HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE

Welcome to the Module Participating in Workplace Communication. This module

contains training materials and activities for you to complete
The unit of competency Participate in Workplace Communication is one of the Basic
Competencies which contains the knowledge, skills and attitudes required for all the
programs offered by all TESDA-Institutes in Region Caraga.
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 Information Sheets,
Resource Sheets and Reference Materials for further reading to help you better understand
the required activities. Follow these activities on your own and answer the self-check at the
end of each learning outcome. Get the answer key from your trainer and check your work
honestly. If you have questions, please don’t hesitate to ask him/her for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this module
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 or skills,
talk to him/her about having them formally recognized so you won’t have to do the same
training again. If you have qualifications or Certificates of Competency from previous
trainings, show them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL.
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.
A Record of Achievement/Progress Chart is also provided to your trainer to complete/accomplish
once you have completed the module. This will show your own progress.

DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency: Participate in
Workplace Communication. This will be the source of information for you to acquire the
knowledge and skills in this particular module with minimum supervision or help from your
trainer. With the aid of this material, you will acquire the competency independently and at
your own pace.
Talk to your trainer and agree on how you will both organize the training of this unit. Read
through the module carefully. It is divided into sections which covers all the skills and
knowledge you need to successfully complete in this module.
Work through all the information sheets and complete the activities in each section. Do what
is asked in the INSTRUCTIONAL SHEETS and complete the SELF-CHECK. Suggested
references are included to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager. He/she is there to
support you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider when you are
completing activities and it is important that you listen and take notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own progress.
When you are ready, ask your trainer to watch you perform the activities outlined in the
module.
As you work through the activities, ask for written feedback on your progress. Your trainer
gives feedback/pre-assessment reports for this reason. When you have successfully
completed each element or learning outcome, ask your trainer to mark on the reports that you
are ready for assessment.
When you have completed this module and feel confident that you have had sufficient
practice, your trainer will schedule you for the institutional assessment. The result of your
assessment/evaluation will be recorded in your COMPETENCY ACHIEVEMENT
RECORD.
 LISTS OF BASIC COMPETENCIES

Competency Unit of Competency Module Title Code

Number

1 Participate in Workplace Participating in 400311210

Communication workplace
communication

2 Work in Team Environment Working in team 400311211

environment

3. Solve/Address General Solving/Addressing 400311212

Workplace Problems General Workplace
Problems

4 Develop Career and Life Developing Career 400311213

Decision and Life Decisions

5 Contribute to Workplace Contributing to 400311214

Innovation Workplace
Innovation

6 Present Relevant Information Presenting Relevant 400311215

Information

7 Practice Occupational Health Practicing 400311216

and Safety Procedures occupational health
and safety procedures

8 Exercise Efficient and Exercising Efficient 400311217

Effective Sustainable and Effective
Practices in the Workplace Sustainable Practices
in the Workplace

9 Practice Entrepreneurial Practicing 400311218

Skills in the Workplace Entrepreneurial Skills
in the Workplace
 MODULE CONTENT

MODULES OF INSTRUCTION

UNIT OF COMPETENCY:Participate in Workplace Communication

MODULE TITLE : Participating in Workplace Communication

MODULE DESCRIPTOR: This module covers the knowledge, skills and attitudes
required to obtain, interpret and convey information in
response to workplace requirements.
NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

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

LO 1. Obtain and convey workplace information

LO 2. Perform duties following workplace instructions

LO 3. Complete relevant work-related documents

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
6. Defined workplace procedures for the location and storage of information.
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 appropriate to
cultural background and authority in the enterprise procedures.
12. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges 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 routine calculations.
17. Errors in recording information on forms/documents are identified and rectified.
18. Reporting requirements to superior are completed according to enterprise
guidelines.
 COMPETENCY SUMMARY

UNIT OF COMPETENCY PARTICIPATE IN WORKPLACE

COMMUNICATION

MODULE TITLE PARTICIPATING IN WORKPLACE

COMMUNICATION

Introduction:
This module covers the knowledge, skills and attitudes required to obtain, interpret
and convey information in response to workplace requirements.

Learning outcome:
1. Obtain and convey workplace information
2. Perform duties following workplace instructions
3. Complete relevant work related documents

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
6. Defined workplace procedures for the location and storage of information.
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 appropriate to cultural
background and authority in the enterprise procedures.
12. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges 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 routine calculations.
17. Errors in recording information on forms/documents are identified and rectified.
18. Reporting requirements to superior are completed according to enterprise guidelines.
 LEARNING OUTCOME 1

OBTAIN AND CONVEY WORKPLACE INFORMATION

CONTENTS:
a. Effective verbal and non-verbal communication
b. Different modes of communication and lines of communication
c. Medium of communication in the workplace
d. Communication procedures, systems and organizational policies
e. Technology relevant to the enterprise and the individual’s work

ASSESSMENT CRITERIA:
Assessment requires evidence that the candidates:
1. Prepared written communication following the standard format of the
organization.
2. Accessed information using workplace communication equipment/systems.
3. Made use of relevant terms as an air to transfer information effectively.
4. Conveyed information effectively adopting formal or informal communication.

CONDITIONS:
The students/ trainees must be provided with the following:
1. Fax machine
2. Telephone
3. Notebook
4. Writing materials
5. Computer with internet connection
6.
METHODOLOGIES:
1. Written assessment
 Critical reading responses
 Crtical viewing responses
 Mind map/ information table
 Parts,Puroposes , Complexities (PPCs) / Entity Relationship diagram
 Flow chart / work process matrix
  Self-assessment
2.Performance Test
 Lecture
 Role playing
 Self-pace learning
3.oral questioning (Problem-centered approach)

ASSESSMENT METHODS
1. Demonstration
2. Written Test
 LEARNING EXPERIENCES

Learning Activities Special Instructions

1. Read Information sheet 1.1-1 If you have some problem on the content
of the information sheet don’t hesitate to
EFFECTIVE VERBAL AND NON- approach your facilitator.
VERBAL COMMUNICATION
If you feel that you are now knowledgeable
STEM COMPETENCIES on the content of the information sheet,
 STEM knowledge you can now answer self-check provided in
 ICT literacy the module
 Occupational safety and
Health Literacy
 Critical thinking
 Problem solving

STEM PEDAGOGIES
 Experiential learning
 Project- based learning
 Problem-centered learning

2. Answer Self-Check 1.1-1 Refer your answer to Answer key 1.1-1

3. Read Information sheet 1.1-2 If you have some problem on the content
of the information sheet don’t hesitate to
approach your facilitator.
DIFFERENT MODES OF
If you feel that you are now knowledgeable
COMMUNICATION AND LINES OF
on the content of the information sheet,
COMMUNICATION
you can now answer self-check provided in
the module

4. Answer Self Check 1.1-2 Refer your answer to Answer key 1.1-2

5. Read Information sheet 1.1-3 If you have some problem on the content
MEDIUM OF COMMUNICATION IN of the information sheet don’t hesitate to
THE WORKPLACE
approach your facilitator.
If you feel that you are now knowledgeable
on the content of the information sheet,
you can now answer self-check provided in
the module
 Refer your answer to Answer key 1.1-3
6. Answer Self Check 1.1-3
If you have some problem on the content
7. Read Information sheet 1.1-4
of the information sheet don’t hesitate to
COMMUNICATION PROCEDURES, approach your facilitator.
SYSTEMS AND ORGANIZATIONAL
If you feel that you are now knowledgeable
POLICIES
on the content of the information sheet,
you can now answer self-check provided in
the module

Review the content of the Job Sheet and

8. Perform Job Sheet 1.1-1
perform during the assigned time.

9. Check your work by comparing to Refer to marking schedule for acceptance

the performance standard on criteria.
observation checklist. If you find difficulty and did not meet the
standard, ask your trainer to demonstrate
the process.
If you pass, then you can proceed to the
next activity.

10.Read Information sheet 1.1-5 If you have some problem on the content
of the information sheet don’t hesitate to
approach your facilitator.
TECHNOLOGY RELEVANT TO THE
If you feel that you are now knowledgeable
ENTERPRISE AND THE
on the content of the information sheet,
INDIVIDUAL’S WORK
you can now answer self-check provided in
the module

11. Answer Self Check 1.1-5 Refer your answer to Answer key 1.1-5
 INFORMATION SHEET 1.1-1

EFFECTIVE VERBAL AND NON-VERBAL COMMUNICATION

Learning Objectives:
After reading this INFORMATION SHEET, you MUST be able to:

1. Identify the different verbal communication skills

2. Identify the different non-verbal communication skills
3. Know the effective ways of communicating in both verbal and non-verbal

Communication is the way of transferring information from one place, person or

group to another. The complexity in communication came from the transmission of the
message -the delivery of an idea can be affected by many factors such as emotions, cultural
situation, the medium used, intonations, etc. Hence, a good communication skill is considered
desirable for employers around the world: accurate, effective and clear.

Verbal Communication Skills

Verbal communication is an all-encompassing term for communication involving
words- whether they’re spoken, written or signed. It serves as way of expressing ideas,
desires and concepts that is significant in the process of learning and teaching.

Four Types of Verbal Communication

1. Intrapersonal Communication
This form of communication is extremely private and restricted to ourselves. It
includes the silent conversations we have with ourselves, wherein we juggle roles
between the sender and receiver who are processing our thoughts and actions. This
process of communication when analyzed can either be conveyed verbally to someone or
stay confined as thoughts.

2. Interpersonal Communication
This form of communication takes place between two individuals and is thus a one-
on-one conversation. Here, the two individuals involved will swap their roles of sender
and receiver in order to communicate in a clearer manner.
 3. Small Group Communication
This type of communication can take place only when there are more than two people
involved. Here the number of people will be small enough to allow each participant to
interact and converse with the rest. Press conferences, board meetings, and team meetings
are examples of group communication. Unless a specific issue is being discussed, small
group discussions can become chaotic and difficult to interpret by everybody. This lag in
understanding information completely can result in miscommunication.

4. Public Communication
This type of communication takes place when one individual addresses a large
gathering of people. Election campaigns and public speeches are example of this type of
communication. In such cases, there is usually a single sender of information and several
receivers who are being addressed.

Verbal Skills Worth Practicing

1. Be friendly. People that entertains positive vibes and talks with a friendly tone always
has the edge to be heard. Biologically, people are more drawn to something/someone
that could make us feel good and entertained.
2. Think before you speak. A communication skill starts with a comprehendible set of
ideas that could easily be understood. Also, the use of positive words are encouraged.
3. Don’t talk too much. A good communication does not only involves talking, it also
involves listening to the other side.
4. Be authentic. Nowadays, people are easily turned off by people who feel that they
need to put on a show to prove a point. People are more attracted to someone who’s
authentic, transparent and real.
5. Speak with confidence. A person who speaks with confidence is more reliable than
those who stutter and sounds unsure.
Non-Verbal Communication Skills

Sometimes, non-verbal communication speaks louder than words. In accordance to

the author, Alton Barbour, only 7% of communication is based verbally, the other
percentages are composed of facial expressions and other non-verbal skills.

Types of Non-Verbal Communication

1. Eye Contact. Eye contact is like the cable that connects your laptop to the projector. A
fixed eye contact establishes a strong connection between the talker and the listener.
Moreover, it also shows sincerity and interest.
2. Facial Expressions. The face is the gateway to anyone’s thought. Allow it to reflect
your feelings without overdoing it.
3. Touch. Touch can communicate effectively in a variety of circumstances. For
example, the firmness of your handshake can show the other person you are self-
confident when you are meeting for the first time. A gentle touch on the shoulder can
show empathy when someone is getting emotional. A hug can be friendly, comforting
or caring when used with someone you know well. Be careful of how you use touch
with strangers and co-workers so it is not interpreted as inappropriate.
4. Space. A right amount of space helps maintain each other’s comfort level. The other
person might feel intimidated or disrespected if you don't keep a proper distance.
5. Gestures. Keep your hand gestures small and natural, letting them emphasize what
you are saying without overwhelming your words.
 SELF-CHECK 1.1-1

Multiple Choice: Choose the letter of the correct answer from the given choices.

1. A type of verbal communication that involves a deep communication within

ourselves.
a. Interpersonal
b. Intrapersonal
c. Gestures
d. Facial Expressions
2. An effective verbal communication involves all of the following, except
a. Be friendly
b. Always be the listener
c. Do not brag
d. Be confident
3. This form of communication takes place between two individuals and is thus a one-
on-one conversation
a. Interpersonal
b. Intrapersonal
c. Gestures
d. Facial Expressions
4. It establishes a strong connection between the talker and the listener, it also shows
sincerity and interest.
a. Gestures
b. Facial Expressions
c. Tone and Intonations
d. Eye contact

5. All of the following are a good practice of non-verbal communication, except:

a. Maintaining a close space to ensure trust and connection
b. Controlling your facial expressions
c. Keeping your gesture natural and small
d. Keep your eye contact fixed during conversation.
ANSWER KEY 1.1-1

1. b
2. b
3 .a
4. d
5. a
 INFORMATION SHEET 1.1-2

DIFFERENT MODES OF COMMUNICATION AND LINES OF

COMMUNICATION
Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;

1. Identify the three modes of communication

2. Differentiate the three modes of communication

Three Modes of Communication

The modes of communication are summarized on the table below.

Interpersonal Interpretive Presentational

Two way communication One way communication One-way communication

with an active exchange of with no recourse to the point intended for an audience of
ideas the writer or speaker readers, listeners, or viewers

Spontaneous and meaningful Readers or listeners interprets -Presentation of information;

the author or speaker not exchange
-No direct opportunity for the
active negotiation of meaning
exists

Participants observe and Interpretation differs from To ensure the intended

monitor one another to see comprehension and audience is successful in its
how their meanings and interpretation, the “presenter”
translation in that it implies
intentions ae being needs knowledge of the
the ability to read, listen or
communicated and making audience’s language and
view “between the lines,”
adjustments and culture
clarifications accordingly. including understanding
from within the cultural
mindset or perspective
Involves speaking, listening, -Reading of authentic texts -Writing (messages, articles,
writing and reading. advertisements, flyers,
(websites, stories and other
brochures, short stories,
literature, articles, signs) reports, scripts, Power Point
-Listening to authentic texts presentations);

(speeches, messages, songs,

radio news, ads) -Speaking (telling a story,
- Viewing of authentic giving a speech, TV or radio
news, drama presentations
Materials (videos, movies,
including skits, presentation
presentations, TV shows, to jury)
commercials, news, plays)
Lines of Communication
1. Line of Power
Every employee should know whom to talk to, whether regarding a business-related
question or otherwise. Establish a line of communication power so no one goes unheard in
the workplace.

If you are a point of contact or supervisor, inform subordinates before you pass one of
their concerns along to your supervisor. Mostly out of respect, this will keep your relationship
with employees healthy and communicative.

Keep an open door policy. Make sure those who answer to you know they can
approach you with concerns through email, phone or office visit with proper notice.

2. Line of Technology

Technology is the primary communication vehicle in business, so several things must

be considered and practiced before relaying important messages via telephone or email.

Before calling your point of contact, jot down notes so you have a coherent plan for
relaying your message. The notes should include a greeting, a purpose, an explanation and a
call to action. A well-organized phone call will demand results and garner respect from your
point of contact. Speak clearly and confidently.

Writing an email to ask a question or convey a message can be an effective line of

communication if done properly. A business email should be concise, cordial in tone and only
long enough to get the point across effectively.

3. In-person Communication

Communicating in person involves verbal and nonverbal communication, and both

are essential to workplace communication, and work together in speaking and listening. The
verbal without the nonverbal is like having a pen and no paper. Whether in a business
meeting, casual interaction or presentation, several verbal and nonverbal techniques exist and
will greatly improve office communication.
 SELF-CHECK 1.1-2

Identification. Identify the mode of communication used in the following situations.

1. An advertisement of an energy drink.

2. Reading published stories in Facebook.
3. Giving a speech in a graduation ceremony.
4. Watching TV shows like Probinsyano.
5. Telling a story at a toy conference
6. Relaying news.
7. Having a conversation with a friend.
8. A role-play in class
9. Exchanging letters
10. Listening to songs.
 ANSWER KEY 1.1-2

1. Presentational
2. Interpretive
3. Presentational
4. Interpretive
5. Presentational
6. Interpretive
7. Interpersonal
8. Presentational
9. Interpersonal
10. Interpretive
 INFORMATION SHEET 1.1-3

MEDIUM OF COMMUNICATION IN THE WORKPLACE

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;

1. Identify the different mediums of communication in the workplace

2. Know the application of each medium of communication

We divide the different types of communication medium into two different categories:

1. Physical media- With physical media we mean channels where the person who is talking
can be seen and heard by the audience. The whole point here is to be able to not only hear the
messages but also to see the body language and feel the climate in the room
2. Mechanical media- With mechanical media we mean written or electronic channels. These
channels can be used as archives for messages or for giving the big picture and a deeper
knowledge. But they can also be very fast. Typically though, because it is written, it is always
interpret by the reader based on his or her mental condition. Irony or even humor rarely
travels well in mechanical channels
Physical Media

1. Large Meetings. This channel works very well when you need to get across strategic
and important messages to a large group of people at the same time, creating a wide
attention, get engagement or communicate a sense of belonging. Large meetings are
excellent when you want to present a new vision or strategy, inform about a
reorganization or share new values. The opportunity for dialogue is limited at large
meeting, of course but you can create smaller groups where dialogue can be
performed.
2. Weekly Departmental Meetings. In the weekly meetings you and your group
communicate daily operative issues, gives status reports and solves problems. Weekly
meetings are also used to follow up on information from large meetings, management
team meetings etc from a “what’s-in-it-for-us-perspective”. This type of smaller
group meetings gives good opportunities for dialogue.
3. Up Close and Personal. This is a form of meetings where, often, a senior manager
meets with a “random” selection of employees to discuss and answer questions. Some
managers use this as an ongoing activities on a monthly basis. It can also be used in
specific projects or campaigns e.g. launching new strategies.
4. Viral Communication. It can be word-of-mouth delivered or enhanced by the network
effects of social media.
Mechanical Media

1. Email. E-mail is a good channel for the daily communication to specific target groups.
It is suitable mainly for up-to-date and “simple” messages and where there is no risk
of misunderstanding, E-mail is an important supplement to weekly meetings and the
Intranet. Invitation to and agenda for meetings can with advantage be sent out with e-
mail before the meeting, while background facts and minutes from meetings is well
suited to be stored on the Intranet.
2. Weekly newsletters. Managers that have large groups of employees and who has
difficulties in meeting all of them often choose to publish a personally weekly letter.
It is sort of a short summary of news with personally reflections. Many employees
often appreciate it because it has the potential to give the “what’s-in-it-for-us” angle.
They can also contain summaries and status in tasks, projects or issues – yesterday,
today and tomorrow.
3. Personal letters. At special occasions it can be justified to send a personal letter to
employees in order to get attention to a specific issue. E.g. pat on the back letter after
extra ordinary achievements. Or it can be a letter with your personal commentary on
an ongoing reorganization that affects many employees. One other example is a letter
that summarizes the past year and wishes all the best for the holidays.
4. SMS. Text messaging to the mobile phone is one of the new types of communication
medium and not a very widely used channel but where it is used it is proven very
effective. Some companies use it as an alert system e.g. for giving managers a head
start when something important will be published on the Intranet. The advantage with
SMS is that it is fast. But it should be used rarely as an exclusive channel.
5. Social Media. More and more companies are using social media in their external
marketing, setting up twitter and Facebook accounts etc. But these channels are also
used internal where managers become “friends” on Facebook with their employees or
where managers use blog and twitter targeting their employees.

SELF-CHECK 1.1-3
Multiple Choice: Choose the letter of the correct answer from the given choices.

1. Is one of the new types of communication medium that is very fast and is often used
as an alert system for giving a head start when something important comes up.
a. SMS
b. Social Media
c. Email
d. Large Meetings
2. This channel works very well when you need to get across strategic and important
messages to a large group of people at the same time.
a. Email
b. Large Meetings
c. Up Close and Personal
d. Viral Communication
3. It can be word-of-mouth delivered or enhanced by the network effects of social
media.
a. SMS
b. Email
c. Viral Communication
d. Departmental Meetings
4. Used to follow up on information from large meetings, management team meetings etc
from a “what’s-in-it-for-us-perspective”.
a. SMS
b. Email
c. Viral Communication
d. Departmental Meetings

5. What is the main difference between physical and mechanical medium?

a. Physical medium involves seeing the speaker personally while mechanical does not.
b. Physical medium, the listener cannot reply with the speaker while in the mechanical
medium, the listener can.
c. Both a and b
d. None of the above
ANSWER KEY 1.1-3

1. a
2. b
 3. c
4. d
5. a

INFORMATION SHEET 1.1-4

COMMUNICATION PROCEDURES, SYSTEMS AND

ORGANIZATIONAL POLICIES
Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Trace the flow of communication.
2. Know the different elements involved in the communication process.

Communication is a continuous process which mainly involves three elements:

sender, message, and receiver. The elements involved in the communication process are
explained below:

1. Sender
The sender or the communicator generates the message and conveys it to the receiver.
He is the source and the one who starts the communication

2. Message
It is the idea, information, view, fact, feeling, etc. that is generated by the sender and
is then intended to be communicated further.

3. Encoding
The message generated by the sender is encoded symbolically such as in the form of
words, pictures, gestures, etc. before it is being conveyed.

4. Media
It is the manner in which the encoded message is transmitted. The message may be
transmitted orally or in writing. The medium of communication includes telephone, internet,
post, fax, e-mail, etc.

5. Decoding
It is the process of converting the symbols encoded by the sender. After decoding the
message is received by the receiver.

6. Receiver
He is the person who is last in the chain and for whom the message was sent by the
sender. Once the receiver receives the message and understands it in proper perspective and
acts according to the message, only then the purpose of communication is successful.

7. Feedback
Once the receiver confirms to the sender that he has received the message and
understood it, the process of communication is complete.
8. Noise
It refers to any obstruction that is caused by the sender, message or receiver during the
process of communication. For example, bad telephone connection, faulty encoding, faulty
decoding, inattentive receiver, poor understanding of message due to prejudice or
inappropriate gestures.

Organizational Policies

Workplace policies establish boundaries, guidelines, and best practices for acceptable
behavior at your business. The purpose of policies such as these is they allow you to
communicate to your employees the way you expect them to behave on the job.

Importance of Organization/Workplace Policies

1. Establishes a Policy Manual. Typically provided to new hires during orientation, the
manual covers policies and procedures related to categories such as proper dress,
professional etiquette, and performance standards. The manual also usually addresses
specific policies and procedures that are unique to your organization.
2. Creates Uniformity in Employee Rights and Responsibilities. Another purpose of
policies at your business is to create some level of uniformity in employee rights and
responsibilities. Without a clear policy direction, employees tend to have different
personal standards that can lead to conflict.
3. Establishes Best Practices. A workplace policy can also help you recognize what
decisions and actions produce the best results for your business. Some policies simply
direct employees to act in line with what best benefits their department or the
organization.
4. Addresses Workplace Safety. Safety is another important purpose of policies in the
workplace. You should include policies that address legal and ethical safety for the
organization as well as personal safety for employees.
5. Limitations to Consider. Policies that are too restrictive can inhibit creative thinking,
anger employees, and lead to a decrease in productivity. By ensuring that your
policies are fair, you can prevent this type of negative result that could harm your
company’s long-term success.
Developing and introducing workplace policies
Step 1 – Management Support
The endorsement and modelling of the behavior by senior managers and supervisors will
encourage staff to take the policies seriously.

Step 2 - Consult with staff

Involve staff in developing and implementing workplace policies to promote stronger
awareness, understanding and ownership of the outcome.
Step 3 - Define the terms of the policy
Be explicit. Define key terms used in the policy at the beginning so that employees
understand what is meant.

Example 1: Occupational health and safety

No employee is to commence work, or return to work while under the influence of alcohol or
drugs. A breach of this policy is grounds for disciplinary action, up to and including
termination of employment.

Example 2: Email policy

Using the organization’s computer resources to seek out, access or send any material of an
offensive, obscene or defamatory nature is prohibited and may result in disciplinary action.

Step 4 - Put the policies in writing and publicize them

To be effective, policies need to be publicized and provided to all existing and new
employees. This includes casual, part-time and full-time employees and those on maternity
leave or career breaks.
Step 5 - Training and regular referral
The policies may be explained to staff through information and/or training sessions, at staff
meetings and during induction sessions for new staff. They should also be reiterated and
discussed with staff regularly at staff meetings to ensure they remain relevant.

Step 6 – Implementation
A breach of a policy should be dealt with promptly and according to the procedures set out in
the policy. The consequence of the breach should also suit the severity of the breach –
whether it be a warning, disciplinary action or dismissal.

Step 7 - Evaluate and review

Review policies regularly to ensure they are current and in line with any changes within the
organization. Where policies are significantly changed they should be re-issued to all staff
and the changes explained to them to ensure they understand the organization’s new
directions. These changes should also be widely publicized.
Types of Policies
Here are some examples of common workplace policies that could assist your workplace:
 code of conduct
 recruitment policy
 internet and email policy
 mobile phone policy
 non-smoking policy
 drug and alcohol policy
 health and safety policy
 anti-discrimination and harassment policy
 discipline and termination policy

Job Sheet No. 1.1-1

COMMUNICATION PROCEDURES AND SYSTEMS

 Performance Objectives:
 Given a specific type of communication medium, the group should be able to
demonstrate the communication process and identify the different elements involved.

 Materials

Props
Cellular Phone
Laptop
Projector
Bond papers (Newsletter)

 Procedures
1. The students will be divided into 5 groups. Each group will be assigned one
communication medium to act out.
Group 1 – Large Meeting
Group 2 – SMS
Group 3 – Viral Communication
Group 4 – Email
Group 5 – Newsletter
2. Each group will present a 5-10 minutes skit that demonstrates each communication
medium and shows the different steps of communication and the elements involved.

Performance Criteria for

Job Sheet No. 1.1-1

COMMUNICATION PROCEDURES AND SYSTEMS

Trainee’s Name: _________________________ Date: _______________

CRITERIA YES NO
The trainee has:
Demonstrated the communication medium correctly

Clearly identified the sender

Clearly stated the message

Clearly encoded the message

Clearly demonstrated the decoding of the message

Stated the receiver

Received some feedback from the receiver

Showed “noise”

INFORMATION SHEET 1.1-5

TECHNOLOGY RELEVANT TO THE ENTERPRISE AND THE

INDIVIDUAL’S WORK
Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;

1. Know the different devices used in communication.

2. Be familiarize with their usage.

The advancement of technology has helped to advance the ways in which we communicate
with each other. One way technology has advanced communication is through the birth of
electronic communication devices. Cell phones, social networking websites, email, and faxes
are a few examples of electronic communication devices. These devices have helped to make
communication more accessible and convenient.

1. Telephone. Over the past century, advances in technology have replaced the heavy
hardware and metal wiring of the original design with lightweight micro circuitry.
These advancements have also allowed for the transition from landlines to wireless,
freeing people to communicate from remote locations. All over the world, millions of
people can talk to each other, expanding businesses and improving relationships that
might not otherwise have survived across long distances. Telephones also allow for
instant communication, and new technology integrates video and Internet.
2. Internet. Email, social networks, newsgroups and video transmission have connected
the world like never before. Privacy concerns have arisen with the proliferation of the
Internet, especially with government monitoring and certain social networking sites,
but the Internet has woven itself into the fabric of society and business. High-speed
connections allow for an immense amount of information to be transferred in seconds.
3. Cellphones. Is a telecommunication device that uses radio waves over a networked
area (cells) and is served through a cell site or base station at a fixed location,
enabling calls to transmit wirelessly over a wide range, to a fixed landline or via the
Internet.
4. Fax machine. Is a device that is used to send documents electronically over a
telephone network. The transmissions it sends are called “faxes,” and these can be
between two fax machines, or between a fax machine and computer or online fax
service that is equipped to send and receive faxes.

SELF-CHECK 1.1-5

Multiple Choice. Choose the type of technology that is most appropriate to use at the given
scenario.
1.A head start should be given immediately to an employee on travel.
a. telephone
b. fax machine
c. cellphone
d. email
2. A scanned copy of the memorandum should be given to the head office.
a. telephone
b. fax machine
c. cellphone
d. email
3. Given that you don’t have any personal contact in the other office and your office has an
important notification to be given immediately, what would you use?
a. telephone
b. fax machine
c. cellphone
d. email
4. A hardcopy of the announcements should be delivered directly to another office.
a. telephone
b. fax machine
c. cellphone
d. email

5. An emergency meeting for the whole company should be done in about five minutes.
a. telephone
b. fax machine
c. cellphone
d. email
ANSWER KEY # 1.1-5

1. c
2. d
 3. a
4. b
5. c

LEARNING OUTCOME 2
PERFORM DUTIES FOLLOWING WORKPLACE
INSTRUCTIONS
CONTENTS:
a. Written Notices and Instructions
 b. Workplace interactions and procedures
c. Instructions on work related forms/documents
Assessment requires evidence that the candidates:
1. Prepared written communication following the standard format of the
organization.
2. Accessed information using workplace communication equipment/systems.
3. Made use of relevant terms as an air to transfer information effectively.
4. Conveyed information effectively adopting formal or informal communication.

CONDITIONS:
The students/ trainees must be provided with the following:
1. Fax machine
2. Telephone
3. Notebook
4. Writing materials
5. Computer with internet connection
METHODOLOGIES:
1. Group discussion
2. Interaction
3. Lecture
ASSESSMENT METHODS
1. Demonstration
2. Interview
3. Written Test

LEARNING EXPERIENCES

Learning Activities Special Instructions

1. Read Information Sheet 1.2-1 If you have some problem on the content
of the information sheet don’t hesitate to
WRITTEN NOTICES AND approach your facilitator.
INSTRUCTIONS If you feel that you are now
knowledgeable on the content of the
information sheet, you can now answer
self-check provided in the module

2. Answer Self Check 1.2-1 Refer your answer to answer key 1.2-1
3. Read Information Sheet 1.2-2 If you have some problem on the content
of the information sheet don’t hesitate to
WORKPLACE INTERACTIONS: approach your facilitator.
EFFECTIVE QUESTIONING If you feel that you are now
TECHNIQUES knowledgeable on the content of the
information sheet, you can now answer
self-check provided in the module.

Review the content of the Job Sheet and

4. Perform Job Sheet 1.2-1
perform during the assigned time.

5. Check your work by comparing to the Refer to marking schedule for acceptance
performance standard on observation criteria.
checklist. If you find difficulty and did not meet the
standard, ask your trainer to demonstrate
the process.
If you pass, then you can proceed to the
next activity.
6. Read Information Sheet 1.2-3 If you have some problem on the content
of the information sheet don’t hesitate to
WORK ETIQUETTE approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now answer
self-check provided in the module
7. Answer Self Check 1.2-3 Refer your answer to answer key 1.2-3

INFORMATION SHEET 1.2-1

WRITTEN NOTICES AND INSTRUCTIONS

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;

1. Identify the importance of the organizational policies.

2. Enumerate the process of making workplace policies.
3. Identify the different types of workplace policies.

One important aspect of communication is business communication, also known as formal

communication. Formal letters, memos, circulars etc are all forms of business communication.
Another important tool of the same is a notice. Let us learn the meaning of notices and details of
notice-writing.
Notice

Notices are a means of formal communication targetted at a particular person or a group of

persons. It is like a news item informing such person or persons of some important event. This
can be an invitation to a meeting, an announcement of any event, to issue certain instIt is
generally written and then displayed at a public place, where it is accessible to all. They can be
pasted on notice boards. If it is meant for a wider audience it can even be published in a
newspaper. The government when it issues notices must publish it in national and local papers
instructions, make appeals etc.

Format
Since notices are a formal document it should follow a structure or a format. Keep in mind there
is no one correct rigid format. Different formats used by different people/organizations can show
some variations. But it is ideal to follow a somewhat similar format for ease of understanding
and uniformity. Let us look at the most used format of notices.

1. Name of Issuing Organization/Authority: Right at the very top, you print the name of
the person or company that is issuing the said notices. This will help the reader identify
the notices as important or unimportant to him.

2. Title: When writing notices we mention a title “NOTICE” at the top. This helps draw
attention to the document. Notices are generally posted at a public place or published in
newspapers. It is important that they do not get lost in a sea of information. So a bold title
clearly mentioned helps draw the attention.
3. Date: After the tile to the left-hand side we print the date on which the notices have
been published. Since this is a formal document date is an important aspect of it since
these documents stay on record.
4. Heading: Then we move on to an appropriate heading to the notices. This heading
should make abundantly clear the purpose of the notices.
5. Body: After the heading, we write the brief and to the point body of the notice. The
main content of the notice features in the body.
6. Writer’s Name: At the end of the notices we write the name and designation of the
notice-writer. The notices have to also be signed by the same person to lend it authority
and validity.

Content
Notices should cover some important points that are to be communicated to the readers. Let us
summarize the five points that the content of the notice will cover, the five W’s

1. What: What is the notice about? The notice should be clear about what is going to
happen (event), or what has already happened (occasion). This is the crux of the message
and should be written clearly. There should not be any ambiguity.

2. Where: If the notice is about an event, then the location of such an event must be
written clearly. The venue or the location are important details, so make sure to include
this in the notice.
3. When: This is the time and the date of the event or meeting. If possible the duration of
the event should also be mentioned to people can schedule their time accordingly.
4. Who: This will be who the notice is addressed to. Who all are suppose to adhere to the
notice should be clearly mentioned to avoid confusion.
5. Whom: And final detail should be whom to contact or get in touch with. This
mentions who the appropriate authority is to contact.

Tips to Remember regarding Notice Writing

 Be precise and to the point. The ideal length of notice is 50 words, so precise language
is appreciated.

 It is a formal form of communication so the language used should be formal as well.

No flowery text.
 Keep the sentences short and use simple words. Since notices are fairly brief it is best
to keep it simple.
 Use passive voice as far as possible.
 Present your notices in a proper format in a box. The presentation should be neat and
thus be appealing to the eye.

SELF-CHECK 1.2-1

Explanation. Answer the following questions concisely.

1. Describe an effective notice.

2. Make a sample notice.

Model Answers 1.2-1

1.
 A. Following the format: Name of issuing organization/authority, title, date,
heading,body and writer’s name.
B. The content must have the 5 Ws: What, Where, When, Who, and Whom.
C. Has short and simple sentences
D. Uses passive voice
E. Presentation is neat and pleasant to the eyes

2.

INFORMATION SHEET 1.2-2

WORK PLACE INTERACTIONS: EFFECTIVE QUESTIONING

TECHNIQUES
Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Identify the significance of asking questions.
2. Differentiate the different types of questions.
3. Construct different types of questions.
4. Demonstrate the effective ways of asking questions.

Asking the right question is at the heart of effective communications and information
exchange. By using the right questions in a particular situation, you can improve a whole
range of communications skills. For example, you can gather better information and learn
more, you can build stronger relationships, manage people more effectively, and help others
to learn too.

Why ask questions?

1. To obtain information.
2. To help maintain control of a conversation.
3. Express an interest in the other person.
4. To clarify a point.
5. To explore the personality and or difficulties the other person may have.
6. To test knowledge.
7. To encourage further thoughts.

Four basic types of questions

1. Factual. Soliciting reasonably simple, straight forward answers based on obvious

facts or awareness. These are usually at the lowest level of cognitive (thinking) or
affective (feeling) processes and answers are frequently either right or wrong.

Ex. What are the basic factors to be considered in welding?

2. Convergent. Generally require students to give the “correct” answer to standard
questions that do not require significant creativity.

Ex. On reflecting over the entirety of the play Hamlet, what were the main reasons
why Ophelia went mad?

3. Divergent. A question with no specific answer, but rather exercises one’s ability to
think broadly about a certain topic.
 Ex. What will happen if you leave an egg under direct sunlight for a week?

4. Evaluative. These types of questions usually require sophisticated levels of cognitive

and/or emotional (affective) judgment. In attempting to answer these types of
questions, students may be combining multiple cognitive and/or affective processes or
levels, frequently in comparative frameworks.

Ex. Why and how might the concept of Piagetian schema be related to the concepts
presented in Jungian personality theory, and why might this be important to consider
in teaching and learning?

How to ask questions?

Being an effective communicator has a lot to do with how questions are asked. Once
the purpose of the question has been established you should ask yourself a number of
questions:
 What type of question should be asked?
 Is the question appropriate to the person/group?
 Is this the right time to ask the question?
 How do I expect the respondent will reply?

When actually asking questions – especially in more formal settings some of the
mechanics to take into account include:

1. Be structured. It is usually a good idea to inform the respondent of this before you
start, by giving some background information and reasoning behind your motive of
asking questions. By doing this the respondent becomes more open to questions and
why it is acceptable for you to be asking them.
2. Use silence. A pause of at least three seconds before a question can help to emphasize
the importance of what is being asked. A three second pause directly after a question
can also be advantageous; it can prevent the questioner from immediately asking
another question and indicates to the respondent that a response is required.
3. Encouraging participation. One way that the benefits of this technique can be
maximized is to redirect a question from an active member of the group to one who is
less active or less inclined to answer without a direct opportunity.
Job Sheet No. 1.2-1
WORK PLACE INTERACTIONS: EFFECTIVE QUESTIONING
TECHNIQUES

 Performance Objectives:
 Given a specific topic, the pair must be able to demonstrate a dialogue that includes
the effective questioning techniques discussed in Information Sheet 1.2-2.

 Materials

Props
Laptop
Projector
Bond papers

 Procedures
1. The students will be paired. Each pair will be given specific topics and type of
question to perform in a skit.
2. The skit should only be 5 minutes long and should be composed of the different
questioning techniques discussed.

Performance Criteria for

Job Sheet No. 1.2-1

WORK PLACE INTERACTIONS: EFFECTIVE QUESTIONING

TECHNIQUES

Trainee’s Name: _________________________ Date: _______________

CRITERIA YES NO
The trainee has:
The questions used are structured and well-thought.

The pair used “silence” to give emphasis to the question.

 The questions encouraged participation from the other person.

The pair has complete control of the conversation.

Displayed the given type of question correctly.

INFORMATION SHEET 1.2-3

WORKPLACE ETIQUETTE
Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
 1. Differentiate a good workplace etiquette from not.
2. Identify the most common workplace etiquette.

Whether you are starting your first internship or have many years of professional
experience under your belt, how you present yourself to others in the workplace matters.
Setting a professional tone is crucial to building new relationships and ensuring you have a
positive, successful experience in the workplace.

Five Common Workplace Etiquette

1. Make a good first impression. People often form impressions about others within
seconds of meeting them, so it’s important to ensure you present yourself as a
professional. Be aware of your body language and how others may perceive it. A
good rule of thumb is to stand straight, maintain eye contact, and smile. Make sure
you know the workplace dress code and office policies ahead of time. Arrive on-time
and be prepared for important meetings.
2. Avoid gossip. Don’t make value judgments on people’s importance in the workplace
or speak negatively about your coworkers, even if you find yourself frustrated over a
certain situation. Be thoughtful about how you interact with your supervisor(s), peers,
and subordinates as well.
3. Communication is key. It’s sometimes not what you say, but how you say it that
counts so be mindful of how you communicate with your colleagues in meetings and
one-on-one conversations. In regards to email, be sure your correspondence inside
and outside of your workplace is written clearly and free of spelling errors.
Remember, email is a permanent record of any conversation so never put anything in
writing that you would say to someone’s face.
4. Understand your work environment. Observing the atmosphere and actions of
others can help you understand what’s appropriate and what’s not, and how to best
navigate the workplace while maintaining your professionalism.
5. Be personable yet professional. Within your workspace, it’s okay to add personal
touches but remember that your colleagues will see the space and consider it a
reflection of your professional self.

SELF-CHECK 1.2-3

True or False. Write T if the statement is true and F if it is false.

1. You have listened to gossips and participated in their talks to learn more about your
co-workers.

2. You were very tired, you took a break and complained about work to your
officemates so your stress would be relieved.

3. You noticed something was wrong in the document written by your office rival.
Instead of keeping it by yourself, you talked to him and told him his mistakes gently.

4. You have added a lot of picture frames, sofas, and stuffed toys in your working space.

5. You have greeted all your colleagues during your first day.

ANSWER KEY 1.2-3

 1. F
2. F
3. T
4. F
5. T

LEARNING OUTCOME # 3

COMPLETE RELEVANT WORK –RELATED DOCUMENTS

LEARNING CONTENTS:

a. Basic Mathematical Processes

b. Types of Forms
c. Recording Information

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 routine calculations.
4. Errors in recording information on forms/documents are identified and rectified.
5. Reporting requirements to superior are completed according to enterprise guidelines.

CONDITIONS:

The students/ trainees must be provided with the following:

Paper
Pencils/ball pen
Reference books
Manuals

METHODOLOGIES:

Group Discussion
Interaction
Lecture

ASSESSMENT METHODS:

Written Test
Practical/Performance Test
Interview

LEARNING EXPERIENCES
 Learning Activities Special Instructions
1.Read information sheet 1.3-1 If you have some problem on the content of
the information sheets don’t hesitate to
BASIC MATHEMATICAL approach your facilitator.
PROCESSES
If you feel that you are now knowledgeable
on the content of the information sheets,
you can now answer self-check provided in
the module.
2.Answer self-check 1.3-1 Compare your answer to the answer key
1.3-1. If you got 100% correct answer in
this self-check, you can now move to the
next information sheet. If not review the
information sheet and go over the self-
check again.
3.Read Information sheet 1.3-2 on If you have some problem on the content of
the information sheets don’t hesitate to
TYPES OF FORMS
approach your facilitator.
If you feel that you are now knowledgeable
on the content of the information sheets,
you can now answer self-check provided in
the module
4.Answer Self-check 1.3-2 Compare your answer to the answer key
1.3-2. If you got 100% correct answer in
this self-check, you can now move to the
next information sheet. If not review the
information sheet and go over the self-
check again.
3.Read Information sheet 1.3-3 on If you have some problem on the content of
the information sheets don’t hesitate to
RECORDING
approach your facilitator.
INFORMATION
If you feel that you are now knowledgeable
on the content of the information sheets,
you can now answer self-check provided in
the module
4.Answer Self-check 1.3-3 Compare your answer to the answer key
1.3-2. If you got 100% correct answer in
this self-check, you can now move to the
next information sheet. If not review the
information sheet and go over the self-
check again.
INFORMATION SHEET 1.3-1
 BASIC MATHEMATICAL PROCESSES

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Define what mathematics is.
2. Identify the different arithmetic operations.
3. Perform basic mathematical problems.

MATHEMATICS
It is the systematic study of magnitude, quantities, and their relationships as expressed
symbolically in the form of numerals and forms.

Comparison of mathematics in the workplace with mathematics in the classroom

reveals a disjuncture that is disconcerting to anyone who believes that a primary purpose of
school is to prepare students for work. School mathematics lives in decontextualized ether,
employing data that are without blemish and language that is devoid of ambiguity. In
contrast, real problems are embedded in concrete tasks, use data that are often ill-defined or
inaccurate, and rely on language that is often imprecise and misleading. In the world of work,
mathematics is collaborative rather than individualistic; accuracy is defined by the situation
rather than given by the textbook; and mathematical processes are used rather than studied.
The new challenge is to seek common ground among these very different traditions--of
mathematics for and from the workplace and of mathematics as preparation for further study.

One resolution of the dilemma of tracking would be a common mathematics program

that could serve equally well as preparation both for college and for skilled work. All students
could benefit from the broadening effects of such a high school preparation, yet there are
currently few good models of curricula that serve both agendas. Another approach would be
to develop a new form of vocational and technical education, with status equal to the
academic track, that would simultaneously prepare students for the world of work and for
further study in post-secondary institutions. U.S. educators who are concerned about
vocational education debate both the desirability and feasibility of such a "separate but equal"
track.

Arithmetic
Arithmetic or arithmetics (from the Greek word ἀριθμός = number) is the oldest and most
elementary branch of mathematics, used by almost everyone, for tasks ranging from simple
day-to-day counting to advanced science and business calculations. It involves the study of
quantity, especially as the result of combining numbers.

Arithmetic operations

The basic arithmetic operations are addition, subtraction, multiplication and division. Any set
of objects upon which all four arithmetic operations (except division by zero) can be
performed, and where these four operations obey the usual laws, is called a field.
Addition (+)

Addition is the basic operation of arithmetic. In its simplest form, addition combines
two numbers, the addends or terms, into a single number, the sum of the numbers.

1+3=4

Adding more than two numbers can be viewed as repeated addition; this procedure is known
as summation and includes ways to add infinitely many numbers in an infinite series;
repeated addition of the number one is the most basic form of counting.

Subtraction (−)

Subtraction is the opposite of addition. Subtraction finds the difference between two numbers,
the minuend minus the subtrahend. If the minuend is larger than the subtrahend, the
difference is positive; if the minuend is smaller than the subtrahend, the difference is
negative; if they are equal, the difference is zero.

17 – 9 = 6

Subtraction is neither commutative nor associative. For that reason, it is often helpful to look
at subtraction as addition of the minuend and the opposite of the subtrahend, that is a − b =
a + (−b). When written as a sum, all the properties of addition hold.
Multiplication (× or ·)

Multiplication is the second basic operation of arithmetic. Multiplication also combines two
numbers into a single number, the product. The two original numbers are called the multiplier
and the multiplicand, sometimes both simply called factors.

4 × 4 = 16

Multiplication is best viewed as a scaling operation. If the real numbers are imagined as lying
in a line, multiplication by a number, say x, greater than 1 is the same as stretching
everything away from zero uniformly, in such a way that the number 1 itself is stretched to
where x was. Similarly, multiplying by a number less than 1 can be imagined as squeezing
towards zero. (Again, in such a way that 1 goes to the multiplicand.)

Multiplication is commutative and associative; further it is distributive over addition and

subtraction. The multiplicative identity is 1, that is, multiplying any number by 1 yields that
same number. Also, the multiplicative inverse is the reciprocal of any number (except zero;
zero is the only number without a multiplicative inverse), that is, multiplying the reciprocal of
any number by the number itself yields the multiplicative identity.

The product of a and b is written as a × b or a • b. When a or b are expressions not written

simply with digits, it is also written by simple juxtaposition: ab. In computer programming
languages and software packages in which one can only use characters normally found on a
keyboard, it is often written with an asterisk: a * b.
Division (÷ or /)

Division is essentially the opposite of multiplication. Division finds the quotient of two
numbers, the dividend divided by the divisor. Any dividend divided by zero is undefined. For
positive numbers, if the dividend is larger than the divisor, the quotient is greater than one,
otherwise it is less than one (a similar rule applies for negative numbers). The quotient
multiplied by the divisor always yields the dividend.

Division is neither commutative nor associative. As it is helpful to look at subtraction as

addition, it is helpful to look at division as multiplication of the dividend times the reciprocal
of the divisor, that is a ÷ b = a × 1/b. When written as a product, it obeys all the properties of
multiplication.

Rounding

When we round decimals to a certain number of decimal places we are replacing the figure
we have with the one that is closest to it with that number of decimal places.
An example: Round 1.25687 to 2 decimal places

1. Firstly look at the decimal place after the one you want to round to (in our example this
would be the third decimal place)

2. If the number in the next decimal place is a 6,7,8 or 9, then you will be rounding up, so you
add 1 to the number in the place you are interested in and you have rounded. In our example
the number in the third place is a 6 so we round up. We change the 5 in the second place to a
6 and our rounded number is 1.26

3. If the number in the place after the one we are interested in is a 0,1,2,3 or 4 we round
down, i.e. we just write the number out as it is to the required number of places.

4. If the number in the place after the one we are interested in is a 5, then we need to look at
what follows it. Cover the number from the beginning to the place you are interested in, for
example, suppose we are rounding 2.47568 to three decimal places we look at just the 568
and we ask is that closer to 500 or
600. Since it’s closer to 600 we get a rounded number of 2.476

5. If only a 5 follows the place we are interested in then di fferent disciplines have di fferent
conventions for the rounding. You can either round up or down since 5 is exactly half way
between 0 and 10.

Percentages

Percentages are fractions with a denominator of 100. Often there will not be 100 things or
100 people out of which to express a fraction or a percentage. When this is the case you will
need to find an equivalent fraction out of 100 by multiplying by 100% which is the same as
multiplying by 1.
 SELF-CHECK 1.3-1

Multiple Choice. Choose the letter of the correct answer.

______1. It is the systematic study of magnitude, quantities, and their relationships
as expressed symbolically in the form of numerals and forms.
a. Arithmetic
b. Mathematics
c. Subtraction
_______2. It is the oldest and most elementary branch of mathematics, used by almost
everyone, for tasks ranging from simple day-to-day counting to advanced science and
business calculations.
a. Arithmetic
b. Mathematics
c. Subtraction
_______3. Is a fraction with a denominator of 100?
a. Arithmetic
b. Mathematics
c. Percentage
_______4. It is essentially the opposite of multiplication. It finds the quotient of two
numbers, the dividend divided by the divisor.
a. Addition
b. Division
c. Subtraction
_______5. It is the second basic operation of arithmetic. It also combines two
numbers into a single number, which is called the product.
a. Multiplication
b. Division
c. Subtraction
6. It is the opposite of addition. It finds the difference between two numbers, the
minuend minus the subtrahend.
a. Multiplication
b. Division
c. Subtraction
7. It is the basic operation of arithmetic. It combines two numbers, the addends or
terms, into a single number, the sum of the numbers.
a. Multiplication
b. Addition
c. Subtraction
8. 2,462 is the sum of?
 a. 1,021 + 1,441
b. 1,022 + 1,442
c. 1,021 + 1,442
9. Round 19,574 to the nearest ten.
a. 19, 580
b. 19, 570
c. 19, 560
10. Round 29, 574 to the nearest thousand.
a. 29,000
b. 30,000
c. 29,500

SELF CHECK ANSWER KEY 1.3-1

 1. b
2. a
3. c
4. b
5. a
6. c
7. b
8. a
9. b
10. b

INFORMATION SHEET 1.3-2

 TYPES OF FORMS

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Determine what a written communication is.
2. Identify the characteristics of workplace information
3. Identify the different types of information kept by agricultural and horticultural
workplaces.

WRITTEN COMMUNICATION

Companies/ enterprises often require workers to use written forms of communication.

This may involve reading workplace notices and instruction such as:

 signs and labels

 notes, messages and memos
 rosters and work schedules
 safety material and notices
 invoices and dockets with customer information
 tables and simple graphs.

Employees may also be required to write down information, messages and material and tool
requirements. They will need to fill out a variety of workplace forms.

To be effective, written workplace information must be:

1. Clear – the handwriting must be legible and the information written in a manner that
will not be confusing.
2. Concise – the message should be written in simple language using short sentences or
point form. Unnecessary information and repetition should be avoided.
3. Correct – accuracy is very important when writing down information. If taking a
phone message, read the details back to the caller, especially names, addresses and
phone numbers. Use correct terminology where appropriate.
4. Courteous – as with verbal communication, the style of the language chosen should
be appropriate to the situation and the reader.

Workplace information

Primary industry businesses regularly collect record and report workplace information. This
is done to fulfill production, business and legal requirements.

There are different types of information kept by agricultural and horticultural workplaces.
These include:
  Financial – for example invoices for purchases and sales, profit and loss statements,
taxation records, bank and dividend statements.
 Production – for example records of livestock numbers, growth rates, births and
sales, crops sown and harvested, weed and pest control management.
 Marketing - for example product sales, promotional and advertising material.
 Maintenance - for example machinery and vehicle log books and service records,
property structure repairs.
 Staff – for example personal and taxation records for employees, time sheets and
salaries, work rosters.
 Legal - for example workers’ compensation, public liability and property insurance,
deeds and titles.

Workers may be required to contribute to the collection, recording and reporting of a wide
range of workplace information. To do this effectively they need to be able to:

1. Correctly identify sources of information.

Information can be sourced internally by asking appropriate questions of employers,

supervisors or colleagues. Another way of sourcing information is to access and read
workplace documents. It is important to know where workplace records are kept and to return
them to the correct place after use.

Most enterprises have a business directory that contains the names, addresses, phone and fax
numbers, email addresses and contact names for a number of services such as:

 suppliers
 contractors
 the local veterinarian
 trade personnel
 industry and regulatory bodies
 local government.

Training organizations and advisors from the Department of Primary Industries and Rural
Lands Protection Board are often listed on the directory of business services.

Other external sources of information can be sourced from the media, internet, CD ROMs
and DVD’s, reference material supplied by companies and the local library.

2. Obtain appropriate information.

Once the source of the information has been found, the correct information needs to be
collected. This will depend on the purpose of the information, the people who will use the
information and the time available or necessary to obtain it.

For example, if a worker is asked to ring around the local produce stores to compare fertilizer
prices, a half-hour conversation catching up on the local gossip would not be appropriate.
Conversely, if the employee responsible for machinery maintenance was sent to look at a
second-hand tractor, there would be an expectation that sufficient time would be spent to
thoroughly assess the condition of the machine.

Information needs to be sorted so that only relevant data is collected. If a worker is asked to
obtain a three-day weather forecast for the local district, a detailed analysis of the likelihood
of cyclones in Queensland the following summer, although possibly interesting, would not be
appropriate.

3. Record information on standard forms.

A number of forms need to be completed and submitted prior to, at the commencement of
and during employment. These forms may be related to:

 employee records and workplace agreements

 personnel and staffing details
 taxation and superannuation
 banking and finance
 health and insurance records
 Workers Compensation, accidents and incidents.

It is important to read through all forms carefully, as well as any accompanying instructions,
before starting to fill them out. Make sure that all the information is available and is correct.
Check the spelling of names and addresses and that any numbers have been accurately
recorded. Government forms are often translated into official documents and any errors will
be duplicated on them.

Details that are commonly requested include:

 full name and title

 home and postal addresses
 date of birth and country of citizenship
 phone and fax numbers and email addresses
 occupation
 Signatures and dates.

Other details that may be required could include:

 highest level of qualification

 tax file number
 bank account details
 ABN number
 Emergency contact names, addresses and phone numbers.
Forms should be completed clearly and neatly in the spaces provided using the type of pen
and style of writing indicated in the instructions. Always check through the answers for
accuracy. Any corrections which are necessary should be made according to the procedure set
out in the instructions.

It is good practice to make a copy of the form for future reference before presenting or
mailing it. If sending the form by mail, ensure that the postal address is correct, the sender’s
address is on the envelope and the correct postage is affixed. Retain original forms such as
Birth Certificates and only forward photocopies.

Each workplace will have a range of forms, specific to the enterprise that workers need to
complete. There is a legal obligation on employers to keep some of these records such as
safety reports and chemical records.

Forms that are common to most enterprises include:

 safety reports
 dockets, invoices and receipts
 petty cash vouchers
 time sheets
 telephone message forms
 leave forms.

Other enterprise forms might include:

 chemical records
 weather records
 vehicle and machinery log books
 registration, license and insurance forms
 equipment inspection records.

4. Use correct procedures for the storage of information.

Every organization and business has a particular method for storing information. It is
important that all employees who need to access that information are familiar with the
location and the filing systems used. Records might be stored in the following places:

 filing cabinets
 computer files and databases
 folders on shelves, in drawers or under counters
 pin boards and white boards

Information stored in filing cabinets is usually organized alphabetically or under different

topic headings. Basic computer skills are required to access computer records. Help should be
sought if a particular piece of information cannot be found. All records should be filed
correctly and returned to the appropriate location after use.
Many workplaces also store information which is confidential. Anyone with access to these
records should only use them when necessary and only allow distribution of the information
to relevant personne

SELF-CHECK 1.3-2

Identification: Identify the answers of the statements given below.

___________________1. It contains the names, addresses, phone and fax numbers, email
addresses and contact names for a number of services such as suppliers and contractors.

___________________2. Product sales, promotional and advertising material are pieces of

information kept by agricultural and horticultural workplaces.

___________________3. A style of the language chosen that should be appropriate to the

situation and the reader.

___________________4. A message should be written in simple language using short

sentences or point form. Unnecessary information and repetition should be avoided.

___________________5. The handwriting must be legible and the information written in a

manner that will not be confusing.
 ANSWER KEY 1.3-2

1. Business Directory
2. Marketing
3. Courteous
4. Concise
5. Clear
 INFORMATION SHEET 1.3-3

RECORDING INFORMATION

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Determine the importance of recording information.
2. Identify the technology used in communication systems.
3. Identify the various code of behavior that all participants should adhere to in
meetings.

COMMUNICATION TECHNOLOGY

All businesses have a need for effective communication, both between personnel within
the workplace and with individuals and other businesses outside the workplace. Each
workplace will have a communication system designed to meet its particular needs. Some of
these needs include:

 obtaining, recording and reporting information

 enhancing effective training
 providing a safe workplace
 Improving the efficiency and effectiveness of work practices.

Communication systems use technology such as:

 telephones, including landlines, mobile and satellite phones

 answering machines
 facsimile (fax) machines
 computers with email and internet access
 two-way radios
 Paging systems.
 Most workplaces have procedures and protocols in place for the use of each type of
technology. Workers should familiarize themselves with the system features and control
functions and operate each device according to the manufacturer’s instructions. If not sure of
the operating procedure for a particular communication device, a worker should ask for
assistance.

Some systems, such as telephones, answering machines and two-way radios rely solely on
speech. Effective communication is more difficult as the parties communicating are not able
to see each other and gauge the progress of the conversation from body language. It is
important to speak clearly, concisely and courteously especially when answering the phone or
leaving a message. The correct greeting and identification of the business and the individual
should be used.

Private conversations and text messaging on mobile phones should be minimized

during work hours. Only essential calls should be made or received.

Designated channels and call signs should be used with two-way radios.
Conversations should be limited to relaying necessary information. Batteries should be
recharged on a regular basis and the radios kept in good working order. They may be a vital
means of communication in an emergency.

Enterprise procedures and protocols should also be followed when using systems that
rely on written communication such as faxes and emails. Many businesses have a standard
cover sheet that is attached to the front of outgoing faxes. Incoming faxes should be given to
the appropriate person or placed in designated in-trays or pigeon holes.

Information in faxes and emails should be written clearly and concisely. A standard
‘signature’ should be attached to the end of an email. Again, work computers should not be
used to send private emails.

Workplace meetings

The efficient operation of all workplaces relies on the effective sharing of information. This
exchange of information may be needed to:

 explain changes happening in the workplace

 discuss and solve problems and make decisions
 update Occupational, Health and Safety (OH&S) and other procedures
 determine workplace targets
 schedule and allocate tasks
 provide feedback and evaluation.

Information can be shared in a number of ways. Written information might be distributed via
the intranet, email or in newsletters, memos and notices. Formal meetings, informal
discussions and work team briefings are commonly used to share information in a face-to-
face setting. Meetings might be convened for a specific purpose, such as OH&S or union
meetings, or they may be more general in their purpose.
All meetings must be structured to achieve their purpose and conclude in a reasonable time
frame. An agenda may be used to outline the purpose of a meeting and the important points
that need to be raised and discussed.

Formal meetings use an agenda which generally includes the following items:

 opening, welcome, and names recorded of those present and names of apologies
received
 dated minutes and business arising from the previous meeting, including the
acceptance of these minutes
 correspondence, both in and out, with business arising
 reports from the finance and other subcommittees
 general and other business
 date, time and place of the next meeting and the close of the current meeting.

Minutes are detailed notes taken during a meeting of everything that has been said and agreed
upon. In some meetings a vote may be taken on important issues, either by a show of hands
or a secret ballot. The minutes should record the outcomes of voting and any decisions made.

Informal meetings, discussions and briefings are less rigid in their structure. However, it is
still important to provide opportunities for discussion and take notes of decisions.

Whatever the style of the meeting there is a protocol or code of behavior that all participants
should adhere to:

1. Attend the meeting on time.

 2. Listen effectively.
3. Don’t interrupt other speakers.
4. Contribute to the meeting by expressing opinions in an appropriate manner.
5. Behave courteously towards other participants in the meeting.
6. Don’t discuss issues that are outside the purpose of the meeting.
7. Ask questions to clarify misunderstandings.
8. Take notes where appropriate of decisions agreed to in the meeting and retain these
for future reference.
9. Act on the instructions or decisions of the meeting within the agreed time.
10. Keep sensitive issues raised at the meeting confidential.

SELF CHECK 1.3-3

Test 1. Matching type: Match the choices of column A to the choices in column B.
 A B

1. computers with email and internet a) code of behavior in workplace

access meetings

2. Improving the efficiency and b) items used in Formal meetings

effectiveness of work practices.
c) efficient operation of all workplaces
3. discuss and solve problems and make
decisions d) Need that a communication system
designed must meet
4. date, time and place of the next
meeting and the close of the current e) Technology used in communication
meeting. systems

5. Act on the instructions or decisions of

the meeting within the agreed time.

ANSWER KEY 1.3-3

 1. e
2. d
3. c
4. b
5. a

REFERENCES

[1] Verbal Communication Skills. Accessed from

https://www.skillsyouneed.com/ips/verbal-communication.html on April 3, 2019
[2] Louder Than Words: Non-Verbal Communication. Accessed from
https://www.coursehero.com/file/p6e10te/In-the-book-Louder-Than-Words-Non-Verbal-
Communication-author-Alton-Barbour/ on April 3, 2019.
[3] What is the Purpose of a Workplace Policy? Accessed from
https://smallbusiness.chron.com/purpose-workplace-policy-41601.html on April 3, 2019
[4] How is Technology Used to Help Communication? Accessed from
https://www.techwalla.com/articles/how-is-technology-used-to-help-
communication on April 3, 2019
[5] Notice. Accessed form
https://www.toppr.com/guides/english/writing/notice/ on April 3, 2019
[6] What are the lines of Communications in a Business? Accessed from
https://smallbusiness.chron.com/lines-communications-business-715.html
on April 4, 2019
[7] Visual Communication Strategies can be seen through. Accessed from
https://www.coursehero.com/file/p6m80ot/Visual-communication-
strategies-can-be-seen-through-signs-webpages-and/ on April 4, 2019
[8] Files Management Planning. Accessed from https://finance.uw.edu/recmgt/files-
mgt on April4, 2019