Bookkeeping NC III: 6 Key Communication Skills

BOOKKEEPING NC III
SUMMARY OF COMPETENCIES
No. Unit of Competency Module Title Code
Lead workplace Leading workplace

communication 400311319
1 communication
2 Lead small team Leading small team 400311320
3 Develop and practice Developing and practicing

400311321
negotiation skills negotiation skills
4 Solve problems related Solving problems related to

400311322
to work activities work activities
5 Use mathematical Using mathematical concepts

concepts and and techniques 400311323
techniques
6 Use relevant Using relevant technologies

400311324
technologies
Bookkeeping Document No.

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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome!
The unit of competency, "Lead workplace communication", is one of
the Basic competencies of BOOKKEEPING NCIII.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-Checks, Job Sheets and
Performance Criteria Checklist. Follow and perform the activities on your
own. If you have questions, do not hesitate to ask for assistance from your
trainer.
Remember to:
• Work through all the information and complete the activities in each
section.
• Read information 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
is there to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on
the job. Make sure you practice your new skills during regular work
shifts. This way, you will improve your speed, memory and your
confidence.
• Use the Self-Checks at the end of each section to test your own progress.
Use the Performance Criteria Checklist found after the sheet to check
your own performance.
• When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded
in your Progress Chart and Accomplishment Chart.
You need to be competent in this module before you can perform the next
module.

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RECOGNITION OF PRIOR LEARNING (RPL)
You may have some or most of the knowledge and skills covered in
this learner’s guide because you have:
• Been working for some time.

• Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a

particular skill, you don’t have to do the same training again.
If you feel you have some of the skills, talk to your trainer about
having them formally recognized.
If you have qualification or Certificate of Competency from previous

training present it to your trainer.
If the skills you acquired are still relevant to the module, they maybe
become the part of the evidence you can present for RPL.
At the end of this module is a Learner’s Record Book. Use this to

record important dates, jobs undertaken and other workplace events that
will assist you in providing further detail to your trainer or assessors.
A Record of achievements is also provided for your trainer to fill-up

once you completed the module.

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MODULE CONTENT
UNIT OF COMPETENCY : Lead Workplace Communication
MODULE TITLE : Leading Workplace Communication
MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitude required to
prepare different reports required in the workplace
NOMINAL DURATION : 6 Hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Communicate information about workplace processess
LO2. Lead workplace discussions
LO3. Identify and communicate issues arising in the workplace
SUMMARY OF ASSESSMENT CRITERIA:
1. Relevant communication method is selected based on workplace
procedures
2. Multiple operations involving several topics/ areas are communicated
following enterprise requirements.
3. Questioning is applied to gain extra information.
4. Relevant sources of information are identified in accordance with
workplace/client requirements.
5. Information is selected and organized following enterprise procedures.
6. Verbal and written reporting is undertaken when required.
7. Communication and negotiation skills are applied and maintained in all
relevant situations.
8. Response to workplace issues are sought following enterprise procedures.
9. Response to workplace issues are provided immediately.
10. Constructive contributions are made to workplace discussions on such
issues as production, quality and safety.
11. Goals/objectives and action plan undertaken in the workplace are
communicated promptly.
12. Issues and problems are identified as they arise.
13. Information regarding problems and issues are organized coherently to
ensure clear and effective communication.
14. Dialogue is initiated with appropriate personnel.
15. Communication problems and issues are raised as they arise.
16. Identify barriers in communication to be addressed appropriately.

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LEARNING OUTCOME SUMMARY
COMMUNICATE INFORMATION ABOUT

LEARNING OUTCOME No. 1:
WORKPLACE PROCESSES
CONTENTS:
1. Method of communication
2. Communication skills
3. Communication tools
4. Questioning techniques
PERFORMANCE CRITERIA:
1. Relevant communication method is selected based on workplace procedures
2. Multiple operations involving several topics/ areas are communicated
following enterprise requirements.
3. Questioning is applied to gain extra information.
4. Relevant sources of information are identified in accordance with
workplace/client requirements.
5. Information is selected and organized following enterprise procedures.
6. Verbal and written reporting is undertaken when required.
7. Communication and negotiation skills are applied and maintained in all
relevant situations.
CONDITIONS:
The Students/trainees must be provided with the following:

 Simulated workplace environment
 Communication tools
 Variety of information
METHODOLOGY:
 Discussion
 Role play
 Brainstorming
ASSESSMENT METHODS:

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 Direct observation
 Interview
LEARNING EXPERIENCES
LO No. 1
COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSESS
Learning Activities Special Instruction
Read Information Sheet 1.1-1 Read the information sheet. After
on Methods of Communication reading the learner is encourage to
answer self-check
Answer the self-check 1.1-1 on Compare your answer to the answer key
Methods of Communication

Communication Skills reading the learner is encourage to
answer self-check
Communication Skills

Communication tools reading the learner is encourage to
answer self-check
Communication tools

on Questioning techniques reading the learner is encourage to
answer self-check
Questioning techniques

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DEFINITION OF TERMS
Workplace - A place, such as an office or factory, where people are

employed.
Communication - The exchange of thoughts, messages, or information, as

by speech, signals, writing, or behavior.
Communicator - a person who communicates, especially one skilled at

conveying information, ideas, or policy to the public. a person in the
business of communications, as television or magazine publishing.
Organization - group of people who work together, like a neighborhood

association, a charity, a union, or a corporation. Organization is also the act
of forming or establishing something. It can also refer to a system of
arrangement or order, or a structure for classifying things.
Team - A group of people with a full set of complementary skills required to

complete a task, job, or project.
Teamwork - combined efforts, or the actions of a group, to achieve a

common purpose or goal.
Coordination - the act of arranging, putting things in order, or making

things run smoothly together.
Supervisor - Person in the first-line management who monitors and

regulates employees in their performance of assigned or delegated tasks.
Subordinate - is someone who works for someone else, and to subordinate

means to place or rank one thing below another.
Gesture - a movement of part of the body, especially a hand or the head, to

express an idea or meaning.
Feedback - is any information that individuals receive about their

behaviour.

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INFORMATION SHEET No. 1.1-1
METHODS OF COMMUNICATION
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be

knowledgeable with the definition and methods of communication.
Good communication is a key part of success in the workplace.
Without communication skills, we are unable to let others know what we
think, feel, or want to accomplish. We are unable to build partnerships,
motivate
others, or resolve conflict.
What is a workplace?
A place, such as an office or factory, where people are employed.
What is our workplace?
 Administration office
 Accounting office
 Human Resources Office
 Bookstore
 Maintenance office
 Engineering office
 General Services
 Clinic
 Registrar
 Security Guard office
 Student Services
 Discipline office
 Campus Ministry office
 Others
What is communication?

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 The exchange of thoughts, messages, or information, as by speech,
signals, writing, or behavior.
 The art and technique of using words effectively to impart information
or ideas.
 Acceptable communication differs from company to company, but
many aspects are universal.
 Verbal Communication Channels

• Face-To-Face meetings
• Telephones
• Video Conferencing
 Written Communication Channels

• Letters
• e-Mails
• Memos
• Reports
Strengths and Weaknesses
Verbal Communication:
Strength - Role of Body Language.
Weakness - Not possible to give long list of directions
Written Communication:
Strength - A proof of a communication
Weakness - Written words does not show a person’s actual feelings.
SIX WAYS OF USING NON-VERBAL COMMUNICATION SKILLS

EFFECTIVELY
Some major areas of non-verbal behaviors to explore are:
1. EYE CONTACT:
Eye is a direct and most expressive part of our body.
Different ways of Eye Contact
 Direct Eye Contact: (Shows confidence)
 Looking downwards (Listening carefully or Guilty)
 Single raised eyebrow (Doubting)
 Both raised eyebrows (Admiring)

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 Bent eyebrows (Sudden focus)
 Tears coming out (Emotional either happy or hurt)
………and many more
2. FACIAL EXPRESSION:
Smile covers the most part of facial expression:
Smiling is a powerful cue that transmits:
 Happiness
 Friendliness
 Warmth
 Liking
 Affiliation
3. GESTURES:
 If you fail to gesture while speaking, you may be perceived as boring,
stiff and unanimated.
 A lively and animated teaching style captures students' attention,
makes the material more interesting, facilitates learning and provides
a bit of entertainment.
 Head nods, a form of gestures, communicate positive reinforcement to
students and indicate that you are listening.
4. POSTURE AND BODY ORIENTATION:

 You communicate numerous messages by the way you walk, talk,
stand and sit.
 Standing erect, but not rigid, and leaning slightly forward
communicates to students that you are approachable, receptive and
friendly.
 Furthermore, interpersonal closeness results when you and your
students face each other.
 Speaking with your back turned or looking at the floor or ceiling
should be avoided; it communicates disinterest to your class.
5. PROXIMITY:
 Cultural norms dictate a comfortable distance for interaction with
audience.
 You should look for signals of discomfort caused by invading young
audience‘s space.
 Some of these are:
– Rocking,
– Leg swinging,
– Tapping,

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– Gaze aversion,
 To counteract this, move around the classroom to increase interaction
with your students. Increasing proximity enables you to make better
eye contact and increases the opportunities for students to speak.
6. PARALINGUISTIC :
This facet of nonverbal communication includes such vocal elements as:

 Tone
 Pitch
 Rhythm
 Timbre
 Loudness
 Inflection
FEW FACTS
 You have over 630 muscles in your body.
 Eye muscles are the busiest muscles in the body. Scientists estimate
they may move more than 100,000 times a day.
 You have over 30 muscles in your face to help you smile or frown. It
takes 17 muscles to smile and 43 to frown.
SO SMILE EVERYTIME YOU SEE SOMEONE.
 The strongest muscle in your body is your tongue. USE IT

EFFECTIVELY.
 It takes the interaction of 72 different muscles to produce human

speech.
FEEDBACK:
Feedback can be:
• Verbal Reactions and Non-Verbal Reactions.
• Positive feedback and Negative feedback.
ACTIVE LISTENING
1. Understand your own communication style:

• High level of self-awareness to creating good & long lasting impression
on others.
• Understand how others perceive you.

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• Avoid being CHAMELEON by changing with every personality you
meet.
• Make others comfortable by selecting appropriate behavior that suits
your personality while listening. (Ideally nodding your head).
2. Be An Active Listener:
• People speak @ 100 to 175 WPM but can listen intelligently @ 300
WPM.
• One part of human mind pays attention, so it is easy to go into mind
drift.
• Listen with a purpose.
• Purpose can be to gain information, obtain directions, understand
others, solve problems, share interest, see how another person feels,
show support, etc.
• If it is difficult to concentrate then repeat the speakers words in your
mind.
3. Use Non-verbal Communication:

• Smile
• Gestures
• Eye contact
• Your posture
4. Give Feedback
• Remember that what someone says and what we hear can be
amazingly different.
• Repeat back or summarize to ensure that you understand.
• Restate what you think you heard and ask, "Have I understood you
correctly?"
Tips to help us communicate effectively in the workplace
Listen - When you listen to others attentively it makes them feel good. It
also makes for a deeper and more positive connection with others. In turn,
you form an understanding and they will listen to you when it’s your turn to
speak. Poor listening happens often and results in misunderstandings and
miscommunications.
WHAT IS YOUR PURPOSE?
 Have Intention - Ask yourself what your intention is before starting a

project, going to a meeting, or speaking to someone.

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 You can also ask others what their intentions are in similar situations.
Knowing your intention will help you be more conscious of what you’re
doing or saying.
 which means you’ll be able to be more effective and skillful.
SPEAK CLEARLY
 Speak Clearly - Take a deep  Try to keep your voice steady

breath and remain positive when and don’t talk too quickly or too
talking to people. quietly.
 Try to cut out the “ums,” “uh-  Be confident in what you’re

hmms” and “ahhs;” these make saying and others will feel your
it difficult for people to confidence too.
understand what you’re trying to
communicate.
BE GENUINE
Being genuine can
 include speaking honestly, expressing excitement or sadness when you

feel like it, and being friendly.
 There is nothing wrong with saying, “no, I don’t really agree with that,”
or “you know, I think you’ve changed my mind!” However, don’t be rude.
“I was just being honest” is not a good excuse for being harsh.
 Being genuine builds your confidence.
Be Receptive
 Be open to what others are saying or offering.

 Often, people restrict the flow of ideas or communication because they’re
making too many assumptions or are being too quick to judge and
criticize.
Communication Flow

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Downward communication, Upward communication, Lateral
communication, and the Grapevine.
Downward Workplace Communication: Enabling
Let's focus first on downward communication in the workplace, and a couple

of its important characteristics. Consider these common, downward forms of
workplace communication:
 A manager explains a task to an employee

 A customer gives an order to a supplier
 Shareholders instruct management.
 These forms have more than direction in common. Each one also
provides enabling information in the workplace. When a manager
instructs an employee, she enables the employee to do his job, and
makes it possible for him to earn a living by doing something that has
value for the employer.
 Another example: senior management finds out from shareholders, or
the board of directors, how owners want to apply the money they've
invested.
 And, as information moves downward in the workplace, it grows
increasingly detailed.
Make a Budget report
Make a Budget report for the

month to include the following

Make sure
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exact amount 2020
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 All organizations of more than one person must use
workplace communication in one way or another.
 One person must give another instructions before any activity
can occur.
 At each stage in the downward flow of communication, people
in the organization receive information to help them do their
jobs. And, at each stage the information become less abstract,
more specific, and more detailed.
Upward Communication: Compliance
 A second major flow of communication is upward, from employee to

supervisor, supervisor to department head, department head to vice
president, and so on.
Less detail
 Now, turning to upward communication, we know that the staff at the

registrar or accounting department will report back to the section
head on their number of enrollees.
 The college account, in turn, will report, in less detail, to the VIS
about enrollment figures.
 Finally, VIS will report to the VSA on how well the Training is doing for
the school year.
Lateral communication: Coordination
 Now, think of the information that flows back and forth between you
and your peers, whether you're a front-line worker, a manager, or a
member of the board of directors. This is lateral communication.
Characteristics
 First, no superior/subordinate relationship exists here; it's strictly a

case of two people with roughly equal amounts of power and prestige.
That makes this form of communication voluntary and discretionary.

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 Yes, the boss may tell us to communicate with each other, but unless
we both want to do it, we're not going to exchange much information
of value.
 That takes us to the second aspect, the idea of reciprocating.
 The quality and quantity of information we provide to our peers
generally reflects what we get back from them. I may provide good
information to you when we start working together, but I won't
continue to provide it unless you reciprocate in kind.
Team Communication
 Team communication is a special form of lateral communication, and

an essential one.
 For teamwork in the workplace, members must not only communicate
with each other, but will often need to communicate with peers
outside their immediate group.
 Leaders will need to keep these communication flows in mind, as well
as the upward and downward flows that connect them directly to their
co-employees.
 Communication for team building and just plain teamwork and is
many-faceted and requires consistent attention.
The Grapevine: Filling the Gaps
 It’s Tuesday morning, and John down the hall just emptied out his
desk and left the building. Apparently for good.
 Everyone wants an answer to the same question: "Why?" If there's no
official answer, and sometimes even if there is one, the people around
him begin speculating about possible reasons.
 This is a communication channel that no one owns and no one
controls. And while we might complain about gossips and busybodies,
we all use it sooner or later.
It has a function
 Despite its many faults, though, the grapevine does have a place, a
function, in all organizations. It fills in gaps left behind by
conventional and official communication.
Downward communication delivers enabling information from superior to

subordinate, while upward communication involves compliance information
reported back to the superior by the subordinate. And, lateral
communication takes place between peers, helping us coordinate with each
other.

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SELF CHECK No. 1.1-1
Multiple Choice:
Directions: Choose the best answer. Write the letter of your choice on a
separate sheet.
1. One way of using non-verbal communication skills effectively through

the Eyes.
a. Eye contact
b. Facial expressions
c. Gestures
d. Posture and body orientation
2. Cultural norms dictate a comfortable distance for interaction with

audience, as one way of using non-verbal communication skills
effectively.
a. Paralinguistic
b. Proximity
c. Humor
3. Communicate numerous messages by the way you walk, talk, stand and
sit.
a. Facial expressions
b. Humor
c. Posture and body orientation
4. This facet of nonverbal communication includes such vocal elements as:

Tone, pitch, rhythm, etc.
a. Posture and body orientation

b. Proximity
c. Paralinguistic

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5. The exchange of thoughts, messages, or information, as by speech,
signals, writing, or behavior.
a. Workplace
b. Teamwork
c. Communication
6. Communication that enables information from superior to subordinate
a. Downward Communication
b. Upward Communication
c. Lateral Communication
7. Communication that involves compliance information reported back to

the superior by the subordinate.
b. Lateral Communication
c. Upward Communication
8. Communication that takes place between peers, helping them to

coordinate with each other.
b. Lateral Communication
9. Team communication is a special form of _______ communication, and an

essential one.
a. Lateral Communication
b. Downward Communication

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ANSWER KEY No. 1.1-1
1. A
2. B
3. C
4. C
5. C
6. A
7. C
8. B
9. A

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COMMUNICATION SKILLS
Learning Objective:

knowledgeable on the different communication skills.
Communication Skills
When we learn a language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn to
listen first, then to speak, then to read, and finally to write. These are
called the four "communication skills":
The four language skills are related to each other in two ways:
 the direction of communication (in or out)

 the method of communication (spoken or written)

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1. Listening - is receiving language through the ears. Listening involves
identifying the sounds of speech and processing them into words and
sentences. When we listen, we use our ears to receive individual sounds
(letters, stress, rhythm and pauses) and we use our brain to convert
these into messages that mean something to us.
Listening in any language requires focus and attention. It is a skill that

some people need to work at harder than others. People who have
difficulty concentrating are typically poor listeners. Listening in a second
language requires even greater focus.
Like babies, we learn this skill by listening to people who already know

how to speak the language. This may or may not include native
speakers. For practice, you can listen to live or recorded voices. The most
important thing is to listen to a variety of voices as often as you can.
To become a fluent speaker in English, you need to develop strong

listening skills. Listening not only helps you understand what people are
saying to you. It also helps you to speak clearly to other people. It helps
you learn how to pronounce words properly, how to use intonation, and
where to place stress in words and sentences. This makes your speech
easier for other people listening to you to understand!
2. Speaking- is the delivery of language through the mouth. To speak, we

create sounds using many parts of our body, including the lungs, vocal
tract, vocal chords, tongue, teeth and lips.
This vocalized form of language usually requires at least one listener.

When two or more people speak or talk to each other, the conversation is
called a "dialogue". Speech can flow naturally from one person to another
in the form of dialogue. It can also be planned and rehearsed, as in the
delivery of a speech or presentation. Of course, some people talk to
themselves! In fact, some English learners practise speaking standing
alone in front of a mirror.
Speaking can be formal or informal:
 Informal speaking is typically used with family and friends, or people

you know well.
 Formal speaking occurs in business or academic situations, or when
meeting people for the first time.

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Speaking is probably the language skill that most language learners wish
to perfect as soon as possible. It used to be the only language skill that
was difficult to practise online. This is no longer the case. English
learners can practise speaking online using voice or video chat. They can
also record and upload their voice for other people to listen to.
3. Reading - is the process of looking at a series of written symbols and

getting meaning from them. When we read, we use our eyes to receive
written symbols (letters, punctuation marks and spaces) and we use our
brain to convert them into words, sentences and paragraphs that
communicate something to us.
Reading can be silent (in our head) or aloud (so that other people can
hear).
Reading is a receptive skill - through it we receive information. But the

complex process of reading also requires the skill of speaking, so that we
can pronounce the words that we read. In this sense, reading is also a
productive skill in that we are both receiving information and
transmitting it (even if only to ourselves).
Do we need to read in order to speak English? The short answer is no.

Some native speakers cannot read or write but they speak English
fluently. On the other hand, reading is something that you can do on
your own and that greatly broadens your vocabulary, thus helping you in
speaking (and in listening and writing). Reading is therefore a highly
valuable skill and activity, and it is recommended that English learners
try to read as much as possible in English.
4. Writing is the process of using symbols (letters of the alphabet,

punctuation and spaces) to communicate thoughts and ideas in a
readable form.
Generally, we write using a pen/pencil (handwriting) or a keyboard

(typing). With a pen/pencil we usually write on a surface such as paper
or whiteboard. A keyboard is normally attached to a typewriter, computer
or mobile device. Voice recognition programs allow those who can't see or
use their hands to have their thoughts transcribed.
To write clearly it is essential to understand the basic system of a

language. In English this includes knowledge of grammar, punctuation
and sentence structure. Vocabulary is also necessary, as is correct
spelling and formatting.

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A writer may write for personal enjoyment or use, or for an audience of
one person or more. The audience may be known (targeted) or unknown.
Taking notes for study purposes is an example of writing for one's self.
Blogging publicly is an example of writing for an unknown audience. A
letter to a friend is an example of writing for a targeted audience. As with
speaking, it is important to consider your audience when writing. There
are many different styles of writing, from informal to formal.
ESTABLISHING RAPPORT
How do you go about Establishing Rapport?

 You need Self-Confidence
 You must Understand People
 You must be Enthusiastic
 You must make Eye Contact
 You must be Interested in them
Communication is a Series of Experiences of
Hearing
Smell
Seeing Touch
Taste
Barriers in Communication (that have to do with the COMMUNICATOR)
 Disagreement between verbal and non-verbal messages

 Negative Self Image

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 Lack of Feedback
 Lack of Motivation and Training
 Language and Vocabulary Level
 Lack of Self Awareness
Barriers in Communication
(that have to do with the RECEIVER)
 Selective Perception
 Unwillingness to Change
 Lack of Interest in the Topic/Subject
 Prejudice & Belief System
 Rebuttal Instincts
 Personal Value System
 Here-and-Now internal & external factors
External Barriers in Communication
 Environment
 The venue
 The effect of noise
 Temperature in the room
 Other People – Status, Education
 Time
5 Basic reasons we Do Not Listen
 Listening is Hard Work

 Competition
 The Rush for Action
 Speed differences (120 wpm v/s 360 wpm)
 Lack of Training
4 Levels of Listening
 The Non-Listener
 The Marginal Listener
 The Evaluative Listener
 The Active Listener
Improving Listening Skills
 By not being Preoccupied

 Being Open Minded & Non Defensive

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 Minimizing Interruptions
 Effective Listening is: Hearing, interpreting when necessary,
understanding the message and relating to it.
 By Asking Questions
TYPES OF BODY LANGUAGE

Remember that you are dealing with “PEOPLE”
 (P)OSTURES & GESTURES

 How do you use hand gestures? Stance?
 (E)YE CONTACT
 How’s your “Lighthouse”?
 (O)RIENTATION
 How do you position yourself?
 (P)RESENTATION
 How do you deliver your message?
 (L)OOKS
 Are your looks, appearance, dress important?
 (E)XPRESSIONS OF EMOTION
 Are you using facial expressions to express emotion?

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COMMUNICATION SKILLS
TRUE or FALSE
Directions: Read and understand the statements. Write the word TRUE if
the statement is correct and FALSE if the statement is not correct. Write
your answer on your answer sheet.
1. Listening involves identifying the sounds of speech and processing

them into words and sentences.
2. Reading is not a receptive skill.
3. Speaking- is the delivery of language through the mouth.
4. We need to read in order to speak English
5. Blogging is an example of writing

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1. T
2. F
3. T
4. F
5. T

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COMMUNICATION TOOLS
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be familiarized

with Communication tools.
Communication Tools in the Workplace
Effective types of workplace communication are necessary for the success of

an office and the organization as a whole. When workplace communications
systems don't function correctly the potential for the office to operate in a
smooth, efficient manner is undermined.
It is never easy to effectively manage a work environment. A combination of

various types of workplace communication are needed to be effective.
The process becomes a lot more complicated when those that are working in
the office are unaware of the company's policies, goals, and mission due to
lack of communication. In fact, even the safety of the workplace can be
undermined when proper communications tools are missing from the
equation. This means that steps need to be taken to effectively enhance
workplace communication.
At one time, it was both difficult and expensive to properly institute

workplace communications devices in an office. This is no longer the case
today as there have been many advances and developments in workplace
communication processes with the advent of technology.
Understanding how these many communication tools can impact an office is

vital to the success of the office.
Ultimately, the workplace that takes the effort to improve employee-

management communications will see an increase in productivity and
effectiveness.

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Types of Communication Medium
We divide the different types of communication medium into two different

categories:
1. Physical media
2. Mechanical media (everything that is not No. 1)
This site focus on the internal communication. Our listings of types of

communication medium therefore exclude external media.
Physical media
With physical media we mean channels where the person who is talking can
be seen and heard by the audience. The whole point here is to be able to not
only hear the messages but also to see the body language and feel the
climate in the room. This does not need to be two-way channels. In certain
situations the receiver expect physical communication. This is the case
especially when dealing with high concern messages, e.g. organizational
change or down sizing. If a message is perceived as important to the receiver
they expect to hear it live from their manager.
 Large meetings, town hall meetings

 Department meetings (weekly meetings)
 Up close and personal (exclusive meetings)
 Video conferences
 Viral communication or word of mouth
Large meetings
Large meetings have got great symbolic value and should be used only at
special occasions. This channel works very well when you need to get
across strategic and important messages to a large group of people at the
same time, creating a wide attention, get engagement or communicate a
sense of belonging. Large meetings are excellent when you want to
present a new vision or strategy, inform about a reorganization or share
new values. The opportunity for dialogue is limited at large meeting, of
course but you can create smaller groups where dialogue can be
performed.

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Weekly departmental meetings
In the weekly meetings you and your group communicate daily operative
issues, gives status reports and solves problems. Weekly meetings are
also used to follow up on information from large meetings, management
team meetings etc from a “what’s-in-it-for-us-perspective”. This type of
smaller group meetings gives good opportunities for dialogue. This
channel is often the most important channel you have as a manager,
because that’s where you have the opportunity to build the big picture,
you can prepare for change, you can create ownership of important
strategies and goals etc. This is a favorite among the types of
communication medium.
Up close and personal
This is a form of meetings where, often, a senior manager meets with a

“random” selection of employees to discuss and answer questions. Some
managers use this as a on going activities on a monthly basis. It can also
be used in specific projects or campaigns e.g. launching new strategies.
Viral communication
Or viral marketing as it is also called works external as well as internal

and refer to marketing techniques that use pre-existing social networks
to produce increases in awareness or knowledge through self-replicating
viral processes. It can be word-of-mouth delivered or enhanced by the
network effects of social media.
Mechanical media
The second of the two types of communication medium is mechanical

media. With mechanical media we mean written or electronic channels.
These channels can be used as archives for messages or for giving the big
picture and a deeper knowledge. But they can also be very fast. Typically
though, because it is written, it is always interpret by the reader based on
his or her mental condition. Irony or even humour rarely travels well in
mechanical channels.
 E-mail
 Weekly letters or newsletters
 Personal letters

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 Billboards
 Intranet
 Magazines or papers
 Sms
 Social media
E-mail
E-mail is a good channel for the daily communication to specific target

groups. It is suitable mainly for up-to-date and “simple” messages and
where there is no risk of misunderstanding, E-mail is an important
supplement to weekly meetings and the Intranet. Invitation to and
agenda for meetings can with advantage be sent out with e-mail before
the meeting, while background facts and minutes from meetings is
well suited to be stored on the Intranet.
Some short e-mail tips:
 Write short and to the point.

 Target your messages to the audience and avoid sending
unnecessary all-employees-e-mails.
 Set up your subject line to describe what the e-mail is about.
 Clearly state if the message is for information or for action.
 Avoid attaching large documents if possible. Post a link or direct to
the source instead.
Weekly letters
Managers that have large groups of employees and who has difficulties
in meeting all of them often choose to publish a personally weekly
letter. It is sort of a short summary of news with personally
reflections. Many employees often appreciate it because it has the
potential to give the “what’s-in-it-for-us” angle. They can also contain
summaries and status in tasks, projects or issues – yesterday, today
and tomorrow.
Personal letters
At special occasions it can be justified to send a personal letter to

employees in order to get attention to a specific issue. E.g. pat on the
back letter after extra ordinary achievements. Or it can be a letter with
your personal commentary on an ongoing reorganisation that affects

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many employees. One other example is a letter that summarizes the
past year and wishes all the best for the holidays.
Billboard
One of the most forgotten types of communication medium is clearly

the billboard. Especially today, when everything is about social media.
But the good thing with the billboard is that you can use billboards to
inform people who does not have computers and/or access to the
Intranet or to reach people that work part time and does not attend
weekly meetings.
 News summary
 Weekly letters
 Minutes from meetings
 Schedules
 Holiday lists
You can also use the billboard to gather ideas e.g. for items for
upcoming meetings
Intranet
The Intranet is of course one of the most used types of communication

medium and a very important communication channel and work tool
for you as a manager, but it is also your job to help your employees
prioritize and pick out the information on the Intranet, as well as
translating messages into local consequences. Ask your self: what
information concerns you employees? In what way are they
concerned? How do I best communicate this to my employees? Weekly
meeting or your weekly letter can be a suitable channel to discuss or
inform of information found on the Intranet.
Employee magazine
A Magazine offers the opportunity to deepen a specific issue, explain

context, describing consequences or tell a story. It also has the
opportunity to reach many employees. If you want to create a broad
internal understanding of strategic messages the magazine can be a
good vehicle to use e.g. by writing an article based on an interview
with you. As were the case with the Intranet you also have to

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“translate” the information in the magazine to your employees. You
can ask yourself: What does the content in a specific article mean to
us? How shall I best communicate it to the employees?
SMS
Or text messaging to the mobile phone is one of the new types of

communication medium and not a very widely used channel but
where it is used it is proven very effective. Some companies use it as
an alert system e.g. for giving managers a head start when something
important will be published on the Intranet. The advantage with Sms
is that it is fast. But it should be used rarely as an exclusive channel.
Some companies use it as a subscription tool where you can
subscribe to e.g press-releases.
Social media
Wikipedia describe social media as “Media designed to be

disseminated through social interaction, created using highly
accessible and scalable publishing techniques. Social media supports
the human need for social interaction, using Internet- and web-based
technologies to transform broadcast media monologues (one to many)
into social media dialogues (many to many). It supports the
democratization of knowledge and information, transforming people
from content consumers into content producers. Businesses also refer
to social media as user-generated content (UGC) or consumer-
generated media (CGM).”
More and more companies are using social media in their external
marketing, setting up twitter and Facebook accounts etc. But these
channels are also used internal where managers become “friends” on
Facebook with their employees or where managers use blog and
twitter targeting their employees.
Push or Pull
You can also divide the different types of communication medium in Push or
Pull channels.
Push channels are channels where the sender are pushing the message to
the receiver. Meaning it is up to the sender to control the communication.

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 E-mail
 News letters and letters (if sent out)
 Magazines (if sent out)
 Meetings
 Telephone
 SMS
Pull channels on the other hand is when the receiver is pulling the
message.
 Intranet
 Billboards
 New letters and letters (if not sent out)
 Magazines (if not sent out)
 Social media
Push channels are often regarded as having higher reliability than pull
channels because of the fact that it is more active in the communication.
The ambition Stairway
Choosing the right types of communication medium is first and most about
understanding your ambition with the communication. What effect is you
looking for after you have communicated? Increased knowledge, better
understanding more motivation or involvement, or do you want it to lead to
some sort of action or changed behavior?

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The Ambition Stairway is a useful tool for you to use when deciding what
channels to use for your level of ambition. Which gives you control of the
different types of communication medium. Also, it is important to realize
that just publishing something on the Intranet will not get employees
motivated and involved.
Choosing the right channels for your messages

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COMMUNICATION TOOLS
Multiple Choice:
separate sheet.
1. Channels where the person who is talking can be seen and heard by
the audience.
a. Mechanical Media
b. Physical Media
c. Ambition Stairway
2. Channels where communication is electronically written

a. Mechanical Media
b. Physical Media
c. Ambition Stairway
3. Large Meetings is what type of media?

a. Mechanical Media
b. Physical Media
c. Electronic Media
4. Telephone is an example of ______

a. Push Channels
b. Pull Channels
c. SMS

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

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QUESTIONING TECHNIQUES
Learning Objective:

knowledgeable on Questioning Techniques.
Why is questioning so important?
Asking the right question is at the heart of effective communications and

information exchange. By using the right questions in a particular situation,
you can improve a whole range of communications skills: for example, you
can gather better information and learn more; you can build stronger
relationships, manage people more effectively and help others to learn too.
Effective questioning techniques are a part of the art of teaching.

Appropriately-formed questions can help students dig within themselves for
more thought and reflection. Students can make discoveries and be
challenged to think more critically.
Why Ask Questions?
Although the following list is not exhaustive it outlines the main reasons
questions are asked in common situations.
 To Obtain Information:
The primary function of a question is to gain information – ‘What time

is it?’
 To help maintain control of a conversation
While you are asking questions you are in control of the conversation,
assertive people are more likely to take control of conversations
attempting to gain the information they need through questioning.
 Express an interest in the other person
Questioning allows us to find out more about the respondent, this can
be useful when attempting to build rapport and show empathy or to
simply get to know the other person better.

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 To clarify a point
Questions are commonly used in communication to clarify something

that the speaker has said. Questions used as clarification are
essential in reducing misunderstanding and therefore more effective
communication.
 To explore the personality and or difficulties the other person

may have
Questions are used to explore the feelings, beliefs, opinions, ideas and
attitudes of the person being questioned. They can also be used to
better understand problems that another person maybe experiencing –
like in the example of a doctor trying to diagnose a patient.
 To test knowledge
Questions are used in all sorts of quiz, test and exam situations to
ascertain the knowledge of the respondent. ‘What is the capital of
France?’ for example.
 To encourage further thought
Questions may be used to encourage people think about something

more deeply. Questions can be worded in such a way as to get the
person to think about a topic in a new way. ‘Why do you think Paris is
the capital of France?”
 In group situations
Questioning in group situations can be very useful for a number of

reasons, to include all members of the group, to encourage more
discussion of a point, to keep attention by asking questions without
advance warning. These examples can be easily related to a
classroom of school children.
How to Ask Questions
Being an effective communicator has a lot to do with how questions are

asked. Once the purpose of the question has been established you should
ask yourself a number of questions:
 What type of question should be asked

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 Is the question appropriate to the person/group?
 Is this the right time to ask the question?
 How do I expect the respondent will reply?
When actually asking questions – especially in more formal settings some of

the mechanics to take into account include:
 Being Structured
In certain situations, for example if you are conducting a research

project or you work in a profession that requires the recording of
information, it may be necessary to ask large numbers of questions.
In such cases it is usually a good idea to inform the respondent of this

before you start, by giving some background information and
reasoning behind your motive of asking questions. By doing this the
respondent becomes more open to questions and why it is acceptable
for you to be asking them.
They also know and can accept the type of questions that are likely to
come up, for example, “In order to help you with your insurance claim
it will be necessary for me to ask you about your car, your health and
the circumstances that led up to the accident”.
In most cases the interaction between questioner and respondent will

run more smoothly if there is some structure to the exchange.
 Use Silence
Using silence is a powerful way of delivering questions.
As with other interpersonal interactions pauses in speech can help to

emphasize points and give all parties a few moments to gather their
thoughts before continuing.
A pause of at least three seconds before a question can help to

emphasize the importance of what is being asked. A three second
pause directly after a question can also be advantageous; it can
prevent the questioner from immediately asking another question and
indicates to the respondent that a response is required.

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Pausing again after an initial response can encourage the respondent
to continue with their answer in more detail. Pauses of less than three
seconds have been proven to be less effective.
 Encouraging Participation
In group situations leaders often want to involve as many people as

possible in the discussion or debate.
This can be at least partially achieved by asking questions of

individual members of the group.
One way that the benefits of this technique can be maximize is to

redirect a question from an active member of the group to one who is
less active or less inclined to answer without a direct opportunity.
Care should be taken in such situations as some people find speaking
in group situations very stressful and can easily be made to feel
uncomfortable, embarrassed or awkward.
Encourage but do not force quieter members of the group to

participate.

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QUESTIONING TECHNIQUES
TRUE or FALSE
1. It is usually a good idea to inform the respondent before you start

questioning, by giving some background information and reasoning
behind your motive of asking questions.
2. Questions may be used to discourage people think about something more
deeply.
3. A pause of at least three seconds before a question can help to emphasize
the importance of what is being asked.
4. Effective questioning techniques are not part of the art of teaching.
5. Asking the right question is the heart of effective communications and
information exchange.

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ANSWER KEY No. 1-1-4
1. T
2. F
3. T
4. F
5. T

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LEARNING OUTCOME No. 2: LEAD WORKPLACE DISCUSSIONS

CONTENTS:
1. Method/Techniques of discussion
2. How to lead discussion
3. How to solicit response
1. Response to workplace issues are sought following enterprise procedures.
2. Response to workplace issues are provided immediately.
3. Constructive contributions are made to workplace discussions on such issues
as production, quality and safety.
4. Goals/objectives and action plan undertaken in the workplace are
communicated promptly.
CONDITIONS:
METHODOLOGY:
 Discussion
 Role play
 Brainstorming
ASSESSMENT METHODS:
 Interview

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LO No. 2
LEAD WORKPLACE DISCUSSIONS

on Method/Techniques of reading the learner is encourage to
Discussion. answer self-check
Method/Techniques of
Discussion.
on How to lead discussion. reading the learner is encourage to
answer self-check
How to lead discussion.
on How to solicit response. reading the learner is encourage to
answer self-check
How to solicit response.

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METHODS/TECHNIQUES OF DISCUSSION
Learning Objective:

knowledgeable with the method/techniques of discussion.
Discussion – is the act of talking about something with other people and
telling them your ideas or opinions:
Discussion Techniques
Technique Description Example of Activity
Lounge A social area where trainees can
interact on a more personal level
Building a An area where trainees can A trainee may post a link to a
Community contribute additional resources web site or book or article that
of Practice relating to the course content. has contributed to their
understanding of the topic.
Especially good activity when you
are working with a topic that is a
current event.
Role-Play A trainee is assigned a role with A trainee takes on the role of a
specific characteristics and is difficult customer and the other
expected to maintain this participants are expected to
persona while participating in respond to the “customer” by
the discussion. applying the appropriate methods
for dealing with difficult people.
Critique Trainees are asked to point out Post a link to a relevant web site
the strengths and weaknesses of and ask the trainees to identify
a proposal and then suggest one strength and weakness of the
improvements. Trainees are site.
asked to restrict their comments
so that the critique is not
exhausted before all trainees
have contributed.
Group Report A group of trainees work in a Case Studies are an example of
private discussion area where an activity that may be conducive
they collaborate on an assigned to group work.
project. They would then post
their completed work in a public If each group is working on a
discussion for their co-trainees different case study, it is helpful
to review. to the learning process for the
other trainees to be able to review

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each other’s results.
Timed Trainees are asked to review an When the summary comments
Disclosure article and comment on an issue are posted, the trainer can pose a
and post their comments to the follow-up question such as “Has
trainer by private e-mail before a your view changed as a result of
deadline. At a certain point in the collective response?” Explain
time, the trainer shares all the what swayed your opinion, or
comments in the discussion why your response has stayed
area. This way a trainee can the same.
make a contribution without too
much influence from dominant
peers.
Free Trainees are asked to express Allow your trainees to freely
Association their thoughts and ideas on a engage in conversation as per the
subject without too much topic for the week. You may want
structure being imposed upon to start them off with a question
the discussion procedure. referencing material in the
module and then let the
conversation progress.
Hot Seat Someone sits in the “Hot Seat” You may find some trainees
and the other trainees pose willing to take the hot-seat if they
questions to him/her on a are comfortable with the topic,
specific topic. however, this discussion
approach would work really well
with a Guest Expert for a
particular week.
Socratic First the trainer asks a question. Trainees need to be prepared in
Dialogue Then one trainee answers it. advance. Provide them with a list
Then the trainer responds. The of questions that will be posed,
trainer responds. The trainer but do not identify which
then poses the next question for question they will be asked to
another student to answer. This answer. This is a great way to
way every other comment is from help trainee reinforce content and
the teacher and each student to prepare for final exams.
answer. This way every other
comment is from the teacher An interactive way to deliver a
and each trainee is responsible quiz.
for answering one question.
The Shotgun The trainer posts a number of Take a current event related to
related questions all at the same your course and pose at least
time. Then, the student has to three questions on the topic. Ask
answer whichever question trainees to respond to one of the
appeals to him or her. questions.

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Go Round Each trainee is asked to respond It is a good idea to create a new
the Circle to the same question and when thread for each question. This
all the trainees have way you can easily track who
contributed, the topic is closed. posted the comments and
responded.
Blind Man’s The trainer poses a purposefully This is very helpful when used as
Bluff misleading statement and lets an introductory exercise in which
the trainees discover the false you identify common
premise through discussion. misconceptions and present the
lesson to refute them.
Study Buddy In a private discussion area, two This approach encourages
trainees can review the other’s interaction and builds some
work and provide feedback. accountability amongst trainees
to help each other and also to
keep up with their own course
work. A good approach to
encourage trainee retention.

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METHODS/TECHNIQUES OF DISCUSSION
Multiple Choice:
separate sheet.
1. A trainee takes on the role of a difficult customer.

a. Critique
b. Role Play
c. Hot Seat
2. Posting a link to a relevant web site and identifying the strength and
weaknesses of the site.
a. Critique
b. Free Association
c. Building a Community of Practice
3. Explaining what swayed your opinion, or why your response has

stayed the same on comments posted.
a. Socratic Dialogue
b. Critique
c. Timed Disclosure
4. Posting a link to a web site or book or article that has contributed to

their topic.
a. Critique
b. Building a Community of Practice
c. The Shotgun
5. Engaging Freely in conversation as per the topic for the week.

a. Free Association
b. Group Report
c. Study Buddy

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

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HOW TO LEAD DISCUSSION
Learning Objective:

knowledgeable on how to lead discussion
Why should you lead a group discussion?

• A group discussion gives everyone involved a voice.
• A group discussion allows for a variety of ideas to be expressed and
discussed.
• Group discussion is generally a democratic, egalitarian process.
• A group discussion leads to group ownership of whatever conclusions,
plans, or action the group decides upon.
• An effective group discussion encourages those who might normally
be reluctant to speak their minds.
• Group discussions can often open communication channels among
people who might not communicate in any other way.
• In some cases, a group discussion is simply the obvious, or even the
only, way to proceed.
Some people who might find themselves leading a group discussion:
• Directors of organizations
• Public officials
• Coalition coordinators
• Professionals with group-leading skills
• Teachers
• Health professionals and health educators
• Respected community members
• Community activists
When might you lead a group discussion?
• At the start of something new.
• When an issue can no longer be ignored.
• When groups need to be brought together.

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• When an existing group is considering its next step or seeking to
address an issue of importance to it.
How do you lead a group discussion?
If you have the opportunity to prepare beforehand:
• Choose the space.
• Provide food and drink.
• Bring materials to help the discussion along.
• Become familiar with the purpose and content of the discussion.
Make sure everyone gets any necessary information, readings, or other
material in plenty of time to study it well beforehand.
General guidelines:
• Think about leadership style.
• Put people at ease.
• Help the group develop ground rules.
• Generate an agenda or goals for the discussion.
Lead the discussion:
• Set the topic.
• Foster the open process.
• Involve all participants.
• Ask questions or provide information to move the discussion.
• Summarize and/or clarify important points and conclusions.
• Wrap up the session.
• Follow-up if necessary.
Do’s for discussion leaders:
• Model the behavior and attitudes you want group members to employ.
• Use encouraging body language and tone of voice, as well as words.
• Give positive feedback for joining the discussion.
• Be aware of people’s reactions and feelings, and try to respond
appropriately.
• Ask open-ended questions.
• Control your own biases.

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• Encourage disagreement, and help the group use it creatively.
• Be a recorder if necessary.
• Keep your mouth shut as much as possible.
Don’ts for discussion leaders:
• Don’t let one or a small group of individuals dominate the discussion.
• Don’t let one point of view override others.
• Don’t assume that anyone holds particular opinions or positions
because of his culture, background, race, personal style, etc.
• By the same token, don’t assume that someone from a particular
culture, race, or background speaks for everyone else from that
situation.
• Don’t be the font of all wisdom.

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HOW TO LEAD DISCUSSION
TRUE or FALSE
1. Discussion leaders should discourage body language and tone of voice, as

well as words during discussion.
2. Discussion leaders allows anyone or a small group of individuals

dominate
the discussion.
3. The leaders makes sure that everyone gets any necessary information,
readings, or other material in plenty of time to study it well beforehand.
4. An effective group discussion encourages those who might normally be
reluctant to speak their minds.
5. Group discussion might be done when an existing group is considering
its next step or seeking to address an issue of importance to it.

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1. FALSE
2. FALSE
3. TRUE
4. TRUE
5. TRUE

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HOW TO SOLICIT RESPONSE
Learning Objective:

knowledgeable on how to solicit response.
What is a solicitation response?

A solicitation response is a persuasive argument that is used to
respond to an agency, foundation, or company requirement.
The essence of a solicitation response is persuasion. All too often we

hear that “we submitted a great proposal” and were scored low and didn’t
win the business. Understand what it takes to win. A compliant technical
proposal response – i.e. one that meets all of the procurement/solicitation
requirements – is a minimal starting point for winning. Proposed innovative
solutions are also a pre-requisite to being a contender. To win, our proposal
must also sell our message. For example, a winning proposal must answer
the questions, “Of what benefit is our innovative solutions to the
procurement agency; how does it meet the requirements; and why is it
better than a competitor’s solution?” Understanding how to organize our
information around the requirements of the designated evaluator can help
improve any type of solicitation response. The focus of this training
document is to guide the user through the steps and pitfalls involved in the
solicitation response process.
What are our goals?

We are submitting our solicitation response for a reason. What is it?
Are we trying to:
 Persuade or convince someone
 Sell something
 Gain someone’s approval for something
 Get selected for something
 Get a foot in the door
 Launch a product or business

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 Motivate someone to do something
Whatever our goal is, our entire effort should revolve around it. Start
by asking yourself, what needs to happen to achieve the goal? Then
structure our solicitation response accordingly. Build our outline around
achieving the goal and in every sentence we write, try to achieve that goal.
Know our audience

We can’t win if we don’t give the evaluators what they want
Our solicitation response will win or lose based on someone else’s

decision. In order to persuade that person, committee, or group, we must
understand them. We must know what they want, answer their questions,
and convince them. Our solicitation response should not be based on what
we want to say, it should instead be based on what our audience wants from
our solicitation response. If we have a written solicitation with evaluation
criteria specified we have a good start. However, the evaluation criteria
never reflect everything that the person or persons performing the
evaluation think are important. Often the evaluation criteria are written by
someone other than the evaluators! It may be wise to find out the source of
the request. This can oftentimes be accomplished through asking questions
of the Contracting Officer.
In order to convince those who will be reading our solicitation

response, we must get to know them, before we submit our solicitation
response. To get to know them, we must talk to them, ask questions, and
understand their motivations. Otherwise it’s just a question of luck whether
we win or not.
How to give the evaluators what they want
To give the evaluators what they want, first we have to know what that
is. To effectively give the evaluators what they want we have to have a real
understanding about the client’s environment, goals, and agendas.
Ideally a relationship should already be in place with the customer

before a solicitation is released. Once the solicitation hits the street if we
have not created a relationship then we are a step behind the competition.

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Giving evaluators what we want them to have is a recipe for losing.
Knowing what they actually want requires insight above and beyond what is
in the solicitation. The only way to do that is to understand the client ---
what are their goals, what problems do they face, and/or do they have
preferences or biases.
Get to know potential customers before solicitation release. Research

the organization, build a list of questions and seek out the answers, and
attend pre-proposal conferences. When the solicitation is released, we can
look for ways to demonstrate our insight and stand out from the pack.
How to develop our solicitation response
There is more to developing a solicitation response than just writing it
We must prepare so that when we begin writing, we remember that

the solicitation response is not about what we want to say, but about how
we can achieve the required goals of the solicitation. We cannot simply start
writing and submit when we’re done. Remember, but about achieving the
required goals. The response actually starts when the pursuit starts.
Our solicitation response must address the customer’s requirements
The customer will accept our solicitation response only if it meets

their needs. The first step to meeting their needs is to become aware of
what they are.
When examining a written solicitation, make sure to review the

Statement of Work (SOW), then we know what those who wrote it think their
needs are. Understanding their needs means more than simply asking how
we can help them (for them to answer that, they must already know us). We
must not only discover what the customer wants, but why they want it.
What is important to them, what are they trying to accomplish, what
problems are they having? All of these questions should be detailed in the
SOW, if they are not than formulate questions for submission to the funding
body. Our solicitation response should not guess at what the evaluators
want. An effective response should tell them exactly what we can do for
them and why they should want us.
Our solicitation response should answer our customer’s questions

about us and our offering

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To persuade the customer, our solicitation response must anticipate
and answer their questions. Our solicitation response should be laid out to
provide clear answers and terms for doing business. This the reason to
follow the formatting instructions of the stipulated guidelines presented in
the solicitation.
Here is a list of typical questions that will be answered in our solicitation

response:
 Who are we?

 Why are we sending them this solicitation response?
 What will the customer get? (products, capabilities, services, deliverables,
etc.)
 How will it benefit them?
 How will we manage delivery/fulfillment?
 How long will it take?
 What are the risks (financial and performance) and what will we do to
mitigate them?
 Who will work on the project?
 Who will manage the project?
 What experience do we have with similar projects?
 Can we provide references/testimonials?
 How will we ensure quality and customer satisfaction?
 How will we know/measure success?
 What will the customer will have to do or supply?
 What options do they have to choose from?
 What considerations will they have in the future?
 Do we have any other relevant capabilities or resources?
 What assumptions did we make to write the solicitation response?
 How much will it cost?
 What payment terms do we offer?
 Are there any legal/contractual requirements or considerations?

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HOW TO SOLICIT RESPONSE
TRUE or FALSE
1. Our solicitation response must anticipate and answer our customer’s

questions in order to persuade them.
2. The customer will not accept our solicitation response if it meets their
needs.
3. In order to convince those who will be reading our solicitation

response, we must get to know them, before we submit our solicitation
response.
4. The essence of a solicitation response is persuasion.

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1. TRUE
2. FALSE
3. TRUE
4. TRUE

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LEARNING OUTCOME No. 3: IDENTIFY AND COMMUNICATE ISSUES

ARISING IN THE WORKPLACE
CONTENTS:
1. Identify problems and issues
2. Organizing information on problem and issues
3. Relating problems and issues
4. Communication barriers affecting discussions.
1. Issues and problems are identified as they arise
2. Information regarding problems and issues are organized coherently to
ensure clear and effective communication
3. Dialogue is initiated with appropriate personnel
4. Communication problems and issues are raised as they arise.
5. Identify barriers in communication to be addressed appropriately.
CONDITIONS:

METHODOLOGY:
 Discussion

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 Role play
 Brainstorming
ASSESSMENT METHODS:
 Interview
LO No. 3
IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE

on Identify problems and reading the learner is encourage to
issues. answer self-check
Identify problems and issues.
on Organizing information on reading the learner is encourage to
problems and issues. answer self-check
Organizing information on
problems and issues.
on Relating problems and reading the learner is encourage to
issues. answer self-check
Relating problems and issues.
on Communication Barriers reading the learner is encourage to
affecting workplace answer self-check
discussions.
Communication Barriers

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affecting workplace
discussions.

IDENTIFY PROBLEMS AND ISSUES
Learning Objective:

knowledgeable on how to identify problems and issues.
Identifying Problems and Issues
Before being able to confront a problem, its existence needs to be identified.

This might seem an obvious statement but, quite often, problems will have
an impact for some time before they are recognized or brought to the
attention of someone who can do anything about them.
In many organizations, it is possible to set up formal systems of

communication so that problems are reported early on, but inevitably these
systems do not always work. Once a problem has been identified, its exact
nature needs to be determined: what are the goal and barrier components
of the problem? Some of the main elements of the problem can be outlined,
and a first attempt at defining the problem should be made. This definition
should be clear enough for you to be able to easily explain the nature of the
problem to others.
GOAL (I want to...) BARRIER (but…)

Tell a friend that we find
I don't want to hurt their feelings.
something they do irritating.

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I'm not sure which model to get or how
Buy a new computer.
much money is reasonable to spend.
Set up a new business. I don't know where to start.
Looking at the problem in terms of goals and barriers can offer an effective
way of defining many problems and splitting bigger problems into more
manageable sub-problems.
Sometimes it will become apparent that what seems to be a single problem,

is more accurately a series of sub-problems. For example, in the problem:
“I have been offered a job that I want, but I don't have the transport to
get there and I don't have enough money to buy a car.”
“I want to take a job” (main problem)

“But I don't have transport to get there” (sub-problem 1)
“And I don't have enough money to buy a car” (sub-problem 2)
Useful ways of describing more complex problems are shown in the section,
'Structuring the Problem', below.
During this first stage of problem solving, it is important to get an initial

working definition of the problem. Although it may need to be adapted at a
later stage, a good working definition makes it possible to describe the
problem to others who may become involved in the problem solving process.
For example:
Problem Working Definition

“I want to take a job, but I don’t have
the transport to get there and I don’t “I want to take this job.”
have enough money to buy a car.”
Stage Two: Structuring the Problem
The second stage of the problem solving process involves gaining a deeper
understanding of the problem. Firstly, facts need to be checked.
Problem Checking Facts

“I want to take a job, but I don’t have the “Do I really want a job?”
transport to get there “Do I really have no access to

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transport?”
and I don’t have enough money to buy a
“Can I really not afford to buy
car.”
a car?”
The questions have to be asked, is the stated goal the real goal? Are the
barriers actual barriers and what other barriers are there? In this example,
the problem at first seems to be:
Goal Barrier 1 Barrier 2

Take the job No transport No money
This is also a good opportunity to look at the relationships between the

key elements of the problem. For example, in the 'Job-Transport-Money'
problem, there are strong connections between all the elements.
By looking at all the relationships between the key elements, it appears that
the problem is more about how to achieve any one of three things, i.e. job,
transport or money, because solving one of these sub-problems will, in turn,
solve the others.
This example shows how useful it is to have a representation of a problem.
Problems can be represented in the following ways:
a. Visually: using pictures, models or diagrams.

b. Verbally: describing the problem in words.
Visual and verbal representations include:
 Chain diagrams
 Flow charts
 Tree diagrams
 Lists
Chain Diagrams

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Chain diagrams are powerful and simple ways of representing problems
using a combination of diagrams and words. The elements of the problem
are set out in words, usually placed in boxes, and positioned in different
places on a sheet of paper, using lines to represent the relationship between
them.
Chain Diagrams are the simplest type, where all the elements are presented
in an ordered list, each element being connected only with the elements
immediately before and after it. Chain diagrams usually represent a
sequence of events needed for a solution. A simple example of a chain
diagram illustrates the job-transport-money example as as follows:
GET MONEY GET TRANSPORT TAKE JOB
Flow Charts
Flow charts allow for inclusion of branches, folds, loops, decision

points and many other relationships between the elements. In practice,
flow charts can be quite complicated and there are many conventions as to
how they are drawn but, generally, simple diagrams are easier to
understand and aid in 'seeing' the problem more readily.
Tree Diagrams
Tree diagrams and their close relative, the Decision Tree, are ways of
representing situations where there are a number of choices or different
possible events to be considered. These types of diagram are particularly
useful for considering all the possible consequences of solutions.
Remember that the aim of a visualization is to make the problem

clearer. Over-complicated diagrams will just confuse and make the
problem harder to understand.
Listing

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Listing the elements of a problem can also help to represent priorities,
order and sequences in the problem. Goals can be listed in order of
importance and barriers in order of difficulty. Separate lists could be made
of related goals or barriers. The barriers could be listed in the order in
which they need to be solved, or elements of the problem classified in a
number of different ways. There are many possibilities, but the aim is to
provide a clearer picture of the problem.
Problem
‘I want to take a job, but I don’t have the transport to get there and I don’t
have enough money to buy a car.’
Order in which barriers need to be solved

1. Get money
2. Get car
3. Get job
A visual representation and a working definition together makes it far easier
to describe a problem to others. Many problems will be far more complex
than the example used here.
Common workplace issues that employees face include:
 Interpersonal conflict
 Communication problems
 Gossip
 Bullying
 Harassment
 Discrimination
 Low motivation and job satisfaction
 Performance issues
 Poor job fit
The workplace is typically an environment in which people with different

personalities, communication styles, and worldviews interact. These
differences are one potential source of workplace issues, and can ultimately
lead to stress and tension for those involved. Although all employees have
the right to be treated fairly and to feel safe in the workplace, some
employees face bullying, harassment, and/or discrimination. Members of
the LGBT community, specifically, remain unprotected in the workplace by a
national non-discrimination policy. Additionally, some employees may
experience dissatisfaction with their work, struggle with their performance

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on the job, or have difficulty finding a job that fits their abilities and
interests.
Workplace issues can lead to decreased performance/productivity, loss of

job/termination, decreased satisfaction/happiness, stress, and a wide
variety of mental health issues. Harassment in the workplace can also lead
to legal troubles. The American Psychological Association notes that job
insecurity and lack of support at work can exacerbate workplace issues.

IDENTIFY PROBLEMS AND ISSUES
Multiple Choice:
separate sheet.
1. An example of verbal problem representation is:
a. Chain diagrams b. pictures c. Decision Tree d. written report

describing the problem
2. A visual problem representation that allows inclusion of branches, folds,

loops, decision points and many other relationships between the
elements.
a. Chain diagrams b. Listing c. Flow Chart d. Tree diagram
3. The elements of the problem are set out in words, usually placed in
boxes, and positioned in different places on a sheet of paper, using lines
to represent the relationship between them.
a. Chain diagrams b. Listing c. Flow chart d. Tree diagram
4. Tree diagram is an example of

a. Verbal representation b. Visual representation c. both a and b
b. none of the above

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1. d
2. c
3. a
4. b

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Organizing Information on Problems and Issues
Learning Objective:

knowledgeable on how to organize information on problems and issues.
How to Organize and Analyze Information on Problems and Issues
Step 1. Review the questions
Review the questions generated before the information was gathered.
 Why was this particular information necessary?

 What questions was it supposed to answer?
 What kinds of decisions will be made based on this information?
Renew your understanding of the central issues and key questions. Those
questions are critical because the information is usually requested when
someone is trying to answer a question, solve a problem or make a decision.
People seldom collect information just for the sake of collecting it.
Unanticipated results should not be ignored. Putting information together

will often raise important, unforeseen and relevant questions. Note these for

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future reference, and point them out when presenting the results. In other
words, park the information for now.
Step 2. Organize the information
 Gather all relevant information that has been collected.

 Read through the information with a critical eye.
 While reading the information, keep the following questions in mind:
o What are some important themes?
o What are the key concepts?
o What information do you already know that you can add to the
new information?
o What meaningful connections can you make with my existing
knowledge with past experiences?
o How can you rearrange the concepts?
o How are the concepts related?
o Are there any patterns?
o Can you spot trends in the information?
o What is being implied, but not explicitly stated?
 Sort information into parts which belong together.
 Break the information apart and put it back together again, are there
some components that are not important?
 Some information may have already been analyzed. Some may be
partly analyzed, and some may need analysis.
Going through these steps will make the analysis of the information easier
and faster.
Step 3. Decide how to analyze information
The analysis could simply be adding up numbers and averaging them. Or

comparing information to examine the relationship of one thing to another
or two things together. It could be combining pieces of data in new and
interesting ways. Do you have to perform statistical analysis or any other
quantitative analysis? Pay attention to the source of the information to
maintain the integrity of the results.
Step 4. How to analyze the information
 Do you have to conduct qualitative or quantitative analysis of the

information that you collected?
 Review the notes you took while organizing all the information.
 Look out for biased information and faulty logic.

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 Look at the information individually and as a whole, what do you
notice?
 Take note of similarities.
 Contrast information by setting two things in opposition to show the
differences.
 Relate pieces of information to establish relationships between and
among them.
 Combine contradictory pieces of information, what insights can you
generate?
 What are the emerging themes?
 Identify gaps in the information, what assumptions can you make?
 Do you have the information you need to solve the problem or make
the decision? Do you have the answer to your question(s)? If not you
may have to start the process again.
Step 5. Integrate the information
 Put the analyzed parts together in a way that tells the complete story.
 What new insights emerged?
 What is surprising to you?
 How can you use the information?
It is impossible to gather all the information you will ever need, so there are
times when you have to make intelligent assumptions.
Tips on Analyzing Information and Issues:
1. Decide where you can find the information that you need. The
information could be in someone’s head, so you may have to interview
him/her. Or you may have to develop a survey. If this is the case who
would complete it?
2. Gather the information from the sources that you identified.
3. Quickly skim and scan the information.
4. Determine accuracy, relevance and reliability of information.
Distinguish between essential and non-essential information.
5. Differentiate – is there anything unique about the information?
6. Identify propaganda and bias.
7. Recognize omissions and faulty logic
8. Recognize interrelationships and themes.
9. Connect disparate pieces of information.
10. Pay attention to the source of the information.

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ORGANIZING INFORMATION ON PROBLEM AND ISSUES
TRUE OR FALSE
Directions: Read and understand the statements. Write the word TRUE is
1. Questions are critical because the information is usually not requested

when someone is trying to answer a question, solve a problem or make a
decision.
2. Unanticipated results should not be ignored when analyzing information.
3. Always sort information by grouping it into parts that belongs together.
4. Analyzing Information is essential in Organizing information on problems

and issues.

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1. False
2. True
3. True
4. True

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Relating Problems and Issues
Learning Objective:

knowledgeable on how to relate problems and issues.
Issues can slow down productivity, decrease employee morale, and

prevent your business from expanding. The human resources department is
an important department within any major corporation or business. Your
HR department deals with employee requests and compliance issues on a
daily basis, along with the rest of their tasks.

Sometimes, an HR department can overlook certain procedures or
regulations. When they get overloaded with work, HR issues can arise.
Luckily, there are ways to address common HR problems.

By improving the efficiency of your HR department and streamlining some of
their most common tasks, you can reduce costly human resources related
issues. Let’s take a look at some of the top HR issues at the workplace and
how to fix them.

Ensuring Employees Remain Productive


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HR managers look for various ways to improve efficiency without decreasing
employee job satisfaction. This can be a challenge for any HR department.
HR teams often start evaluating productivity by looking at business
practices, procedures, and resources.

If a drop in productivity is the result of excessive absenteeism, it is often the
responsibility of the HR department to ensure attendance issues are
addressed. Enforcing attendance policies can be made easier with the help
of time-tracking software.

Accurate time-tracking software can allow your HR department to catch
trends in absenteeism. They can determine if the problem is confined to one
employee, one department, or the entire workforce.

Employee Training

HR departments are responsible for the implementation of training
programs. Some of these programs are designed to ensure your staff follows
policies and procedures while others are used for job advancement. In some
job settings, employees are required to complete certain certification
programs.

It is important to ensure that your staff is fully qualified for their jobs and
aware of all company policies. The enforcement of company compliance
often falls under the responsibility of the HR department.

If you notice that a growing number of your employees fail their
certifications or do not comply with company policies, then perhaps your HR
department simply has too much on their plate. By finding ways to
streamline your HR operations, your human resources team may be better
equipped to deal with this common HR issue.

Simplifying your payroll process and scheduling through the use of HR
software can give your human resources department more time to deal with
the creation and implementation of training programs.

HR Compliance Issues

In addition to employee compliance, your HR team and managers have to
deal with state and federal compliance. Complying with regulations in

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regards to fair pay, discrimination, and available time off is not always easy.
These regulations are constantly changing. New laws get put into place to
protect the rights of employees. It is up to your HR team to ensure
compliance.

Using a complete workforce management system, your HR department can
make sure that every law and regulation is followed. These systems apply
the laws and regulations to your scheduling and payroll. By regularly
checking for updates and new regulations, you can remain up to date and
fully in compliance.

Payroll Errors

Payroll errors are another common HR issue. When payroll information is
entered into a system manually, there is always room for human error. Your
HR department may be able to catch these errors before the payroll checks
are sent to your employees, but major errors can decrease employee morale.

If your staff has to constantly worry about whether or not their paycheck is
accurate, they will begin to lose motivation. Their job satisfaction will
decrease.

Payroll software, combined with a time attendance system, can ensure
accurate accounting. No matter how large your company is, a quality
software can prevent common payroll errors.

Employee Queries and Requests

Your HR department likely deals with many requests and queries from
employees throughout the day. This could include queries about available
time off, vacation time, or HR issues with their paycheck. They may also
receive requests for shift swaps and other scheduling problems.

One solution for this problem is to automate these queries and requests.
Give your employees access to their own schedule by using time-tracking
software or scheduling software. This software will grant them access to
their schedules while also allowing them to send shift requests.

Easy Access to Data and Accurate Time-Tracking

Essentially, the best option for dealing with these common HR issues is to
integrate a complete workforce management system into your daily
operations. Accurate time tracking software helps prevent payroll errors,

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compliance issues, and gives employees access to their schedule.
Scheduling software simplifies the process of creating schedules and allows
your HR team to focus on other tasks.

If you are tired of dealing with HR issues, it may be time to look at the
systems and HR software that you have in place. Consider implementing
new solutions to streamline HR operations and give them more time to focus
on compliance and the prevention of these common HR problems.

RELATING PROBLEMS AND ISSUES
MATCHING
Directions: Select the word or group of words that best matches the
descriptions listed.
HR Compliance Issue
Easy Access to Data and Accurate Tim-Tracking
Payroll Errors
Employee Queries and Requests
1. New laws get put into place to protect the rights of employees.
2. Error in Net take home pay of an employee.
3. Schedule of work shifts request not informed to employee.
4. Biometric time recorder malfunction

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1. HR Compliance Issue
2. Payroll Errors
3. Employee Queries and Requests
4. Easy Access to Data and Accurate Time-Tracking

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Communication Barriers Affecting Workplace Discussions
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be knowledgeable on

Communication Barriers which affects workplace discussions.
Barriers to Workplace Communication
There are a number of ways that people go wrong when communicating.

Unfortunately, barriers to workplace communication can lead to co-worker
alienation, a failure to make a good impression, arguments and
misunderstandings. Both physiological and psychological barriers may
prevent effective communication, as do perceptual, language and physical
barriers.
Perceptual Communication Barriers
Employees grow accustomed to perceiving things in particular ways, making

it difficult to recognize new meanings. For example, a manager who prefers
hiring Ateneo University graduates may overlook the exceptional
contributions that could be made by a State University graduate. Differing
life experiences, interests and values may prevent two employees from

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perceiving an event the same way. Due to invalid perceptions, an employee
may recommend incorrect solutions. Sandra Cleary suggests in her book
“Communication: A Hands-On Approach” that education and intelligence
affect our perceptions, as do an individual's physiological, safety and social
needs.
Language Barriers
Cleary notes that words have different meanings for different people, which
complicates communication. An attorney may hear the word "trust" and
think of real property held by one party for another, while a security
engineer may relate "trust" to the integrity of a computer system. Language
barriers may also result from the use of jargon such as “value-add” and
“Web 2.0” or insensitive and discriminatory language. Incorrect
pronunciation, complex sentences, faulty grammar and spelling may also
confuse listeners.
Physical Barriers
Physical communication barriers are environmental elements that affect an

employee's ability to acquire or convey information. Loud talking and
construction noises affect hearing. In addition, a speaker's appearance and
mannerisms can affect his ability to convey his message to an audience.
Equally important are the listeners' seating arrangements and their physical
comfort level, since sitting in the back row of a large auditorium may
prevent a listener from hearing the full presentation.
Physiological Barriers
Physiological barriers are characteristics of the speaker or listener that

interfere with the transmission or reception of information. For example, an
allergy may make it difficult to be attentive to a conversation or sleepiness
may affect an employee's concentration. Physical pain and depression also
negatively affect hearing and interpretation of a message. Other issues, such
as hunger, emotional distress and fatigue may also affect communication.
Psychological Barriers

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Boredom and a negative attitude also influence an employee's receptiveness
to a message. If an employee attends an “all-hands” meeting regarding a
company's bankruptcy, his fear or anger may cause him to misinterpret the
speaker's message. Communication can also shut down due to a listener's
embarrassment regarding the speaker's subject matter. A salesperson may
be inattentive due to his failure to meet his sales quota. Other meeting
attendees may also be concentrating on work deadlines and ongoing tasks
rather than listening to speakers’ comments. All of these situations result in
communications barriers in the workplace that can be difficult to overcome.

COMMUNICATION BARRIERS AFFECTING WORKPLACE DISCUSSIONS
MATCHING
Directions: Select the word or group of words that best matches the
descriptions listed.
Perceptual Communication Barriers

Language Barriers
Physical Barriers
Physiological Barriers
Psychological Barriers
1. Physical pain such as Headache negatively affect hearing and

interpretation of a message.
2. Failure of an employee to meet his/her target making him/her to be
inattentive to meeting.

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3. Noisy environment during conversations or meetings affecting the ability
to convey message.
4. Hiring of graduates from Prestigious Private University over graduates of
State University which could make exceptional contributions to the
company.
5. Incorrect pronunciation of words which will confuse listeners.
1. Physiological Barriers
2. Psychological Barriers
3. Physical Barriers
4. Perceptual Communication Barriers
5. Language Barriers

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References:
1. https://www.englishclub.com/learn-english/language-
skills.htm
2. http://www.skillsyouneed.com/ips/questioning.html
3. https://www.skillsyouneed.com/ips/problem-solving2.html
4. http://www.mmgconnect.com/userfiles/files/Resource_Create
EffectiveSolicitationResponse_2012.pdf
5. TESDA Training Regulation- Bookkeeping NC III

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Bookkeeping NC III: 6 Key Communication Skills

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BOOKKEEPING NC III

No. Unit of Competency Module Title Code

Lead workplace Leading workplace

2 Lead small team Leading small team 400311320

3 Develop and practice Developing and practicing

4 Solve problems related Solving problems related to

5 Use mathematical Using mathematical concepts

6 Use relevant Using relevant technologies

Bookkeeping Document No.

In this module, you are required to go through a series of learning

Bookkeeping Document No.

• Been working for some time.

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

If you have qualification or Certificate of Competency from previous

At the end of this module is a Learner’s Record Book. Use this to

A Record of achievements is also provided for your trainer to fill-up

Bookkeeping Document No.

Bookkeeping Document No.

COMMUNICATE INFORMATION ABOUT

The Students/trainees must be provided with the following:

Bookkeeping Document No.

Read Information Sheet 1.1-2 Read the information sheet. After

Read Information Sheet 1.1-3 Read the information sheet. After

Read Information Sheet 1.1-4 Read the information sheet. After

Bookkeeping Document No.

Workplace - A place, such as an office or factory, where people are

Communication - The exchange of thoughts, messages, or information, as

Communicator - a person who communicates, especially one skilled at

Organization - group of people who work together, like a neighborhood

Team - A group of people with a full set of complementary skills required to

Teamwork - combined efforts, or the actions of a group, to achieve a

Coordination - the act of arranging, putting things in order, or making

Supervisor - Person in the first-line management who monitors and

Subordinate - is someone who works for someone else, and to subordinate

Gesture - a movement of part of the body, especially a hand or the head, to

Feedback - is any information that individuals receive about their

Bookkeeping Document No.

After reading this INFORMATION SHEET, YOU MUST be

Bookkeeping Document No.

 Verbal Communication Channels

 Written Communication Channels

Strengths and Weaknesses

SIX WAYS OF USING NON-VERBAL COMMUNICATION SKILLS

Some major areas of non-verbal behaviors to explore are:

Bookkeeping Document No.

4. POSTURE AND BODY ORIENTATION:

Bookkeeping Document No.

This facet of nonverbal communication includes such vocal elements as:

 You have over 630 muscles in your body.

 The strongest muscle in your body is your tongue. USE IT

 It takes the interaction of 72 different muscles to produce human

1. Understand your own communication style:

Bookkeeping Document No.

3. Use Non-verbal Communication:

Tips to help us communicate effectively in the workplace

WHAT IS YOUR PURPOSE?

 Have Intention - Ask yourself what your intention is before starting a

Bookkeeping Document No.

 Speak Clearly - Take a deep  Try to keep your voice steady

 Try to cut out the “ums,” “uh-  Be confident in what you’re

 include speaking honestly, expressing excitement or sadness when you

 Being genuine builds your confidence.