basic Customer Needs – A customer needs to feel:

1. Welcome 3. Important
2. Understood 4. Comfortable

C. Meeting Basic Customer Needs – To make a customer feel:

Welcome:
 Be friendly  Use a positive tone of voice
 Greet customer  Smile / lighten up
 Introduce yourself
Understood:
 Repeat or rephrase to make things
 Listen carefully
clearer
 Ask open-ended questions
to understand customer’s needs
Important:
 Refer to customer by name  Thank customer for coming
 Show interest in client’s need
Comfortable:
 Use open body language  Show concern

D. Customer Perceptions
Perception is how we see, hear or understand a situation. No two people see a situation exactly
the same! A customer does NOT always think the way you do. S/he may therefore not see a

Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 44
situation the way you do. Always check to see what the customer is thinking. Never make
assumptions!

E. Meeting & Exceeding Expectations

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

F. Get Feedback on the Service You Provide

Find out from customers how they liked your service and what can be done to make it better.

Let’s Apply!

Find another family member or a friend (apart from your partner) so that there will be three
of you participating in this next role play activity. Select which sector you would like to
represent as a work place situation (it can be construction, hospitality services, food
processing, delivery services, retail business, etc.).

One person should play the role of the customer, one should provide the service and the third
person should observe. You should act out a scenario that shows exceptional customer
service as well as showing bad customer service using the suggestions in 2.7 Giving
Exceptional Customer Service on how to meet customer needs. The observer should also use
2.7 Giving Exceptional Customer Service to assess if the business is meeting the needs of the
customer.

Think about it!

This section encourages you to express your opinions to family and friends about a
providing exceptional customer service. With the same persons you engaged in the role play
above, 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 

Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 45
 The following guide questions may help you in making your discussion lively and engaging.
You should take notes of their responses to each question as they go through sharing
their answers. You may write them alongside the questions or on the space provided
above.

1. What will happen if customers don’t feel…

a) welcome?

b) understood?

c) important?

d) comfortable?

Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 46
2. What benefits can a business have if a worker or customer service provider…

a) anticipates the customer’s needs?

b) understands what the customer is thinking?

c) meets and exceeds the customer’s highest expectations?

d) gets feedback from customers on the service it provides

Sharing is caring

With your list/notes of friends’ responses and inputs gathered in the previous activity (Think
About It discussion), share them with another family member and friend. This time, select a
family member or friend who is working as a small store owner, a sales lady or attendant,
waitress/waiter or have worked in any businesses in your community. You have reflected on
this so now it is time to tell others about what you know about providing exceptional
customer service. 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 .

1. Read the first question (refer to questions in the Think About It discussion) and its
responses, then ask their affirmation or feedback if these are correct/true based on their
experience.

2. 2. Read the second question (refer to questions in the Think About It discussion) and its
responses, then ask if they (or their business) actually received the same benefits or more
benefits.
Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 47
3. Ask them about their own experience on:

BAD CUSTOMER SERVICE

GOOD CUSTOMER SERVICE

4. Solicit their ideas or suggestions on important things to remember about how to give
exceptional customer care.

5. Thank them for their feedback and suggestions!

Life Skills for Self-Directed Learning | USAID Opportunity 2.0 Program| Philippines Page 48
Activity 9: Customer Service and the Role of Word of Mouth

Objectives:

 Describe the importance of customer service for a business

 Describe how word of mouth can travel and affect a business, positively and negatively

 Recommended Time: 1-2 hours

Read the quote and answer the questions below: “It takes much more effort to win a new
customer than to maintain a relationship with an existing one.”1

• Why do you think good customer service may be that important for a business?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

• What role do you think word of mouth can play in your business?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Customers are the heart of any business. Let’s keep them happy!

Let’s play a game!

You will now see how customer service can have a multiplying effect on a business as result of
word of mouth. Ask your family members and/or friends to join you in this game.

1 Wesihaar, Julie. Build a Strong Business with Strong Customer Relationships. https://www.youtube.com/watch?
v=HUmO0Z570bk (Retrieved: June 4, 2016)

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Form one large circle with all your chosen participants, and you as part of the circle. Explain
that you will read a few scenarios that describe different customer experiences and we will see
how the message travels around.

Explain the activity to your family members and/or friends: The two people next to me (to my
left and to my right) need to quickly decide: Did the customer in this scenario have a positive or
a negative customer experience? If it is a GOOD customer experience, the person on my LEFT
will TAP THE SHOULDER of the next person (to his/her left), who will do the same to the next
person, until tapping shoulders goes around the circle and reaches me again. If it is a BAD
customer experience, the person on my RIGHT will STOMP HIS/HER FEET, then the next person
will do the same, until stomping feet goes around the circle and reaches me again.

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

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

 Sandra: I went to the new hair salon and I felt happy as soon as I walked in with
everyone smiling at me and being nice, although I know they work very long hours.
(Positive experience)

 Jose: I was eager to see the new hair salon so I went to ask for prices. When the
woman working there realized I just wanted to know the costs, she looked at me
disappointed. I did not feel welcomed. (Negative experience)

 Fatima: I went to get my hair trimmed. While I was waiting, hairdressers were
arguing with one another and taking scissors from each other’s stations without
asking for them. I was uncomfortable and left. (Negative experience)

 Abdul: I went to have a haircut and there was a long wait, but they gave us tea,
magazines to read, and kept us informed about the wait time. I did not mind waiting
because I felt comfortable. (Positive experience)

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

This exercise showed the power of word of mouth! Positive and negative experiences
travel fast and they reach a lot of people quickly. If the message goes out, it goes into so
many different directions that you cannot stop it. With technology and the internet, this
spreads a lot faster and to more people! Good Customer Service will lead to positive
messages that will spread out, and this also includes good packaging, pricing and
marketing style. However, bad customer service which includes, pricing too much such as
the price of your candies, will lead to negative messages that will also spread out, and
sometimes even faster. It is said that, “when a customer has a bad experience with a
business, he or she will tell at least 10 people about it”.

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

Let’s Apply!

In one or two sentences, how can you avoid your customers from bad-mouthing your product or
service offered in the market? What do you think is best way to provide good customer service?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 Sharing is Caring

This section encourages you to express your opinions to family and friends. 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 

• Select a product from Shoppee or Lazada from your mobile phone – in the absence of
these apps, think of something that you want to buy in the department store.
• Text or chat your friend/s and discuss the product. Make sure to state /discuss/say both
negative and positive things about the product.
• Observe your friend’s reaction about it – whether he/she will also have something to
say about it.

Activity 10: Observing Communication in the Workplace

Objectives:

 Discuss what you can learn by observing in a workplace

 Identify good interpersonal communication in the workplace
 Conduct your own workplace observations and record your observations

 Recommended Time: 90 - 120 minutes

Think about workplace observation. How can we learn about communication during an
observation?

What do we need to know or prepare before workplace observation?

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 What should you do during a workplace observation?

A Workplace Observation
is when you go to “look and see” at a workplace for a short
time, 20– 40 minutes.

The aim is to see different jobs and work environments, different forms of
communication, and customer service behaviors.

Observations in public spaces. You can do this on your way home at a public space such
as a café, bank, hospital, construction site or store. These locations should not require
you to ask for permission.

Asking permission. You can also conduct an observation after asking for permission. This
approach will be needed at places that require access into a workplace, where you can
stand out of the way in a space that does not require safety clothing. Examples of these
situations include a car repair workshop, panel beating workshop, or inside a restaurant
kitchen.

Building relationships. By doing observations, you start to build a relationship with an

employer. This will make it easier to ask to come back for an informational interview or
other work immersion experience.

Let’s Apply!

You will complete two workplace observations. If there are safety restrictions, choose
workplaces that you can observe from a safe distance outside. Do an observation when you are

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tending to your daily needs such as grocery shopping or going to the pharmacy. Observe for 10
– 20 minutes.
Complete the form for each observation to the best of your ability. You may not be able to
answer every single question. Take notes as you can and then answer the questions on
communication that follow the table when you are back home.

 2.7 Observing Communication in the Workplace

Observation #1 Date: Observation #2 Date:

Information about the business:

1. What is the name of the
business?

2. What type of business is it?

3. What products or services

does the business offer?

4. What jobs did you observe?

What did they do and what
equipment did they use?

Communication:
5. What forms of
communication did you
see?
6. How did the supervisor
communicate with the
employees?

Customer Service:
7. Describe any good customer
service you saw.

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 8. Describe any bad customer
service you saw.

Main Equipment Observed:

9. List and explain some of the
main equipment you saw?
Include anything used with
customers such as cash
registers, credit card
machines, etc.
Dress Code:
10. What do you notice about
how the workers are
dressed?
Possible Work Experience
Opportunities:
11. Do you think there might be
work experience or
internship opportunities
here? Why?
Manager or Supervisor’s Name:
12. List here if you were able to
get this information.

What forms of communication did you see ?

How did the staff communicate with each other?

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 How did the staff communicate with their customers?

Describe any good customer service you saw.

Describe any bad customer service you saw.

Activity 11: Module 2 Review and Application

Objectives:
 State the main topics presented during the module
 Reflect on their performance regarding listening and speaking by identifying
their strengths, challenges and what they can do to address their challenges 
Perform a role-play

 Recommended Time: 1 hour to 2 hours

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 Reflect on what you have learned from Module 2. Jot down your answers to the questions
below in the spaces provided.

Learning: Share 2 main things you learned about communications in Module 2.

1.

2.

Strength: Share 2 strengths that you think you have in communication.

1.

2.

Weakness: Share 2 weaknesses that you think you have in communication that you can
improve in the future.

1.

2.

Challenges: Share 2 things that you find very challenging in effective communication.

1.

2.

Let’s Apply!

Engage your family members in debate! Follow these set of instructions carefully.
1. Select at least 2 family members to join your debate activity as there are three main roles: a.
Speaker 1: affirmative stand
b. Speaker 2: opposition stand
c. Facilitator

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2. Take the role of one speaker. It does not matter if it is the affirmative or opposition stand.

3. Below are some suggestions of topics for debate, but you may come up with your own.
Choose a topic that is relevant to your family’s concerns.

• Same sex marriage should be legal in the Philippines.

• The death penalty stops people from committing crimes.
• Divorce should not be legal in the Philippines.
• Social Media has improved human communication.
• Marijuana should be legalized in the Philippines because it has health benefits.

4. Below are the main mechanics of the debate which your family should observe.

 The affirmative speaker presents arguments to support the statement.

(e.g. Same sex marriage should be legal in the Philippines because … reason #1, reason #2,
reason #3)

 The opposition speaker presents arguments opposing the statement.

(e.g. statement: Same sex marriage should NOT be legal in the Philippines because…
reason #1, reason #2, reason #3)

 NOTE: There cannot be any interruptions. Speakers must wait for their turn. The facilitator
should enforce the rules.

 5-MINUTE RECESS to allow both speakers to prepare their rebuttals.

 The affirmative speaker presents further arguments in support of the statement and
provides rebuttals to the arguments raised by the opposition speaker.
(e.g. Furthermore, same sex marriage should be legal in the Philippines because of
reason #4 and reason #5. To answer your earlier arguments… answer reason #1, #2,
and #3 of opposing speaker.

 The opposition speaker presents further arguments against the statement and provides
rebuttals to the arguments raised by the affirmative speaker.
(e.g. Furthermore, same sex marriage should NOT be legal in the Philippines because
of reason #4 and reason #5. To answer your earlier arguments… answer reason #4 and
#5 of opposing speaker.

 5-MINUTE RECESS to allow both speakers to prepare their closing remarks.

 Opposition speaker presents closing remarks.

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  Affirmative speaker presents closing remarks.

 The facilitator decides who won the debate.

 In what ways did this debate relate to what you learned in this Module on Interpersonal
Communication?

 What good communication skills did you see displayed in this debate? Give examples.

 What communication skills were not observable, but you think could help in a debate or
similar dialogue?

Session 3 – 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 customer care.

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 Learners’ Reflection: Module 2 Interpersonal Communication

Remember this? You answered this at the beginning of the module. Answer it again and compare your
results with your previous reflection. Is there a difference?

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.

Ang mga katanungan dito ay hindi test. 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 kolum. 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 have I have very I have some I have a lot of
Knowledge, skills and abilities any experience little experience experience
doing this. experience doing this. doing this.
Kaalaman, kasanayan at kakayahan doing this
Wala akong Mayroon akong Marami akong
karanasan sa May kaunti karanasan karanasan sa
paggawa nito akong sa paggawa nito
karanasan ako paggawa nito
sa

paggawa
nito
Using a variety of strategies to listen
carefully to others / Paggamit ng
iba’tibang istratehiya para makinig nang
mabuti sa iba.

Using and understanding non-verbal

communication cues / Paggamit at
pagunawa ng mga kilos na
nagpapahiwatig ng pakikipag-usap.

Asking questions of others when I do not

understand / Paghingi ng tulong sa iba
kung merong hindi naintindihan.
Speaking clearly and effectively in front of
individuals or groups /Pagsasalita nang
maliwanag at mabisa sa harapan ng mga
tao o grupo.
Understanding the importance of

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customer care and service / Pag-unawa sa
kahalagahan ng pag- alaga ng kustomer
at pagbibigay ng kaukulang serbisyo.

Striving to provide exceptional customer

service, in person or on the telephone /
Pagsisikap upang makabigay ng
pinakamagandang serbisyo sa telepono o
pakikitungo sa tao

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 End-of-Module Assessment

Congratulations for finishing Module 2: Interpersonal Communication! At the end of every

module you will take a short assessment to see how much you have learned. It will help you and
your teacher identify the knowledge and skills you know and what still needs reinforcing. The
results will not affect your ability to continue in the program.

Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.

Once you have finished answering the questions, note down any clarifications you want to ask
your instructor.

Module 2: Interpersonal Communication

Circle an answer for each statement.

English Tagalog
1. When you are discussing an issue at work 1. Kapag may tinatalakay kang usapin sa isang
with a co -worker and she or he is saying katrabaho at hindi ka sumasangayon sa
somet you:
hing that you do not agree with, sinasabi niya, dapat:

a. a. Singitan mo ang katrabaho mo

Interrupt your co-worker to let him para ipaalam sa kaniyang hindi ka
b. or her know you disagree sumasang-ayon
Shake your head in disagreement b. Umiling ka para ipaalam
to let your co-worker know how sa katrabaho ang iyong
c. you feel damdamin
Try to think about something else c. Subukang mag-isip tungkol sa
d. until your co-worker stops talking ibang bagay hanggang sa tumigil
Are aware of your own feelings but magsalita ang iyong katrabaho
listen to what your co-worker has d. Alam mo kung ano ang damdamin
to say before responding mo, pero makikinig sa sinasabi ng
e.
All of the above iyong katrabaho bago ka magsalita
e. Lahat ng nabanggit

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2. When someone else is speaking, you 2. Kapag may nagsasalita, dapat magpakita ka
should give non-verbal communication ng mga non-verbal communication cues
cues to show that you understand. para ipakitang naiintindihan mo.

a. True a. Tama
b. False b. Mali

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

important to: mahalagang:

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

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

4. When you do not fully understand 4. Kapag hindi mo lubusang naiintindihan ang
instructions given to you by your sinasabi ng iyong supervisor sa trabaho:
supervisor at work, you:
a. Tatango ka sa pagsang-ayon para
a. Nod your head in agreement so you hindi masayang ang oras ng iyong
do not waste your supervisor’s time supervisor
b. Assume you will figure it on your b. Umasang maiintindihan mo rin
own iyon mag-isa
c. Ask your supervisor to repeat the c. Hilingin sa supervisor mo na ulitin
instructions so you are clear on ang mga sinasabi niya para
what you need to do malinaw sa iyo ang dapat mong
d. Ask a co-worker what she or he gawin
thinks you are supposed to do d. Tanungin ang isang katrabaho kung
e. All of the above ano sa tingin niya ang dapat mong
gawin
e. Lahat ng nabanggit

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5. When giving instructions or information to 5. Kapag nagtuturo o nagbibigay ng
a group of co-workers, you should ask a impormasyon sa isang grupo ng mga
person to repeat back what you have said katrabaho, dapat mong hilingin sa isang
to make sure everyone is clear on the task tao na ulitin sa iyo ang sinabi mo para
at hand. makasiguradong malinaw sa lahat ang
dapat gawin.
a. True
b. False a. Tama
b. Mali

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

team___________. loob ng isang grupo ay ___________.

a. Interrupts only when offering new a. Sumisingit lang sa usapan kung

magbibigay ng mga bagong idea
ideas
b. Nakikinig lamang sa mga may
b. Pays attention only to those who kaparehong opinyon
have the same opinions c. Nagbibigay ng opinyon at humihingi
c. Provides inputs and seeks the ideas ng mga idea ng iba sa grupo
of others in the group d. Lumilikha ng di-pagkakasundo para
maging kaiga-igaya ang talakayan
d. Creates conflict to make the e. Lahat ng nabanggit
discussion interesting
e. All of the above

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

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

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

telephone: telepono:

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

and your name when you answer pangalan ng organisation sa
the phone pagsagot ng telepono
b. Be polite and courteous b. Maging magalang
c. Listen well and do not interrupt c. Makinig nang mabuti at huwag
d. Record all the necessary information sumabat

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 such as person’s name and number, d. Itala ang lahat ng mahahalagang
date of call, what the person needs impormasyon tulad ng pangalan ng
e. All of the above tao, numero, oras ng tawag, at kung
ano ang kaniyang
pangangailangan
e. Lahat ng nabanggit

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

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

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

Congratulations! You have completed the module on Interpersonal Communication! You are
now ready to conquer the next module on Leadership & Teamwork.

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