11

TVL-IA-EIM
Quarter 1 – Module 3:
EFFECTIVE COMMUNICATION
Electrical Installation and Maintenance NCII – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 3: Effective Communication
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
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impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Lester S. Barriga
Editors: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo
Reviewers: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo,
Jonathan A. Bayaton
Typesetter: Lester S. Barriga
Layout Artist: Alden B. Deguit
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar Elmar L. Cabrera
Nilita R. Ragay, Ed.D
Antonio B. Baguio

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 11

TVL-IA-EIM
Quarter 1 – Module 3:
EFFECTIVE COMMUNICATION
Introductory Message
For the facilitator:

Welcome to the Electrical Installation and maintenance Grade-11 Alternative

Delivery Mode (ADM) Module on Effective Communication!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the learner:

Welcome to the Electrical Installation and Maintenance Grade-11 Alternative

Delivery Mode (ADM) Module on Effective Communication!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

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 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you understand the participating in workplace communication. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.

The module contains the lesson:

 Effective Communication

After going through this module, you are expected to:

1. Discuss the purpose of effective communication in the workplace;
2. Apply the knowledge acquired in doing effective communication in the
workplace;
3. Value the importance in doing effective communication in the
workplace;

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 What I Know

Identification: Choose the best answer inside the box. Write only the letter
of the correct answer on your notebook.

A. Coherent B. Concrete
C. Commitment D. Clarity
E. Completeness F. Consistency
G. Courteous H. Closed questions
I. Open questions J. Reflective questions

______1. It simply measures one’s dedication and the degree to which one
communicates surety in the argument.

______2. When your message that you want to convey is concrete – not liable to
have fallen, your audience (team or clients) will have a clear picture of
what you are trying to tell them.

______3. Each message must have a logical conclusion.

______4. It is a well-planned, logical and sequential manner of communication

______5. Your readers shouldn’t have to make assumptions regarding what you’re
trying to say.

______6. You need to communicate your message in the least possible words, have
the consistency of tone, voice, and content so that you can save time.

______7. Your argument should make the other person respectful.

______8. This is also called mirror questions, are used to show the speaker
that you have been actively listening to them.

______9. They are usually answered with a yes or no or with a limited

response.

______10. They often require longer answers and begin with how, where,
when, which, who, why or what.

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Lesson

1 Effective Communication

Communication in the workplace is one of the signs of a high-performance

culture. Exchanging information and ideas within an organization is called
workplace communication. However, effective communication occurs when a
message is sent and received accurately. In every aspect of life (both
professional and personal), effective communication is important to success
and happiness. Effective communication in the workplace is central to all
business goals.

What’s In

Let’s review!

Effective communication covers the principles of communication and its

benefits, the needed basic communication skills, the communication
systems, and the barriers. Exchanging of information and ideas within an
organization is important in every aspect of life.

Effective communication is the central for the realization of organizational

goals, which is relevant to the previous module on managing organizational
communication that tackles on effective communication strategies that are
essential to deliver and receive information to achieve success.

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 Notes to the Teacher
This module contains the topics on effective communication that
tackles principles of communication, the skills, and the barriers
or challenges that may encountered during the communication
process. To enhance the learners’ experience in this module,
varied activities are introduced relevant to the topic. Hence, a
thorough explanation on the use of this module is required as well
as keeping track of the learners’ progress to ensure its
effectiveness.

Continued guidance and encouragement is expected of the

facilitator within the duration of the module in order for the
learners to sustain its requirements.

What’s New

Effective Communication

The resource we lack mostly, more than money,

time and team- togetherness
Is attentiveness.
Even when people are motivated and passionate
to hear what you have to say,
Their attention narrow band, constantly, drives them away.
So keep your messages short, precise and right to the point,
Make sure the subject of interest is mutually joint.
Otherwise you will find yourself taking the stage and preaching your pitch,
But no real audience will stay long, or will be within reach.
Effective communication is like playing: “catch the ball”
You want to keep on playing, after your first call.
keep the interaction of motivation going and win win flow.
This way you will engage effective communication and prevent any woe.

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 What is It

Why is communication important in the workplace?

1. It avoids confusion.
2. It provides purpose.
3. It builds a positive company culture.
4. It creates accountability.

Improving communication starts at the top to meet your business intent.

Often, effective communication at the workplace is what distinguishes a
good leader from a great one. Communication at workplace defines
organizational goals and helps coworkers collaborate. This is a step towards
a fundamental business practice for a committed and productive workforce.
In a study, companies ranked communication skills twice as important as
managerial skills. Here are the skills that employers mostly seek in new
hires, ranked in terms of priority.

1. Oral communication
2. Listening
3. Written communication
4. Public speaking
5. Adaptability

It is vital to measure communication so you can see what works, what

doesn’t, and tweak it accordingly. Workplace communication is important to
your growth and success. It allows everyone to share their inputs and feel
that their ideas are being valued.

To make sure you communicate in the most effective manner possible, you
need to know the seven (7) principles of communication. Therefore, below
list of the 7Cs of communication, also known as the 7 principles of
communication, will provide you with a useful checklist to ensure good
communication in the workplace.

The seven principles of communication are as follows:

1. Concrete

When your message that you want to convey is concrete – not liable to
have fallen, your audience (team or clients) will have a clear picture of
what you’re trying to tell them. It will only be concrete when it has
suitable data that backs it up. Your argument should be supported by
factual material that includes data and figures, leaving no space for the
audience to imagine the things.

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2. Coherent

The whole point behind your message will be useless when you are not
coherent. You need to have a good understanding of what goes where and
what comes when. Coherent communication is logical. It is a well-
planned, logical and sequential manner of communication. There should
be a good connection with the main topic and the flow should be
consistent.

3. Clarity

The purpose of your message should be clear so that the reader doesn’t
head up scratching his/her head to understand what you mean. Be clear
of what format do you want to say it in. Be clear about your goal or
purpose. Your readers shouldn’t have to make assumptions regarding
what you’re trying to say. For example, the sentences should be short,
prefer the active voice and state it in separate bulleted points.

4. Commitment

Commitment is a major part of workplace communication skills. It simply

measures one’s dedication and the degree to which one communicates
surety in the argument. It convinces the prospects kindly. A well-
committed message will leave a greater impact and increase your morale.

5. Consistency

The choice of words matters when you are communicating at work. Your
words shouldn’t leave your team confused. You need to communicate
your message in the least possible words, have the consistency of tone,
voice, and content so that you can save time. There is no room for
repetition. Try to use short sentences and short words.

6. Completeness

Never leave your sentences incomplete. Each message must have a logical
conclusion. People shouldn’t be left wondering if there is more to come.
Make sure you communicate completely that includes the need to be
informed and take action.

7. Courteous

Your argument should make the other person respectful. Try your best
that in your communication you’re honest, respectful, open and polite.
Say it with proper care and it will be perfectly effective and important.
Offensive words can put off people.

The figure below shows the benefits of effective communication in the

workplace.

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Effective Communication helps workers to:

1. Complete a schedule of tasks

2. Follow a set of instructions
3. Learn correct procedures and improve work practices
4. Solve problems
5. Work as part of a team
6. Follow the enterprise Occupational Health and Safety and
environmental procedures.

There are three main modes of communication:

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

Verbal Communication

In industries a large proportion of communication is verbal or spoken. This

may occur face-to-face or via telephones or two-way radios. For verbal
communication to be effective both the speaker and the listener need to be
actively engaged in the conversation. The speaker should be clear, concise,
and courteous and use a style of language that is appropriate to the
situation and the audience. The information should be accurate to the best
of the speaker’s knowledge. The tone of voice and body language used when
speaking are often as important as the words themselves. The listener
should give the speaker their full attention and be sure that they clearly
understand the message being conveyed. Again, body language is very
important. Good listening skills are necessary when receiving instruction or
being taught new procedures. Questions should be asked by the listener to
clarify the meaning and by the speaker to ensure that the information has
been fully understood. There are three types of questions:

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

They are usually answered with a yes or no or with a limited response. For
example:

 Have you driven a four-wheel drive tractor before?

2. Open questions encourage people to discuss situation and share

information. They often require longer answers and begin with how, where,
when, which, who, why or what. For example:

 What types of tractors have you driven?

3. Reflective questions, also called mirror questions, are used to show the
speaker that you have been actively listening to them. They are also helpful
when encouraging a person to express their opinions clearly. For example:

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 So, you’ve driven this type of tractor before?
 You’ve found this type of tractor to run reliably, haven’t you?

Good speaking, listening and questioning skills are essential when

communicating via the telephone or two-way radios to ensure that the
correct information has been received. There are a number of barriers that
reduce the effectiveness of verbal communication. These include:

Inappropriate choice of language style

Inappropriate body language
Disruptions
Noise in the proximity and/or a poor signal
Relevance of the topic to the listener
 Assumptions made by both the speaker and listener.

Non-verbal communication

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

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

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

communicated. Being aware of cues and signals is a crucial skill in
understanding people’s attitudes. Personal presentation, dress and hygiene
also contribute to the impression a person makes when they are
communicating.

Other forms of non-verbal communication regularly found in the workplace

include:

Signals, for example hand signals used when operating machinery; traffic
lights.
Signs, for example safety signs; workplace warnings; men’s, ladies and
disabled toilets; first aid posts.
Diagrams, for example property maps; diagrams in machinery manuals.
These are simplified drawing showing the appearance, structure, or
workings of something; a schematic representation.
Symbols, for example poison schedules; map legends; machinery gears
and levers. These are marks or characters used as a conventional
representation of an object, function, or process, e.g. the letter or letters
standing for a chemical element or a character in musical notation.

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Basic Communication Skills

The four basic methods of communication in everyday life are: listening,

speaking, reading and writing.

 Effective Listening and Speaking

In today’s changing world, listening and speaking play significant roles

because the first contact between ourselves and others is established
through this two-way process. Listening and hearing are not the same.
Hearing is simply the travel of sound through the ears to the brain without
effort for the listeners; listening involves a reaction of the brain to the
sounds waves. Another way of expressing this difference is to say that
listening has a purpose. Different purposes in listening imply different kinds
of listening. Among the linguistic skills, speaking developed alongside
listening. Learning to speak well is an asset. Since most of us talk much
more than we write, we are judged more than by our speech than by our
writing.

 Reading

A third communication skill after listening and speaking is reading. People

read for many different reasons and in many different ways. One reason for
reading is to find specific information, which is called scanning. Another, is
for meaning and absorption of information or which is called active reading.

 Writing

Writing tends to be more formal than speaking. Writing can be group into
three kinds according to style: formal, informal-public, and casual.

1. Formal style is used for writing letters to the government officials,

speeches, articles for newsletter and magazines, school assignments,
long reports and formal compositions.
2. Informal-public style is used in public communication, not private
communication; we use it when we want to sound informal, not
formal.
3. Casual style is used in writing to friends, to classmates, and in jotting
down notes to family members.

BARRIERS TO EFFECTIVE COMMUNICATION

Recognizing the various barriers to communication further enhances the

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

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 COMMUNICATION
BARRIERS
 Lack of Common Experience
 Confusion between the symbol
and the Symbolized Object
 Overuse of Abstraction
 Interference

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

transport meanings from speaker to listener in the same way that a truck
carries bricks from one location to another. A communicator's words cannot
communicate the desired meaning to another person unless the listener or
reader has had some experience with the objects or concepts to which these
words refer.

Confusion between the Symbol and the Symbolized Object. Languages

abound with words that mean different things to different people. Confusion
between the symbol and the symbolized object results when a word is
confused with what it is meant to represent. Although it is obvious that
words and the connotations, they carry can be different, people sometimes
fail to make the distinction. Words and symbols do not always represent the
same thing to every person.

Overuse of Abstractions. Abstractions are words that are general rather

than specific. Concrete words or terms refer to objects that people can relate
directly to their experiences. They specify an idea that can be perceived or a
thing that can be visualized. Abstract words, on the other hand, stand for
ideas that cannot be directly experienced, things that do not call forth
mental images in the minds of the students.

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Interference. Barriers to effective communication are usually under the
direct control of the sender/encoder. However, interference is made up of
factors that are outside the direct control of the sender/encoder:
physiological, environmental, and psychological interference. To
communicate effectively, the sender should consider the effects of these
factors.

Physiological interference is any biological problem that may inhibit

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

Environmental interference is caused by external physical conditions. One

example of this is the noise level found in many light aircraft. Noise not only
impairs the communication process, but also can result in long- term
damage to hearing.

Psychological interference is a product of how the sender and the receiver

feel at the time the communication process is occurring. If either sender or
receiver is not committed to the communication process, communication is
impaired. Fear of the situation or mistrust between the sender and receiver
could severely inhibit the flow of information.

Communication Systems

Downward communication. Communication flows from the superiors to

to subordinates.

Upward communication. The communication flows from the subordinates

to its superiors.

Lateral communication. Communication flows from functional areas at a

given level of the organization or hospital.

Diagonal communication. The communication flows from a subordinate of

a certain level to the superior of another level and vice versa.

Grapevine. It stretches throughout the organization in all directions

irrespective of authority.

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 What’s More

Exercise
Direction: Match column A with column B. Write your answer on your
activity notebook.
A B
1. Abstractions a. This includes body posture, arm and
hand positions, facial expressions, and
eye-contact and hand gestures.
2. Listening b. An interference caused by external
physical conditions.
3. Scanning c. This refers to objects that people can
relate directly to their experiences.
4. Writing d. It is a product of how the sender and
the receiver feel at the time the
communication process is occurring.
5. Hearing e. It is any biological problem that may
inhibit symbol reception, such as
hearing loss, injury or physical illness.
6. Concrete words f. These are words that are general
rather than specific.
7. physiological interference g. It involves a reaction of the brain to
the sounds waves.
8. Non-verbal communication h. It is simply the travel of sound
through the ears to the brain without
effort for the listeners.
9. Psychological interference i. It tends to be more formal than
speaking.
10. Environmental interference j. It is to find specific information.

What I Have Learned

Write your answers in your activity notebook.

I have learned that ________________________________________.

I have realized that ________________________________________.

I will apply ________________________________________________.

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 What I Can Do

Activity:

Instruction:

1. Try to listen to the news on the radio. Choose one (1) news item with
complete details and write it on your activity notebook.
2. Answer the following questions:
a. Did the news reporter convey the message clearly?
b. What are the challenges you encountered when you are listening to
the news while taking down notes?

Essay Rubrics

Areas of
Assessment A B C D
Presents ideas Presents ideas
in an original in a consistent Ideas are too Ideas are
Ideas manner manner general vague or
5 points 4 points unclear
3 points 1 point
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
10 points 7 points beg/mid/end beg/mid/end
4 points 1 point
Understanding Writing shows Writing shows Writing shows Writing shows
strong a clear adequate little
understanding understanding understanding understanding
10 points 7 points 4 points 1 point
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
5 points 4 points 3 points 1 point

Assessment

A. Identification. Choose the best answer inside the box. Write your answer
on a separate sheet of paper.

A. Closed Questions B. Reflective Questions

C. Open Questions D. Downward Communication
E. Diagonal Communication 15 F. Upward Communication
G. Grapevine Communication H. Signals
I. Symbols J. Diagrams
_____1. Communication flows from the superiors to subordinates.
_____2. The communication flows from a subordinate of a certain level to the
superior of another level and vice versa.
_____3. A type of question used to obtain a particular piece of information.
They are usually answered with a yes or no or with a limited response.
_____4. The communication flows from the subordinates to its superiors.
_____5. A type of question called mirror questions, are used to show the
speaker that you have been actively listening to them.
_____6. A type of question that encourage people to discuss situation and share
information.
_____7. It stretches throughout the organization in all directions irrespective
of authority.
_____8. It is used when operating machinery or traffic lights.
_____9. These are simplified drawing showing the appearance, structure, or
workings of something; a schematic representation.
_____10. These are marks or characters used as a conventional
representation of an object, function, or process.

B. Write TRUE if the statement is correct and FALSE if the statement is

wrong. Write your answers on your activity notebooks.

_____ 1. Many people seem to believe that words transport meanings from
speaker to listener in the same way that a truck carries bricks from
one location to another.
_____ 2. In today’s changing world, listening and speaking do not matter
because the first contact between ourselves and others is
established through this two-way process.

_____ 3. In industries a large proportion of communication is writing.

_____ 4. For verbal communication to be effective both the speaker and the
listener need to be calm in the conversation.

_____ 5. The true test of whether successful communication has taken place
is to determine if the desired results have been achieved.

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 Additional Activities

Activity:

Instruction: Look at the image below. What do you think is being portrayed by the
image? Relate your analysis with communication. Write your answer in your
notebook.

Essay Rubrics

Areas of
Assessment A B C D
Presents ideas Presents ideas Ideas are too Ideas are
in an original in a consistent general vague or
Ideas manner manner unclear
5 points 4 points 3 points 1 point
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
10 points 7 points beg/mid/end beg/mid/end
4 points 1 point
Understanding Writing shows Writing shows Writing shows Writing shows
strong a clear adequate little

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 understanding understanding understanding understanding
10 points 7 points 4 points 1 point
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
5 points 4 points 3 points 1 point

Answer Key

WHAT I KNOW
1. C
2. B
3. A
5. True
4. E
4. False
3. False
5. D 2. False
6. F 1. True
7. G B.
8. J
9. H 10. I
10.I 9. J
8. H
7. G
6. C
5. B
4. F
3. A
2. E
1. D
What’s More A.

1. f ASSESSMENT
2. g
3. j
4. i
5. h
6. c
7. e
8. a
9. d
10. b

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References

John F. Kikoski, “Effective Communication in the Performance Appraisal

Interview: Face-To-Face Communication for Public Managers in the
Culturally Diverse Workplace,” 1999. Vol.28, Issue 2, pp301-302/
https://doi.org/10.1177/009102609902800210

“Effective Communication.” Proofhub.com. Accessed June 12, 2020.

https://www.proofhub.com/articles/effective-communication

“Employee Engagement Effective Communication in the Workplace How and

Why.” HRTechnologist.com. Accessed June 12, 2020. https://
www.hrtechnologist.com/articles/employee-engagement/effective-
communication-in-the-workplace-how-and-why/

John F. Kikoski, “Effective Communication in the Performance Appraisal

Interview: Face-To-Face Communication for Public Managers in the
Culturally Diverse Workplace,” 1999. Vol.28, Issue 2, pp301-302/
https://doi.org/10.1177/009102609902800210

Kapur, Radhika. “Barriers to Effective Communication.” Journal. March 16,

2018.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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