HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIALS

Welcome to the learner’s guide for the module: Participate in

Workplace Communication. This learning material contains activities for
you to complete.

The unit of competency “Participate in Workplace Communication”

contains the knowledge, skills, and attitudes required for EIM NC II as a
BASIC Unit of Competency.

You are required to go through a series of learning activities in order

to complete each learning outcome of the module. In each learning outcome,
there are Instruction Sheets to help you better understanding the required
activities. Follow these activities on your own and answer the self-check at
the end of each learning outcome. You may remove a blank answer sheet at
the end of each module (or get from your facilitator/trainer) to write your
answers for each self-check. If you have questions, don’t hesitate to ask
your facilitator for assistance.

Instruction sheets:

 Information Sheet – This will provide you with information

(Concepts, principles, and other relevant information) needed in
performing certain activities.

 Job Sheet – This is designed to guide you on how to the do job that
will contribute to the attainment of the learning outcome.

 Assignment Sheet – The assignment sheet is a guide used to enhance

(follow up) what you have learned in the information sheet, operation
sheet, or job sheet.

 Worksheet – are the different forms that you need to fill up in certain
activities that you performed

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 Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills
covered in this learner’s guide because you have:
 Been working for some time
 Already completed training in this area

If you can demonstrate to your trainer that you are competent in a

particular outcome, you don’t have to do the same training again.

Talk to your trainer about having them formally recognized. If you

have a qualification or certificate of competence from previous training,
show it to your trainer. If the skills you acquired are still current and
relevant to the unit/s of competency they may become part of the evidence
you can present for RPL. If you are not sure about the accuracy of your
skills discuss this with your trainer.

After completing this module ask your trainer to assess your

competency. The result of your assessment will be recorded in your
competency profile. All the learning activities are designed for you to
complete at your own pace.

Inside this learner’s guide, you will find the activities for you to
complete and at the back are the relevant information sheets for each
learning outcome. Each learning outcome may have more than one learning
activity.

At the back of this learner’s guide is a Learner’s Diary. Use this diary
to record important dates, jobs undertaken and other workplace events that
will assist you in providing further details to your trainer or an assessor. A
Record of Achievement is also provided for your trainer to complete once
you complete the module.

Date Developed:
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 LIST OF COMPETENCIES
No
Unit of Competency Module Title Code
.
Basic Competency

Participate in workplace Participating in workplace

1 400311210
communication communication

Work in a team Working in a team

2 400311211
environment environment

Solve/Address General Solving/Addressing General

3 400311212
Workplace Problems Workplace Problems

Develop Career and Developing Career and

4 400311213
Life Decisions Life Decisions

Contribute to Workplace Contributing to Workplace

5 400311214
Innovation Innovation

Present Relevant Presenting Relevant

6 400311215
Information Information
Practice Occupational Practicing Occupational
7 Safety and Health Safety and Health Policies 400311216
Policies and Procedures and Procedures

Exercise Efficient and Exercising Efficient and

8 Effective Sustainable Effective Sustainable 400311217
Practices in the Workplace Practices in the Workplace

9 Practice Entrepreneurial Practicing Entrepreneurial 400311218

Skills in the Workplace Skills in the Workplace

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 TABLE OF CONTENTS

How to use this competency-based learning material 1

RPL 2
List of Competencies 3
Competency Summary 4
Table of Contents 5
Module Contents 6-7
Learning Outcome Summary 8
LO1: OBTAIN AND CONVEY WORKPLACE
COMMUNICATION
Learning Experiences 9
Information Sheet 1.1-1 10-29
Self-check1-1 30
Answer Key1 .1-1 31
Learning Outcome Summary 32
LO2: PARTICIPATE IN WORKPLACE MEETINGS AND
DISCUSSIONS
Learning Experiences 33
Information Sheet 1.2-1 34-48
Self-check 1.2-1 49
Answer Key 1.2-1 50-51
Learning Outcome Summary 52
LO3: COMPLETE RELEVANT WORK-RELATED DOCUMENTS
Learning Experiences 53
Information Sheet 1.3-1 54-60
Self-check 1.3-1 61-63
Answer Key 1.3-1 64
References 65

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 MODULE CONTENT

QUALIFICATION TITLE: EIM NC II

UNIT OF COMPETENCY: Participate in Workplace

Communication

MODULE TITLE : Participating in Workplace

Communication

Introduction

This module covers the knowledge, skills, and attitudes in

participating in Workplace Communication.

Learning Outcomes:

Upon completion of this modulation, you must be able to:

1. Obtain and convey workplace communication

2. Participate in workplace meetings and discussions

3. Complete relevant work-related documents

Assessment Criteria:

1. Specific and relevant information is accessed from appropriate

sources.

2. Effective questioning, active listening, and speaking skills are used to

gather and convey information.

3. Appropriate medium is used to transfer information and ideas.

4. Appropriate non-verbal communication is used.

5. Appropriate lines of communication with supervisors and colleagues

are identified and followed.

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6. Defined workplace procedures for the location and storage of
information are used.

7. Personal interaction is carried out clearly and concisely.

8. Team meetings are attended on time.

9. Own opinions are clearly expressed and those of others are listened to
without interruption.

10. Meeting inputs are consistent with the meeting purpose and
established protocols.

11. Workplace interactions are conducted in a courteous manner.

12. Questions about simple routine workplace procedures and maters

concerning working conditions of employment are asked and
responded to.

13. Meetings outcomes are interpreted and implemented.

14. Range of forms relating to conditions of employment are completed

accurately and legibly.

15. Workplace data is recorded on standard workplace forms and

documents.

16. Basic mathematical processes are used for routine calculations.

17. Errors in recording information on forms/ documents are identified

and properly acted upon.

18. Reporting requirements to supervisor are completed according to

organizational guidelines.

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 Learning Outcome Summary

LEARNING OUTCOME 1: OBTAIN AND CONVEY WORKPLACE

COMMUNICATION

CONTENTS:

Importance of communication in management and leadership

ASSESSMENT CRITERIA:

1. Specific relevant information is accessed from appropriate

sources.
2. Effective questioning, active listening and speaking skills are
used to gather and convey information.
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and
colleagues are identified and followed.
6. Defined workplace procedures for the location and storage of
information are used.
7. Personal interaction is carried out clearly and concisely.

CONDITIONS:

The students/ trainees must be provided with the following:

 Writing materials (pen & paper)

 References (books)
 Manuals

ASSESSMENT METHODS:

 Written test
 Practical/performance test
 Interview

Learning Experiences
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Learning Outcome 1

Obtain and convey workplace communication

Learning Activities Special Instruction

Read Information Sheet 1.1-1 After reading Information Sheet

1.1-1, perform Self Check 1.1-1

Perform Self Check 1.1-1 After performing Self Check 1.1-1,

refer to Answer Key 1.1-1

Refer to Answer Key 1.1-1 After finishing this Learning

Activity, proceed to the next one.

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 Information Sheet 1.1-1

Importance of communication in management and leadership

Learning Objectives:

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

1.) Know what the parts of speech are.

Why is communication important in management and leadership?

Communication is essential for effective functioning in every part of an

organization. Although marketing, production, finance, personnel, and
maintenance departments may receive direction from corporate goals and
objectives, communication links them together and facilitates organizational
success. The importance of effective communication for managers cannot be
overemphasized for one specific reason: everything a manager does involves
communicating. Communication is needed to increase efficiency, satisfy
customers, improve quality, and create innovative products.

Effective communication is so important for organizational success that not

only managers, but also their employees must be effective communicators.
One role of a manager is to help employees improve their communication
skills. When all members of a team, department, or organization are able to
communicate effectively with each other and with people outside their
group, they are much more likely to perform well. The successful manager,
therefore, needs effective communication skills.

What is communication?

Communication is the sharing of information between two or more

individuals or groups to reach a common understanding. The most
important part of this definition is that the information or ideas conveyed
must be understood. To see what this definition means in practice, consider
giving or receiving incomplete information. With only a partial
understanding, problems will occur.

Good communication is often incorrectly defined by the communicator as

agreement instead of clarity of understanding. If someone disagrees with us,
we may often assume the person just did not fully understand our position;
but a person can clearly understand us and simply not agree. In fact, when
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a manager concludes that a lack of communication must exist because a
conflict between two employees has continued for a long time, a closer look
often reveals that, to the contrary, plenty of effective communication is going
on. Each fully understands the other's position, but their communication
does not necessarily produce agreement.

What are the two phases of the communication process?

The communication process consists of two phases.

 the transmission phase

 the feedback phase

In the transmission phase, information is sent from one individual or group-

the sender-to another individual or group-the receiver. In the feedback
phase, a common understanding is assured.

What is the transmission phase of communication?

To begin the transmission phase, the sender decides on the message, which
is the information the sender wants to communicate. The sender translates
the message into symbols or language, a process called encoding. Once
encoded, a message is transmitted through a medium to the receiver. The
medium is simply the pathway, such as a phone call or letter, through
which an encoded message is transmitted to a receiver.

What is the feedback phase of communication?

The receiver, who becomes the new sender, initiates the feedback phase. The
receiver decides what message to send to the original sender (now the new
receiver), encodes it, and transmits it through a chosen medium. The
message might contain a confirmation that the original message was
received and understood, or a restatement of the original message to make
sure that it was correctly interpreted, or a request for more information.

How does perception impact communication?

Perception is the process through which people select, organize, and

interpret sensory input to give meaning and order to the world around them.
Perception is inherently subjective and influenced by people's personalities,
values, attitudes, moods, experience, and knowledge. When senders and
receivers communicate with each other, they are doing so based on their
own subjective perceptions.

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Perception plays a central role in communication and affects both
transmission and feedback. The encoding and decoding of messages and
even the choice of a medium hinge on the perceptions of senders and
receivers.

What is nonverbal communication?

The encoding of messages into words, written or spoken, is verbal

communication. Nonverbal communication includes all messages encoded
without using written or spoken language. Nonverbal communication shares
information through facial expressions, body language, and even style of
dress. Physical elements such as buildings, office furniture, and space also
convey messages. Office arrangements convey status, power, and prestige.

Pay close attention to nonverbal behaviors when communicating. Learn to

coordinate your verbal messages with your nonverbal behavior and to be
sensitive to what your employees, managers, and peers are saying
nonverbally. It is easy to underestimate the powerful impact that nonverbal
communication has on the perceptions of others. Nonverbal messages can
undermine contrary verbal or written messages. A message can be given
meaning only in a context, and cues or signals are easy to misinterpret.

When should I use one-to-one (face-to-face) communication?

Most of a manager's communication time is spent one-on-one, or face-to-

face, with employees. Face-to-face communication provides immediate
feedback and is the richest information medium because of the many
information channels available through voice, eye contact, posture, blush,
and body language. It is the appropriate medium for delegating tasks,
coaching, disciplining, instructing, sharing information, answering
questions, checking progress toward objectives, and developing and
maintaining interpersonal relations. Managers also spend one-on-one, face-
to-face time communicating with their managers, colleagues, and peers.

When should I communicate via the telephone?

Telephone or spoken communications electronically transmitted provide

only the cue of voice inflection, not the visual cues available from face-to-
face interaction. The amount of time spent on the telephone varies greatly
with the job. Before making any call, you should always set an objective and
write down what you plan to discuss. Use the paper to write notes during
the call. The telephone is the appropriate medium for quick exchanges of
information and for monitoring progress. It is especially useful for saving
travel time, but it is inappropriate for personal matters like discipline.

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When should I use written communication?

Individually addressed written communications convey only the cues written

on paper and are slow to provide feedback, although they can be
personalized. Written communications meant for a group of people are the
lowest in richness, as they are not focused on a single receiver, use limited
information cues, and do not permit easy feedback. They do, however,
provide documentation that the information has been provided.

You and your employees can ask certain questions before sending messages
inside and outside the organization.

How does technology affect communication?

Exciting advances in information technology have dramatically increased the

speed of communication. You can now communicate more easily with your
teams and can access information more quickly to make decisions. In order
to be competitive, you should keep abreast of the latest advances in
information technology. But you should not adopt these or other advances
without first carefully considering whether and how the technology advance
in question might improve communication and performance in your
particular groups, teams, departments, or organization.

What are the different types of communication networks?

The pathways along which information flows throughout an organization are

called communication networks. The type of communication network that
exists in a group depends on the nature of the group's tasks and the extent
to which group members need to communicate with each other in order to
achieve group goals. Four kinds of communication networks that can
develop in groups and teams are:

 wheel
 chain
 circle
 all-channel

Workplace communication skills are not acquired in a day but it really

needs practice and will to do it from inside. Effective workplace
communication not only helps you in saying and expressing yourself
correctly but is also one of the ladders to grab a higher position. Effective
workplace communication skills present you and your thoughts as a perfect
person for the job. So, communicating properly and in a right way is
important in every sphere of life.

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Organize Your Thoughts

If you are not an organized person then before speaking it is better to

manage and organize what you are going to speak. If it is an instant talk
then you can speak at slow speed (but it should not be too slow) so that you
can work on your thought. But if you have time then it is better to manage
your thoughts first. Like you can pen down what you are thinking and then
arrange them in order so that it becomes an effective workplace
communication.

Listen and Observe Things

Check the people around you who talk effortlessly and very effectively. 
Observe what and how they are presenting their thoughts while speaking to
others both professionally and personally. Then ask yourself certain
questions based on this whether you are confident enough to present your
thoughts and ideas in a similar manner or not. Do not try to copy but find
out the difference between the work on the gap.

Do not React Immediately

You are in a conversation and another person is saying something on which

your reaction is required. Make sure that you do not interrupt in between
the talk. Wait, manage your words and then speak. Think about positive as
well as negative points.

Read a Lot

This is absolutely necessary and true that if you have knowledge then you
can speak effectively and so reading should be considered as an important
and effective workplace communication skill. Reading quality articles not
only related to your job but also on other issues will help you a lot in gaining
knowledge on diverse topics. Therefore, after regular reading, you will have
so many things and thoughts to share.

Be Confident

It is your first time when you will be facing the audience while delivering a
speech. You are nervous, which is obvious. But apart from this, you will
have to be confident. Think about all the positive points and people you
think has a positive influence on your life. This will give a boost to your
confidence.

Have the Right Body Language

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Now you have all the above-mentioned qualities but this one is missing. It
means that you are destroying all other things as it is an icing on the cake.
Your body language must be parallel to your communication and this is
considered as an effective workplace communication skill. Maintain the right
posture and stiff shoulders to show that you are ready for the conversation.
At the workplace, never sit in a relaxed way.

Have a Good Command on the Language

Now which so ever language you are using to converse in the office you must
have command over that. Make sure to have a good vocabulary and ways to
frame and re-frame the sentences in various ways.

Apart from this make your personality very appealing for good workplace
communication skills. By following all these you can really improve your
communication skills at the workplace.

THREE MAIN SKILLS

Employers highlighted three skills needed by all workers: teamwork,

flexibility, and communication. Since many workplaces are currently
organized according to a matrix system, an employee no longer has a
specific job. Instead, his or her skills—especially in graphics, computers, or
oral presentations—make the worker a valued member of a team. These
three skills are essential for the matrix worker since he or she must work
well with others and be able to switch easily from team to team, depending
on the project. Several companies stressed another employment factor: good
attendance. Some employers stressed repeatedly that weak attendance
policies in school are not helping to train workers for the reality of work
policies. A final quality many stressed was a positive attitude in the
interview and on the job. Most would not hire an applicant who lacked
enthusiasm.

WRITTEN COMMUNICATION
Oral communication is the mode of choice in most workplaces today; the
paper memo is dead, replaced by voice mail, informal conversation, and
sometimes E-mail or fax-mail. But two writing tasks still loom before the
entry-level worker: Writing reports and filling out forms. For example, many
companies these days are seeking certification in a variety of world-class
standard programs, like ISO or QS 9000, an automotive quality certification.
These certifications require extensive documentation. Workers have to fill
out reports that ask them to describe exactly what they do and how they do
it.
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The service industries also fill out countless reports, such as service orders,
patient care reports, and lab reports. Some entry-level employees, like
administrative assistants, may be responsible for compiling or even
composing some parts of a formal report. The smaller the company, the
more likely that an administrative assistant may be asked to do such tasks.
Some companies also like to "grow their own" managers by extending such
responsibilities to entry-level personnel, encouraging them to accept the
challenge.

ORAL COMMUNICATION

We can see that employees still need written communication skills. Yet
interpersonal oral communication skills are the ones most prized by
employers in the new informal workplace atmosphere. Some employers, even
test technicians in their ability to follow oral directions. Employees who
work with the public or closely with teams need skills in empathy and
feedback techniques, especially in fields such as customer service, criminal
justice, medical, and legal. Critical thinking and the ability to function as
part of a problem-solving group are also skills that employers look for. At
IBM, for instance, the team members have to sell their ideas to management
to receive funding.

Simple conversational skills are also important in the workplace. Some

employers mention telephone etiquette as an important skill. Employers,
who hate to waste time tracking down a telephone number to return a
message, cite the same annoyances we suffer from poor voicemail messages.

The ability to interview to get important information is also a necessary skill.

Service people must interview clients to write a work order. Legal secretaries
who work for small firms often must interview witnesses. Police officers
gather details of the crime, medical office personnel collect information on
insurance, and incorrect information may lead to trouble or even litigation
later on.
Entry-level employees are likely to deliver at least some formal
presentations. The most typical is leading tours. Often this task of leading
around groups of Cub Scouts or teachers falls to those lower on the roster,
although executives will lead tours for visiting dignitaries. Even large group
presentations are required of some entry-level people. Rookie police officers
are assigned DARE and Community Watch presentations. They will also
have to testify in court. A legal secretary may have to ask for a continuance
in a courtroom if an attorney is detained across town. An administrative
assistant is likely to serve as a greeter and introduce speakers at formal
functions.

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TECHNOLOGY

Written and oral communication skills are very important in today's high-
powered workplace, but employees must also be able to use modern
technology to communicate. The technologies most often used for
communication are voice mail, E-mail, fax, and word processing. The
employers surveyed preferred the Microsoft 3-pack of Excel, Word, and
PowerPoint, a preference that seems to mirror national trends. Business use
of CD-ROM and the Internet is more restricted; in many companies, only
certain workstations have access to the Internet. The assumption is that
employees may waste time surfing. Some industries, such as automotive,
store specifications on CD-ROM. The medical and legal fields also retrieve
data from ROM, so students in these programs need to be comfortable with
CD-ROM technology.

10 TIPS TO IMPROVE WORKPLACE COMMUNICATION

1. Set up an atmosphere for communicating. Everyone gets to say what they

want, nobody is punished, and everyone is safe to say what they want with
no fear of retribution.  It’s important to set up an environment where people
actually can participate freely without having to worry that it will affect their
jobs.  You can’t just say you have an open-door policy; you have to
demonstrate that you really will follow through.

2. Everyone agrees to listen and only one person talks at a time. When
someone speaks, other people simply listen. There should be no advice
giving, rebuttals, or contradicting. Everyone gets a chance to say what he or
she wants.  Stick to these guidelines in order to create an atmosphere where
people respect each other and commit to listening to one another without
the usual chaos that ensues in regular meetings.

3. Everyone agrees that there is no such thing as a wrong comment or dumb

question.  Think about how you feel when your point of view is crushed.  It
is very important, and productive, to validate people’s input.  It does not
really matter whether they are wrong or right and you don’t have to
implement their ideas.  The point is simply to help people feel important by
accepting their comments.

4. Everyone agrees to talk about the same amount of time. No one person
monopolizes the conversation. No one person is more important than
another.  Level the playing field by limiting the demoralizing effect of one
person standing there talking endlessly while everyone else is asleep.  Make
sure everyone has a voice.

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5. We agree to communicate with each other respectfully, with a calm tone
of voice, without harsh language, and with no derogatory comments. 
Louder isn’t always better or more effective.  It is much more enjoyable to
talk calmly and give yourself a chance to relax instead of always being
agitated.

6. We agree that any information that is communicated will not be used

against someone or to make them feel bad.  We promise not to use the
information to hurt other people and that we will be a workplace that values
individuals’ input.

7. Keep it simple. Say what you mean, say it briefly and constructively. 
People fall in love

with the sound of their own voices and forget that other people have equally
important things to say.  Say what you want to say and then get out of the
way.  Practice saying things briefly, you will eventually get good at it and be
able to devote your time to more enjoyable pursuits.

8. Leave any personal agendas out of the meeting.  When people come in
with a predetermined outcome in mind, it tends to derail the whole group. 

9. Keep an open mind and redirect the conversation when you notice that
someone is trying to settle a score or is aggressively advocating for a
personal issue.

10. Keep it positive. Communication ideally builds a positive atmosphere

that promotes solutions rather than only gripe sessions.  Remember to
model positive behavior so that everyone follows your lead.  Keep the tone
upbeat and people will have a hard time staying cranky.

Once you follow all of these concepts you will be on your way to
communicating effectively. Each one takes practice and commitment from
all parties involved. Practice each area (one at a time) until you master it.  At
first, you will notice resistance and people may even think you are nuts. 
Over time people will enjoy the new, calmer way of doing things and you will
get more work

done. When you have mastered all of them you will experience the peace of
mind that comes from communicating effectively.

Read more: http://socyberty.com/work/10-tips-to-improve-workplace-

communication/#ixzz0xCB4Y9QC

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Communication

1. is a process that allows organisms to exchange information by several

methods. Communication requires that all parties understand a
common language that is exchanged with each other.
2. Are the auditory means, such as speaking, singing and sometimes
tone of voice, and nonverbal, physical means, such as body language,
sign language, paralanguage, touch, eye contact, or the use of writing.

Language

• is a system of symbols and the rules used to manipulate them.

• Though commonly used as a means of communication among people,
human language is only one instance of this phenomenon.

Nonverbal communication

• is the process of transmitting messages without spoken words,

sometimes called body language, messages can be communicated
through facial expressions; gestures; and posture

Body Language

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 • is a term for communication using body movements or gestures
instead of, or in addition to, sounds, verbal language or other
communication.

Paralanguage

• may be expressed consciously or unconsciously, and it includes the

pitch, volume, and, in some cases, intonation of speech.
• It forms part of the category of paralanguage, which describes all
forms of human communication that are not verbal language

Why Communications Skills Are So Important

• the purpose of communication is to get your message across to others

clearly.
• communication is only successful when both the sender and the
receiver understand the same information as a result of the
communication.

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 • Although all of us have been communicating with others since our
infancy, the process of transmitting information from an individual (or
group) to another is a very complex process with many sources of
potential error.

Consider the simple example:

• Terry: "I won't make it to work again tomorrow; because I have a

morning sickness due to my pregnancy
• Boss: Terry, this is the third day you've missed and you have a lot of
things to do in the house? Who will do this?

Barriers to Effective Communication

• The choice of words or language in which a sender encodes a message

will influence the quality of communication.

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 • Language is a symbolic representation of a phenomenon, room for
interpretation and distortion of the meaning exists.
• defensiveness, distorted perceptions, guilt, project, transference,
distortions from the past
• misreading of body language, tone and other non-verbal forms of
communication (see section below)
• noisy transmission (unreliable messages, inconsistency)
• receiver distortion: selective hearing, ignoring non-verbal cues

FORMS OF COMMUNICATION

a. Verbal - The meaning of words can be altered significantly by

changing the intonation of one's voice. Think of how many ways you
can say "no"-you could express mild doubt AND terror. Vocal
meanings vary across cultures. Intonation in one culture can mean
support; in another anger

Types of Verbal Communication

1. Speaking
– Speech communication refers to the processes associated
with the production and perception of sounds used in
spoken language.
2. Writing
– is the representation of language in a textual medium; that is
with the use of signs or symbols.
– It is distinguished from illustrations such as cave drawings
and paintings.

b. Non-Verbal - facial expressions like smiles, gestures, eye contact, and

even posture. Nonverbal communication is made up of the following
parts:

o Visual - This is often-called body language and includes facial

expression, eye movement, posture, and gestures. The face is
the biggest part of this. All of us "read" people's faces for ways to
interpret what they say and feel.
o Tactile - This involves the use of touch to impart meaning as in
a handshake, a pat on the back, an arm around the shoulder, a
kiss, or a hug.
o Vocal - The meaning of words can be altered significantly by
changing the intonation of one's voice. Think of how many ways
you can say "no"-you could express mild doubt AND terror.
Vocal meanings vary across cultures. Intonation in one culture
can mean support; in another anger. you can make another
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 person more comfortable with you by selecting and emphasizing
certain behaviors that fit within your personality and resonate
with another.
o Use of time, space, and image.

Start by Understanding Your Own Communication Style

• Good communication skills require a high level of self-awareness.

• Understanding your personal style of communicating will go a long
way toward helping you to create good and lasting impressions on
others.
• You can make another person more comfortable with you by selecting
and emphasizing certain behaviors that fit within your personality and
resonate with another.

Be An Active Listener

• People speak at 100 to 175 words per minute (WPM), but they can
listen intelligently at up to 300 words per minute.
• Gain information, obtain directions, understand others, solve
problems, share interests, see how another person feels, show
support, etc.

Use Nonverbal Communication

• Are facial expressions like smiles, gestures, eye contact, and even your
posture.

Give Feedback

• What we hear can be amazingly different!

• Is a verbal communication means used to clearly demonstrate you are
actively listening and to confirm the communications between you and
others.

Supportive and effective listener

• Stop Talking: Asks the other person for as much detail as he/she can
provide; asks for others’ views and suggestions.
• Looks at the person, listens openly and with empathy to the employee;
is clear about his position; be patient
• Listen and Respond in an interested way that shows you understand
the problem and the other's concern
• is validating, not invalidating ("You wouldn't understand");
acknowledge other's uniqueness, importance
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 • checks for understanding; paraphrases; asks questions for
clarification
• don't control conversation; acknowledges what was said; let's the
other finish before responding
• Focuses on the problem, not the person; is descriptive and specific,
not evaluative; focuses on content, not delivery or emotion
• Attend to emotional as well as cognitive messages (e.g., anger); aware
of non-verbal cues, body language, etc.; listen between the lines
• React to the message, not the person, delivery or emotion
• Make sure you comprehend before you judge; ask questions
• Use many techniques to fully comprehend
• Fight distractions

Communication process

• Sender
• encoding
• channel
• decoding
• receiver feedback
• context

Source
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 As the source of the message, you need to be clear about why you're
communicating, and what you want to communicate.

Message

• The message is the information that you want to communicate.

Encoding

• This is the process of transferring the information you want to

communicate into a form that can be sent and correctly decoded at the
other end.
• Your success in encoding depends partly on your ability to convey
information clearly and simply, but also on your ability to anticipate and
eliminate sources of confusion (for example, cultural issues, mistaken
assumptions, and missing information.)

Channel

• Messages are conveyed through channels, with verbal including face-to-

face meetings, telephone and videoconferencing; and written including
letters, emails, memos, and reports.

Decoding

• Just as successful encoding is a skill, so is successful decoding

(involving, for example, taking the time to read a message carefully, or
listen actively to it.

Receiver

• Your message is delivered to individual members of your audience.

• To be a successful communicator, you should consider these before
delivering your message, and act appropriately.

Feedback

• Your audience will provide you with feedback, and verbal and nonverbal
reactions to your communicated message.
• Pay close attention to this feedback, as it is the only thing that allows you
to be confident that your audience has understood your message.

Context
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• The situation in which your message is delivered is the context.

Effective Use of Questioning

Questioning can

• arouse curiosity
• stimulate interest in the topic
• clarify concepts
• emphasize key points
• enhance problem-solving ability
• encourage students to think at higher cognitive levels
• motivate students to search for new information
• ascertain students’ knowledge level to aid in modifying instruction

TIPS TO EFFECTIVE QUESTIONING

• Ask one question at a time

• Ask focused questions.
• Avoid leading questions.
• After you ask a question, wait silently for an answer.

The Five Competencies on Achieving Necessary Skills

Resources: Identifies, organizes, plans, and allocates resources

1. Time—selects goal-relevant activities, ranks them, allocates

time, and prepares and follows schedules
2. Money—uses or prepares budgets, makes forecasts, keeps
records, and makes adjustments to meet objectives
3. Material and Facilities—acquires, stores, allocates, and uses
materials or space efficiently
4. Resources—assesses skills and distributes work accordingly,
evaluates performance, and provides feedback

Interpersonal: Works with others

1. Participates as a Member of a Team—contributes to a group

effort
2. Teaches Others New Skills
3. Serves Clients/Customers—works to satisfy customers'
expectations

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 4. Exercises Leadership—communicates ideas to justify
positions, persuades and convinces others, responsibly
challenges existing procedures and policies
5. Negotiates—works toward agreements involving an exchange
of resources, resolves divergent interests
6. Works with Diversity—works well with men and women from
diverse backgrounds

Information: Acquires and uses information

1. Acquires and Evaluates Information

2. Organizes and Maintains Information
3. Interprets and Communicates Information
4. Uses Computers to Process Information

Systems: Understands complex interrelationships

1. Understands Systems—knows how social, organizational,

and technological systems work and operates effectively with
them
2. Monitors and Corrects Performance—distinguishes trends,
predicts impacts on systems operations, diagnoses deviations
in systems' performance, and corrects malfunctions
3. Improves or Designs Systems—suggests modifications to
existing systems and develops new and alternative systems to
improve performance

Technology: Works with a variety of technologies

1. Selects Technology—chooses procedures, tools or equipment

including computers and related technologies
2. Applies Technology to Task—understands overall intent and
proper procedures for setup and operation of equipment
3. Maintains and Troubleshoots Equipment—prevents, identifies,
or solves problems with equipment, including computers and
other technologies

Basic Skills: Reads, writes, performs arithmetical and

mathematical operations, listens, and speaks

1. Reading—locates, understands, and interprets written

information in prose and in documents such as manuals,
graphs, and schedules
2. Writing—communicates thoughts, ideas, information, and
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 messages in writing; and creates documents such as letters,
directions, manuals, reports, graphs, and flow charts
3. Arithmetic/Mathematics—performs basic computations and
approaches practical problems by choosing appropriately
from a variety of mathematical techniques
4. Listening—receives, attends to, interprets, and responds to
verbal messages and other cues
5. Speaking—organizes ideas and communicates orally

Thinking Skills: Thinks creatively, makes decisions, solves

problems, visualizes, knows how to learn, and reasons

1. Creative Thinking—generates new ideas

2. Decision Making—specifies goals and constraints, generates
alternatives, considers risks, and evaluates and chooses the
best alternative
3. Problem Solving—recognizes problems and devises and
implements a plan of action
4. Seeing Things in the Mind's Eye—organizes, and processes
symbols, pictures, graphs, objects, and other information
5. Knowing How to Learn—uses efficient learning techniques to
acquire and apply new knowledge and skills
6. Reasoning—discovers a rule or principle underlying the
relationship between two or more objects and applies it when
solving a problem

Personal Qualities: Displays responsibility, self-esteem, sociability,

self-management, integrity, and honesty

1. Responsibility—exerts a high level of effort and perseveres

toward goal attainment
2. Self Esteem—believes in own self-worth and maintains a
positive view of self
3. Sociability—demonstrates understanding, friendliness,
adaptability, empathy, and politeness in group settings
4. Self-Management—assesses self accurately, sets personal
goals, monitors progress, and exhibits self-control
5. Integrity/Honesty—chooses ethical courses of action

a. Barriers to effective communication include:

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  our choice of channel, whether it be spoken or written
word or by illustration
 our perception of the message and the perception of the
receiver
 the self-esteem of both the sender and receiver
 the attitudes of both the sender and receiver
 the environment in which the communication is taking
place.

b. Important components or points of spoken communication

are:

 our facial expression/s contributes 55% of the message

 the way we speak contributes 38% of the message (our
tone, volume and
 rate of speech)
 only 7% of the message is conveyed by the actual words
spoken.

c. Feedback is important when giving or receiving

instructions because it makes it clear to both the sender
and the receiver that the message as intended is fully
understood.

d. Individual team members can help the team by:

 encouraging participation in discussion

 helping communication between individuals and within
the group
 listening effectively
 respecting other team member’s point of view
 mediating in conflict situations
 relieving tension, and
 monitoring the group or team’s performance.

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 Self-Check 1.1-1

1. What are the three skills needed by all workers in obtaining and
conveying workplace communication?

2. The technologies most often used for communication are voice mail,
E-mail, fax, and word processing

3. What are the steps in improving communication skills at the

workplace?

4. What are the forms of communication?

5. Non-verbal communication is made up of what parts?

6. What is communication?

7. Effective Workplace Communication Tips

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 ANSWER KEY 1.1-1

 Set up an atmosphere for communicating.

 Everyone agrees to listen and only one person talks at a time.
 Everyone agrees that there is no such thing as a wrong comment or
dumb question. 
 Everyone agrees to talk about the same amount of time
 We agree to communicate with each other respectfully, with a calm
tone of voice, without harsh language, and with no derogatory
comments.
 We agree that any information that is communicated will not be
used against someone or to make them feel bad. 
 Keep it simple
 Leave any personal agendas out of the meeting. 
 Keep an open mind and redirect the conversation when you notice
that someone is trying to settle a score or is aggressively advocating
for a personal issue.
 Keep it positive.

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 Learning Outcome Summary

LEARNING OUTCOME 2: PARTICIPATE IN WORKPLACE

MEETING AND DISCUSSION

CONTENTS:

Practice Business Meeting Etiquette

ASSESSMENT CRITERIA

1. Ranges of forms relating to conditions of employment are completed

accurately and legibly.
2. Workplace data is recorded on standard workplace forms and
documents.
3. Basic mathematical processes are used for routine calculations.
4. Errors in recording information on forms/ documents are identified
and rectified.
5. Reporting requirements to superiors are completed according to
enterprise guidelines

CONDITIONS:

The students/trainees must be provided with the following:

1. Paper
2. Pencils/ball pen
3. Reference books
4. Manuals

ASSESSMENT METHODS:

1. Written test
2. Practical/performance test
3. Interview

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 Learning Experiences

Learning Outcome 2

Participate in workplace meetings and discussions

Learning Activities Special Instructions

Read Information Sheet 1.2- 1 After reading Information Sheet

1.2-1, perform Self Check 1.2-1

Perform Self Check 1.2- 1 After performing Self Check 1.2-1,

refer to Answer Key 1.2-1

Refer to Answer Key 1.2- 1 After finishing this Learning

Activity, proceed to the next one.

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 Information Sheet 1.2-1

Practice Business Meeting Etiquette

Learning Objectives:

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

1. Apply business meeting etiquette

2. Know the guidelines for Gender-Fair Use of Language

Practice Business Meeting Etiquette: Proper Etiquette and Manners

Business meeting etiquette is good common sense, but one that takes a little
practice.  If your meeting (as many of them are) is to discuss a business
plan, then you will benefit from being prepared.

Certainly, we can all identify what not to do when planning and/or attending
a meeting, but often what we really need is a set of guidelines or rules of
etiquette as to how to do this successfully. Here are some business etiquette
tips to help.

Attending a Meeting:

1. Be on time. Always arrive a few minutes before the meeting is set to

begin. This indicates respect for the person planning the meeting and
shows that you are organized.
2. Be prepared. Before the meeting, be sure to read any related material
or review policies and procedures that will be addressed. You will be
much better able to provide valuable input.
3. Bring a notebook and pen. It is proper manners to give the speaker
your undivided attention. Even if you do not take a single note, this
will show that you are interested in the agenda and serious about
your role at the meeting.
4. Participate. When the chairperson asks for feedback and you feel
that you have something to contribute, be sure to do so. Ask
questions as well.
5. Be polite and attentive. Never engage in cross talk in a meeting and
be courteous to the person who has the floor. Listen to what is being
said and resist the urge to argue with anyone.
6. Conduct yourself professionally. Meetings are a great place to let
people know that you are serious and have something to offer. If you
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 display proper etiquette and manners, this message will be sent. Use
this opportunity to demonstrate your knowledge and understanding.
7. Thank the chairperson. It is such a little thing, but thanking the
person who organized the meeting is not only good etiquette, it is also
a sign of respect.

Running a Meeting:

1. Plan ahead. If you are

responsible for calling a
meeting, plan ahead before
sending out the meeting
notification. Make sure that all
interested parties are invited.
2. Set a clear agenda. In your
meeting invitation, clearly state
the agenda of the meeting. List
the action items and request
that attendees come prepared to
address these issues. Attach related documentation for review and
request input.
3. Set a time limit. In today's business environment, everyone is busy.
By setting a clear time limit, you are showing that you respect your
coworkers' need for time management as well as your own.
4. Dress professionally. You want to be taken seriously, and
appearance is important. Even if it is "casual Friday," wear
appropriate business apparel.
5. Encourage punctuality. Never be late to your own meeting! Set an
example and plan to be in the room a few minutes before the start
time.
6. Manage the meeting. Stick to the agenda and keep an eye on the
time. Politely discourage cross talk and make sure that every person
has an opportunity to speak. Move the agenda along, but not so fast
as to miss key points. If the meeting goes off-topic, remind the group
of the agenda at hand and suggest that unrelated matters be
addressed at another time.
7. Avoid engaging in petty bickering or arguments. Remain calm and
diplomatic, no matter how heated the discussion may become. This
portrays your good manners to the group.
8. Summarize. At the end of the meeting, sum up the action items and if
necessary, request another meeting.
9. Follow-up. Once the meeting is over, follow up with all attendees.
Send a list of action items, resolutions and issues that remain open.
Thank people for taking the time to attend, and request feedback.

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Types of meetings in an organization are divided into 5 categories.

1- Briefing meetings

2- Business meetings

3- Planning meetings

4- Consultation meetings

5- Review and Evaluation meetings

TEN TIPS IN HAVING A GREAT PROJECT MEETING

1. Inform and remind team of purpose just before meeting

By informing attendees just before they are not only less likely to forget it
but they will also come with any material or information needed to support
the discussion topics.

2. Minimize participants

Invite only those who are truly needed. As the number of participants goes
up so does the tendency to get bogged down. Often, those who are not
needed will show up to obtain any information resulting from the meeting.

3. Establish and follow an agenda

As a rule, every meeting should have an agenda that has at least three
points; the topics, the time allocated for each topic, and the “talker,” the one
who is taking the lead for a given topic.

4. State the purpose and intended outcome

Meeting leaders should not assume that everyone automatically

understands the meeting purpose and the desired outcomes. By stating
them clearly at the beginning, it will get the meeting started quickly and
keep it on track.

5. Attempt to involve each team member

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Meetings can often get off balance when a few attendees do all the talking
and dominate the discussions. The meeting leader should attempt to involve
each member to ensure that group synergy occurs.

6. Use diagrams, pictures and graphics

The adage, “a picture is worth a thousand words” is no truer than in

meetings. They can reduce meeting durations by as much 28%. Whenever
practical, encourage participants to use diagrams, pictures and graphics
instead of handing out pages full of text.

7. Park important but unrelated topics

There may be times when an important topic, which is not on the agenda,
will come up. Rather than divert the focus of the meeting, it may be better to
list (park) the topics for another meeting.

8. Record action items, actionees, and due dates

Many times meeting discussions are very interactive but if the results are
not translated into action, items may fail to be productive. Almost every
meeting should conclude with a) a description of actions to be taken, b) who
has accepted the action, and c) when the action item is to be completed.

9. Issue a brief written meeting summary

Taking a few minutes to document a meeting can go a long way. By

summarizing a) who attended, b) main topics discussed, c) conclusions
reached, and d) actions to be taken, information will be easily recorded and
disseminated. Meeting summaries should be kept to one page containing
“bullet-type” statements.

10. Periodically measure the effectiveness of the project meetings

When project meetings begin being held many meetings will often be the
most ineffective due to new participants, circumstances, unfamiliarity with
roles, etc. By periodically measuring a meeting’s effectiveness, they can
often be brought to a higher level of efficiency.

GENDER-FAIR LANGUAGE

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Word choices often reflect unconscious assumptions about gender roles. As
professionals, we all need to examine our language to reduce or eliminate
choices that silence, stereotype, or constrain others.

The following examples provide inclusionary alternatives to specific

exclusionary wording. Many are matters of vocabulary; others are matters of
usage. What follows details choices and recommendations that address the
following issues of gender-fair language use:

1. The pseudo-generic he
2. The pseudo-generic man
3. Titles, labels, and names
4. Gender stereotypes
5. Implications of the guidelines

The Pseudo-Generic He and His: Creating Gender Balance

(a) The use of he or his when referring to both a female and a male excludes
the female. To be inclusive, writers and presenters must use both he and
she, and they must consciously balance pronoun use by sometimes
reversing their order. 

 Avoid exclusionary forms such as

 
o If a student studies hard, he will succeed.
 
 Choose inclusionary alternatives
 
o If a student studies hard, he or she will succeed.
o If a student studies hard, she or he will succeed.
o Students who study hard will succeed.

Note: The constructions s/he and he/she provide writers with additional
gender-free alternatives.

(b) Sometimes it is possible to drop the possessive form his altogether or to

substitute an article.

 Avoid exclusionary forms such as

 
o The average student is worried about his grades.
o When the student hands in his paper, grade it immediately.
 

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  Choose inclusionary alternatives
 
o The average student is worried about grades.
o When the student hands in the paper, grade it immediately.

(c) Often, it makes sense to use the plural instead of the singular.

 Avoid exclusionary forms such as

 
o Give the student his grade right away.
o Ask the student to turn in his work as soon as he is finished.
o Each student will do better if he has a voice in the decision.
 
 Choose inclusionary alternatives
 
o Give the students their grades right away.
o Ask students to hand in their work as soon as they are finished.
o Students will do better if they have a voice in the decision.

(d) The first- or second-person pronoun can sometimes be substituted for

the third person.

 Avoid exclusionary forms such as

 
o As a teacher, he faces excessive paperwork daily.
o When a teacher asks a question, he seeks student response.
 
 Choose inclusionary alternatives
 
o As teachers, we face excessive paperwork daily.
o When you ask your students a question, you are asking for
student response.

(e) In some situations, the form one/one's can be substituted for he/his, but
this construction should be used sparingly to avoid changing the tone of the
writing.

 Avoid exclusionary forms such as

 
o He might wonder what his response should be.
 
 Choose inclusionary alternatives
 
o One might wonder what one's response should be.

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(f) A sentence with he or his can sometimes be recast in the passive voice.
Although the passive voice has been much maligned, it has a valid function
if not overused.

 Avoid exclusionary forms such as

 
o Each student should hand in his paper promptly.
o The average citizen pays his taxes promptly.
 
 Choose inclusionary alternatives
 
o Papers should be handed in promptly.
o Taxes are paid promptly by the average citizen.

Note: Gender-conscious language users object to the passive voice when its
use allows the performer of an action to escape responsibility for that action,
i.e., She was assaulted.

(g) A sentence with he or his can be recast by substituting a participial

phrase for a clause.

 Avoid exclusionary forms such as

 
o Listen to the two-year-old as he uses his short, simple
sentences to communicate.
 
 Choose inclusionary alternatives
 
o Listen to the two-year-old using short, simple sentences to
communicate.

(h) When the subject is an indefinite pronoun, a number of options exist.

1. Recast the sentence to avoid using the indefinite pronoun.

 
o Avoid exclusionary forms such as
 
1. When everyone contributes his own ideas, the discussion
will be a success.
2. Does everybody have his book?
 
o Choose inclusionary alternatives
 
1. When all the students contribute their own ideas, the
discussion will be a success.
Date Developed:
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 2. Do all of you have your books?
 
2. Use both pronouns (he or she; her or his).
 
o Avoid exclusionary forms such as
 
1. When everyone contributes his own ideas, the discussion
will be a success.
2. Does everybody have his book?
3. Each student will do better if he has a voice in the
discussion.
 
o Choose inclusionary alternatives
 
1. When everyone contributes her or his own ideas, the
discussion will be a success.
2. Does everybody have his or her book?
3. Each student will do better if she or he has a voice in the
discussion.
 
3. Use the plural pronoun when the indefinite referent is clearly
understood to be plural.
 
o Avoid exclusionary forms such as
 
1. When everyone contributes his own ideas, the discussion
will be a success.
2. Does everybody have his book?
 
o Choose inclusionary alternatives
 
1. When everyone contributes their own ideas, the
discussion will be a success.
2. Does everybody have their book?
 
4. Use of the singular they/their form. This construction is becoming
increasingly acceptable. However, classroom teachers need to be
aware that state and/or national assessments may not regard this
construction as correct.
 
o Avoid exclusionary forms such as
 
1. Does each student have his book?
 

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 o Choose inclusionary alternatives
 
1.  Does each student have their book?

The Pseudo-Generic Man: Creating Gender Balance

Like the pseudo-generic form he, the use of the word man to represent both
women and men excludes women, and it minimalizes their contributions
and their worth as human beings. To make language more inclusive:

 Avoid exclusionary forms such as

 
o mankind
o man’s achievements
o the best man for the job
o man the controls
o man the ticket booth
 
 Choose inclusionary alternatives
 
o humanity, human beings, people
o human achievements
o the best person for the job
o take charge of
o staff the ticket booth

(a) Some forms pose greater problems than those listed above:

 man-made (as in man-made materials). Artificial materials or even

synthetic materials have fewer positive connotations when substituted
here.
 freshman (as in certain official names such as freshman orientation).
First-year student is an alternative that may work.
 alumni which is the masculine plural form; alumnae is the feminine
plural.

(b) When describing a job or career both men and women might perform,
avoid using a combined term that specifies gender.

 Avoid exclusionary words and phrases such as

 
o chairman/chairwomen
o businessman/businesswoman
o congressman/congresswoman
o policeman/policewoman
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 o salesman/saleswoman
o fireman
o mailman
 
 Choose inclusionary alternatives
 
o chair, coordinator, moderator, presiding officer, head,
chairperson
o business executive, manager, businessperson
o congressional representative
o police officer
o salesperson, sales clerk, sales representative
o firefighter
o postal worker, letter carrier

Titles, Labels, and Names: Promoting Gender Equity

The titles used to name people and occupations often reflect inequitable
assumptions about males and females. Gender-fair language promotes more
inclusive and equitable representations of both females and males, opening
possibilities rather than restricting choices.

(a) Identify men and women in the same way. Diminutive or special forms to
name women are usually unnecessary. In most cases, generic terms such as
a doctor, judge, or actor include both genders. Only occasionally are
alternate forms needed, and in these cases, the alternate form replaces both
the masculine and the feminine titles.

 Avoid exclusionary words and phrases such as

 
o stewardess
o authoress
o poetess
o coed
o male nurse
o lady lawyer
o woman doctor
 
 Choose inclusionary alternatives
 
o flight attendant, steward
o author
o poet
o student
o nurse
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 o lawyer
o doctor

Note: If the gender of a professional is important to a person seeking

professional assistance, exceptions may occur. For example, a woman may
prefer to visit a gynecologist who is female. In such cases, the effects of
gender labeling can be mitigated by changing the gender-laden descriptor to
a noun, emphasizing the professional title, and de-emphasizing gender, i. e.,
a woman who is a doctor rather than a woman doctor; a male who is a nurse
rather than a male nurse.

(b) Seek alternatives to language that omits, patronizes, or trivializes

women, as well as to language that reinforces stereotyped images of both
women and men.

 Avoid exclusionary forms such as

 
o I'll have my girl do that job.
o Maria is a career woman.
o You guys go ahead.
o The ladies on the committee all supported the bill.
o Pam had lunch with the girls at the office.
o This is a man-sized job.
o old maid; spinster
 
 Choose inclusionary alternatives
 
o I'll ask my assistant (or secretary) to do that job.
o Maria is a professional. Maria is a doctor. 
o students, class, folks, all of you, third graders
o The women on the committee supported the bill.
o Pam had lunch with the women at the office.
o This is a complex (huge, enormous, difficult) job.
o single person

(c) Treat women and men in a parallel manner.

 Avoid exclusionary forms such as

 
o The reporter interviewed Chief Justice William Rehnquist and
Mrs. Sandra Day O'Connor (or Chief Justice William Rehnquist
and Sandra Day O'Connor).
o The reading list included Jane Austen, Joyce, Proust, and
Virginia Woolf.
o The steward seated Mr. Clinton and his lovely wife Hillary.
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 o The invitation was addressed to Mr. and Mrs. Michael Webber.
o The invitation was addressed to Dr. and Mrs. Michael Webber
(when both are doctors).
 
 Choose inclusionary alternatives
 
o The reporter interviewed William Rehnquist and Sandra Day
O’Connor (or Chief Justice Rehnquist and Justice O’Connor).
o The reading list included Austen, Joyce, Proust, and Woolf (or
Jane Austen, James Joyce, Marcel Proust, and Virginia Woolf).
o The steward seated Mr. and Mrs. Clinton.
o The invitation was addressed to Dr. Olivia and Mr. Michael
Webber.
o The invitation was addressed to Drs. Michael and Olivia
Webber.

(d) Use courtesy titles that promote gender equity. Courtesy titles that label
a woman in regard to her relationship to a man (her marital status) or forms
of address that depict a woman as the mere appendage of her husband
trivialize women or render them invisible.

 Avoid exclusionary forms such as

 
o Miss, Mrs.
o Mrs. Michael Webber
o Mr. and Mrs. Michael Webber
 
 Choose inclusionary alternatives
 
o Ms.
o Ms. Olivia Webber
o Ms. Olivia Webber and Mr. Michael Webber

Note: Too often, people substitute Ms. for Miss and keep using Mrs. for
married women, defeating the original purpose of adopting Ms. to create an
equitable form of address for all women regardless of marital status. Use
Ms. for married as well as unmarried women.

(e) Do not label athletic teams according to gender.

 Avoid exclusionary words and phrases such as

 
o girl pitcher or lady pitcher
o the Lady Cardinals
 
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  Choose inclusionary alternatives
 
o pitcher
o the Cardinals

Gender Stereotypes: Strategies for Reducing Negative Effects

Gender stereotypes limit and trivialize both females and males, presenting
an inaccurate view of the world and its possibilities. Such
misrepresentations constrain communication.

(a) Do not represent certain jobs or roles as only appropriate for, or held by,
women or men, i.e., farmers are men and elementary teachers are women.
Doing so makes gender-based assumptions. When referring to a job or role,
use a gender-specific pronoun only if the gender of the person is known.

 Avoid exclusionary forms such as

 
o Dear Mothers, please bake cookies for our class party.
o NCTE convention attendees and their wives are invited.
o The policy manual states that a principal must take attendance
at his faculty meetings (the principal's gender is unknown).
 
 Choose inclusionary alternatives
 
o Dear Families, please bake cookies for our class party.
o NCTE convention attendees and their guests are invited.
o The policy manual states that a principal must take attendance
at all faculty meetings.

(b) Do not represent females and males as possessing stereotypically

gendered attributes. For example, do not always imply that:

 girls are timid and boys are brave

 males are admired for their accomplishments and women for their
physical attributes
 females are passive and males are active.

Implications of the Guidelines Balancing the Representation of Females

and Males

As important as language is, making minor changes in vocabulary and

usage to achieve gender fairness is virtually futile if underlying assumptions
about gender restrict the people represented in texts to traditional roles.
Simply changing cavemen to cave dwellers or actresses to actors will do little
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to promote gender fairness when female voices are absent or
underrepresented in texts. Attempts must be made to provide gender
balance through the careful selection of materials.

1. A balance of literature by and about both women and men should be

included whenever possible.
2. Materials should be chosen to emphasize gender equity and to show
males and females in traditional and nontraditional roles.
3. Nonexclusive texts and classic pieces can provide a focus for
discussion of gender roles and gender equity. They should be placed
in proper historical context and should be balanced by other texts
that show gender-fair roles and assumptions.
4. Trade books, texts, videos, and other media resources should be
chosen to show females and males actively participating in a variety of
situations at home, work, or play.
5. In organizing lists of materials and educational activities, avoid
separation by gender. Choose headings and activities that do not
assume stereotypic male and female interests. For example, use
categories such as exploration or friendship rather than books for boys
or women's videos. Avoid promoting competition of girls against boys,
i.e., girls vs. boys in a spelling bee; a debate with males taking one
side of the issue, and females the other. Avoid assuming gendered
interests and abilities, i.e., girls decorate the bulletin board, boys boot
up the computer, girls are cheerleaders, and boys play sports.
6. Present gender-equitable examples by alternating male and female
names and by avoiding the use of stereotyped gender roles. When
discussing roles traditionally held by males, use examples of females
in those roles; use examples of males in roles traditionally held by
females.

Promoting Gender-Fair Discourse Practices

1. Praise, encourage, and respond to the contributions of females and

males equally.
2. Call on females as often as males to answer both factual and complex
questions.
3. Create a classroom atmosphere where females are not interrupted by
others more often than males.
4. Establish collaborative groups composed of both males and females to
provide opportunities for all voices to be heard.
5. Value intellect; avoid references to appearance and physical
attributes.
6. Choose females for leadership positions as often as males.
7. Avoid comments or humor that demeanor stereotype males or females.

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 Self-Check 1.2-1

A. Enumeration

1. Give ten (10) Effective Workplace Communication Tips

2. What are examples of nonverbal, physical means of

communication?

3. What are the 5 categories in terms of types of organizational

meetings?

4. Name business etiquette tips in attending a meeting

5. What are the good etiquettes in attending meetings in the work

place?

B. Essay

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 8. Explain the importance of using gender fair language in a
workplace.
9. How can we prevent gender bias in a workplace?

Answer Key 1.2-1

Enumeration:

1. The ten tips for effective workplace communication are the following:

 Set up an atmosphere for communicating.

 Everyone agrees to listen and only one person talks at a time.
 Everyone agrees that there is no such thing as a wrong comment or
dumb question. 
 Everyone agrees to talk about the same amount of time.
 5. We agree to communicate with each other respectfully, with a
calm tone of voice, without harsh language, and with no derogatory
comments. 
 We agree that any information that is communicated will not be
used against someone or to make them feel bad. 
 Keep it simple. Say what you mean, say it briefly and
constructively. 
 Leave any personal agendas out of the meeting. 
 Keep an open mind
 Keep it positive.

2. The non-verbal, physical means of communication include:

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  body language
 sign language
 paralanguage
 touch
 eye contact
 or the use of writing.

3. The Types of meetings in an organization which are divided into 5

categories are:

 1- Briefing meetings
 2- Business meetings
 3- Planning meetings
 4- Consultation meetings
 5- Review and Evaluation meetings

4. The following are some business etiquette tips

 Be on time
 Be prepared.
 Bring a notebook and pen
 Participate
 Be polite and attentive
 Conduct yourself professionally
 Thank the chairperson

5. In attending work place meetings, the following are considered good

etiquettes:

 Be on time
 Be prepared
 Bring a notebook and pen
 Participate.
 Be polite and attentive
 Conduct yourself professionally
 Thank the chairperson

Essay:

Note: The trainer will be the one to check your answers since it is an open-
ended question.

Date Developed:
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 Learning Outcome Summary

LEARNING OUTCOME 3: COMPLETE RELEVANT WORK

RELATED DOCUMENTS

CONTENTS:

Recording information

ASSESSMENT CRITERIA:

1. Team meetings are attended on time.

2. Own opinions are clearly expressed and those of others are listened
to without interruption.
3. Meeting inputs are consistent with the meeting purpose and
established protocols.
4. Workplace interaction are conducted in a courteous manner
appropriate to cultural background and authority in the enterprise
procedures.
5. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
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 6. Meeting outcomes are interpreted and implemented

CONDITIONS:

The students/trainees must be provided with the following:

1. Paper
2. Pencils/ball pen
3. References (books)
4. Manuals

ASSESSMENT METHODS:

1. Written test
2. Practical/performance test
3. Interview

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 Learning Experiences

Learning Outcome 3

Complete relevant work related documents

Learning Activities Special Instructions

Read Information Sheet 1.3- 1 After reading Information Sheet

1.3-1, perform Self Check 1.3-1

Perform Self Check 1.3- 1 After performing Self Check 1.3-1,

refer to Answer Key 1.3-1

Refer to Answer Key 1.3- 1 After finishing this Learning

Activity, proceed to the next one.

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 Information Sheet 1.3-1

Recording Information

Learning Objectives:

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

1.) Complete relevant work-related documents

COMPLETING RELEVANT WORK-RELATED DOCUMENTS

As a future industry worker, you will need to be familiar with administrative

protocols relating to how forms and documents are completed, used, and
stored.

Administrative tasks that you will be expected to perform will most likely
include preparing documents and completing forms in accordance with
government legislation and regulations, and with organizational policies and
procedures.

It is expected that at the end of this section you should be able to:

 select the appropriate form for your purpose

 complete workplace forms and documents in accordance with
organizational protocols and procedures
 follow organizational protocols and procedures for the submission of
personal documents.

Workplace forms and documents

Most business operations rely on complete and accurate workplace

documents for communication, information management and record
keeping.  Your role may require you to write emails and letters, and
complete documents and reports.

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Determine authorizations and permissions

You might prepare documents to be signed by delegated persons, or be

authorized to sign certain documents yourself.  Some information is
protected by privacy and confidentiality policies that determine who can see
it.

Identify any rules and formats that apply

Organizations are often specific about how to present formal correspondence

and case management notes, as well as reporting and record keeping,
including for legal purposes.  Workplace guidelines, templates and forms are
often provided to ensure that these tasks are completed correctly.

Check your information thoroughly

Misleading, incorrect or missing information is not only frustrating for the

people who process or refer to the information; it could have client service,
financial, duty of care or reporting implications for which your organization
is legally liable.  If you are in rural or regional areas, incorrect information
could delay important processes that could severely affect your client.

If you are unsure how to fill out forms or complete documentation, always
ask – do not guess.

Administrative protocols

A protocol is simply a set of rules that describe the standard way to

approach a task.  Following administrative protocols means that you
perform tasks in accordance with your organization’s policies, procedures
and expectations.

Some of the areas covered by administrative protocols may include:

 designated officers required to approve or sign a document

 timeframes set for completion or submission
 restrictions on who can access or use the information
 storage and archiving requirements
 obtaining comparative quotes for goods or services.

Selecting appropriate forms

Your day-to-day duties may require you to complete a range of forms, for
example, personal time sheets and leave forms, business forms such as
purchasing orders, and case-related forms such as client registration forms,
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referral forms and client contact records. These forms range in complexity,
audience, format and formality.

 You need to be able to select the appropriate form for your purpose
and complete it accurately. The example below shows the forms that
you might need to complete a purchasing process. The process and
forms used by your organization may be different.
 Obtain quotations – complete fax covers sheet and quotation form
 Order goods – complete a requisition/purchase order
 Accept goods – sign a delivery sheet
 Inventory – enter goods into inventory.
 Select from the list below to see some examples of forms that are
relevant to your future organization (samples):

 Authorization to Act
 Client registration form
 Confidentiality form
 Equipment checklist
 Induction checklist
 Message form
 Requisition form
 Timesheet
 Volunteer driver form

Communicating your message

On occasion, you may be required to develop a new form or document for a

specific purpose.

The format you choose will be determined by the preference of your

organization.  Whatever format you choose, pay particular attention to how
well your document conveys your message, through:

 its purpose, message and audience

 the layout of the information
 use of headings and paragraphs to make the document easy to read
 use of logos, disclaimers, privacy and copyright statements. 

Feedback

Your documents could include:

 client registration forms, contact registers, client letters, case reports

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  purchase orders, invoices
 HR forms, leave forms, timesheets, rosters
 meeting minutes, management reports
 any other forms that you complete in your workplace.

Organizational policies and procedures

Procedures provide specific guidelines for completing a task, such as filling

out and submitting a form.  The procedures are normally based on
organizational policy, which deals with broad issues, roles and functions
relating to the specific area, such as case management, workplace safety or
purchasing.

If you are unsure of the policies or procedures that apply in your workplace,
ask a more experienced co-worker to assist you, or refer to your
organization’s guidelines or manuals. Procedures you must follow may be
similar to the following examples:

 Grievance process
 Staff appraisal process

Case example

You have written a letter to a client and passed it to the receptionist to

include with the daily mail.  He asks you who approved the letter, and then
explains that there are specific procedures for sending letters.  These are in
place to ensure that all communication with clients is professionally
presented and in line with client management policies.

You learn that there is a template you must use – a pre-formatted document
on letterhead, with instructions for content wording.  There is also a process
of proofreading and approval before the letter can be sent.

Case example

A colleague has an accident at work.  There is an accident/incident report

form and other documents that must be filled out.  This ensures that the
organization complies with workplace health and safety (WHS) legislation.

The WHS policy that guides this process is supported by procedures for
recording information and processing the necessary forms.

Feedback
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Your documents could include:
 client registration forms, contact registers, client letters, case reports
 purchase orders, invoices
 HR forms, leave forms, timesheets, rosters
 meeting minutes, management reports
 any other forms that you complete in your workplace.

Feedback

 Purpose should be stated in the content of the document.

 Topic should be evident as a heading or introductory text.
 Formats should describe whether it is a print or online document,
formal or informal, a form, letter or brochure.
 Audience may be stated, or evident in the format, language and style
of the communication.

Workplace activity: Organizational procedures

Choose two examples of workplace forms and identify the policies and
procedures that apply.

Feedback

Your examples could have included:

 Purchase order form – Purchasing policy, procedure for ordering
stores
 Consent form (under 18s) – Client management policy, client
registration procedures
 Hazard report form – WHS policy, procedure for reporting a hazard.

All of the forms that you complete in your workplace will be guided by
policies and/or procedures.

Personal documents

Personal documents are any documents that contain information about a

specific person, for example, a completed performance appraisal form is a
personal document, while an invoice for stores is not.

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Other examples of personal documents include:

 Human resource management documents containing personal

information about staff, for example, staff records, pay slips,
certificates, tax forms, and performance appraisals.
 Case-related documents that contain personal information about
clients, for example, Centrelink forms, medical reports, release of
information consent forms, proof of Aboriginality, agency referrals,
agency contract agreements, and case notes.
 Personal documents that need to be sighted for official purposes, for
example, birth certificates, driving licenses, Blue Cards, Disability
Services Positive Notice Cards, visas, and qualifications.

Your organization will have protocols and procedures in place to maintain a

client’s legal right to privacy. All forms that relate to a client should be
considered as being of a personal nature.

Every organization will have different practices for storing information.  It is

important that you fully understand how this is done in your organization,
and why.

Workplace policies and procedures for storage and access of information

provide a guide for workers to follow, and if you are conscientious in
adhering to these, information can be kept secure and in good order, and
will be easily accessible to those who need it.

At the end of this section you should be able to:

 keep information in accordance with organizational guidelines

 provide access to information to appropriate individuals
 maintain confidentiality and security of information
 report breaches of confidentiality to the appropriate person.

To function as an effective and productive member of your organization, it is

important that you know how to select equipment that is appropriate for the
task, and then use it in accordance with designated instructions. The
maintenance of that equipment is also critical to ensure that it is always
operational.

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 Self-Check 1.3-1

1. Make an example of a list of the documents used for purchases

2. What are Personal documents?

3. What are other examples of personal documents?

Activity 1: Administrative protocols

This activity can be completed as described below, or you could look at other
workplace protocols that are relevant to your job and describe one of those
instead. Make sure you discuss it with your teacher or trainer first.
Find out about the protocols for purchasing supplies and equipment in your
organization and complete the following:
A. Make a list of the documents used for purchases involving:
a. use of petty cash
b. ordering from a preferred supplier
c. obtaining quotes from suppliers
d. receiving goods on delivery
e. paying for goods and services.
B. List the staff members responsible for the approval/sign-off of the
documentation needed for each of these purchasing processes.

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Activity 2: Select and complete forms

This activity can be completed using any of the example forms provided with
this resource. You could also use forms from your workplace – discuss this
with your teacher or trainer first.
A. Find and complete a workplace form relating to each of following
scenarios:
 registering a client referred to your parenting course
 recording your work hours
 taking a new staff member through the induction process.
B. Write a brief statement identifying the protocols and procedures that
apply.
C. Complete each form using fictional (made up) details.
If there is any part of the process that you are unsure of, or you don’t
understand what details are required by the form, ask your supervisor for
advice.

Activity 3: Communicating your message

Choose two examples of written workplace communication and identify the

following:
 purpose
 topic
 format
 audience

Activity 4: Administrative protocols

This activity can be completed as described below, or you could look at other
workplace protocols that are relevant to your job and describe one of those
instead. Make sure you discuss it with your teacher or trainer first.
Find out about the protocols for purchasing supplies and equipment in your
organization and complete the following:
D. Make a list of the documents used for purchases involving:

Date Developed:
Document No.
September 15, 2021
“Participate EIM2-CBLM-BASIC1
in Workplace Developed by: Date Revised: Page
Communication” Engr. Wayne D. 60 of
Manabat, MTE Revision # 01 63
 f. use of petty cash
g. ordering from a preferred supplier
h. obtaining quotes from suppliers
i. receiving goods on delivery
j. paying for goods and services.
E. List the staff members responsible for the approval/sign-off of the
documentation needed for each of these purchasing processes.
Activity 5: Select and complete forms

This activity can be completed using any of the example forms provided with
this resource. You could also use forms from your workplace – discuss this
with your teacher or trainer first.
F. Find and complete a workplace form relating to each of following
scenarios:
 registering a client referred to your parenting course
 recording your work hours
 taking a new staff member through the induction process.
G. Write a brief statement identifying the protocols and procedures that
apply.
H. Complete each form using fictional (made up) details.

If there is any part of the process that you are unsure of, or you don’t
understand what details are required by the form, ask your supervisor for
advice.

Activity 7: Communicating your message

Choose two examples of written workplace communication and identify the
following:
 purpose
 topic
 format
 audience.
Consider whether the selected documents are suited to their purpose? Could
they be improved in any way?

Date Developed:
Document No.
September 15, 2021
“Participate EIM2-CBLM-BASIC1
in Workplace Developed by: Date Revised: Page
Communication” Engr. Wayne D. 61 of
Manabat, MTE Revision # 01 63
 Answer Key 1.3-1

1. The following are examples of a list of the documents used for

purchases:
 use of petty cash
 ordering from a preferred supplier
 obtaining quotes from suppliers
 receiving goods on delivery
 paying for goods and services.

2. Personal documents are any documents that contain information

about a specific person, for example, a completed performance
appraisal form is a personal document, while an invoice for stores is
not.

3. Other examples of personal documents include:

o Human resource management documents containing personal

information about staff, for example, staff records, pay slips,
certificates, tax forms, and performance appraisals.

o Case-related documents that contain personal information

about clients, for example, Centre link forms, medical reports,
release of information consent forms, proof of Aboriginality,
agency referrals, agency contract agreements, and case notes.

o Personal documents that need to be sighted for official

purposes, for example, birth certificates, driving licenses, Blue
Cards, Disability Services Positive Notice Cards, visas, and
qualifications.

o For Activities 1-7 the teacher will be the one to check the activity
outputs

Date Developed:
Document No.
September 15, 2021
“Participate EIM2-CBLM-BASIC1
in Workplace Developed by: Date Revised: Page
Communication” Engr. Wayne D. 62 of
Manabat, MTE Revision # 01 63
References:
www.google.com
Prentice Hall Book of Grammar

Date Developed:
Document No.
September 15, 2021
“Participate EIM2-CBLM-BASIC1
in Workplace Developed by: Date Revised: Page
Communication” Engr. Wayne D. 63 of
Manabat, MTE Revision # 01 63