CBLM Basic 01 01 Workplace Communication

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

DEVELOPMENT SERVICES
QUALIFICATION: CAREGIVING - NC II
UNIT OF COMPETENCY: PRACTICE OCCUPATIONAL HEALTH

AND SAFETY PROCEDURES
PRACTICING OCCUPATIONAL HEALTH

MODULE TITLE:
AND SAFETY PROCEDURES
HEALTH SCIENCE DEPARTMENT
ILOCOS SUR COMMUNITY COLLEGE

Quirino Stadium, Zone V, Bantay, Ilocos Sur
Date Developed: Document No. Basic 04-04

2019 Issued by:
HEALTH SCIENCE Date Revised: 2019 ISCC
DEPARTMENT Page 1 of 54
Developed by:
CAREGIVING NC II
PAUL MARK PILAR
Revision # 01
HOW TO USE THIS
COMPETENCY-BASED LEARNING MATERIAL (CBLM)
Welcome to the competency-based learning material for the module: PRACTICING

OCCUPATIONAL HEALTH AND SAFETY PROCEDURES. This module contains
training materials and activities for you to accomplish.
The unit of competency “PRACTICING OCCUPATIONAL HEALTH AND SAFETY

PROCEDURES”, contains the knowledge, skills and attitudes required for Caregiving at
National Certificate Level II (NC II).
You are required to go through a series of learning activities in order to complete each
learning outcomes of the module. In each learning outcome, there are reference materials or
instructional sheets for further reading to help you better understand the required activities.
Follow the activities at your own pace and answer the self-check at the end of each learning
outcome. If you have questions, please feel free to ask for the assistance of your
trainer/facilitator.
Remember to:
 Read Information Sheets and complete these self-checks. Suggested references are
included to supplement the materials provided in this module.
 Perform the Task Sheets and Job Sheets until you are confident that your outputs
conform to the Performance Criteria Checklist that follow the sheets.
 Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation and
recording in the Accomplishment Chart. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you.
RECOGNITION OF PRIOR LEARNING (RPL)
You may have some or most of the knowledge and skills included in this learner’s guide
because you have:
 Been working in the same industry for some time.

 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular skill, you
don’t have to do the same training again.
If you feel that you have some skills, talk to your trainer about having them formally
recognized. If you have a qualification or certificate of competence from previous trainings, show
them to your trainer. If the skills you acquired are still current and relevant to the unit of
competency, they may become part of the evidence you can present for RPL. If you are not sure
about the currency of your skills, discuss this with your trainer.

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A Trainee Record Book (TRB) is given to you to record important dates, jobs undertaken
and other workplace events that will assist you in providing further details to your
trainer/assessor. A Record of Achievement/Progress Chart is also provided by your trainer to
complete/accomplish once you have completed the module. This will show your own progress.
CAREGIVING NC II
COMPETENCY – BASED LEARNING MATERIALS
List of Basic Competencies
No. Unit of Competency Module Title Code

Participate in workplace Participating in workplace 500311105
1. communication communication
Work in a team Working in a team 500311106
2. environment environment
Practice career Practicing career 500311107
3. professionalism professionalism
Practice occupational Practicing occupational
health and safety health and safety 500311108
4.
procedures procedure

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MODULE CONTENT
UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes required to
comply with the regulatory and organizational requirements for
occupational health and safety such as identifying, evaluating and
maintaining occupational health and safety (OHS) awareness.
NOMINAL DURATION : 6 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Identity hazards and risks
LO2. Evaluate hazards and risks
LO3. Control hazards and risks
LO4. Maintain occupational health and safety awareness
ASSESSMENT CRITERIA:
1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/risks and its corresponding indicators are identified in line with the company
procedures.
3. Contingency measures are recognized and established in accordance with organizational
procedures.
4. Terms of maximum tolerable limits are identified based on threshold limit values
(TLV).Effects of hazards are determined.
5. OHS issues and concerns are identified in accordance with workplace requirements and
relevant workplace OHS legislation.
6. OHS procedures for controlling hazards and risk are strictly followed.
7. Procedures in dealing with workplace accidents, fire and emergencies are followed in accordance
with the organization’s OHS policies.
8. Personal protective equipment (PPE) is correctly used in accordance with organization’s OHS
procedures and practices.
9. Procedures in providing appropriate assistance in the event of workplace emergencies are
identified in line with the established organizational protocol.

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Participate in a Workplace Communication
LEARNING ACTIVITIES
In order to achieve the learning outcomes stated in the learning material, you must follow the
steps indicated below. Each step has a corresponding resource or specific instructions to be used
in accomplishing the given activities.
Note: Upon accomplishing the activities, the instructor will observe the following:
In Reading Activities:
· Proper intonation
· Correct pronunciation
In Writing Activities:
· Capitalization
· Spelling
· Proper use of punctuation marks
LEARNING STEPS
RESOURCES/SPECIFIC INSTRUCTIONS
1. The trainees will ask the modules from the instructor.
2. Read: Information Sheet No. 1
3. Follow the instructions given in the activity Sheet No.1
4. Answer Self Check 1.

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Note: Follow the same steps No. 1-4 mentioned above to accomplish the Information Sheet Nos.
2-9:
· Information sheet # 2: Communication Model
· Information Sheet # 3: Information
· Information Sheet # 4: Causes and Effects of Ineffective Communication
· Information Sheet # 6: Reasons for Communication in the Workplace
· Information Sheet # 7: Significance of Vocabulary
· Information Sheet # 8: Effective Reading
· Information Sheet # 9 Dealing with Paragraph
1. Communication Instructor will give the
learning materials.
2. Information Sheet No. 1: What is
Communication?
1. Activity Sheet No. 1 What is
Communication?
2. Self Check No. 1
Activity Sheet No. 2 to 9
Self Check No. 2 to 9
INFORMATION SHEET No. 1
WHAT IS COMMUNICATION?
The word “communication” came from the Latin word “communis” which means
commonness. When people communicate with one another, the establish commonness; they
share a commonality. Dictionaries define the process as “the giving and receiving of
communication signals or messages by talk, writing, gestures and signals.”
· Herman M. Weisman

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“Communication is a process through which two or more human beings share each other’s
thoughts, ideas, feelings, insights, and information and exchange meanings.”
· Hitachi advertisement
“Communication is not simply sending message…It is creating understanding swiftly, clearly and
precisely.”
· Herta A Murphy and Herbert W Hildebrandt
“Communication is the lifeblood of every organization”
· Charles R. Wright
“Communication is the basis of all social existence.
Forms of communication
There are many forms of communication according to theories. However, we will only concentrate
our studies on the two forms of communication. These are the verbal communication (or
written and oral communication) and the non-verbal communication
Commonly, when people hear of verbal communication the connotation is that, it is oral. Verbal
communication is such which engages the use of words – whether written or spoken. What then
is the difference between oral and written communication.
Written communication is such communication done through writing. Letters and

correspondence , written news and articles from magazines, newspapers and the likes, books and
other reading materials, literary pieces such as essays, short stories and the likes, song and
poetries, billboard materials, bulletins and any other written forms comprise this kind.
On the other hand, oral communication uses spoken words. Thus, speeches-whether formal or
informal, discourses like debate, argumentation and open forum, dialogues and monologues,
poetry readings, drama presentation, singing or just common talks, all of these fall under the
category of oral communication.
One form of communication, which is not often mentioned but is commonly used, is the third
category. It falls under the non-\verbal communication. It is neither written nor uttered but it is
such an effective means of communication. This is the Sign communication or the Sign
Language. It uses the aids of the hands, the fingers, the eyes, and other body mechanism as in
the form of gestures. Sometime, it simply aids the oral communication in getting the idea across
but in some cases, it is the only means of having an understanding with each other.
Sign communication can be of two forms – the overt and covert. When we talk of overt signs, we
pertain to the signs, symbols or signals which are visible and easily read. These are also referred
to as the macro symbols. On the other hand, covert signs are such signs, symbols and signal
which are not easily seen. These are otherwise known as the micro symbols.
ACTIVITY No. 1
WHAT IS COMMUNICATION?
Objectives:

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At the end of this activity the learner should be able to:
1. List the forms of communication
Materials:
Information sheet no. 1
Activity Sheet
Procedure/Task:
1. Read information sheet No. 1 “What is communication?”
2. Follow the instruction indicated
What is communication?
Instruction: Complete the activities that follow below.
If possible discuss your responses with others and record your answers. There are also
information sheets provided for you to consult if necessary after you have completed each
activity.
Activity 1
What is communication?
Circle the items in the list below that you think are examples of communication:
Talking
Listening
Holding hands
Giving the thumbs up
Body language
Sending a fax
Showing photo
Using the telephone
If you circled all of them you are right. Communication is any verbal or non-verbal behavior
which gives people an opportunity to send their thoughts and feelings, and to have these
thoughts and feelings received by someone else.

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Now list the form of communication you can think of:
________________________________________________________________________________________________
_________________________________________________________________________________
If necessary read information Sheet 1: What is communication?
SELF- CHECK No. 1
Check your mastery in understanding the meaning of communication and its forms:
Here are some of the signs which Mr. Wright saw in the workshop:
Divide your selves into 5 groups and choose 3 signs to be interpreted

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In order to communicate well, it is helpful to understand how communication takes place.
THE COMMUNICATION MODEL
The illustration to the right shows the flow of communication:
Sender (encoder)
Message
Channel

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Receiver
Feedback
Receiver
Communication involves:
 A sender who has a message or idea which they wish to send (source, transmitter, speaker,
encoder)
 A message which is sent between the sender and the receiver (idea, thought, topic)
 A channel and medium (face to face, telephone, letter, form) by which the message is sent
(medium)
 a receiver who receives and understands the message (listener, decoder)
 feedback passed from the receiver to the sender showing that the message has been
received and understood (reaction (non-verbal)
ACTIVITY SHEET No. 2
The Communication Model:
Objectives:
At the end of the activity the leaner should be able to:
1 Illustrate the flow of communication
Materials:
Information sheet
Activity sheet
Procedure/Task
1. Read information sheet no. 2 “The Communication Model”
2. Follow instruction carefully
A. See if you can draw a flow diagram that represents the process of

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Communication. Compare your answers with the others if necessary read
information sheet no. 2 “Communication Model”
ORGANIZATION COMMUNICATION
In a workplace situation, a worker interacts with people occupying different position that is from
janitor to manager. Likewise, communication is the best, to give receive and have a feedback on
the ideas being communicated. As part of the organization, it is very important to be aware on
how a message flows in a company.
In this case, organizational communication would be applied to observe proper communication in

the workplace. It may be oral or written depending on the content of the message. There are four
types of organizational communication:
1. Downward communication which is the top-to-bottom communication from the management

not only clears job directions and safety rules but also facts about organizational goals, products
and view-points on important controversial issues. The following media tools of internal
communication can be used to carry information down to its intended receiver: 1) memo 2) letters
3) orientation manuals 4) pay envelope inserts 5) annual report 6) public address system 7)
human channels, like supervisor or foreman.
2. Upward communication gives management with feed back needed for proper planning,
decision-making and controlling. On the part of the employees communication up to management
maybe a form of release from emotional tensions and pressures, a means to offer valuable ideas
to management or simply to show whether directions or policies are understood and acceptable to
the employees. Tools that can be used in upward communication are: memos, suggestion systems
(in a form of box or face to face, and guidance counselor as human channel.
3. Horizontal or lateral communication takes place between sections, divisions, or departments of

the same level. Keep employees aware of activities in a related department, like for example one
supervisor with another, one worker with another and so forth. The tools used in horizontal or
lateral are: meetings and conferences; seminars and workshops; telephones and intercoms; social
and other similar activities.

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4. Diagonal communication takes place from one level to another level without passing through
traditional channels.
B. If you were planning to take a one-month vacation leave, how will you inform the management
about it? Draw a diagram of upward communication illustrating the follow of the message in your
organization.
SELF- CHECK No. 2
To check your mastery in the Communication Process answers the 5 items below:
___________________1. This refers to the person who receives and
understands the message.
___________________2. He has a message or idea which he wishes to
send.
___________________3. This refers to the face to face, telephone, letter or
form by which the message is sent.
___________________4. It is sent by the sender and the receiver.
___________________5. It refers to the response from the receiver to the
sender showing that the message has been
received and understood
EFFECTIVE COMMUNICATION

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Any workplace where people are able to communicate clearly tend to be a more efficient working
environment.
Effective communication leads to:
 Clear instructions so people know exactly what they are expected to do and do it properly;
 People feeling involved because they are well informed;
 Higher morale and job satisfaction
 People working better as a team
 Time and effort saved as people are clear on what to do.
SOME PRINCIPLES OF EFFECTIVE COMMUNICATION
To communicate with people effectively you need to:
 Make sure it is not too noisy to hear what is being said.

 Sit or stand so that you directly face the person whom you are talking or listening too;
 Maintain eye contact;
 Use polite opening and closing greetings
 Speak clearly in an open and neutral tone
 Be straight forward and to the point
 Keep the message simple
 Be patient
 Show interest
 Used words that the people you are speaking to can understand
 Listen carefully to the conversation so that you get the right message.
View a sample of an effective speaker.
How do we go about making our listening more effective? Here are some suggestions:
 Listen not for the words alone but for meanings

 Avoid unconscious projection
 Suspend as much as possible your own prejudgments
 Control you emotional responses to language
 Focus on the message
 Focus on the structure of the message
 Be conscious of your own meta-communication
 Do not interrupt
In the workplace, effective listening helps you to:
 Understand instruction clearly

 Learn from others
 Convey clear message
 Promote good listening in others (if you are prepared to listen to others, they will be prepared to
listen to you)
 Offer ideas and take part in discussion
 Co-operate with others and work well in a team
 Understand the ideas and suggestions of others
 Respond in an appropriate manner
The difference between listening and hearing:

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People are not often aware that there is a difference between hearing and listening. It is
commonly assumed that because people can hear they can also listen. Unless people have a
physical disability they are able to hear. At any one something which just happens.
Processing sound:
Listening requires effort and attention. If someone is explaining to you how to complete a task
and you are distracted you may hear what is said but you may not have listened. In order to
listen,you need to focus on the person, try to understand what is said; check if you have
understood and ask question – it actually takes effort.
A great many things can interfere with effective listening. They include:
Noise - It is very hard to listen in a noisy environment.
Temperature - If you are feeling uncomfortably hot it is hard to
concentrate to listening.
Closeness - when a speaker is too close to you, your mind may be
on the invasion of your space rather than what is being said.
Furniture - the way in which furniture is arranged in a room may block good listening for
example; if you cannot see a speaker it is much harder to pay attention.
Time - when people are tried or in a hurry they are less able to fully concentrate fully on what is
being said.
Impatience - if you are feeling impatient and want to get away to do other thing you mind will not
concentrating on the speaker.
Distractions - any type of distraction whether it be something going on outside work or personal
worries tends to stop you from paying full attention to what a speaker says.
Attitude - if you do not like the speaker or do not like what they are saying you may quickly tune
out.
Lack of interest - when you are not interested in a topic it is difficult to pay attention.
Thinking you - often people think that they already know what is about
already know be said and so they don’t bother to listen
Proper Note taking for Recording Information/Instructions:

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Effective note-taking is important to record information/instructions based on what we read and
heard.
Systematic note-taking means, reading through a passage or listening to a discussion and

determining its subject and then writing them down. They should be brief and easy to remember.
The following tips will help you in taking notes from your sources:
1. Don’t write too many words.

2. Be sure that you have enough facts and details.
3. Don’t get off the track. That is, stick to the topic
When you take notes from listening your degree of success can only be to the extent that you
listened well and understood what you heard.
Objectives:
1. explain the importance of Effective Communication in workplace.
Materials:
Information sheet No. 3
Activity Sheet no. 3
Procedure/Tasks:
1. Read information No. 3 “Effective Communication”
2. Follow instruction indicated.
Activity A: (Speaking)
Practice effective communication by performing what is asked in the following situations:
1. Let’s say you are in a party and you don’t know anyone present. The person whom you know
was an acquaintance from the past whom you haven’t had contacted for quite a time. Naturally,
you are very apprehensive because they might not know you anymore. But you need to circulate
because you are expected by your employer to bring good results. What would you do?
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2. Pretend that you a supervisor of the department. Disseminate the information of the
seminar/conference attended.
3. You are one of the participants of the recent conference. After the conference you are assigned
to disseminate the information that you have heard.
4. Describe a tool/device/equipment used in your course
5. Prove that your chosen course play an important role in your life.
Activity B: (Listening)
Write down which you think is the most interesting topic that was shared by your classmates.
SELF- CHECK No. 3
1. What are the practices observe to attain Effective Communication?

2. List down the ways to become an effective listener.
CAUSES AND EFFECTS OF INEFFECTIVE COMMUNICATION
Communication needs to be clear and effective in order to achieve its aim. When it is not, all
kinds of problem can result.
There are many obstacles along the way that result to ineffective communication. These are the
following:
Barriers to good communication
Barriers to good communication can make things difficult and cause misunderstanding.Good
communication is affected when the sender and the receiver do not understand the message in
the same way.

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Good communication can be affected by:
 Non-verbal communication which sends the opposite messge to what is being said.
Remember that what we see is different to what we hear, the non-verbal communication
always delivers the strongest message. For example; if you tell your supervisor that you are
happy to work late and then spend the whole time looking at you watch, he or she believes
the non-verbal message which is saying that you are not happy at all.
 Poor listening. Use of slang and jargon. People who work in a particular area often talk to
each other in technical jargon or slang they have developed for their own use. This is fine
for all who speaks the language, but it makes it very hard to newcomers.
 Ambiguity. This refers to the fact that some messages have more than one meaning. Unless
the message means the same thing to both the sender and receiver, confusion can arise. It
is important to be specific and exact if you are the sender and to use feedback and
questions to check the message if you are the receiver.
 People who think that they know everything and don’t listen. They neither give nor ask for
feedback and then complain that others send confusing message.
 Making assumption about what people do or don’t know. It is important to clear about what
information people already have. To do this, we should put ourselves in place of the receiver
and ask ourselves what they need to know in order to understand our message. We then
need to be clear about how we send our message and what to include in it.
 Poor expression. These means speech or writing that is not clear, thoughts and feeling
which are presented in illogical order or incorrect spelling punctuation and grammar.
 If people working together are not able to communicate well. It can lead to confusion,
unhappiness, frustration and annoyance. It can also mean that the organization’s goal will
not be met.
Poor communication may lead to:
 Time being lost because work needs to be redone

 Accidents
 Poor quality service and/or product
 Wastage
 Frustration
 Mistake being made because instructions are not clear
 Teams not working well.

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CAUSES AND EFFECTS OF INEFFECTIVE COMMUNICATION
Objectives:
At the end of the activity the leaner should be able to:
1. Explain the consequences/results of ineffective communication.
Materials:
Information sheet
Activity sheet No. 4
Procedure/Task
1. Read Information Sheet No. 4: Ineffective Communication

2. Follow the instruction indicated.
Activity 4:
Group yourselves into five and present a workplace situation where ineffective communication
may take place – Do not forget to refer to the information sheet about barriers of communication.
SELF- CHECK No. 4
Check your mastery of observing poor communication in the workplace by completing the
questions/tasks below:
A. Consider a situation in which you experience poor communication, that is, where the thoughts
and feelings sent by one person were not received in the way they were meant. For example, you
arranged to meet your friend at Robinson’s to watch a movie. You were waiting at the Jolibee
where you normally meet and they were waiting at the theather. This shows that communication
had broken down.
What happened? How did you feel?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________

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B. List some of the things that can cause poor communication.
1._______________________________________________________2._____________________________________
__________________3._______________________________________________________
EXPRESSING IDEAS AND THOUGHTS CORRECTLY
Look at the picture closely and read the dialogue.
Mang Victor: Alfred’s father, needs help, doesn’t he? Yes, he does.
Does Alfred understand his father? Does he get the message? Why?
“Help” “Alfred the ladder!” “over here” “Coming fast”
These are short oral messages which anyone understands because they express clear thoughts or
ideas. However, when we write, we must state our ideas completely.
Compare the word groups in column I with those in Column II
Column I
Column II

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Help!
You help me!
Alfred, the ladder!
Alfred you hold the ladder!
Over here!
You come over here!
Coming fast!
I’m coming fast!
Hurry up, please!
You hurry up, please!
The whole expression in Column II are called sentence, because they express complete thoughts
or ideas.
Use the definition of a sentence to decide which of these word groups are sentences.
1. Alfred held the ladder tight.
2. Don’t move it.
3. Who is fixing the house roof?
4. Here comes the real capenter!
5. Mr. Manuel, the architect-contractor.
6. A big townhouse in Ayala, Alabang?
Notice that the first four word groups are SENTENCES. The last two examples may look like
sentences. They begin with capital letters and end with punctuation marks like the period, but
neither one expresses a complete thought.
See what happens when words or word groups are added to make them both sentences.
Mr. Manuel Miguel, the architect-contractor, plans the structure of the building.
Is Mr. Miguel building a big townhouse in Ayala, Alabang?
Do these word groups now suggest clearer, better and complete ideas?
KEEP IN MIND:
A sentence is a group of words that states a cxomplete thought
There are many kinds of sentences. Some sentences tell or ask something. Others give a
command or express a strong feeling.

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In a sentence, the beginning letter of the first word is always capitalized.
Each sentence ends with a punctuation mark, like a period, question mark, or exclamation point.
ACTIVITY SHEET No. 5:
A. Which of the following express complete thought and are therefore
sentences? Pick them out.
Which of the following do not express complete thought and are therefore not sentences?
Rewrite them in meaningful sentences by adding necessary words.
Mang Victor and Alfred will put up a new fence (Sentence)
A good fence made of bamboo
(They built a good fence made of bamboo)
1. The old fence has rotten.
2. Into long strips.
3. However, nails are needed
4. The perimeter of our yard is about five hundred meters.
5. The height of the tallest post
6. My fingers
7. Sweat rolled down Mang Victor’s sturdy arms.
8. Chirping birds and buzzing bees.
9. How long are the bamboo strips?
10. In the tool box under the house.
B:
A word group is a sentence if it begins with a word whose first letter is capitalized. It is also a
sentence if it ends with a period, a question mark or an exclamation point.
In the following word groups, find three (3) sentences in each number and rewrite them correctly.
Observe proper punctuation and capitalization.
Last night Spin tail, my dog, awakened me it was a little after midnight he was barking frightfully.
Last night Spin tail, my dog , awakened me. It was a little after midnight. He was barking
frightfully!

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1. it got dark rain started to fall we ran to the house
2. acacia tree make good firewood they easily burn when dry some fine pieces of furniture are
made of acacia tree
3. indoor plant are refreshing rooms become naturally cooed and beautiful with them having
plants inside is like being in a grade have planted in your room
4. a stranger suddenly stopped me on my way to school he was a stern-looking man I began
to tremble
5. it is planting season people, young and old, have fun out in the fields again under the rain
they work, sing and play.
SELF CHECK NO. 5:
Below are short meaningful sentences which anyone can use orally and understand easily. But
when one writes, he must use sentences. Each sentence must have a person, place or thing,
spoken of or to, and a word that expresses action or being.
Give a complete sentence for these messages.
The rice please. Please pass the rice, Mother.
1. Listen.___________________________________________________
2. Thanks. _________________________________________________
3. Not sure. ________________________________________________
4. Go up. __________________________________________________
5. Quick! ___________________________________________________
6. See you. _________________________________________________
7. Go. _____________________________________________________
8. Six o’clock in the afternoon. _________________________________
9. At the library. _____________________________________________
REASON FOR COMMUNICATION IN THE WORKPLACE
In the work environment you need to communicate with:
· People who belong to your organization
· People who belong outside your organization and wish to do business with you
You communicate with people at work for several reasons, for example to:
· Take part in friendly conversation
· To assist customers
· To receive or pass on information or instruction
· Discuss problem
· Ask for information

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· Get help
It is important that you communicate with people inside and outside your organization in a
professional and efficient manner. People do not work in isolation. No matter what your job is
good communication is vital.
Reasons for communication in the workplace
Objectives:
1. act out some reasons for communication in the workplace
Materials:
Information sheet 6
Activity sheet 6
Procedure/Task
1. Read information sheet no. 6 Reasons for “Communication in Workplace”
2. Follow the instructions indicated
Now design a communication between you and a fellow worker as described below and carry it
out. After you have done this reflect on how successful it was.
Activity No. 6
Choose a partner among your classmate:
a. share with him/her the things you like and dislike. ( your partner will also share the same with
you)
b. record other’s informationb, asking whatever questions you will feel are necessary and
appropriate to obtain a clear picture.

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c. Organize the gathered information
NOTE: You will be graded by your instructor on how well you expressed
yourself.
SELF- CHECK No. 6
After having acted the above activities, think about all the ways you communicate with others in
the workplace.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
____________________________________________________________________________________
You can consult Information Sheet no. 7 “Reasons for communication in the Workplace”
SIGNIFICANCE OF VOCUBULARY: Relation to Comprehension Skill
Meaning and Distinctions of Types
Vocabulary refers to the stock or range of words available to you for use in oral and written
communication, words you understand from listening to others speak, or from reading and which
you can use in writing.
In your reading, the problem is usually not so much to form words but sometimes to figure out
words already written which might be unfamiliar to you. If you can recognize that a word is made
up of other words or word parts that you know you may be able to figure out the word even if it
seems unfamiliar at first. Figuring out how words nare made up of different parts, souding them
out in order to pronouce them and examining how they are used in order to get meaning from
them, are all methods of word attack which can help you understand new or unfamiliar words
you encounter in your reading. The methods or word attack may be reffered to as reading tactics.
There are two ways of viewing vocabulary: 1). From the standpoint of the communication skills,
and 2). From the standpoint of usefulness or purpose.
1. From the first standpoint, we have three vocabularies: one for reading (or listening), one for
writing, and one for speaking. Our reading vocabulary in English is the largest, because we
can guess at the meaning of an isolated word by the way it is used. Our writing vocabulary
is smaller, but it is larger than our speaking vocabulary because we have the time when
writing to think of the right word we want to use which we may not have when speaking.
Our speaking vocabulary is the smallest, because if the words to express the exact shade of
meaning aren’t there waiting for us, we fall back on clichés, or words which don’t quite
express our intended meaning but will have tgo “make do”. However, this is true of
students, like Filipinos, to whom English is not the first language. Also the listening

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vocabulary might in a sense be smaller than the reading one if the listener’s grasp of
correct pronunciation is inadequate.
1. From the second standpoint vocabularies are classified either as
technical or general or as working or recognition. The technical
vocabulary consists of words from specialized fields, words like
ecology, iambic, isobar, sirocco, ionosphere, pyrometer, isotopes,
aeration, symbiosis. Your general vocabulary is made up of words
that you use in ordinary conversation and in correspondence.
1. Your working vocabulary has in it the words that you use in spelling and in writing, while
your recognition vocabulary is composed of those words that you may understand in
listening and in reading. All four, of course, overlap.
WAYS OF BUILDING A VOCABULARY
One authority suggests that to build your vocabulary you must:
1. become curious about words;
2. read more
3. develop skill in finding meaning from context;
4. set up a card system; and
5. learn the function of key prefixes, suffixes and roots
Be curious about words - Begin by selecting from what you read today those words which you
feel are essential to you whether you read, write, listen or speak. Then as you read more and
more in the varied field that interest you or in your particular course, notice the words that
appear again and again, for inevitably you will need to add them to your working vocabulary. As
you add these recurring words, you’ll notice that one of the effect is greater skill in selecting
words to learn for your own use in communicating your thoughts to others and in your chosen
profession especially.
Reading More –Reading more means reading widely. It does not mean to read more and more of
the same, so be careful not to specialize. Consider, first of all which sections and items of your
newspaper you are neglecting. Try out your curiosity on the words in an editorial as well as those
in a feature article or human interest story. Reach for a different magazine next time you view the
whole array on the shelves in the library.
It must be remembered that reading is a habit. Once you have developed the habit you never lose
it. But you must somehow be exposed to reading early enough in life to have it become a part of
your daily routine, like washing your face or breathing. Most school children in our highly
seasoned, electronic, picture conscious age have never been exposed to the reading habit and
cannot, therefore, read without effort. Some modern children seldom if ever read for fun. Like
muscles that are almost never used, their concentration and interest give way quickly. They
prefer the automatic, pictorial sensation of TV (which can be highly instructive and entertaining
at times) rather than the “tedious” movement of the eyes from left to right, from right to left on
line after line after line of un-illustrated print. “There’s a certain sadness in realizing that a
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whopping segment of the exploding new teen-age generation never really reads anything unless
forced to do so.
Finding Meaning from Context. Suppose that in your reading you meet a new word yet it is not
something you feel you should add to either your recognition or working vocabulary, however, its
meaning will be essential to your understanding of what you are reading. Instead of immediately
looking up such a word in your dictionary, try to figure out what it means by considering the
words and phrases around it. These will usually throw some light on its meaning.
Even when you do use a dictionary you will often have to pay attention to the words around an
unfamiliar word to find the word’s “exact” meaning, to single out the one meaning that fits from
among the many dictionary meanings. It is therefore advisable to look around a strange or
puzzling word for clues to meaning. You can then arrive at the meanings of certain words through
the clues provided by the words that surround them. Such clues could be in the form of outright
definition, an appositive, or an explanation in parenthesis or in a subsequent statement. This
process is called lo9oking for meaning through context clues.
Word Attack Through Context Clues – What is meant by context clues? When you look at a
picture the different objects in that picture provide you with clues which help you to understand
what the picture is all about. In a sentence there are also clues – word clues. Just as a picture is
a context because it gives you information about what an unfamiliar word in the sentence.
Two kinds of context clues – There are two kinds of context clues: 1) direct and 2). Indirect. The
direct context clues tell you exactly what the italicized or underlined word means. Indirect context
clues are words not found in the sentence but help you to know the meaning of the word.
Methods of Discovering Meaning from context – There are four methods of discovering
meaning from context and these are:
a) by inference – the person skilled in vocabulary techniques does not need to guess about the
meaning of an unfamiliar word because he can draw inferences from the way a word nis used in
the sentence or paragraph he’s reading. He “reads between the lines,” finding both what is
suggested and what is said. Inference then is the process of drawing reasonable conclusions from
bits of evidence.
b) Direct Explanation – frequently, a writer will define a certain word if he decides that it may be
unfamiliar to the majority of readers, or if he wants to emphasize the significance of the word. In
your reading, therefore, be alert to this technique. For illustration note: An ascetic, living an
austere and lonely life of self-denial, believes this existence will lead to spiritual and intellectual
perfection. It is obvious that the writer has clearly stated the meaning of ascetic believing it might
give the read some difficulty.
c) Indirectly Explanation – another device that a writer uses to communicate word meaning is
to explain the meaning of an unfamiliar word in a phrase or clause fitted skillfully into the main
structure. To illustrate, note:
Sabotage, with its destruction of enemy supplies and property, was used often by both sides
during World War II.
The proposed document, filled with misleading information and
vague generalities, was completely ambiguous and prevented any positive
action by the United States.

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The phrases with its destruction of enemy supplies and property and filled with misleading
information and vague generalities help to convey the meaning of sabotage and ambiguous.
However, finding meaning by examining the context need not mean completely replacing the use
of the dictionary. You could go beyond any contextual clues and study the dictionary entry for the
one best, the exact meaning.
By the simile – the simile, a comparison made clear by the use of the word like or as is frequent
employed to assist the reader with word meaning. In the practicum exercises, observe how the
similes help with meaning.
d). Using the dictionary and card system – An effective means of adding words to your
vocabulary is to set up a file of vocabulary cards. Acquire a pack or two of 3 by 5 or 4 by 6 inch
cards- the unrolled ones-and keep them in a box. Carry a number of blank cards with you so that
whenever you hear a word you believe essential to your vocabulary, jot it down. Write no more
than one word on a card. Should any situation –a test, for example-fail to permit this practice,
make a mental note and put the word on a card at a more convenient time. While you read, do
the same thing; furthermore, whenever possible, write down the sentence in which you found the
word. Group the cards alphabetically under separate headings, and mark each group with an
identifying tab on a plain white card so that you can find the categories easily as you work with
them.
WORD ATTACK THROUGH STRUCTURE AND SOUND:
Many of the words you encountering your reading that may seem unfamiliar at first are made up
of parts you already know. The same basic word can be combined with other words or word parts
to produce different meanings. When you can figure out the parts that a word is made of and
from them figure out the meaning of the word you are using the words structure to understand
what it means. A word that is a derivative is usually made up of the root with a prefix before it or
a suffix after it or both (informal).
A knowledge of prefixes or suffixes, and roots will indeed help you figure out the meaning of many
an unfamiliar word. Such knowledge will also make increasing you vocabulary a more interesting
experience.
5. Roots, Prefixes, and suffixes:
Roots – The basic element in a word is called a “root” or “stem” This part may appear alone (as a
word); as an element of a compound or as a part, expanded by a prefix, suffix, or both.
Prefix – is a form attached to the beginning of a word that changes the meaning of the word or
makes a new word. A few prefixes are single letters, most are syllables, some are words. Prefixes
have been added to gnostic, known, meter, and ordinary, for example-giving us these words:
agnostic, unknown, perimeter and extraordinary.
A knowledge of prefixes frequently helps a reader to grasp the meaning of an unfamiliar word
because he can see that its parts are not unfamiliar. He knows the meaning of the prefix and he
recognizes the word to which it is attached. In short order, with or without the help of context
clues, he has the new meaning.
Suffixes – is a short form added to the ending of a word. Its function is to indicate the part of
speech of the word. Suffixes give a word new uses and modify its meaning.
Familiarize yourself with the technical terms commonly used in your course.
NOTE: The source will be from the CBLM of technology subjects.

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A. Here are some exercises. Each sentence contains a clue that will
help you choose the right answer. The clue may be one of the
following: a definition, a familiar experience, a familiar expression
a contrast or a comparison, a synonym or an antonyms and a
summary.
1.Anita and Rosa live next door. They are (friends, neighbors, classmates)
2. Although there was lack of water in the community, food was cheap, expensive, sufficient)
3. A Travelers in the Orient often hire a dragoman who interprets what they say, especially while
shopping or sightseeing. A dragoman is an (animal, a businessman, an interpreter).
4. We paid the usual rate for our tickets. Rate means (class, speed, price).
5. The old woman was so angry that she spoke in a quavering voice. Quavering means (shaking,
booming, soothing).
6. There was really no room for mistake because his figures were (easy, approximate, accurate).
7. His lack of skill with his hands is offset by his (wisdom, knowledge, ability) in mental work.
8. Our methods of farming are still primitive when compared with those of the highly (urban,
rural, mechanized) countries like the United State.
9. To understand the present installment of his serialized fiction, one must read the (following,
closing, preceding) chapters.
10. When her daughter failed to show up after two days, the (sorrow, anxiety, enthusiasm)
became so great she decided to call the police.
11. Structural analysis is the means by which we identify the parts of a word which form
meaning units or pronunciation units within the word. Thus learning to attack a new word by
studying its roots and affixes is called _____analysis.
12. The root word is called the core or nucleus because it is the principal carrier of _____
13. Prefixes and suffixes are small meaningful units that are added to the root. When these
meaningful units come before the root they are called____.
14. Looking little word within big words is also one kind of _____analysis.
15. The birdhouse is made up of two little words, ____and house. It means a ______ for birds

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SELF- CHECK No. 7
B. Assignment Sheet:
Refer to technical manual. Choose 5 technical terms that are
commonly used in your shop room and give their meaning.
LO 2: INTERPRET WRITTEN NOTICES
INFORMATION SHEET No.8
EFFECTIVE READING:

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Pursuing what you have encountered in connection with developing vocabulary development skill
and acquiring learning skill, you will note another skill worth your attention-comprehension skill
in reading and listening. We can learn only what we comprehend.
Anyone who desires to acquire effective study techniques would do well to improve his reading
and listening comprehension skill. Developing reading comprehension techniques is one of the
two basic was of improving reading skill, the other being developing reading speed. Speed is the
rate at which a reader covers a piece of printed matter expressed in words per minute. The
symbol wpm is often used to stand for words per minute. An average reader covers about 250
wpm. A good reader moves along at a rate between 500 and 600 wpm. An exceptional reader
can manage over 1000 words per minute.
Rapid reading is valueless however unless what is read is understood. Thus comprehension is the
other vital factor in efficient reading. Comprehension is commonly expressed in percent-the
percentage of total understanding a reader attains in his efforts to master a reading selection.
The efficient reader maintains consistently 70 to 80 percent comprehension, regardless of the

difficulty of the material.
FACTORS THAT MAKE FOR EFFICIENT READING:
Purpose and Flexibility – To be a good reader, you must read with a purpose. First determine
why you are reading and what you are looking for. Once you have a definite purpose in mind,
consider your familiarity with the material and its level of complexity.
Characteristics of a Good Reader – Since reading is more than mere recognition of words on a
page, you must strive to be efficient reader. Besides having a flexible rate of speed, the efficient
reader also can grasp the larger meaning that a word conveys; he sees the larger unit that the
individual word helps to form: the phrase, the clause, the sentence, even the paragraph and the
larger units, such as the essay, chapter, or book itself.
While reading your eyes would sometime move back – because you felt you missed something or
if you wish to make sure you grasp the meaning. About 90% of the time your eyes will seem to be
fastened on words while the other 10% they will seem to be moving.
Your long pauses are commonly called fixations, while the returns to an earlier point are called
regressions.
It is when the eyes are fixed that meaningful reading takes place, when the image on the retina of
the eye gets translated into meaning by the brain. How long fixation lasts depends on the amount
of time that it takes the brain to translate the sign on a page into meaning. While the eyes are
moving, images are blurred, and nothing can be translated by the brain.
Undesirable Reading Habits
One who reads at 225 wpm or less is usually the victim of one or more bad habits, which include:
1. lip reading – Lip readers are slow readers. Are you? If you move your lips while you are
reading, you limit your reading rate to the number of words you speak per minute which is
really not very many.
2. vocalizing words – Poor readers often speak the words they read, a habit even more
common than in lip reading. Do you lip read? This is not advisable for it limits you to
reading word by word.
3. sounding words in the inner ear – Many readers hear the words they read. These auditory
readers, though not pronouncing words aloud or silently, are actually pronouncing them in

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mind. You can eliminate this habit by practicing reading through units, by getting away
from hearing words.
4. pointing to words with the head or finger – Another habit of poor readers is to follow along
the line of print with their head and finger. The eyes can move rapidly and accurately
enough by themselves; they do not require help from other parts of the body, so moving a
pointing finger and swinging the head from the first word to the last are wasted movements.
They slow you down.
5. constant regression - Even efficient readers sometimes regress when they’re reading but
they do so deliberately-they are aware of their regressions. When they go back, it is for a
reason. They find the material difficult and realize at least another fixation is necessary. Or
they wish to examine critically an idea of the writer, or study an unfamiliar word, or check
a fact.
Poor readers, on the other hand make many necessary regression for the following reasons:
1. They usually are reading word by word and have to regress frequently in order to get any
meaning;
2. their vocabulary is insufficient;
3. they lack confidence.

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A. Directions: Read the text and work on the comprehension check up that follows:
1. Reading Speed:
Record your starting time here _____
Rockets are built to orbit the earth, but they are the results of many years of research, millions of
man-hours, and billions of dollars. Unfortunately we have not yet arrived at that state op public
mind which would invest much money and time in educational research.
It is obviously absurd to expect a perfect self-teaching device to be developed from a few years of
relatively uncoordinated effort and research that have been financed by foundations, private
businesses, and the government, in small proportion to funds allocated to defense projects.
Record here the time now ______.
Your speed is therefore _________wpm.
II. Comprehension Check up:
A. Place “T” in the blank to the left if the statement is correct and place “F” if the
statement is incorrect.
_____1. The main statement is to be found in sentence 2.
_____2. The best title for this paragraph would be “Rockets and Research.”
_____3. The writer obviously feels that not enough money has been spent on
rockets research.
_____4. The writer states that too much has been allocated for defense
projects.
B. Directions: Read the following texts and based on your understanding of their contents
answer the question that follow.
One kind of inflation is caused by the law of supply and demand. Prices go higher in a time of
shortage because demand exceeds supply. The other kind of inflation is caused when people are
paid higher wages without producing more. To distinguish between these two kinds of inflation is
to distinguish between a natural law and a man-made condition.
This means taking things that belong to others. The businessman who inflates prices for the sake
of excessive profits takes what belongs to us as surely as the thief who picks our pockets.
1. In this paragraph we find information on the following except

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a. effect of inflation d. distinction between two causes
b. causes of inflation of inflation
c. definition of a pickpocket e. analogy regarding price inflation
2. What is being talked about is in the area of
a. physics c. mathematics
b. economics d. aesthetics
3. The statement of the author are apparently based on
a. facts and observation c. experiment
b. opinion d. hearsay and gossip
4. The thoughts expressed by the author are useful to studies on
a. adult literacy c. national economy
b. family planning d. labor and employment
5. Two pairs of terms used in the paragraph that are opposite in meaning are:
a. and
b. and
6. The following words found in the text are used in a technical sense:
1. 4.
2. 5.
3. 6.

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SELF- CHECK No. 8
Read the following text and based on your understanding of their contents answer the questions
that follow:
All the evident indicates that the population upsurge in the underdeveloped countries is not
helping them to advance economically. On the contrary, it may well be interfering with their
economic growth. A surplus of labor on the farms holds back the mechanization of agriculture. A
rapid rise in the number of people to be maintained uses up income that might otherwise be
utilized for long term investment in education, equipment and other capital needs. To put it in
concrete terms, it is difficult to give a child the basic education he needs to become an engineer
when he is one of eight children of an illiterate farmer who must support the family with the
produce of two acres of ground.
Encircle the letter of correct choice:
1. The subject or general thing being talked about in this paragraph is:
1. Effect of population c. value of children

2. Unemployment explosion d. farming methods
As such the subject is in the sphere of:
a. Art c. natural science
b. Business d. social science
1. The statements of the author are apparently based on:
a. Opinion c. hearsay
b. Facts d. none of these

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1. The thoughts expressed by the author are useful to studies on the following except:
a. Labor and economy c. values of literacy
b. National development d. family planning
e. political emancipation
1. Indirectly the selection points out the need for
a. Productivity b. labor surplus
b. Labor surplus c. low cost of living
Indicate what are asked for:
1. In the selection the words and phrases that have negative meaning are:
1. _____________________ c. ___________________
2. _____________________ d. ___________________
e. ______________________
1. The following words are used in a technical sense:
a. f.
b. G.
c. h.
d. i.
e. j.
1. The sentences indicating that population upsurge adversely affects the following are:
a. Widespread professional education - sentence _______________
b. National economic growth - sentence _______________
c. Technological advancement - sentence _______________
d. Improvement of the quality of life - sentence _______________
DEALING WITH PARAGRAPH
INFORMATION SHEET No. 9:
DEALING WITH PARAGRAPH

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The Technical writer should be careful about the length of his sentences. The amont of difficulty a
reader experiences in reading a given tex is positively correlated to sentence length and number of
syllables per word. Since technical subject matter often requires the use of a complex technical
vocabulary and the expression of complex ideas, the use of shorter words and sentences simple in
structure will help a lot in the readability of difficult material.
A. Paragraph Structure and Length
Typically, a paragraph begins with the topic sentence which state the main idea to be developed.
The other sentences of the paragraph develop, support, and clarify this central idea. But this
topic sentence may appear in the middle, ir it may appear last as a summary or generalization
based on material already presented. Sometime, it doesn’t appear at all, in so many words, but is
implied.
In technical writing, the topic sentence comes first in the paragraph, or, at the very latest just
after whatever transitional sentences appear. When the writer states his thesis or main idea at
the start of the paragraph, he uses the rest of the paragraph for proof, discussion, or other kinds
of amplification. Sometimes he does the opposite and give his details, facts and examples at the
beginning and then concludes by stating the main idea.
Two things govern paragraph length: unit of thought and eye releif for the readers. The use of one
or more very short paragraphs achieves an especially forceful effect. All sentences in a paragraph
must be about the same topic, but paragraphs should not be too long. One or more breaks on
every page of a report is ideal in technical writing.
Paragraph Writing for Functional Purposes
Your proficiency in English is shown by the ability to use functional English. Functional English
is the English that people use in order to communicate with a purpose. The functional purposes
that language service in connection with rhetorical modes are generally the following:
1. Narrative
a. to tell what happened or how an incident occurred
b. to show steps in a process or sequence in procedure
c. to give direction on how to reach a place or achieve an objective
In this type of functional English use the parts of speech that abound are verbs and adverbs.
1. Descriptive

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a. to describe a person or persons
b. to describe an event or idea
c. to describe a place
In this type of function the part of speech abounds is the adjective.
Narration in Description of Process
One of the most common function of narration (not in the sense of story telling but of relating
sequence) is in description of process, considering that process is a series of actions done in
sequence.
The careful step-by-step exposition of a process necessitates the use of narration in the sense of
observing sequence of action or order of occurrence. In this sense the development techniques
used is chronological.
Note the following illustration and be able to answer the questions that follow:
Salt-Making in the Ilocos
Ilocano salt takes time and effort to produce. For the salt maker it means leaving home and
building a make-shift dwelling near the seashore. It entails days of hard work under the heat of
the sun and nights of tending the fire.
A least two persons must work together in producing salt.
First they stake out a portion of the sandy shore for their use. This is usually twenty to thirty
square meter in size. The sand is then sprinkled with sea water and allowed to dry. This process
is done three times
When the sand is caked it is scraped off and deposited into an unglazed earthen jar called
burnay which has a spout at the bottom. Additional sea water is sprayed into the jar.
The resulting saline fluid is strained and collected. This fluid is then brought to the hurno, a
large oven-like cooking place made of clay. It is cooked for hours, sometimes overnight, under
very high temperature until salt crystals form.
The crystals are then cooled off and allowed to dry in a large bamboo basket.
Salt made this way is very fine and almost sugar like. It is not course nor bitter in taste which
may be the result is made simply from sea water allowed to dry until the salt crystals remain.

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Producing good fine salt than means sacrifice and hard work, but is well worth the effort.
PRACTICUM: ANALYSIS OF TOPIC SENTENCES
The topic sentence which is the controlling idea in the paragraph consists of the broad topic or
subject, the specific topic and the limiting terms.
Example: The coconut palm is one of the most important trees in Micronesia because it provides
many of the necessities of life for the people of the Western Pacific.
Broad topic or subject: trees of Micronesia.
Specific Topic : the coconut palm
Limiting topic : 1. it provides many necessities of life
2. it is important to the people of the
Western Pacific.
English ______ Under _____Student ________________________________
Date ___________________Score________________Grade_____________
Scale: 24 = 100% 21-23 = 95% 18-20 = 90% 15-17 = 85% 12-14 =80%
9-11 = 75% Below 5 = 65% No Test = 60%
Analyze the following topic sentences and give for each: a the broad topic or subject b. the specific
topic c. the limiting terms.
1. Training a fighting cock requires skill, patience and a deep knowledge of chicken psychology.
a.
b.
c.
2. Shakespeare’s Romeo and Juliet is a tragic drama about a young Italian couple who died for
love.
a.
b.
c.

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3. My eighteenth birthday was a day of both happiness and sadness.
a.
b.
c.
4. Among Batangas’ most interesting tourist attractions is Taal Volcano.
a.
b.
c.
5. Furniture making requires careful planning, well selected materials and fine craftsmanship.
a.
b.
c.
6. Lord Jim is one of the most exciting novels that Joseph Conrad ever wrote.
a.
b.
c.
7. The student of karate should have strength, agility, patience and a good supply of bandages.
a.
b.
c.
SELF- CHECK No. 9:
A. In three or five sentences develop at least two of the following topics into a single paragraph.
NOTE: Topic sentence should be at the beginning.

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1. What I Hope to be in the Future……
2. How to do…..
1. Ladder Diagram d. Repairing

2. Trouble shooting e. Operating a machine
3. Installing
B. Written Notices in the Workplace
In a workplace, written notices refer to short notes, memorandum, written announcement in the
Bulletin Board and letters are the most commonly used methods of communication.
Read the three samples of written notices below:
Sample Memorandum:
TO : Ms Sanchez
Ms Ramirez
Ms Malabanan
Ms. Valdez
Messr: Anderson
Perez
Cortes
Aguirre
FROM : Emily Rodriguez, Secretary
DATE : June 16, 2006
SUBJECT : EXECUTIVES’ ROUNDTABLE MEETING
NOTICE
There will be a meeting of all members of the Executive Roundtable on Thursday, June 29, 2006,
at 11:00 am, in the Beacon Room of the Tower Building in Makati, City
Luncheon will be served at 12:15p.m. If you cannot be with us, please call 713-9731 no later
than June 5, 2006
An agenda is enclosed. Also, you will find a map with complete travel directions and a description
of the parking facilities at the Tower Building.

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It will be a pleasure to welcome all members to this important planning session of our
organization.
Emily Rodriguez
RF: cea
Enclosures: Agenda
Map
Answer the Questions:
1. Give the important message of the memorandum?

2. List down the related details included in the memorandum?
C.
Sample Letters:
A. Inquiry
ACLEM EQUIPMENT COMPANY
436 Amorsolo Street
Makati City, 1600
July 16, 2006
Mr. Rico Almendras
Sales Manager
Ayala Industries
1231 Condo Street

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Makati City, 1600
Dear Mr. Almendras:
Presently we are planning to add yard and garden tractors to our line of leased equipment. It is
my pleasure to announce that we shall feature Kamagong Tractors.
Would you please send us a complete list of model and specifications for Kamagong Tractors. It
would be helpful to have the following data as soon as possible:
1. Horsepower/range of job function
2. Commercial/homeowner equipment
3. Contract samples/sales terms.
Since the publication date for our catalog is slated for November, your early reply will be
appreciated.
Sincerely yours,
Christopher Fabregas
Marketing Manager
CF: cea
1. What is the purpose of writing this letter?

2. Why is there a need to get the data immediately?
D. Sample of Marketing Material:
(Poster) JZGMSAT Brochure
1. What is the main idea presented by the poster?

2. Why is the poster necessary for meeting?

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E. Sample of Briefing Notes:
In the absences of the officer-in-charge, briefing notes may be written: Below is a sample of a note
written by an Administrator who will be on leave.
In two month leave of the JZGMSAT Administrator Mrs. Yolanda S. Naval, the Vocational
Instruction Supervisor will be in-charge of the following;
1. Management of tools and materials;

2. Attendance of workers;
3. Supervision of workers to their assigned tasks;
4. Submission of monthly report
Please be guided accordingly.
ROBERTO O. NIEZ
Vocational School Administrator II
Questions:
1. What is the content of briefing note and when does a person write a briefing note?
F. You have read and understood the above written notices, what you would do if you are:
1. Messenger of Mr. Sanchez

2. Mr. Rico Amendras
3. A worker/student/parent

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RECORD OF COMPETENCE
ASSESSMENT /PERFORMANCE CRITERIA
YES NO
1. Identified and understood the forms of communication
2. Illustrated the flow of communication.
3. Followed the organizational procedures.

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4. Gathered and recorded information read and listened to.
5. Grasped the ideas heard.
6. Followed routine spoken messages.
7. Comprehended and identified the ideas in reading materials/ written notices.
8. Gave feedback based on the instructions information received.
9. Interpreted the written notices
After Successfully completing all the Learning Objectives from Part 1 up to Part 11, you may
consult this hubs for the answers.
Answer Key:
Check your answer with the answer key below. If you fail to get it right, refer back to the
corresponding resources until you make it perfect:
RECIVE AND RESPOND TO WORKPLACE COMMUNICATION
LO1: FOLLOW ROUTINE SPOKEN MESSAGES
Information Sheet 1:
Activity 1
 E Mail sounds of bells
 Sign Language symbols

 Signals colors
Self Check No. 1
a. 1 d. 3 g. 9
b. 6 e. 2

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c. 4 f. 8
Information Sheet 2:
A. Activity 2:
Sender (encoder)
Message
Channel
Receiver
Feedback
Receiver
General Manager
B.
Supervisor
Line Leader
Technician
Self Check No. 2
1. receiver
2. sender
3. channel/medium
4. message
5. feedback
INFORMATION SHEET NO. 3:
A. Activity 3 (possible answer)
1. a. First, I will acquaint with the people by introducing myself. Second by telling where I
work and mentioning what the company is endorsing. Through this I can win prospective
customers.
b. Another option is by providing brochures or any reading materials
that could advertise the product of the company.
1. I will call a meeting then prepare a note on what is the seminar about: a).the topic b)
content c) the importance of the seminar.
1. I will prepare a written report about the seminar attended (the topic,

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content and the importance of the seminar)
1. In describing a tool, the following must be observed:
a) Tell the classification and function of the tool/device
b) Inner part of the tool/device
c) Mention the outer part
Example:
Hydrometer is a device used for measuring specific gravity of battery electrolyte. It has three parts
namely: rubber sucker; glass tube and
Rubber tip.
1. I choose this course because I know that this is the key to my success. I think it will help
me to find a better job in the future.
Self Check No. 3
A.
1. keep the message simple
2. make sure it is not too noisy to hear what is being said
3. speak clearly in an open and neutral tone
4. be straight forward and to the point
5. sit or stand so that you directly face the person whom you are talking or listening to.
6. maintain eye contact
7. use polite opening and closing greetings
8. be patient
9. show interest
10. use words that the people you are speaking can understand
11. listen carefully to the conversation so that you get the right message.
B.
1. listen not for above but for meanings
2. avoid unconscious projection
3. focus on the message
4. do not interrupt

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5. control your emotional responses to language
Activity 4:
I. The students will have a role playing about in effective communication (Be guided by Info Sheet
No. 4)
Self Check No. 4:
A. 1. They failed to watch the movie. Each of them felt disappointed.
B. 1. Poor listening – people who think that they know everything &
they don’t listen.
2. Ambiguity (words are not clear or with more than one meaning
3. Non-verbal communication which sends to opposite message to
what is being said.
Activity 5
A.
1. S
2. NS – The potatoes are usually cut into long strips, before mixing them in the main dish.
3. NS – we can easily connect the wood, However, nails are needed.
4. S
5. NS – The height of the highest post is about 40 feet.
6. NS – My fingers will be more attractive if I will apply nail polish.
7. S
8. NS – Chirping birds and buzzing bees are soothing to our ears.
9. S
10. NS – The screw driver is in the tool box inside the cabinet.
B.
1. It got dark. Rain started to fall. We ran to the house.
2. Acacia tree make food firewood. They easily burn when dry. Some fine pieces of furniture are
made of acacia tree.

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3. In door plants are refreshing. Rooms become naturally cool and beautiful with them. Having
plants inside is like having a garden in your room.
4. A stranger suddenly stopped me on my way to school. He was a stern looking man. I began to
tremble.
5. It is planting season. People young and old have fun out in the fields again under the rain.
They work, sing an play.
Self Check 5:
1. They listen to the instruction given by the supervisor.
2. Rina thanks her mother for the birthday gift.
3. I’m not sure if I will continue their course.
4. Go up and get the tool box in the cabinet.
5. Quick! The machine has bug down. Call the maintenance!
6. Tess! See you in court.
7. The applicants should go to the HR supervisor.
8. We shall meet tomorrow at six o’clock in the afternoon.
9. You can find all the references in the library.
INFORMATION SHEET NO. 6
Activity No.6
1. The students will do a role playing.
Self-Check 6:
1. take part in friendly conversation
2. to assist customer
3. to receive or pass an information or instruction
4. discuss problem
5. ask for information
INFORMATION SHEET NO. 7:
Activity Sheet 7:
1. Neighbors 9. preceding

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2. sufficient 10. anxiety
3. interpreter 11. structural
4. price 12. meaning
5. shaking 13. prefix
6. accurate 14. structural
7. ability 15. house
8. mechanized
Self Check 7:
Note: Refer to the technology instructor for the listing of terms.
LO 2: INTERPRET WRITTEN NOTICES:
Activity No. 8:
A.
1. T
2. F educational research
3. F educational research
4. T
B.
1. b
2. b
3. a
4. c
5. a supply and demand b. natural and man-made
6. a. inflation d. shortage
b. supply e. wages
c. demand f. Natural law/man n made condition

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Self Check No. 8:
1. a 4. e
2. d 5. d
3. b
Activity Sheet No. 9:
1. a. fighting cock
b. training a fighting cock/requirement
c. requires skill, patience and deep knowledge of chicken psychology
2. a. Shakespeare’s Romeo & Juliet
b. tragic drama
c. Italian couple who died for love
3. a. birthday
b. eighteenth birthday
c. a day of both happiness and sadness
4. a. attraction
b. tourist attraction
c. taal volcano
5. a. furniture
b. furniture making
c. careful planning, well selected materials & fine craftsmanship
6. a. Joseph Conrad writing
b. Lord Jim
c. one of the most exiting novels
7. a. student
b. student of karate
c. should have strength, agility, patience and good supply of bandages.

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Self Check 9:
1. The student will be making a paragraph choosing one of the topics provided.
2. 1. Executive Round Table Meeting
2. Date: June 29, 2006
Time: 11:00 am
Place: Beacon room, Tower bldg., Makati City
Agenda: planning session of organization
1. 1. request to have a complete list of model and specification for
Kamagong Tractors:
a. horsepower/range of job function
b. commercial/homeowner equipment
c. contract samples/sales turns
2. the publication date for the catalog is scheduled in November, that’s why they need the data
immediately
1. 1. The brochure is giving complete information.
2. The brochure will help the clients to be informed of what the school
offers
1. 1. The briefing notes contains information about the person who will be
in-charge in the absence of the officer. It also fells the specific
responsibilities of the officer-in-charge
1. 1. If I were the messenger of Miss Sanchez, I would give the memo to
Miss Sanchez for her preparation.
2. If I were Mr. Rico Almendaras, I would ask my supervisor in the
Sales Department to read the complete list of Kamagong Tractors
to Mr. Fabugas immediately.
3. As a parent, I would go personally for the school for inquiry.
4. As a worker, I would inform my fellow worker if they are interested.

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PAUL MARK PILAR
Revision # 01
2019 Issued by:
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PAUL MARK PILAR
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CBLM Basic 01 01 Workplace Communication

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COMPETENCY BASED LEARNING MATERIAL

SECTOR: HEALTH, SOCIAL, AND OTHER COMMUNITY

UNIT OF COMPETENCY: PRACTICE OCCUPATIONAL HEALTH

PRACTICING OCCUPATIONAL HEALTH

HEALTH SCIENCE DEPARTMENT

ILOCOS SUR COMMUNITY COLLEGE

Date Developed: Document No. Basic 04-04

Welcome to the competency-based learning material for the module: PRACTICING

The unit of competency “PRACTICING OCCUPATIONAL HEALTH AND SAFETY

RECOGNITION OF PRIOR LEARNING (RPL)

 Been working in the same industry for some time.

Date Developed: Document No. Basic 04-04

List of Basic Competencies

No. Unit of Competency Module Title Code

Date Developed: Document No. Basic 04-04

UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

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

LO1. Identity hazards and risks

LO2. Evaluate hazards and risks

LO3. Control hazards and risks

LO4. Maintain occupational health and safety awareness

1. Workplace hazards and risks are identified and clearly explained.

Date Developed: Document No. Basic 04-04

· Proper use of punctuation marks

1. The trainees will ask the modules from the instructor.

2. Read: Information Sheet No. 1

3. Follow the instructions given in the activity Sheet No.1

4. Answer Self Check 1.

· Information sheet # 2: Communication Model

· Information Sheet # 3: Information

· Information Sheet # 4: Causes and Effects of Ineffective Communication

· Information Sheet # 6: Reasons for Communication in the Workplace

· Information Sheet # 7: Significance of Vocabulary

· Information Sheet # 8: Effective Reading

· Information Sheet # 9 Dealing with Paragraph

1. Communication Instructor will give the

2. Information Sheet No. 1: What is

1. Activity Sheet No. 1 What is

2. Self Check No. 1

Activity Sheet No. 2 to 9

Self Check No. 2 to 9

INFORMATION SHEET No. 1

· Herman M. Weisman

Date Developed: Document No. Basic 04-04

· Hitachi advertisement

· Herta A Murphy and Herbert W Hildebrandt

“Communication is the lifeblood of every organization”

· Charles R. Wright

“Communication is the basis of all social existence.

Written communication is such communication done through writing. Letters and

Date Developed: Document No. Basic 04-04

1. List the forms of communication

Information sheet no. 1

1. Read information sheet No. 1 “What is communication?”

2. Follow the instruction indicated

Instruction: Complete the activities that follow below.

Giving the thumbs up

Using the telephone

Date Developed: Document No. Basic 04-04