MICROLINK INFORMATION TECHNOLOGY

COLLEGE
DEPARTMENT OF ACCOUNTING
BASIC ACCOUNTING WORK LEVEL I

Learning Guide

Unit of Competence: Receive and respond to work place communication

Module Title: Receiving and responding to work place communication

LG Code: EIS BCW1 M10 0812

TTLM Code: EIS BCW1 TTLM 10 0812 V1

Elements
1. Follow routine spoken messages
2. Perform workplace duties following written notices
LO 1: Follow routine spoken messages
This learning guide is developed to provide you the necessary information regarding the following
content coverage and topics –
Workplace Communication
Gathering & recording
Analyzing & Interpreting
Clarification and acting

This guide will also assist you to attain the learning outcome stated in the cover page. Specifically,
upon completion of this Learning Guide, you will be able to –
 Gathering required information by listening and interpreting
 Recording required information
 Asking clarification the information is not clear
Employability Skills
The learning materials provide opportunities to develop and apply employability skills that are learnt
throughout work and life, to your job. The statements below indicate how these processes may be
applied in a workplace related to communications. In completing your daily work tasks, activities and
summative assessments you must be able to demonstrate competent “employability skills” in the
workplace.
Communication
Listening and understanding
Speaking clearly and directly
Empathizing
Understanding the needs of internal and external customers
Mathematical ideas and techniques can be applied by calculating and recording workplace
information
Teamwork
Working as an individual and as a member of a team
Completing individual tasks to support team goals
Participating in workplace communications and team solutions
Problem Solving
Developing creative, innovative and practical solutions
Showing independence and initiative in identifying and solving problems
Choosing appropriate methods for communication and transferring information
Initiative and Enterprise
Initiating innovative solutions
Demonstrating individual responsibility for completing tasks
Adapting to new situations
Planning and Organizing
Being resourceful
Taking initiative and making decisions
Collecting, analyzing and organizing information
Participating in planning and organizing related to communications
Writing a range of simple documentation and communications
Obtaining various workplace documents and processing them accordingly
Self-Management
Taking responsibility for appropriate communication in the workplace
 Dealing sensitively with client needs and cultural, family and individual differences
Articulating own ideas
Learning
Applying learning to communication issues and people issues (e.g. interpersonal and cultural
aspects of work)
Being open to learning new ideas and techniques
Technology
Using information communication technology to communicate with team members or clients
Using equipment such as calculators, computers, telephones and radios may be required to
communicate and calculate
Follow operational procedures and safety requirements of communication equipment and systems
Rectifying common faults in communication equipment/systems
Using technology to follow emergency communication procedures
Working within site requirements and constraints related to communication equipment/systems

Information Sheet-1 1. Follow routine spoken messages

I.1 Required information is gathered by listening attentively and correctly interpreting or
understanding information/instructions
II.Workplace Communication
Communication is the process of exchanging information and ideas. There are many means of
communication. To be an effective and valuable member of your workplace it is important that you
become skilled in all of the different methods of communication that are appropriate. This workbook
looks at different types of communication and associated technology, but before that it is important to
understand the communication process.
The Communication Process
For communication to occur it must pass from a sender to a receiver. This must occur irrespective of
the form of communication. For communication to be effective it must be understood by the receiver
and be able to be responded to. This means that total communication involves speaking, reading,
listening, and reasoning skills. As communications pass from the source to the receiver there is plenty
of opportunity for its original meaning to change or alter. Therefore listening, reasoning and feedback
is an important part of the process as it is an opportunity for the sender to make sure the receiver has
understood the message.
Many problems can relate to technical and equipment issues, but did you think about the problems that
may occur because of individual differences between people. In taking the “people factor” into
consideration you should:
value all individuals and treat them with respect, courtesy and sensitivity
recognize cultural differences
communicate in a way to develop and maintain positive relationships, mutual trust and confidence
make efforts to use basic strategies to overcome language barriers
Remember that the way you communicate has a big impact on your ability to get on with people and
get the things that you want/need done. Communication, whether verbal, written or visual can be
expressed in positive (assertive) or negative (aggressive, passive) ways. People need to take feedback
from how others interpret or perceive how they are communicating. Sometimes we can be perceived as
aggressive even though it is not intended. It is all about how the other person has “heard” your
communication.
III. Giving Information
In order to communicate effectively in the workplace, information needs to be gathered from a variety
of sources and passed on to other people. Sometimes the information will have to be prepared in
various ways before it is passed on. Information can be gathered from many sources depending on the
organization and the types of information being dealt with:
Supervisor’s Calendars Electronic and paper files
co-workers databases journals and newspapers
Customers Record systems Newsletters and
telephone messages policy and procedure magazines
E-mail messages manuals The internet
diaries
1.1 Instructions/information are properly recorded
It may be our duty to be as helpful as possible but this does not mean we can pass on any explicit
information of a confidential business or personal nature. This can only be done with permission and in
accordance with privacy law and with company policies and procedures.
Taking Messages
 Have a printed message pad handy, with your notebook and pencil
 (If you type a message instead of writing, there is a risk of accidentally deleting the information
before it is passed on)
 Write the message as you take the call
 If you write the message after the call it may not be accurate
 Names and numbers should be verified
 Every message should include: date and time of call, caller’s name and name of organization,
telephone number, content or message, initials of person who took the message
1.2 Instructions are acted upon immediately in accordance with information received
If you need to give instructions, give them clearly and accurately. How you give the instructions will
depend on the workplace procedures of your worksite. You may give instructions to another person by:
speaking to them in person or over the telephone writing the instructions down or providing printed
instructions. Written instructions may be brief dot points or detailed information depending on the
situation and these may be faxed or emailed to the other person. When conveying information or
instructions you need to:
 know what you want to say before you start talking
 know the required outcome
 know any procedures or policies that need to be considered
 consider any communication problems the listener may have such as:
 English as a second language
 literacy and numeracy problems
 Physical problems such as hearing impairment.
Team members who have English as a second language may have a variety of communication
problems due to cultural differences. These differences need to be discussed with the person involved.
During this discussion, speak openly about the issues related to the person’s ability to understand the
instructions. Ask how you can improve your communication to assist the person to understand. It may
be something as simple as speaking more slowly or writing the instructions down. If you are unsure if
a team member has understood your instruction, ask questions until you know the instruction has been
understood. If necessary, write the instructions, so the person can refer to them as necessary.
1.3 Clarification is sought from workplace supervisor on all occasions when any
instruction/information is not clear
You need to convey the information and instructions accurately to ensure the task is completed
correctly and safely.
a. Use the right listening techniques.
Active listening includes repeating words or phrases, and clarifying information to show you have
heard and understand the meaning.
b. Use the right tone of voice.
This is not so much what is said, but how it is said. Using the wrong tone of voice, for example
speaking angrily, may result in others misunderstanding you as they try to work out why you are angry
rather than listening to what you say.
c. Revision
Gathering, receiving or responding to instructions is an everyday activity at all. Instructions must be
given clearly and accurately to ensure the correct information is understood. Signs and safety
requirements are governed by legislation, regulations and organizational requirements. English is the
language used on worksites to convey written and verbal information. Questions can be used to gain
further information and clarify understanding of the information.
d. Listening and Clarifying
Listening and clarifying are also necessary for successful communication. It is just as important as
talking. Through listening it is possible to learn:
 the needs of the customer
 the most effective and efficient ways to assist the customer
 the knowledge level of the customer
Through clarifying it is possible to learn: Whether the other person has understood the message the
way it was intended.
Body Language
Body language also helps with communication. Body language is using the body or facial expressions
when communicating. Sometimes, people use body language without being aware of it.
For example:
 If a teller smiles at you while talking, it may communicate that they are happy to assist you
 If the teller does other things while talking and / or does not look you in the eye, you may think
that they are not interested in helping you. Part of most people’s work will involve following
instructions. The critical factors in being able to follow instructions accurately are:
 Concentrated listening
 Clarifying anything you do not understand
 Make sure you know the what, why, when, where, with whom and how of the instructions
 Skiing to be shown what to do if your are unsure
Asking someone to observe you and give you feedback on your performance in carrying out the
instructions.
Making notes or drawing diagrams if it helps you remember gather any additional information you
may need to complete the task making sure you understand the meaning of any technical terms.
If the instructions are written, reading through all the instructions before you start and seeking
clarification on areas of uncertainty seeking assistance if you encounter any difficulties.
Checking your job after it has been completed. It is also important to be sure that what you have
been asked to do falls within your job role and responsibilities. If you have some concerns about
This seeks clarification from your supervisor or colleagues.
LO 2: perform workplace duties following written notices

Introduction
This learning guide is developed to provide you the necessary information regarding the following
content coverage and topics –
 Work place duties
 Ethical work practices
 Communication processes
This guide will also assist you to attain the learning outcome stated in the cover page. Specifically,
upon completion of this Learning Guide, you will be able

 Read and interpret written notice and instruction

 Follow routine written instruction in sequence
 Taking Feedback and given to work place supervisor

Work place duties

General duty of care’ and ‘general duties’ are terms used to refer to the duties that the act places upon
people to ensure their own safety at work and that of others who are at the workplace or who might be
injured by the work. These general duties are aimed at preventing anyone being killed, injured or
contracting an illness because of work or activities at a workplace, including using plant or equipment.
Examples of general duties
 Employers must provide a workplace where employees are not exposed to hazards.
 Employers must provide a safe system of work.
 Employees must take reasonable care for their own safety and health and that of others affected by
their work.
 Employers and self-employed people must, as far as practicable, look after their own safety and
health and ensure that their work does not affect the safety and health of others.
 Designers, manufacturers, importers and suppliers must provide plant which is safe to install,
maintain and use at workplaces.
 All plant must be installed or erected so it can be used safely.
 Safety and health information must be supplied with all plant and substances used at work.
 Employees and safety and health representatives must consult and co-operate in matters related to
safety and health at work.
 Employers must provide employees with information, instruction, training and supervision to allow
them to work in a safe manner.
Duties of employers (towards their employees)
General duties
Employers must, so far as is practicable, provide and maintain a working environment where their
employees are not exposed to hazards.
General duties include:
 Safe systems of work;  Consultation and co-operation;
 Information, instruction, training and  Provision of personal protection; and
supervision;  Safe plant and substances.
 Reporting of fatalities, injuries and disease
Duties of employees
General duties
Employees must take reasonable care for their own safety and health at work and avoid harming the
safety and health of other people through any act or omission at work.
General duties include:
► following the employer’s safety and health instructions;
► using personal protective clothing and equipment;
► taking good care of equipment;
► reporting hazards;
► reporting work-related injuries or harm to health; and
► Co-operating with employers so that employers are able to carry out their duties under the Act.
Duties of manufacturers, suppliers and others
General duties
Designers, manufacturers, importers and suppliers of plant for use at a workplace must comply, so far
as is practicable, with the following:
 design and construct plant so that people who install, maintain or use it are not exposed to hazards;
 test and examine the plant before it is used;
 provide information; and
 Ensure plant is installed or erected so it can be used safely.
Manufacturers, importers and suppliers of substances for use at workplaces must, so far as is
practicable, provide information on the results of any testing and other safety and health information
relating to these products. Designers or builders of any building or structure for use at a workplace
must ensure, so far as is practicable, that persons constructing, maintaining, repairing, servicing or
using it are not exposed to hazard
2.1 Written notices and instructions are read and interpreted correctly in accordance with
organizational guidelines
Writing is one of the most important forms of communication used in society. This also applies in the
industry. You need to be able to read and write at an appropriate level for your position because:
 safety warnings and advice are often written
 instructions on how to mix things, what to do
In an emergency, prepare a quote for a customer, purchase a list of items, complete forms are all things
you may be required to do Other people may be required to read your writing so write or print neatly
and make what you are writing simple and easy for others to read and understand.
There are a lot of written documents on the worksite and in the industry. Written materials and
documents cover such things As Written instruction are also a form of legal protection because what is
written and signed is legally binding. Try to make it a common practice.
 plans specification  safety information
 materials safety  work instructions
 orders  accident reports
 time sheets
2.2 Routine written instruction are followed in sequence
Interpretation of written instructions
 specifications, contracts, orders, installation instructions, safety warnings, mixing instructions and
operating instructions are just a few of the things you will be required to read and interpret
 take your time, read one point at a time and make sure you understand before going on to the next
point
If you have problems with a word, sentence or meaning you must check with your Trainer or
Supervisor to see that what you think it says is what it really means. These could include certificates,
licences, union cards, references, sickness certificates, schedules, qualifications, timesheets, etc.
Instructions
These often come with products detailing how to use them, install them, prepare them, dispose of them
mix them, protect yourself etc.
 ‘Safety instructions’ and ‘health warnings’ often accompany products, materials, tools and
equipment.
 ‘Instructions’ also come in the form of signs that warn of danger, the need to do something or avoid
something.
It is important that you read carefully all instructions and that you follow the instructions.
Work Schedules
Could be a:
 Timetable • A plan of action • A program
These are prepared in order to structure a job, activity or event. They are often attached to a notice
board for the information of all concerned.
Bulletin
This is an official report, public news or progress report. Its usual purpose is one of communication of
information for all concerned. It could be related to work, personnel or safety issues.
Time Sheets
These are a legal record showing when a worker was on the job. They are used to:
 Prove you were at work.
 Calculate weekly or fortnightly pay.
 Solve disputes over hours worked.
 Calculate sick leave or long service leave entitlements.
It is your responsibility to see that you complete them in the way required. It is for your benefit as well
as for the benefit of those who employ you.
Workplace policies and guide lines
Policies and procedures may need to be developed and implemented, in consultation with employees and
the safety and health representative, if there is one. These require effective planning and should include:
Consultative mechanisms; • Policies and procedures to monitor performance
• Safe work practices; and to review control measures;
• Accident investigation procedures (including • Resolution of issues procedures;
involvement of the safety and health • Means of access to additional hazard specific
representative); information;
• Induction and training programs; • Emergency evacuation procedures in the event
• Dealing with unique characteristics of the work; of an accident, rescue or fire; and
- Record keeping.
The Act provides for a formal mechanism for consultation and co-operation through safety and health
representatives and committees. This workplace consultation is an
2.3 Feedback is given to workplace supervisor based on the instructions/information received
How do you know that you have gathered the correct information, prepared it to the required standard
and used the appropriate equipment and methods to convey it to the required people? How can you be
sure that effective listening and speaking skills have been used to pass on information? You need to
ask for feedback from relevant people such as a supervisor, customers and team members to know for
sure.
Feedback can be verbal, such as comments, tips and helpful suggestions discussed while work is being
carried out, or written, such as notes, instructions or brief reports explaining where to make changes
and improvements. Feedback should be used to improve work, refine ideas and establish new and
better
Sometimes a message or correspondence should be drafted and shown to a supervisor before the final
version is prepared. This is particularly important if the information is to be sent outside the
organization. If the communication is verbal, it may be useful to check if the communication is
appropriate and if there is any way to improve the method of communication. To be effective,
communication must allow opportunities for feedback. Feedback can take several forms, each with a
different intent. There are three different forms of feedback:
 descriptive  evaluative  prescriptive
Descriptive feedback
It is a Feedback that identifies or describes how a person communicates. For instance, Manager A asks
Manager B to comment on her behaviour at a staff meeting. B indicates that A was specific, clear, and
instructive on introducing the staff to the computer database for managing patient accounts. B provides
a descriptive feedback of A’s behaviour at the staff meeting.
Evaluative feedback
It is a Feedback that provides an assessment of the person who communicates. In the above case, if
Manager B evaluates Manager A’s behaviour and concludes that she is instructive and helpful, and that
causes the staff to feel comfortable when going to A for help or asking questions, then B has provided
positive evaluative feedback of A’s interaction with the staff.
Prescriptive feedback
It is a Feedback that provides advice about how one should behave or communicate. For example,
Manager A asks Manager B how she could have made changes to better communicate her message to
her staff. B suggests for A to be friendlier and more cooperative by giving the staff specific times that
A is available for help with the new computer database. This type of advice is prescriptive feedback.
Working ethically
Values, beliefs and attitudes
We use the term ‘values’ to describe that which we ‘hold dear’ or regard as important. We have
personal values and we can identify group, organisational or societal values. Differences in values
occur between people and groups and can lead to conflict. Tolerance implies recognition of other
people’s rights to have different values (although that is a value in itself!).
Your values will influence the way you work as a volunteer. Indeed they have influenced your choice
to work as a volunteer and the organisation you chose to work with. ‘Beliefs’ are what we hold to be
true and often we can hold beliefs in the face of contradictory evidence (although this borders on
‘faith’). An ‘attitude’ can be described as a predisposition towards a person, object or situation.
Values, beliefs and attitudes influence the way we respond to people and situations, what we choose to
do and how we undertake action. When working in any organisation you are likely to encounter
situations where you have to work with people whose values, beliefs and attitudes are different from
yours. What is meant by ‘ethics’?
The term ethics is used to describe codes or standards of behaviour that are based on a shared
understanding of what is right and wrong. They are derived from values and belief systems and can
vary from one culture to another or from one group to another. Ethics are often expressed as principles
or codes of practice. They are underpinned by values.

Information Sheet-2 Communication processes

Workplace Communication Techniques

Communication is the sending or exchanging of information between people. People exchange
information all the time. In its simplest form communication can be described as a process, which is
demonstrated in the following simple model: Using this model, think about the different types of
mediums with which you can communicate a message to someone. Examples of different kinds of
medium for communication
Conversation Mail Memos
Demonstration Symbols Audio tape
Telephone Meetings Reports
Observation Body language Advertisement
Fax Letters
Diagrams Video
A receiver needs to understand what they are supposed to do with the information they are being
given. A sender needs to make sure they clearly explain the information that they are passing on. This
is all part of communicating effectively. Without effective communication, a team or an organization
would not be able to function.
Workplace communication can be:
 Internal – involving people who work within the organization
 external – involving people outside the organization
 oral/verbal- talking face-to-face or on the telephone
 non-verbal – body language, gestures and facial expressions
 Written – letters, forms, notes, reports, memoranda, faxes, and e-mails.
Working in any organization involves dealing with people and information. Communicate in the
Workplace.
Oral / Verbal Communication
When communicating verbally, the information is exchanged instantly. It is very efficient and fast. The
two people exchanging information respond to each other immediately. In contrast, people
communicating through writing don’t exchange information at the same time. An exception is when e-
mail is used; a response to an e-mail message can be almost immediate (if the recipient is online at the
time the message was sent). Common examples of when verbal communication is used in the
workplace:
 answering the telephone
 receiving visitors
 passing messages from one person to another
 receiving instructions from your supervisor and clarifying what you need to do
 making or confirming arrangements, for example phoning clients to confirm appointments
 meetings
When communicating face to face, watch the speaker’s gestures and expressions. Listen to what they
are saying and listen to their tone of voice to help understand their message.
Written Communication
When written information is received, the written words should convey the meaning of the message.
Words on the page must be prepared very carefully and thoughtfully. The writer must think about the
message and write it clearly so that it is easy for the reader to understand. This saves everyone time
and helps people avoid making mistakes. Most people have experienced illegible writing in a
handwritten message, or had difficulty understanding what the writer was trying to say.
In business, written information can be used:
 to provide evidence of business activities, for example proof of telephone calls or letters sent
 to act as a reminder, for example instructions to follow when preparing pay slips or due dates for
accounts payable
 to clarify or explain information, for example information about new working conditions or
policies and procedures
 to request information, for example requesting employee’s attendance at a meeting, requesting a
file or other information
 to publicize an event, activity or achievement, for example details of new training opportunities,
expected visitors or new staff appointments
 to report information, for example monthly sales figures, meeting minutes or meeting outcomes
 To keep as a permanent record.
Listening
Listening is an important part of successful communication. It is just as important as speaking. By
listening carefully, you are able to find out a lot of information. Some of the information you will
discover when you listen carefully can include: What information the other person wants you to know;
what the other person thinks and feels about a job, a task or an idea; any assistance the other person
may need; if the person understands what you have said about something
Listening Behaviours
When you focus only on yourself, you often forget to listen, and as a result, the chances for successful
communication are poor. Listening is the basis of effective communication and entails much more than
just hearing sound.
Hearing vs. Listening
Hearing is the special sense by which noises and tones are received as stimuli. Hearing is a sensory
experience that gathers sound waves indiscriminately. We can hear something without choosing to
listen.
Active Listening
When you listen empathically, you don’t just hear words. You hear thoughts, beliefs and feelings.
Empathic listening is highly active and requires hard work. Following the steps below will help you to
improve your listening skills.
1. The first step is to decide to listen and concentrate on the speaker.
2. Then, use your imagination and enter the speaker’s situation. Concentrate and try to imagine his or
her frame of reference and point of view.
3. Observe the speaker’s vocal inflection, enthusiasm or lack of it, and style of delivery. These are
essential components of the message. If you are speaking face-to-face communications pay attention to
the speaker’s facial expressions and other nonverbal cues for more insight into the message.
5. Use paraphrasing or clarifying questions to confirm that you received the intended message. Check
your perceptions of how the speaker is feeling to put the text of the message in emotional context.
Practice Active Listening Tips
Like other skills, listening skills improve with practice. Ask a trusted friend to rate you honestly on the
listening self-assessment that you conducted earlier in this unit. Then, the next time someone comes to
you with a problem, work on the listening skills that need improvement. Practice empathic listening by
attending, paraphrasing, and asking questions
Roadblocks to Effective Listening
Roadblocks to effective listening can be external or internal. External roadblocks can include
distracters such as: noise, an uncomfortable temperature or seating, or an inappropriate location. Try to
be aware of external roadblocks and offset them if possible. Internal roadblocks include a variety of
conditions or reactions within the speaker or audience, such as:
 Emotional interference
 Defensiveness
 Hearing only facts and not feelings
 Not seeking clarification.
 Hearing what is expected instead of what is said.
 Stereotyping.
 Automatic dismissal (e.g., “We’ve never done it that way before.”
Tips for Active Listening
The following are additional techniques to help ensure active listening:
Make eye contact. Eye contact increases the chances of “getting” the message and demonstrates
interest and attention. When listening to someone on the phone, try not to look at things that will take
attention away from the speaker.
 Adjust your body posture.
Posture ⎯facing the speaker and slightly leaning in⎯ suggests that you are paying attention and helps
you to stay tuned in. When on the phone, position yourself so that you’re comfortable but not so
relaxed that you lose the ability to attend to the speaker.
Give verbal or nonverbal acknowledgment. Acknowledging the speaker helps involve you in the
communication process and shows you are paying attention.
 Clear your mind
 Avoid distracting behaviour