Workplace Communication CBLM

PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM, the
above parts are recommended for use
in Competency Based Training (CBT) in
Technical Education and Skills
Development Authority (TESDA)
Technology Institutions. The next
sections will show you the components
and features of each part.
Document No. NTTA-TM1-07

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Practice in Developed by: Revision # 01
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Communication Sheleilla
T.Moreno
COMPETENCY-BASED LEARNING MATERIAL
Sector: TOURISM SECTOR
Qualification: BREAD AND PASTRY PRODUCTION NCII
Unit of Competency: PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title: PARTICIPATE IN WORKPLACE COMMUNICATION
Prepared By:
Mary Ann Sheleilla T. Moreno

CBLM on Bread Date
Date Revised:
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HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the module in ‘Bread and Pastry Production NCII’. This
module contains training materials and activities for you to complete.
The unit of competency "Participate in Workplace Communication”
contains knowledge, Skills and Attitudes Required for BREAD AND PASTRY
PRODUCTION NCII.
You are required to go through a series of learning activities in order
to complete each learning outcome of the module. In each learning outcome
are Information Sheets, Self-Checks, Operation Sheets or Task Sheets.
Follow these activities on your own. If you have questions, don’t hesitate to
ask your facilitator for assistance.
The goal of this course is the development of practical skills. To gain
these skills, you must learn basic concepts and terminologies. For the most
part, you'll get this information from the Information Sheets and suggested
resources and references
This module is prepared to help you achieve the required competency, in
“PARTICIPATING IN WORKPLACE COMMUNICATION ".
This will be the source of information for you to acquire knowledge

and skills in this particular competency independently and at your own
pace, with minimum supervision or help 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/she
is there to support you and show you the correct way to do things.
You will be given plenty of opportunity to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This
way you will improve both your speed and memory and also your
confidence.
Use the Self-checks, Operation Sheets or Task Sheets at the end of each
section to test your own progress.
When you feel confident that you have had sufficient skill, ask your Trainer
to evaluate you. The results of your assessment will be recorded in your
Progress Chart and Accomplishment Chart.
You need to complete this module before you perform the module on (Next
Module title)

CBLM on Bread Date
Date Revised:
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Workplace Mary Ann
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(Bread and Pastry Production NCII)
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

Participate in Participate in
1. workplace workplace 500311105
communication communication
Work in team Work in team
2. 500311106
environment environment
Practice career Practice career
3. 500311107
professionalism professionalism
Practice occupational Practice occupational
4. health and safety health and safety 500311108
procedures procedures

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MODULE CONTENT
UNIT OF COMPETENCY : Participate in workplace communication

MODULE TITLE : Participating in workplace communication
MODULE DESCRIPTOR : This module covers the knowledge, skills and
attitudes required to gather, interpret and convey information in response to
workplace requirements.
NOMINAL DURATION:
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
Obtain and convey workplace information
ASSESSMENT CRITERIA:
1. Specific and relevant information is accessed from appropriate sources
2. Effective questioning , active listening and speaking skills are used to gather and
convey information
3. Appropriate medium is used to transfer information and ideas
4. Appropriate nonverbal communication is used
5. Appropriate lines of communication with supervisors and colleagues are identified
and followed
6. Defined workplace procedures for the location and storage of information are used
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time
9. Own opinions are clearly expressed and those of others are listened to without
interruption
10. Meeting inputs are consistent with the meeting purpose and established
protocols
11. Workplace interactions are conducted in a courteous manner
12. Questions about simple routine workplace procedures and maters
concerning working conditions of employment are asked and responded to
13. Meetings outcomes are interpreted and implemented.
14. Range of forms relating to conditions of employment are completed
accurately and legibly
15. Workplace data is recorded on standard workplace forms and documents
16. Basic mathematical processes are used for routine calculations
17. Errors in recording information on forms/ documents are identified and
properly acted upon
18. Reporting requirements to supervisor are completed according to
organizational guideline.

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LEARNING OUTCOME NO. 1
(Obtain and convey workplace information)
Contents:
1. Effective communication
2. Different modes of communication
3. Gather and provide information in response to workplace requirements
4. Follow simple spoken language
5. Ability to relate to people of social range in the workplace
Assessment Criteria
1. Specific and relevant information is accessed from appropriate sources
2. Effective questioning , active listening and speaking skills are used to gather and
convey information
3. Appropriate medium is used to transfer information and ideas
4. Appropriate nonverbal communication is used
5. Appropriate lines of communication with supervisors and colleagues are
identified and followed
6. Defined workplace procedures for the location and storage of information are
used
7. Personal interaction is carried out clearly and concisely
Conditions
The participants will have access to:
Fax machine
Telephone
Writing materials
Internet
Assessment Method:
Direct Observation
Oral interview and written test

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Learning Outcome 1
Obtain and convey workplace information
Learning Activities Special Instructions

Read Information Sheet #1.1-1 on Read and understand the information
carefully about Effective communication
Effective communication
Answer Self-Check # 1.1-1 and You must get a rating of 100% in the self-
compare your answers from check activity, if you get below 100% rating,
answer key #1.1-1 go over to the same activities, but if you get
the required rating, then proceed to the next
activities/LO.
Perform Task Sheet # 1.1-1 Evaluate the demonstration of task using the
Performance Criteria Checklist #1.1-1
Have your trainer evaluate your performance
Read information Sheet # 1.1-2 on Read and understand the information
carefully about Different modes of
Different modes of communication
communication
activities/LO.

carefully about Gather and provide
Gather and provide information information in response to workplace
in response to workplace requirements
requirements
activities/LO.

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carefully about Follow simple spoken
language
Follow simple spoken language
activities/LO.
carefully about Ability to relate to people of
Ability to relate to people of social range in the workplace
social range in the workplace
activities/LO.
After doing all activities of this LO , you
are ready to proceed to the next LO on
________________________

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Information Sheet #1.1-1
(Effective communication)
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Understand the importance of effective communication.
(Introductory Paragraph)
Communication is the process of exchanging information and ideas. There are
many means of communication. To be an effective and valuable member of your
workplace it is important that you become skilled in all of the different methods of
communication that are appropriate. This website looks at different types of
communication and associated technology, but before that it is important to understand
the communication process.
The Communication Process for communication to occur it must pass from a
sender to a receiver. This must occur irrespective of the form of communication. For
communication to be effective it must be understood by the receiver and be able to be
responded to. This means that total communication involves speaking, reading,
listening, and reasoning skills. As communications pass from the source to the receiver
there is plenty of opportunity for its original meaning to change or alter.
(Body)
What is effective communication?
Effective communication is about more than just exchanging information. It's
about understanding the emotion and intentions behind the information. As well as
being able to clearly convey a message, you need to also listen in a way that gains the
full meaning of what’s being said and makes the other person feel heard and
understood.
More than just the words you use, effective communication combines a set of 4 skills:
Engaged listening
Nonverbal communication
Managing stress in the moment
Asserting yourself in a respectful way
What’s stopping you from communicating effectively?
Common barriers to effective communication include:

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STRESS AND OUT-OF-CONTROL EMOTION. When you’re stressed or emotionally
overwhelmed, you’re more likely to misread other people, send confusing or off-putting
nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior. To avoid
conflict and misunderstandings, you can learn how to quickly calm down before
continuing a conversation.
LACK OF FOCUS. You can’t communicate effectively when you’re multitasking. If you’re
checking your phone, planning what you’re going to say next, or daydreaming you’re
almost certain to miss nonverbal cues in the conversation. To communicate effectively,
you need to avoid distractions and stay focused.
INCONSISTENT BODY LANGUAGE. Nonverbal communication should reinforce what is
being said, not contradict it. If you say one thing, but your body language says
something else, your listener will likely feel you’re being dishonest. For example, you
can’t say “yes” while shaking your head no.
NEGATIVE BODY LANGUAGE. If you disagree with or dislike what’s being said, you
may use negative body language to rebuff the other person’s message, such as crossing
your arms, avoiding eye contact, or tapping your feet. You don’t have to agree, or even
like what’s being said, but to communicate effectively and not make the other person
defensive, it’s important to avoid sending negative signals.
EFFECTIVE COMMUNICATION SKILL 1:
BECOME AN ENGAGED LISTENER
When communicating with others, we often focus on what we should say. However,
effective communication is less about talking and more about listening. Listening well
means not just understanding the words or the information being communicated, but
also understanding the emotions the speaker is trying to communicate.
There’s a big difference between engaged listening and simply hearing. When you really
listen—when you’re engaged with what’s being said—you’ll hear the subtle intonations in
someone’s voice that tell you how that person is feeling and the emotions they’re trying
to communicate. When you’re an engaged listener, not only will you better understand
the other person, you’ll also make that person feel heard and understood, which can
help build a stronger, deeper connection between you.
TIPS FOR BECOMING AN ENGAGED LISTENER
FOCUS FULLY ON THE SPEAKER. You can’t listen in an engaged way if
you’re constantly checking your phone or thinking about something else. You need to
stay focused on the moment-to-moment experience in order to pick up the subtle
nuances and important nonverbal cues in a conversation. If you find it hard to
concentrate on some speakers, try repeating their words over in your head—it’ll reinforce
their message and help you stay focused.
FAVOR YOUR RIGHT EAR. As strange as it sounds, the left side of the brain contains
the primary processing centers for both speech comprehension and emotions. Since the
left side of the brain is connected to the right side of the body, favoring your right ear
can help you better detect the emotional nuances of what someone is saying.

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AVOID INTERRUPTING OR TRYING TO REDIRECT THE CONVERSATION TO YOUR
CONCERNS by saying something like, “If you think that’s bad, let me tell you what
happened to me.” Listening is not the same as waiting for your turn to talk. You can’t
concentrate on what someone’s saying if you’re forming what you’re going to say next.
Often, the speaker can read your facial expressions and know that your mind’s
elsewhere.
SHOW YOUR INTEREST IN WHAT'S BEING SAID. Nod occasionally, smile at the
person, and make sure your posture is open and inviting. Encourage the speaker to
continue with small verbal comments like “yes” or “uh huh.”
TRY TO SET ASIDE JUDGMENT. In order to communicate effectively with someone,
you don’t have to like them or agree with their ideas, values, or opinions. However, you
do need to set aside your judgment and withhold blame and criticism in order to fully
understand them. The most difficult communication, when successfully executed, can
often lead to an unlikely connection with someone.
PROVIDE FEEDBACK. If there seems to be a disconnect, reflect what has been said by
paraphrasing. "What I'm hearing is…," or "Sounds like you are saying…," are great ways
to reflect back. Don’t simply repeat what the speaker has said verbatim, though—you’ll
sound insincere or unintelligent. Instead, express what the speaker’s words mean to
you. Ask questions to clarify certain points: "What do you mean when you say..." or "Is
this what you mean?"
HEAR THE EMOTION BEHIND THE WORDS
It’s the higher frequencies of human speech that impart emotion. You can become more
attuned to these frequencies—and thus better able to understand what others
are really saying—by exercising the tiny muscles of your middle ear (the smallest in the
body). You can do this by singing, playing a wind instrument, or listening to certain
types of high-frequency music (a Mozart symphony or violin concerto, for example,
rather than low-frequency rock, pop, or hip-hop).
SKILL 2:
PAY ATTENTION TO NONVERBAL SIGNALS
The way you look, listen, move, and react to another person tells them more about how
you’re feeling than words alone ever can. Nonverbal communication, or body language,
includes facial expressions, body movement and gestures, eye contact, posture, the tone
of your voice, and even your muscle tension and breathing.
Developing the ability to understand and use nonverbal communication can help you
connect with others, express what you really mean, navigate challenging situations, and
build better relationships at home and work.
IMPROVE HOW YOU READ NONVERBAL COMMUNICATION
BE AWARE OF INDIVIDUAL DIFFERENCES. People from different countries and
cultures tend to use different nonverbal communication gestures, so it’s important to
take age, culture, religion, gender, and emotional state into account when reading body

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language signals. An American teen, a grieving widow, and an Asian businessman, for
example, are likely to use nonverbal signals differently.
IMPROVE HOW YOU DELIVER NONVERBAL COMMUNICATION

USE NONVERBAL SIGNALS THAT MATCH UP WITH YOUR WORDS rather than
contradict them. If you say one thing, but your body language says something else, your
listener will feel confused or suspect that you’re being dishonest. For example, sitting
with your arms crossed and shaking your head doesn’t match words telling the other
person that you agree with what they’re saying.
NONVERBAL COMMUNICATION: READING BODY LANGUAGE
ADJUST YOUR NONVERBAL SIGNALS ACCORDING TO THE CONTEXT. The tone of
your voice, for example, should be different when you’re addressing a child than when
you’re addressing a group of adults. Similarly, take into account the emotional state and
cultural background of the person you’re interacting with.
AVOID NEGATIVE BODY LANGUAGE. Instead, use body language to convey positive
feelings even when you're not actually experiencing them. If you’re nervous about a
situation—a job interview, important presentation, or first date, for example—you can
use positive body language to signal confidence, even though you’re not feeling it.
Instead of tentatively entering a room with your head down, eyes averted, and sliding
into a chair, try standing tall with your shoulders back, smiling and maintaining eye
contact, and delivering a firm handshake. It will make you feel more self-confident and
help to put the other person at ease.
SKILL 3: KEEP STRESS IN CHECK
How many times have you felt stressed during a disagreement with your spouse, kids,
boss, friends, or coworkers and then said or done something you later regretted? If you
can quickly relieve stress and return to a calm state, you’ll not only avoid such regrets,
but in many cases you’ll also help to calm the other person as well. It’s only when you’re
in a calm, relaxed state that you'll be able to know whether the situation requires a
response, or whether the other person’s signals indicate it would be better to remain
silent.
THE IMPORTANCE OF GOOD COMMUNICATION
Good communication is an essential tool in achieving productivity and maintaining
strong working relationships at all levels of an organization.
Employers who invest time and energy into delivering clear lines of communication will
rapidly build trust amongst employees, leading to increases in productivity, output and
morale in general.
Poor communication in the workplace will inevitably lead to unmotivated staff that may
begin to question their own confidence in their abilities and inevitably in the
organization.

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Take steps to build on communication
Define goals and expectations – Managers need to deliver clear, achievable goals to both
teams and individuals, outlining exactly what is required on any given project, and
ensuring that all staff are aware of the objectives of the project, the department and the
organization as a whole.
Clearly deliver your message – Ensure your message is clear and accessible to your
intended audience. To do this it is essential that you speak plainly and politely – getting
your message across clearly without causing confusion or offence.
Choose your medium carefully – Once you’ve created your message you need to ensure
it’s delivered in the best possible format. While face to face communication is by far the
best way to build trust with employees, it is not always an option. Take time to decide
whether information delivered in a printed copy would work better than an email or if a
general memo will suffice.
Keep everyone involved – Ensure that lines of communication are kept open at all
times. Actively seek and encourage progress reports and project updates. This is
particularly important when dealing with remote staff.
Listen and show empathy – Communication is a two-way process and no company or
individual will survive long if it doesn’t listen and encourage dialogue with the other
party. Listening shows respect and allows you to learn about any outstanding issues you
may need to address as an employer.

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Self- Check #1.1-1
(Effective Communication)
(Essay): Give a brief explanation of the following * 5pts each

1. What is communication?
2. What is an effective communication?
Enumeration
1-7 Tips on becoming an engaged listeners
1-4 Importance of good communication

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ANSWER KEY 1.1-1
(Effective Communication)
1. Communication is the process of exchanging information and ideas. There are

many means of communication. To be an effective and valuable member of your
workplace it is important that you become skilled in all of the different methods of
communication that are appropriate. This website looks at different types of
communication and associated technology, but before that it is important to understand
the communication process.
2. Effective communication is about more than just exchanging information. It's

about understanding the emotion and intentions behind the information. As well as
being able to clearly convey a message, you need to also listen in a way that gains the
full meaning of what’s being said and makes the other person feel heard and
understood.
1. Focus Fully On The Speaker.

2. Favor Your Right Ear
3. Avoid Interrupting Or Trying To Redirect The Conversation To Your Concerns
4. Show Your Interest In What's Being Said
5. Try To Set Aside Judgment
6. Provide Feedback
7. Hear The Emotion Behind The Words
1. Take STEPS TO BUILD ON COMMUNICATION

2. Clearly DELIVER YOUR MESSAGE
3. Choose YOUR MEDIUM CAREFULLY
4. Keep EVERYONE INVOLVED

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TASK SHEET/OPERATION/JOB SHEET 1.1-1
Title: Effective Communication
Performance Objective: Given an identification to be answer from your

information sheet, you should be able to understand effective
communication
Supplies/Materials :Eraser, Learning Materials, Paper and Pen
Equipment :
Steps/Procedure:
1. Read Information sheet # 1.1-1
2. Answer the identification and enumeration exam from self-
check # 1.1-1
3. Compare your answers in answer key # 1.1-1
4. Submit your output to your trainer.
Assessment Method:
 Direct Observation
 Oral interview and written test
Performance Criteria Checklist 1.1-1

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CRITERIA
YES NO
Did you….
Understand the effective communication?
Know the importance of communication?
Recognizes the importance of good communication?
Understand the tips on becoming an engaged listener?

CBLM on Bread Date
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Information Sheet # 1.1-2
(Different modes of communication)
1. Understand the different modes of communication
(Body)
There Are Three Types of Communication in Any Language
1. Interpersonal Communication:
Learners interact and negotiate meaning in spoken, signed, or written conversations to
share information, reactions, feelings, and opinions.
a. Active negotiation of meaning among individuals.
b. Participants observe and monitor one another to see how their meanings and
intentions are being communicated.
c. Adjustments and clarifications are made accordingly.
d. Speaking and listening (conversation); reading and writing (text messages or via
social media)
2. Interpretive Communication involves the following:
Learners understand, interpret, and analyze what is heard, read, or viewed on a variety
of topics.
a. Interpretation of what the author, speaker, or produces wants the receiver of the
message to understand.
b. One-way communication with no recourse to the active negotiation of meaning with
the writer, speaker, or producer.
c. Interpretation differs from comprehension and translation in that interpretation
implies the ability to read (or listen or view) "between the lines," including
understanding from within the cultural mindset or perspective.
d. Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing
(video clips) of authentic materials.
3. Presentational Communication involves the following:
a. Creation of messages.
b. One-way communication intended to facilitate interpretation by members of the
other culture where no direct opportunity for the active negotiation of meaning between
members of the two cultures exists.
c. To ensure intended audience is successful in its interpretation, the "presenter" needs

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knowledge of the audience's language and culture.
d. Writing (messages, articles, reports), speaking (telling a story, giving a speech,
describing a poster), or visually representing (video or PowerPoint).

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Self- Check #1.1-2
(Different Mode of Communication)
(Enumeration)
Enumerate the types of communication in any language and give its meaning.

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ANSWER KEY #1.1-2
(Different Modes of Communication)
1. Interpersonal Communication
 Learners interact and negotiate meaning in spoken, signed, or written
conversations to share information, reactions, feelings, and opinions.
a. Active negotiation of meaning among individuals.
b. Participants observe and monitor one another to see how their meanings and
intentions are being communicated.
c. Adjustments and clarifications are made accordingly.
d. Speaking and listening (conversation); reading and writing (text messages or via
social media)
2. Interpretive Communication
 Learners understand, interpret, and analyze what is heard, read, or viewed on a
variety of topics.
a. Interpretation of what the author, speaker, or produces wants the receiver of the
message to understand.
b. One-way communication with no recourse to the active negotiation of meaning with
the writer, speaker, or producer.
c. Interpretation differs from comprehension and translation in that interpretation
implies the ability to read (or listen or view) "between the lines," including
understanding from within the cultural mindset or perspective.
d. Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing
(video clips) of authentic materials.
3. Presentational Communication
 a. Creation of messages.
b. One-way communication intended to facilitate interpretation by members of the
other culture where no direct opportunity for the active negotiation of
meaning between members of the two cultures exists.
c. To ensure intended audience is successful in its interpretation, the "presenter"
needs knowledge of the audience's language and culture.
d. Writing (messages, articles, reports), speaking (telling a story, giving a speech,
describing a poster), or visually representing (video or PowerPoint).

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TASK SHEET #1.1-2
Title: Different Mode of Communication
Performance Objective: Given an identification to be answer from

your information sheet, you should be able to understand the different
mode of communication
Supplies/Materials : Eraser, Learning Materials, Paper and Pen
Equipment :
Steps/Procedure:
check # 1.1-2
Assessment Method:

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Date Revised:
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Workplace Mary Ann
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CRITERIA
YES NO
Did you….
Enumerate the three types of communication in any
language?
Understand the different modes of communication?

CBLM on Bread Date
Date Revised:
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(Gather and provide information in response to workplace requirements)
1. Gather and provide information in response to workplace requirements.
Accuracy in gathering information is vital to protect both the client and you.
Remember that the information will be used to assess the client’s situation and level
and immediacy of intervention. You need to gain all the necessary facts without
sensationalizing, or making light of, the situation as it presents for the client. This is
especially so when you are gathering material that could be used as evidence in a
court.
(Body)
Gathering information
 gather all the relevant facts

 gain a clear or clearer understanding of the client’s issues
 support the client in staying focused and standing a little outside the situation
to get clear facts.
There are a number of ways you can make sure that you obtain factual
information. These include the following:
 noting how the client presents

 informing the client of your role
 allowing time for the client to present the information fully
 asking the right questions in the right manner
 listening to the client’s story
 saying what you are interested in finding out
 observing the client’s behaviour during the interview.
Noting how the client presents

When meeting a client for the first time, or talking to them on the telephone, you will
gain a first impression of them based on such things as:
 mental state (irrational thinking, memory loss, delusions, etc.)

 emotional/psychological state (highly distressed, anxious, withdrawn, etc.)

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 personal circumstances (no home, no money, no food, etc.)
 support networks (Do they recognize anyone in their life who could help?)
 indicators of abuse.
Inform the client of your role

Occasionally clients have been misdirected to your agency, and their
expectation of the assistance available does not match the resources and
responsibilities of your agency. The Intake Officer or person initially interviewing the
client can usually determine this very early in the process and prevent the client
having to go through their story in depth when a referral to another agency would be
more appropriate. Hence it is important that workers clarify to the client their role
and the role of the agency as soon as possible.
Allow enough time
To go through all the processes of obtaining information will require time. Make sure
that you have allowed enough time to thoroughly evaluate all the information that
the person has given you, to confirm that what you have recorded is a true
statement of what the person said.
Listen to their story
You need to be patient and calm when conducting an interview with a client who is
distressed. You need to give the client a clear message that you are listening to their
story.
This can be done through:
Your body language
Appear interested; adopt a relaxed and yet attentive body posture; observe the tone,
volume and stability of your voice; be aware of your responses to some of the
information the client is telling you; and ensure they are appropriate.
Eye contact
In western culture, maintaining eye contact suggests we are interested in and
attending to the client; however, do not stare. Ensure eye contact is natural and
direct. Be aware of racial, age and gender differences. Be sensitive to your client’s
responses and be guided by those responses.
Developing rapport and providing a trusting environment
In order to build rapport with a client, you must appear to be genuinely interested in
them. This can be demonstrated in small ways, from ensuring there are no
distractions during your interview, checking that they are comfortable, and checking
how they wish you to address them, to speaking respectfully to them and allowing
them to adopt a measure of control within the interview. Trust can only develop over

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time and you should be vigilant in ensuring that any actions/plans you offer to
undertake on behalf of the client are completed in the time frame specified.
Non-judgemental communication
Every interview or contact gives you an opportunity to learn more about your client;
hence your communication should demonstrate respect for a client’s opinion. You
can achieve this by listening to their ideas and points of view, accepting that you will
have differences of opinions and values and not overreacting to a client’s behaviour
or statements. Be genuinely interested in how that client acquired those beliefs; this
helps in understanding the client holistically.
Affirmation
Use short acknowledgements such as 'Eh' and 'I see'.
Paraphrasing
Rephrase what the client has said to ensure you have understood correctly.
Summarizing
Summaries what the client has said at the end to ensure you have the main points.
It is important to make the person feel as comfortable as possible and free to express
their thoughts and feelings.

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Self- Check #1.1-3
(Enumeration): (Instruction)
1-7 Enumerate the ways in obtaining or gathering information

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ANSWER KEY#1.1-3
1. Noting how the client presents

2. Informing the client of your role
3. Allowing time for the client to present the information fully
4. Asking the right questions in the right manner
5. Listening to the client’s story
6. Saying what you are interested in finding out
7. Observing the client’s behaviour during the interview.

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TASK SHEET #1.1-3
Title: Gather and provide information in response to workplace
requirements
Performance Objective: Given an identification to be answer from your
information sheet, you should be able to gather and provide information in
response to workplace requirements
Equipment :
Steps/Procedure:
2. Answer the identification and enumeration exam from self-check # 1.1-3
Assessment Method:

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
CRITERIA
YES NO
Did you….
Enumerate the ways in obtaining or gathering
information?

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Follow simple spoken language)
1. Understand on how to Follow simple spoken language.
Speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts
(Body)
A spoken language is a language produced by articulate sounds, as opposed to
a written language. Many languages have no written form and so are only spoken.
An oral language or vocal language is a language produced with the vocal tract, as
opposed to a sign language, which is produced with the hands and face. The term
"spoken language" is sometimes used to mean only vocal languages, especially by
linguists, making all three terms synonyms by excluding sign languages. Others refer
to sign language as "spoken", especially in contrast to written transcriptions of signs.
Body language is a type of nonverbal communication in which physical

behavior, as opposed to words, are used to express or convey information. Such
behavior includes facial expressions, body posture, gestures, eye movement, touch
and the use of space. Body language exists in both animals and humans, but this
article focuses on interpretations of human body language. It is also known
as kinesics.
Language acquisition is the process by which humans acquire the capacity to
perceive and comprehend language, as well as to produce and
use words and sentences to communicate. Language acquisition is one of the
quintessential human traits,[1] because non-humans do not communicate by using
language.[2] Language acquisition usually refers to first-language acquisition, which
studies infants' acquisition of their native language, whether that be spoken language
or signed language as a result of prelingual deafness. This is distinguished
from second-language acquisition, which deals with the acquisition (in
both children and adults) of additional languages. In addition to speech, reading and
writing a language with an entirely different script compounds the complexities of
true foreign language literacy.
Importance of language

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Language is important in the development of self concept, development of a concept
of self as a learner, self monitoring, being able to appropriately conflict with others,
getting on with others, taking various social roles (including that of a learner),
participating and demonstrating learning. Therefore language is a key to all learning.
Teachers can gain a good insight into students underlying language ability through
looking at their spoken language skills.

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Self- Check #1.1-4
(Identification): Give a brief explanation of the following.

2. What is spoken language?
3. What is body language?
4. What is language acquisition?
5. Explain the importance of language?
6. Define speaking.

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ANSWER KEY#1.1-4
1. Spoken language is a language produced by articulate sounds, as opposed

to a written language. Many languages have no written form and so are only
spoken. An oral language or vocal language is a language produced with the
vocal tract, as opposed to a sign language, which is produced with the
hands and face. The term "spoken language" is sometimes used to mean
only vocal languages, especially by linguists, making all three terms
synonyms by excluding sign languages. Others refer to sign language as
"spoken", especially in contrast to written transcriptions of signs.
2. Body language is a type of nonverbal communication in which physical

behavior, as opposed to words, are used to express or convey information.
Such behavior includes facial expressions, body posture, gestures, eye
movement, touch and the use of space. Body language exists in
both animals and humans, but this article focuses on interpretations of
human body language. It is also known as kinesics.
3. Language acquisition is the process by which humans acquire the capacity
to perceive and comprehend language, as well as to produce and
use words and sentences to communicate. Language acquisition is one of
the quintessential human traits,[1] because non-humans do not
communicate by using language.[2] Language acquisition usually refers
to first-language acquisition, which studies infants' acquisition of
their native language, whether that be spoken language or signed language
as a result of prelingual deafness. This is distinguished from second-
language acquisition, which deals with the acquisition (in both children and
adults) of additional languages. In addition to speech, reading and writing a
language with an entirely different script compounds the complexities of
true foreign language literacy.
4. Importance of language Language is important in the development of self
concept, development of a concept of self as a learner, self monitoring, being
able to appropriately conflict with others, getting on with others, taking
various social roles (including that of a learner), participating and
demonstrating learning. Therefore language is a key to all learning. Teachers
can gain a good insight into students underlying language ability through
looking at their spoken language skills.
5. Speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts

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TASK SHEET #1.1-4
Title: Follow simple spoken language

your information sheet, you should be able to follow simple spoken
language
Equipment :
Steps/Procedure:
check # 1.1-4
Assessment Method:

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CRITERIA
YES NO
Did you….
Define what is speaking?
Understand what is spoken language?
Understand what is body language?

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Understand about language acquisition?
Understand the importance of language?

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(Ability to relate to people of social range in the workplace)
1. Understand on how to relate to people of social range in the workplace.
In the workplace, you will work with many people every day. Strong
interpersonal skills will enable you to talk to and work with all types of people,
including managers, coworkers, and customers. Interpersonal skills do more than give
you the ability to communicate with other people. Interpersonal skills also help you to
develop relationships with people. Strong relationships with the people you work with
will help you succeed in the workplace.
Research shows that poor interpersonal skills are the number one reason why people
don’t get along, don’t get promoted or, even worse, lose their jobs.
(Body)
Here are seven interpersonal skills tips that will help you develop strong
relationships and get along great with people in the workplace:
1. Managing relationships
2. Understanding the feelings of others
3. Cooperating with others
4. Great Attitude
5. Showing respect
6. Appropriate contact
7. Active Listening
You spend a lot of time with the people at your workplace. If you are a full-time
employee, you can expect to spend 40 or more hours a week with your coworkers. You
can begin to understand why it is so important to have good relationships with your
coworkers and managers! Good relationships will help you get along well with people
and help you to do your job better.
Have a difficult coworker or manager? Always remain polite and professional towards
that person. If you need to confront that person make sure you do it thoughtfully. You
never know! A difficult coworker could become a friend over time.

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2. Understanding the feelings of others
The ability to understand and relate to the feelings of others is called empathy. Having
empathy will help you develop strong relationships with other people. When you have
empathy, people feel that you understand them and how they feel.When people tell
you about something important, it shows they feel comfortable around you. Do your
best to put yourself in their shoes. Think about how you would want to be treated if
you were in their position. What would you want someone to say to you? What would
you hope someone would do for you?
3. Cooperating with others

Cooperating, or working well with others, is an important part of interpersonal skills
in the workplace. Even though each employee might have his or her own individual
tasks and goals, the entire staff or team has the same goal. That goal is to help the
company be successful. Without cooperation, the workplace can be an unpleasant
place, and the company will not succeed.Before starting on a group project or
collaborating, make sure each person understands what is expected of them. Ensure
each person is able to share his or her ideas or thoughts. Encourage your group to be
a safe space for sharing and collaborating.
4. Having a Great Attitude

Having an overall positive attitude will affect many aspects of your work. A great
attitude will help you cope with pressure and stress as well as help you be more
flexible in your job. Always sharing a positive attitude will help you grow in your
position and ultimately help you move forward in your career.
In a previous post, we talk about 5 Ways to Improve Your Attitude and Succeed at
Work:
 Avoid negative thinking and complaining

 Spend time with people who have a positive attitude
 Be thankful for your job
 Give yourself a chance to recharge
 Reward yourself for doing a good job
5. Showing respect
When you show respect for others in the workplace, people will show respect for you.
You can show respect for others by being polite and using your manners. Always
remember to say please and thank you.
When people are talking to you, listen to what they are saying and make eye contact
to show that you are listening. Wait until other people have finished talking before you
respond so that you don’t cause them to forget what they wanted to say.
6. Appropriate Contact
Interpersonal skills are not just about the things you say at work, they also include

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your actions, or the things you do. The way you act toward people at work will
determine whether or not they feel comfortable around you. Start by always standing
an appropriate distance away from the person with whom you are talking.A good rule
of thumb is to stand an arm’s length away from the person. That way, other people
can easily hear you but will not feel like you are in their personal space. Some people
don’t like to be touched, so it is important that you respect people’s personal space.
Besides a simple pat on the back or handshake, it is best not to touch people in the
workplace. Keeping your hands to yourself will ensure that you don’t offend or upset
others.
7. Active Listening
Active listening means you are fully engaged while listening to someone talk. You’re
completely focused on the person speaking. You are giving them eye contact, nodding,
and occasionally asking clarifying questions to make sure you understand.
Next time a coworker or manager is speaking to you. Put your phone, computer, or
notebook down and fully engaged. You’ll be surprised how much better you
understand what they’re telling you and how much better you’ll remember later.

NCII Page 40 of 88
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Self- Check #1.1-5
(Ability to relate to people of social range in the workplace)
(Identification): Identify what is being asked in each number

1. The ability to understand and relate to the feelings of others is called ______
2. _______is an important part of interpersonal skills in the workplace.
3. _______ means you are fully engaged while listening to someone talk.
4-8 Ways to improve your attitude and succeed to work
9-15 Interpersonal skills tips that will help you develop strong relationships and
get along great with people in the workplace

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ANSWER KEY#1.1-4
1. Empathy
2. Cooperating/working
3. Active Listening
4. Avoid negative thinking and complaining

5. Spend time with people who have a positive attitude
6. Be thankful for your job
7. Give yourself a chance to recharge
8. Reward yourself for doing a good job
10.Understanding the feelings of others
11.Cooperating with others
12.Great Attitude
13.Showing respect
14.Appropriate contact
15. Active Listening

NCII Page 42 of 88
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TASK SHEET #1.1-5
Title: Ability to relate to people of social range in the workplace

your information sheet, you should be able to relate to people of social
range in the workplace
Equipment :
Steps/Procedure:
check # 1.1-5
Assessment Method:

NCII Page 43 of 88
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CRITERIA
YES NO
Did you….
Understand the tips that will help you develop strong
relationship and get along great with great people in the
workplace?
Enumerate the ways to improve your attitude and
succeed to work?

NCII Page 44 of 88
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References for further reading
https://www.conovercompany.com/7-interpersonal-social-skills-for-
the-workplace/
https://www.google.com/search?
ei=x4sXW5PAFoj38gW1zK7QAQ&q=importance+of+spoken+language+in
+communication&oq=spoken+language+importance&gs_l=psy-
ab.1.0.0i71k1l8.0.0.0.12873.0.0.0.0.0.0.0.0..0.0....0...1c..64.psy-
ab..0.0.0....0.isQu9wcg8II
ei=eIsXW4THKouZ8gW1nKa4Bw&q=spoken+language+importance&oq=s
poken+language+importance&gs_l=psy-
ab.3...5391.9968.0.10134.11.9.0.0.0.0.653.653.5-
1.1.0....0...1c.1.64.psy-
ab..10.1.651...0j35i39k1j0i67k1.0.mUzV7zLNHcU
ei=LokXW6ewMMH18QWfxJWYAg&q=simple+spoken+language&oq=sim
ple+spoken+language&gs_l=psy-
ab.3...6991.6991.1.7010.1.1.0.0.0.0.0.0..0.0....0...1c.1.64.psy-
ab..1.0.0....0.P69OJG_abiU
ei=UocXW4zZFoX78gWitpWgDA&q=Follow+simple+spoken+language&oq
=Follow+simple+spoken+language&gs_l=psy-
ab.3..0i71k1l8.214071.217385.0.217861.4.4.0.0.0.0.0.0..0.0....0...1c.1.
64.psy-ab..4.0.0....0.9doPKzWoaZE
ei=PoYXW57eC4H48QWR34jICQ&q=Gather+and+provide+information+i
n+response+to+workplace+requirements&oq=Gather+and+provide+infor
mation+in+response+to+workplace+requirements&gs_l=psy-
ab.3...269128.274231.0.274483.2.2.0.0.0.0.1882.2083.2-1j8-
1.2.0....0...1c.1.64.psy-ab..0.1.1882...35i39k1.0.OWdZ2ZFN3kE

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Participate in workplace meetings and discussions)
Contents:
1. Participate in workplace meetings and discussions

2. Perform routine workplace duties following simple written notices
3. Written communication
4. Technology relevant to the enterprise and the individual’s work
responsibilities
Assessment Criteria
1. Team meetings are attended on time

2. Own opinions are clearly expressed and those of others are
listened to without interruption
3. Meeting inputs are consistent with the meeting purpose and
established protocols
4. Workplace interactions are conducted in a courteous manner
5. Questions about simple routine workplace procedures and
maters concerning working conditions of employment are asked
and responded to
6. Meetings outcomes are interpreted and implemented.
Conditions
1. Fax machine
2. Telephone
3. Writing materials
4. Internet
Assessment Method:
1.Direct Observation
2.Oral interview and written test

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Learning Outcome 2

carefully about Participate in
Participate in workplace meetings and workplace meetings and discussions
discussions
Answer Self-Check # 1.2-1 and compare You must get a rating of 100% in the
your answers from answer key #1.2-1 self-check activity, if you get below 100%
rating, go over to the same activities, but
if you get the required rating, then
proceed to the next activities/LO.
Perform Task Sheet # 1.2-1 Evaluate the demonstration of task
using the Performance Criteria Checklist
#1.2-1
Have your trainer evaluate your
performance
carefully about Perform routine
Perform routine workplace duties workplace duties following simple
following simple written notices written notices
#1.2-2
performance
carefully about Written communication
Written communication

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#1.2-3
performance
carefully about Technology relevant to
Technology relevant to the enterprise the enterprise and the individual’s
and the individual’s work work responsibilities
responsibilities
Answer Self-Check # 1.2- and compare You must get a rating of 100% in the
#1.2-4
performance
After doing all activities of this LO ,
you are ready to proceed to the next
LO on ________________________

NCII Page 48 of 88
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1. Understand on how to Participate in workplace meetings and
discussions.
Participate at Work
Every workplace will have staff meetings/team meetings, formal and informal
discussions. When a business places a proper value on the time spent by people
preparing for and attending meetings, it is quickly seen that they are a very expensive
exercise. Have you ever been to one of those meetings where no objectives were met, no
actions were agreed upon and generally it was a complete waste of your time? Effective
meeting procedures are essential to ensure that the maximum output is gained from a
meeting.
(Body)
Purpose of Meetings
A CLEARLY DEFINED PURPOSE TO YOUR MEETING – Ask questions such as; Why
are we meeting? What are we trying to achieve? Are we meeting for meetings sake?
However, consider that at times the purpose of bringing people together for a meeting
may be to achieve other important interpersonal objectives like team building, brain
storming or group problem solving. Make sure that you clearly communicate the
meeting purpose well before hand, this gives attendees time to gather ideas or research
issues prior to attending the meeting.
ADVISE PEOPLE OF THE MEETING IN TIME FOR THEM TO BE ABLE TO
ATTEND – It is amazing how often key people are left out of meetings or are not able to
attend simply due to a lack of planning and sufficient notice.
SET AN AGENDA – An agenda aims to keep discussions on track and to keep everyone
focused on the issues. The agenda should be distributed to attendees before the
meeting.
START AND FINISH ON TIME – Make sure the meeting starts and finishes on time so
participants feel that their time is valued and that they can plan for effective meeting
participation to fit within their work load.
MANAGE THE PARTICIPANTS – It is important that every person feels their
attendance and contribution is valued. People must be given the opportunity to
express their opinion as well as recognizing they must also listen to others without
interruption. Clear conflict management strategies must be in place.

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Self- Check # 1.2-1
(Identification): Identify what is being asked in each number.

1. Considering that at times the purpose of bringing people together for a meeting
may be to achieve other important interpersonal objectives like team building,
brain storming or group problem solving.
2. Aims to keep discussions on track and keep everyone focused on the issues.
3. It is important that every person’s feels their attendance and contribution is
valued. People must be given the opportunity to express their opinions as well as
organizing they must also listen to others without interruptions.
4. Make sure the meeting starts and finishes on time.

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ANSWER KEY # 1.2-1
1. A clearly defined purpose to your meeting

2. Set an agenda
3. Manage the participants
4. Starts and finish on time

NCII Page 51 of 88
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TASK SHEET # 1.2-1
Title: Participate in workplace meetings and discussions

your information sheet, you should be able to
participate in workplace meetings and
discussions.
Equipment :
Steps/Procedure:
check # 1.2-1
Assessment Method:

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Performance Criteria Checklist # 1.2-1
CRITERIA
YES NO
Did you….
1. Understand the purpose of business meetings and
discussions?
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Perform routine workplace duties following simple written notices)
1. Understand on how to perform routine workplace duties following
the simple written notices.
Participate at Work
Every workplace will have staff meetings/team meetings, formal and
informal discussions.
When a business places a proper value on the time spent by people
preparing for and attending meetings, it is quickly seen that they are a very
expensive exercise. Have you ever been to one of those meetings where no
objectives were met, no actions were agreed upon and generally it was a
complete waste of your time? Effective meeting procedures are essential to
ensure that the maximum output is gained from a meeting.
(Body)
WRITTEN DOCUMENTS INCLUDES:
1. dockets with customer/client details
2. enterprise-specific data
3. industry network details
4. instructions
5. labels, symbols, signs, tables and simple graphs
6. notes, rosters and messages
7. organizational policies and procedures
8. OHS information and safety material
9. patient treatment sheets, cage cards and client notices
10. personnel information
11. standard operating procedures

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Self- Check # 1.2-2
(Perform routine workplace duties following simple written
notices)
(Enumeration): (Instruction)
Give the different written documents include in simple written documents.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
ANSWER KEY # 1.2-2
1. dockets with customer/client details
2. enterprise-specific data
3. industry network details
4. instructions
5. labels, symbols, signs, tables and simple graphs
6. notes, rosters and messages
7. organizational policies and procedures
8. OHS information and safety material
9. patient treatment sheets, cage cards and client notices
10. personnel information
11. standard operating procedures

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
TASK SHEET # 1.2-2
Title: Participate in workplace meetings and discussions

participate in workplace meetings and
discussions.
Equipment :
Steps/Procedure:
check # 1.2-2
Assessment Method:
CRITERIA
YES NO
Did you….
1. Understand the different written documents
include in simple written documents.
2.
3.
4.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
5.
6.
7.
8.
9.
10.

(Written communication)
1. Understand about written communication.
Written communication involves any type of interaction that makes
use of the written word. Communication is a key to any endeavor involving
more than one person. Communicating through writing is essential in the
modern world and is becoming ever more so as we participate in what is

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
now commonly called the information age. In fact, written communication is
the most common form of business communication. It is essential for small
business owners and managers to develop effective written communication
skills and to encourage the same in all employees. The information age has
altered the ways in which we communicate and placed an increasing
emphasis on written versus oral communications.
(Body)
ADVANTAGES OF WRITTEN COMMUNICATION:
 Easy to preserve: The documents of written communication are easy

to preserve. Oral and non-verbal communication cannot be preserved.
If it is needed, important information can be collected from the
preserved documents.
 Easy presentation of complex matter: Written communication is the
best way to represent any complex matter easily and attractively.
 Permanent record: The documents of written communication act as a
permanent record. When it is needed, important information can be
easily collected from the preserved documents.
 Prevention of wastage of time and money: Written communication
prevents the waste of money and time. Without meeting with each
other the communicator and communicate can exchange their views.
 Accurate presentation: Through the documents of the written
communication top executive can present the information more
accurately and clearly. As it is a legal document everybody takes much
care does draft it.
 Use as a reference: If it is needed, written communication can be
used as future reference.
 Delegation of authority: Written communication can help the
authority to delegate the power and authority to the subordinate. It is
quite impossible to delegate power without a written document.
 Longevity: Written document can be preserved for a long time easily.
That is why; all the important issues of an organization should be back
and white.
 Effective communication: Written communication helps to make
communication effective. It is more dependable and effective than those
of other forms of communication.
 Maintaining image: Written communication helps to maintain the
images of both the person and the organization. It also protects the
images of the company or organization.
 Proper information: It is a proper and complete communication
system. There is no opportunity to include any unnecessary
information in a written document.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
 Less distortion possibility: In this communication system
information is recorded permanently. So, there is less possibility of
distortion and alteration of the information.
 No opportunity to misinterpret: there is any opportunity to
misinterpret the information or messages of written communication.
 Controlling tool: Written communication can help to control the
organizational activity. The written document may be used as a tool for
controlling.
 Easy to verify: The information and messages that are preserved can
be verified easily. If there arises any misunderstanding any party can
easily verify the information.
 Others: Clear understanding, Legal document, Acceptability,
Reduction of risk, Creating confidence, Easy circulation, Wide access or
coverage etc.
Disadvantages of Written Communication
 Expensive: Written communication is comparatively expensive. For

this communication paper, pen, ink, typewriter, computer and a large
number of employees are needed.
 Time consuming: Written communication takes time to communicate
with others. It is a time consuming media. It costs the valuable time of
both the writer and the reader.
 Red-Taoism: Red-Taoism is one of the most disadvantages of written
communication. It means to take time for approval of a project.
 Useless for illiterate person: It messages receiver is illiterate, written
communication is quite impossible. This is major disadvantage written
communication.
 Difficult to maintain secrecy: It is an unexpected medium to keep
business secrecy. Secrecy is not always possible to maintain through
written communication. Because here needs to discuss everything in
black and white.
 Lack of flexibility: Since writing documents cannot be changed easily
at any time. Lack of flexibility is one of the most important limitations
of written communication.
 Delay in response: It takes much time to get a response from the
message receiver; prompt response is not possible in case of written
communication that is possible in oral communication.
 Delay in decision making: Written communication takes much time
to communicate with all the parties concerned. So the decision maker
cannot take decisions quickly.
 Cost in record keeping: It is very difficult and expensive to keep all
the records in written communication.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
 Complex words: Sometimes the writer uses complex words in writing
a message. It becomes difficult to meaning out to the reader. So the
objectives of the communication may lose.
 Lack of direct relation: If there is no direct relation between the
writer and the reader, writer communication cannot help to establish a
direct relation between them.
 Other: Prompt feedback is impossible, Slowness, Bureaucratic
attitude, Understanding problem between boos and subordinates, lack
in quick clarification and correction, formality problem, lack of
personal intimacy, etc.
Self- Check # 1.2-3

(Written Communication)

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Type of Test): (Instruction)
1. ________ is a key to any endeavor involving more than one person.
2. _________is essential in the modern world and is becoming ever more
so as we participate in what is now commonly called the information
age.
3. It is essential for small business owners and managers to develop
effective written communication skills and to encourage the same in
all employees.
4. . __________involves careful choice of words, their organization in
correct order in sentences formation as well as cohesive composition
of sentences.
5. Written communication is the best way to represent any complex
matter easily and attractively.
6. If it is needed, written communication can be used as future
reference.
7. The information and messages that are preserved can be verified
easily. If there arises any misunderstanding any party can easily verify
the information.
8. Written communication takes time to communicate with others.
9. It takes much time to get a response from the message receiver;
prompt response is not possible in case of written communication that
is possible in oral communication.
10. Sometimes the writer uses complex words in writing a message.
It becomes difficult to meaning out to the reader. So the objectives of
the communication may lose.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
ANSWER KEY # 1.2-3
(Written Communication)
1. Communication
2. Communicating through writing
3. Written Communication
4. Effective writing
5. Easy presentation of complex matter
6. Use as reference
7. Easy to verify
8. Time Consuming
9. Delay in Response
10. Complex Words

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
TASK SHEET # 1.2-3
Title: Written Communication

understand the written communication
Equipment :
Steps/Procedure:
check # 1.2-3
Assessment Method:

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
CRITERIA
YES NO
Did you….
1. Understand about written communication?
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
REFERENCES FOR FURTHER READING
ei=y6sXW5_GOMnd8QXHmorQBw&q=4.%09Technology+relevant+to+the+en
terprise+and+the+individual
%E2%80%99s+work+responsibilities&oq=4.%09Technology+relevant+to+the
+enterprise+and+the+individual
%E2%80%99s+work+responsibilities&gs_l=psy-
ab.3...7626.7626.0.8524.1.1.0.0.0.0.222.222.2-1.1.0....0...1c.1.64.psy-
ab..0.0.0....0.tzaXhRmVdM4
ei=xasXW5OsJMev8QWF3KfYCQ&q=written+communication&oq=Written+c
ommunication&gs_l=psy-
ab.1.0.0i131i67k1j0i7i30k1j0i67k1j0i7i30k1l6j0i67k1.347.650.0.3745.3.3.0
.0.0.0.354.354.3-1.1.0....0...1c.1.64.psy-ab..2.1.352....0.Ew1EFX2qtAg
https://www.google.com/search?ei=IJ8XW4KzMcSW8QXSmY-
ACg&q=Perform+routine+workplace+duties+following+simple+written+notice
s&oq=Perform+routine+workplace+duties+following+simple+written+notices
&gs_l=psy-ab.3..0i71k1l8.0.0.0.11397.0.0.0.0.0.0.0.0..0.0....0...1c..64.psy-
ab..0.0.0....0.9c2wDBs2VAE
https://www.google.com/search?source=hp&ei=ipsXW-
epA4H38gW7t7rYDQ&q=Participate+in+workplace+meetings+and+discussio
ns&oq=Participate+in+workplace+meetings+and+discussions&gs_l=psy-
ab.3..0.1488.1488.0.2722.3.2.0.0.0.0.230.230.2-1.2.0....0...1c.1.64.psy-
ab..1.2.425.6..35i39k1.195.zdMOOsgfZ2I
https://training.gov.au/Training/Details/ACMGAS202A
ei=6acXW90eibHxBa3Fu_AO&q=Written+notices+and+instructions+are+rea
d+and+interpreted+correctly.&oq=Written+notices+and+instructions+are+re
ad+and+interpreted+correctly.&gs_l=psy-
ab.3..35i39k1.4800.4800.0.5212.1.1.0.0.0.0.296.296.2-
1.1.0....0...1c.1.64.psy-ab..0.1.280....0.DocJOUpYx9o

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Complete relevant work related documents)
Contents:
1. Complete work related documents

2. Organizational policies
3. Basic mathematical processes of addition, subtraction, division
and multiplication
4. Estimate, calculate and record routine workplace measures
Assessment Criteria
1. Range of forms relating to conditions of employment are

completed accurately and legibly
2. Workplace data is recorded on standard workplace forms and
documents
3. Basic mathematical processes are used for routine calculations
4. Errors in recording information on forms/ documents are
identified and properly acted upon
5. Reporting requirements to supervisor are completed according
to organizational guidelines
Conditions
1. Fax machine
2. Telephone
3. Writing materials
4. Internet
Assessment Method:
1.Direct Observation
2.Oral interview and written test

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Learning Outcome 3
(Complete relevant work related documents)

Read Information Sheet #1.3-1 on Read and understand the
information carefully about
Complete work related documents Complete work related
documents
Answer Self-Check # 1.3-1 and You must get a rating of 100% in

compare your answers from answer the self-check activity, if you get
key #1.3-1 below 100% rating, go over to the
same activities, but if you get the
required rating, then proceed to the
next activities/LO.
using the Performance Criteria
Checklist #1.3-1
performance
information carefully about
Organizational policies Organizational policies

next activities/LO.
Checklist #1.3-2
performance
information carefully about Basic
Basic mathematical processes of mathematical processes of
addition, subtraction, division and addition, subtraction, division
multiplication and multiplication


CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
next activities/LO.
Checklist #1.3-3
performance
After doing all activities of this
LO , you are ready to proceed to
the next LO on
________________________

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Organizational Policies)
1. Understand about organizational Policies.
A set of policies are principles, rules, and guidelines formulated or
adopted by an organization to reach its long-term goals and typically
published in a booklet or other form that is widely accessible.
Policies and procedures are designed to influence and determine all major
decisions and actions, and all activities take place within the boundaries set
by them. Procedures are the specific methods employed to express policies
in action in day-to-day operations of the organization. Together, policies and
procedures ensure that a point of view held by the governing body of an
organization is translated into steps that result in an outcome compatible
with that view.
(Body)
What is a workplace policy?

A policy is a statement which underpins how human resource
management issues will be dealt with in an organization. It communicates
an organization’s values and the organization’s expectations of employee
behaviours and performance.
Workplace policies often reinforce and clarify standard operating
procedure in a workplace. Well written policies help employers manage staff
more effectively by clearly defining acceptable and unacceptable behaviour
in the workplace, and set out the implications of not complying with those
policies.
A workplace policy consists of a statement of purpose and one or more
broad guidelines on action to be taken to achieve that purpose. The
statement of purpose should be written in simple terms, free of jargon. The
length of the policy may vary depending on the issue it addresses.
A policy may allow discretion in its implementation and the basis of
that discretion should be stated as part of the policy. A policy may also be
required where there is a diversity of interests and preferences, which could
result in vague and conflicting objectives among those who are directly
involved.
Not all workplace issues require a policy. Many routine matters can be dealt
with through simple workplace procedures and processes being put in place.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Benefits of having workplace policies
Well-written workplace policies:
 are consistent with the values of the organization
 comply with employment and other associated legislation
 demonstrate that the organization is being operated in an efficient and
businesslike manner
 ensure uniformity and consistency in decision-making and
operational procedures
 add strength to the position of staff when possible legal actions arise
 save time when a new problem can be handled quickly and effectively
through an existing policy
 foster stability and continuity
 maintain the direction of the organization even during periods of
change
 provide the framework for business planning
 assist in assessing performance and establishing accountability
 clarify functions and responsibilities
Developing and introducing workplace policies
Step 1 – Management Support

It is crucial to have senior management support for the implementation or
modification of a policy, especially where policies relate to employee
behaviour. The endorsement and modelling of the behaviour by senior
managers and supervisors will encourage staff to take the policies seriously.
While management support for a policy is an important first step before
actively seeking employee feedback on a proposed policy, the idea for the
policy and some of its details may in fact come from staff.
Step 2 - Consult with staff

Involve staff in developing and implementing workplace policies to
promote stronger awareness, understanding and ownership of the outcome.
Staff involvement also helps to determine how and when the policies might
apply, and can assist in identifying possible unintentional outcomes of the
policy.
Step 3 - Define the terms of the policy

Be explicit. Define key terms used in the policy at the beginning so that
employees understand what is meant. The policy should explain what is
acceptable and unacceptable behaviour in the workplace. You may wish to
include specific examples to illustrate problem areas or unacceptable types
of behaviours. For example:

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Step 4 - Put the policies in writing and publicise them
To be effective, policies need to be publicised and provided to all existing and
new employees. This includes casual, part-time and full-time employees and
those on maternity leave or career breaks.
Policies should be written in plain English and easily understood by all
employees. Consider translating the policies into the appropriate languages
for employees whose first language is not English.
Ensure all staff understand what the policies mean. Explain how to comply
with the policies and the implications of not complying.
Step 5 - Training and regular referral

The policies may be explained to staff through information and/or training
sessions, at staff meetings and during induction sessions for new staff. They
should also be reiterated and discussed with staff regularly at staff meetings
to ensure they remain relevant.
Copies of policies should be easily accessible. Copies may be kept in folders
in a central location or staff areas, in staff manuals and available on the
organization's intranet system.
Step 6 – Implementation
It is important that policies are applied consistently throughout the
organization. A breach of a policy should be dealt with promptly and
according to the procedures set out in the policy. The consequence of the
breach should also suit the severity of the breach – whether it be a warning,
disciplinary action or dismissal. Review policies regularly to ensure they are
current and in line with any changes within the organization. Where policies
are significantly changed they should be re-issued to all staff and the
changes explained to them to ensure they understand the organization's
new directions. These changes should also be widely publicized.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Self- Check # 1.3-2
(Identification): (Instruction)
1. ___________ is a statement which underpins how human
resource management issues will be dealt with in an
organization
2. ___________consists of a statement of purpose and one or more
broad guidelines on action to be taken to achieve that purpose.
3. It is crucial to have senior management support for the
implementation or modification of a policy, especially where
policies relate to employee behaviour.
4. Involve staff in developing and implementing workplace policies
to promote stronger awareness, understanding and ownership
of the outcome.
5. Ensure all staff understands what the policies mean. Explain
how to comply with the policies and the implications of not
complying.
Enumeration
1-6 Enumerate the steps in introducing workplace policies

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
ANSWER KEY # 1.3-2
1. Policy
2. Workplace Policy
3. Management Support
4. Consult with staff
5. Put the policies in writing and publicize them
1. Management support
2. Consult with Staff
3. Define the terms of policy
4. Put the policies in writing and publicize them
5. Training and regular referral
6. Implementation

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
TASK SHEET # 1.3-2
Title: Organizational Policies

understand the organizational policies.
Equipment :
Steps/Procedure:
check # 1.3-2
Assessment Method:

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
CRITERIA
YES NO
Did you….
1. Understand the different organizational policies?
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Basic mathematical processes of addition, subtraction, division and
multiplication)
1. Understand the basic mathematical processes.
Arithmetic (from the Greek ἀριθμός arithmos, "number") is a branch
of mathematics that consists of the study of numbers, especially the
properties of the traditional operations on them—
addition, subtraction, multiplication and division. Arithmetic is an
elementary part of number theory, and number theory is considered to be
one of the top-level divisions of modern mathematics, along
with algebra, geometry, and analysis. The terms arithmetic and higher
arithmetic were used until the beginning of the 20th century as synonyms
for number theory and are sometimes still used to refer to a wider part of
number theory
(Body)
Addition (+)
Addition is the basic operation of arithmetic. In its simplest form, addition
combines two numbers, the addends or terms, into a single number,
the sum of the numbers (Such as 2 + 2 = 4 or 3 + 5 = 8).
Adding more than two numbers can be viewed as repeated addition; this
procedure is known as summation and includes ways to add infinitely many
numbers in an infinite series; repeated addition of the number 1 is the most
basic form of counting.
Addition is commutative and associative so the order the terms are added in
does not matter. The identity element of addition (the additive identity) is 0,
that is, adding 0 to any number yields that same number. Also, the inverse
element of addition (the additive inverse) is the opposite of any number, that
is, adding the opposite of any number to the number itself yields the
additive identity, 0. For example, the opposite of 7 is −7, so 7 + (−7) = 0.
Addition can be given geometrically as in the following example:
If we have two sticks of lengths 2 and 5, then if we place the sticks
one after the other, the length of the stick thus formed is 2 + 5 = 7.
Subtraction (−)

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
Subtraction is the inverse of addition. Subtraction finds
the difference between two numbers, the minuend minus the subtrahend.
If the minuend is larger than the subtrahend, the difference is positive; if
the minuend is smaller than the subtrahend, the difference is negative; if
they are equal, the difference is 0.
Subtraction is neither commutative nor associative. For that reason, it is
often helpful to look at subtraction as addition of the minuend and the
opposite of the subtrahend, that is a − b = a + (−b). When written as a
sum, all the properties of addition hold.
There are several methods for calculating results, some of which are
particularly advantageous to machine calculation. For example, digital
computers employ the method of two's complement. Of great importance
is the counting up method by which change is made. Suppose an
amount P is given to pay the required amount Q, with P greater than Q.
Rather than performing the subtraction P − Q and counting out that
amount in change, money is counted out starting at Q and continuing
until reaching P. Although the amount counted out must equal the result
of the subtraction P − Q, the subtraction was never really done and the
value of P − Q might still be unknown to the change-maker.
Multiplication (× or · or *)
Multiplication is the second basic operation of arithmetic. Multiplication also
combines two numbers into a single number, the product. The two original
numbers are called the multiplier and the multiplicand, sometimes both
simply called factors.
Multiplication may be viewed as a scaling operation. If the numbers are
imagined as lying in a line, multiplication by a number, say x, greater
than 1 is the same as stretching everything away from 0 uniformly, in
such a way that the number 1 itself is stretched to where x was.
Similarly, multiplying by a number less than 1 can be imagined as
squeezing towards 0. (Again, in such a way that 1 goes to the
multiplicand.)
Multiplication is commutative and associative; further it
is distributive over addition and subtraction. The multiplicative
identity is 1, that is, multiplying any number by 1 yields that same
number. Also, the multiplicative inverse is the reciprocal of any number
(except 0; 0 is the only number without a multiplicative inverse), that is,
multiplying the reciprocal of any number by the number itself yields the
multiplicative identity.
The product of a and b is written as a × b or a·b. When a or b are
expressions not written simply with digits, it is also written by simple
juxtaposition: ab. In computer programming languages and software

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
packages in which one can only use characters normally found on a
keyboard, it is often written with an asterisk: a * b.
Division (÷ or /)
Division is essentially the inverse of multiplication. Division finds

the quotient of two numbers, the dividend divided by the divisor. Any
dividend divided by 0 is undefined. For distinct positive numbers, if the
dividend is larger than the divisor, the quotient is greater than 1,
otherwise it is less than 1 (a similar rule applies for negative numbers).
The quotient multiplied by the divisor always yields the dividend.
Division is neither commutative nor associative. As it is helpful to look at
subtraction as addition, it is helpful to look at division as multiplication
of the dividend times the reciprocal of the divisor, that
is a ÷ b = a × 1/b. When written as a product, it obeys all the properties
of multiplication
Self- Check # 1.3-3

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
(Basic mathematical processes of addition, subtraction,
division and multiplication)
(Enumeration) : (Instruction)
What are the different mathematical operations?

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
ANSWER KEY # 1.3-1
(Complete work related documents)
1. Addition
2. Subtraction
3. Multiplication
4. Division

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
TASK SHEET # 1.3-3
Title: Basic mathematical processes of addition,
subtraction, division and multiplication

understand the different mathematical
operations
Equipment :
Steps/Procedure:
check # 1.3-3
Assessment Method:

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
CRITERIA
YES NO
Did you….
1. Understand the different mathematical processes?
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

CBLM on Bread Date
Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno
REFRENCES FOR FURTHER READING
ei=gecXW4H1K8mg0gSitI6YDw&q=Basic+mathematical+processes+of+a
ddition%2C+subtraction
%2C+division+and+multiplication&oq=Basic+mathematical+processes+
of+addition%2C+subtraction
%2C+division+and+multiplication&gs_l=psy-
ab.3..0i71k1l8.0.0.0.60836.0.0.0.0.0.0.0.0..0.0....0...1c..64.psy-
ab..0.0.0....0.DgwgPTXnxmI
https://thebusinesscommunication.com/advantages-and-
disadvantages-of-written-communication/

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Date Revised:
Production NCII
Workplace Mary Ann
T.Moreno

Workplace Communication CBLM

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

Document No. NTTA-TM1-07

Sector: TOURISM SECTOR

Qualification: BREAD AND PASTRY PRODUCTION NCII

Unit of Competency: PARTICIPATE IN WORKPLACE COMMUNICATION

Module Title: PARTICIPATE IN WORKPLACE COMMUNICATION

Document No. NTTA-TM1-07

This will be the source of information for you to acquire knowledge

Document No. NTTA-TM1-07

No. Unit of Competency Module Title Code

Document No. NTTA-TM1-07

UNIT OF COMPETENCY : Participate in workplace communication

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Learning Activities Special Instructions

Read information Sheet # 1.1-3 on Read and understand the information

Document No. NTTA-TM1-07

Read information Sheet # 1.1-4 on Read and understand the information

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

IMPROVE HOW YOU DELIVER NONVERBAL COMMUNICATION

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

(Essay): Give a brief explanation of the following * 5pts each

Document No. NTTA-TM1-07

1. Communication is the process of exchanging information and ideas. There are

2. Effective communication is about more than just exchanging information. It's

1. Focus Fully On The Speaker.

1. Take STEPS TO BUILD ON COMMUNICATION

Document No. NTTA-TM1-07

Performance Objective: Given an identification to be answer from your

Performance Criteria Checklist 1.1-1

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Performance Objective: Given an identification to be answer from

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

 gather all the relevant facts

 noting how the client presents

Noting how the client presents

 mental state (irrational thinking, memory loss, delusions, etc.)

Document No. NTTA-TM1-07

Inform the client of your role

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

1-7 Enumerate the ways in obtaining or gathering information

Document No. NTTA-TM1-07

1. Noting how the client presents

Document No. NTTA-TM1-07

Supplies/Materials : Eraser, Learning Materials, Paper and Pen

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

Body language is a type of nonverbal communication in which physical