Uc5-Contribute To Owrkplace Innovation

COMPETENCY BASED LEARNING MATERIAL
SECTOR : SOCIAL, AND OTHER COMMUNITY DEVELOPMENT

SERVICES
QUALIFICATION : BEAUTY CARE (NAIL CARE) SERVICES NC II
UNIT OF COMPETENCY : CONTRIBUTE TO WORKPLACE INNOVATION
MODULE TITLE : CONTRIBUTING TO WORKPLACE INNOVATION

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
The unit of competency, “Contribute to workplace innovation”, is one

of the competencies of Beauty Care (Nail Care) Services NC II, a course which
comprises the knowledge, skills, and attitudes required for a TVET trainee to
possess.
The module, Contributing to workplace innovation, This unit covers

the knowledge, skills and attitudes required to make a pro-active and positive
contribution to workplace innovation..
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning outcome
are Information Sheets, Self-checks, Operation Sheets, Task Sheets, and Job
Sheets. Follow and perform the activities on your own. If you have questions,
do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.

 Perform the Task Sheets, Operation Sheets, and Job Sheets until you are
confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets to
your facilitator for evaluation and recording in the Achievement Chart.
Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of your
assessment will be recorded in your Achievement Chart and Progress
Chart.
You must pass the Institutional Competency Evaluation for this

competency before moving to another competency. A Certificate of Achievement
will be awarded to you after passing the evaluation.
BEAUTY CARE (NAIL CARE)

Date Developed: Document No.
SERVICES NC II July 2022 Issued by:
Developed by: ARKSTONE ACADEMY
CBLM on Contributing INC. Page 1 of 61
QA System to workplace ARKSTONE ACADEMY Revision No. 0
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BEAUTY CARE (NAIL CARE) SERVICES NC II
COMPETENCY BASED LEARNING MATERIALS
LIST OF BASIC COMPETENCIES
No. Unit of Competency Module Title Code
1. Participate in workplace Participating in workplace 400311210

communication communication
2. Work in a team Working in a team 400311211

environment environment
3. Solve/address general Solving/addressing general 400311212

workplace problems workplace problems
4. Develop career and life Developing career and life 400311213

decisions decisions
5. Contribute to Contributing to 400311214

workplace innovation workplace innovation
6. Present relevant Presenting relevant 400311215

information information
7. Practice occupational Practicing occupational 400311216

safety and health policies safety and health policies
and procedures and procedures
8. Exercise efficient and Exercising efficient and 400311217

effective sustainable effective sustainable
practices in the practices in the workplace
workplace
9. Practice entrepreneurial Practicing entrepreneurial 400311218

skills in the workplace skills in the workplace

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MODULE CONTENT
UNIT OF COMPETENCY : Contribute to workplace innovation
MODULE TITLE : Contributing to workplace innovation
MODULE DESCRIPTOR : This unit covers the knowledge, skills and Attitudes required to
make a pro-active and positive contribution to workplace
innovation.
NOMINAL DURATION :
At the end of this module, you MUST be able to:

1. Identify opportunities to do things better
2. Discuss and develop ideas with others
3. Integrate ideas for change in the workplace

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COMPETENCY SUMMARY
Qualification Title : Beauty Care (Nail Care) Services NC II
Unit of Competency : Contribute to workplace innovation
Module Title : Contributing to workplace innovation
Introduction
This unit covers the knowledge, skills and Attitudes required to make a pro-active
and positive contribution to workplace innovation.
Learning Outcomes:
Upon completion of this module, you MUST be able to:
1. Identify opportunities to do things better

2. Discuss and develop ideas with others
3. Integrate ideas for change in the workplace

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ASSESSMENT CRITERIA
1. Opportunities for improvement are identified proactively in own area of work.

2. Information are gathered and reviewed which may be relevant to ideas and which might
assist in gaining support for idea.
3. People who could provide input to ideas for improvements are identified.
4. Ways of approaching people to begin sharing ideas are selected.
5. Meeting is set with relevant people.
6. Ideas for follow up are review and selected based on feedback.
7. Critical inquiry method is used to discuss and develop ideas with others.
8. Critical inquiry method is used to integrate different ideas for change of key people.
9. Summarizing, analyzing and generalizing skills are used to extract salient points in the
pool of ideas.
10. Reporting skills are likewise used to communicate results.
11. Current Issues and concerns on the systems, processes and procedures, as well as the
need for simple innovative practices are identified.

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LO-1 IDENTIFY OPPORTUNITIES TO DO THINGS BETTER
CONTENTS:
1. Communication skills
2. Method of communication
3. Communication tools
4. Questioning techniques
ASSESSMENT CRITERIA:
1. Opportunities for improvement are identified proactively in own area of work.

2. Information are gathered and reviewed which may be relevant to ideas and which might
assist in gaining support for idea.
CONDITIONS:
The students/trainees must be provided with the following:
1. Simulated workplace environment

3. Variety of information’s
ASSESSMENT METHODS
 Direct observation
 Interview

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Learning Experiences
Learning Outcome 1
Identify opportunities to do things better
Learning Activities Special Instructions
Read Information Sheet 5.1-1: Read and understand the information sheet
“Communication Skills” and check yourself by answering the self-
Answer Self-check 5.1-1 check. You must answer all the questions
correctly before proceedings to the next
Read Information Sheet 5.1-2:
“Communication Method” activity
Answer Self-check 5.1-2
Read Information Sheet 5.1-3:

Refer to Task sheets, it will help you practice
“Communication Tools”
Answer Self-check 5.1-3 your skills.
Read Information Sheet 5.1-4: “Questioning

Techniques”
The performance criteria checklist will guide
and help you evaluate your work as you are
Refer to job Sheet on “Ways of improving practicing your skills.
eloquence in conversation.” from CORE
CBLM on Lead Workplace Communication
Evaluate your own performance using the
performance criteria checklist. When you are
ready, present your work to your trainer for
final evaluation and recording.
If you have questions and clarification fell

free to ask your trainer.

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Information Sheet 5.1-1
COMMUNICATION SKILLS
Learning Objectives:
After reading this information sheet, you must be able to:
 Select appropriate communication method

 Communicate multiple operations involving several topic areas
 Use question to gain extra information
 Identify correct sources of information
 Select and sequence information correctly when required
 Maintain verbal and written reporting in both familiar and unfamiliar situations
Introduction to Communication Skills
Why communication skills so important?
The purpose of communication is to get your message across to others clearly and
unambiguously.
Doing this involves effort from both the sender of the message and the receiver. And it's a
process that can be fraught with error, with messages often misinterpreted by the recipient. When
this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity.
In fact, communication is only successful when both the sender and the receiver understand the
same information as a result of the communication.
By successfully getting your message across, you convey your thoughts and ideas effectively.
When not successful, the thoughts and ideas that you convey do not necessarily reflect your own,
causing a communications breakdown and creating roadblocks that stand in the way of your
goals – both personally and professionally.
In spite of the increasing importance placed on communication skills, many individuals continue
to struggle with this, unable to communicate their thoughts and ideas effectively – whether in
verbal or written format. This inability makes it nearly impossible for them to compete
effectively in the workplace, and stands in the way of career progression.
Getting your message across is paramount to progressing. To do this, you must understand what
your message is, what audience you are sending it to, and how it will be perceived. You must

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also weigh-in the circumstances surrounding your communications, such as situational and
cultural context.
The Importance of Removing Barriers
Communication barriers can pop-up at every stage of the communication process (which consists
of sender, message, channel, receiver, feedback and context – see the diagram below) and have
the potential to create misunderstanding and confusion.
To be an effective communicator and to get your point across without misunderstanding and
confusion, your goal should be to lessen the frequency of these barriers at each stage of this
process with clear, concise, accurate, well-planned communications.
You can find out which barriers your communications tend to get stuck at by taking our How
Good Are Your Communication Skills? self-test. But in summary, here's some more information
about each stage of the communication process:
Source...
As the source of the message, you need to be clear about why you're communicating, and what
you want to communicate. You also need to be confident that the information you're
communicating is useful and accurate.
Message...
The message is the information that you want to communicate.
Encoding...
This is the process of transferring the information you want to communicate into a form that can
be sent and correctly decoded at the other end. Your success in encoding depends partly on your

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ability to convey information clearly and simply, but also on your ability to anticipate and
eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing
information.) A key part of this is knowing your audience: Failure to understand who you are
communicating with will result in delivering messages that are misunderstood.
Channel...
Messages are conveyed through channels, with verbal including face-to-face meetings, telephone
and videoconferencing; and written including letters, emails, memos, and reports.
Different channels have different strengths and weaknesses. For example, it's not particularly
effective to give a long list of directions verbally, while you'll quickly cause problems if you
criticize someone strongly by email.
Decoding...
Just as successful encoding is a skill, so is successful decoding (involving, for example, taking
the time to read a message carefully, or listen actively to it.) Just as confusion can arise from
errors in encoding, it can also arise from decoding errors. This is particularly the case if the
decoder doesn't have enough knowledge to understand the message.
Receiver...
Your message is delivered to individual members of your audience. No doubt, you have in mind
the actions or reactions you hope your message will get from this audience. Keep in mind,
though, that each of these individuals enters into the communication process with ideas and
feelings that will undoubtedly influence their understanding of your message, and their response.
To be a successful communicator, you should consider these before delivering your message,
and act appropriately.
Feedback...
Your audience will provide you with feedback, verbal and nonverbal reactions to your
communicated message. Pay close attention to this feedback, as it is the only thing that allows
you to be confident that your audience has understood your message. If you find that there has
been a misunderstanding, at least you have the opportunity to send the message a second time.
Context...
The situation in which your message is delivered is the context. This may include the
surrounding environment or broader culture (corporate culture, international cultures, and so on).

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Removing Barriers at All These Stages
To deliver your messages effectively, you must commit to breaking down the barriers that exist
in each of these stages of the communication process.
Let's begin with the message itself. If your message is too lengthy, disorganized, or contains
errors, you can expect the message to be misunderstood and misinterpreted. Use of poor verbal
and body language can also confuse the message.
Barriers in context tend to stem from senders offering too much information too fast. When in
doubt here, less is oftentimes more. It is best to be mindful of the demands on other people's
time, especially in today's ultra-busy society.
Once you understand this, you need to work to understand your audience's culture, making sure
you can converse and deliver your message to people of different backgrounds and cultures
within your own organization, in this country and even abroad.

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Self-Check 5.1-1
Analyze each statement, and identify what communication process do they belong.
Communication Process:
Source, Message, Encoding, Channel, Decoding, Receiver, Feedback
__________1. I try to anticipate and predict possible causes of confusion, and I deal with them up
front.
__________2. When I write a memo, email, or other document, I give all of the background
information and detail I can to make sure that my message is understood.
__________3. If I don't understand something, I tend to keep this to myself and figure it out later.
__________4. I'm sometimes surprised to find that people haven't understood what I've said.
__________5. I can tend to say what I think, without worrying about how the other person
perceives it. I assume that we'll be able to work it out later.
__________6. When people talk to me, I try to see their perspectives.
__________7. I use email to communicate complex issues with people. It's quick and efficient.
__________8. When I finish writing a report, memo, or email, I scan it quickly for typos and so forth,
and then send it off right away.
__________9. When talking to people, I pay attention to their body language.
_________10. I use diagrams and charts to help express my ideas.
_________11. Before I communicate, I think about what the person needs to know, and how best to
convey it.
_________12. When someone's talking to me, I think about what I'm going to say next to make sure
I get my point across correctly.
_________13. Before I send a message, I think about the best way to communicate it (in person,
over the phone, in a newsletter, via memo, and so on).
_________14. I try to help people understand the underlying concepts behind the point I am
discussing. This reduces misconceptions and increases understanding.
_________15. I consider cultural barriers when planning my communications.

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Answers to Self-Check 5.1-1
Source
Questions 1, 2, 11
Encoding
Questions 1, 5, 8, 10, 15
Channel
Questions 7, 11, 13
Decoding
Questions 3, 6, 12, 14
Feedback
Questions 3, 4, 9

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METHOD OF COMMUNICATION

What are the different methods of communication, and which is best for you?
Many times, when people think of the word communication, they think of an exchange of
information and ideas through words. However, verbal communication is just one small part of
communication. There are many different methods of communications, and determining which is
right for you and your organization is an important decision.
What are the different methods of communication?
The following are some different methods of communication that are commonly used within the
workplace:
Verbal
Verbal communication is simply speaking. This can be done one-on-one, in a group setting, over
the phone, etc. Verbal communication is a personal means of communication and should be
utilized more than just emails or phone calls when possible. Being able to see the person you are
communicating with face to face can help you gauge their response by reading their body
language and actively participating in dialogue.
When you use verbal communication, be aware of your tone of voice, speed, and inflection.
Avoid sarcasm or angry tones, as they can put the people you are speaking with on the defensive.
When speaking to a group or your team, make sure you speak loudly and clearly so everyone can
understand you. Arrange for a microphone if you are addressing a group in a large room.

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Verbal communication is best when you need to discuss something in detail, or when
complimenting or reprimanding someone.
Types of Verbal Communication
Interpersonal communication - refers to a two-way exchange that involves both talking and
listening (face to face communication)
Public speaking - involves one or more people delivering a message to a group
Purpose of verbal communication
 Relaying a message to one or more recipients. It encompasses everything from simple

one-syllable sounds to complex discussions and relies on both language and emotion to
produce the desired effect.
 Verbal communication can be used to inform, inquire, argue and discuss topics of all
kinds.
 It is vital to teaching and learning, as well as forming bonds and building relationships
with other people.
A variety of challenges may arise when using verbal communication to express oneself.
 Misunderstandings can arise because of poor word choice,

 differing perspectives and faulty communication techniques, and
 subjective opinions regarding acceptable language may result in breakdowns in

communication.
Language barriers are a major cause of confusion when attempting to communicate verbally.
Differences in language influenced by geographic location, education and social status can create
barriers even among those who speak the same language.
Although difficulties with verbal communication can't be completely avoided, it is possible to

increase your chances of communicating successfully.
 Consider the message you wish to communicate before speaking and communicate with
respect for the recipient's point of view
 Pay attention to what you say and how you say it.

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 Speak clearly and enunciate your words and be conscious nonverbal aspects such as eye
contact, posture and facial expressions.
Everyone has a unique style of communicating and perceiving messages. Although verbal
communication is a primary means of expression, nonverbal actions such as body language can
greatly affect the way a message is perceived.
Written
You can't avoid written communication in the workplace; it's everywhere. Emails, memos,
reports, and other written documents are all part of everyday business life.
Written communication is the most appropriate when detailed instructions are required, when
something needs to be documented, or when the person is too far away to easily speak with over
the phone or in person.
Email is a lifesaver for many people, especially in the business world. If you rely on emails and
memos to conduct your business, it's very important to portray a professional image. Don't use
abbreviations unless they pertain to your field, and always use spell check and read over your
email before you send it to make sure it's clear and concise. Emails should be brief and to the
point.
Non-verbal
Non-Verbal Communication
 Usually understood as the process of communication through sending and receiving

wordless (mostly visual) messages between people.
 Messages can be communicated through gestures and touch, by body language or
posture, by facial expression and eye contact.
 Nonverbal messages could also be communicated through material exponential; meaning,

objects or artifacts (such as clothing, hairstyles or architecture).
 Speech contains nonverbal elements known as paralanguage, including voice quality,

rate, pitch, volume, and speaking style, as well prosodic features such as rhythm,
intonation, and stress.
 Written texts have nonverbal elements such as handwriting style, spatial arrangement of
words, or the physical layout of a page.

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However, much of the study of nonverbal communication has focused on face-to-face
interaction, where it can be classified into three principal areas:
 environmental conditions where communication takes place,

 physical characteristics of the communicators, and
 behaviors of communicators during interaction
Non-verbal communication plays a large role in the way you communicate with others. Unless
you're using sign language, however, you probably don't want to rely on it as your sole means of
communication.
You do, however, need to be aware of it. Your gestures, eye contact and movement, and the way
you stand and sit all convey a message to the person you are communicating with. Use gestures
appropriately, or leave your hands at your sides. Don't fidget, which is distracting, and avoid
crossing your arms, which sends off the appearance of being angry or closed off. Always look
the person you are speaking to in the eye, and don't roll your eyes or stare while they talk.
Which method is right for me?
There is not one "right" way to communicate, but you should be aware of what is appropriate and
when. Your chosen method of communication is dependent on the situation. Put yourself in your
employees' shoes. If you needed to have a certain message conveyed to you, think first how you
would like to receive it. Use your good judgment of the situation and be considerate of your
employees, and you will be an effective communicator.

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Self-Check 5.1-2
1. Give at least three (3) method of communication.
2. Give the two (2) types of verbal communication.

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1. Give at least three (3) method of communication.
Verbal, Non-verbal, Written
2. Give the two (2) types of verbal communication.
Interpersonal Communication, Public Speaking

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Job Sheet 5.1-2
Title : Ways of improving eloquence in conversation.

Performance Objective : For the trainees to enhance their pronunciation skills to achieve
better communication, given that the candidate is provided with the
necessary tools/materials to successfully do what is indicated in the
said job sheet.
Supplies : Ledger paper, Pencil, Eraser, Calculator, Learning Materials,

Sample journal paper w/ entries
Steps/Procedure : 1. Read a paragraph several times. Focus on fluency until

it feels smooth.
2. Mark the thought groups in a paragraph. Read aloud,
paying careful attention to thought groups. Record yourself,
listen to the recording, and re-record until you are satisfied
with your fluency in reading.
3. Mark points in individual sentences or a paragraph
where words are linked and practice reading and recording
the paragraph.
4. Read a paragraph and try to summarize it in your own
words. Record your summary and listen to it. Re-record
until you are satisfied with the fluency of your summary.
5. Read a paragraph and note key collocations in the
paragraph. Then try to summarize the paragraph making
use of the key collocations that you wrote down. Record,
listen and re-record.
6. Use an outline of a process or an explanation. Include
key words and key transition words and then expand on the
outline. Record, listen and re-record your expansion of the
outline until you are satisfied with it.
7. Record yourself giving a short talk. Then transcribe
your talk. Revise the transcript. Read the revised transcript
aloud as fluently as you can. Finally record the talk again
without looking at the revised transcript.
8. 8. Use a grammar book and practice completing grammar
exercises orally. Do the exercises as quickly and fluently as
you can and record yourself. Listen and re-record until you
are satisfied with the fluency of your sentences.

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Assessment Method:
Use the Performance Criteria Checklist

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Performance Criteria Checklist for Job Sheet 5.1-2
Criteria YES NO
1. Appropriate communication method is selected
2. Multiple operations involving several topic areas are communicated
3. Question are used to gain extra information
4. Correct sources of information are identified
5. Information is selected and sequenced correctly when required
6. Verbal and written reporting are maintained in both familiar and

unfamiliar situations

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COMMUNICATION TOOLS

Types of Communication
Communication is key to any business success. Unless potential clients and customers are aware
of your business, they will not have the information to contact you or to purchase your products.
When they are aware of your business, they must be able to contact it easily.
Two types of communication are essential - external and internal.
 External communication reaches out to the customer to make him or her aware of your product
or service and to give the customer a reason to buy. This type of communication includes your
brochures, various forms of advertising, contact letters, telephone calls, Web sites and anything
else that makes the public aware of what you do.
Image is extremely important in external communication! Your logo should represent

who you are; your letterhead should be a selling tool; your telephone message should
reflect your professionalism.
 Internal communication is essential to attracting and retaining a talented staff. You must provide
the direction for the company by consistently communicating that message; you must motivate
your staff through various forms of communication, which can include awards, newsletters,
meetings, telephone calls and formal and informal discussions. Periodic meeting with top
management groups including your board of directors and advisory board should be planned for
regular intervals over each upcoming year. The importance of an advisory board is covered in
session two of Building My Own Business.
Effective communication requires tools and planning.

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Using Communication Tools Effectively
An effective communications program will combine some or all of the following tools to
communicate the intended message to the target audience:
 Internet
 Publications and other print materials
 Public service broadcasts and Videos
 Media relations
 Spokespersons
 Events (special days, awards, exhibitions, seminars)
The tools used depend on the strategic goals, the objectives of the communication program, the
profile of the target audience, the various advantages and disadvantage of each tool, and the
communications budget.
Whichever tools are used, it is important to maintain consistency in the aesthetic appearance,
linguistic style and tone, and message (including facts, figures, slogans, and quotes) used in all
the communications products for a single campaign. Without this consistency, the message will
not be as effective, even if the target audience is exposed to several of the communication
products. Worse still, a lack of consistency may confuse or distract the target audience.
Outreach - Using the Internet
This powerful and rapidly expanding medium of communication has many advantages for
transmitting messages:
 Its global reach can be easily tracked.

 Costs per person reached can be very low.
 It offers the possibility of interacting with audiences and learning more about them
(through on-line questionnaires, forums and e-mail).
 Messages can be quickly changed and adapted to keep campaigns fresh and interesting.
Outreach - Using Publications and Printed Materials
The many advantages offered by printed publications make them one of the most used
communications tools in outreach campaigns. Publications can reach large audiences with more
targeted, technical and detailed information than that which can be communicated through press

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releases advertisements. Publications are handy educational tools that remain with the target
audience for future reference and consultation.
An obvious disadvantage of publications is the cost related to their mailing and printing. Perhaps
a more important disadvantage for publications is that they are only as effective as their
distribution. Appropriate mailing lists and distribution at special events and key locations are
essential to the communications success of publications.
Outreach - Using Broadcasts and Videos
Audiovisual products, such as televised public service announcements (PSAs), film and video,
can be particularly effective in attracting the attention of, and communicating a message to, a
target audience. Their development, however, usually requires the services of experienced
professionals. Therefore, the production of effective PSAs and videos does need a substantial
investment, even if their eventual distribution can be obtained for free. Below are some other
considerations to keep in mind when considering such productions.
Outreach - Using the Press
Media coverage offers the dual advantage of being cost-free and carrying more credibility than
paid advertisements. The downside is that there are no guarantees as to when, how, or even if,
the media will cover a story.
The nature and extent of the media coverage that an IP awareness campaign will attract depends
largely on the relationship with the press; on targeting the message to the appropriate outlet; and
on communicating effectively with the media. This mini guide provides basic notions for each of
these elements to help increase media coverage.
Building a Relationship with the Media
Establishing a good relationship with key media contacts is probably the most critical factor in
obtaining media coverage. Below are six basic steps towards developing media relationships:
1. Identify your media contacts. Check media sources to identify which journalists cover IP
issues. If IP-specific coverage is scarce, expand the search to journalists covering related issues
such as business news, new technologies, innovation, etc. Make a contact list of all such
journalists and keep it updated. This list should include, at a minimum, the name, title, media
organization, and address (including phone, fax and e-mail) of each journalist.
2. Research media organizations. Call each media organization on the above list to find out
about: deadlines for stories, schedules for shows, specific guidelines for submitting press releases
and advisories, schedules and deadlines for specialized supplements, acceptance criteria for
public service announcements (PSAs), preferred format for the delivery of information and
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visuals (e-mail, fax, etc.), circulation, and audience profiles. Use this information to
communicate news to the media with enough time for it to be broadcast or published. Respecting
media deadlines and format requirements can be a deciding factor on whether or not the
information is broadcast and/or published. In addition, the information on circulation and
audience profile will help identify the best media organization with which to reach the target
audience.
3. Observe media contacts. Observe how the journalists on the list above cover their stories.
What kind of visuals (photos, graphs, etc.), if any, do they tend to use? What kinds of examples
do they favor? Look out for points of view and biases. By understanding the styles used by
different journalists, you will be able to pitch a story to them more effectively by matching the
information to their needs and expectations.
4. Introduce yourself and your organization. Even before you have a campaign or outreach
program to promote, it is important to provide journalists with basic information about your
organization. Also give them a list of IP issues on which you or other experts from your
organization can provide comments and/or complementary information if and when the need
arises. Build your reputation as a reliable source on IP issues by keeping your media contacts
updated with solid and reliable facts. Media kits are a good way to contact the media for the first
time. Such kits should include: fact sheets about your organization and its programs/services,
basic information about IP, IP success stories related to the campaign you will be promoting,
statistics, visuals (photos/graphics/charts), and your business card.
5. Offer IP training. The complexity of IP issues discourages many journalists from

writing about them. Providing basic IP training or briefings to key journalists can help solve this
problem. Such training can help clarify issues and controversies, and reveal the increasing
importance of IP in different sectors of society. In addition to lectures, field visits to your
headquarters and to innovative companies that are using IP can serve as interesting examples that
may lead to future stories.
6. Keep track of media coverage. This will assist in determining which sorts of stories are
more likely to receive media coverage in future. It will also give help identify journalists who
regularly publish your information, and give you a chance to address any issues that have been
highlighted in the media coverage.
Outreach - Using Spokespersons
Spokespersons, or figure-heads, can be particularly effective in communicating IP issues by

putting a face on what can sometimes be difficult concepts to grasp. The visible and known
characteristics of a spokesperson, and the way in which the target audience perceives these,
provide tangible cues for understanding the issues being communicated.

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In selecting a spokesperson for a particular campaign, three factors should be considered.
First, the spokesperson must appeal to the target audience. Second, in order to be credible, the
spokesperson should have relevant experience and/or expertise. Finally, even if the spokesperson
is not famous, he/she must have some sort of media appeal, such as an interesting story to tell,
excellent communications skills, etc.
Outreach - Using Events
Special Days
The use of a special day (or week) to commemorate a specific issue year after year can be a
particularly effective way to raise awareness of that issue. Such days provide an opportunity for
different stakeholders interested in the issue to promote a single message related to that issue
with a series of activities and events taking place in a limited period of time. These events tend to
generate extensive media interest, so multiplying the message being transmitted by the different
events and activities.

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Self-Check 5.1-3 (True or False)
1. Communication is not key to any business success.
2. Internal communication is essential to attracting and retaining a talented staff.
3. The many advantages offered by printed publications make them one of the not
most used communications tools in outreach campaigns.
4. External communication reaches out to the customer to make him or her aware of
your product or service and to give the customer a reason to buy.
5. Audiovisual products, such as televised public service announcements (PSAs),
film and video, can be particularly not effective in attracting the attention of, and
communicating a message to, a target audience.

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

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QUESTIONING TECHNIQUES

Questioning Techniques
Asking questions effectively
Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put
the wrong information in, you'll get the wrong information out. The same principle applies to
communications in general: If you ask the wrong questions, you'll probably get the wrong
answer, or at least not quite what you're hoping for.
Asking the right question is at the heart of effective communications and information exchange.
By using the right questions in a particular situation, you can improve a whole range of
communications skills: for example, you can gather better information and learn more; you can
build stronger relationships, manage people more effectively and help others to learn too.
So here are some common questioning techniques, and when (and when not) to use them:
Open and Closed Questions
A closed question usually receives a single word or very short, factual answer. For example,
"Are you thirsty?" The answer is "Yes" or "No"; "Where do you live?" The answer is generally
the name of your town or your address.
Open questions elicit longer answers. They usually begin with what, why, how. An open
question asks the respondent for his or her knowledge, opinion or feelings. "Tell me" and
"describe" can also be used in the same way as open questions. Here are some examples:

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 What happened at the meeting?
 Why did he react that way?
 How was the party?
 Tell me what happened next.
 Describe the circumstances in more detail.
Open questions are good for:
 Developing an open conversation: "What did you get up to on vacation?"

 Finding our more detail: "What else do we need to do to make this a success?"
 Finding out the other person's opinion or issues: "What do you think about those
changes?"
Closed questions are good for:
 Testing your understanding, or the other person's: "So, if I get this qualification, I will get
a raise?"
 Concluding a discussion or making a decision: "Now we know the facts, are we all
agreed this is the right course of action?"
 Frame setting: "Are you happy with the service from your bank?"
A misplaced closed question, on the other hand, can kill the conversation and lead to awkward
silences, so are best avoided when a conversation is in full flow.
Funnel Questions
This technique involves starting with general questions, and then homing in on a point in each
answer, and asking more and more detail at each level. It's often used by detectives taking a
statement from a witness:
"How many people were involved in the fight?"

"About ten."
"Were they kids or adults?"
"Mostly kids."
"What sort of ages were they?"
"About fourteen or fifteen."
"Were any of them wearing anything distinctive?"
"Yes, several of them had red baseball caps on."

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"Can you remember if there was a logo on any of the caps?"
"Now you come to mention it, yes, I remember seeing a big letter N."
Using this technique, the detective has helped the witness re-live the scene and gradually focus
on a useful detail. Perhaps he'll be able to identify young men wearing a hat like this from CCTV
footage. It is unlikely he would have got this information if he's simply asked an open question
such as "Are there any details you can give me about what you saw?"
Tip:
When using funnel questioning, start with closed questions. As you progress through the tunnel,
start using more open questions.
Funnel questions are good for:
 Finding out more detail about a specific point: "Tell me more about Option 2."
 Gaining the interest or increasing the confidence of the person you're speaking with:
"Have you used the IT Helpdesk?", "Did they solve your problem?", "What was the
attitude of the person who took your call?"
Probing Questions
Asking probing questions is another strategy for finding out more detail. Sometimes it's as
simple as asking your respondent for an example, to help you understand a statement they have
made. At other times, you need additional information for clarification, "When do you need this
report by, and do you want to see a draft before I give you my final version?", or to investigate
whether there is proof for what has been said, "How do you know that the new database can't be
used by the sales force?"
An effective way of probing is to use the 5 Whys method, which can help you quickly get to the
root of a problem.
Tip:
Use questions that include the word "exactly" to probe further: "What exactly do you mean by
fast-track?", "Who, exactly, wanted this report?"
Probing questions are good for:
 Gaining clarification to ensure you have the whole story and that you understand it
thoroughly; and
 Drawing information out of people who are trying to avoid telling you something.

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Leading Questions
Leading questions try to lead the respondent to your way of thinking. They can do this in several
ways:
 With an assumption: "How late do you think that the project will deliver?". This assumes
that the project will certainly not be completed on time.
 By adding a personal appeal to agree at the end: "Lori's very efficient, don't you think?"
or "Option 2 is better, isn't it?"
 Phrasing the question so that the "easiest" response is "yes" (our natural tendency to
prefer to say "yes" than "no" plays an important part in the phrasing of referendum
questions): "Shall we all approve Option 2?" is more likely to get a positive response than
"Do you want to approve option 2 or not?". A good way of doing this is to make it
personal. For example, "Would you like me to go ahead with Option 2?" rather than
"Shall I choose Option 2?".
 Giving people a choice between two options, both of which you would be happy with,
rather than the choice of one option or not doing anything at all. Strictly speaking, the
choice of "neither" is still available when you ask "Which would you prefer of A or B",
but most people will be caught up in deciding between your two preferences.
Note that leading questions tend to be closed.
Leading questions are good for:
 Getting the answer you want but leaving the other person feeling that they have had a
choice.
 Closing a sale: "If that answers all of your questions, shall we agree a price?"
Tip:
Use leading questions with care. If you use them in a self-serving way or one that harms the
interests of the other person, then they can, quite rightly, be seen as manipulative and dishonest.
Rhetorical Questions
Rhetorical questions aren't really questions at all, in that they don't expect an answer. They're
really just statements phrased in question form: "Isn't John's design work so creative?"
People use rhetorical questions because they are engaging for the listener – as they are drawn
into agreeing ("Yes it is and I like working with such a creative colleague") – rather than feeling
that they are being "told" something like "John is a very creative designer". (To which they may
answer "So What?")

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Tip:
Rhetorical questions are even more powerful if you use a string of them. "Isn't that a great
display? Don't you love the way the text picks up the colors in the photographs? Doesn't it use
space really well? Wouldn't you love to have a display like that for our products?"
Rhetorical questions are good for:
 Engaging the listener
Using Questioning Techniques
You have probably used all of these questioning techniques before in your everyday life, at work
and at home. But by consciously applying the appropriate kind of questioning, you can gain the
information, response or outcome that you want even more effectively.
Questions are a powerful way of:
 Learning: Ask open and closed questions, and use probing questioning.
 Relationship building: People generally respond positively if you ask about what they
do or enquire about their opinions. If you do this in an affirmative way "Tell me what you
like best about working here", you will help to build and maintain an open dialogue.
 Managing and coaching: Here, rhetorical and leading questions are useful too. They can
help get people to reflect and to commit to courses of action that you've suggested:
"Wouldn't it be great to gain some further qualifications?"
 Avoiding misunderstandings: Use probing questions to seek clarification, particularly
when the consequences are significant. And to make sure you avoid jumping to
conclusions, the Ladder of Inference tool can help too.
 De-fusing a heated situation: You can calm an angry customer or colleague by using
funnel questions to get them to go into more detail about their grievance. This will not
only distract them from their emotions, but will often help you to identify a small
practical thing that you can do, which is often enough to make them feel that they have
"won" something, and no longer need to be angry.
 Persuading people: No one likes to be lectured, but asking a series of open questions
will help others to embrace the reasons behind your point of view. "What do you think
about bringing the sales force in for half a day to have their laptops upgraded?"


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More Tips:
Make sure that you give the person you're questioning enough time to respond. This may need to
include thinking time before they answer, so don't just interpret a pause as a "No comment" and
plow on.
Skilful questioning needs to be matched by careful listening so that you understand what people
really mean with their answers.
Your body language and tone of voice can also play a part in the answers you get when you ask
questions.

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1. Asking rhetorical questions is another strategy for finding out more detail.
2. Leading questions try to lead the respondent to your way of thinking.
3. An open question usually receives a single word or very short, factual answer.
4. Close questions elicit longer answers. They usually begin with what, why, how.
5. Skilful questioning needs to be matched by careful listening so that you understand what
people really mean with their answers.

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

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LO2. DISCUSS AND DEVELOP IDEAS WITH OTHERS
CONTENTS:
1. Method/techniques of discussion
2. How to lead discussion
3. How to solicit response
1. People who could provide input to ideas for improvements are identified.
2. Ways of approaching people to begin sharing ideas are selected.
3. Meeting is set with relevant people.
4. Ideas for follow up are review and selected based on feedback.
5. Critical inquiry method is used to discuss and develop ideas with others.
CONDITIONS:
1. Simulated workplace environment

3. Variety of information’s
ASSESSMENT METHODS
 Interview

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Learning Outcome 2
Discuss and develop ideas with others
Read Information Sheet 5.2-1: Read and understand the

“Method/techniques of discussion” information sheet and check yourself
Answer Self-check 5.2-1 by answering the self-check. You
Read Information Sheet 5.2-2: “How to lead must answer all the questions
discussion” correctly before proceedings to the
Answer Self-check 5.2-2 next activity
Refer to job Sheet on “Leading a Discussion” Refer to Task sheets, it will help you
from CORE CBLM on Lead Workplace practice your skills.
Communication
The performance criteria checklist
will guide and help you evaluate
your work as you are practicing your
skills.
Evaluate your own performance

using the performance criteria
checklist. When you are ready,
present your work to your trainer for
If you have questions and

clarification fell free to ask your
trainer.

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METHOD/TECHNIQUES OF DISCUSSION
1. Sought response to workplace issues

2. Provide response to workplace issues when sought
3. Made constructive contributions to workplace discussion on such issues as production,
quality and safety
4. Communicate goals and aims of actions under taken in the workplace
A group discussion is a planned conversation between three to 10 people on a selected topic,

with a trained discussion leader. The purpose is to express opinions and gain information on the
topic and learn from the other group participants.
Group discussion is an effective way to

 Share ideas and broaden viewpoints
 Stimulate interest in problems
 Help participants express their ideas
 Identify and explore a problem
 Create an informal atmosphere
 Get opinions from persons who hesitate to speak
Discussion methods are effective in getting the trainees to think constructively while
interacting with the rest of the group.
To keep discussion focused, you might initially pose several key questions. The larger the group,
the more likely that some participants will dominate and others remain silent. To ensure that
everyone has the opportunity to speak, you may want to divide participants into smaller units.
When any discussion concludes, summarize the main points orally and in writing.
1. Small Groups: Size will depend on time and the sensitivity or complexity of the subject. In
most cases each group selects a reporter to summarize its discussion.
2. Buzz Groups: Participants discuss in pairs for a limited period. This method is especially
effective for articulating ideas in preparation for a general discussion or to give expression to
personal response to a film, presentation, or experience. After talking in pairs, couples might be
asked to combine in groups of four and compare their opinions.

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3. Open Questioning: Facilitators need to develop the skills of keeping the goal of discussion
clearly in mind and of asking questions that encourage participation and analysis. Here are some
typical forms of open questions:
Use the following techniques in conducting a discussion:
1. Build a background for the discussion. The development of an appropriate background
tends to focus the trainees’ attention upon the central problem. An appropriate back-
ground also limits the problem to an area that can be covered in a reasonable length of
time and creates interest in the solution of the problem
2. Ask thought-provoking discussion questions

3. Ask questions to keep the discussion in bounds, to bring out the desired aspects of the
main problem, and to guide the discussion toward the desired conclusion.
4. Encourage the timid, restrain the talkative, and maintain a standard of discipline in
keeping with the maturity level of the trainees.
5. Be willing to accept, temporarily, an incorrect idea. A hasty “No!” or’ ‘You’re
wrong!” can bring sudden death to any discussion
6. Avoid expressing your own ideas until the trainees have had ample opportunity to
express theirs.
7. Summarize the discussion at intervals. Use the chalkboard for this purpose. Give due
credit to the trainees for their contributions. Clear up misunderstandings and
emphasize correct ideas

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Self-Check 5.2-1
1. Give an effective way of Group discussion.

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1. Give an effective way of Group discussion.
o Share ideas and broaden viewpoints
o Stimulate interest in problems
o Help participants express their ideas
o Identify and explore a problem
o Create an informal atmosphere
o Get opinions from persons who hesitate to speak

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HOW TO LEAD DISCUSSION

quality and safety
Preparing for a Discussion
Preparation is important to the success of any event. A discussion is no different. The following
things encourage a good discussion to happen:
 The preferred seating arrangement is a circle, semicircle, U, or hollow square. All these
formations allow everyone in the group to see one another.
 Make the room as comfortable as possible. Check the ventilation and lighting.
 Have paper and pencil ready to record main points.
 Start and end the discussion on time.
 Encourage informality and good humor. Permit friendly disagreement on the point under
discussion, not among personalities.
Guidelines for a Discussion
If you participate in a discussion, the following guidelines will help you contribute effectively to
the group:
 Be an active part of the group.

 Work to solve common problems.
 Discuss completely, but do not argue.
 Contribute ideas related to the subject of the discussion.
 Ask questions to clarify ideas.
 Be clear and brief.
 Listen and learn.
 Write down good ideas.

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Leading a Discussion
If you lead a group discussion, the following guidelines will help you distinguish your role as the
leader versus a participant:
 Help the group feel at ease. See that everyone knows everybody else.
 Give everyone a chance to talk. Let the person talking remain seated. More people will
participate, and those talking will feel more at ease.
 Don’t allow anyone to monopolize the discussion. Interrupt the “speech maker” tactfully,
and lead the discussion to another person.
 Call on individuals who seem ready to talk rather than going around the circle.
 Direct rather than dominate the discussion by easing yourself into the background when
the group gets into the swing of it.
 Be sure the discussion is of interest to all the participants.
 Keep the discussion on track. If it gets sidetracked, bring it back to the main subject by
suggesting more important points that need to be covered in the time allotted.
 If you feel that some important point is being neglected, mention it.
 Summarize periodically. Stop occasionally to review the points that have been made.
 Stick to the time limit. If there isn’t time to cover the subject sufficiently, mention this in
your evaluation, and take action to correct this before the next group discussion.
 Keep spirits high. Encourage ease and informality. Let everyone have a good time. Don’t
let the discussion drag or become boring.
 Quickly summarize the conclusions in such a way that everyone will realize the
important facts brought out in the discussion.

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Self-Check 5.2-2 (Enumeration)
1. Give the guidelines for discussion

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1. Give the guidelines for discussion
 Be an active part of the group.
 Work to solve common problems.
 Discuss completely, but do not argue.
 Contribute ideas related to the subject of the discussion.
 Ask questions to clarify ideas.
 Be clear and brief.
 Listen and learn.
 Write down good ideas.

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Job Sheet 5.2-1
Title : Leading a Discussion

Performance Objective : For the trainees to enhance their knowledge, skills and attitude
towards leading a discussion, given that the candidate is provided
with the necessary tools/materials to successfully do what is indicated
in the said job sheet.
Supplies : Ledger paper, Pencil, Eraser, Calculator, Learning Materials,

Sample journal paper w/ entries
Steps/Procedure : 1. Prepare and research your topic and know as much as you
can about the subject. Then create a plan that has a goal.
You want to lead the discussion by starting the topic and
taking it in the direction you intended.
2. Encourage participation by involving your co-trainee. You
want to lead but you don't want to take over the whole
discussion. Ask open ended questions that others can
answer or ask for opinions
3. Hand out points of discussion and keep a set of notes with
you but try to speak without reading them. Use cue cards
that you can refer to quickly if you need a reference.
4. Use a white board to outline your discussion and schedule
so co-trainee know what you will be discussing and when.
You can also use a white board or a flip chart to outline
points of discussion or to brainstorm during the discussion.
5. Go over all the main points and have co-trainee discuss
each one. Make sure the points are connected to each other
so that the discussion topics make sense.
6. Listen to what every co-trainee has to say. Make sure
everyone is comfortable and encourage each person to talk.
You don't want any one person taking over the discussion.
7. Make the topic interesting and stay on topic. It's okay if a
co-trainee talks about other things for a moment if the
discussion leads that way but make sure you quickly bring it
back on track. Sum everything up with a review at the end
of the discussion.

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Assessment Method:
Use the Performance Criteria Checklist

Performance Criteria Checklist for Job Sheet 5.2-1
Criteria YES NO
1. Response to workplace issues are sought.
2. Response to workplace issues are provided when sought
3. Constructive contributions are made to workplace discussion on such

issues as production, quality and safety
4. Goals and aims of actions under taken in the workplace are

communicated

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Resources:
http://navyadvancement.tpub.com/14146/css/14146_73.htm
http://www1.umn.edu/humanrts/edumat/hreduseries/hrhandbook/methods/6.htm
http://www.learningforlife.org/exploring-resources/99-720/y09.pdf

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LO3. INTEGRATE IDEAS FOR CHANGE IN THE WORKPLACE
CONTENTS:
1. Effective communication in a workplace

2. Communication barriers affecting workplace discussions
1. Critical inquiry method is used to integrate different ideas for change of key people.
2. Summarizing, analyzing and generalizing skills are used to extract salient points in the pool of
ideas.
3. Reporting skills are likewise used to communicate results.
4. Current Issues and concerns on the systems, processes and procedures, as well as the need for
simple innovative practices are identified.
CONDITIONS:
 Simulated workplace environment

 Communication tools
 Variety of information’s
ASSESSMENT METHODS
 Interview

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Learning Outcome 3
Integrate ideas for change in the workplace
Read Information Sheet 5.3-1: “Effective Read and understand the

communication in a workplace” information sheet and check yourself
Answer Self-check 5.3-1 by answering the self-check. You
Read Information Sheet 5.3-2: must answer all the questions
“Communication barriers affecting workplace correctly before proceedings to the
discussions” next activity
Refer to Task sheets, it will help you
practice your skills.
The performance criteria checklist

will guide and help you evaluate
your work as you are practicing your
skills.
Evaluate your own performance

using the performance criteria
checklist. When you are ready,
present your work to your trainer for
If you have questions and

clarification fell free to ask your
trainer.

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EFFECTIVE COMMUNICATION IN A WORKPLACE

quality and safety
Effective communication in the workplace means improving employee communication

skills
Effective communication in the workplace is the backbone of any business. Without it, you
could miss out on important opportunities, waste time and cause your employees and
customers to become frustrated.
But not everyone is a born communicator, and there is always room to improve. That's why it's
important to train your staff to create effective communication in the workplace.
Removing roadblocks to effective communication in the workplace
When a problem arises, it's often due to poor communication in the workplace. Particularly in
this digital age when we rely so heavily on emails and phone calls to get things done, vital
information can become lost or misinterpreted if not communicated clearly.
Arming your staff with good communication skills enables them to work efficiently, effectively
and navigate any potential issues that may arise.
Everyone is different
People have different styles of communication in the workplace. And while there is no right or
wrong way to go about it, you can ensure that your staff is understood by teaching them how to
adapt their style to the needs of others.
With appropriate training, your employees will be able to identify their own communication style
in the workplace, understand how this influences the process, and develop strategies to get the
best results.

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Effective communication in the workplace is a two-way street
Communication skills don't simply mean the ability to talk and write effectively - they also rely
heavily on listening and negotiation. Through training, employees will be able to practice their
active listening and problem-solving skills and develop the means to influence outcomes.
A professional training organization can help your employees develop effective communication
in the workplace by teaching:
 the importance of effective communication

 different styles of communication
 awareness of non-verbal communication, such as body language
 how to improve written communication skills
 how to communicate with confidence
 how to tailor communication for an intended audience
 how to manage workplace conflicts or issues
 negotiation and influencing skills
 active listening skills and how to ask the 'right' questions.
Benefits of training to improve communication in the workplace

 By developing better rapport with co-workers, employees are likely to be happier and
more successful in their roles.
 Improving employees' morale will make them more likely to remain loyal to your
business.
 Improving communication between individuals, teams or departments within your
organization will streamline business processes and activities.
 Customer retention will be improved through better customer service.
 Staff will learn how to handle difficult situations and resolve conflict before it becomes a
problem.
Opening the channels
By promoting better communication in the workplace, you'll not only increase the efficiency of
your team, but your organization too. Talk to a training specialist today about how you can
improve the communication skills of your staff to create a more successful business.

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1. By promoting better communication in the workplace, you'll not only increase the
efficiency of your team, but your organization too.
2. Customer retention will not improved through better customer service.
3. Communication skills don't simply mean the ability to talk and write effectively - they
also don’t rely on listening and negotiation.
4. By developing better rapport with co-workers, employees are likely to be happier and
more successful in their roles.
5. Effective communication in the workplace is the backbone of any business.

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

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COMMUNICATION BARRIERS AFFECTING WORKPLACE DISCUSSIONS

quality and safety
Communication Barriers - Reasons for Communication Breakdown
Communication is a process beginning with a sender who encodes the message and passes it
through some channel to the receiver who decodes the message. Communication is fruitful if and
only if the messages sent by the sender are interpreted with same meaning by the receiver. If any
kind of disturbance blocks any step of communication, the message will be destroyed. Due to
such disturbances, managers in an organization face severe problems. Thus the managers must
locate such barriers and take steps to get rid of them.
There are several barriers that affect the flow of communication in an organization. These
barriers interrupt the flow of communication from the sender to the receiver, thus making
communication ineffective. It is essential for managers to overcome these barriers. The main
barriers of communication are summarized below.
Following are the main communication barriers:

1. Perceptual and Language Differences: Perception is generally how each individual
interprets the world around him. All generally want to receive messages which are
significant to them. But any message which is against their values is not accepted. A
same event may be taken differently by different individuals. For example : A person is
on leave for a month due to personal reasons (family member being critical). The HR
Manager might be in confusion whether to retain that employee or not, the immediate
manager might think of replacement because his teams’ productivity is being hampered,
the family members might take him as an emotional support.
The linguistic differences also lead to communication breakdown. Same word may mean
different to different individuals. For example: consider a word “value”.
a. What is the value of this Laptop?

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b. I value our relation?
c. What is the value of learning technical skills?
“Value” means different in different sentences. Communication breakdown occurs if there is

wrong perception by the receiver.
2. Information Overload: Managers are surrounded with a pool of information. It is

essential to control this information flow else the information is likely to be
misinterpreted or forgotten or overlooked. As a result communication is less effective.
3. Inattention: At times we just not listen, but only hear. For example a traveler may pay
attention to one “NO PARKING” sign, but if such sign is put all over the city, he no
longer listens to it. Thus, repetitive messages should be ignored for effective
communication. Similarly if a superior is engrossed in his paper work and his subordinate
explains him his problem, the superior may not get what he is saying and it leads to
disappointment of subordinate.
4. Time Pressures: Often in organization the targets have to be achieved within a specified
time period, the failure of which has adverse consequences. In a haste to meet deadlines,
the formal channels of communication are shortened, or messages are partially given, i.e.,
not completely transferred. Thus sufficient time should be given for effective
communication.
5. Distraction/Noise: Communication is also affected a lot by noise to distractions.
Physical distractions are also there such as, poor lightning, uncomfortable sitting,
unhygienic room also affects communication in a meeting. Similarly use of loud speakers
interferes with communication.
6. Emotions: Emotional state at a particular point of time also affects communication. If the
receiver feels that communicator is angry he interprets that the information being sent is
very bad. While he takes it differently if the communicator is happy and jovial (in that
case the message is interpreted to be good and interesting).
7. Complexity in Organizational Structure: Greater the hierarchy in an organization (i.e.
more the number of managerial levels), more is the chances of communication getting
destroyed. Only the people at the top level can see the overall picture while the people at
low level just have knowledge about their own area and a little knowledge about other
areas.
8. Poor retention: Human memory cannot function beyond a limit. One can’t always retain
what is being told specially if he is not interested or not attentive. This leads to
communication breakdown.

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Self-Check 5.3-2
1. Give the main barriers of communication.

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Razendo Chavez
1. Give the main barriers of communication.
 Perceptual and Language Differences
 Information Overload
 Inattention
 Time Pressures
 Distraction/Noise
 Emotions
 Complexity in Organizational Structure
 Poor retention

innovation INC.
Razendo Chavez
Resources:
http://www.managementstudyguide.com/communication_barriers.htm
http://www.improvemybusiness.com.au/manage-staff/staff-development/effective-
communication-in-the-workplace-means-improving-employee

innovation INC.
Razendo Chavez

Uc5-Contribute To Owrkplace Innovation

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COMPETENCY BASED LEARNING MATERIAL

SECTOR : SOCIAL, AND OTHER COMMUNITY DEVELOPMENT

QUALIFICATION : BEAUTY CARE (NAIL CARE) SERVICES NC II

UNIT OF COMPETENCY : CONTRIBUTE TO WORKPLACE INNOVATION

MODULE TITLE : CONTRIBUTING TO WORKPLACE INNOVATION

The unit of competency, “Contribute to workplace innovation”, is one

The module, Contributing to workplace innovation, This unit covers

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

 Read information sheet and complete the self-checks.

You must pass the Institutional Competency Evaluation for this

BEAUTY CARE (NAIL CARE)

LIST OF BASIC COMPETENCIES

No. Unit of Competency Module Title Code

1. Participate in workplace Participating in workplace 400311210

2. Work in a team Working in a team 400311211

3. Solve/address general Solving/addressing general 400311212

4. Develop career and life Developing career and life 400311213

5. Contribute to Contributing to 400311214

6. Present relevant Presenting relevant 400311215

7. Practice occupational Practicing occupational 400311216

8. Exercise efficient and Exercising efficient and 400311217

9. Practice entrepreneurial Practicing entrepreneurial 400311218

BEAUTY CARE (NAIL CARE)

UNIT OF COMPETENCY : Contribute to workplace innovation

MODULE TITLE : Contributing to workplace innovation

At the end of this module, you MUST be able to:

BEAUTY CARE (NAIL CARE)

Qualification Title : Beauty Care (Nail Care) Services NC II

Unit of Competency : Contribute to workplace innovation

Module Title : Contributing to workplace innovation

Upon completion of this module, you MUST be able to:

1. Identify opportunities to do things better

BEAUTY CARE (NAIL CARE)

1. Opportunities for improvement are identified proactively in own area of work.

BEAUTY CARE (NAIL CARE)

1. Opportunities for improvement are identified proactively in own area of work.

The students/trainees must be provided with the following:

1. Simulated workplace environment

BEAUTY CARE (NAIL CARE)

Identify opportunities to do things better

Learning Activities Special Instructions

Read Information Sheet 5.1-3:

Read Information Sheet 5.1-4: “Questioning

If you have questions and clarification fell

BEAUTY CARE (NAIL CARE)

After reading this information sheet, you must be able to:

 Select appropriate communication method

Introduction to Communication Skills

Why communication skills so important?

BEAUTY CARE (NAIL CARE)

The Importance of Removing Barriers

The message is the information that you want to communicate.

BEAUTY CARE (NAIL CARE)

BEAUTY CARE (NAIL CARE)

BEAUTY CARE (NAIL CARE)

BEAUTY CARE (NAIL CARE)

BEAUTY CARE (NAIL CARE)

After reading this information sheet, you must be able to:

 Select appropriate communication method

What are the different methods of communication?

BEAUTY CARE (NAIL CARE)

Types of Verbal Communication

Public speaking - involves one or more people delivering a message to a group