Communicating WELL Learner Guide TLIE1003A

Communicating
WELL
Learner Guide
� TLIE1003A
August 2012
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ii
Contents
1. Introduction 1
1.1 About this guide 2
1.2 What is in the guide 2
1.2.1 Sections in the guide 2
1.2.2 How to get a copy of a unit of competency 2
1.3 How to use the guide 3
1.3.1 Steps to follow 3
1.3.2 Learning topics in the guide 3
1.3.3 Pictures in this guide and what they mean 4
1.3.4 Pictures that tell which industry an activity relates to 4
1.4 Words and terms in the guide 5
1.5 Colours in the guide 5
2. The training program 7

2.1 The role of your trainer or workplace mentor 8
2.2 Your responsibilities as a learner 8
2.3 Assessment 9
2.4 Getting started 9
3. TLIE1003A
Participate in basic
workplace communication 11
3.1 Introduction to the unit 12
3.1.1 Word list: words and terms in this unit 13
3.2 TLIE1003A topics 16
3.2.1 Topic 1: Communicating information 16
A3.1 Your discussions at work 18
A3.2 Types of communication 19
A3.3 More about types of communication 20
A3.4 Communication in your workplace 22
A3.5 Closed and open questions 25
A3.6 Practise asking questions 26
A3.7 More practise asking questions 27
A3.8 Whispers 30
A3.9 Practise a verbal report 31
A3.10 Forms and reports 33
A3.11 Fill out a form 34
A3.12 Communication in your workplace 39
iii
A3.13 Tools for communication 40
A3.14 Explaining one-person work cages 42
A3.15 Evacuating a building 43
A3.16 Working out a communication problem 46
A3.17 Differences in the workplace 47
A3.18 Good or poor communication? 48
A3.19 Written communication 49
A3.20 Workplace signs 51
3.2.2 Topic 2: Taking part in group discussions 52
A3.21 Tools for communication 52
A3.22 Taking part in meetings or group discussions 55
A3.23 A team meeting on accident procedures 56
A3.24 What you would say 57
3.2.3 Topic 3: Representing the views of the group to other people 58
3.3 Check your understanding 59
4. Other useful information 61
iv
Communicating WELL | Learner Guide
1. Introduction
1.1 About this guide

This guide helps you if you are working or wanting to work in road, rail or warehousing
and want to do some training based on the unit of competency:
• TLIE1003A Participate in basic workplace communication.
1.2 What’s in the guide

1.2.1 Sections in the guide 1.2.2 How to get a copy of
In the four sections in this guide you will find a unit of competency
information, tips and ideas about things you
need to know or be able to do.
• Section 1 (this section you are reading now) Your trainer or workplace
explains the guide to you. mentor can give you a copy
of the unit of competency.
• Section 2 talks about the training you will
be doing.
You can also download a unit of competency.
• Section 3 helps you work through the unit
Go to http://training.gov.au/ and type the unit
of competency about communicating in the
code into the search box that you can see in
workplace (TLIE1003A).
this diagram.
• Section 4 gives other useful information for
your training program.
Search box on the website
2 Introduction
1.3 How to use the guide

1.3.1 Steps to follow
These steps will help you get the most out of the training you are doing.
The steps in your training
• Talk to your trainer or workplace mentor about what you want to learn
1. Talk about and why
your training • Talk about how you will show that you can do the work or know the
things in the unit
• Talk to your trainer or workplace mentor about how you learn best and
2. Agree on a plan what help you might need to do the training
for your training • Your trainer or workplace mentor will work with you to decide a good plan
for your training and the unit you will do
3. Agree on a • The unit has topics and there will be training sessions for each topic
time frame for • Talk with your trainer or workplace mentor about when you can do the
the training training sessions and how long you will take
4. Do the training Use this Learner Guide as you do your training
5. Go over
Go through the guide and do the activities to help you with your learning
your learning
1.3.2 Learning topics in the guide
There are different ways you can learn a topic. For example, you can:
Answer questions True False

Read information
about things you learn
Box 1,3,2,4
Match words Put information
to meanings in the right order
Cone 1,2,3,4
Introduction 3
1.3.3 Pictures in this guide and what they mean

These pictures will help you work through the guide. They may also help you decide which parts of
the guide to do.
Picture Meaning Picture Meaning
Something you answer or write A good idea or tip
Talk with others Important information
Handout your trainer or Questions about information

mentor gives you in the guide
Something your trainer will do

Case study
with you or help you with
Space where you can write

or draw
1.3.4 Pictures that tell which industry an activity relates to
Picture Industry
Road
Rail
Warehousing
4 Introduction
1.4 Words and terms in the guide

Each section of this guide has its own new words and terms.
There is a list of words and terms that might be new to you at the beginning of Section 3, along with
their meaning.
Add other new words and terms to the word list as you go. Collect photos or
workplace examples of a word or term.
1.5 Colours in the guide

Colour Meaning
Purple, turquoise and green in this guide has information or advice

about a topic.
Blue in this guide is an activity to help you learn a topic. Each blue activity
has a number so that you can look it up in the ‘Contents’ page at the
beginning of the guide.
Introduction 5
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6
2. The training program

2.1 The role of your trainer

or workplace mentor
Your trainer or workplace mentor will work with you to decide a good plan for
your training. They will talk to you about the time frame for the training and what
support or help you might need to do the training.
There are a lot of reasons why you might need support or help. For example, it could be because you have
not used a computer before, or for a long time. It could be because you need help with the reading and
writing that you will be doing as part of the training.
2.2 Your responsibilities as a learner

At the beginning of your training program your trainer or workplace mentor will work with you to
develop a training plan.
The plan should include information about your training program and that you have agreed to:
• take part in and finish the program
• do the work needed in the time frame you have agreed
• accept that you may need to do training on the job as well as off the job, and get support from your
trainer or workplace mentor
• do different work tasks to cover the work needed by the unit of competency
• do the learning activities you have agreed to do
• collect some workplace documents to use in your training program – your trainer or workplace mentor
will help you decide which documents you need.
Is there anything you would like to write or draw to help you remember what you
have just read? You will find these spaces in the guide so that you can.
8 The training program

2.3 Assessment 2.4 Getting started

If you choose to be assessed at the end of To start your training, you need:
the course, an assessor will explain to you
• this Learner Guide
what assessment is to take place and what
is expected of you. • a training plan you have agreed on with your
employer and trainer or workplace mentor
The assessor will also explain what evidence
you must have to show that you can do the • a folder to keep your completed activities and
work of the unit of competency – that you are the workplace documents you have collected.
‘competent’ in that unit.
The training program 9

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10
3. TLIE1003A
Participate in basic
workplace communication
3.1 Introduction to the unit

TLIE1003A Participate in basic workplace communication is a unit of competency
about how basic communication takes place in the workplace. You will learn about
communicating information about routine tasks, processes, events or skills;
taking part in group discussions about work outcomes; and passing on a
group’s views to other people.
If there is a word you are not sure of, see if it is in the word list on the next page.
The main topics in the unit are:

Word or term Meaning
• Topic 1 Communicating information
verbal swapping information, This topic helps you understand about
communication messages and thoughts listening, asking questions and discussing
using the spoken issues in the workplace.
language
• Topic 2 Taking part in group discussions
communication sending and receiving This topic helps you understand the main
information by talking, things to know about group discussions in
writing and signs the workplace. As part of this topic, you will
practise taking part in discussions.
communication telephones, letters,
• Topic 3 Representing the views of the
systems and facsimiles, computers
group to other people
technology and radio systems
This topic shows you how to listen to work
mates and their views, and represent these
views to others.
12 TLIE1003A Participate in basic workplace communication

3.1.1 Word list: words and terms in this unit
active listening to listen carefully when someone is talking, and do things such as asking
questions and repeating what you think you have understood
appropriate language speaking in a way that the listener understands
verbal communication spoken language
communication sending and receiving information by talking, writing and signs
communication telephones, letters, facsimiles, computers and radio systems

systems and
technology
co-worker someone you work with, a work mate
cultural differences the differences people have because of the way they live in their country
or community
efficient does not waste time, effort or money
induction program a course you do when you begin a new job or role that explains the rules
and procedures of your new workplace
instructions information about what to do and how to do it
locating and finding information and putting it somewhere in a manual or computer-based

storing information filing systems so that you can use it again later
miscommunication communication that is not clear
procedure the way a workplace wants things done, or the steps you need to follow to
do something in the right way
reporting giving information to others about an event (reporting) and preparing a

and recording written account (recording)
receiver the person who receives or gets the message
respond to a message answer a message
sender the person who sends a message
types of meetings people getting together, formally or informally, to share information, discuss
problems and make decisions
verbal communication swapping information, messages and thoughts using the spoken language
verbal report workplace message that you say
workplace forms documents used in the workplace for work records and messages
TLIE1003A Participate in basic workplace communication 13

workplace interaction the way a team member behaves, communicates and works with
other people
written workplace information given in writing to employees about what to do and how to do it
instructions
written workplace information given in writing to employees about changes or information

notices
written report workplace message that you write

Remember to add other new words and terms to the word list as you go.
A good way to remember the meaning of a word is to start building your own
book of common words that you find in your workplace.
Take a photo of something in your workplace that is hard to remember or hard to
spell, and write the word next to it in your book. You are building your own useful
dictionary!
You could also collect workplace examples of a word or term and add them to the
list above.

3.2 TLIE1003A topics

3.2.1 Topic 1: Communicating information
Communication is sending a message through spoken or written words or images, or through body
language and expressions on your face.
Communication process
Communication is always a two-way process. For communication to happen,
a message must go from a sender to a receiver.
As you can see in the diagram below, communication involves:
• someone sending a message
• another person receiving it.
The communication process
Sender sends
the message
Sender Receiver receives

responds the message
Sender receives Receiver

response responds

Types of communication in the workplace
There can be verbal and written messages in the workplace, and there can be
formal (such as written instructions) and informal messages (such as a message
from someone you work with).
How an employer communicates a message Some of the messages that an employer might
to employees depends on the type of be required by law to communicate:
information that needs to be communicated.
• emergency procedures
For example, there are certain messages that
• regulations and codes about dangerous
the law says an employer must communicate
goods or freight
about workplace procedures, and so employers
would use a formal written document as part of • occupational health and safety (OHS)
an induction program to communicate that sort regulations.
of message.

In the workplace, there will also be discussions with people you work with about their work and about the
work tasks that you share and have to do together.
A3.1 Your discussions at work

The table below has a few different discussions that can happen at work.
Write down some discussions you have had at work in the past few weeks.
I spoke to …. I spoke about ….
My manager about some time I want to take off to go on a holiday
The delivery driver about the size and shape of the materials to be delivered
A mate at work about why they were not at work last week
Remember to add new words and terms to the list on page 13 as you go.
You could also collect photos or workplace examples of a word or term.

A3.2 Types of communication

Match each picture to the type of communication. The first one has been
done for you.
Picture Type of communication
written communication
informal communication
signs
formal communication
non-verbal communication
verbal communication

A3.3 More about types of communication

Choose a table below that suits your workplace and industry (road, rail or
warehousing) – or a workplace that you know well.
Tick which types of communication might be used to communicate each piece of
information below. The first two have been done for you.
There are no right or wrong answers because each workplace uses different types
of communication.
Information Verbal Written Formal Informal
Emergency procedures
A phone message for you
Codes for dangerous goods
Manual handling procedures
The time of a team meeting
OHS regulations
Your work timetable for the month

The rule for a signal

passed at danger
OHS regulations
Problems with
communication equipment
Codes for dangerous goods
Manual handling procedures
OHS regulations

A3.4 Communication in your workplace

Look at the table below and the different types of communication in a workplace.
Discuss them with your trainer or workplace mentor.
Then write some more types of communication that are used in your workplace.
At work …. About ….
I talk to my team leader about my work.
I fill in a checklist for my manager about the boxes I unpacked.
I check a form that the truck driver delivering to make sure that all the goods we ordered have
goods gives me been delivered.
to make sure I have done the pre departure checks

I read the timetable
on time.
I talk to my work mates in the lunch room to relax over lunch.

Communicating verbally
When communicating verbally:

• hear the message – listen carefully
• understand the message – ask questions to make sure you have understood
the message or to get more information
• respond to the message.
Being a good listener

Listening skills are a very important part of • look the person in the eye
verbal communication. • help the person by being interested
Discussions at work are better if everyone listens • ask questions to make sure you understand
carefully and understands what is being said. what they are saying
This is called active listening.
• give feedback, such as ‘That’s a good idea’
To be a good listener:
• clarify the message – ‘So are you saying that
• do not interrupt – wait till the person finishes one person should never lift that type of load?’
• stop and listen, if you are doing something

Asking questions
Asking questions is an important way to communicate well. Questions help you understand your workplace
and what you do there.
You can be more effective if you understand the different types of questions
you can use. There are two different types of questions: closed and open.
Closed questions: Open questions:

• Questions that need short • Are asked in a way that gets
answers (such as ‘yes’ or a much longer answer
‘no’) and so do not encourage
• Begin with ‘how’ or ‘W’ words
people to talk
– ‘which’, ‘why’, ‘what’, ‘where’,
• Give information and help to and ‘who’
clarify details
• Are useful for checking
information or if you want a Which checks did you do?
clear decision or answer
Did you do all the checks?

A3.5 Closed and open questions

Are these questions closed or open? The first one has been done for you.
Questions Closed Open
1. Do you have an emergency plan?
2. Where is the forklift?
3. How would you like to move those boxes?
4. Do you know where the fire extinguishers are kept?
5. How would you store these tools?
6. Have you had your lunch break yet?
Remember:
If you can answer ‘yes’ or ‘no’, it is a closed question.
If you begin your questions with How …? When …? Where …? What …? Why …?,
you will get an answer with more information.

A3.6 Practise asking questions

The activity below helps you practise asking questions.
You will have a conversation with someone in your group, or your trainer or
workplace mentor, who will pretend to be your supervisor at work.
Your supervisor tells you that someone fell at work last week and broke his arm.
She says the area where he fell is messy. It has a lot of old equipment that doesn’t work
anymore and empty boxes everywhere.
She asks you to clean up the area to make it tidy and safe.
During the conversation, think about:
1. What other information you need to know to do the job properly and what questions you will ask
the supervisor.
2. Try to practise asking both closed and open questions to get more information or clarify things
that you are not sure of.
3. Who else you need to speak to about this and what you will ask them.

A3.7 More practise asking questions

The activity below helps you practise asking questions so that you are clearer
about the safety procedures you need to follow at work.
Your workplace has regular opportunities to get and give feedback on your performance
at work.
You have a meeting with someone in your group – or your trainer or workplace mentor –
who pretends to be your manager at work. You are meeting to discuss your performance
at work in the past 12 months.
Your manager gives you feedback – mostly good – but some of the feedback about how
safe you are on the job isn’t clear to you. You do not understand what the manager means
and what you are doing wrong or should do differently.
When you started on the job you got a whole lot of written information on safety
procedures, but you have never really had the chance to go through what you
didn’t understand.
When you are listening to the feedback, think about:
1. Which part of your job the feedback is about.
2. The questions you will ask the manager to check what it is you need to do differently.
3. How you will explain to the manager that you are not clear on some of the safety information
you have been given to read.
4. Who else you need to speak to about this and what you will ask them.


Making a verbal report
Most verbal reports are short and simple, but some may need to be a bit longer
– for example, if you have put in a written report and need to explain it
There are different times you may need to give a verbal report at work.
For example:
• Telling someone about a phone call you had with a customer.
• Explaining the progress you have made on something in a work
group discussion.
• Passing on information you have heard in a meeting to your work group.
Steps to help you with your verbal report
• Make notes of what you want to say

1. Before • Check that they are in a logical order and that your facts are right
• Think of questions people might ask you and try to prepare answers
• Start your verbal report by telling people in a few words what it is about
• Speak in a clear voice and do not hurry your words
• Do not spend too much time looking at your notes – try to keep looking
2. During at the people you are speaking to
• Talk about the main points of your report and anything special you
want to say
• Point out anything you are recommending and then finish the report
• If people ask questions, keep your answers short

3. After • Tell people if you do not know an answer and offer to find out and let
them know
Practising what you are going to say will help your verbal report be better.
A good way to practise is to read your notes out loud standing in front of a mirror.

A3.8 Whispers
Verbal reports are messages.
This activity helps you practise listening to something so that you get all of
the message, and then repeat the message you have heard.
You trainer or workplace mentor will give you some written information on a work process.
You will make a verbal report to another person about the key messages in the information.
That person will pass on what they have heard to another person who will pass the
message on verbally to another person.
When you have finished passing on the message, think about:
1. How messages can change, depending on the listening.
2. The accuracy of verbal reports.
3. Misunderstandings in the workplace.

A3.9 Practise a verbal report

This activity helps you practise making a verbal report to your supervisor.
Read the information in the box and make up a story about what you will say.
The warehouse where you work has just started colour coding locations for loads, so that
each location has its own colour.
The company has done this to make the sorting process more efficient.
Your supervisor has asked you to give him a verbal update for the first few weeks on how
the change is affecting the team’s work.
When you are planning what you will say:
1. Check with your work mates to hear what they think before you speak to the supervisor.
2. Think about what has changed about your work that is better.
3. Think about things that could be improved.

Communicating in writing
When you fill in a form or write a report:
• write the facts clearly
• write so that other people can understand what you have written.
Examples of forms and reports in the workplace
• Employment agreements • Request for leave forms

HR forms and reports • Job descriptions • Shift timetables
• Pay slips • Timesheets
• Expense claim forms • Product information

• Forklift pre-operation • Standard operating
Work information
safety checks procedures
• Order forms • Work instructions
• Accident reports • Health and safety manuals

Safety documents • Evacuation procedures • Incident reports
• Floor plans
• Project team meeting notes

Other
• Training material

A3.10 Forms and reports
Most workplaces have forms and reports that reflect their business style.
1. Collect the most common forms and reports you use in your workplace. The forms and reports listed
on the previous page will help you collect the right documents.
2. Write down the name of the form or report you have collected in the table below.
Name of form Rank Name of form Rank
3. Now rank the documents you have collected in the order of how important they are to the work you do,
with ‘1’ being the most important.
4. As you look through the forms and reports, add any new words or terms you find to the word list in this
guide on page 13.
5. Your trainer or mentor will talk about the forms and reports you have ranked as important.

A3.11 Fill out a form
Imagine you are a bus driver.

You are halfway through your shift and have just stopped at a bus stop where two men
are fighting. One of them has a broken bottle in his hand and says he is going to bottle the
other person in the face.
You tell them you are going to call the police. They stop fighting and run off.
You ring your supervisor.
1. Your trainer or workplace mentor will pretend to be your supervisor. You will pretend to ring her
and talk about what happened. But first, make some notes here about the important things you
will talk about.

2. During the phone call, your ‘supervisor’ will talk to you about the form on the next page that you need
to fill out.
1
Hazard Incident Report
This form has been designed to identify and address hazardous environments at bus stops and shel-
ters on the urban and rural networks.
An indirect hazard has the potential to cause harm and a direct hazard is likely to cause immediate
harm to the travelling public.
Please provide as much
2 information as possible and submit as soon as you
3 are able to.
Indirect hazard Direct hazard
Damage to bus shelter (minor) Biological (blood/faeces)
Light (blown) Damage to bus shelter (major)
Graffiti on shelter Dangerous item (broken glass)
Overhanging tree Exposed wiring
Hole on road Obscene graffiti 4

Rubbish (full bin) Road obstruction
Other (give details below) Other (give details below)

5
In the event of a direct hazard, please phone your supervisor for immediate action and submit
the form as soon as practical. Please note details of person contacted as well as the time and date
of call below.
...................................................................................................................................................................
...................................................................................................................................................................
6
Reported by
Name: .......................................................................................................................................................
Bus number: ………………………………………...… Route number: ………………………..……….....
Address: …………………………………………………………………………………………………………....
Contact number: ...................................................... Date: .....
7 / ..... / ..... Time: …………………
Lodgement
Email: busstop@abc.com.au Fax: 08 8111 1111

In person: at any bus interchange
Office Use Only
Received by: ............................................................ Date: ..... / ..... / ..... Time: …………………

Action taken:
…………………………………………………………………………………………………………………….…
………………………………………………………….. Date: ..... / ..... / ..... Time: ……………......

3. Match the number on the ‘Hazard Incident Report’ on the previous page with its meaning. The first one
has been done for you.
Number What you write on the form
1 Dangerous situations or places
Information about the person you rang about the hazard
Something that could hurt someone or cause an injury
Something making it difficult to see or get past
The section on the form with information about how to send it
Something that probably hurts someone
Information about the person filling in the form
Remember to add new words and terms to the list on page 13 as you go.
You could also collect photos or workplace examples of a word or term.
4. Now you must report the broken glass at the bus stop because it is a hazard. Fill in the blank
form on the next page.
Talk with your trainer or workplace mentor about any parts you find difficult.

Hazard Incident Report
This form has been designed to identify and address hazardous environments at bus stops and shel-
ters on the urban and rural networks.
An indirect hazard has the potential to cause harm and a direct hazard is likely to cause immediate
harm to the travelling public.
Please provide as much information as possible and submit as soon as you are able to.
Indirect hazard Direct hazard
Damage to bus shelter (minor) Biological (blood/faeces)
Light (blown) Damage to bus shelter (major)
Graffiti on shelter Dangerous item (broken glass)
Overhanging tree Exposed wiring
Hole on road Obscene graffiti
Rubbish (full bin) Road obstruction
Other (give details below) Other (give details below)
In the event of a direct hazard, please phone your supervisor for immediate action and submit
the form as soon as practical. Please note details of person contacted as well as the time and date
of call below.
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
Reported by
Name: .......................................................................................................................................................
Bus number: ………………………………………...… Route number: ………………………..……….....
Address: …………………………………………………………………………………………………………....
Contact number: ...................................................... Date: ..... / ..... / ..... Time: …………………

Lodgement
Email: busstop@abc.com.au Fax: 08 8111 1111

In person: at any bus interchange
Office Use Only
Received by: ............................................................ Date: ..... / ..... / ..... Time: …………………
Action taken:
…………………………………………………………………………………………………………………….…
………………………………………………………….. Date: ..... / ..... / ..... Time: ……………......

A3.12 Communication in your workplace

Add some more types of communication in a workplace to the list below.
Verbal Written
Asking questions when being shown something

Instructions on how to use a one-person work cage
new that you need to do
A checklist of things you need to know when

Talking to a truck driver about the traffic
you start work
What to do in an emergency
Asking the manager where the first aid kit is kept
(‘emergency procedures’)
Formal Informal
Talking to work mates about other jobs you

Writing a report on the work you have just finished
have done
The team leader telling the team their duties

Showing a work mate where the canteen is
for the day
Making a list of things your supervisor asked you

Loading procedures
to get from the storeroom

Communication systems
Communication systems at work can be:
• telephones, including landlines, mobiles and satellite phones
• fax machines
• computers with email and internet access
• two-way radios
• paging systems.
A3.13 Tools for communication

Tick the tools that are used to communicate in your workplace. Add any other
tools that may be used. There are no right or wrong answers because the
communication tools can depend on the workplace.
Information Tick if used Information Tick if used
Email Notices on doors
Internet Answering machines
Facebook Two-way radios
Fax
Skype
Telephone
SMS

41
You can practise talking about things – or communicating – in the workplace by doing the following
two activities.
A3.14 Explaining one-person work cages
The owner of Store Well has 800 people working in his warehouse. He has come to
understand that work cages are a good investment in the safety of his workers because
they make sure that people are safe when they work at heights.
Store Well work cages have hand rails inside them and a rail overhead that a safety harness
can be fitted to. They have a sign saying that they can carry 150 kilograms.
Work cages are moved around the warehouse by a forklift.
Read the information above. Imagine that you work at Store Well and are
explaining the safety features of a work cage to someone new.
Make a note of four things you want to tell the new person about the work cage.
Notes
1.
2.
3.
4.

A3.15 Evacuating a building
If you discover a fire in the workplace, you should tell other employees and sound the
fire alarm.
Everyone should turn off any equipment and leave the building.
You should take personal belongings that you have with you. Walk quickly. Do not look
for work mates.
Employees trained in fighting fires should assess the fire, but only if it is safe.
You should stay at the assembly point once you get there.
Read the information above and explain to another employee six important things
to do when evacuating a building. But first make a note of them.
Notes
1.
2.
3.
4.
5.
6.

Good communication
Good communication is important to work. But when we speak to people in the workplace and we
are communicating what we mean, the receiver may still not ‘get’ the message right. Not sending or
not getting the right message is called ‘miscommunication’. Miscommunication can be common in
a workplace.
In the workplace often you may have to get instructions or explain things to other team mates. You may
have to write reports or ask questions about something new. It is important that you communicate well.
Good communication:
• is clearly spoken, written or sent messages using words, signs or symbols
• makes sure the speaker and listener understand the same thing
• uses language that the listener understands
• makes sure people know what is happening
• uses a number of ways to check that the listener has understood.

Poor communication
There can be things in a workplace that may cause communication problems, such as:
• not speaking or understanding English well
• noise and distractions, such as people and vehicles moving around
• writing that you may not be able to read
• words that you may not know
• cultural differences
• problems with the communication tool you are using
• thinking that someone has understood you, when they have not.
If you have trouble communicating, be patient and try to make your meaning clearer.

A3.16 Working out a communication problem
You can see that your co-driver is upset about something that happened during the shift
and so you ask him what is wrong.
English is not his first language and because he is upset he is talking quickly and loudly.
You cannot understand what he is saying or what the problem is, but you want to help him.
What can you do?
1. Read the information above and talk about some of the things that are making it difficult
to communicate.
2. Talk about what you could do to help your co-driver talk about the problem.

A3.17 Differences in the workplace

Your trainer or workplace mentor will talk about how differences between
workers can affect communication in the workplace.
Make notes in the table below as you listen.
Difference Possible work issue

A3.18 Good or poor communication?

Think about what you have read in this section about good and poor communication.
Say whether the comments below show good or poor communication.
The first one has been done for you.
Communication practice Good Poor
1. ‘Our workplace is really noisy. We have to yell to get our

message across’
2. ‘If a workplace message is important, it is good to make sure

there is a picture that shows what the words are about’
3. ‘After I have explained something at work, I check to make

sure my message has been followed’
4. ‘When I am talking, I try to say things in a way that gets my

message across’
5. ‘If people do not do what I have asked them to do, that is their
fault because they have not listened properly’
6. ‘When I take a message for someone I write it down in

case I forget and I try to write clearly so they can understand
my writing’

Communicating in different ways in the workplace
A3.19 Written communication

Many different sorts of written documents can be used in a workplace.
The table below lists a few and describes why they are used.
Written documents Why they are used
To make sure people know how to leave the

Evacuation procedures
workplace safely if there is an emergency
To tell someone that you have seen a safety

Hazard reporting form
problem (‘hazard’) before it hurts someone
Has procedures and instructions about how to do

Operations manual
your job the right way
What other written documents can you think of?

Talk to your trainer, workplace mentor or others in your group about
different written documents you can think of and what they are used for.
You can use the table below to write down the documents you discuss and their use.
Written documents Why they are used

50
Workplace signs
Many workplaces use signs like the ones on this page to make sure workers understand workplace
instructions and so stay healthy, safe and productive.
A3.20 Workplace signs

What messages do these signs communicate? The first one has been done
for you.
Picture Meaning
Do not use a mobile phone here

3.2.2 Topic 2: Taking part in group discussions

There are words that belong to every workplace or industry, and some of them may be new to you.
You need to understand and be able to use those words when you take part in work discussions.
Remember, sometimes different words can be talking about the same thing.
For example, ‘mandatory’, ‘compulsory’, ‘required’ and ‘obligatory’ are all used in the workplace to talk
about something you must do.
A3.21 Tools for communication

Choose one of the three tables of words that relate to the industry you work in
(road, rail or warehousing). Find the matching word in the right column that means
the same thing. The first one has been done for you.
Word Matching word Word Matching word
adjacent dangerous adjacent dangerous
authorised combustible authorised combustible
depot obligatory defect air
destination next to destination next to
documentation endpoint evacuate obligatory
evacuate empty extinguish importance
extinguish importance flammable endpoint
flammable goods hazardous fault
hazardous paperwork mandatory approved
load approved priority transfer
mandatory interchange transit put out
priority put out validate empty
ventilation stamp

Word Matching word
adjacent dangerous
authorised combustible
defect endpoint
depot transfer
destination next to
evacuate obligatory
extinguish importance
flammable garage
hazardous air
mandatory approved
priority empty
transit put out
ventilation fault

The importance of meetings and group discussions
Meetings and discussions in the workplace:

• explain changes that are happening in the workplace or to work tasks
• help you to discuss and solve problems
• help you make decisions and decide on workplace targets
• give you new information, such as occupational health and safety (OHS)
updates
• schedule tasks and who will do them
• give feedback and evaluation.
Four important things to remember when you take part in meetings or group discussions:
To make it easier for you to take part in a meeting or group discussion,

1. Prepare
organise your ideas beforehand.
Let others talk too and listen to what they say, as you may not agree or you
2. Listen
may want to add more information.
People listen and understand you better if you speak calmly, clearly and
3. Speak clearly
explain things.
4. Support your
If there are any facts that back up your opinion, talk about them.
opinion with facts

A3.22 Taking part in meetings or group discussions
Finish these sentences in your own words.
1. Making notes
before a meeting
helps me to …
2. When I make
eye contact
with the people
speaking it …
3. Slowing down a
bit when I speak
helps …
4. Knowing my
stuff before I go
to a group
discussion will …
Now do the next activity.

A3.23 A team meeting on accident procedures
There was an accident at work last week and your team leader has told you and your work
mates that the boss thinks you all didn’t seem to know what to do.
You and the rest of the team have been asked to come to a team meeting tomorrow to talk
about accident procedures.
Think about the four important points you read about on page 54. Discuss what you would do before and
during the meeting, and then fill out the table. The first one has been done for you.
Important points What you could do
Prepare what you I could look at the accident procedures that we have at work and think about:
could contribute to the
team meeting Do they work well? What needs to improve?
Let others talk too and

listen to what they say
Speak clearly
Support your opinion

with facts

A3.24 What you would say
Read the workplace situation on the left and write down some points that you would say in a workplace
discussion or meeting about the situation.
Workplace situation Write what you would say
You work as part of a

team laying a new rail
track. Your team has
been working during
a heat wave. The tools
and materials heat
up so that they are
difficult to use during
these very hot days.
Your supervisor has
called a meeting to
discuss this with
the team.
You work in a very

busy warehouse.
There does not seem
to be a clear system
of traffic management
in and around
the warehouse.
Your supervisor is
concerned because
there are clear
procedures but
they are not being
followed. He has
called a meeting
to discuss it.
There has been a

chemical spill at
your workplace.
The emergency
evacuation
procedures were
not followed by all
employees. A meeting
is called to discuss it.

Speaking up at work
Remember: you can contribute your views at work.

It helps to remember these tips.
• Listen carefully so that you have all the facts
• Only talk when you have something worth saying
• Remember to present facts that you know
• Say if you agree or disagree with others
• Be calm – try not to get angry
3.2.3 Topic 3: Representing the views of the group to other people

Use the questioning and listening techniques we have talked about so that you understand and
reflect other people’s opinions.
At work you often need to interpret, understand and reflect the views of others, such as a supervisor,
a safety committee or other work mates.
To understand others and what they say, listen carefully, clarify with questions,
and repeat back to the person you are communicating with.
Use different ways to check your understanding of what other people say.
For example, if you are discussing a safety issue and want to hear other people’s
views, you might ask open questions such as:
• Why do you think that?
• What did you see?
• How often did that happen?
• Why are you worried about that?
Open questions get more information from people – information that you need if you are to really
understand and represent their views.
We have already talked about open questions on page 24. If you are not sure, go back and look at
that section.
Here are some tips for getting more information.

• Make sure you understand what the other person has said by saying
‘You mean…………………………’
• Check for feedback by saying ‘I think I understand what you think,
is it……………….?’

3.3 Check your understanding

Question Answer
1. In your own
words, what is
communication?
1.
2. What are three
examples of
messages 2.
communicated in
your workplace?
3.
1.
3. What are
four types of
communication 2.
in a workplace?
(You can go to 3.
page 17 if you
are not sure)
4.
4. What are three 1.

things you can
do to be a good
listener? 2.
(You can go to
page 23 if you
are not sure) 3.

Question Answer
5. What is the
difference between
a closed and an
open question?
(You can go to
page 24 if you
are not sure)
6. What are three

1.
types of written
reports or
forms used in
a workplace? 2.
(You can go to
page 32 if you
3.
are not sure)
7. What are three 1.

things you know
about good
communication? 2.
(You can go to
page 44 if you
are not sure) 3.
8. Why do we use
workplace signs?
(You can go to
page 51 if you
are not sure)

4. Other useful information

The Reading Writing Hotline 1300 655 506

The Reading Writing Hotline is a free service funded by the government. If you ring the hotline,
you can talk to someone about your reading, writing, spelling or maths needs.
The hotline consultant you speak with can give you details of adult literacy and numeracy classes available
in your local area. If there are no suitable classes available locally the hotline consultant will give you
details of how you can get support by distance delivery. The hotline can also help you get support with
your learning if you are a trainee or an apprentice or get information about workplace language and
literacy programs.
62 Other useful information

Transport & Logistics

Industry Skills Council
P: 03 9604 7200
F: 03 9629 8903
E: enquiries@tlisc.org.au
tlisc.org.au
twitter.com/TLISC

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2. The training program 7

4. Other useful information 61

1.1 About this guide

1.2 What’s in the guide

1.3 How to use the guide

The steps in your training

4. Do the training Use this Learner Guide as you do your training

1.3.2 Learning topics in the guide

Answer questions True False

1.3.3 Pictures in this guide and what they mean

Picture Meaning Picture Meaning

Something you answer or write A good idea or tip

Talk with others Important information

Handout your trainer or Questions about information

Something your trainer will do

Space where you can write

1.3.4 Pictures that tell which industry an activity relates to

1.4 Words and terms in the guide

1.5 Colours in the guide

Purple, turquoise and green in this guide has information or advice

This page has been intentionally left blank

2. The training program

2.1 The role of your trainer

2.2 Your responsibilities as a learner

8 The training program

2.3 Assessment 2.4 Getting started

The training program 9

This page has been intentionally left blank

3.1 Introduction to the unit

The main topics in the unit are:

12 TLIE1003A Participate in basic workplace communication

3.1.1 Word list: words and terms in this unit

Word or term Meaning

appropriate language speaking in a way that the listener understands

verbal communication spoken language

communication sending and receiving information by talking, writing and signs

communication telephones, letters, facsimiles, computers and radio systems

co-worker someone you work with, a work mate

efficient does not waste time, effort or money

instructions information about what to do and how to do it

locating and finding information and putting it somewhere in a manual or computer-based

miscommunication communication that is not clear

reporting giving information to others about an event (reporting) and preparing a

receiver the person who receives or gets the message

respond to a message answer a message

sender the person who sends a message

verbal report workplace message that you say

TLIE1003A Participate in basic workplace communication 13

Word or term Meaning

written workplace information given in writing to employees about changes or information

written report workplace message that you write

14 TLIE1003A Participate in basic workplace communication

Word or term Meaning

TLIE1003A Participate in basic workplace communication 15

3.2 TLIE1003A topics

The communication process

Sender Receiver receives

Sender receives Receiver

16 TLIE1003A Participate in basic workplace communication

Types of communication in the workplace

TLIE1003A Participate in basic workplace communication 17