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Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 2
Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0
Program, Philippines local team, and the Technical Education and Skills Development Authority’s (TESDA)
National Institute for Technical Education and Skills Development (NITESD) through its Curriculum and
Training Aids Division (CTADD), whose invaluable insights guided the adaptation of this curriculum.
Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-of-school
youth (OSY) by collaboratively working with TESDA in strengthening its technical education and training
systems to develop, deliver and monitor workforce readiness and technical-vocational training programs
that will prepare large numbers of out-of-school youth to transition to further education and training,
immediate jobs and self-employment opportunities. In line with this objective, Opportunity 2.0 has
developed the Work Readiness Modules on 21st Century Skills which are appropriate for self-directed
learning or modular learning delivery.
The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally recognized Work
Ready Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.
This curriculum is made possible by the generous support of the American people through the United States Agency
for International Development (USAID). The contents are the responsibility of Education Development Center, Inc.
and do not necessarily reflect the views of USAID or the United States Government.
EDC 43 Foundry Avenue Waltham, MA 02453 Education Development Center (EDC) is a global
nonprofit that advances lasting solutions to improve
Contact: youth-intl@edc.org education, promote health, and expand economic
opportunity.
Phone: 617-969-7100 Since 1958, we have been a leader in designing,
implementing, and evaluating powerful and innovative
programs in more than 80 countries around the world.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Table of Contents
Introduction 5
Summary of Learning Outcomes 11
Module Overview 11
Written Assignments 12
Skills Demonstration 12
Session 1: Obtain and Convey Workplace Information 12
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection 15
Activity 2: Communication Sources 21
Activity 3: Getting the Right Information in the Right Way 28
Activity 4: Conveying Messages and Ideas in the Workplace 35
Activity 5: Communication Protocols and Procedures: Lines of Communication and Communication
Storage 44
Session 2: Perform Duties Following Workplace Instructions 54
Activity 6: Interpreting and Following Routine Written Instructions 55
Activity 7: Interpreting and Implementing Instructions Following a Meeting 62
Activity 8: Seeking Clarification and Giving Feedback on Instructions Received 65
Session 3: Completing Relevant Work-Related Documents 74
Activity 9: Identifying Relevant Workplace Documents and Forms 75
Activity 10: Writing a Business Letter 81
Activity 11: Guidelines in Completing Workplace Documents and Forms 86
Session 4: Review & Assessment 95
Activity 12: Module 1 Review and Application and Post-Module Learner’s Reflection 95
Activity 13: End-of-Module Assessment 100
Key to Correction 104
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Introduction
Welcome to the Work Readiness Modules on 21st Century Skills! These modules will help prepare
you to transition to further education and training as well as equip you with the knowledge and
skills necessary to successfully find work or start your own business. The curriculum addresses
the TESDA Competencies for 21st Century Skills.
There are nine Work Readiness modules on 21st Century Skills, all aligned with TESDA’s
Competency Standards for Basic Competencies’ Thematic Areas, Units of Competencies,
Elements and Performance Criteria.
2. Working in a Team Environment: describing your team’s role and scope; 2. identifying your
role and responsibility within a team; working as a team member
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
4. Career Development and Life Decisions: managing your emotions; developing a reflective
practice; boosting your self-confidence; regulating your responses
8. Exercising Efficient and Effective Sustainable Practices in the Workplace: identifying the
efficiency and effectiveness of resource utilization; determining the causes of inefficiency
or ineffectiveness of resource use; convey inefficient or ineffective environmental practices
to others
In each module, you will do tasks that will get you out into your community, into real workplaces.
You will learn by looking and talking to people. (These can be modified if there are active health
and movement restrictions in place.) You will observe and learn about how businesses work and
take notes about what you see. You will talk to employees and business owners or managers.
This helps you to make more informed career choices and have realistic expectations about the
working environment. You will be prepared for future work immersion, jobs or running your own
small business.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
The Work Readiness Modules on 21st Century Skills are meant to be engaging and interactive.
Even though it is a self-directed learning approach, there are many opportunities to be learning
through interacting with others, including other learners, your trainers, your family and friends
and people in the community such as business owners, employers, managers and employees.
Sometimes you will be reading, writing and reflecting about new topics. You will also be given
opportunities to practice, apply, analyze or synthesize the content and skills you are introduced
to.
As you move through the modules, you will notice that they are organized in the same way. Each
module starts out with the TESDA unit description and learning outcomes and an overview of
activities and recommended time to complete the activities. Each module has a list of written
assignments and skills demonstration box which lists the activities that will help you develop
your skills. Some of these will be measured using a rubric. A module begins and ends with a
learner reflection (self-assessment) which is used as a skills check. There is also a short end-of-
module assessment (quiz) at the end of each module. You will also find key to correction at the
tail end pages of each module where you can check your answers to quiz as well as appropriate
responses to exercises and activities.
Modules are divided into sessions which correspond to the learning outcomes. Each session
contains 2 – 5 activities. At the beginning of each session, you will find a table that links the
session to TESDA’s performance criteria. Each session typically has 3 or more performance
criteria.
Performance Criteria:
1.1
1.2
1.3
This is followed by a textbox containing the key topic and learning points of the session.
1.
2.
3.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Then there are the main activities, including that activity name, objectives, time required and a
variety of tasks for you to do.
Activity X: Name
Objectives:
The tasks are represented by icons. Some of the icons you will see include:
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Key Facts: [X.X and Name] Information to read about the topic
Let’s Exercise: [Task Name] – This section is for comprehension check questions
and practice tasks to ensure that you have understood concepts before moving to
application.
Let’s Apply: [Task Name] – This section is for application of concepts learned. You
are putting the information learned into action and applying it to your own life.
This section encourages you to express your opinions to family and friends about a topic.
Start a discussion with them face to face, via text, chat, or whatever means available and
comfortable to you. It’s always great to share your ideas and hear more points of view.
Sharing is Caring
This section encourages you to share your output to family and friends. You worked hard
on this so now it is time to tell others about the task you have just completed. Do it face to
face, via text, chat, or whatever means available and comfortable to you. It’s always great
to share your thoughts and hear feedback from people who care.
Your trainer will inform you if you are to write directly in your handbook or if you are to write in
a notebook. There is space to respond to questions, and each session includes a page of writing
space.
Requirements
There are a number of requirements that you will need to fulfill to pass each module, which
corresponds to each unit of competency of the TESDA’s Competency Standards for Basic
Competencies:
2. Written Assignments: Please complete all written work in the module. Part of your skills
evaluation and module completion is done through completing the written assignments
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
outlined at the beginning of the module. Some of the assignments will be used to
evaluate your skills, and each module has at least one rubric for this purpose.
3. End-of-Module Assessment.
A TESDA trainer will be there to support you throughout the modules. The trainer will check in
with you several times a week by phone, email, WhatsApp, Facebook messenger or in person to
answer any questions you have and to monitor the progress you are making with assignments
and activities. They are a great resource and will be able to help you when you do not understand
something or want to know more about the session.
Good luck on your journey and have fun! By the time you finish with the modules, you will be
well prepared to continue with your education, find a job or start your own business. Thank you!
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
“To effectively communicate, we must realize that we are all different in the way we perceive
the world and use this understanding as a guide to our communication with others.”1 -
Anthony Robbins (author, coach, motivational speaker)
(Dapat nating tandaan na iba-iba ang paraan ng tao sa pagpapakahulugan sa kanyang paligid.
Gamitin natin ang kaalamang ito upang magabayan tayo tungo sa mabisang komunikasyon.)
Module Overview
Activity Recommended Time
Session 1: Obtain and convey workplace information (L.O. 1)
1. Introductory Activity & Pre-Module Learner’s Reflection (30-40 minutes)
2. Communication Sources 30-40 minutes
3. Getting the Right Information in the Right Way 30-50 minutes
4. Conveying Messages and ideas in the Workplace 30-50 minutes
5. Communication Protocols and Procedures: Lines of 30-40 minutes
Communication and Communication Storage
Session 2: Perform duties following workplace instructions (L.O. 2)
6. Interpreting and Following Routine Written Instructions 40-60 minutes
1
Arismawan, D. (n.d.). https://quotescover.com/tony-robbins-quote-about-communication.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Written Assignments
Please complete all written work in the module. Part of your skills evaluation and module
completion is done through completing the following written assignments:
Skills Demonstration
The following activities are intended to help you develop the skill that this module is written
for:
Let’s Apply: Practicing Effective Ways to Receive Information (Activity 3)
Let’s Apply: Practicing Effective Ways to Convey Information (Activity 4)
Let’s Apply: Interpreting Instructions Presented in Pictures (Activity 6)
Let’s Apply: Interpreting and Carrying Out Instructions Following a Meeting (Activity 7)
Let’s Exercise: Providing Feedback to a Supervisor (Activity 8)
Let’s Exercise: Writing a Business Communication (Activity 10)
Let’s Apply: Writing a Business Letter (Activity 10)
Let’s Apply: Completing Workplace Documents and Forms (Activity 11)
Let’s Apply: Performance Task – Receiving and Responding to Instructions (Activity 12)
Session 1: Obtain and Convey Workplace Information
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Performance Criteria:
1.2 Effective questioning, active listening and speaking skills are used to gather and
convey information
1.3 Appropriate medium is used to transfer information and ideas
1.5 Appropriate lines of communication with supervisors and colleagues are identified
and followed
1.6 Defined workplace procedures for the location and storage of information are used
There are many different media of communication used at home and in the workplace,
some of which involve face to face interaction, some through written means such letters,
texts and record keeping forms, and other that are more visual such as posters,
photographs and videos.
When giving or receiving information, make sure it is accurate, based on fact (not on
emotions or biased),relevant and current.
When giving and receiving information, use active listening skills, speak clearly and
confidently and use the appropriate nonverbal communication skills to show you are
engaged.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Be sure to respect your business’ protocol and procedures regarding communication and
sharing information.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Objectives:
Communication
Communication is a two-way process where you need to speak and listen well and ask for
clarification when necessary. It is the process of exchanging information and ideas, verbally and
non-verbally, and through a variety of ways. Businesses need effective workplace
communication in order to function well and succeed.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Read the quote at the beginning of the module and answer the questions. “To effectively
communicate, we must realize that we are all different in the way we perceive the world
and use this understanding as a guide to our communication with others.”
1. What does the quote mean and how does it apply to you?
2. Think of an example from your life when you understood something differently from the
intent of the person with whom you were communicating (or when you were trying to
communicate a message but it was not understood the same way). What happened?
3. What actions can you take when giving or receiving information to avoid
misunderstanding?
4. This module will focus on participating in workplace communication. What do you think
is the relevance between the quote and communication at work?
Sharing is caring
This section encourages you to share your output to family and friends. You worked hard on
this so now it is time to tell others about the task you have just completed. It’s always great
to share your thoughts and hear feedback from people who care
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Go ahead and share the quote with family or friends and discuss the questions. Ask them to
share any experiences they have had in the workplace that are related to the meaning of the
quote.
This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.
Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol
sa paksang ito.
My experience 1 2 3 4
I don’t have I have very I have some I have a lot of
Knowledge, skills and abilities any little experience experience
experience experience doing this. doing this.
Kaalaman, kasanayan at kakayahan doing this. doing this
Mayroon Marami akong
Wala akong Kaunting- akong karanasan sa
karanasan kaunti karanasan paggawa nito
sa paggawa lamang ang sa paggawa
nito karanasan nito
ko sa
paggawa
nito
Identify modes and media of communication /
Matukoy ang iba’t ibang paraan ng
pakikipagkomunikasyon.
Check that information to be given or received
is accurate and reliable /
Masuri kung ang impormasyong binigay o
tinanggap ay totoo, tama at katiwa-tiwala.
Identify ways in which to effectively receive
information /
Matukoy ang mga paraan ng mabisang
pagtanggap ng impormasyon.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
My experience 1 2 3 4
I don’t have I have very I have some I have a lot of
Knowledge, skills and abilities any little experience experience
experience experience doing this. doing this.
Kaalaman, kasanayan at kakayahan doing this. doing this
Mayroon Marami akong
Wala akong Kaunting- akong karanasan sa
karanasan kaunti karanasan paggawa nito
sa paggawa lamang ang sa paggawa
nito karanasan nito
ko sa
paggawa
nito
Demonstrate ways in which to effectively
receive information /
Maipakita ang mga paraan ng mabisang
pagtanggap ng impormasyon
Identify strategies to effectively convey
messages and information for different
situations in the workplace /
Matukoy ang mga paraan upang mabisang
makapagbigay ng mensahe at impormasyon sa
iba’t ibang sitwasyon sa trabaho.
Use workplace behaviors and attitudes that will
help you effectively give and receive
information /
Gumamit ng mga angkop na galaw at pag-
uugali sa trabaho upang mabisang
makapagbigay at makatanggap ng
impormasyon.
Prepare for meetings that will help you
effectively give and receive information /
Makapaghanda sa pagpupulong upang
mabisang makatanggap at makapagbigay ng
impormasyon
Describe different ways of storing
communication and information /
Mailarawan ang iba’t ibang paraan sa
pagtatago ng impormasyon at komunikasyon
Identify and respect the lines of communication
in the workplace /
Matukoy at marespeto ang linya ng
komunikasyon sa trabaho.
Apply strategies that will help you understand
written and visual instructions /
Makagamit ng mga estratehiya na
makatutulong na intindihin ang mga pasulat at
paguhit na panuto.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
My experience 1 2 3 4
I don’t have I have very I have some I have a lot of
Knowledge, skills and abilities any little experience experience
experience experience doing this. doing this.
Kaalaman, kasanayan at kakayahan doing this. doing this
Mayroon Marami akong
Wala akong Kaunting- akong karanasan sa
karanasan kaunti karanasan paggawa nito
sa paggawa lamang ang sa paggawa
nito karanasan nito
ko sa
paggawa
nito
Practice steps to interpreting and carrying out
instructions following a meeting /
Masubukan ang mga hakbang upang intindihin
at gawin ang panuto matapos ang
pagpupulong
Seek clarification when instructions are not
understood /
Humingi ng paglilinaw sa mga panutong hindi
naintindihan
Provide feedback to supervisor on instructions
and tasks to be carried out /
Makagbigay ng feedback sa bisor sa mga
panuto at gawaing kailangang gawin
Identify rights and responsibilities of employers
and employees /
Matukoy ang mga karapatan at tungkulin ng
isang empleyado at bisor or may-ari
Develop an awareness of the conditions of
employment and speak with a supervisor when
the conditions are not being met /
Maunawaan ang mga kondisyon sa trabaho at
kumausap ng bisor kung sakaling hindi
natutupad ang mga ito
Identify workplace documents and forms /
Matukoy ang mga dokumento para sa trabaho
Categorize workplace documents and forms
into business-related record keeping procedural
and informational documents, and forms of
communication /
Maigrupo ang mga dokumento ayon sa
kanilang uri.
Identify the main parts of a business letter /
Matukoy ang iba’t ibang bahagi ng liham
pangkalakal
Apply good practices in writing a business letter
/
Magamit ang mabisang hakbang tungo sa
pagsusulat ng mahusay na liham pangkalakal
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
My experience 1 2 3 4
I don’t have I have very I have some I have a lot of
Knowledge, skills and abilities any little experience experience
experience experience doing this. doing this.
Kaalaman, kasanayan at kakayahan doing this. doing this
Mayroon Marami akong
Wala akong Kaunting- akong karanasan sa
karanasan kaunti karanasan paggawa nito
sa paggawa lamang ang sa paggawa
nito karanasan nito
ko sa
paggawa
nito
Recognize templates for some workplace
documents and forms /
Matukoy ang mga templates para sa ilang
dokumento sa trabaho
Record data and information on standard
workplace forms and documents /
Maisulat at maitago ang impormasyon at datos
gamit ang dokumentong nakasunod sa
pamantayan ng trabaho
Obtain and convey workplace information /
Makakuha at makapagbigay ng impormasyon
mula sa trabaho
Perform duties following workplace instructions
/
Maisagawa ang mga tungkulin alinsunod sa
panuto sa trabaho
Complete relevant work-related documents /
Masagutan ang mga angkop na dokumentong
may kinalaman sa trabaho
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Objectives:
Read the story about a workplace situation described below. Invite 1 of your family
members, friend or home companions to do a role play. Assign them to take the roles of
the characters mentioned in the scenario.
Source: https://www.thebalancecareers.com/best-retail-jobs-4129182
Customer: “I saw this new plumbing tool on Facebook – an adjustable pipe wrench - and it says
it’s available here. In which section can I find this tool?”
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Marian, who is distracted by her phone, mumbles the directions and points to a particular section
where the customer should go. The customer, however, was not able to understand the
directions. He started to ask Marian for clarification but her phone rang and she quickly
answered, turning away from him. Frustrated, he began walking up and down the aisles in search
of the adjustable pipe wrench.
Customer: “Do you have a shop directory or a store map which I could use to locate this plumbing
tool?”
Marian: Marian rolls her eyes, wondering why on earth the customer could not figure it out. “Let
me see if we have one, yes here is it, our shop directory listing all the aisles and an accompanying
map. You can go ahead that way, find this tool yourself. You may also use our interactive map in
the computer available at the counter area if you want.”
Upon receipt of the map, the customer went straight ahead to find the tool but in dismay, he
was not able to locate it. He went to counter to look at the interactive map on the computer and
it looked very different from the one he had in his hand. He became frustrated, went back to
Marian and shouted at her in disappointment. Marian checked the directory/map she had given
him and realized it was an obsolete one. Feeling disgusted with the service, the customer rushed
out of the store while shouting about their poor service.
Marian’s supervisor arrived just as the customer was shouting and leaving the store. She called
Marian over to hear what happened…
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
3. What were Marian’s strengths and weaknesses in communicating with the customer?
4. If you were Marian’s supervisor, what advice would you give her regarding
communicating with customers?
Let’s review some basic communication skills and customer service skills learned in NC I
or from your past experiences. Read the following reminders. Supplement your answers
above with any additional information you find below.
Listening:
Use appropriate body language to show you are listening (eye contact, sit upright,
nod head, etc.)
Listen to the speaker without interrupting
Avoid being distracted when listening to speaker
Ask questions for clarification when you not understand something
Speaking:
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
In the scenario above you might have said the modes of communication were verbal,
nonverbal, written or visual. Modes of communication are general means of
communicating and mediums are the specific channels or systems through which those
modes of communication happen. For example, a medium of verbal communication
could be a face to face meeting. A medium of visual communication could be a video.
Sometimes it is hard to distinguish between the modes as they overlap.
Verbal: through speaking (or sign language for Face to face meeting
the deaf)
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Nonverbal: information that is conveyed Facial expression
without speaking but with the body
Check your answers before continuing! Possible answers are found at the end of the module.
Technology has certainly changed the way we communicate! A lot of our communication
is done electronically through computers and smart phones, for example. In the table you
just completed, how many of the media are electronic? List examples of ways in which
you communicate electronically at home and in the workplace.
1.
2.
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
3.
4.
5.
6.
7.
8.
You may have given examples such as emails, websites, social media/networking, text and
instant messaging, voicemail, webinars, videoconferencing, e-books, calendars, online chat,
Skype, etc. There are many forms of electronic communication. These types of electronic
information often will combine different modes of communication. For example, there might be
an online brochure that includes both written text as well as graphics. A video conference may
include dialogue and the presentation of infographics. A Facebook post might include a
photograph and back and forth dialogue.
While many of these forms takes the face to face interaction out of the communication, it is
important to still apply the effective communication skills we discussed in NC I such as active
listening, speaking clearly and asking questions and behaving respectfully.
Reflect on the scenario again. What problem was encountered with the store
directory/map? To avoid communication issues related to information, what should one
do when giving or receiving information?
1. Accurate: Where is the information coming from? Is it directly from the source? Is the
source valid?
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
2. Based on fact rather than an emotional response: Determine if the information is biased
in one direction.
3. Current: Is the information up to date? The most recent?
4. Relevant: Does the information you are communicating meet the needs of the person
receiving it?
These tips will help you whether you are communicating verbally, through written
means, visually, in face to face situations or electronically.2
Sharing is caring
Good work! Share the scenario and your work with family and friends. Ask what types of
communication they have used in the workplace and if they have ever run into challenges
such as giving or receiving information that was not accurate. What advice do they have
when communicating verbally, non-verbally, through writing or visually?
2
Brecht, A. (April 13, 2020). How to Identify Reliable Information. Stevenson University Online.
https://www.stevenson.edu/online/about-us/news/how-to-identify-reliable-information
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
Objectives:
The Rumor Mill Game! You can play this game in two ways.
2. If you do not have enough people in your household to play the game, you can do
this with friends and family using your phone. List at least 4 people and their
numbers. Find a convenient time for people to play the game. Begin by calling the
first person and explain that you will give him or her a message and then that person
should call the next person on the list to repeat the message and so on. The last
person on the list should call you back (or text) you to tell you what the message is.
You can text all the participants the original message and the last message.
Statement / Message to be passed on: I am going to give you information on feeding
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Module 1: Participating in Workplace Communication (NC II Level) Learner’s Handbook
rabbits. It is important to feed them twice a day – in the morning and early evening.
Each time you feed your rabbits, put fresh or dry plant material in the forage feeder
(or on the floor of the hutch) and put concentrated food (grains or pellets) in the grain
feeder. Rabbits need rich, concentrated food to grow well! Forage is hay or grass.
Plant materials are dry or green plants such as tops of vegetables, lettuce, tender
banana or bamboo leaves. Do not feed rabbits fruit pips or seeds, potato leaves or
avocado. Water should always be available and be sure to wash the dish daily.
Reflection Points
1. How different was the last message from the first message? Why?
2. If these were the instructions being passed down to the farmhand who feeds the
rabbits, would s/he have received reliable information? Do you think the rabbits
would be well-fed with such information?
3. If these were the instructions being passed down to the farmhand who feeds the
rabbits, would s/he have received reliable information? Do you think the rabbits
would be well-fed with such information?
4. Based on this game, what have you learned about receiving information? What
strategies can you use when receiving information from someone, especially in the
workplace?
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When you are receiving information verbally, in writing (hard copy or electronic),
nonverbally or visually, you should always check to make sure the information is valid
and that you have understood it well. You can do this in different ways:
Make sure you are getting the information from a valid source: If verbal, you do not
want to rely on a message that was passed through many people. Written materials and
any information obtained through the internet should also be checked for its validity.
Check that the information you are receiving is based on fact and not an emotional
response or biased.
Make sure that the information you are receiving is current and not outdated.
Take notes: Write down important points when instructions or information is being given
to you in case you need to refer to it later.
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Read the following scenarios related to receiving instructions and answer the questions.
Source: https://www.pexels.com/photo/person-paying-for-food-
delivery-with-a-credit-card-4393532/
3. What strategies can Helen use to make sure she receives information well in the
future?
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Step 1 – Preparation
o Remove loose dirt and food
particles. Rinse with warm,
Source: https://unsplash.com/photos/iRqUgXM-gj0
potable water.
Step 2 – Cleaning
o Wash with hot water (60 °C) and detergent. Rinse with clean potable water.
Step 3 – Sanitizing (bacteria killing stage)
o Treat with very hot, clean, potable water (75 °C) for at least 2 minutes.
o Apply sanitizer as directed on the label.
Step 4 – Air drying
o Leave benches, counters and equipment to air dry.
One day he was instructed to prepare the working space for a new batch of jam that was going
to be processed. He wasn’t 100% sure what his supervisor told him but thought it was not a big
deal. It was just cleaning up the space after all. He wiped down the counters with some soap and
water and then wiped them dry with a towel. He felt like there might have been another step
but other workers were moving the fruits into the room. He didn’t want his supervisor to think
he was too slow.
Just before the workers making the jam cut into the fruits, the supervisor entered the room. He
was surprised Juan was not still cleaning and sanitizing and asked him how he got it done so
quickly. Juan smiled and proudly said he wiped all the counters down with soap and water and
then dried them with a towel so they would be ready quickly. He even swept the floor. The
supervisor looked at him in disbelief and halted the process…
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3. What strategies can Juan use in the future to make sure he receives and understands
information in the way that is expected?
Re-read Key Facts 1.1 Strategies in Receiving Information Effectively above. Supplement
your answers above with these strategies as applicable. You might have come up with
new strategies too to add to the list!
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Objectives:
Think about types of information and ways in which you convey it to others in your
personal life and in the workplace. Fill in the table.
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When conveying messages or ideas in your personal or work life, what do you take into
consideration?
Ex. Who your audience is: this might affect how you say or write something (you might be
more informal with a colleague compared to your supervisor).
Read Key Facts 1.2 below and compare what you wrote above with the tips on how to
share information, ideas and instructions effectively. In your personal and professional
lives, you are already doing many of these things! Bringing awareness to it, especially in
the workplace, will help you become a better communicator.
Your audience: Who are you talking to? What information or ideas do you need
or want to convey and what is the best way to do that with this particular
audience? Should it be formal or informal?
Medium of communication: What is the best way to deliver the message to your
intended audience? For instance, is it something that needs to be in writing?
Would the message be better given verbally? Should the message be sent
electronically?
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and to the point! You do not want to confuse people when sharing information or
graphics or giving instructions.
Use active listening to check if the those listening to you have understood your
intended message.
Ask questions: This can help you check if you have been understood and provides
an opportunity to deepen a discussion.
Proofread your written communication before sharing it: Errors found in, for
example, a flyer, poster, brochure, letter, memo, invitation, etc. might make you
appear unprofessional.
As you can see from the list of strategies above, one’s workplace behaviors and attitudes
will also affect how you receive or convey information. Write a list of appropriate
workplace behaviors and attitudes based on what you know from your own or others’
experiences that will help one be more effective at receiving or giving information in the
workplace.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Check your list with the information you may have learned in Module 2: Working with Others
(NC I). For each item on the list, think about how it impacts the way others receive information
from you or how it might affect the way you receive information from others.
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Dress neatly and appropriately for the work: If wearing a uniform make sure it is clean
and neat; clothing should not get in the way or prevent you from doing your work;
clothing should not be distracting to you or others.
Be on time: Attendance and punctuality are essential to keep your job. Let your supervisor
know if you are going to be late.
Manage time well: Focus on doing your work during work hours; follow break times.
Speak to co‐workers in a positive and respectful manner.
Speak to supervisors in a positive and productive manner.
Be open to feedback and ask for it. Feedback can be very helpful. Positive feedback helps
you be proud of what you are doing well. Constructive feedback helps you become aware
of things that you can improve at work. Welcome feedback from supervisors and co-
workers. If they do not provide any feedback, you may ask them how they think you are
doing your job, what they think you do well and what you could do better.
Be honest: Being honest will gain the respect of co‐workers.
Keep discussions and interactions related to work: Don’t bring your personal problems to
work or let them affect how you do your job or interact with others. Avoid topics or making
comments that might make others feel uncomfortable.
Stay positive: Don’t complain or be pulled into negative discussions about work. Rather,
approach problems positively and help to think about how to improve the situation.
Be respectful of others and your environment: Take proper care of equipment, put things
back where they belong, keep the environment tidy.
Be a team player: Participate proactively and respectfully and listen to the ideas of others
as well.
Respect the roles of others.
Believe in yourself and what you do: Being positive about your job and how you do it will
help you to succeed and achieve your goals.
One of the most common contexts in which information and ideas are shared at the
workplace is through formal and informal meetings.
Think about yourself when participating in a group meeting. How do you practice
effective workplace behaviors in meetings? What strategies do you use to effectively
receive or give information? How do you describe yourself participating in a group
discussion?
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Some people thrive in such situations while others may find it very difficult to participate
in group meetings. Meetings, however, are essential for a business to function and
succeed. Here are some tips that will help you communicate well in a meeting:
Whether it is verbally like through a meeting, written like a report or email, or visual such
as posters or photographs, we need to think about how we choose the appropriate
medium of communication when conveying a message or sharing information. At the
beginning of the module we identified different modes and media of communication.
Now we will look at factors to consider in choosing an appropriate form of
communication to convey a message or information. Some of this will be familiar from
Module 1 NC I when we talked about the difference between verbal, written (hard copy)
and electronic communication.
Before looking at the list below, do a quick brainstorm and write down some examples
of the ways in which we convey messages and information in the workplace and when
the most appropriate time to use it is.
1. Verbal:
2. Written (paper):
3
Brightspeaking. (n.d.). How to Effectively Participate in Group Discussions. https://brightspeaking.com/en/how-
to-effectively-participate-in-a-group-discussion/
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3. Written (electronic):
4. Nonverbal:
5. Visual:
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For each of the situations below, choose a form of communication you will use to
respond.
Choose one (or more!) of the situations above. Create any written documents you would
respond with if you were in that situation and present it to a friend or family member as if they
are the intended recipient of your information. Remember to practice all the strategies discussed
earlier in conveying information! You and our friend or family member can then use the rubric
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below to assess how well you were able to convey the information.
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Objectives
Now that you have learned how giving and receiving information is so important in the
workplace, it is also necessary to think about how this is done within a business or
organization. There are protocols and procedures related to communication that are
necessary to follow in order for the business to function and succeed. Two important
aspects are:
Think about a situation from your personal or work life when you did not receive the
information you needed to carry out a task or when you were responsible for not passing
on information that was needed. What happened and what should have been done
differently?
Read the scenarios below. For each one, answer the following questions:
1. What happened in the scenario?
2. What should have been the line of communication?
3. What broke the line of communication?
4. What are the potential consequences of the broken line of communication?
5. How can such a situation be avoided in the future?
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The next day the customer returned to the store. The supervisor was there but had
no idea about the problem from the day before. Maria had the day off. The customer
became very annoyed when she had to explain the whole problem again.
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Source: https://unsplash.com/photos/sMKUYIasyDM
Scenario 2: Joseph works for a busy computer repair service company. He takes
incoming calls from customers who need help and then assigns technicians according
to the work that needs to be done. One day he gets a call about a family emergency
and has to leave work abruptly for several days. Nobody has access to the list of
customers awaiting service.
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As you can see from the scenarios, lines of communication are important in the
workplace, whether it is between colleagues or between employees and supervisors or
management. Messages, information, instructions and ideas cannot be conveyed or
received well unless the lines of communication are open and understood by all. There
are certain protocols and procedures that every business has to promote clear
communication. As an employee it is important to be aware of what you need to do to
ensure information you have or need is getting to the right people at the right time and
in a manner that the company sees fit. For example, if you are sick and there is a
workplace procedure that says you need to call your supervisor or Human Resource
office, you should not ask a colleague to inform the supervisor instead!
Another important element of keeping information flowing and getting to the right
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people at the right time is how we store information within the workplace.
Surely at home, we have our own way of keeping personal or family documents. What
types of documents does your family keep and how do they store them? Discuss this with
your family members so you get a better understanding of how this is done.
Now think about a workplace. What type of information would need to be stored? How
does information get stored?
From your discussions and reflection, you may have realized that information can be
stored manually or digitally. Read below for further information!
There are many different forms of communication and information that are created,
stored and shared in a workplace. For example: financial records, reports, customers’
personal information, business letters, minutes of meetings, faxes, contracts,
personnel forms, daily activities, sales records, product information (price, brochure,
order form),… the list goes on and will vary according to the type of business.
4
Ray, L. (2017, November 21). Should a Company Keep Both Digital Physical Records? Retrieved November 15,
2020, from https://smallbusiness.chron.com/should-company-keep-digital-physical-records-78503.html
5
MGHS Business Services. Process and Maintain Workplace Information. Retrieved November 15, 2020, from
http://mghsbusinessservices.weebly.com/uploads/3/0/8/6/30867217/bsbinm201-
process__maintain_workplace_information4weebly.pdf
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It is essential for businesses to keep their electronic and manual files organized and
up to date. Without a good system, a business can fail.
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Go to the nearest store in your neighborhood with whom you are very much acquainted. Ask
permission and explain about the purpose of you interview. In your interview ask the following
questions:
1. What are the essential transaction documents that a store owner deals with every day?
2. How are these documents used and shared amongst your employees?
3. How does he/she manage and organize these documents so they can be easily accessed?
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Sharing is caring
Share the information you learned from the interview with an adult in your household. Ask
that person to share their own experience with the storage and use of information in their
own work situations. Write any learning points below.
The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
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Congratulations! Now that you know how to choose modes and media of communication
effectively give and receive information and follow procedures regarding lines of
communication and information storage, the next step is to perform duties following
workplace instructions.
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Module 1: Receiving and Responding to Workplace Communication (NC I) Learner’s Handbook
Performance Criteria:
2.1 Written notices and instructions are read and interpreted in accordance with
organizational guidelines
2.5 Where necessary, clarifications about routine workplace procedures and matters
concerning conditions of employment are sought and asked from appropriate sources
When interpreting instructions, try to summarize each step into fewer words.
During a meeting, practice active listening, asking questions for clarification, taking notes
and repeating what you have understood.
Be aware of your rights and responsibilities in the workplace and find ways to talk to your
supervisor if there is a conflict.
Objectives:
In some form or another, we all receive written instructions to complete a particular task
on a regular basis at work. The instructions could be a text, an email, a poster, a memo
or even a letter. Often, it is given in conjunction with verbal instructions such as through
a phone call or a face to face meeting.
Think about examples from your personal and work life when you were given written
instructions to follow. Were the instructions clear? Not clear? What do you find helpful
in understanding written instructions to be able to perform a task well?
Read the scenarios below. Answer the questions that follow each scenario.
As he arrived, he saw a notice at the entrance, reminding every personnel about the use of
Personal Protective Equipment (PPE) like wearing of hand gloves, hard hat, protective eyeglass
and safety boots. Without minding the safety reminder, he went straight ahead to the welding
area where some welders were working. As he approached the steel table, he did not notice that
he stepped on slippery ground caused by used spilled oil. He slipped and fell and his head hit the
side of the steel table. He became unconscious and his head was severely bleeding. He was then
rushed to the emergency hospital for medical treatment.
2. Name two different types of instructions that Paolo should have followed.
3. What prevented Paolo from following the instructions regarding PPE in the
workplace?
4. Has a similar situation happened to you? Have you ever experienced rushing into
something even without understanding an instruction clearly? What happened?
5. If you were Paolo, what would you have done to avoid such a situation? Could his
supervisor have done anything differently?
Piglets are born with needle-sharp teeth that need to be taken out. Read the following
directions on trimming a pig’s teeth:
Source: https://commons.wikimedia.org/wiki/File:Hog_confinement_barn_interior.jpg
Procedure:
1. Restrain the piglet by grasping the head with one hand.
2. Force the mouth open using fingers on the same hand near the back edges of the mouth.
Be careful that you do not choke the piglet.
3. Use sharp pliers taking care not to injure the gums. Hold the clippers as perpendicular as
possible to the teeth
4. Completely cut off the teeth as close to the gum as possible
5. After clipping the teeth on one side turn the pig to give access to the teeth on the other
side of the head.
6. Clean the pliers with a disinfectant after working with each litter of piglets.
Use the space below to write reflections related to the following questions:
Read Key Facts 1.5 below and compare what you wrote above with the strategies on how
to interpret written instructions. You may have identified other strategies that are not in
Key Facts 1.5. Feel free to add them to the list!
Interpreting pictures or diagrams: Put the steps into your own words.
Note-taking: Write your own observations and thoughts regarding each step.
Do each step, step-by-step. If you mess up or do not understand how to get to the
next step, glance at the steps ahead and behind to get a better picture of the process.
One of the strategies listed above is about interpreting pictures or diagrams that give
some sort of instruction. We have all seen these before – for example, pictures used on
clothing labels to explain how to wash them; instructions on how to use machinery;
instructions on safety procedures in the workplace, etc.
1. Using the images provided, write an instruction for each step of the process for milking a
cow. Write the instructions next to each of the images. 6
1.
2.
6
Corrigan, R. (2020). How to Milk a Cow. https://www.wikihow.com/Milk-a-Cow
3.
4.
5.
6.
7.
3. Share the pictures and directions with a friend or family member. Can they understand the
pictures and your instructions?
See how your written instructions compare with those found at the end of the module in the Key
to Correction.
Objectives:
Identify steps one can take to interpret and carry out instructions following a meeting
Practice steps to interpreting and carrying out instructions following a meeting
Often instructions are given in writing but accompanied by a verbal explanation as well.
Usually during meetings new ideas, strategies and approaches to completing tasks
emerge. As a result, people will get instructed to perform various tasks to work towards
achieving the group’s goals.
Think about examples from your personal and work life when as a result of a family or
work meeting someone gave you instructions to complete a task. For example, if your
family has decided to have other relatives live in your house, they might ask you to
remove certain things from a room, put them in a specific location and clean the room.
Think about how the meeting went and what you were tasked to do. Did you have any
challenges in the process? Did you learn anything that might be useful in the future if you
get tasked with things following a meeting?
List strategies on how to interpret and carry out instructions following a meeting. Talk to
people in your household or friends who might have additional ideas.
Read Key Facts 1.6 below and compare what you wrote above with the strategies on how
to interpret and carry out instructions following a meeting. You may have identified other
strategies that are not in Key Facts 1.6. Feel free to add them to the list!
Key Facts 1.6: Strategies to Interpret and Carry Out Instructions Following
a Meeting
Source: https://unsplash.com/photos/VCtI-0qlVgA
You work as a technician installing computer software and fixing minor hardware
problems. Your company has decided that it needs to expand its customer base if it is to
make a profit this year. A meeting is held with people from your division to identify ways
in which to do this. Your supervisor is counting on you to take action after the meeting
to play a role in increasing the number of customers you serve. What should you do
before, during and after the meeting to make sure you can respond to your supervisor’s
request?
Ask a few other people in your household to role play the scenario. Ask one person to
observe you during the process and fill out the rubric below based on your performance.
Objectives:
Throughout this module you have learned the importance of seeking clarification when
you have not understood something. This is particularly important when it comes to
following written or verbal instructions! It is not always easy to speak up and ask
someone to repeat what they have said but it is absolutely necessary to avoid making
things worse, especially when you are not clear about an instruction that has been given!
There are other times too when you will need to be proactive and talk to your employer
or supervisor. You might need to give the supervisor feedback on how well or not well a
particular task or approach to completing a task is going. You might also find yourself in
a situation where you are concerned about certain instructions or tasks falling outside of
your agreed upon condition of employment.
Think about…
1. examples from your personal and work life when you had to seek clarification on an
instruction given to you or when you wish you had sought clarification but did not.
What type of situation was it? If you asked for clarification, how did you feel doing
that? If you did not seek clarification, why not?
3. a situation where you felt like what was being asked of you was outside of your
conditions of employment. What did you do about it?
Your colleague Joseph has come to you for advice. The supervisor sent him an email
asking him to add information to some files that another colleague is also updating. Joe
is confused, wondering if he should add his information to the files at the same time as
his colleague or if he should wait for his colleague to make changes first and then add his
information to those updated files. Give Joseph some tips on how to seek clarification
from the supervisor.
If Joseph had received the instructions verbally from the supervisor, he could have used
the same process but also:
Repeat back to the supervisor what he has heard for verification.
Ask open ended questions to the supervisor so the supervisor could provide more
information
Summarize next steps he will take
You are now Joseph! Write an email to your supervisor seeking clarification about
updating the files. Use the template below.
From
Send
To…
Cc…
Subject:
See a sample email in the Key to Correction at the end of the module.
Madame Reyes met with Joseph to further discuss the instructions. Joe received the
updated files from his colleague and proceeded to add the information he was requested
to include. In the process he realized that additional information was going to be needed
from the Accounting Office to make the files complete. He didn’t have the authority to
ask them to do that but he wasn’t sure how to give feedback to his supervisor on the
issue. Give Joseph some tips on how to give feedback to a supervisor.
You are now Joseph again! Find a partner you can role play with. You will be Joseph and
your partner will be Madame Reyes, the supervisor. Use the tips above to give Madame
Reyes feedback. Ask your partner to assess whether or not you have put the advice into
action by checking yes or no:
YES NO
1. Write your ideas down first before meeting the supervisor.
2. Update the supervisor on the progress being made towards
accomplishing the task.
3. Ask if you can give feedback.
4. Politely give the feedback.
5. Be specific.
6. Be positive and solution-oriented.
Madame Reyes accepted the feedback given by Joseph. She was so thrilled with his
suggestion that she asked him to gather the additional information from the accounting
division. Joseph knew this was going to take a long time and he had already been working
over time for several weeks without pay. He was not sure how to tell Madame Reyes no
but felt that his conditions of employment were not being respected. Give Joseph some
tips on how to talk to his supervisor about the conditions of employment not being
respected. Also, remind him that the employer and the employee both have rights and
responsibilities. Do the exercise below to recall rights and responsibilities, particularly
those related to the condition of employment.
Legal responsibilities apply to both workers and employers. Just as employers have some
legal responsibilities at work, workers also have legal responsibilities. They are different
responsibilities, but both have responsibilities under the law.
E To make a work agreement with the employee, agreeing on conditions, time and place
To personally perform the work in the time, place and conditions as agreed upon
To supervise and provide suitable conditions of work so workers have security, health and dignity
To take care of the well‐being of staff and qualified dependents (e.g. wife/husband, children)
To avoid any issues or problems at the workplace that will endanger the worker or his/her colleagues
2. Share your experience when you gave feedback to a supervisor regarding a task you
were instructed to do. What happened? How did the supervisor react?
3. Show your adult family members Key Facts 1.7: Responsibilities of the Employer and
the Worker. Ask them for their thoughts around these responsibilities. Which ones
do they think exist in their own places of work? Which ones do not? How do they feel
about having or not having the responsibilities stated in the list? What do they do
when their conditions of employment are not being followed?
Remember to thank them for their time and their help on your schoolwork.
The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
Congratulations! Now that you know how to interpret and respond to written instructions
and seek clarification as needed, the next step is to identify and use workplace documents
and records.
Performance Criteria:
There are many different types of workplace documents and forms that can be
categorized into business-related record keeping; procedural and informational
documents; and forms of communication.
Pay close attention when filling out workplace documents and forms.
Objectives:
Think about records and document that you see in your daily life. Think about, for
example, when you are on public transportation, at the grocery store, at a health clinic,
at a job site. List examples of these workplace records and documents.
Provided in the table below are workplace documents and their detailed information.
Read the workplace document on the left and match it with its correct definition,
meaning or purpose on the right. For example:
Refer to Key Facts 1.8: Types of Workplace Documents to find the definitions of the workplace
documents.
Costing sheet A document that reflects the cost of the items and services
required for a certain project or job.
Progress record (report) Explains in detail how far you've gone towards the completion of
a project
https://biz30.timedoctor.com/free-timesheet- https://www.template.net/business/receipt-
templates/ templates/cash-receipt-templates/
https://www.mtas.tennessee.edu/reference/requisition- https://www.teacherph.com/application-for-leave-
form-sample of-absence-cs-form-6/
https://www.jotform.com/pdf-templates/printing- https://www.template.net/business/application-
quotation-template form-template/job-application-templates/
Analyze the workplace documents from Key Facts 1.8: Types of Workplace Documents
and categorize them in one of the columns below. Be sure to give reasons to support your
choices. An example has been done for you in each column.
Objectives:
Do you know the basic parts of a business letter? Below is a sample workplace
communication. Identify each section by placing the corresponding icons in the spaces
provided below.
Regular work will resume on September 24, 2020 with strict observance of
health protocols and with the agreed skeletal workforce reporting schedule.
The Management
Salutation Closing/signature
Salutation Body
The final paragraph politely says the writer is waiting for a response and thanks the
recipient.
Use your business’s letter head with the logo if it exists so it looks more professional.
Remember that business letters must be professional. They are like advertising. They
give the reader information about the writer. If the letter has spelling or grammar
mistakes, the reader will think the writer is sloppy. If the letter is confusing, the reader
will think the writer is not capable. If the letter is impolite, it will give a terrible
impression. Business letters must be as perfect as you can make them.
2. Participation of your company to a coastal clean-up where all employees are required to
attend. Personal cleaning materials are needed.
Roxas Boulevard, Manila
October 16, 2020 – Whole day event
Objectives:
In the real world of work, companies and enterprises uses several documents for
communicating, provide instructions and record business operations activities as part of
their regulations and compliance to government laws. Some documents are developed
and completed to ensure that products and services are efficiently delivered to clients
while some are completed to report a meeting, incident or status of daily production or
sales.
In the workplace there are actually many types of document that a company or
employees will encounter depending on the situation and needs. When filling in such
documents or forms, it is necessary to be very careful and do it well
detailed specification. Most likely, you will lose that business. It is important then to
provide all the information and details needed as the document indicates.7
There are so many different workplace documents and forms. We can’t cover them all here.
We can give you some good practice though filling in an application, writing an application
letter, filling in a time sheet and more. Follow the scenarios below and complete the forms
given as you move through the scenarios. Feel free to use your own personal information or
made up information.
Scenario (Part 1): A garment factory, Super Shirts Inc., recently opened in your community. The
company is calling for applications for different positions such as cleaner, security guard, tailor,
and packager. Based on your past experience apply for one of the positions. Fill out the job
application form.
7TESDA (n.d.). Computer Systems Servicing NC II – Lesson 02: Complete Relevant Work Related
Documents. https://gselodelmsapp.wordpress.com/online-courses-page/course-1/course-1-
particpate/lesson-02-complete-relevant-work-related-documents/
Applicant Name
Contact Information
Date
Recipient Name
Recipient Address
Sincerely,
Applicant Name
Scenario (Part 2): After a successful interview, the company decides to employ you.
Congratulations! At the end of your first week at work you are required to fill out a timesheet.
Record the hours you worked in the following timesheet.
Scenario (Part 3): After many months of good performance, your supervisor gives you a
promotion. Now you are going to spend some of your time assisting finance. Super Shirts Inc.
makes 200 shirts at 200 Pesos each, 100 shorts at 300 Pesos Rwf each, and 30 hats at 100 Pesos
each for a school, Math Prep Academy, in Quezon City. To receive payment for the clothes, fill
out an invoice. Imagine and create some of the details.
Company
Name/Vendor Company Address: Date:
Client Name
Client Address: Invoice Number:
UNIT
QUANTITY DESCRIPTION TOTAL
PRICE
TOTAL due
Scenario (Part 4): Next, your supervisor asks you to create a contract for a temporary janitor.
Use the template and imagine some of the details.
Company Name
Company Address
Name of Service Provider Date
Service Agreement Number
Contact Information of Service Provider Telephone Number
Complete Address Fax
Other
Scenario (Part 5): Afterwards, you need to create a menu to show the different shirts and their
prices. Use the template and imagine some of the different products, shirts and hats-- two
varieties of each. Make up some different prices.
Menu
Subtopic Subtopic
Item 1 Price 1 Item 3 Price 3
Item 2 Price 2 Item 4 Price 4
Scenario (Part 6): To deliver these clothes, your company provides shipping. A client, Philippines
Green Co., orders 40 short sleeve shirts and 40 hats with a buckle strap. You find a shipping
company, Zamboanga Ships Ltd. Create a requisition form to provide to your supervisor detailing
the work.
Requested by:
Verified by:
Approved by:
Authorized by:
Special Comments
Scenario (Part 7): Once the requisition form is approved by the director, you have to create a
purchase order with the shipping company on the agreed prices for the shipping. They have
agreed to ship the items for 300 Pesos per package for 5 packages tax included.
Subtotal
Tax
Shipping
Other
Total
Special Comments
Scenario (Part 8): Once the shipping company has shipped the materials, they provide you with
a receipt for their services. Create a receipt that could detail the purchase.
Sharing is Caring
As discussed earlier, it is very important that you fill our forms accurately and neatly.
Otherwise you could end up losing business! Ask someone with work experience to look at
the forms you filled out above. Ask the person to give feedback on what you have done well
and what needs improvement. Ask the person to share any experiences she or he has had in
the workplace regarding documents and forms. Write any key lessons learned below.
The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
Objectives:
Reflect on what you have learned from Module 1 regarding obtaining and conveying
workplace information, following workplace instructions and completing work-related
documents. Jot down your answers to the questions below in the spaces provided.
Weakness: Share 2 weaknesses that you think you have in communication that
you can improve in the future.
1.
2.
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
1. Role play the following scenario with a partner or your instructor. Exhibit exceptional
communication skills from the previous exercises.
Scenario: Your boss calls you into his office. He tells you that it is your turn to close the
office and there are numerous tasks you must complete. He hands you a written list and
says you need to make sure you have accomplished the following before leaving. The tasks
are to lock all of the doors and windows, turn off all of the lights, switch off the power
outlets, and activate the alarm. You get started on the tasks. When you reach the alarm,
you realize you are not sure how to enter the code to activate it. You see the boss is still
in his office…
2. Check () yes if you use the standard or no if you do not. Write a comment to explain.
Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills for Participating in Workplace Communication. Conduct a self-assessment
and answer the table below.
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
Statements on my experience, knowledge, skills and abilities Circle YES if you have shown or can do
/ Mga pahayag tungkol sa aking kaalaman, kasanayan at the statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung
I can… / Kaya ko nang… hindi pa naipakita o nagawa
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 97
Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
Statements on my experience, knowledge, skills and abilities Circle YES if you have shown or can do
/ Mga pahayag tungkol sa aking kaalaman, kasanayan at the statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung
I can… / Kaya ko nang… hindi pa naipakita o nagawa
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 98
Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
Statements on my experience, knowledge, skills and abilities Circle YES if you have shown or can do
/ Mga pahayag tungkol sa aking kaalaman, kasanayan at the statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung
I can… / Kaya ko nang… hindi pa naipakita o nagawa
Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can
also reach out to your facilitator/trainer to provide you with guidance on what activities you
can do in order to master the skill.
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
Objectives:
Correctly answer the questions pertaining to the concepts discussed in the module
End-of-Module Assessment
Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.
Once you have finished answering the questions, review the answers found at the end and
note down any questions to ask your instructor.
English Tagalog
1. When you are discussing an issue at 1. Kapag may tinatalakay kang usapin sa
work with a co-worker and she or he is isang katrabaho at hindi ka sumasang-
saying something that you do not agree ayon sa sinasabi niya, dapat:
with, you:
a. Singitan mo ang katrabaho mo para
a. Interrupt your co-worker to let him ipaalam sa kaniyang hindi ka
or her know you disagree sumasang-ayon
b. Shake your head in disagreement to b. Umiling ka para ipaalam sa
let your co-worker know how you katrabaho ang iyong damdamin
feel c. Subukang mag-isip tungkol sa ibang
c. Try to think about something else bagay hanggang sa tumigil
until your co-worker stops talking magsalita ang iyong katrabaho
d. Are aware of your own feelings but d. Alam mo kung ano ang damdamin
listen to what your co-worker has to mo, pero makikinig sa sinasabi ng
say before responding iyong katrabaho bago ka magsalita
e. All of the above e. Lahat ng nabanggit
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
English Tagalog
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
English Tagalog
c. Based your information from your d. Ang impormasyon ay dapat
co-worker who has been working in napapanahon.
the company for years already.
d. Information is up-to-date
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
English Tagalog
d. Ask a co-worker what she or he c. Hilingin sa supervisor mo na ulitin
thinks you are supposed to do ang mga sinasabi niya para malinaw
e. All of the above sa iyo ang dapat mong gawin
d. Tanungin ang isang katrabaho kung
ano sa tingin niya ang dapat mong
gawin
e. Lahat ng nabanggit
10. When completing a work-related 10. Sa pagkompleto ng dokyumento
document: a. Isama lamang ang kailangan na
a. Only include necessary information impormasyon
b. Write clearly and simply b. Isulat ng malinaw at simple
c. Fill in all the required details c. Pil-apan ang mga kailangan detalye
d. Check that you have completed it d. Suriin kung wasto ang
properly pagkakakompleto
e. All of the above e. Lahat ng nabanggit
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
Key to Correction
Activity 2 –
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
Activity 6 –
1. Protect or lubricate your hands. Be clean so you do not contaminate the cow’s
utters with bacteria.
2. Rub each teat three to four times to remove the dirt or bacteria. Make sure not to
put this debris in the bucket where you put the milk.
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
4. Sit or squat next to the cow’s right side. Move very close to the cow.
5. Wrap your hand around two teats. Grip the teats so that your palm is filled by the
teat.
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
6. Squeeze the teats. Make sure you squeeze from the base.
7. Once you have finished with one teat, switch to another teat.
Activity 8 –
From josephsoledad@smartfiles.org
Send
To… helenreyes@smartfiles.org
Cc…
Thank you very much for your email today regarding updating the files. Please, I want to
make sure that I am clear on the instructions. Would you like me to update the files
before or after my colleague? I want to make sure that I am working on the right version
of the file!
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Module 1: Participating in Workplace Communication (NC II) Learner’s Handbook
You can reach me by email or mobile phone, or we can schedule a time to meet here in
the office.
Thank you for your time. I am looking forwarding to updating the files with the
information that I have.
Sincerely yours,
Joseph Soledad
W To personally perform the work in the time, place and conditions as agreed
upon
W To avoid any issues or problems at the workplace that will endanger the
worker or his/her colleagues
Activity 9 –
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Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 109