1leadworkplacecommunication 150724143824 Lva1 App6892

TRAINERS Date Developed: Document No.
NMSF –
METHODOLOGY March 1, 2012
TESDA
LEVEL 1 Developed by: Issued by:
QA
Leading Workplace Revision #___ Page 1 of 74
SYSTEM Victoria A. Sumayod
Communication
TABLE OF CONTENTS
MODULE CONTENT ------------------- 4

HOW TO USE THIS COMPETENCY-
BASED LEARNING MATERIAL ------------------- 5–6
LEARNING OUTCOME # I:
COMMUNICATE INFORMATION
ABOUT WORKPLACE
PROCESSES ------------------- 7–8
LEARNING EXPERIENCES ------------------- 9 – 10
INFORMATION SHEET 1.1-1A ------------------- 11 – 12
SELF-CHECK 1.1-1A ------------------- 13
ANSWER KEY 1.1-1A ------------------- 14
INFORMATION SHEET 1.1-1B ------------------- 15 – 18
SELF-CHECK 1.1-1B ------------------- 19
ANSWER KEY 1.1-1B ------------------- 20
INFORMATION SHEET 1.1-1C ------------------- 21
THE DIFFERENT METHODS OF
COMMUNICATION ------------------- 22 – 26
SELF-CHECK 1.1-1C ------------------- 27
ANSWER KEY 1.1-1C ------------------- 28
COMMUNICATION SKILLS EASY
STEPS ------------------- 29
SELF-CHECK 1.1-1D ------------------- 30
ANSWER KEY 1.1-1D ------------------- 31
INFORMATION SHEET 1.1-1E ------------------- 32 – 33
SELF-CHECK 1.1-1E ------------------- 34
ANSWER KEY 1.1-1E ------------------- 35
TASK SHEET 1.1-1F ------------------- 36
PERFORMANCE CRITERIA
CHECKLIST 1.1-1F ------------------- 37
LEARNING OUTCOME # 2: LEAD
WORKPLACE DISCUSSIONS ------------------- 38
LEARNING EXPERIENCES ------------------- 39 – 40

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SELF-CHECK 1.2-1A ------------------- 44
ANSWER KEY 1.2-1A ------------------- 45
INFORMATION SHEET 1.2-1B ------------------- 46 – 49
SELF-CHECK 1.2-1B ------------------- 50
ANSWER KEY 1.2-1B ------------------- 51
INFORMATION SHEET 1.2-1C ------------------- 52 – 55
SELF-CHECK 1.2-1C ------------------- 56
ANSWER KEY 1.2-1C ------------------- 57
TASK SHEET 1.2-1D ------------------- 58
CHECKLIST 1.2-1D ------------------- 59
LEARNING OUTCOME # 3: IDENTIFY
AND COMMUNICATE ISSUES
ARISING IN THE WORKPLACE ------------------- 60
LEARNING EXPERIENCES ------------------- 61
SELF-CHECK 1.3-1A ------------------- 66
ANSWER KEY 1.3-1A ------------------- 67
FOUR WAYS TO DEAL WITH
WORKPLACE CONFLICT ------------------- 68
SELF-CHECK 1.3-1D ------------------- 69
ANSWER KEY 1.3-1D ------------------- 70
TASK SHEET 1.3-1D ------------------- 71
CHECKLIST 1.3-1D ------------------- 72
BIBLIOGRAPHY ------------------- 73

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MODULE CONTENT
UNIT OF COMPETENCY : Lead Workplace Communication
MODULE TITLE : Leading Workplace Communication
MODULE DESCRIPTOR :
This unit covers the knowledge, skills, and attitudes in leading workplace
communication. It includes communicating information about workplace
processes, leading workplace discussions, and identifying and communicating
issues arising in the workplace.
NOMINAL DURATION : 8 Hours
LEARNING OUTCOMES :
Upon completion of this module, the trainee/student must be able to:
LO 1. Communicate information about workplace processes
LO 2. Lead workplace discussions
LO 3. Identify and communicate issues arising in the workplace

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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome!
The unit of competency, “Lead Workplace Communication” is one of

the competencies in the TRAINING METHODOLOGY (TM) I, a course which
comprises the knowledge, skills and attitudes required of you as a TVET
trainer.
The module, Leading Workplace Communication, contains training

materials and activities related to communicating information about workplace
processes, leading workplace discussions, and identifying and communicating
issues arising in the workplace for you to complete.
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, and Task 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:
 Work through all the information and complete the activities in each
section.
 Read the Information Sheets and complete the Self-Checks. Suggested

references are included to supplement the materials provided in this
module.
 Most probably, your trainer will also be your supervisor or manager who
will be there to support you and show you the correct way to do things.
 You will be given plenty of opportunities to ask questions and practice on

the job. Make sure you practice your new skills during regular work
shifts. This way, you will improve your speed, memory and confidence.

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 Use the Self-Checks and Task Sheets at the end of each section to test
your progress. Use the Performance Criteria Checklist located after the
Task Sheet to check your own performance.
 When you feel confident that you have sufficiently practiced, ask your
Trainer to evaluate you. The results of your assessment will be recorded
in the Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next
module, Apply Math and Science Principles in Technical Training.
ASSESSMENT CRITERIA:
 Appropriate communication method is selected

 Multiple operations involving several topics are communicated
accordingly
 Questions are used to gain extra information
 Correct sources of information are identified
 Information is selected and organized correctly
 Verbal and written reporting is undertaken when required
 Communication skills are maintained in all situations
 Response to workplace issues is sought
 Response to workplace issues is provided immediately
 Constructive contributions are made to workplace discussions on such
issues as production, quality and safety
 Goals/objectives and action plan undertaken in the workplace are
communicated
 Issues and problems are identified as they arise
 Information regarding problems and issues are organized coherently to
ensure clear and effective communication
 Dialogue is initiated with appropriate personnel
 Communication problems and issues are raised as they arise

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LEARNING OUTCOME # I:
COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES
CONTENTS:
1. The Definitions of Communication
2. The Communication Process
3. The Different Methods of Communication
4. The Video Clip, “Workplace Communication Skills”
1. Appropriate communication method is selected
2. Multiple operations involving several topic areas are communicated
accordingly
3. Questions are used to gain extra information
4. Correct sources of information are identified
5. Information is selected and organized correctly
6. Verbal and written reporting is undertaken when required
7. Communication skills are maintained in all situations
CONDITIONS:
The trainee/student must be provided with the following:

1. WORKPLACE LOCATION
2. EQUIPMENT
- Computer
- Printer
- LCD Projector
- Sound System
3. TOOLS, ACCESSORIES AND SUPPLIES
- White Board
- White Board Pen and Eraser
- CD
4. TRAINING MATERIALS
- Learning Materials
- References

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5. ASSESSMENT METHOD:
1. Portfolio
2. Written Test
3. Actual Demonstration
4. Oral Questioning

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Learning Experiences
LEARNING OUTCOME 1:
COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES
Learning Activities Special Instructions
1. Read Information Sheet 1.1-1a,

“What is Communication?”
2. Answer Self-Check 1.1-1a Compare answers with the Answer
Key. You are required to get all
answers correct. If not, read the
Information Sheet again to answer all
questions correctly.
3. Read Information Sheet 1.1-1b,
“The Communication Process”
4. Answer Self-Check 1.1-1b Compare answers with the Answer
5. Read Information Sheet 1.1-1c,
“The Different Methods of
Communication”
6. Answer Self-Check 1.1-1c Compare answers with the Answer
7. Watch the Video Clip,  Secure the CD from your
“Workplace Communication trainer.
Skills” 1.1-1d  Take down notes while
watching it.
8. Answer Self-Check 1.1-1d Compare answers with the Answer
answers correct. If not, watch the
video clip again to answer all

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9. Read Information Sheet 1.1-1e,
“What Basic Communication
Skills Do We Need in the
Workplace?”
10. Answer Self-Check Compare answers with the Answer
answers correct. If not, watch the
video clip again to answer all
Perform Task Sheet 1.1-1f  Use the Performance Criteria
Checklist to evaluate your own
work.
 Submit a copy of the output to
your trainer.
 Perform the task in the
presence of your Trainer for
evaluation and
recommendations.
After doing all the activities of this
LO, you are now ready to go to LO #
2: Lead Workplace Discussions.

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INFORMATION SHEET 1.1-1a
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. define communication;
2. identify the three elements of communication.
What is Communication?
 Communication is a word that originated from the Latin term
communicare which means to share and communis which means to make
common or make mutual.
 Communication is a process through which a set of meanings embodied

is conveyed by means of symbols (such as language) to a person in such
a way that the meaning received is equivalent to those which the initiator
of the message intended.
 Communication is the process of passing information and understanding

from one person to another. It involves three (3) elements- a message,
someone to send the message and someone to receive the message.
 Communication is the sending and receiving of ideas, thoughts or

feelings from one person to one or more persons in such a way that the
person receiving it understands it in the same way that the sender wants
him/her to understand.

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 Communication is a two-way process for which the binding force is the
feedback loop. Unless the receiver gives feedback- verbal or non-verbal-
to the speaker, the speaker will not be able to continue the information
for too long. To be effective, the message must be clearly understood by
the receivers and also the receivers should be able to supply some
feedback. When the feedback occurs it is known as a two-way
communication and is seen as the most effective form of communication.

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SELF-CHECK 1.1-1a
Instructions: Below are sentences with blanks. On your answer sheet, fill each
blank with the correct word.
A. The Latin terms communicare and communis mean __________ and

__________ respectively. (1.)
(2.)
B. Communication is the process of __________ information and understanding

from one person to another. (3.)
C. Communication is the __________ and __________ of ideas, thoughts or

(4.) (5.)
feelings from __________ person to one or more persons in such a way that
(6.)
the person ___________ it understands it in the same way the __________

(7.) (8.)
wants him/her to understand.
D. Unless the receiver gives __________- verbal or nonverbal- to the speaker,

(9.)
the speaker will not be able to continue the information for too long. To be
__________, the message must be clearly understood by the receivers and
(10.)
also the receivers should be able to supply some feedback.

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ANSWER KEY
SELF-CHECK 1.1-1a
1. to share
2. to make common or mutual
3. passing
4. sending
5. receiving
6. one
7. receiving
8. sender
9. feedback
10. effective

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INFORMATION SHEET 1.1-1b
1. familiarize with the six basic components of the communication process;
2. determine how the six basic components contribute to successful

communication;
3. differentiate the different types of communication channels;
4. identify the sources of noise in the workplace.
The Communication Process
According to author Allen in his book, “Supervision”, communication in

the workplace involves six (6) basic components: sender (encoder), message,
channel, receiver (decoder), noise, and feedback.
Workers can improve communication skills by becoming aware of these

components and how they contribute to successful communication.

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The Communication Process
(The Allen Model of Communication)
Idea
Sender
________________
_____
develops
Encodes
Message
________________
_____sends
Signal
Transmission
________________
_____ to
Decodes
Recipient Interprets
________________
_____
provides
Meaning
Receiver
________________
_____

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The sender is the person who is sending the message. There are two (2)
factors that will determine how effective the communicator will be. The first
factor is the communicator’s attitude; it must be positive. The second factor is
the communicator’s attitude. It must be positive. The second factor is the
communicator’s selection of meaningful symbols, or selecting the right symbols
depending on your audience and on the environment.
The sender initiates the communication process. When the speaker has
decided on a meaning, he or she encodes a message, and selects a channel for
transmitting the message to a receiver. To encode is to put a message into
words or images.
Message
The message is the information that the sender wants to transmit. It may
be a communication in writing, in speech or by signals.
Channel
The channel is the path a message follows from the sender to the
receiver. Supervisors use the downward channels to send messages to
employees. Employees use upward channels to send messages to supervisors.
Horizontal or lateral channels are used when communicating across
departmental lines, with suppliers, or with customers.
An informal channel is the grapevine. It exists outside the formal

channels and is used by people to transmit casual, personal, and social
interchanges at work. The grapevine consists of both rumors and truthful
information. Although the grapevine is associated with workplace gossip, the
supervisor should pay attention to the grapevine but should not rely entirely on
it for accurate information.
Receiver
The receiver is the person or group for whom the communication effort is
intended. Communication is successful only when the reaction of the receiver
is that which the communicator intended.

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Noise
Noise is anything that interferes with the communication. In a work

setting, noise is even more common since interactions involve people who do
not have years of experience with each other, and communication is further
complicated by the complex relationships that exist at work.
The following are a number of sources of noise one finds commonly in

work situations:
 misreading of body language, tone

 power struggles, conflict in organizational relationships
 language barriers which create different levels of meaning
 managers’ and subordinates’ hesitation to be open and frank
 erroneous assumptions (e.g. assuming others see a situation the same
way you do, have the same feelings as you, etc.)
 mistrusted source, erroneous translation, value judgment
 physical distractions (interruptions such as phone calls)
Feedback
Feedback is the reaction to the message. It is the transfer of information

from the receiver back to the sender. The receiver decodes or makes out the
meaning of the message. Thus, in the feedback loop, the receiver becomes the
sender and the sender becomes the receiver.
Feedback ensures that mutual understanding has taken place in a

communication. It allows the communicator to adjust his message and be more
effective. Without feedback, there would be no way of knowing if meaning has
been shared or if understanding had taken place.
Feedback can be a verbal or nonverbal reaction or response. It can be

external feedback (something we see) or internal feedback (something we can’t
see).

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SELF-CHECK 1.1-1b
Instructions: Match the descriptors in Column I with the terminologies in
Column II. Write the letters only.
I II
1. use when communicating across A. Sender

departmental lines, with suppliers,
or with customers
2. anything that interferes with the B. Message

Communication
3. supervisors use to send messages C. Channel

to employees
4. the path a message follows from D. Receiver

the sender to the receiver
5. the information that the sender E. Noise

wants to transmit
6. use by people to transmit casual, F. Feedback

personal and social interchanges
at work
7. the person or group for whom G. Downward Channel

the communication effort is intended
8. the person sending the message

H. Upward Channel
9. employees use to send messages I. Formal Channel
to supervisors
10. the reaction to the message J. Informal Channel

K. Vertical Channel
L. Horizontal Channel

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ANSWER KEY
SELF-CHECK 1.1-1b
1. L
2. E
3. G
4. C
5. B
6. J
7. D
8. A
9. H
10. F

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INFORMATION SHEET 1.1-1c
1. identify the different methods of communication;
2. give examples for each method of communication;
3. know the main categories of nonverbal communication.

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THE DIFFERENT METHODS OF COMMUNICATION
ORAL COMMUNICATION
Oral communication is when you convey messages through talking. It is

a spoken communication. It is for most managers’ preferred media for sending
messages.
Being able to see the person you are communicating with face-to-face
can help you gauge their response by reading their body language. When you
use verbal communication, be aware of your tone of voice, speed, and
inflection. Avoid sarcasm or angry tones, as they put the people you are
speaking with on the defensive. When speaking to a group, 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.
Oral communication includes face-to-face, telephone, meeting, and

presentation.
Face-to-face
Most of the manager’s communication time is spent one-to-one,

face-to-face with employees
Telephone
The amount spent in the telephone varies greatly with the job. No
matter how much time you spend on the phone, before making a call, set
an objective and write down what you plan to discuss. Use the paper to
write notes during the call. The telephone is the appropriate medium for
quick exchanges of information and checking up on things. It is
especially useful for saving travel time. However, it is inappropriate for
personal matters like discipline.

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Meeting
The manager’s most common meeting is the brief, informal get-

together with two or more employees. It is appropriate for coordinating
employees’ activities, delegating a task to a group, and resolving
employee conflicts. If the manager’s schedule permits, brief, daily
informal department should be held to exchange information, coordinate
resources, and develop mutual understanding and human relations.
Such meetings are essential for self-directed work teams.
Presentation
On occasion, a manager may be required to make a formal

presentation. Prepare your presentations and be sure they have the
following parts: beginning, middle, and end. For example, Robert is
making a sales presentation to his superiors requesting another
employee for his department. Robert begins by stating that his
department needs a new employee. He then moves to the middle of his
presentation by explaining all the reasons for needing the employee and
how the company will benefit. Robert ends with a quick summary and
request that his superiors grant his request for a new employee.
To succeed in oral communication, you must learn to listen. Listening

has three types: active listening, passive listening, and reflective listening.
Active listening goes beyond listening as the listener encourages both

the share of information as well as the feelings. Active listening is the key to
building relationships as it displays genuine interest.
When there is a keynote speaker, passive listening is appropriate. Since

the speaker do all the talking and the audience is in training or education
mode.
Reflective listening, on the other hand, is appropriate when the person

is worried, frustrated, confused or upset. It is about acknowledging the feeling
more than the content.

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WRITTEN COMMUNICATION
Written communication is when you convey messages through writing. It

is appropriate for sending general information, for messages requiring future
action, for sending formal, official, or long-term messages and when the
message affects several people in a related way. Common written
communication includes memos, letters, reports, emails, and facsimile/fax.
Memos/Letters/Reports
In spite of the increase in electronic communication, we all seem to

receive our fair share of messages on paper. This may be because there is
no email link between the parties, because a hard copy is required to
meet audit or legal requirements or because the recipient prefers to read
from paper than from a screen.
Emails
Email has become the primary means for delivering short

messages within organizations that are networked. As email between
organizations becomes more common, the medium will increasingly take
the place of fax, particularly as whole documents can be sent as email
attachments. Email provides many cost advantages when compared with
the use of paper or the telephone.
Email is a lifesaver for many people, especially in the business

world. If you rely on emails to conduct your business, it is very important
to portray a professional image. Don’t use abbreviations unless they
pertain to your field, and always use the spell check and read over your
email before you send it to make sure it is clear and concise. Emails
should be brief and to the point.
Facsimile/Fax
Fax uses the public telephone system as a way of delivering paper

documents from one place to another, in those situations where the hard
copy original is not essential.

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FORMAL COMMUNICATION
Formal communication is what you do when you convey messages

through the hierarchy within your organization, or when you communicate to
people outside your organization.
The most common form is the downward communication, which happens

when the superior officer sends messages to his subordinates or to the rank
and file. It includes memos, reports, meetings, written proposals.
INFORMAL COMMUNICATION
Informal communication is the opposite of formal communication. It

occurs when messages are conveyed outside the organization’s chain of
command. It includes office gossip, personal email to co-workers, anonymous
letters.
VERBAL COMMUNICATION
Although mistaken for oral communication, verbal communication

encompasses all kinds of messages, written or spoken, using words. Examples
are sending text messages, making telephone calls, video conferencing, making
speeches.
Verbal communication includes rate, volume, pitch, as well as,

articulation and pronunciation.
NONVERBAL COMMUNICATION
Nonverbal communication is wordless communication, or messages

conveyed through gestures, actions or behaviors. 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

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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.
Nonverbal communication includes those important but unspoken

signals that individuals exhibit which are grouped into five (5) major categories:
Body Signals or nonverbal signals of the body, also known as Kinesics

(e. g. facial expressions, eye contact, shaking hands, crossing your legs,
slumping in your seat, posture, crossing or uncrossing your legs)
Object Signals or nonverbal messages sent by physical objects, also

known as artifacts (e. g. one’s wardrobe, framed pictures on your table,
plaques and awards on the wall of your office)
Space Signals or nonverbal messages sent by action and use of personal

space, also known as proxemics (e.g. physical territory like arrangement
of desks at your workplace, the distance or closeness you stand from
someone else when you communicate)
Time Signals or nonverbal messages sent by time actions, also known as

chronemics (e.g. speed of your speech and movement, your punctuality,
willingness to wait)
Touch Signals or nonverbal messages sent by touch, also known as

haptics (e.g. patting a co-worker, hugging, pecking the cheek)
A very good example is: A man comes home late, hears from the
kitchen the slamming of pots and pans and cupboard doors. He enters
the kitchen, asks his wife, “What’s wrong, honey?” She answers,
“Nothing!” as she slams another cupboard door and rolls her eyes toward
the ceiling.
She has spoken the word “Nothing!”, but it is her unspoken

communication that tells him that “Nothing!” is not the real answer. It is
clearly communicated by her actions.

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SELF-CHECK 1.1-1c
Instructions: Enumerate the following:
1-6 Different Methods of Communication
7-9 Three Examples of Verbal Communication
10-12 Three Examples of Nonverbal Communication
13-15 Three Examples of Informal Communication

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ANSWER KEY
SELF-CHECK 1.1-1c
1. Oral Communication
2. Written Communication
3. Formal Communication
4. Informal Communication
5. Verbal Communication
6. Nonverbal Communication
7. Sending messages
8. Making telephone calls
9. Video Conferencing
10. shaking hands
11. crossing your legs
12. facial expressions
13. office gossip
14. personal email to co-workers
15. anonymous letters

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Please view the Video Clip, “Communication Skills Easy Steps”
After VIEWING THE VIDEO CLIP, YOU MUST be able to:
1. give the importance of communication skills in the workplace;
2. identify the steps involved in developing communication skills.

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SELF-CHECK 1.1-1d
Instructions: Write True if the statement is correct and write False if the
statement is incorrect. Write your answers on the answer sheet.
1. While speaking, you need to listen, think and formulate your thoughts
and ideas.
2. Fear is a defense mechanism to protect our employers.
3. To control fear we have to imagine on positive results.
4. Speaking from the heart should be practiced.

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ANSWER KEY
SELF-CHECK 1.1-1d
1. False
2. False
3. True
4. True

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INFORMATION SHEET 1.1-1e
1. define communication skills;

2. familiarize with the basic communication skills.
What Basic Communication Skills Do We Need in the

Workplace?
Communication skills refer to your written and oral capabilities, as well

as your ability to work well with others.
To meet the challenges in the workplace, you need to possess the ability
to communicate effectively with customers, co-workers, superiors and
subordinates. Without these good communication skills, all other functions in
the workplace suffer. Communication experts generally agree that these skills
are beneficial in any communication process, and particularly important in
workplace relationships:
1. Listening well – demonstrating interest in the conversation, paying

attention and empathizing
2. Observing – taking note of body language, voice tone and emotive

expressions, listening “between the lines” by watching for nonverbal
cues like facial expressions and gestures.
3. Acknowledgment – responding in a way that conveys that you value

the other person’s opinions or are interested in his concerns,
recognizing your co-worker or client’s initiative to state his/her
issues

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4. Awareness – ensuring attentiveness, responding appropriately by
using body language that is suitable for the context of the
conversation
5. Thinking – reasoning about what is and what is not appropriate

input to the process; evaluating what message is being sent
6. Using verbal expression – ensuring the use of the appropriate and

respectful tone, rhythm and volume of voice
7. Reflecting – clarifying and verifying what your co-worker or client has

expressed, rephrasing the message to make sure you have understood
the message the way it was intended

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SELF-CHECK 1.1-1e
Instructions: Match the descriptors in Column I with the terminologies in

Column II. Write the letters only on your answer sheet.
I II
1. ensuring attentiveness, responding A. Communication methods
appropriately by using body language
that is suitable for the context of the
conversation
2. clarifying and verifying what your B. Observing

co-worker or client has expressed
3. referring to your written and oral C. Thinking

capabilities as well as your ability to
work well with others
4. responding in a way that conveys D. Listening well

that you value the other person’s
opinions
5. demonstrating interest in the E. Reflecting

conversation, paying attention and
empathizing
6. reasoning about what is and what is F. Communication skills

not appropriate input to the process
7. taking note of the body language, G. Communication process

voice tone and emotive expressions
8. ensuring the use of the appropriate H. Awareness

and respectful tone, rhythm and
volume I. Acknowledgment
J. Using verbal expression

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ANSWER KEY
SELF-CHECK 1.1-1e
1. H
2. E
3. F
4. I
5. D
6. C
7. B
8. J

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TASK SHEET 1.1-1f
Title : Communicate Information About Workplace Processes

Performance Objective : Using the appropriate method of communication, you
should be able to communicate information about
workplace processes
Supplies/Materials : CBLM, White Board, White Board Pen, Bond Paper,
Ball pen
Equipment : Computer, Printer, LCD Projector
Steps/Procedures:
1. Using the appropriate method of communication, give instructions

on a simple procedure related to your field of specialization.
2. Observe effective communication skills at all times.
Assessment Method: Portfolio Assessment, Questioning, Performance

Criteria Checklist

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Communication
Performance Criteria Checklist 1.1-1f
Communicate Information About Workplace Processes
Trainee’s Name: _______________________ Date: ________________
During the performance of the activity did the trainee perform according to the
required criteria?
CRITERIA YES NO
1. Is appropriate communication method
selected?
2. Are multiple operations involving several topic
areas communicated accordingly?
3. Are questions used to gain extra information?
4. Are correct sources of information identified?
5. Is information selected and organized
correctly?
6. Is verbal and written reporting undertaken
when required?
7. Are communication skills maintained in all
situations?
For satisfactory achievement, all items should receive a YES response.
Comment:
Trainer’s Name and Signature: ____________________________________

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Communication
LEARNING OUTCOME 2: LEAD WORKPLACE DISCUSSIONS
CONTENTS:
1. Communication Protocol
2. Ethical Communication in the Global Workplace
3. A Strategic Approach to Communications and Dissemination
1. Response to workplace issues is sought.

2. Response to workplace issues is provided immediately.
3. Constructive contributions are made to workplace discussions on
such issues as production, quality and safety.
4. Goals/objectives and action plan undertaken in the workplace are
communicated.
CONDITIONS:
Trainees/Students must be provided with the following:

2. EQUIPMENT:
- Computer
- LCD
- White Board
- CD
4. TRAINING MATERIALS
- Learning Packages
- Bond Paper
- Ball pens
- White Board Marker
5. ASSESSMENT METHOD:
1. Portfolio
2. Written Test
4. Oral Questioning

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Communication
LEARNING OUTCOME # 2: LEAD WORKPLACE DISCUSSIONS

“Workplace Communication
Protocol”
2. Answer Self-Check 1.2-1a Compare answers with the Answer
3. Read Information Sheet 1.2-1b,
“Ethical Communication in the
Global Workplace”
4. Answer Self-Check 1.2-1b Compare answers with the Answer
5. Read Information Sheet 1.2-1c, “A
Strategic Approach to
Communications and
Dissemination”
6. Answer Self-Check 1.2-1c Compare answers with the Answer
7. Perform Task Sheet 1.2-1d  Use the Performance Criteria
work.
your trainer.
evaluation and
recommendations.

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QA
Communication

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QA
Communication
1. define communication protocol;

2. recognize the purpose of communication protocol;
3. identify the types of communication etiquette;
4. identify the verbal and written guidelines in communication.
Communication Protocol
Communication protocol enhances productive business relationships

In order to achieve business goals and maintain profitability, companies rely on
effective business communication protocol. Interviews, board room meetings,
and informal discussions are samples of opportunities to communicate
business objectives within an organization.
1. Protocol Purpose
o Establishing a communication protocol incorporates two key factors: the
promotion of a meaningful exchange of information and the building of
relationships with partners and key stakeholders. Business communication

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protocol is not only a set of professional rules, but also a code of conduct
used to guide business-related behaviors and etiquette.
Verbal Communication Etiquette

o Verbal business communication can take place in hallway conversations,
shareholder meetings, ceremonial events, interviews, workshops, press
conferences, phone calls and even web videos. Verbal comments that are
appropriate in hallway conversations may not be appropriate in a board
meeting. For example, personal statements about family and hobbies may
be acceptable during a lunch meeting with a co-worker, and can build
authentic and productive networks. However, sharing intimate stories
during a press conference can usurp the authority of the spokesperson
delegate.
Written Communication Etiquette

o Written communication can include formal newsletters, reports and
informal memos that require appropriate etiquette in business settings.
Etiquette in business communication can vary in structure depending on
the audience size, culture, place and purpose. Written messages should
follow the same ideals as verbal communication etiquette; each message
should be edited to fit the tone of the audience receiving it.
Verbal Communication Guidelines

o Informal verbal communication in business settings can supplement official
channels, save time spent on projects and increase productivity. Formal
communication delivered as a presentation can reinforce the ethics and
culture of an organization. As a chief officer, manager or a field
representative, verbal communication in informal and formal settings
should include the following guidelines.
First, is the language considerate and courteous? Kindness trumps
bluntness, even during disagreements.
Second, does the conversation reflect company values? Even if personal
views are not 100 percent in alignment with company directives, an
employee should always support the corporate mission.

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Next, does the discussion reflect positive characteristics about employee
attitudes or the corporate culture? Eliminate gossip and minimize negative
comments about company policies.
Finally, will the message incorporate a beneficial truth? Confidential
information, while true, may not be appropriate for everyone in the
organization.
Written Communication Guidelines

o Written communication is generally used to inform, collaborate or
persuade. Before drafting any piece of literary collateral, one of these
general uses should be identified. Once the purpose is established, the
following guidelines can be used for an effective business communication
protocol.
First, are all of the contents incorporated into one main idea? Multiple
topics in one document can confuse the reader. Separate unrelated subjects
into different documents.
Second, is the language clear, familiar and free of slang? Never assume the
reader understands industry jargon.
Next, is the message brief, engaging and properly formatted? The
appearance should always be professional, but should be easy for anyone to
read.
Finally, are necessary facts and details presented? Don't leave out
information that can leave the reader confused.

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Communication
SELF-CHECK 1.2-1a
Instruction: Answer the following questions:
1. What are the two key factors which are incorporated in the establishment
of a communication protocol?
2. What are the types of communication etiquette?
3. What are the four verbal communication guidelines?
4. What are the four written communication guidelines?

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Communication
ANSWER KEY
SELF-CHECK 1.2-1a
1. a. promotion of a meaningful exchange of information
b. building of relationships with partners and key stakeholders
2. a. verbal
b. written
3. a. Is the language considerate and courteous?
b. Does the conversation reflect company values?
c. Does the discussion reflect positive characteristics about employee
attitudes or the corporate culture?
d. Will the message incorporate a beneficial truth?
5. a. Are all the contents incorporated into one main idea?
b. Is the language clear, familiar and free of slang?
c. Is the message brief, engaging and properly formatted?
d. Are necessary facts and details presented?

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INFORMATION SHEET 1.2-1b
Learning Outcomes:

1. give the importance of ethical communication in the global workplace;
2. identify the three areas where communication styles differ across
cultures.
Ethical Communication in the Global Workplace

Communication
skills are considered
fundamental in the workplace;
but let’s take this a step
further and consider the
implications of applying these
skills in a cross-cultural
setting, and doing so
ethically.
Effective communication
involves expressing
oneself clearly, being a good listener, using appropriate body language and
ensuring how a message is delivered and received. It is inherently a two-way
process. Communication operates through a system of customs and principles
that are essentially determined by people’s cultures. When the communicators
don’t share these principles, a communication breakdown, or
miscommunication, will typically occur. Of course there are various types of
communication in the workplace: face-to-face, email, phone, etc., and for each
of these, the style of communicating will vary according to culture.

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Webster’s Dictionary defines ethical as “conforming to an accepted
standard of good behavior,” and the Oxford English Dictionary defines ethics as
“a set of moral principles or code.” Consequently, when we speak of ethical
communication in the global workplace we see that cultural customs and
principles affect both the communication style and the definition of what is
considered ethical.
Let’s look at three areas where communication styles differ across

cultures and how we can overcome some of the challenges presented and still
ensure we maintain an ethical approach.
1. Explicit vs. Implicit
Most Western cultures, especially Anglo, Germanic and Scandinavian

groups, will communicate explicitly, that is, almost all important information is
communicated in a direct and unambiguous manner. This style also reflects
those cultures’ ethics, which are to communicate clearly and truthfully without
being vague or misleading. Such cultures as Asian, Middle Eastern and Latin
American tend to communicate implicitly; they rely on the context to
communicate the most important information and may take relationships and
setting into account, resulting in an indirect and ambiguous style. Ethics in
these groups require that politeness and avoiding embarrassment take
precedence over truth; in fact, for many of these cultures there is no absolute
truth. The avoidance
of saying “no” in
some Asian cultures
is an example of how
these two styles can
threaten
communication.
So how can we
ensure that we are
not offending by
being too direct, and
conversely, determine
what is being
conveyed in a vague

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response? Simply being aware of the situation certainly helps. Making others
feel comfortable and relaxed can override what is said, and asking open-ended
questions can help to clarify vague answers. Being aware of your own values
and principles, and not judging the other party by your standards can alleviate
a lot of frustration.
2. Non-Verbal
We use several non-verbal signals when we communicate, such as

touching, facial expressions, gestures, body positioning, eye contact, speech
volume and tone, physical distance etc. These can have different meanings
across cultures. Another major difference is the use of silence. Most Western
cultures tend to want to fill long silences, and this can be perceived as arrogant
by cultures where silence is interpreted as a sign of respect. We may interpret
avoidance of eye contact as an indication of dishonesty or lack of sincerity,
whereas in many African cultures it is considered respectful.
In the global workplace it is best to observe and then modify our non-
verbal communication signals to reflect those of the other party where
possible. I am not suggesting to completely mirror these signals, but things
such as avoiding touching when it creates discomfort is an easy adjustment to
make. Also, don’t make assumptions based on your own non-verbal
communication style. Instead, rely more on verbal clarification. A smile is
sometimes used to hide anger so you may want to make sure you have
understood correctly by verifying the meaning verbally.
3. Language

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One of the reasons English has become the lingua franca of the business
world is because of its richness, directness and precision. The Thesaurus exists
only in English, and there are about 200,000 commonly used words in English
(whereas French, for example, has 100,000). Some speakers of English as a
second language, especially those from cultures that don’t want to lose face,
pretend they understand when they really do not. On the other hand,
pretending not to understand when in fact they do is a negotiation technique
used by some others. Unfortunately, we now have the phenomenon where two
communicators are often both non-native speakers of English, adding another
dimension to the challenge of global communication.
Language is fraught with difficulties such as idioms, slang, jargon and

euphemisms; these should be avoided when communicating ethically with a
non-native speaker. Keep it simple, clear and use standard language. Clarify
what you are saying and offer the other party the opportunity to do the same.
In conclusion, we can see that this is an extremely complex issue,

but to begin the process of communicating ethically in the global
workplace we should build awareness so we can anticipate the differences,
and then observe and adapt,
while still maintaining our
own values and ethics. In
fact, one could say that
taking into consideration
both your own and the
other party’s cultural
factors when
communicating, in itself
constitutes ethical
behavior.

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QA
Communication
SELF-CHECK 1.2-1b
Instruction: Answer the following questions briefly.
1. What is the Webster Dictionary’s meaning of the word, “ethical”?
2. Ethics in the Oxford English Dictionary means?
3. Give the three areas where communication styles differ across cultures.

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ANSWER KEY
SELF-CHECK 1.2-1b
1. conforming to an accepted standard of good behavior
2. a set of moral principles or code
3. Explicit vs. Implicit
4. Nonverbal
5. Language

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Communication
INFORMATION SHEET 1.2-1c
After reading the INFORMATION SHEET, YOU MUST be able to:
1. give the importance of a strategic approach to communication

and dissemination;
2. identify the five steps to strategic communication and
dissemination;
3. determine the different communication vehicles.
A Strategic Approach to Communications and Dissemination

Five Steps to Strategic Communications and Dissemination
1. Set clearly defined objectives
Concentrate on setting out one or two (certainly no more than three)

objectives for the challenge at hand. The following questions may help you
think about these objectives.
 What do you hope your communications and dissemination efforts will

achieve?

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 What will be different as a result of your communications and
dissemination work?
 How will it change people’s awareness, knowledge, attitudes or behaviors
about the issue you are talking about?
Once you have clearly defined an objective, try to refine it so that you can
measure whether or not you have achieved it. For example:
General Objective
Build awareness about the cost effectiveness of social work interventions

for patients with depression.
Measurable Objective
Persuade the local health system to adopt changes in its reimbursements

for social work interventions for patients with depression in 2004-05.
2. Identify, prioritize and get to know your audiences
In order to achieve your objectives, to whom do you need to speak or

communicate? Often this is relatively clear from the objectives, but make an
effort to define the audience as precisely as possible. For example, nursing
faculty might be an audience you identify. But do you really mean all nursing
faculty? Do you really mean gerontological nursing faculty? Or even better, do
you mean 12 gerontological nursing faculty members at top schools around the
country?
Once you have your list of audiences, which are the most important?
Remember your limited resources. You must prioritize. If you hope to achieve
your objective(s), which audiences are most critical? Which audiences will have
the most powerful impact on your ultimate goal? Be discriminating.
When your list is pared down, then try to understand your audiences.
What are their biases and backgrounds? What are their values? Importantly,
how do they perceive you or your issue? After their other related issues that
they are interested in? If you do not know the answer to these kinds of

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questions, chances are you should do some additional research on these
priority audiences before you actually implement your plan
3. Create strong, clear messages
A message is a statement that describes what a person or organization is,

does or, most importantly believes. A message or set of messages can serve as a
building block for all of your communications. (e.g. speeches, testimony,
presentations, even work with media).
Think about your objectives and audiences. What is it that you want to
say to these audiences to convince them, to move them to action in the service
of your objectives? It is often helpful to develop an over arching message,
appropriate for many or all audiences. Then, you can add sub-messages
needed to influence particular groups For example:
Overarching message
Aging research is critical to developing the knowledge we all need to live

healthier, longer lives.
Specific message to elected officials
Pay now, pay later
Supporting aging research is a sound investment. The cost of research

today is modest compared to the huge cost-savings this research will yield in
the future.
Finally, if possible, test these messages with sub-sets of your target

audience. This does not require formal focus groups, but using the messages in
informal conversations, social/professional settings, etc. can give you some
feedback on whether the language makes sense to the people and whether it
has a chance of educating or influencing your intended audiences.
4. Develop leveraged, high impact vehicles (that take your messages to

your audiences

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Communication vehicles represent a wide range of vehicles or
mechanisms that carry what you want to say to whom you want to say it.
Vehicles include, but not limited to one-on-one conversations, small group
presentations, speeches, academic articles, emails, newsletters, web sites, and
letters to the editor in the local media or in other publications, and more
general media outreach as well. Vehicles can also include meetings, symposia
and other activities that convene your target audiences. Then think hard about
your relatively limited resources. Which vehicles are the most influential on
your target audiences? What activities are you already doing that might be
amplified for greater impact? Which activities might you be able to find outside
funding to implement (e.g. a symposium)?
5. Design and implement evaluation mechanisms
Too often in communications, people do not assign sufficient rigor to

evaluating what is working and how. Just as if you were testing some kind of
program intervention or even new product launch, ask yourself, how will I
know my communications work is successful? Setting measurable objectives is
an important first step. Also important is matching the resources required to
measure your progress with the scope and size of the project at hand.
Randomized, double-blind studies to measure changes in attitudes or
behaviors are probably not called for. Exhaustive qualitative evaluation may be
overkill as well. However, strategic, systematic, and low-impact data collection
(e.g. through phone conversations, evaluation at meetings, brief email surveys)
can provide both a baseline understanding of an audience’s awareness or
understanding of your work or concerns about the older adult population, as
well as any changes in that understanding over time.

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SELF-CHECK 1.2-1c
Instructions: Enumerate the following:
1-5 Five Steps to Strategic Approach in Communication and
Dissemination
1-5 Examples of Communication Vehicles

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ANSWER KEY
SELF-CHECK 1.2-1c
1. Set clearly defined objectives

2. Identify, prioritize and get to know your audiences
3. Create strong, clear messages
4. Develop leveraged, high impact vehicles
5. Design and implement evaluation mechanisms

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TASK SHEET 1.2-1d
Title : Lead Workplace Discussions

Performance Objective : Following the steps to strategic communications and
dissemination, you should be able to lead workplace
discussions
Ball pen
Equipment : PC, Printer with ink, LCD Projector
Steps/Procedures:
1. Following the steps to strategic communications and dissemination,

discuss with your supervisor the need to purchase additional
equipment for the laboratory.
2. Observe workplace communication protocol and ethics at all times.
Assessment Method: Portfolio Assessment, Oral Questioning, Performance

Criteria Checklist

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Performance Criteria Checklist 1.2-1d
Lead Workplace Discussions
required criteria?
CRITERIA YES NO
1. Is response to workplace issues sought?
2. Is response to workplace issues provided
immediately?
3. Are constructive contributions to workplace
discussions on such issues as production,
quality and safety made?
4. Are goals/objectives and action plan
undertaken in the workplace communicated?

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Comment:
Trainer’s Name and Signature: ______________________
LEARNING OUTCOME # 3: IDENTIFY AND COMMUNICATE

ISSUES ARISING IN THE WORKPLACE
CONTENTS:
1. How Can You Become an Effective Problem-Solver in the Workplace?

2. Helpful Problem-Solving Procedure
3. Developing a Friendly Workplace
1. Issues and problems are identified as they arise

2. Information regarding problems and issues are organized coherently to
ensure clear and effective communication
3. Dialogue is initiated with appropriate personnel
4. Communication problems and issues are raised as they arise
CONDITIONS:
The trainees/students must be provided with the following:

2. EQUIPMENT
- Computer
- LCD
ASSESSMENT METHODS:

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1. Portfolio
2. Written Test
3. Oral Questioning
LEARNING OUTCOME 3: IDENTIFY AND COMMUNICATE ISSUES

ARISING IN THE WORKPLACE
1. How Can You Become an
Effective Problem-Solver in the
Workplace?
Compare answers with the Answer
2. Answer Self-Check 1.3-1a Key. You are required to get all
3. View the Video Clip, “ Four  Secure the CD from your
Ways to Deal with workplace trainer.
Conflict” 1.3-1b  Use the computer in viewing the
video.
 Observe safety precautions in
using the computer.
 Take down notes while
watching it.
4. Perform Task Sheet 1.3-1c  Use the Performance Criteria
work.
your trainer.

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evaluation recommendations.
1. Identify problems that might

occur at work;
2. Familiarize with the problem-
solving procedure;
3. Determine the different ways to
deal with conflict in the workplace.
How Can You Become an

Effective Problem Solver
in the Workplace?

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You will experience problems with work and with people at work. Being
willing to identify and accept problems at work are a key to finding effective
solutions.
In the workplace, solving problems is not only addressing issues and

problems as they arise, but also involves looking at the way things are
currently being done to find better ways of doing them.
We may not always be able to prevent problems from occurring at work,

but we have control over how we handle problems and how we cope with
problems. There are no guarantees that the decisions we make will always be
the right decisions. But people who are willing to work through problems are
less likely to make snap judgments or generate more problems for themselves.
Problems That Might Occur at Work
 Working in a small space is a problem at work.

 Working with others on the same project can be hard.
 Taking orders from a boss or manager may be difficult.
 Not doing the work you are supposed to be doing can create
problems. So cannot doing your work well.
 Not working fast enough or meeting deadlines is a potential
problem.
 Gossiping about someone else can lead to problems.
 Sexual harassment is a problem in some workplaces.
 An overly critical and disagreeable co-worker is a problem
 Cliques at work can pose problems
 Vague office procedures can lead to problems.
Problem solving is a skill that can be learned. There are many ways to
solve problems-there is no right way. However, using a problem-solving
procedure may help find the best response to the situation.
Helpful Problem-Solving Procedure

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1. Identify the problem. It is important to correctly identify the
problem. Assess the context of the problem and analyze and identify the root
cause(s) of the problem.
2. Gather information about the situation. You need to know all

the facts so you can make a good decision. Dissect any complex problem into a
series of smaller, more manageable components, which helps to make the
solution more evident and the problem easier to solve.
3. List possible solutions to the problem. Think of all the ideas you
have that may solve the problem. Be creative. Discuss the problem with others
and conduct brainstorming sessions.
4. Create a good plan to implement the solutions. Review possible
results of each solution. Think through the problem enough to determine what
might result from your decision. Review your options: what are the pluses and
minuses?
5. Act decisively on the best solution. After you have given the
problem some thought, gone through the problem-solving process and obtained
agreement and support for your proposed solution, be ready to act decisively
on the decision you feel is best for the situation.
6. Agree on contingencies, monitoring, and evaluation. Conditions
may change. Make contingency agreements about foreseeable future
circumstances. Monitor compliance with the requirements of the solution.
Create opportunities to evaluate implementation.
Developing a Friendly Workplace

In many case, much of the
conflict that goes on at work can be
avoided, if you plan properly. In other

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cases, it can be managed. There are several ways you can deal with conflict in
the workplace.
AVOIDANCE
This is the most frequently used strategy along with accommodation.

Methods of avoidance can include changing the subject, putting off a
discussion until later, or simply not bringing up the subject of contention.
Conflict avoidance can be used as a temporary measure to buy time or as
permanent means of disposing of a matter.
While avoidance is not always a good way of dealing with conflict because
it tends to bury important concerns, it is worth being considered as a strategy
when conflict is just not worth the effort of being addressed.
ACCOMMODATION
Here, you take notice of the conflict and submit; essentially surrendering
our own needs and wishes to please the other person.
Accommodation is preferred when the issues are minor or when the

relationship would be irreparably damaged because tempers are too hot.
This is another not very effective method of dealing with conflict, but it
can be used when you know that a more permanent solution is coming soon.
COMPETITION
This strategy means that you turn conflict into a game by resorting to the
very same tactics used by the opposition.
Like avoidance and accommodation, this is merely a temporary answer.

Often, conflict returns, perhaps in a more powerful or vicious form.
Be very sure you want to use this strategy because lowering yourself to
someone else’s level rarely shows you in the best light.
COMPROMISE
This is a tactic that entails working out a solution that is acceptable to

those on both side of the conflict.

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Compromise works best when time is short and both parties benefit. But
it is also not a very good way to address conflict because everyone loses or has
to give up something.
COLLABORATION
The goal of this strategy is to focus on working together to arrive at a

solution, with both sides expressing commitment to the solution.
Collaboration involves consensus-building and is the best remedy for
communication breakdown.
SELF-CHECK 1.3-1a
Test I
Instructions: Given below are the jumbled steps in the problem-solving
procedure. Arrange them in chronological order (1-6). Write the
letters only on your answer sheet.
A. Create a good plan to implement the solution
B. Agree on contingencies, monitoring, and evaluation
C. Identify the problem
D. List possible solutions to the problem
E. Gather information about the situation
F. Act decisively on the best solution
Test II
Instructions: Choose the letter that best describes the statement. Write the
letter only on your answer sheet.
1. A tactic that entails working out a solution that is acceptable to those on
both sides of the conflict.
a. avoidance b. acceptance c. compromise d. resistance
2. This is preferred when the issues are minor or when the relationship
would be irreparably damaged because tempers are too hot.
a. competition b. accommodation c. recognition d. collaboration
3. Includes changing the subject, putting off a discussion until later.

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a. acceptance b. resistance c. avoidance d. compromise
4. Turns conflict into a game by resorting to the very same tactics used by
the opposition.
a. recognition b. accommodation c. collaboration d. competition
5. This involves consensus-building and is the best remedy for
communication breakdown.
a. accommodation b. propagation c. collaboration d. amelioration
ANSWER KEY
SELF-CHECK 1.3-1a
Test I
1. C
2. E
3. D
4. A
5. F
6. B
Test II
1. c
2. b
3. c
4. d
5. a

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Please view the Video Clip, “Four Ways to Deal with Workplace
Conflict”
After VIEWING THE VIDEO CLIP, YOU MUST be able to:
1. identify workplace problems;
2. review the four ways of dealing with workplace conflict.

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SELF-CHECK 1.3-1d
Instructions: On your answer sheet, write True if the statement is correct and
write False if the statement is incorrect.
1. The third factor to reduce workplace conflict is the emotional
intelligence.
2. The effects of workplace conflicts in the workplace are not widespread
and costly.
3. Conflict in the workplace is the result of one single factor.
4. To decrease workplace conflict is to establish clear expectations.

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ANSWER KEY
SELF-CHECK 1.3-1d
1. True
2. False
3. False
4. True

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TASK SHEET 1.3-1d
Title : Identify and Communicate Issues Arising in the

Workplace
Performance Objective : Following the problem-solving procedure, you should
be able to identify and communicate issues arising in
the workplace.

Ball pen
Equipment : PC, Printer, LCD Projector
Steps/Procedures :
1. Following the problem-solving procedure, you conduct a dialogue

with your Trainee who has a problem.
2. Choose the appropriate way to deal with the problem.
Assessment Method : Portfolio Assessment, Oral Questioning, Performance

Criteria Checklist

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Performance Criteria Checklist 1.3-1d
Identify and Communicate Issues Arising in the Workplace
required criteria?
CRITERIA YES NO
1. Is response to workplace issues sought?
2. Is response to workplace issues provided
immediately?
3. Are constructive contributions made to
workplace discussions on such issues as
production, quality and safety?
4. Are goals/objectives and action plan
undertaken in the workplace
communicated?
CommentTrainer’s Name and Signature: ______________________

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BIBLIOGRAPHY
Books
Hanson, Garth A., Hanson, Kaye T., Stoddard, Ted D., Say It Right, USA:
Richard D. Irwin, Inc., 1995
Robles, Felicidad C., Developing English Proficiency in College, Manila: Goodwill

Trading Co., Inc., 1988
The Editorial Committee, Workplace Communication Skills and Relationships

Basic Competencies, Quezon City: Academic Publishing Corporation, 2008

NMSF –
TESDA
QA
Communication

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TRAINERS Date Developed: Document No.

MODULE CONTENT ------------------- 4

TRAINERS Date Developed: Document No.

TRAINERS Date Developed: Document No.

UNIT OF COMPETENCY : Lead Workplace Communication

MODULE TITLE : Leading Workplace Communication

NOMINAL DURATION : 8 Hours

Upon completion of this module, the trainee/student must be able to:

LO 1. Communicate information about workplace processes

LO 2. Lead workplace discussions

LO 3. Identify and communicate issues arising in the workplace

TRAINERS Date Developed: Document No.

The unit of competency, “Lead Workplace Communication” is one of

The module, Leading Workplace Communication, contains training

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

 Read the Information Sheets and complete the Self-Checks. Suggested

 You will be given plenty of opportunities to ask questions and practice on

TRAINERS Date Developed: Document No.

 Appropriate communication method is selected

TRAINERS Date Developed: Document No.

COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES

The trainee/student must be provided with the following:

TRAINERS Date Developed: Document No.

TRAINERS Date Developed: Document No.

COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES

Learning Activities Special Instructions

1. Read Information Sheet 1.1-1a,

TRAINERS Date Developed: Document No.

TRAINERS Date Developed: Document No.

After reading this INFORMATION SHEET, YOU MUST be able to:

 Communication is a process through which a set of meanings embodied

 Communication is the process of passing information and understanding

 Communication is the sending and receiving of ideas, thoughts or

TRAINERS Date Developed: Document No.

TRAINERS Date Developed: Document No.

A. The Latin terms communicare and communis mean __________ and

B. Communication is the process of __________ information and understanding

C. Communication is the __________ and __________ of ideas, thoughts or

the person ___________ it understands it in the same way the __________

wants him/her to understand.

D. Unless the receiver gives __________- verbal or nonverbal- to the speaker,

also the receivers should be able to supply some feedback.

TRAINERS Date Developed: Document No.

TRAINERS Date Developed: Document No.

After reading this INFORMATION SHEET, YOU MUST be able to:

1. familiarize with the six basic components of the communication process;

2. determine how the six basic components contribute to successful

3. differentiate the different types of communication channels;

4. identify the sources of noise in the workplace.

The Communication Process

According to author Allen in his book, “Supervision”, communication in

Workers can improve communication skills by becoming aware of these

TRAINERS Date Developed: Document No.

TRAINERS Date Developed: Document No.

An informal channel is the grapevine. It exists outside the formal

TRAINERS Date Developed: Document No.

Noise is anything that interferes with the communication. In a work

The following are a number of sources of noise one finds commonly in

 misreading of body language, tone

Feedback is the reaction to the message. It is the transfer of information

Feedback ensures that mutual understanding has taken place in a

Feedback can be a verbal or nonverbal reaction or response. It can be

TRAINERS Date Developed: Document No.

C. Communication is the and of ideas, thoughts or

the person _ it understands it in the same way the