Recieve and Respond To Workplace Communication

CBLM
ON
BASIC COMPETENCIES
(RECIVE AND RESPONSE TO WORKPLACE
COMMUNICATION)
Document No:
Jaycom Training
CBLM on BASIC Date Developed:
Dec. 6, 2021 Issued by:
COMPETENCY
And Assessment School Director
RECEIVE AND
Center Page 1 of
RESPONSE TO Revised by:
WORKPLACE Developed by:
57
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COMMUNICATION Alberto Toledo
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIALS
Welcome!
The unit of Competency, “Receive and response to workplace communication”
This learning material in “Receiving and responding to workplace communication”
is designed to guide you in learning at your own pace. To start with, talk with your trainer and
agree on how you will both organize the training for this module. Most probably your trainer will
also be your supervisor or manager. He/she is there to support you and guide you the correct
way to do things. From time to time you will be required to practice and demonstrate the skills
that you’ve learned from this module and you will be requiring some assistance from your trainer
(as instructed in the learning material).To proceed with the learning session you just have go
through the Learning Activity Sheet where in you will follow series of learning instructions
towards attaining the learning outcome. This procedure should be repeatedly done until you
have completed all the learning elements in this Competency-Based Learning Module or until
such time that you are ready to take the final assessment for this module. You may skip some
learning activities if you can demonstrate that you are competent enough on the said
task/s.
At the end part of this module is a Learner’s Diary. Use this diary to record important dates,
jobs undertaken and other workplace events that may provide further details to your trainer or
assessor. A Record of Achievement will be provided to you by your trainer for you to
accomplish once you complete the module. Upon completion of this module, study the evidence
plan at the end of the last learning element of this module then ask your instructor to assess
you. You will be given a certificate of completion as proof that you met the standard
requirements (knowledge, skills and attitude) for this module. The assessment could be made in
different methods, as prescribed in the competency standards. If you have questions, don’t
hesitate to ask your instructors for assistance. Your instructor will always be available to
assist you during the training.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
Module because you have:
 been wo
 already
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If you can demonstrate to your trainer that you are competent in particular skill, talk to him/her
about having them formally recognized so you would not have to undergo the same training
again. If you have a qualification or Certificate of Competency from previous trainings, show it to
your trainer. If the skills you acquired are still current and relevant to this module, they may
become part of the evidence you can present for RPL. If you are not sure about the level of your
skills, discuss this with your trainer.
MODULE CONTENT
Basic Competency : COMMUNICATION

Unit of Competency : RECEIVE AND RESPONSE TO WORKPLACE
COMMUNICATION
Module Title : PRECIEVING AND RESPONDING TO WRKPLACE
COMMUNICATION
Module Descriptor: This module covers the knowledge, skill and attitude required to
obtain, interpret and convey information in response to workplace requirements.
Nominal Duration: 8 hours
Learning Outcomes:
Upon completion of this module, you must be able to:
1. Follow routine and spoken messages
2. Perform workplace duties following written notices
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LEARNING OUTCOME # 1
Follow routine spoken messages
CONTENTS:
1. Understanding information/instructions
2. Instructions/information
3. Clarification on workplace
ASSESSMENT CRITERIA:
Specific relevant information is accessed from appropriate sources.
Effective questioning, active listening and speaking skills are used to gather and convey
information.
Appropriate medium is used to transfer information and ideas.
Appropriate non-verbal communication is used.
Appropriate lines of communication with superiors and colleagues are identified and followed.
Defined workplace procedures for the location and storage of information are used.
Personal interaction is carried out clearly and concisely.
CONDITION:
Students and Trainees must be provided with the following:
 Writing materials (pen & paper)

 References (books)
 Manuals.
ASSESSMENT METHOD:
 Observation or Demonstration of skills

 Interview
 Written or Oral test for the assessment of underpinning knowledge
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LEARNING OUTCOME 1
Understanding information/instruction
Learning Activities Special Instructions
Read and Understand the information

sheet and check yourself by answering
1. Read Information Sheet 1.1-1 Understanding the self-check.
information
Compare your Answer to the Answer

keys.1.1-1
2. Answer Self-check 1.1-1. Understanding
information
the self-check.
3. Read Information Sheet 1.1-2 on Sentence Compare your Answer to the Answer
Construction keys.1.1-2
4. Answer Self-check 1.1-2. On Sentence

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Construction
5. Read Information Sheet 1.1-3 on Effective Read and Understand the information
communication sheet and check yourself by answering
the self-check.
INFORMATION SHEET 1.1-1
SPEECH
Introduction
All the words in English can be divided into 8,

9 or more groups according to their function in
the language. These groups are traditionally
called parts of speech, and are today also
referred to as lexical categories or word
classes. The names of each part of speech
comprise the most basic grammar terminology
every English user must be familiar with in
order to understand how the language works
to create meaning.
Content Words
Nouns (success), verbs (succeed), adjectives (successful), adverbs (successfully)
and interjections (wow!) are parts of speech that can be sub-grouped as “content
words”- words that provide the concepts and ideas conveyed by the sentence. Content
words are constantly being added to or removed from general English use due to
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changes in culture and society, and technological and scientific innovations, which bring
new words into common use.
Structure Words
Determiners (the), pronouns (we), prepositions (at) and conjunctions (and) are
parts of speech that can be sub-grouped as “structure words” - words that tie the
content words together into a grammatically correct sentence and reflect the inner
grammar rules of the language. Structure words remain fairly constant in language use
over time.
Words as Different Parts of Speech

to make things more confusing, some words can function as different parts of speech
depending on their role in the sentence structure. This affects the word’s meaning,
making it important to confirm whether you are using the correct part of speech in the
correct position in the sentence.

PART OF SPEECH
For example:
The defendant’s lawyers object to any claims made by the prosecution.
[Object is a verb, meaning to oppose]
They also showed an object found in the scene of the crime as exhibit A.
[ object is a noun, meaning a physical item ]
In Summary
Knowledge of the parts of speech and their function is a tremendous help for any
English user, providing the terminology to study and analyze the language and identify
mistakes in writing. Being familiar with these terms will help you learn how to use
English more efficiently and quickly.
I. Parts of Speech
Learning about the parts of speech is the first step in grammar study just
as learning the letters of the alphabet is the first step to being able to read and
write. From learning the parts of speech we begin to understand the use or
function of words and how words are joined together to make meaningful
communication. To understand what a part of speech is, you must understand
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the idea of putting similar things together into groups or categories. Let's look at
some examples of categories.

COLORS FRUITS DRINKS LANGUAGES
Blue Banana milk Spanish
Red Apple Water Arabic
Yellow Orange Soda Japanese
Green Grape beer English
Black Lemon Coffee Korean
Colors, fruits, drinks, and languages are categories. If I tell you that Grebo
is a language, you would understand exactly what Grebo is. If we did not have
the category language, it would be hard to explain what is meant by the word
Grebo. It is very convenient to have categories to talk about similar things. Let's
look at some more examples of categories. In the list below, which does not
belong with the others?
PART OF SPEECH
a) violin
b) hammer
c) drums
d) piano
e) guitar
If you chose hammer, you are right. Violin, drums, piano, and guitar are
used to make music, but a hammer is not used to make music. Hammer doesn't
fit with the other words because it is a tool and all of the others are musical
instruments.
Let's try another example. Which of these does not belong with the others?

a) hammer
b) saw
c) violin
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d) screwdriver
e) wrench
This time, the word violin does not belong because it is not a tool. It is
very useful to have categories like musical instruments and tools to organize our
ideas. The parts of speech are categories used to organize or classify words
according to how they are used. We use parts of speech as a way to make it
easier to talk about language.
The philosopher Aristotle and later scientists studied animals and

classified them according to what they have in common. For example, eagles,
robins and sparrows are kinds of birds; sharks, salmon and tuna are kinds of fish;
and dogs, horses and elephants are kinds of mammals. Aristotle and others also
studied language and classified words according to what they have in
common. We usually use 8 categories or parts of speech to classify all the
words we use in English. This classification is not perfect. Sometimes it is hard
to tell which category a word belongs in. The same word may belong in different
categories depending on how it is used. There may be better ways to classify
English than
PART OF SPEECH
by using the 8 parts of speech. But this classification has been used for a
long time and many grammar books use it, so it is easier to keep on using it. It is
possible to speak or learn a language without knowing the parts of speech, but
for most of us, knowing about parts of speech makes things easier.
Here is an example of how it can be helpful to know about the parts of

speech. Look at the sentence: The man surreptitiously entered the room. You
probably don't know the meaning of the word surreptitiously, but if you know
about parts of speech, you will recognize that it is an adverb and that it tells you
something about how the man entered the room. You may still not understand
the exact meaning of the word, but you can understand the whole sentence
better than if you did not know about parts of speech.
When you look up a word in a dictionary, you will find not only the
meaning of the word but also what part of speech it is. This information is very
helpful in understanding the full meaning of the word and knowing how to use it.
The 8 parts of speech that are used to describe English words are:
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1. Nouns - any abstract or concrete entity; a person (police officer, Michael),
place (coastline, London), thing (necktie, television), idea (happiness), or
quality (bravery)
2. Verbs - any action (walk), occurrence
(happen), or state of being (be)
3. Adjectives - any qualifier of a noun
4. Adverbs - any qualifier of an adjective,
verb, clause, sentence, or other
adverb
5. Pronouns - any substitute for a noun
or noun phrase
6. Prepositions - any establisher of
relation and syntactic context
7. Conjunctions - any syntactic connector
8. Interjection - word (or prefix or suffix) that is used with a noun to indicate the
type of reference being made by the noun.
SELF-CHECK 1.1-1
PART OF SPEECH
Identification:
Put the correct answer on the space provided.
_________ 1. Determiners (the), pronouns (we), prepositions (at
and conjunctions (and) are parts of speech that can be sub-grouped.
__________ 2. Any establisher of relation and syntactic context.
__________3.Nouns (success), verbs (succeed), adjectives (successful), a
dverbs (successfully) and interjections
_________ 4. Any abstract or concrete entity; a person (police officer,

Michael), place (coastline, London),
__________ 5. Is the first step in grammar study just as learning the letters of
the alphabet is the first step to being able to read and write.
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Enumeration: 8 parts of speech 1-8
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ANSWER KEY 1.1-1
PART OF SPEECH
IDENTIFICATION
1. Structure words
2. Preposition
3. Content words
4. Nouns
5. Part of speech
ENUMERATION
1. Noun
2. Adjectives
3. Adverbs
4. Pronouns
5. Preposition
6. Conjunction
7. Article
8. Verbs
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SENTENCE CONSTRUCTION
INTRODUCTION
Sentence structure - the grammatical arrangement of words in sentences.
Writing is constructed by putting sentences

in sequence, one after another and, if a
single sentence is read aloud, it should be
understandable.
Meaning should flow from one sentence to

the next, carrying the argument or point of
view forward in a clear and concise
manner. If you do not use correct
grammar and punctuation, or your
sentences are too long and complex, what
you are trying to say will become unclear
and the reader will be unable to follow the
text because the flow of meaning is
interrupted.
If writing is a relatively new experience, or it is some time since you last wrote
anything, write in fairly short, simple sentences. Aim to make one point in each
sentence or paragraph if the point is more complex. If a sentence delivers two
points, consider splitting it into two sentences.
Inconsistencies of grammar and mistakes in grammar blur the meaning of written

work and cause confusion in the mind of the reader. They slow the reader down
and distract him or her from the meaning of the sentences and the key messages
contained.
A sentence is a collection of words that convey sense or meaning and is formed

according to the logic of grammar. Clear, short sentences are preferable, and more
effective, than long, complex ones.
The simplest sentence consists only of a noun, a naming word, and a verb or action
word. For example, in the sentence “Mary walked”, Mary is the naming noun and
walked is the action verb.
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Mary is the proper noun in the example sentence above but can be substituted in
following sentences by the pronoun she. A pronoun is a word that can be used instead
of a noun when a noun has already been mentioned. Other pronouns are he,
we, they and it.
Most sentences have a subject noun and an object noun. For example,
consider the sentence “Mary walked towards the hotel”. Mary is the subject noun
(a person or thing performing the action of walking), and the hotel is the object
noun (a person or thing towards which the action is directed).
Adjectives describe nouns. Adjectives usually come before the noun.
They are sometimes known as 'describing words'. When two adjectives are used
to describe one noun, they are set apart with the use of a comma.
For example:
The lazy dog dozed.
The hairy, lazy dog dozed.
Adverbs describe verbs. The adverb should always follow the verb.
For example:
Mary walked slowly. or Peter ran away quickly.
Tense
Verbs, or action words, are expressed in tenses; past, present or future. The
tense of a verb is its setting in time.
For example:
Mary walked (past tense)
Mary walks (present tense)
Mary will walk (future tense)
There are also other, more complex tenses not covered here. An important point
is to be consistent in your use of tense. Decide whether you are explaining an
event in the past, present or future and then be consistent in the use of that tense
until there is a good reason for changing.
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The incorrect use of tenses is one of the most common mistakes of grammar.
For example, consider the following sentence:
“Marianne describes the new techniques, how they varied in approach and
attitude”.
The verb describes is in the present tense but varied is in the past tense. The
correct tensing of the sentence should be:
“Marianne describes the new techniques, how they vary in approach and
attitude”.
The correct sentence should be:
A sentence is a collection of words that convey sense or meaning and is formed

according to the logic of grammar.
Elements of Sentence Construction
Subjects and Predicates
Parts of speech have specific tasks to perform when they are put together in a
sentence.
A noun or pronoun functions as the sentence subject when it is paired with

a verb functioning as the sentence predicate.
Every sentence has a subject and predicate.
A subject can be a noun or pronoun that is partnered with an action verb.

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Sometimes a verb will express being or existence instead of action.
Example:

Sometimes we use sentences in which a subject is not actually stated, but is,

nevertheless, understood in the meaning.
Example:

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A sentence like this gives an order or a request to someone.


Because we use such statements when we are talking directly to someone, we omit the
word you. It is understood in the sentence. Therefore, in statements like this one, we
say the subject is
you (understood).
This kind of sentence is an imperative sentence.

A predicate is a verb that expresses the subject's action or state of being.
Example:

Sometimes the predicate will be composed of two or three verbs that fit together -
the main verb preceded by one or more auxiliary (helping) verbs.
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IMPORTANT NOTE: To be a predicate, a verb that ends in -ing must ALWAYS have a

helping verb with it. An -ing verb WITHOUT a helping verb cannot be a predicate in a
sentence.

A subject and predicate may not always appear together or in the normal order, as the
following examples show:

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Phrases
A phrase is a group of related words that
1. does not express a complete thought
2. does not have a subject and predicate pair
One type of phrase is a prepositional phrase.
Examples:

Another kind of phrase is a verbal phrase.
Examples:

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Even though these phrases contain nouns (pronouns) and/or verb forms, none of
the nouns/pronouns/verbs are subjects or predicates. None of them work as
a partnership.
Also, these phrases do NOT express complete thoughts.

Clauses
Words and phrases can be put together to make clauses.
A clause is a group of related words that contain a subject and predicate.
Note the difference between phrases and clauses in the following examples:

Only one of the clauses is a sentence.
Clause #1 gives a thought or an idea that is COMPLETE, that can stand by

itself, independent of other words.
However, clause #2 gives an INCOMPLETE thought or idea, one

that cannot stand by itself, one that needs some more words to make it whole.
The word after changes the meaning, making the thought incomplete. After
reading this clause, we are left hanging.
These two clauses illustrate the two kinds of clauses:

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Independent clauses and dependent clauses
An independent clause is a group of words that contains a subject, a predicate,

and a complete thought.
A dependent clause is a group of words that contains a subject and a predicate,

but does NOT express a complete thought.
Compounding Sentence Elements
Words, phrases, and clauses may be joined to one another inside a sentence
with a conjunction.
The coordinating conjunctions and, but, or, and nor may join subjects,

predicates, adjectives, adverbs, prepositional phrases or dependent clauses
within a sentence. This process is called "compounding."
The following examples show the process of compounding
WORDS

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PHRASES

DEPENDENT CLAUSES

When entire independent clauses (simple sentences) are joined this way, they

become compound sentences.
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Avoiding Fragments
A complete sentence needs only two elements:
a subject - predicate unit AND a complete thought
In other words, a simple sentence is actually the SAME thing as an independent

clause.
Dependent clauses or phrases are called fragments because they are missing one or

more parts needed to make a sentence.
Therefore, they are only pieces or fragments of complete sentences.
Look at these examples:
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Avoiding Comma Splices and Fused Sentences

Sometimes two independent clauses (simple sentences) can be joined to form another
kind of sentence: the compound sentence.
Two major errors can occur when constructing compound sentences.
Error #1: The Comma Splice
Writers make this error when they try to separate the two independent clauses in a
compound sentence with a comma alone.
A comma is not a strong enough punctuation mark to separate the two independent
clauses by itself; thus, using it causes the clauses to be spliced together.
Example of a comma splice:

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This sentence can be repaired in three ways:
1. by adding an appropriate coordinating conjunction

2. by changing the comma to a semicolon

6. by changing the punctuation and adding an appropriate conjunctive adverb


Error #2: The Fused Sentence
Writers make this error by joining two independent clauses into a compound
sentence without using any punctuation between them.
No punctuation between the two independent clauses causes them to "fuse" into
an INCORRECT compound sentence.
Example of a fused sentence:

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This sentence is also repaired in three ways:
1. by adding a comma and an appropriate coordinating conjunction

2. by placing a semicolon between the two clauses


3. by adding the needed punctuation and an appropriate conjunctive adverb

Another way to repair a comma splice or fused sentence is to make each

independent clause into a simple sentence.
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Self-Check 1.1-2
IDENTIFICATION:
1. The grammatical arrange of words in sentences. _________

2. Describe nouns and usually come before the noun. ________
3. Should always follow the verb. _________
4. Can be a noun or pronoun that is partnered with an action verb. _________
5. A verb that expresses the subject’s action. ___________
6-7. Phrases a group of related word that
________________________________
________________________________
8. A group of related words that contain a subject and predicate. _________
9. A sentence make this error by joining two independent clauses. ___________
10. A group of words that contains a subject and a predicate but does not express a
complete though. ___________
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Answer key 1.1-2
1. Sentence Structure
2. Adjective
3. Adverb
4. Subject
5. Predicate
6. Does not express a complete pair
7. Does not have a subject and predicate pair.
8. Clause
9. Fused Sentence
10. Dependent clause
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EFFECTIVE
COMMUNICATION
INTRODUCTION
Effective communication helps us better understand a person or situation

and enables us to resolve differences, build trust and respect, and create
environments where creative ideas, problem solving, affection, and caring can
flourish. As simple as communication seems, much of what we try to
communicate to others—and what others
try to communicate to us—gets
misunderstood, which can cause conflict
and frustration in personal and professional
relationships. By learning these effective
communication skills, you can better
connect with your spouse, kids, friends, and
coworkers.
Effective communication is the process

through which a message is passed to the
intended recipient and it is understood by
him or her, thus eliciting the required
response. It involves the use of body
language, gestures, listening skills and
emotional awareness.
It is a two-way process - sending the right

message, which is also being correctly received and understood by the other
person. Effective communication goals include creating a common perception,
changing behaviors and acquiring information.
The activity of conveying information through the exchange of thoughts,

messages, or information, as by speech, visuals, signals, writing, or behavior. It
is the meaningful exchange of information between two or more living creatures.
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One definition of communication is “any act by which one person gives to or
receives from another person information about that person's needs, desires,
perceptions, knowledge, or affective states.

EFFECTIVE COMMUNICATION
5 Things to Practice for Effective Communication Skills
1. Body Language
Do not shy away from the person with whom you are speaking. Be sure to
maintain a relaxed, but not slouching posture, regardless whether you are the
one speaking or listening. Other things that ensure your body is communicating
your attentiveness to the conversation can include:
 Making eye contact.

 Nodding occasionally to acknowledge a strong point in the conversation.
 Standing with hands clasped in front of you, never crossing your arms.
 Not displaying nervous ticks such as wringing hands, picking at your nails, or
anything that the person communicating with you will view as a distraction
from their conversation.
2. Speech and Attentiveness
When speaking, you need to be clear and concise. Speak on important

matters directly and do not waste time with long drawn out stories that will cause
your listener’s mind to wander. Make sure you ask whether they understand, and
be willing to further explain any of your points. Do not expect someone to just
“know” what you are saying, even if it is crystal clear in your own mind.
In addition, one of the most important aspects of verbal communication is

the ability to practice active listening. This is not just actively waiting to talk.
Always make mental notes of key points when someone is speaking to you. That
way once you are given a chance to speak, you can respond to the most vital
issues being dealt with. When others are speaking, try to think about the exact
words that they are saying. If you practice this, you will comprehend and contain
75 percent more of the information that you hear.
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3. Communication Consistency
Maybe your weakness is in the quality or quantity with which you

communicate to your employees. Communication seems to have dwindled to
superficial small talk. Great communicators practice the ability of consistent
communication by remaining available. Do not be afraid to be the one who voices

any concerns or difficulties. However, ensure that you are practicing open
and honest communication with those who may depend on you. Be available and
bold with tact
Be sure to leave communication lines open to those who may need to

address problems with you. You will find that you prevent the small issues that
normally have the habit of becoming large ones by making those in your life
aware that you are open to discussing issues at any time.
4. Patience
During your communications with others always give them time to

communicate their issues as well. Remaining focused on what they are trying to
communicate will show them that you are indeed open to assisting with their
issues. Many of people’s communication lines tend to break down on the side
where impatience is in a rush to get out of the conversation. Since you cannot
control the other side, do yourself a favor and take a breath. The conversation
you’re involved in is important.
If you are confused as to what someone may be requesting, than repeat

back to him or her what you think they said and ask if that is correct. Often this
will inspire the speaker to be more in-depth about their needs, which will help you
to understand them fully.
5. Practicing Effective Communication Skills
If someone has communicated a need or an issue to you, then your main

priority should be to aid him or her in repairing the problem. Following up on an
issue is the only way to convince others whom you need to communicate with
that you have listened to them and that their problems or issues are important to
you as well
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Practicing strong follow-up will also leave the impression that you are
involved in the bigger picture. When people see this commitment, they will know
you are open to future communications. This creates a loyal and discerning
surrounding that cultivates positive movement and communication. This will
develop a strong sense of confidence in those with whom you communicate.

BARRIERS TO EFFECTIVE COMMUNICATION

Today's fast-paced world is changing the face of communication both in business
and interpersonal relationships. Technology has opened the door to new ways of
interacting, yet the process is still challenged by barriers that hinder its
effectiveness. Some of these obstacles include individual competence, language,
perception and information overload.
Function
Understanding the communication
process is the first step toward identifying
which barrier is affecting your ability to
communicate. First, the sender has an
idea, usually a product of thought and
research.
The idea is put into words (or actions)
by the sender, who then transmits the
message.
Types
Competence refers to your ability to communicate in a way that is accepted by
others and accomplishes your goals. Language presents a problem not only for
those interacting with foreign speakers, but also for those communicating in the
same language. Perception refers to the way you see others as well as the way
others see you. This mental image impacts how others interpret the messages
you send and how you will interpret the behavior of others.
Prevention/Solution
Being mindful of your communication strengths and weaknesses can help you
overcome communication barriers. The next step is to learn as much as you can
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about your audience, or who you are communicating with. This will help you
choose the best way of expressing your message and ensuring that it is heard.
Considerations
Interacting with individuals from another culture can add even more dimensions
to communication barriers. What is acceptable in one culture is not always
appropriate in another. This includes verbal and nonverbal aspects of the
message as well as other characteristics of context, such as time, place and
relationships involved in the interaction.
7 Ways to Overcome Barriers to Communication
Many people find that they face communication barriers today in the
workplace or in everyday life. Fortunately, there are many ways that barriers in
communication can be overcome quite easily. Some of the easiest ways to do
this is to eliminate the differences in perception as much as possible.
You should also make sure that you use the simplest type of language as
possible, meaning use simple, clear words and avoid using slang and other types
of jargon. Other ways to overcome communication barriers is to ensure that the
background noise is reduced as much as possible and practice active listening.
How can we reduce the barriers that effectively blind us to meaning and
comprehension? Here are seven ways:
1. Understand others see things differently to you. - try to predict the

feelings and attitude of the receiver. What will their expectation be?
What about their state of mind when you are communicating? What
prejudices might they have? If you know these things before
communicating, you reduce the risk if misinterpretation.
2. Get feedback from the receiver - Don’t just ask, ‘Do you
understand?’ They will more often than not say ‘yes’ because they see
things in the way they want to understand it. Ask instead what their
understanding of the message is, and how they see it.
3. As often as possible, speak face-to-face. This will allow for questions

and, most importantly, allow you to see the body language, which will
convey much more meaning than over the phone or through email.
4) Use language that fits the audience. Don’t try to impress by using

language and words that may be distorted by the listener(s). It simply
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makes them confused and inadequate. Plus, they won’t be listening to you
while they try to work out what on earth you are on about.
5) Use the right communication channel. Don’t send an email if it’s

quicker to pick up the phone or go and talk to the person. Use email for its
proper purpose. We are rapidly losing the art of conversation…don’t add
to that by using the wrong channel.

6) Have integrity and honesty in your communications. If you are seen

as being someone who lacks integrity, this will immediately be noticed and
even more barriers will be built up between you and the listener.
7) Make it easy for others to listen to you. Make your communication

style that one of a conversationalist, one who is able to make a point
quickly, succinctly and with conviction. If your key message is lost in the
morass of a thousand words, people will wonder what you mean and what
the purpose is. Clarity and brevity are the watchwords.
Conclusion
Since the world is so incredibly diverse and communications come

in such a wide variety of forms, it is important to know many appropriate
and helpful interpersonal skills. By practicing the few suggestions found
here, you will find yourself understanding more of what people say and
repeating yourself less to other people. Your co-workers and friends will
have the confidence to come to you when they find themselves in need.
Remember, great communication skills take practice. Do not give up on
Day One. Your ability to express yourself will grow almost daily as long as
you apply yourself in improving communication skills.
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Self-Check 1.1-3
Multiple choice:
Choose the letter of the best answer. Write the letter of the correct answer.
1. Sending the right message, which also being correctly received and
understood by the other person.
a. Communication
b. Effective Communication
c. Two-way process
d. All of the above
2. Effective communication is:

a. Help us better understood a person or situation
b. The process through which a message is passed
c. Involves the body language, gestured ,listen skill
d. All of the above.
3. Understanding the communication process.

a. Sentence
b. Communication
c. Function
d. Type
4. Being mindful of your communication strength and weaknesses.

a. Prevention/Solution
b. Type
c. Function
d. Consideration
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5. What is not included in 5 things to practice for effective communication skill.
a. Body language
b. Nervousness
c. Speech and attentiveness
d. patience
Answer key 1.1-3

1. C
2. D
3. C
4. A
5. B
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LEARNING OUTCOME # 2 PARTICIPATE IN WORKPLACE
MEETING AND DISCUSSION
CONTENTS:
1. Technical Writing
2. Recording information
Team meeting are attended on time.
Own opinions are clearly expressed and those are others are listened to without interruption.
Meeting inputs are consistent with the meeting purpose and established protocols.
Workplace interaction are conducted in a courteous manner appropriate to cultural background
and authority in the enterprise procedures.
Questions about simple routine workplace procedures and matters concerning condition of
employment are asked and responded.
Meeting outcome are interpreted and implemented,
CONDITION:
 Paper
 Pencils/Ballpen
 References /books
 Manuals
ASSESSMENT METHOD:
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 Writen test
 Practical/performance test
 interview
LEARNING OUTCOME 2
PARTICIPATE IN WORKPLACE MEETING AND DISCUSSION

7. Read Information Sheet 1.2-1 on Technical the self-check.
Writing

keys.1.1-1
8. Answer Self-check 1.2-1. On Technical Writing

the self-check.
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9. Read Information Sheet 1.2-2 on Recording
Information
TECHNICAL WRITING
Technical writing is
sometimes defined as simplifying
the complex. Inherent in such a
concise and deceptively simple
definition is a whole range of skills
and characteristics that address
nearly every field of human
endeavor at some level. A
significant subset of the broader
field of technical communication, technical writing involves communicating
complex information to those who need it to accomplish some task or goal.
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The Goal of Technical Writing
Good technical writing results in relevant, useful and accurate information

geared to specifically targeted audiences in order to enable a set of actions on
the part of the audience in pursuit of a defined goal. The goal may be using a
software application, operating industrial equipment, preventing accidents, safely
consuming a packaged food, assessing a medical condition, complying with a
law, coaching a sports team, or any of an infinite range of possible activities. If
the activity requires expertise or skill to perform, then technical writing is a
necessary component.
Technical writing follows a development lifecycle that often parallels the

product development lifecycle of an organization:
1. Identification of needs, audience(s), and scope

2. Planning
3. Research & content development
4. Testing / review and revision
5. Delivery / production
6. Evaluation and feedback
7. Disposition (revision, archiving, or destruction)

TECHNICAL WRITING
Types of Technical Writing

There are three main types of technical writing:
 End-user documentation: This type of writing includes documents where the

writer explains a topic to a novice so that they can understand technical terms and
apply them in a real-life situation.
 Traditional technical writing: This is writing that is geared to an audience already
at least somewhat familiar with a technical field such as engineering or politics.
 Technical marketing communications: This is writing used in promotional
marketing such as fliers and promotional brochures that would entice a person to
purchase a certain product or service.
Examples of technical writing can be found in each of these different types of
technical writing.
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Uses for Technical Writing
End-User Documentation
Examples of end-user documentation might include:
 "Blackberry for Dummies" - that teaches you how to use your new cellular phone
and that is written in order to cater to someone who has never before used a cell
phone or who is not a cell phone expert
 A manual that comes with a computer
 A manual that comes with a video game system, such as the PS3 users guide
Traditional Technical Writing
Examples of traditional technical writing might include:
 A whitepaper published in an engineering journal about a new system that has

been devised
 An article published in a law review that caters to lawyers
 An article in a medical journal summarizing an experiment that has been
conducted and written to a medical audience. For example, articles published in
the New England Journal of Medicine would fall into this category
Technical Marketing Communication
These might include:

TECHNICAL WRITING
 A promotional ad outlining why you would want to purchase a new computer and
explaining the features of that computer
 A p r o m o t i o n a l
outlining the phone's features
 A promotional ad explaining why you would
want to purchase a new mp3 player and
outlining the phone's features, such as an
ad for the Creative Zen Mozaic Mp3 player
Successful Technical Writing
When carrying out a technical writing
assignment, you must remember to follow
what is known as the three ‘Cs’ and ask
yourself the following questions:
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 Is it clear?
 Is it concise?
 Is it complete?
Because technical writing is so often aimed towards those who may be unfamiliar with
technical jargon and terminology, it is important that a technical writer uses clear and
unambiguous language in their assigned piece.
 If the writing is too full of technical language, the message may not come across
as intended.
 If the information being written about is provided in a convoluted and round-about
way, the message is likely to be lost entirely. Straight forward and to the point is
always best.
If a technical writer’s information is incomplete, it inhibits the audience’s understanding
of the topic and can, in some cases such as instruction and safety manuals, prove
dangerous.
Above all, technical writing needs to be very clear and concise to be successful.

RECORDING INFORMATION
Recording is the process of capturing data or translating information to

a recording format stored on some storage medium, which is often referred to as
a record or, especially if an auditory or visual medium, a recording.
Information is that which informs, i.e. that from which data can be
derived. Information is conveyed either as the content of a message or through
direct or indirect observation of something. That which is perceived can be
construed as a message in its own right, and in that sense, information is always
conveyed as the content of a message. Information can be encoded into various
forms for transmission and interpretation.
Recording Information
We all have different ways of recording

information etc.:
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 Cards with notes.
 Photocopied articles with text highlighted with notes.
 Laptops, PDAs, etc.
Research logs can be simply keeping a notebook with any kind of comments you
have about anything related to your project. The log can also be more structured.
For example, you may have sections on:
 searches tried
 methods for analysis
 relevant considerations
 problems
It is a valuable part of your project. In it you document insights as you have

them (you may not remember them later). These can be daily entries, or
comments you enter whenever you do anything on your project. A good idea is to
date when you write something down.
Examples of the "Matrix Method" one widely recognized and used approach for
managing your literature search activities, are described on this page

RECORDING INFORMATION
Some Tips on Recording the Information Found, on Taking Notes etc.:
 It is sometimes sufficient to browse the text quickly. The introduction or

conclusion often give a gist of the thesis and main points. Still, often a researcher
must read much or all of a work, especially if it is of an authoritative or technical
nature.
 Begin with most recent studies and work backwards. A recent article’s list of
references or bibliography might provide you with valuable works to consult.
 If the report/article has an abstract, read it first.
 Don’t trust your memory. Record all research. You'll never remember who said
what if you neglect to take adequate notes!
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 Write down the complete citation for each work. Don't forget the page nos. for
later use in the notes and bibliography. For Internet citations, note the URL.
 Avoid "grandfather" citations. Return to original source.
 Write all direct quotations precisely, word-for-word. Use quotation marks. Failure
to put a direct text in quotes (or to credit the author) sets the stage for plagiarism.
 Avoid copying too many direct quotations. Most of the review should be primarily
in your own words with appropriate documentation of others’ ideas.
 Do not stress just a single source or two. It is usually important in a literature

review to provide evidence you consulted and used a wide range of resources.
 For a contentious topic, present the opposing positions. Be objective. Do not

overemphasize one side.
Self-check 1.2-1
TECHNICAL WRITING
1. Sometimes defined as simplifying the complex.

a. Planning
b. Technical Writing
c. Written Report
d. Information
2. The writing that is geared to an audience.

a. Technical Writing.
b. End user writing
c. Traditional technical writing
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d. All of the above
3. This is writing used in promotional marketing such as fliers

a. Technological marketing communication
b. Marketing plan
c. End-user documentation
d. Written order
4. Involves communicating complex information to those who need it to

accomplish are task or goal
a. Proper writing,
b. Communication
c. Research
d. End user documentation.
5. The type of writing includes documents where the write explains a topic to
a novice.
a. Proper writing
b. Communication
c. Planning
d. End user documentation.
Answer key 1.2-1

TECHNICAL WRITING
1. B.
2. C
3. A
4. A
5. D
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LEARNING OUTCOME # 3 COMPLETE RELEVANT WORK
REALATED DOCUMENTS
CONTENTS:
1. Basic Mathematics
Ranges of forms relating to conditions of employment are completed accurately and legibly.
Workplace data is recorded on standard workplace forms and documents.
Basic mathematical process are used for routine calculations.
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Errors in recording information on forms/documents are identified and rectified.
Reporting requirements to superior are completed according to enterprise guidelines.
CONDITION:
 Paper
 Pencils/Ballpen
 References /books
 Manuals
ASSESSMENT METHOD:
 Writen test
 Practical/performance test
 Interview
LEARNING OUTCOME 3
COMPLETE RELEVANT WORK REALATED DOCUMENTS

1. Read Information Sheet 1.3-1 on Basic sheet and check yourself by answering
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Mathematics the self-check.

2. Answer Self-check 1.3-1. On Basic keys.1.3-1
Mathematics
BASIC MATHEMATICS
In basic mathematics there are many ways of saying the same thing:
Symbol Words Used
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+ Addition, Add, Sum, Plus, Increase, Total
Subtraction, Subtract, Minus, Less, Difference, Decrease,

-
Take Away, Deduct
× Multiplication, Multiply, Product, By, Times, Lots Of
÷ Division, Divide, Quotient, Goes Into, How Many Times
Addition is...
... Bringing two or more numbers (or things) together to make a new total.
The numbers to be added

together are called the
"Addends":
Subtraction is ...
... taking one number away from another.

BASIC MATHEMATICS
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Minuend - Subtrahend = Difference
Minuend: The number that is to be subtracted from.

Subtrahend: The number that is to be subtracted.
Difference: The result of subtracting one number from another.
Multiplication is...
.. (in its simplest form) repeated addition.
Here we see that

6+6+6 (three 6s) make
18
It could also be said

that 3+3+3+3+3+3 (six
3s) make 18
But you can also multiply by fractions or decimals, which goes beyond the simple
idea of repeated addition:
Example: 3.5 × 5 = 17.5
Which is 3.5 lots of 5, or 5 lots of 3.5

BASIC MATHEMATICS
Division is...
... Splitting into equal parts or groups. It is the result of "fair sharing".
Division has its own special words to remember.
Let's take the simple question of dividing 22 by 5. The answer is 4, with 2 left
over. Here we illustrate the important words:
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Which is the same as:
A Fraction is ...

BASIC MATHEMATICS
.. Part of a whole.
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A number written with the
bottom part (the
denominator) telling you
how many parts the whole
is divided into,
And the top part (the

numerator) telling how
many you have.
A Decimal is ...
... a number based on 10. The numbers we use in everyday life are decimal
numbers, because there are 10 digits (0, 1,2,3,4,5,6,7,8 and 9).
it is also used
to mean a
number that
uses a
decimal
point
followed by
digits as a
way of
showing
values less
than one.
Example: 1.9
is a decimal
number (one
and nine
tenths)
BASIC MATHEMATICS
A Percentage is ...
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... parts per 100. The symbol is %
Example: 25% means 25 per 100 (25% of this box is

green)
Average
You calculate the average by adding up all the values, then divide by how
many values.
Example: What is the average of 9, 2, 12 and 5?
Add up all the values: 9 + 2 + 12 + 5 = 28
Divide by how many values (there are four of them): 28 ÷ 4 = 7
So the average is 7

BASIC MATHEMATICS
Basic conversion
Mechanica does not store information concerning the physical dimensions (units)
of the numerical data that you enter. Therefore, whenever you enter numerical data into
Mechanica, you must ensure that you are using a consistent set of units.
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For example, if you enter distance in terms of inches and force in terms of pounds-force,
then you must enter Young's modulus in terms of pounds-force per square inch. In this
system of units, Mechanica reports stress in terms of pounds-force per square inch.
If you do not use a consistent set of units when entering data, the values computed by
Mechanica will be meaningless. This document provides an overview of the physical
dimensions of many of the quantities in Mechanica.
The following abbreviations are used throughout this document:
L = length
M = mass
T = time
F = force
E = energy (heat)
P = power
D = temperature (such as F, C, K)
R = angle radian
When choosing a consistent set of units, you must decide which quantities will form the
basic physical dimensions and which quantities will be derived from the basic
dimensions. Usually, you will choose either mass, length, and time (MLT) or force,
length, and time (FLT) as the basic dimensions. The connection between these two
systems is given by Newton's second law of motion:
force = mass x acceleration
the dimensions of which are:
F = ML/T2
Some quantities in Thermal are usually expressed in terms of energy and power, the
dimensions of which are determined from their definitions:
energy (work, heat) = force x distance
E = FL
power = energy ÷ time
P = E/T

BASIC MATHEMATICS
Basics about U.S. Measurement

What you should know:
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
You need to know the basic measurements units commonly used in the United States.
They are listed in the table below. Ask your instructor if there are any other U.S. measu
rement units that you should know. The units for time are universally used.
Length:
12 inches (in.) = 1 foot (ft)
3 feet (ft) = 1 yard (yd)
5,280 feet (ft) = 1 mile (mi)
Note: ask your instructor if you need to know this one.
Weight:
16 ounces (oz) = 1 pound (lb)
2,000 pounds (lb) = 1 ton
Capacity:
8 fluid ounces (fl oz) = 1 cup (c)
2 cups (c) = 1 pint (pt)
2 pints (pt) = 1 quart (qt)
4 quarts (qt) = 1 gallon (gal)
Time:
60 seconds (sec) = 1 minute (min)
60 minutes (min) = 1 hour (hr)
24 hours (hr) = 1 day
7 days = 1 week
52 weeks = 1 year

You should know how to convert between units of measurement. For example, you s
hould be able to convert 12 feet to yards (4 yards). To do this, form a unit or unity fracti
on. Use the chart above to find the basic relationship between units. Using this basic r
elationship put the units you want in the answer in the numerator of the fraction. Put the
units you want to get rid of (are converting from) in the denominator. Multiply the given
quantity by the unity fraction. The units should divide out (cancel), and you should be le
ft with the units you want. For example:
BASIC MATHEMATICS
to convert 12 feet to yards, the basic relationship is 3 ft = 1 yd. The units we want in the
answer are yards, so they go into the numerator. The units of feet are in the denominat
or. The units fraction is
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1 yd
3 ft . Now, multiply 12 feet by this unity fraction to get the answer in yards.
12 ft 1 yd
3 ft
  4 yd

Sometimes unit conversions must be done several times to complete the problem. Sup
pose we want to find the number of minutes in one day. We would convert as follows:
1 day 24 hours
 1 day
60 minutes
1 hour  1,440 minutes
 You should be able to solve basic application problems involving unit conversions.

Problems:
1. Convert the units. That means, fill in the blanks.
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CBLM

Basic Competency : COMMUNICATION

Nominal Duration: 8 hours

 Writing materials (pen & paper)

 Observation or Demonstration of skills

Learning Activities Special Instructions

Read and Understand the information

Compare your Answer to the Answer

4. Answer Self-check 1.1-2. On Sentence

INFORMATION SHEET 1.1-1

All the words in English can be divided into 8,

Words as Different Parts of Speech

INFORMATION SHEET 1.1-1

The philosopher Aristotle and later scientists studied animals and

Here is an example of how it can be helpful to know about the parts of

__________ 2. Any establisher of relation and syntactic context.

_________ 4. Any abstract or concrete entity; a person (police officer,

Sentence structure - the grammatical arrangement of words in sentences.

Writing is constructed by putting sentences

Meaning should flow from one sentence to

Inconsistencies of grammar and mistakes in grammar blur the meaning of written

A sentence is a collection of words that convey sense or meaning and is formed

Adjectives describe nouns. Adjectives usually come before the noun.

The correct sentence should be:

A sentence is a collection of words that convey sense or meaning and is formed

Elements of Sentence Construction

Subjects and Predicates

A noun or pronoun functions as the sentence subject when it is paired with

Every sentence has a subject and predicate.

A subject can be a noun or pronoun that is partnered with an action verb.

Sometimes a verb will express being or existence instead of action.

Sometimes we use sentences in which a subject is not actually stated, but is,

INFORMATION SHEET 1.1-2

you (understood).

This kind of sentence is an imperative sentence.

A predicate is a verb that expresses the subject's action or state of being.

IMPORTANT NOTE: To be a predicate, a verb that ends in -ing must ALWAYS have a

INFORMATION SHEET 1.1-2

1. does not express a complete thought

2. does not have a subject and predicate pair

One type of phrase is a prepositional phrase.

Another kind of phrase is a verbal phrase.

Also, these phrases do NOT express complete thoughts.

Only one of the clauses is a sentence.

Clause #1 gives a thought or an idea that is COMPLETE, that can stand by

However, clause #2 gives an INCOMPLETE thought or idea, one

These two clauses illustrate the two kinds of clauses:

An independent clause is a group of words that contains a subject, a predicate,

A dependent clause is a group of words that contains a subject and a predicate,

The coordinating conjunctions and, but, or, and nor may join subjects,

The following examples show the process of compounding

When entire independent clauses (simple sentences) are joined this way, they

a subject - predicate unit AND a complete thought

In other words, a simple sentence is actually the SAME thing as an independent

Dependent clauses or phrases are called fragments because they are missing one or

Therefore, they are only pieces or fragments of complete sentences.

Look at these examples:

Avoiding Comma Splices and Fused Sentences

1. by adding an appropriate coordinating conjunction

2. by changing the comma to a semicolon

6. by changing the punctuation and adding an appropriate conjunctive adverb

INFORMATION SHEET 1.1-2

Error #2: The Fused Sentence