COMPETENCY BASED LEARNING MATERIAL

Sector:

ELECTRONICS SECTOR
Qualification:

COMPUTER SYSTEMS SERVICING NC II

Unit of Competency:
PARTICIPATE IN WORKPLACE COMMUNICATION

Module Title:

PARTICIPATING IN WORKPLACE COMMUNICATION

TECHNICAL EDUCATION SKILLS DEVELOPMENT

AUTHORITY

HOW TO USE THIS COMPETENCY-BASED LEARNING

MODULE

Welcome to the Module Participating in Workplace

Communication. This module contains training materials and activities
for you to complete.
 The unit of competency Participate in Workplace
Communication is one of the Basic Competencies which contains the
knowledge, skills and attitudes required for all the programs offered by
all TESDA-Institutes in Region 02.

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

to complete each learning outcome of the module. In each learning
outcome there are Information Sheets, Resource Sheets and Reference
Materials for further reading to help you better understand the required
activities. Follow these activities on your own and answer the self-check
at the end of each learning outcome. Get the answer key from your
trainer and check your work honestly. If you have questions, please don’t
hesitate to ask him/her for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills
covered in this module because you have:
 Been working in the same industry for some time.
 Already completed training in this area.

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

particular skill or skills, talk to him/her about having them formally
recognized so you won’t have to do the same training again. If you have
qualifications or Certificates of Competency from previous trainings, show
them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL.

A Trainees Record Book (TRB) is given to you to respond important dates,

jobs undertaken and other workplace events that will assist you in
providing further details to your trainer/assessor. A record of
Achievement/Progress Chart is also provided to your trainer to
complete/accomplish once you have completed the module. This will show
your own progress.

DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required

competency: Participate in Workplace Communication. This will be
the source of information for you to acquire the knowledge and skills in
this particular module with minimum supervision or help from your
trainer. With the aid of this material, you will acquire the competency
independently and at your own pace.
Talk to your trainer and agree on how you will both organize the
training of this unit. Read through the module carefully. It is divided into
sections which covers all the skills and knowledge you need to
successfully complete in this module.
Work through all the information sheets and complete the activities
in each section. Do what is asked in the INSTRUCTIONAL SHEETS and
complete the SELF-CHECK. Suggested references are included to
supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your
own progress.
When you are ready, ask your trainer to watch you perform the
activities outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this
reason. When you have successfully completed each element or learning
outcome, ask your trainer to mark on the reports that you are ready for
assessment.
When you have completed this module and feel confident that you have
had sufficient practice, your trainer will schedule you for the institutional
assessment. The result of your assessment/evaluation will be recorded in
your COMPETENCY ACHIEVEMENT RECORD.
 LISTS OF BASIC COMPETENCIES

Competenc Unit of Competency Module Title Code

y Number

1 Participate in Participating in 500311105

workplace workplace
communication communication

2 Work in team Working in team 500311106

environment environment

3 Practice career Practicing Career 500311107

professionalism Professionalism

4 Practice occupational Practicing 500311108

health and safety occupational
procedures health and safety
procedures
 MODULE CONTENT

MODULES OF INSTRUCTION

UNIT OF COMPETENCY: Participate in Workplace Communication

MODULE TITLE : Participating in Workplace Communication

MODULE DESCRIPTOR: This module covers the knowledge, skills

and attitudes required to obtain, interpret
and convey information in response to
workplace requirements.
NOMINAL DURATION : 4 hours

SUMMARY OF LEARNING OUTCOMES:

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

LO 1. Obtain and convey workplace information

LO 2. Complete relevant work related documents

LO 3. Participate in workplace meeting and discussion

ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate
sources.
2. Effective questioning, active listening and speaking skills are
used to gather and convey information
3. Appropriate medium is used to transfer information and ideas.
 4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and
colleagues are identified
6. Defined workplace procedures for the location and storage of
information.
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time.
9. Own opinions are clearly expressed and those of others are
listened to without interruption.
10. Meeting inputs are consistent with the meeting purpose and
established protocols.
11. Workplace interactions are conducted in a courteous manner
appropriate to cultural background and authority in the
enterprise procedures.
12. Questions about simple routine workplace procedures and
matters concerning conditions of employment are asked and
responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges of forms relating to conditions of employment are
completed accurately and legibly.
15. Workplace data is recorded on standard workplace forms and
documents.
16. Basic mathematical processes are used routine calculations.
17. Errors in recording information on forms/documents are
identified and rectified.
18. Reporting requirements to superior are completed according
to enterprise guidelines.

COMPETENCY SUMMARY

QUALIFICATION COMPUTER SYSTEMS SERVICING NC II

UNIT OF COMPETENCY PARTICIPTE IN WORKPLACE

 COMMUNICATION

MODULE TITLE PARTICIPTING IN WORKPLACE

COMMUNICATION

Introduction:
This module covers the knowledge, skills and attitudes required to
obtain, interpret and convey information in response to workplace
requirements.

Learning outcome:
1. Obtain and convey workplace information
2. Complete relevant work related documents
3. Participate in workplace meeting and discussion

Assessment Criteria:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to
gather and convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues
are identified
6. Defined workplace procedures for the location and storage of
information.
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time.
9. Own opinions are clearly expressed and those of others are listened
to without interruption.
10. Meeting inputs are consistent with the meeting purpose and
established protocols.
11. Workplace interactions are conducted in a courteous manner
appropriate to cultural background and authority in the enterprise
procedures.
12. Questions about simple routine workplace procedures and
matters concerning conditions of employment are asked and
responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges of forms relating to conditions of employment are
 completed accurately and legibly.
15. Workplace data is recorded on standard workplace forms and
documents.
16. Basic mathematical processes are used routine calculations.
17. Errors in recording information on forms/documents are
identified and rectified.
18. Reporting requirements to superior are completed according
to enterprise guidelines.

LEARNING OUTCOME 1
OBTAIN AND CONVEY WORKPLACE INFORMATION
CONTENTS:
- Parts of speech
- Sentence construction
- Effective communication

ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to
gather and convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues
are identified
6. Defined workplace procedures for the location and storage of
information.
 7. Personal interaction is carried out clearly and concisely.

CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)
Reference (books)
Manuals

METHODOLOGIES:
Group discussion
Interaction
Lecture
Reportorial

ASSESSMENT METHODS
Written Test
Practical/Performance Test
Interview
 LEARNING EXPERIENCES

LEARNING OUTCOME # 1 OBTAIN AND CONVEY WORKPLACE

INFORMATION

Learning Activities Special Instructions

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

If you have some problem on the

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

Refer your answer to answer key

6. Answer self-check 1.1-3
1.1-3

INFORMATION SHEET 1.1-1

PARTS OF SPEECH

Learning Objectives: After reading this INFORMATION SHEET, you MUST

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

THE PARTS OF SPEECH

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

What are the Parts of Speech?

“Parts of speech” are the basic types of words that English has.
Most grammar books say that there are eight parts of speech: nouns,
verbs, adjectives, adverbs, pronouns, conjunctions, prepositions
and interjections.

The Noun

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

abstract idea. Nouns are usually the first words which small children learn.
The highlighted words in the following sentences are all nouns:

Late last year our neighbours bought a goat.

Portia White was an opera singer.
The bus inspector looked at all the passengers' passes.
According to Plutarch, the library at Alexandria was destroyed in
48 B.C.
Philosophy is of little comfort to the starving.
The Verb

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

state (being something).

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

highlighted:

Dracula bites his victims on the neck.

The farmer searches the woods for his cow.
His automobile develops a motor trouble.

The Pronoun

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

pronouns like "he," "which," "none," and "you" to make your sentences
less cumbersome and less repetitive.

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

subjective personal pronoun and acts as the subject of the sentence:

I was glad to find the bus pass in the bottom of the green knapsack.
You are surely the strangest child I have ever met.
He stole the selkie's skin and forced her to live with him.
When she was a young woman, she earned her living as a coal
miner.
After many years, they returned to their homeland.

The Adjective

An adjective modifies a noun or a pronoun by describing,

identifying, or quantifying words. An adjective usually precedes the noun
or the pronoun which it modifies.

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

Mrs. Morrison papered her kitchen walls with hideous wall paper.
The small boat foundered on the wine dark sea.
The coal mines are dark and dank.
Many stores have already begun to play irritating Christmas
music.
A battered music box sat on the mahogany sideboard.
The back room was filled with large, yellow rain boots.
The Adverb

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

phrase, or a clause. An adverb indicates manner, time, place, cause, or
degree and answers questions such as "how," "when," "where," "how
much".

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

suffix, most of them must be identified by untangling the grammatical
relationships within the sentence or clause as a whole. Unlike an
adjective, an adverb can be found in various places within the sentence.

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

adverb:

The seamstress quickly made the mourning clothes.

The midwives waited patiently through a long labour.
The boldly spoken words would return to haunt the rebel.
We urged him to dial the number more expeditiously.
The Conjunction

You can use a conjunction to link words, phrases, and clauses, as in the
following example:

I ate the pizza and the pasta.

Call the movers when you are ready.

The Preposition

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

a sentence. The word or phrase that the preposition introduces is called
the object of the preposition.

A preposition usually indicates the temporal, spatial or logical

relationship of its object to the rest of the sentence as in the following
examples:

The book is on the table.

The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book"
in space or in time.

The Interjection

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

It is not grammatically related to any other part of the sentence.

You usually follow an interjection with an exclamation mark.

Interjections are uncommon in formal academic prose, except in direct
quotations.

The highlighted words in the following sentences are interjections:

Ouch, that hurt!

Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy say to another guy, "He has a new car, eh?"
I don't know about you but, good lord, I think taxes are too high!

SELF-CHECK 1.1-1
Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. It is the basic types of words that English has and consists of eight
parts.
a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in a place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction

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

a. interjection
b. noun
c. conjunction
d. verb

4. A part of speech that links nouns, pronouns and phrases to other words
in a sentence.

a. speech
b. interjection
c. preposition
d. verb

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

a. adjective
b. pronoun
c. adverb
d. verb

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

object to the rest of the sentence.

a. preposition
 b. adverb
c. interjection
d. noun
7. “He” and “she” are the common example of what part of speech?
a. noun
b. adjective
c. preposition
d. pronoun
8. It is a word which describes an action or a state of being.
a. adverb
b. verb
c. noun
d. pronoun
9. It links words, phrases, and clauses.
a. adjective
b. preposition
c. interjection
d. conjunction

10. Is a word used to name a person, animal, place, thing, and abstract
idea.
a. verb
b. adverb
c. noun
d. pronoun
 ANSWER KEY # 1.1-1

1. b
2. c
3. a
4. c
5. a
6. a
7. d
8. b
9. d
10. c
 INFORMATION SHEET # 1.1-2
SENTENCE CONSTRUCTION

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

trainee should be able to;
1. Differentiate what is a sentence.
2. Determine the parts of a sentence.
3. Identify what are a subject and a predicate.
4. Determine what a sentence fragment is.
5. Identify what a run-on sentence is.
6. Familiarize what the subject-verb agreements are.
7. Write complete, grammatically correct sentences.

THE SENTENCE
A sentence is a group of words containing a verb and its subject and
expressing a completed thought.
A sentence always begins with a capital letter and ends with a mark
of punctuation.
In order to express a complete thought, every sentence must have
two parts – the subject and the predicate.

A. The Subject
The subject of a sentence is that part about which something is said.
In the following sentences, the subjects are in heavy type.
1. The eager quarterback shouted the signals.
2. Ricky reminded me of the game tonight.
3. An old brick building hung over the river’s edge
 To find the subject of a sentence, ask yourself Who…? or What…?
Suppose you want to find the subject of this sentence: The huge plane
rolled slowly out of the hangar onto the runway. Ask yourself, What rolled?
The answer is, The huge plane rolled. The plane is the subject of the
sentence.

B. The Predicate
The predicate of a sentence is that part which says something about
the subject. In the following sentences, the predicates are in heavy type.
1. The tulips bloomed early this year.
2. Mr. McKay took a later train than usual.
3. Summer vacation is always too short.

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

something. Simple, huh?

SENTENCE FRAGMENTS

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

grammatically correct. Sentence fragments are problematic because they
are disjointed and confusing to the reader. There are three main causes of
fragments: (a) a missing subject; (b) a missing verb; (c) "danger" words
which are not finished.

When you read a sentence fragment, you are left wondering whom
or what the sentence is about or what happened in the sentence.

You can change a sentence fragment into a complete sentence by

adding the missing information.

Sentence Fragment Sentence

in the butter My glasses fell in the butter!

 early this morning I awoke early this morning.

running across the field I saw you running across the field

RUN-ON SENTENCES

A run-on sentence is one which actually contains two (or more) complete
sentences without the proper punctuation to create separate sentences.
There are two common forms of the run-on: (1) the "comma splice" in
which a comma is inserted between two comp lete sentences where a
period should actually be used; (2) a lack of punctuation where a semi-
colon or period is needed.

- The Comma Splice

John is a musician, he plays the guitar for a living. - Incorrect

Example

The sentence above is incorrectly joined by a comma, thus "splicing"

two complete sentences together into one run-on sentence. To correct
these run-on's, the comma should be replaced by a period, thus creating
two separate sentences, as shown below.

John is a musician. He plays the guitar for a living. - Correct Example

- Lack of Punctuation
Incorrect Examples:
1. There is a problem with the television however no one is available
to fix it.
2. Nobody knows what really happened the policeman said there
was a fight.

In each of the examples above, some type of punctuation is needed to

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

SUBJECT-VERB AGREEMENT
 In order for a sentence to be grammatically correct, the subject and
verb must both be singular or plural. In other words, the subject and verb
must agree with one another in their tense. If the subject is in plural form,
the verb should also be in plural form (and vice versa). To ensure subject-
verb agreement, identify the main subject and verb in the sentence, then
check to see if they are either plural or singular. Consider the examples
below.

 Singular and Plural Number – when a word refers to one person,

place, thing or idea, it is singular in number. When it refers to
more than one, it is plural in number.

Singular Plural
woman women
hand hands
fireman firemen
lesson lessons
 The verb agrees with its subject in number. If the subject is
singular, the verb is singular. If the subject is plural, the verb is
plural.

Singular Plural
she bakes they bake
it whistles they whistle
everyone sees all see
he is they are
 The number of a subject is not changed by a prepositional phrase
following the subject. The subject is never in a prepositional
phrase. Be certain to make the verb agree with the subject itself,
not with the word in the phrase.
Wrong The lamp near the windows are broken. [Since
lamp is the subject, the verb must agree with it,
not with the windows, which is part of the
prepositional phrase.
Right The lamp near the windows is broken.
 The following common pronouns are singular and take a singular verb:
anybody, anyone, each, either, everybody, neither, nobody, no
one, somebody, someone.

Examples:
1. Each of the pens costs a dollar
2. Everyone in the two families likes to play ping-pong.
3. Neither of these paths is the trail.
 The following common pronouns are plural and take plural verbs:
both, few, many, several.

Examples:
 1. Both of his trucks are disabled
2. Many of the sailboats are out today.
3. Several of the players rush to the mound.

 When the subject comes after the verb, as in interrogative

sentences and sentences beginnining with here or there, be
especially careful to determine the subject and make sure that it
agrees with the verb.

Examples:
1. Was the contest exciting?
2. Were the contests exciting?
3. Here is the book.
4. Here are the books.

 Compound subject joined by and are plural and take a plural

verb.

Examples:
1. Fishing and lumbering are carried on in the Northwest.
2. Corn and beans grow well in one garden.
Exemption: If the items in a compound subject actually refer
to only one person or are thought of as one thing, the subject
and the verb are singular.
Ex.
1. The president and manager of the factory is on
vacation.
2. Strawberries and cream costs thirty pesos.
 Singular subjects joined by or or nor are singular and take a
singular verb.

Examples:
1. Monday or Tuesday is all right for the picnic.
2. Neither snow nor icy wind keeps the travelers indoors.
 Self-Check 1.1-2

Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.

1. It has two parts – the subject and the predicate.

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

1. The keys to the car (are, is) on the table

2. Nobody in this houses (have, has) shoveled the sidewalks.
3. Everyone in the two clubs (are, is) ready to help
4. (Was, Were) those visitors from Batangas?
5. Neither the radio nor the television (seems, seem) to work.

SELF CHECK ANSWER KEY 1.1-2

Test 1:
1. a
2. b
3. c
 4. c
5. b

Test 2:

1. are
2. has
3. is
4. were
5. seems

INFORMATION SHEET # 1.1-3

EFFECTIVE COMMUNICATION

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

trainee should be able to;
1. Explain the importance of communication.
2. Identify the various elements of communication
3. Determine the modes of communication.
4. Differentiate the various methods/skills of communication.
5. Identify the three main modes of communication.
6. Determine the barriers to communication.
 7. Identify the benefits of effective communication and the
consequences in failing to communicate effectively.

COMMUNICATION
Is defined as the art of sending and receiving information. It is a
process of conveying messages, of transmitting meaning between
individuals. It is an exchange; for it to be effective, information must flow
back and forth from sender to the receiver. The former must have some
knowledge of the latter’s reaction. This process by which a system
regulates itself by feeding to itself parts of its outputs is called feedback.
Basic Elements of Communication:
The process of communication is composed of three elements:
1. the source (sender, speaker, transmitter, or instructor),
2. the symbols used in composing and transmitting the message
(words or signs), and;
3. the receiver (listener, reader, or student).
The three elements are dynamically interrelated since each element
is dependent on the others for effective communication to take place.

Effective Communication helps workers to:

 complete a schedule of tasks

 follow a set of instructions
 learn correct procedures and improve work practices
 solve problems
 work as part of a team
 follow the enterprise Occupational Health and Safety and
environmental procedures.

There are three main modes of communication:

1. Verbal communication
2. Non-verbal communication
3. Written communication
Verbal Communication

In industries a large proportion of communication is verbal or

spoken. This may occur face-to-face or via telephones or two-way radios.
For verbal communication to be effective both the speaker and the
listener need to be actively engaged in the conversation.

The speaker should be clear, concise, and courteous and use a style
of language that is appropriate to the situation and the audience. The
information should be accurate to the best of the speaker’s knowledge.
The tone of voice and body language used when speaking are often as
important as the words themselves.

The listener should give the speaker their full attention and be sure
that they clearly understand the message being conveyed. Again, body
language is very important. Good listening skills are necessary when
receiving instruction or being taught new procedures.

Questions should be asked by the listener to clarify the meaning and

by the speaker to ensure that the information has been fully understood.
There are three types of questions:

1. Closed questions are used to obtain a particular piece of

information. They are usually answered with a yes or no or with a
limited response. For example:
 Have you driven a four-wheel drive tractor before?

2. Open questions encourage people to discuss a situation and share

information. They often require longer answers and begin with how,
where, when, which, who, why or what. For example:
 What types of tractors have you driven?
3. Reflective questions, also called mirror questions, are used to
show the speaker that you have been actively listening to them.
They are also helpful when encouraging a person to express their
opinions clearly. For example:
 So, you’ve driven this type of tractor before?
 You’ve found this type of tractor to run reliably, haven’t you?

Good speaking, listening and questioning skills are essential when

communicating via the telephone or two-way radios to ensure that the
correct information has been received.

There are a number of barriers that reduce the effectiveness of verbal

communication. These include:

 inappropriate choice of language style

 inappropriate body language
 disruptions
  noise in the proximity and/or a poor signal
 relevance of the topic to the listener
 Assumptions made by both the speaker and listener.

Non-verbal communication

A significant aspect of face-to-face communication is non-verbal

body language. This includes body posture, arm and hand positions, facial
expressions, and eye-contact and hand gestures. Sometimes a conflicting
message may be given because the words spoken do not match a
speaker’s body language.

Good observation skills are needed to ‘read’ what is really being

communicated. Being aware of cues and signals is a crucial skill in
understanding people’s attitudes.

Personal presentation, dress and hygiene also contribute to the

impression a person makes when they are communicating.

Other forms of non-verbal communication regularly found in the

workplace include:

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

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

Basic Communication Skills

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

BARRIERS TO EFFECTIVE COMMUNICATION

Recognizing the various barriers to communication further

enhances the flow of ideas between an instructor and the
student. The instructor must develop communication skills in
order to convey desired information to the students and must
recognize that communication is a two-way process. In the
end, the true test of whether successful communication has
taken place is to determine if the desired results have been
achieved.

 Lack of common experience. Many people seem to believe that

words transport meanings from speaker to listener in the same way
that a truck carries bricks from one location to another. A
communicator's words cannot communicate the desired meaning to
 another person unless the listener or reader has had some experience
with the objects or concepts to which these words refer.
 Confusion between the Symbol and the Symbolized Object.
Languages abound with words that mean different things to different
people. Confusion between the symbol and the symbolized object
results when a word is confused with what it is meant to represent.
Although it is obvious that words and the connotations they carry can
be different, people sometimes fail to make the distinction. Words and
symbols do not always represent the same thing to every person.
 Overuse of Abstractions. Abstractions are words that are general
rather than specific. Concrete words or terms refer to objects that
people can relate directly to their experiences. They specify an idea
that can be perceived or a thing that can be visualized. Abstract words,
on the other hand, stand for ideas that cannot be directly experienced,
things that do not call forth mental images in the minds of the
students.

 Interference. Barriers to effective communication are usually under

the direct control of the sender/encoder. However, interference is
made up of factors that are outside the direct control of the
sender/encoder: physiological, environmental, and psychological
interference. To communicate effectively, the sender should consider
the effects of these factors.

Psychological interference is any biological problem that may inhibit

symbol reception, such as hearing loss, injury or physical illness. These,
and other physiological factors, can inhibit communication because the
student is not comfortable.

Environmental interference is caused by external physical

conditions. One example of this is the noise level found in many light
aircraft. Noise not only impairs the communication process, but also can
result in long- term damage to hearing.
 Psychological interference is a product of how the sender and the
receiver feel at the time the communication process is occurring. If either
sender or receiver is not committed to the communication process,
communication is impaired. Fear of the situation or mistrust between the
sender and receiver could severely inhibit the flow of information.

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

Benefits of effective communication:

 Rewarding and harmonious relationships with others
 Easily build rapport with clients, customers, friends, new
acquaintances
 Getting what you want
 More time for yourself and others
 Satisfaction and success in life

Failing to communicate effectively:

It is often our failure to communicate effectively that leads to:

 Professional setbacks
 Personal disappointment
 Breakdown of important relationships
 Wasting energy and time on frustration and dramas
 Not reaching our full potential
 Self-Check 1.1-3

Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.

__________1. It is a process of conveying messages, of transmitting

meaning between individuals.
a. Communication
b. Listening
c. Reading
__________2. A style of writing which is used for writing letters to the
government officials, speeches, articles for newsletter and magazines,
school assignments, long reports and formal compositions.
a. Informal-public style
b. Formal style
c. Casual style
__________3. A style of writing which is used in writing to friends, to
classmates, and in jotting down notes to family members.
a. Informal-public style
b. Formal style
c. Casual style
__________4. A factor of Interference which is a biological problem that
may inhibit symbol reception, such as hearing loss, injury or physical
illness.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________5. A factor of Interference in which is a product of how the
sender and the receiver feel at the time the communication process is
occurring. If either sender or receiver is not committed to the
communication process, communication is impaired.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________6. When a communicator's words cannot communicate the
desired meaning to another person unless the listener or reader has had
some experience with the objects or concepts to which these words
refer. What factor of barrier to communication is this?
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
__________7. A barrier to communication which also made up of factors
that are outside the direct control of the sender/encoder such as;
physiological, environmental, and psychological.
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
__________8. A basic method of communication which tends to be more
formal than speaking.
a. Listening
b. Writing
c. Reading
__________9. Simply refers to the travel of sound through the ears to the
brain without effort for the listeners.
a. Hearing
b. Listening
c. Reading

__________10. Which of the choices below is considered a benefit of

effective communication?
a. Satisfaction and success in life

b. Personal disappointment

c. Wasting energy and time on frustration and dramas

SELF CHECK ANSWER KEY 1.1-3

1. a
2. b
 3. c
4. a
5. c
6. a
7. c
8. b
9. a
10. a

LEARNING OUTCOME 2

PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS

CONTENTS:
- Technical Writing
- Recording information

ASSESSMENT CRITERIA:
 1. Team meetings are attended on time.
2. Own opinions are clearly expressed and those of others are listened
to without interruption.
3. Meeting inputs are consistent with the meeting purpose and
established protocols.
4. Workplace interactions are conducted in a courteous manner
appropriate to cultural background and authority in the enterprise
procedures.
5. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.

CONDITIONS:

The students/ trainees must be provided with the following:

Paper
Pencils/Ball pen
References (books)
Manuals
METHODOLOGIES:

Group Discussion
Interaction
Lecture

ASSESSMENT METHODS:

Written Test
Practical/performance test
Interview
 LEARNING EXPERIENCES

LEARNING OUTCOME # 2 PARTICIPATE IN WORKPLACE

MEETINGS AND DISCUSSIONS

Learning Activities Special Instructions

1.Read information sheet 1.2-1 If you have some problem on the
Technical Writing content of the information sheets
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheets, you can
now answer self-check provided in
the module.
2.Answer self-check # 1.2-1 Refer your answer to answer key
1.2-1.
3.Read information sheet 1.2-2 on If you have some problem on the
content of the information sheets
Recording Information
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheets, you can
now answer self-check provided in
 the module.
4.Answer self-check 1.2-2 Refer your answer to answer key
1.2-2

INFORMATION SHEET # 1.2-1

TECHNICAL WRITING

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

trainee should be able to;
1. Determine what technical writing is.
2. Identify the various types of technical report.
3. Identify the characteristics of technical reports.
4. Determine the note-taking process.
5. Identify the rules for numbers.

TECHNICAL COMMUNICATIONS

Technical communications—or technical writing, as the course is

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

TECHNICAL-WRITING

Technical-writing introduce you to some of the most important

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

Types of Technical Reports

Technical-background report. The background report is the

hardest to define but the most commonly written. This type of technical
report provides background on a topic—for example, solar energy, global
warming, CD-ROM technology, a medical problem, or U.S. recycling
activity. However, the information on the topic is not just for anybody who
might be interested in the topic, but for some individual or group that has
specific needs for it and is even willing to pay for that information.

Instructions. These are probably the most familiar of all the types
of reports. Students often write backup procedures for the jobs they do at
their work. Others write short user manuals for an appliance, equipment,
or program. If there is too much to write about, they write about some
smaller segment—for example, instead of instructions on using all of
WordPerfect, just a guide on writing macros in WordPerfect.

Feasibility, recommendation, and evaluation reports. Another

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

Primary research report. Primary research refers to the actual

work someone does in a laboratory or in the field—in other words,
experiments and surveys. You may have written a "lab report," as they
are commonly called, for one of your previous courses. This is a perfectly
good possibility for the technical report as well. In this type of report, you
not only present your data and draw conclusions about it, but also explain
your methodology, describe the equipment and facilities you used, and
give some background on the problem. You can modify this type by
summarizing other primary research reports.

Technical specifications. In this report type, you discuss some

new product design in terms of its construction, materials, functions,
features, operation, and market potential. True specifications are not
much on writing—the text is dense, fragmented; tables, lists, and graphics
replace regular sentences and paragraphs whenever possible. Thus,
specifications are not a good exercise of your writing abilities. However,
you can write a more high-level version—one that might be read by
marketing and planning executives.

Report-length proposal. As you may be aware, proposals can be

monster documents of hundreds or even thousands of pages. (Please, not
this semester.) Most of the elements are the same, just bigger. Plus
elements from other kinds of reports get imported—such as feasibility
discussion, review of literature, and qualifications; these become much
more elaborate.

Business plans. If you are ambitious to run your own business, you
can write a business plan, which is a plan or proposal to start a new
business or to expand an existing one. It is aimed primarily at potential
investors. Therefore, it describes the proposed business, explores the
marketplace and the competition, projects revenues, and describes the
operation and output of the proposed business.

General Characteristics of Technical Reports

Here is a brief review of some of the chief characteristics of the

technical report:
Graphics: The report should have graphics. Graphics include all
kinds of possibilities. If you can't think of any graphics for your report
project, you may not have a good topic.
Factual detail: The report should be very detailed and factual. The
point of the report is to go into details, the kind of details your specific
audience needs.
Information sources: Your report should make use of information
sources. These may include not only books and articles that can be found
in libraries but also technical brochures, interviews or correspondence
with experts, as well as first-hand inspections. If you don't believe any
information sources are necessary for your report project, contact your
instructor.
 Documentation: When you use borrowed information in your
technical report, be sure to cite your sources. One style commonly used in
science and engineering is called the number system.
Realistic audience and situation: The report must be defined for
a real or realistic group of readers who exist in a real or realistic situation.
Most students invent an audience and situation. And the audience can't
merely be something like "anybody who might be interested in global
warming." Instead, it has to be real, realistic, and specific.
Headings and lists: The report should use the format for headings
that is required for the course, as well as various kinds of lists as
appropriate.
Special format: The technical report uses a rather involved format
including covers, binding, title page, table of contents, list of figures,
transmittal letter, and appendixes.
Production: The technical report should be typed or printed out
neatly. If graphics are taped in, the whole report must be photocopied,
and the photocopy handed in (not the original with the taped-in graphics).
The report must be bound in some way.
Length: The report should be at least 8 double-spaced typed or
printed pages (using 1-inch margins), counting from introduction to
conclusion. This is a minimum; a report of this length is rather skimpy.
There is no real maximum length, other than what your time, energy, and
stamina can handle. But remember that sheer weight does not equal
quality (or better grade). If you get into a bind with a report project that
would take too many pages, contact your instructor—there are numerous
tricks we can use to cut it down to size.
Technical content: You must design your report project in such a
way that your poor technical-writing instructor has a chance to
understand it—in other words, you must write for the non-specialist. Also,
at some point, you may get concerned about the technical accuracy of
your information.
Traditional note-taking process
In the traditional system of taking notes for a long report, you:
1. Develop a rough outline.
2. Do any preliminary reading necessary to construct a rough outline.
3. Locate your information sources, and make bibliography cards for
each source.
4. Take the actual notes on index cards.
5. Label each notecard according to its place in the outline.
6. Provide bibliographic information on each notecard.
7. Change or add extra detail to the outline as the note-taking process
continues.
8. Check off the areas of the outline for which sufficient notes have
been taken.
When you have taken sufficient notes to cover all parts of an outline, you
transcribe the information from the notecards into a rough draft, filling in
details, adding transitions, and providing your own acquired
understanding of the subject as you write. Naturally, you may discover
gaps in your notes and have to go back and take more notes.

How to Take Notes at a Meeting

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

Rules for Numbers in Technical Writing

Technical writing often is filled with equations, measurements,
quantities and other numeric data. The format for presenting the numeric
data is ultimately determined by the assumed audience for the writing
and their expectations. In general, the key to determining an appropriate
form for a written number is the simple requirement that the meaning of
the number must always be unambiguous.

Spelling out Numbers. Usually, numbers nine and under are written
out as words, while numbers greater than that are written in numeric
form. This requirement applies to ordinal numbers such as first, second
and ninth. When numbers above 21 are written out, they are written as
hyphenated words. Fractions such as one-third are hyphenated as well.

Measurements or Calculations. Always use numerals to express

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

Sentence Structure. Do not begin a sentence with a numeral,

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

Plural Numbers. A common mistake occurs when creating the plural

form of a number, but the rules that apply are simple. The plural form of
numbers less than 10 are formed by adding an apostrophe and an "s."
Numbers that are 10 and greater are written by appending the "s" alone.
Write “count by 2’s” and “in the 1970s”.
 Self-Check 1.2-1

Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.

1. Is the type of report which is the hardest to define but the most
commonly written?
a. Technical-background report
b. Instructions
c. Technical specifications
2. In this type of report, you discuss some new product design in terms of
its construction, materials, functions, features, operation, and market
potential.
a. Report-length proposal
b. Primary research report
c. Technical specifications
3. It refers to the actual work someone does in a laboratory or in the field
—in other words, experiments and surveys.
a. Technical specifications
b. Primary research report.
c. Report-length proposal
4. A way of taking notes that suite for a person, who is more comfortable
knowing, and recording, every single detail.
a. Comprehensive notes
b. Noting on the agenda
c. Technology helpers
5. This graphical approach is an excellent option for people who do not
want, or who don't feel able, to accumulate such detailed information.
a. Comprehensive notes
b. Noting on the agenda
c. Mind mapping
6. A rule in technical writing which numbers nine and under are usually
written out as words, while numbers greater than that are written in
numeric form.
a. Sentence Structure
b. Spelling out Numbers
c. Measurements or Calculations
7. A rule in technical writing which states that measurements or
calculations should be used to express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very
detailed and factual.
a. Graphics
b. Documentation
c. Factual detail
9. A characteristic of a technical report which it should be typed or
printed out neatly.
a. Production
b. Technical content
c. Length
10. A characteristic of a technical report in which a report must be
defined for a real or realistic group of readers who exist in a real or
realistic situation.
a. Headings and lists:
b. Special format:
c. Realistic audience and situation

SELF CHECK ANSWER KEY 1.2-1

1. a
2. c
3. b
4. a
5. c
 6. b
7. b
8. c
9. a
10. c

INFORMATION SHEET # 1.2-2

RECORDING INFORMATION

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

trainee should be able to;
1. Determine the importance of recording information.
2. Identify the technology used in communication systems.
3. Identify the various code of behavior that all participants
should adhere to in meetings.

COMMUNICATION TECHNOLOGY
 All businesses have a need for effective communication, both between
personnel within the workplace and with individuals and other businesses
outside the workplace. Each workplace will have a communication system
designed to meet its particular needs. Some of these needs include:

 obtaining, recording and reporting information

 enhancing effective training
 providing a safe workplace
 Improving the efficiency and effectiveness of work practices.

Communication systems use technology such as:

 telephones, including landlines, mobile and satellite phones

 answering machines
 facsimile (fax) machines
 computers with email and internet access
 two-way radios
 Paging systems.

Most workplaces have procedures and protocols in place for the use of
each type of technology. Workers should familiarize themselves with the
system features and control functions and operate each device according
to the manufacturer’s instructions. If not sure of the operating procedure
for a particular communication device, a worker should ask for assistance.

Some systems, such as telephones, answering machines and two-way

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

Private conversations and text messaging on mobile phones should

be minimized during work hours. Only essential calls should be made or
received.

Designated channels and call signs should be used with two-way

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

Enterprise procedures and protocols should also be followed when

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

Information in faxes and emails should be written clearly and

concisely. A standard ‘signature’ should be attached to the end of an
email. Again, work computers should not be used to send private emails.

Workplace meetings

The efficient operation of all workplaces relies on the effective sharing of

information. This exchange of information may be needed to:

 explain changes happening in the workplace

 discuss and solve problems and make decisions
 update Occupational, Health and Safety (OH&S) and other
procedures
 determine workplace targets
 schedule and allocate tasks
 provide feedback and evaluation.

Information can be shared in a number of ways. Written information might

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

All meetings must be structured to achieve their purpose and conclude in

a reasonable time frame. An agenda may be used to outline the purpose
of a meeting and the important points that need to be raised and
discussed.

Formal meetings use an agenda which generally includes the following

items:

 opening, welcome, and names recorded of those present and names

of apologies received
 dated minutes and business arising from the previous meeting,
including the acceptance of these minutes
 correspondence, both in and out, with business arising
 reports from the finance and other subcommittees
 general and other business
 date, time and place of the next meeting and the close of the
current meeting.
Minutes are detailed notes taken during a meeting of everything that has
been said and agreed upon. In some meetings a vote may be taken on
important issues, either by a show of hands or a secret ballot. The
minutes should record the outcomes of voting and any decisions made.

Informal meetings, discussions and briefings are less rigid in their

structure. However, it is still important to provide opportunities for
discussion and take notes of decisions.

Whatever the style of the meeting there is a protocol or code of behavior

that all participants should adhere to:

1. Attend the meeting on time.

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

Test 1. Matching type: Match the choices of column A to the choices in

column B.

A B

1. computers with email and a) code of behavior in workplace

internet access meetings

2. Improving the efficiency and b) items used in Formal

effectiveness of work meetings
practices.
c) efficient operation of all
3. discuss and solve problems workplaces
and make decisions
d) Need that a communication
4. date, time and place of the system designed must meet
next meeting and the close of
the current meeting. e) Technology used in
communication systems
5. Act on the instructions or
decisions of the meeting
within the agreed time.
 ANSWER KEY 1.2-2

1. – e
2. – d
3. – c
4. – b
5. – a

LEARNING OUTCOME # 3

COMPLETE RELEVANT WORK –RELATED DOCUMENTS

CONTENTS :

- Basic mathematics

- Types of forms

ASSESSMENT CRITERIA :

1. Ranges of forms relating to conditions of employment are

completed accurately and legibly.
2. Workplace data is recorded on standard workplace forms and
documents.
3. Basic mathematical processes are used routine calculations.
4. Errors in recording information on forms/documents are identified
and rectified.
5. Reporting requirements to superior are completed according to
enterprise guidelines.

CONDITIONS :

The students/ trainees must be provided with the following:

Paper
Pencils/ball pen
Reference books
Manuals

METHODOLOGIES:
Group Discussion
Interaction
Lecture

ASSESSMENT METHODS:

Written Test
Practical/Performance Test
Interview

LEARNING EXPERIENCES

LEARNING OUTCOME # COMPLETE RELEVANT WORK

RELATED DOCUMENTS

Learning Activities Special Instructions

1.Read information sheet 1.3-1 If you have some problem on the
on content of the information sheets
don’t hesitate to approach your
Basic Mathematics facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheets, you can
now answer self-check provided in
the module.
2.Answer self-check 1.3-1 Compare your answer to the
answer key 1.3-1. If you got 100%
correct answer in this self-check,
you can now move to the next
 information sheet. If not review
the information sheet and go over
the self-check again.
3.Read Information sheet 1.3-2 on If you have some problem on the
content of the information sheets
Types of Forms
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheets, you can
now answer self-check provided in
the module
4.Answer Self-check 1.3-2 Compare your answer to the
answer key 1.3-2. If you got 100%
correct answer in this self-check,
you can now move to the next
information sheet. If not review
the information sheet and go over
the self-check again.
 INFORMATION SHEET # 1.3-1

BASIC MATHEMATICS

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

trainee should be able to;
1. Define what mathematics is.
2. Identify the different arithmetic operations.
3. Perform basic mathematical problems.

MATHEMATICS
It is the systematic study of magnitude, quantities, and their
relationships as expressed symbolically in the form of numerals and
forms.

Comparison of mathematics in the workplace with mathematics in

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

One resolution of the dilemma of tracking would be a common

mathematics program that could serve equally well as preparation both
for college and for skilled work. All students could benefit from the
broadening effects of such a high school preparation, yet there are
currently few good models of curricula that serve both agendas. Another
approach would be to develop a new form of vocational and technical
education, with status equal to the academic track, that would
simultaneously prepare students for the world of work and for further
study in post-secondary institutions. U.S. educators who are concerned
about vocational education debate both the desirability and feasibility of
such a "separate but equal" track.

Arithmetic
Arithmetic or arithmetics (from the Greek word ἀριθμός = number) is the
oldest and most elementary branch of mathematics, used by almost
everyone, for tasks ranging from simple day-to-day counting to advanced
science and business calculations. It involves the study of quantity,
especially as the result of combining numbers.

Arithmetic operations

The basic arithmetic operations are addition, subtraction, multiplication

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

Addition (+)

Addition is the basic operation of arithmetic. In its simplest form,

addition combines two numbers, the addends or terms, into a single
number, the sum of the numbers.

1+3=4

Adding more than two numbers can be viewed as repeated addition; this
procedure is known as summation and includes ways to add infinitely
many numbers in an infinite series; repeated addition of the number one
is the most basic form of counting.

Subtraction (−)

Subtraction is the opposite of addition. Subtraction finds the difference

between two numbers, the minuend minus the subtrahend. If the minuend
is larger than the subtrahend, the difference is positive; if the minuend is
smaller than the subtrahend, the difference is negative; if they are equal,
the difference is zero.

17 – 9 = 6

Subtraction is neither commutative nor associative. For that reason, it is

often helpful to look at subtraction as addition of the minuend and the
opposite of the subtrahend, that is a − b = a + (−b). When written as
a sum, all the properties of addition hold.

Multiplication (× or ·)

Multiplication is the second basic operation of arithmetic. Multiplication

also combines two numbers into a single number, the product. The two
original numbers are called the multiplier and the multiplicand, sometimes
both simply called factors.

4 × 4 = 16

Multiplication is best viewed as a scaling operation. If the real numbers

are imagined as lying in a line, multiplication by a number, say x, greater
than 1 is the same as stretching everything away from zero uniformly, in
such a way that the number 1 itself is stretched to where x was. Similarly,
multiplying by a number less than 1 can be imagined as squeezing
towards zero. (Again, in such a way that 1 goes to the multiplicand.)

Multiplication is commutative and associative; further it is distributive

over addition and subtraction. The multiplicative identity is 1, that is,
multiplying any number by 1 yields that same number. Also, the
multiplicative inverse is the reciprocal of any number (except zero; zero is
the only number without a multiplicative inverse), that is, multiplying the
reciprocal of any number by the number itself yields the multiplicative
identity.

The product of a and b is written as a × b or a • b. When a or b are

expressions not written simply with digits, it is also written by simple
juxtaposition: ab. In computer programming languages and software
packages in which one can only use characters normally found on a
keyboard, it is often written with an asterisk: a * b.

Division (÷ or /)

Division is essentially the opposite of multiplication. Division finds the

quotient of two numbers, the dividend divided by the divisor. Any dividend
divided by zero is undefined. For positive numbers, if the dividend is
larger than the divisor, the quotient is greater than one, otherwise it is
less than one (a similar rule applies for negative numbers). The quotient
multiplied by the divisor always yields the dividend.

Division is neither commutative nor associative. As it is helpful to look at

subtraction as addition, it is helpful to look at division as multiplication of
the dividend times the reciprocal of the divisor, that is a ÷ b = a × 1/b.
When written as a product, it obeys all the properties of multiplication.

Rounding
When we round decimals to a certain number of decimal places we are
replacing the figure we have with the one that is closest to it with that
number of decimal places.
An example: Round 1.25687 to 2 decimal places

1. Firstly look at the decimal place after the one you want to round to (in
our example this would be the third decimal place)

2. If the number in the next decimal place is a 6,7,8 or 9, then you will be
rounding up, so you add 1 to the number in the place you are interested in
and you have rounded. In our example the number in the third place is a 6
so we round up. We change the 5 in the second place to a 6 and our
rounded number is 1.26

3. If the number in the place after the one we are interested in is a 0,1,2,3
or 4 we round down, i.e. we just write the number out as it is to the
required number of places.

4. If the number in the place after the one we are interested in is a 5, then
we need to look at what follows it. Cover the number from the beginning
to the place you are interested in, for example, suppose we are rounding
2.47568 to three decimal places we look at just the 568 and we ask is that
closer to 500 or
600. Since it’s closer to 600 we get a rounded number of 2.476

5. If only a 5 follows the place we are interested in then different

disciplines have different conventions for the rounding. You can either
round up or down since 5 is exactly half way between 0 and 10.

Percentages

Percentages are fractions with a denominator of 100. Often there will not
be 100 things or 100 people out of which to express a fraction or a
percentage. When this is the case you will need to find an equivalent
fraction out of 100 by multiplying by 100% which is the same as
multiplying by 1.
 SELF-CHECK 1.3-1

Test 1. MULTIPLE CHOICE: Choose the letter of the correct answer

from the given choices:
_______1. It is the systematic study of magnitude, quantities, and
their relationships as expressed symbolically in the form of numerals
and forms.
a. Arithmetic
b. Mathematics
c. Subtraction

_______2. It is the oldest and most elementary branch of mathematics,

used by almost everyone, for tasks ranging from simple day-to-day
counting to advanced science and business calculations.
a. Arithmetic
b. Mathematics
c. Subtraction

_______3. Is a fraction with a denominator of 100?

a. Arithmetic
b. Mathematics
c. Percentage

_______4. It is essentially the opposite of multiplication. It finds the

quotient of two numbers, the dividend divided by the divisor.
a. Addition
b. Division
c. Subtraction

_______5. It is the second basic operation of arithmetic. It also

combines two numbers into a single number, which is called the
product.
a. Multiplication
b. Division
c. Subtraction

6. It is the opposite of addition. It finds the difference between two

numbers, the minuend minus the subtrahend.
a. Multiplication
b. Division
 c. Subtraction

7. It is the basic operation of arithmetic. It combines two numbers, the

addends or terms, into a single number, the sum of the numbers.

a. Multiplication
b. Addition
c. Subtraction

8. 2,462 is the sum of?

a. 1,021 + 1,441
b. 1,022 + 1,442
c. 1,021 + 1,442

9. Round 19,574 to the nearest ten.

a. 19, 580
b. 19, 570
c. 19, 560

10. Round 29, 574 to the nearest thousand.

a. 29,000

b. 30,000

c. 29,500

SELF CHECK ANSWER KEY 1.3-1

 1. b
2. a
3. c
4. b
5. a
6. c
7. b
8. a
9. b
10. b

INFORMATION SHEET # 1.3-2

TYPES OF FORMS

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

trainee should be able to;
1. Determine what a written communication is.
2. Identify the characteristics of workplace information
 3. Identify the different types of information kept by agricultural and
horticultural workplaces.

WRITTEN COMMUNICATION

Companies/ enterprises often require workers to use written forms of

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

 signs and labels

 notes, messages and memos
 rosters and work schedules
 safety material and notices
 invoices and dockets with customer information
 tables and simple graphs.

Employees may also be required to write down information, messages and

material and tool requirements. They will need to fill out a variety of
workplace forms.

To be effective, written workplace information must be:

1. Clear – the handwriting must be legible and the information written

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

Workplace information

Primary industry businesses regularly collect record and report workplace

information. This is done to fulfill production, business and legal
requirements.

There are different types of information kept by agricultural and

horticultural workplaces. These include:

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

Workers may be required to contribute to the collection, recording and

reporting of a wide range of workplace information. To do this effectively
they need to be able to:

1. Correctly identify sources of information.

Information can be sourced internally by asking appropriate questions of

employers, supervisors or colleagues. Another way of sourcing information
is to access and read workplace documents. It is important to know where
workplace records are kept and to return them to the correct place after
use.

Most enterprises have a business directory that contains the names,

addresses, phone and fax numbers, email addresses and contact names
for a number of services such as:

 suppliers
 contractors
 the local veterinarian
 trade personnel
 industry and regulatory bodies
 local government.

Training organizations and advisors from the Department of Primary

Industries and Rural Lands Protection Board are often listed on the
directory of business services.
Other external sources of information can be sourced from the media,
internet, CD ROMs and DVD’s, reference material supplied by companies
and the local library.

2. Obtain appropriate information.

Once the source of the information has been found, the correct
information needs to be collected. This will depend on the purpose of the
information, the people who will use the information and the time
available or necessary to obtain it.

For example, if a worker is asked to ring around the local produce stores
to compare fertilizer prices, a half-hour conversation catching up on the
local gossip would not be appropriate. Conversely, if the employee
responsible for machinery maintenance was sent to look at a second-hand
tractor, there would be an expectation that sufficient time would be spent
to thoroughly assess the condition of the machine.

Information needs to be sorted so that only relevant data is collected. If a

worker is asked to obtain a three-day weather forecast for the local
district, a detailed analysis of the likelihood of cyclones in Queensland the
following summer, although possibly interesting, would not be
appropriate.

3. Record information on standard forms.

A number of forms need to be completed and submitted prior to, at the

commencement of and during employment. These forms may be related
to:

 employee records and workplace agreements

 personnel and staffing details
 taxation and superannuation
 banking and finance
 health and insurance records
 Workers Compensation, accidents and incidents.

It is important to read through all forms carefully, as well as any

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

Details that are commonly requested include:

 full name and title

 home and postal addresses
  date of birth and country of citizenship
 phone and fax numbers and email addresses
 occupation
 Signatures and dates.

Other details that may be required could include:

 highest level of qualification

 tax file number
 bank account details
 ABN number
 Emergency contact names, addresses and phone numbers.

Forms should be completed clearly and neatly in the spaces provided

using the type of pen and style of writing indicated in the instructions.
Always check through the answers for accuracy. Any corrections which are
necessary should be made according to the procedure set out in the
instructions.

It is good practice to make a copy of the form for future reference before
presenting or mailing it. If sending the form by mail, ensure that the
postal address is correct, the sender’s address is on the envelope and the
correct postage is affixed. Retain original forms such as Birth Certificates
and only forward photocopies.

Each workplace will have a range of forms, specific to the enterprise that
workers need to complete. There is a legal obligation on employers to
keep some of these records such as safety reports and chemical records.

Forms that are common to most enterprises include:

 safety reports
 dockets, invoices and receipts
 petty cash vouchers
 time sheets
 telephone message forms
 leave forms.

Other enterprise forms might include:

 chemical records
 weather records
 vehicle and machinery log books
 registration, license and insurance forms
  equipment inspection records.

4. Use correct procedures for the storage of information.

Every organization and business has a particular method for storing

information. It is important that all employees who need to access that
information are familiar with the location and the filing systems used.
Records might be stored in the following places:

 filing cabinets
 computer files and databases
 folders on shelves, in drawers or under counters
 pin boards and white boards

Information stored in filing cabinets is usually organized alphabetically or

under different topic headings. Basic computer skills are required to
access computer records. Help should be sought if a particular piece of
information cannot be found. All records should be filed correctly and
returned to the appropriate location after use.

Many workplaces also store information which is confidential. Anyone with

access to these records should only use them when necessary and only
allow distribution of the information to relevant personnel
 SELF-CHECK 1.3-2

Identification: Identify the answers of the statements given below.

___________________1. It contains the names, addresses, phone and fax

numbers, email addresses and contact names for a number of services
such as suppliers and contractors.

___________________2. Product sales, promotional and advertising material are pieces of

information kept by agricultural and horticultural workplaces.

___________________3. A style of the language chosen that should be

appropriate to the situation and the reader.

___________________4. A message should be written in simple language

using short sentences or point form. Unnecessary information and
repetition should be avoided.

___________________5. The handwriting must be legible and the information

written in a manner that will not be confusing.

SELF CHECK ANSWER KEY 1.3-2

 1. Business Directory
2. Marketing
3. Courteous
4. Concise
5. Clear

INFORMATION SHEET NUMBER 1.4.

GATHER DATA/INFORMATION

SOURCE INFORMATION ON COMPLIANCE AND RELATED ISSUES

Identify Sources of Information On Legal Issues, and Obtain Such Information

Introduction
The importance of complying with legal requirements
cannot be over emphasised.
Failure to meet legally imposed obligations can result in fines (to you and the
business) as well as a whole range of penalties including closure of the business.

Failure to observe applicable ethical standards can result in extremely negative

customer reactions which will lead to bad word-of-mouth advertising and consequent
loss of business.

General Workplace Rights and Responsibilities

Both the employee and employer have rights and responsibilities that must be
adhered to at all times.

Employer Responsibilities

Employer responsibilities include:

 Complying with occupational health and safety
regulations.
 Providing equal and fair services to all people in
accordance with EO legislation.
 Paying relevant taxes and fees associated with
the operation of the business.
 Ensuring appropriate insurance is taken out to
cover workers.
 Offering products and services that conform to
what is advertised.
 Being a responsible corporate citizen and community member.

Employee Rights
Employee rights extend to, though are not restricted to:
 Being paid and working under conditions in-keeping with awards or other
employment instruments.
 A workplace that is free from discrimination.
 A safe and secure workplace.

Employee Responsibilities
Employee responsibilities extend to, though are not
restricted to:

 Undertaking duties as they apply to their

employment category.
  Not acting in a discriminatory manner towards their employer, colleagues or
customers.
 Adhering to the regulations set out in the OH&S Act.
 Representing the best interests of the business.
 Working to the best of their ability.
 Keeping commercial information in confidence.
 Being responsible and accountable for all money received on behalf of the
business.
 Obeying all lawful instructions from management.

Legal Requirements

Laws
Laws are a set of principles, rules and standards established by parliament and
enforced by the courts for the regulation of behaviour in society and the protection of
members of society and their property.

National legislation is administered by the Government

including laws covering issues such as:
 Immigration – covering visas and entry into the
country.
 Taxation – covering personal tax and the Goods and
Service Tax (GST).

Local legislation is administered by states or provinces

covering many areas of the tourism industry including:
 Education.
 Criminal laws.
 Corporate laws.
 Changes in society.

Society evolves and community standards change. The result is that there always
are legal issues currently impacting on the tourism industry that perhaps weren’t
there a year ago, or even yesterday. It is useful to you to keep abreast of these
issues when you see them raised in the media.

Consumer Protection Issues

These address the increasing the responsibility on business to protect the interests
of the consumer from unconscionable activities and illegal action.

It is a standard requirement that all advertising (verbal, printed or in the media) be

truthful, not misleading and fully discloses any negatives that can be expected to
reasonably influence a buying decision that a consumer
might make.

Duty of Care
This common law requirement reinforces the responsibility that all employers and
businesses have to provide a safe workplace and to take appropriate care and action
to make sure that staff, customers and members of the public are not injured while at
the place of business.

Where a business (or staff member) breaks the law they may be penalised (by fine
or imprisonment) under the criminal arm of the law. In addition, the action or inaction
that gave rise to the offence may also form the basis of a civil action, for negligence,
for example.

Equal Employment Opportunity

EO legislation has now been around for decades and

remains a significant consideration in many areas to
ensure that people are not victimised or discriminated
against because (amongst other things) of their age,
gender, race, disability or sexual preference. This applies
in the areas of employment or in the provision of products
and services.

Workplace Relations

Changes occur here where existing HR legislation, systems, structures, terms and
conditions of employment and instruments of employment are subject to amendment
or repeal through the efforts of the government, employer bodies or unions.

As legislation is altered, this has workplace-specific implications for workplaces. The

changes to laws may also mean changes to the government bodies responsible for
employment-related areas.

Privacy
Privacy is as on-going issue in the industry and legislation places an obligation on
employees not to release confidential information about their customers (without
their express consent) which can include information about their:
 Name.
 Address.
 Phone number.
 Buying habits.
 Marital status.
 Methods of payment used to buy products and
services.
 Purchases – including frequency of purchases, type
of and quantities of products and service bought.
Finding Information on Legal Requirements

Regardless of your position within a tourism industry, it is important that you

understand the legal requirements of your position and how to conduct your duties in
a legal manner.

There are a number of avenues to explore to keep you updated on legal issues
relating to the tourism area:
 Asking Human Resources – they normally are
the most up to date with legal requirements
relating to employment
 Asking Management – they normally have a
grasp on legal requirements regarding
operational requirements
 Research internet for current legal changes or
amendments.

Identify Sources of Information on Ethical Issues, and Obtain Such Information

Introduction
Ethical issues impacting on the industry (and about which you must investigate the
business policies and standard operating procedures) can include a range of areas.
Whilst ethical issues may or may not be enforced by laws or regulations, there is a
certain 'code' by which all businesses should operate.

Ethical Considerations
Confidentiality
Confidentiality is allied to privacy. We are under
obligation to keep customer information
confidential. However we are also under an
obligation to keep information about the business
confidential. If you become aware of information
about the business you are expected to keep this
information to yourself and not disclose it to
anyone including family, friends and even other
staff members.

The matters about which you are expected to maintain confidentiality include:
 Details about security – including alarm codes, combinations to safes.
 Details about trade – amount of revenue generated by bookings.
  Details about purchases made – including
commercial arrangements that the business
has been able to negotiate with
suppliers/wholesalers/airlines, method of
payment used.
 Occurrences within the premises – incidents
where authorities have been involved such
as attendance by police, ambulance,
doctors; and staff dismissals.

Commission Levels

Not all businesses will be involved with commission but where they are certain ethical
issues apply. Issues include:
 All commissions should be paid promptly to businesses that direct business to
your company and vice versa.
 Only approved commissions should be levied.
 Appropriate documentation should support both the receipt and payment of
commissions.
 Negotiated commission levels should not be disclosed to third parties.

Pricing

This is a potentially complex issue and one that will vary between agencies and even
within the same company agencies depending on location.

Ethical matters that relate to pricing include:

 Charging customers for all products and

services that they can be legitimately charged
for. However making sure they are not charged
for items that are provided free-of-charge such
as inclusions involved in package deals.

 Ensuring that prices quoted to customers are

correct and not deliberately and misleadingly
lower in order to encourage people to book with
you, only to find, that process are actually
higher than quote.
  Keep promises that are made in relation to prices. This needs to be discussed
with management but many businesses will honour a quote given to a
customer even where the business will suffer a loss as a result of doing so.

Code of Ethics
It is not enough to know what should be done in the workplace. You have to put that
knowledge into practice. You must implement the information you discovered when
obtaining information on ethical issues.

SELF-CHECK 1.4-1
Instruction: Choose the best answer and encircle the letter of your choice

1. Implicit in completing your tasks is an ability to __________ them.

A. Select
B. Prioritize D. Act on
C. Address

2. This industry is constantly presented with new and various issues.

A. Travel industry
B. Recreation industry D. Construction industry
C. Medical Tourism industry

3. This is allied to privacy and in ethical considerations.

A. Agreement D.
B. Confidentiality E. Money
C. Sources of income

4. They are always interested in monitoring the direction in which the tourism
industry and their individual premises is moving.
A. Operators D.
B. Management sources E. Company executives
C. Colleagues

5. They include complying with occupational health and safety regulations in all
types of tourism establishments.

A. Employer responsibilities
B. Employee responsibilities
C. Company responsibilities
D. Operator responsibilities
ANSWER KEY 1.4-1

1. B
2. A
3. B
4. A
5. A

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 5 : ASSESS GATHER DATA/INFORMATION

CONTENTS:

o Business mathematics and statistics

 o Data analysis techniques/ procedures
o Reporting requirements to a range of audiences
o Legislation, policy and procedures relating to the conduct of
evaluations
o Organisational values, ethics and
o Computing business mathematics and statistics
o Describing data analysis techniques/ procedures
o Reporting requirements to a range of audiences
o Stating legislation, policy and proceduresrelating to the conduct of
evaluations
o Stating organisational values, ethics and codes of conduct

ASSESSMENT CRITERIA:

o Validity of data/ information is assessed

o Analysis techniques are applied to assess data/ information.
o Trends and anomalies are identified
o Data analysis techniques and procedures are documented
o Recommendation s are made on areas of possible improvement.

CONDITIONS:

o Evidence of competent performance should be obtained by observing

an individual in an information management role within the workplace or
operational or simulated environment.

METHODOLOGIES:
 Group discussion
 Lecture
 Demonstration
 Role Play
 Practical exercises

ASSESSMENT METHODS:
o Written Test
o Interview
o Portfolio

INFORMATION SHEET NUMBER 1.5-1

 ASSESS GATHER DATA/INFORMATION

Identify Sources of Information On Industrial and Workplace Relations, Issues,

and Obtain Such Information

Introduction

Industrial and workplace relations explore all the aspects of workplace employment
and are designed to protect the rights of both employers and employees.

Regardless of which country or industry you work in, there are certain laws and
guidelines in relation to employment which must be followed and adhered to. Whilst
the actual laws and regulations will vary between countries and industries to reflect
best work practice, most of the principles apply on a global level.

Types of Issues
Recruitment & Retention
This explores all activities involved in recruiting staff for a
business:
 Recruitment trends – advertising, recruitment
strategies.
 Retention trends – how to keep staff.
 Recognition and motivation.
 Performance measurement and management.

Termination of Staff
This explores all activities in terminating staff in a legal manner
 Types of termination.
 Performance measurement and management.
 Processes and steps for issuing warnings.
 Managing redundancy.
 Undertaking redeployment.
 Preventing, investigation and managing unfair
dismissal.
 What should be done before transferring
employees?
 Exit strategies and pay out provisions.

Workplace Health and Safety

This explores the rules and responsibilities of employers and employees:
 Relevant aspects of OHS on employment law.
 Implementing OHS systems and procedures.

Workplace agreements
This explores the rules and responsibilities of employers and
employees:
 Types of awards.
 Workplace agreements.
 Individual agreements.
 Changing awards with specific agreements.
 Employing people under agreements that differ to the
relevant Award.
 Varying impacts of awards and conditions on industry
or occupation.
 Leave provisions including sick leave, carer’s leave,
parental leave and maternity.
 Parental rights and flexible work arrangements.
 Hours of work.
 Job classifications.
 Rates of pay.
 Payment options.

Harassment & Discrimination

 Harassment in and out of the workplace.
 The role of managers and supervisors presented with a complaint.
 Setting out liability and risk mitigation measures for employers.
 Relevant issues following any conciliation of claims, vilification and
discrimination.

Conflict in the Workplace

 Positive & negative effects of conflict.
 Costs of unresolved conflict.
 Precursors & causes of conflict.
 Styles of conflict & their costs & benefits.
 Conflict & emotions.
 Role of Managers.
 Value of training.
 Benefits of early intervention.
 Alternative Dispute Resolution.

Identify Sources of Information On Current Issues of Concern for the Industry,

and Obtain Such Information
Introduction
The travel industry is constantly presented with new and various issues. Staff should
be actively monitoring current issues of concern to the industry and their particular
business.

Whilst each tourism business will have their own

concerns and issues, resulting from local conditions
and operational requirements and resources, there
are common issues that relate to the industry as a
whole.

Causes for Issues of Concern

By definition, issues of concern will change over time. The marketplace and the
industry are dynamic and ‘ever-changing’. All the factors at play are constantly
interacting with each other and creating new problems and new opportunities.

For example, the business environment we are experiencing and operating in today
is hugely different from a decade ago or even last year. These differences are
caused by individual factors or a combination of factors such as:
 The state of the economy – interest rates, currency exchange levels, level of
employment.
 Environmental considerations and concerns.
 Terrorism.
 Customer confidence.
 Eco-tourism.
 Sustainable tourism.
 Impact of development in tourism.
 Climate change.
 Visa restrictions & tourism.
 Cultural tourism.
 Weather.
 Technological and legislative changes that impact on the industry.

Issues of Concern
Given that issues of concern will vary over time, the following are examples of things
that commonly give rise for concern. Some of these pose threats to a business and
others may open up opportunities:

Government Initiatives
Governments generate initiatives in response to industry or media pressure, or in
order to redress what they see as negative factors impacting the industry and
society.

Examples include:
 Creating advertising campaigns to promote certain locations or industry sectors.
 Funding training initiatives in certain trades, roles or where there is an identified
need or staff shortage.
 Encouraging overseas workers to come to your country to fill long-term job
vacancies.
 Amending or introducing legislation to address specific problems or encourage
certain activities. Examples over recent years in many countries include
legislation requiring responsible serving of alcohol protocols in liquor licensed
establishments, mandatory food hygiene and safety standards to be achieved,
and workplace safety regimes for staff.
 Introducing changes to Industrial Relations legislation.

There may also be initiatives taken by overseas governments that impact on the
local industry.

In addition, most establishments will also have one or more new or emerging niche
markets that they are seeking to exploit.

Environmental and Social Issues

Issues of concern in this regard relate to:
 Waste management, recycling of materials and a
reduction in energy and resource consumption.
 Noise and air quality.
 Sustainable tourism activities with an emphasis on
environmentally aware tour activities.
 Respect for indigenous lands and cultures.
 Responsible advertising of hospitality products and
services.
 Complying with legislated service requirements
(alcohol, gaming, tobacco) to minors.
 Need for establishments to be socially aware and
responsible in relation to problems associated with the service of alcohol and
the provision of gaming.
 Need to ensure discrimination in the provision of hospitality services does not
occur.
 Accommodating local concerns into the standard operating procedures of a
venue – to demonstrate respect for the community and a desire to work
cooperatively within that local environment.
 Changes or requirements in relation to planning requirements and the need,
for example, to minimise the impact of a building on the landscape, conform to
heritage requirements etc.
Labour Issues
Labour issues that are of concern to the industry
include:
 Pay rates.
 The ability to recruit sufficient and properly
trained or experienced staff.
 Working conditions – which include a whole
range of issues such as working hours,
penalties (for things such as split shifts,
overtime etc.), classification of positions.
 Training.
 Mandatory licensing and certification
requirements imposed on businesses by
legislation and government agencies – such
as RSA, gaming licences, food handling certificates.
 Superannuation / Insurance.
 Disciplinary and dismissal procedures.

Industry Expansion or Retraction

Operators are always interested in monitoring the direction in which their industry –
and their individual premises - is moving.
This knowledge can be used to determine whether or not:
 The business remains in the sector it currently occupies.
 The venue decides to set new directions, new target
markets and revised goals for the business.
 To quit the industry and move into a new industry.
 To invest in additional buildings, plant, stock etc.
 To recruit new staff or to begin staff reductions.
 To alter the focus of their training programs to
accommodate new directions or identified workplace
changes.
 To change its advertising and promotional
campaigns.
 To vary its products and services to better meet the identified needs of
new/changing markets.
 To vary prices in response to marketplace and economic factors.

Monitoring Issues of Concern

In order to keep up-to-date with industry issues and events and issues within your
workplace:
 Conduct constant internet research – there are endless websites dedicated to
current issues. In addition many tourism graduates have completed thesis
documentations concerning a range of tourism related issues.
 Attend all meetings and discuss relevant issues.
 Monitor the media – especially relating to current
events.
 Read about it in the journals and on-line
subscriptions detailed in this manual.
 Talk to supervisors and management – to identify
what they see as issues affecting the industry and
 their operation.
 Talk to customers – to identify what they regard as issues for the industry as
they impact on users.
.
Use Sourced Tourism Industry Information
Share Information with Colleagues and Customers

Introduction
It is critical for your product knowledge to remain up-to-date and accurate as this will
be one of your most powerful selling tools. When you have managed to gather
updated information, knowledge or skills you must be prepared to share that
information.

When your clients return from their holidays, call them to

ask them about their holiday experience, ask them what
they did on their holiday, take a note of any tours they may
have taken and find out what they thought about them. Ask
them about the hotel, shopping prices, restaurants, bars,
nightclubs and any other place they may have visited.

The information they provide you with should be used as

recommendations to other clients. Obtaining this
information has a double effect:

 You are reinforcing the relationship between you

and the client; they will love you for it.
 You are gaining product knowledge which will help
you to sell the product better. Remember in travel, knowledge is a powerful
tool and is the best-selling tool you can have.
 The same applies with your colleagues. When they return from an
Educational or holiday, ask them about their trip. Ask lots of questions so you
become familiar with the destination. In fact each office should incorporate a
talk to the staff from a staff member who has been away so that the whole
office is up to date with the destination.
 Ensure that if you are the person who has been away, that you share this
knowledge with colleagues and customers. The same applies to industry
nights that either you or your colleagues have attended. Ensure that all staff
members in your office are briefed on any
updates.

Sharing Information
Sharing Information with Colleagues
Ways to share information with fellow colleagues are
to:
 Tell your colleagues about what you have
learned – on a one-on-one basis or at staff
briefings.
  E-mail co-workers with the information you have discovered.
 Prepare a short handout – put this on the notice board or photocopy and
distribute it.
 Present it is meetings.

Sharing Information with Colleagues

Ways to share new knowledge with customers, depending on the type of information
involved can include:
 Verbally providing advice that includes the new information.
 Preparing posters to share the information.
 Producing handouts – perhaps a list of restaurants at a particular destination
they are visiting.

Conduct Work Activities in Accordance with Legal

Requirements and Ethical Standards

Introduction
Like in any position, as a staff member you will have
work activities that you will be required to complete.

These tasks are like the links that make up the chain
that comprises your department and the service it
provides.

If you fail to complete your individual tasks then the

possibility is that the team will fail to achieve its overall
objectives.

Implicit in completing your tasks is an ability to prioritise them.

It is vital that any work activities that you perform are conducted with legal and
ethical requirements as identified in this manual.

Prioritizing Work Activities

Prioritising your tasks means that you will have to
determine which tasks are the most important and
should be done first, and which ones can be left until
later.

It is the nature of our industry that many tasks are fluid

in nature. A task that may not be important at 5.15pm
can become critical a minute later. This means that you
have to be flexible in your approach, realise that such
changes are commonplace and strive to respond
accordingly.

Given the ‘service oriented’ nature of our industry,

which essentially means a person-focussed approach, this should come as no
surprise. We can’t possibly know what customers or guests will want, but we must
nonetheless make every effort to satisfy what they want.
Ways to Ensure You Complete Your Allocated Tasks
Tips to make this happen are:
 Work quickly – get as much done as fast as
possible in keeping with quality, safety, house
standards or noise. The point being that you
can’t afford to dawdle or waste time.
 Practice being interrupted – accept that many of
the things you start will not be able to be
completed without interruption, so work with that
understanding. The fact that you get interrupted
demonstrates that there are people there for you
to serve. The real worry would be if you had no-
one to interrupt you!
 Practice tact and diplomacy – there will be
instances where you simply can’t stop what you are doing to do something
else, so you must develop a set of responses that lets the customer know you
are busy but you will be with them very shortly.
 Take a minute to plan and prioritise – too many people just jump in and start
their work without planning and without giving their tasks a priority order. A
minute spent working out what to do first, second or third, is time well spent as
it forces you to identify why tasks have the urgency you allocate to them. It
makes you justify to yourself why things should be done in a certain order.
 Ask for help where required.

Apply Industry Knowledge and Information to the Day-to-Day Operation of the

Tourism Business

Introduction
It is important that whatever knowledge of information that you have collected is
incorporated into your day to day activities.

Any improvement, however small, to the efficiency of your work, or to enhance the
customer experience will be greatly appreciated by your manager and customers
alike.

Incorporating Knowledge Into Everyday Practice

So how do you incorporate your new knowledge and skills for added success?.

The basics of this include:

 Working in accordance with new or revised requirements.
 Using new knowledge to modify personal work practices – such as using new
information to devise a better, safer or more effective way to do traditional
tasks.
 Updating printed materials – such as checklists, standard operating
procedures, training materials, service standards, and manuals.
 Supplying information to customers that incorporates the new knowledge.
This can include responding to questions and the volunteering of information
you deem will be of interest/important to individual customers.
Remember, any new knowledge or skill is only useful if implemented. As mentioned,
the benefits of sharing and using information in the tourism industry is the best way
to ensure not only your business, but the tourism industry as a whole has a
prosperous future.
SELF-CHECK 1.5-1
Instruction: Choose the best answer and encircle the letter of your choice

1. You share information to colleagues __________ when providing advice that

includes new information.
A. In writing
B. At the work place D. Constructively
C. Verbally

2. This explores the rules and responsibilities of employers and employees.

A. Standards
B. Workplace agreements D. Behaviour
C. Policies

3. They often includes the frequency of __________, type of and quantities of

products and service bought.

A. Activities C. Standards
B. Purchases D. Ideas
4. __________ is administered by states or provinces covering many areas of the
industry.

A. Local legislation
B. Barangay level policies
C. Community level policies D. Adminstrative policies

5. This is a potentially complex issue and one that will vary between agencies
and even within the same company agencies depending on location.

6. A. Pricing
7. B. Standards
8. C. Policies
9. D. Marketing strategies
ANSWER KEY 1.5-1 /

1. C
2. B
3. B
4. A
5. A
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1.6-1 : RECORD AND PRESENT INFORMATION

CONTENTS:

o Data analysis techniques/ procedures

o Reporting requirements to a range of audiences
o Legislation, policy and procedures relating to the conduct of
evaluations
o Organisational values, ethics and codes of conduct
o Describing data analysis techniques/ procedures
o Reporting requirements to a range of audiences
o Stating legislation, policy and procedures relating to the conduct of
evaluations
o Stating organisational values, ethics and codes of conduct practices

ASSESSMENT CRITERIA:

o Studieddata/information are recorded.

o Recommendation s are analysed for action to ensure they are
compatible with the project’s scope and terms of reference.
o Interim and final reports are analysed and outcomes are compared to
the criteria established at the outset.
o Findings are presented to stakeholders..

CONDITIONS:

o Evidence of competent performance should be obtained by observing

an individual in an information management role within the workplace or
operational or simulated environment.

METHODOLOGIES:
 Group discussion
 Lecture
 Demonstration
 Role Play
 Practical exercises

ASSESSMENT METHODS:
o Written Test
o Interview
 o Portfolio
INFORMATION SHEET NUMBER 1.6-1
RECORD AND PRESENT INFORMATION

SOURCE INFORMATION ON THE INDUSTRY

Identify Sources of Information on Issues of Economic, Political, and Social

Significance, and Obtain Such Information

Introduction

Any business that is utilised during any part of industry is associated with the
construction industry. Whilst the businesses incorporated within the construction
industry will be detailed later in this manual, it is easy to understand the diversity of
the industry.

The largest industries in the world and for many countries is its major economy and
employer has become a very significant global activity and as disposable income
industry.

Industry knowledge is a vital pre-requisite for effective performance within the

industry.

Each section in this manual will explore how and

where to gather information regarding different aspects
of the industry and how to incorporate this knowledge
to improve your customers satisfaction.

There are many sources of information that can assist

you. Some of these sources are generic in nature and
others are specific to the industry.

The idea of obtaining industry information is so that you can use it for your benefit,
the benefit of your organisation and the ultimate benefit of the customers.

It is important in the industry to have up-to-date information so you can:

 Talk to customers about industry specific needs .

 Plan your career as opportunities present themselves.
 Know when you need to update your training (knowledge and skills) in line
with changes in legislation, equipment, trends and industry best practice.
 Cultivate and maintain a professional interest in the profession.
  Communicate effectively with colleagues and management who have
themselves kept up-to-date.
 Learn new techniques.

Sources of Information
Whilst each section in this manual will detail
specific sources of information relating to a
particular aspect of the industry, there are a
number of sources that will be a great starting point
to get an overview of the industry as a whole.

Colleagues, Supervisors and Managers

These people are your first-line sources of

information. You should feel free to ask them
questions whenever you need to find information.
Get to know them and actively seek out their
opinions, experiences and views. They can help
you find out what is happening, where the business
is heading, what they think of the industry and its
various stakeholders and what they intend doing personally.

Talking to these people demonstrates your interest in the industry and the more you
talk to them the easier it will become to ask subsequent questions.

Representatives
Many suppliers have sales representatives who call on the business on a regular
basis.

Sales representatives, known also as ‘sales reps’ or just ‘reps’, visit the business for
public relations (PR) purposes or to introduce new products. These PR calls are
courtesy visits where they don’t actually ask for anything but simply call in and ‘have
a chat’.

This talk can be useful in finding out what is happening at other businesses, trends in
the industry, new products, blackout periods and impending price rises.

They are an excellent source of information, certainly

about their products, but also about the industry in
general because they visit so many businesses and
speak to so many staff.

Developing Your Own Industry Network

It is vital to build your industry network. This involves

reaching out to all people in all aspects of the industry
and discussing industry happening, trends and current
information. The more people you meet and the more information you accumulate
provides you with a sound understanding of the industry and will help your career
progression.

To develop a useful and representative network of contacts you will need to make
deliberate attempts to target and talk to people you respect within the industry
including owners, managers and others.
Make yourself known and visible and keep yourself ‘in
the loop’ which means:
 You need to contact your network when you find
out something you think they might need to know.
This highlights the two-way nature of the concept
of networking.

 You need to occasionally contact them just to

‘keep in touch’ even when there is nothing
specific to pass on to them. Often they remember
something they need to tell you and your call
demonstrates you value them as a contact.

Conferences and Seminars

You should attend these whenever possible and make an effort to attend a major
one at least every two years. Let your employer know you are interested in attending
and keep an eye in the media and trade publications
about events that are coming up.

Conferences and seminars are extremely useful because

they are:
 A great source of industry contacts. It is beneficial
to begin ‘networking’ as soon as possible.
 Good sources of new ideas, new products and new
industry thinking.
 A good opportunity to share and test ideas.

If you can’t attend them, then make sure you read about
them in the trade magazines or make contact with
someone who has attended.

Economic Issues

As previously mentioned, each section within this manual will explore different
aspects that affect the industry as a whole. We will explore the ‘big picture’ – the
global effect of Industry including:

 Economic issues
 Political issues
 Social significance.
Primarily an economy consists of the economic structure of a country or other area.
It is a true measure of the success of a country and is the backbone for generic
advancement.

An economy comprises the utilisation of resources including:

 Labour – amount of persons, with the necessary education, knowledge and

skills, available to perform functions. The tourism industry is very labour
intensive and requires people with a variety of skill sets to meet the needs of
the local and international market.

 Capital – financial means to pay for related materials, products and services.

 Infrastructure – roads, bridges, airports, transportation systems,

telecommunications, electricity, water systems and basic services.

 Geography – land, features and its inhabitants.

 Ecology – living organisms and how they interact.

 Natural and land resources - especially important with raw materials needed.
 Manufacturing – the level of production towards goods and services.
 Trade – the strategic location and partnerships between countries is a major
component of economic prosperity and the impact of growth.
 Distribution – transfer of products and services or items used to provide
these..
 Consumption of goods and services – based on supply and demand. This will
be explained further in this section.

An economy is based on the concept of supply and demand.

Demand
When looking at the economy as a whole demand is driven by the need for people to
leave pleasant, for whatever reason that may be.
In addition they must have the financial means to
do so.

Demand, in relation to the tourism industry, is

influenced by:
 Necessity – the need to make a pleasant
leaving.
 Employment - is measured as the number
of adult workers who have jobs.
 Inflation - means undue expansion or increase of the currency of a country.
The higher inflation, the more expensive items are compared with their
wages.
 Disposable income – how much money is available to spend on items after
necessities have been paid for. Construction considered a necessity.
 Costs of goods and services – how much it costs to purchase a product or
service. Many construction businesses now offer cheaper package deals.
  Opportunity costs – an evaluation of alternative options. Generally a
consumer will compare offerings from competitors, in a specific location or
from a global perspective.
 Basic needs and wants – many people work hard and want to make the most
out of their leaving . They have specific goals towards want these fulfilled.
They may be a need for relaxation..

Whilst the world may be in the midst of economic uncertainty, construction still
seems to be a growth market throughout the world. People still need to have
pleasant leaving condition whether locally, regionally, domestically or internationally
and therefore demand remains strong.

The world is becoming a smaller place and with a combination of cheaper and more
accessible options, increased disposable income . Strong economic growth markets
– greater business

Supply

If demand for tourism remains strong, therefore there is a need to supply resources
to cater for the demand.

Some of these resources would be provided or funded by governments including:

 Roads, airports and other transportation.

 Basic services including hospitals, waste management, post offices and
police.

There are many types of businesses, directly associated with construction that would
need to be developed or funded through private resources including:

 Transportation – airlines, boats, buses and cars.

 Accommodation – hotels, resorts, hostels.

The most important aspect of supply is people. Without a readily available workforce
many construction businesses would not be able to operate.

Therefore there is a need for:

 Suitable quantities of workers.

 Education and training providers.
 Appropriate working conditions for workers.

Whilst it is easy to find large amounts of people willing to work, it is important that they have
the necessary knowledge and skills to be able to not only perform the basic functions
required of the organisation, but also can provide them to a standard expected by an
international standard.
Political Issues

The influences of government, whether nationally or locally can certainly influence

the demand and operations of an organisation.

Each government collects taxes, licenses, rates and other levies to spend on
services to the community. If the services were not required, government would not
have to raise revenue. Likewise, because the community expects certain levels of
services provided by government, there is a need for government to raise sufficient
revenue to enable those services to be provided.

Hence policies are introduced to determine how and where revenues can be raised
to pay for services to the community.

Some economic / political policies that would

influence an organisation include:

 Fiscal Policies – taxation and levies.

 Monetary – interest rates.
 Wages – minimum working wages and
on-costs.
 Exchange rates – the cost of exchanging
one currency into that of another.
 Ease of travel – into and out of a country,
visa restrictions.
 Legislative changes – new or amended laws.

Social Issues

Social significance relates to how a society deems something to be important in their

lives. What is deemed by the wider community today as important may be different
from what our parents and grandparents deemed to be of significance in their lives.

In today’s society, generally speaking, people tend to have greater economic and
political freedoms than in generations past. Many people have access to improved
economic conditions and enjoy a higher standard of living.

They also have greater financial means in which to do so.

Social trends show society has:

 A better quality of life – better accommodation, employment.
 Greater community pride.
 Great understanding and appreciation of the world – through technology we
are learning more about the world which is building desire.
 Increased appreciation of culture – people are being exposed to different
cultures.
 Greater understanding of other people – through multi-culturalism we are
learning more about people from different backgrounds.
Generally speaking, social trends are indicating society as a whole is yearning to explore,
learn and appreciate what the world has to offer, which can only be beneficial to industry.
There are some obvious environmental concerns associated with increased industry
demand.

Finding Information
To find out information relating to economic, political and social issues there are
many sources in which to explore including:
 Local government websites.
 Economic and business websites.
 Legal journals.
 Industry publications.
 Newspapers.
 Internet researc

SELF-CHECK 1.6-1 / LEARNING OUTCOME NUMBER 6.3

Instruction: Choose the best answer and encircle the letter of your choice

1. This is often the backbone for economic growth in many cities and towns.
A. Tourism industry D. Education industry
B. Medical industry
C. Food industry
2. These are printed information that can assist with product information and
services provided by a tourism organization.
A. Newspapers D. Memos
B. Brochures
C. Letters
3. Whether nationally or locally they influence the demand and operations of a
tourism organization.
A. Social issues D. Relevant issues
B. Economic issues
C. Political issues
4. Demand in the tourism industry is influneced by this.
A. Salary D. Working abroad
B. Position
C. Employment
5. In the tourism inudstry many __________ representatives calls on the business
on a regular basis.
A. Marketing C. Individual
B. Sales. D. Company
ANSWER KEY 1.6-1 / LEARNING OUTCOME NUMBER 6.3

1. A
2. B
3. C
4. C
5. B

Date Developed: Doc. No.

COMPETENCY BASED Issued by:
LEARNING MATERIAL IN Page __of___
Developed by:
COMPUTER SYSTEMS Revision No.
SERVICING NC II
 INSTRUMENT FOR INSTITUTIONAL
ASSESSMENT

EVIDENCE PLAN

Qualification Title

Unit of Competency

The evidence must show that the candidate… Ways in which evidence will
be collected

Third party
Demonstra
Question/
interview

Written

report
tion
 Specific relevant information was
accessed from appropriate sources.

 Effective questioning, active listening

and speaking skills were used to gather
and convey information

 Appropriate medium was used to

transfer information and ideas.

 Appropriate non-verbal communication

was used.

 Appropriate lines of communication with

superiors and colleagues were identified.

 Defined workplace procedures for the

location and storage of information.

Date Developed: Doc. No.

COMPETENCY BASED Issued by:
LEARNING MATERIAL IN Page __of___
Developed by:
COMPUTER SYSTEMS Revision No.
SERVICING NC II
 Personal interaction was carried out
clearly and concisely.

 Team meetings were attended on time.

 Own opinions were clearly expressed and

those of others were listened to without
interruption.

 Meeting inputs were consistent with the

meeting purpose and established
protocols.

 Workplace interactions were conducted

in a courteous manner appropriate to
cultural background and authority in the
enterprise procedures

 Questions about simple routine

workplace procedures and matters
concerning conditions of employment
were asked and responded.

 Meeting outcomes were interpreted and

implemented.

 Ranges of forms relating to conditions of

employment were completed accurately
and legibly.

 Workplace data was recorded on

standard workplace forms and
documents.

 Basic mathematical processes were used

routine calculations.

 Errors in recording information on

forms/documents were identified and
rectified.

Date Developed: Doc. No.

COMPETENCY BASED Issued by:
LEARNING MATERIAL IN Page __of___
Developed by:
COMPUTER SYSTEMS Revision No.
SERVICING NC II
  Reporting requirements to superior were
completed according to enterprise
guidelines.

Prepared Date:
by:

Checked Date:
by:

Date Developed: Doc. No.

COMPETENCY BASED Issued by:
LEARNING MATERIAL IN Page __of___
Developed by:
COMPUTER SYSTEMS Revision No.
SERVICING NC II
COMPETENCY ASSESSMENT RESULTS SUMMARY

Candidate’s Name:

Assessor’s Name:

Qualification:

Date of Assessment:

Assessment Center:

The performance of the candidate in the

following assessment methods – Participate Satisfactor Not
in Workplace Communication Satisfactor
y
y
[Pls. check () appropriate box]

A. Demonstration with Oral Questioning

B. Written Exam

Did the candidate's overall performance meet

the required evidences/ standards?

NOT YET
OVERALL EVALUATION COMPETENT
COMPETENT

Date Developed: Doc. No.

COMPETENCY BASED Issued by:
LEARNING MATERIAL IN Page __of___
Developed by:
COMPUTER SYSTEMS Revision No.
SERVICING NC II
Recommendation
For re-assessment.
_______________________________________________________
For submission of document. Pls. specify (Portfolio Document)
_____________________
For issuance of NC
______________________________________________________

General Comments [Strengths / Improvements needed]

Candidate’s
signature: Date:

Assessor’s
Date:
signature:

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 RATING SHEET FOR OBSERVATION/ WITH ORAL QUESTIONING

Candidate’s
Name:

Assessor’s Name:

Assessment
Center:

Qualification:

Unit of
PARTICIPATE IN WORKPLACE COMMUNICATION
Competency

Instructions for the assessor:

Date of observation:

Description of assessment
activity:

Location of assessment
activity:

During the performance of skills, the If yes, tick the

candidate…. box
 Showed dedication and enthusiasm toward the

learning process.
 Developed effective communication in the

workplace
 Demonstrated appropriate lines of

communication with superiors.

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  Observed cleanliness and orderliness in the

workplace.
 Practiced courteous manner in the workplace. 
 Showed interest in any group activity given to

them.

Assessor’s signature: Date:

RATING SHEET FOR OBSERVATION/DEMONSTRATION WITH ORAL

QUESTIONING
[continued]

Satisfactory
response

The candidate should answer the following

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

 What will you do to prove your honesty and

loyalty to the company you are working with?

 In case of unexpected incident or problem that

will arise in the workplace, to whom will you
report the incident?

 What will you do to grow and learn from the

error you have committed in the exercise of
your duties and responsibilities in the company
you are connected with?

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  How will you Share Company values/practices
with co-workers using appropriate behavior and
language?

The candidate’s underpinning knowledge was:

Satisfactory  Not Satisfactory


Feedback to candidate:

The candidate’s overall performance was:

Satisfactory  Not Satisfactory


Assessor signature: Date:

Date Developed: Doc. No.

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RATING SHEET FOR WRITTEN TEST

Candidate’s
Name:

Assessor’s Name:

Assessment
Center:

Qualification:

Unit of
PARTICIPATE IN WORKPLACE COMMUNICATION
Competency

Instructions for the assessor:

Date of observation:

Description of assessment
activity:

Location of assessment
activity:

During the performance of skills, the candidate…. If yes, tick the

box

Date Developed: Doc. No.

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 

Assessor’s signature: Date:

SUGGESTED QUESTIONS AND ANSWERS FOR OBSERVATION /

DEMONSTRATION

Qualification:

Unit of PARTICIPATE IN WORKPLACE

Competency COMMUNICATION

1. Explain how will you communicate toward your superiors and

colleagues?
Answer:

2. How will you be able to relate basic mathematical processes to the

nature of your work?
Answer:

3. What will you do to improve your communication skills?

Answer:

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5. In case of workplace meetings, how will your knowledge in technical
writing help you in gathering information?
Answer:

6. Explain the importance of effective communication to your work?

Answer:

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WRITTEN TEST

INSTITUTIONAL ASSESSMENT

Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. It is the basic types of words that English has and consists of eight
parts.
a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in a place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction
3. A part of a sentence which says something about the subject.
a. Run-on sentence
b. Subject
c. Predicate
4. It is a sentence which is not complete, and therefore not
grammatically correct.
a. Run-on sentence
b. Subject
c. Fragment
5. A factor of Interference in which is a product of how the sender and
the receiver feel at the time the communication process is occurring. If
either sender or receiver is not committed to the communication
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process, communication is impaired.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________6. When a communicator's words cannot communicate the
desired meaning to another person unless the listener or reader has had
some experience with the objects or concepts to which these words
refer. What factor of barrier to communication is this?
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
7. A rule in technical writing which states that measurements or
calculations should be used to express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very
detailed and factual.
a. Graphics
b. Documentation
c. Factual detail
__________9. It is a process of conveying messages, of transmitting
meaning between individuals.
a. Communication
b. Listening
c. Reading
__________10. A style of writing which is used for writing letters to the
government officials, speeches, articles for newsletter and magazines,
school assignments, long reports and formal compositions.
a. Informal-public style

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b. Formal style
c. Casual style

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ANSWER KEY (INSTITUTIONAL ASSESSMENT)

1. b
2. c
3. c
4. c
5. c
6. a
7. b
8. c
9. a
10.b

References:

Date Developed: Doc. No.

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Fernando, et.al. New Perspective in English One. Philippines: RBSI, 2005.
Warriner’s English Grammar and Composition. USA:
http://www.io.com/~hcexres/textbook/techreps.html

http://faculty.washington.edu/ezent/imsc.htm

http://www.english-grammar-revolution.com/sentence-construction.html
http://www.effective-communication.net/
http://www.wikipedia.com
http://www.UOTTAWA.COM
http://www.Elcstudyzone.com

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