CBLM Participate

COMPETENCY-BASED LEARNING MATERIAL
Sector : AUTOMOTIVE /LAND TRANSPORT
Qualification Title : AUTOMOTIVE SERVICING NC II
PARTICIPATE IN WORKPLACE
Unit of Competency :
COMMUNICATION
Date Developed: Document No.

Participating in April 2012 Issued by: Page 0 of
Workplace KIT-TESDA 109
KNVS-KIT -QMS Communication Developed by: Revision #___
Elisa N. Vicente
PARTICIPATING IN WORKPLACE
Module Title :
COMMUNICATION
Technical Education & Skills Development Authority

KABASALAN INSTITUTE OF TECHNOLOGY
Kabasalan, Zamboanga Sibugay
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome to the Competency-Based Learning Material for the module,

PARTICIPATING IN WORKPLACE COMMUNICATION. This learning material
contains activities for you to complete.
This module was prepared to achieve the required Competency in

PARTICIPATE IN WORKPLACE COMMUNICATION. This will be the source of
information for you to acquire knowledge and skills in this particular trade,
with minimum supervision or help from your trainer. With aid of the materials,
you will acquire the competency independently at your own pace.
The unit of competency, “Participate in Workplace Communication”

contains the knowledge, skills, and attitudes required in participating
workplace communication. It is one of the BASIC modules in the National
Certificate level II (NCII). You are required to go through a series of learning
activities in order to complete each learning outcome. Information sheets, are
provided to help you better your understand of the required activities. Follow
these activities and answer self check. And get answer sheet from your trainer
to reflect your answers. If you have some questions please don’t hesitate to ask
your facilitator for assistance
Recognition of Prior Learning (RPL)
You may have some or most of the knowledge and skills covered in this
learning material because you have:
 Actual experience on the job

 Already completed training in this area

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If you can demonstrate to your trainer that you are competent in a
particular skill, you don’t have to do same training.
If you feel some of the skills, talk to your trainer about having them
formally recognize. If you have qualification of Certificate of Competence from
previous training, show it to your trainer. If the skills you acquired are still
relevant to the module, they may become part of the evidence you can present
for RPL. At the end of this learning material is a learner’s diary. Use this diary
to record important dates, job undertaken and other work place events that will
assist you in providing further details to your trainer or assessor. A Record of
Achievement is also provided for the trainer to accomplish upon completion of
the module.
As you work on these materials, please observe the following guidelines:
 Talk to your trainer and agree on how you will both organize the
training of this unit. Read through the Competency Based Learning
Material carefully. It is divided into sections which cover all the
skills and knowledge you need to successfully complete 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.
 You will be given plenty of opportunities to ask questions and

practice on the job. Make sure you practice your new skills during
regular work shifts. This way you will improve both your speed and
memory and also your confidence.
 Talk to more experienced workmates and ask for their guidance.
 Use 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 learning material.
 As you work through the activities, ask for written feedback on
your progress. Your trainer keeps feedback/pre-assessment
reports for this reason. When you have successfully completed
each element, ask your trainer to mark on the reports that you are
ready for assessment.

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 When you have completed this module and feel confident that you
are have had sufficient practice, your trainer will arrange
appointment with the registered assessor to assess you. The
results of your assessment will be recorded in your Competency
Achievement Record.
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competencies Module Title Code
1 Participate In Workplace Participating In Workplace

500311105
Communication Communication
2 Work In A Team Environment Work In A Team Environment 500311106
3 Practice Career Professionalism Practice Career Professionalism 500311107
\
4 Practice Occupational Health And Practice Occupational Health And 500311108
Safety Procedures
Safety Procedures

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MODULE CONTENT
Qualification Title : Automotive Servicing NC II

Unit of Competency : Participate in Workplace Communication
Module Title : Participating in Workplace Communication
Introduction
This unit covers the knowledge, skill and attitudes required to

gather, interpret and convey information in response to workplace
requirements.
Learning Outcomes:
Upon completion of this module, you must be able to;
1. Obtain & convey workplace information

2. Participate in workplace meeting & discussion
3. Complete relevant work related documents

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LEARNING OUTCOME SUMMARY
LEARNING OUTCOME .1 OBTAIN & CONVEY WORKPLACE

INFORMATION
CONTENTS:
 Parts of Speech
 Sentence Construction
 Effective Communication
ASSESSMENT CRITERIA:
 Specific relevant information is accessed from skill are used

to gather sources.
 Effective questioning, active listening & speaking are used
gather & convey information.
 Appropriate medium is used to transfer information & ideas.
 Appropriate non-verbal communication is used.
 Appropriate lines of communication with superiors &
colleagues are identified & followed.
 Define workplace procedures for location & storage of
information are used.
 Personal interaction is carried out clearly & concisely.
CONDITIONS:
The students/trainees must be provided with the following

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1. Write materials (pen & paper)
2. References (books)
3. Manuals
METHODOLOGIES:
1. Group discussion
2. Interaction
3. Lecture
4. Reportional
ASSESSMENT METHODS:
1. Written Test
2. Practical/Performance Test
3. Interview
LEARNING EXPERIENCES
Learning Outcome 1: Obtain & Convey Workplace Information
Learning Activities Special Instructions

Read information sheets 1.1-1, 1.1-2, Read and understand the information
1.1-3, 1.1-4, 1.1-5, 1.1-6, 1.1-7, 1.1-8, sheet
1.1-9 & 1.1-10.
Evaluate your own work using the
Perform Job Sheets 1.1-1. performance criteria.
Present your work to your trainer for

evaluation and recording.
If you have questions please ask your

trainer.
After doing all activities of this LO, you

are ready to proceed to the next LO2
on Participate in Workplace Meetings
and Discussions.

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INFORMATION SHEET 1.1-1
Parts of Speech
Learning Objectives: After reading this Information Sheet, you must be able to;
a. define the eight parts of speech
b. construct sentences using the eight parts of speech
The Eight Parts of Speech are:
Noun Verbs Prepositions

Pronoun Adverb Conjunctions
Adjectives Interjections
1. Noun: the name of something: as, book, boy, man, house, library.
The man is selling books.

The house is painted.
Jose lives in Manila.
He drives his car to the office.
2. Pronoun: a word used instead of a noun: as, he, she, they, I, who, it, we,
you, her, him.
She is pretty.
They are honest.
Ramon, please tell her to come.
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Who wants to see him?
3. Adjective: a word that modifies, limits or describe a noun or pronoun or

modifies its meaning: as, kind, small, great, back, first.
Rizal is the greatest Filipino hero.

Estela is a small girl.
Her hair is black.
4. Verb: a word that expresses an action: as, eat, sleep, drink, rest, climb,
thank.
I walk and dance. Her mother is Ana.

The girl ran to her mother. She sells books.
5. Adverb: a word that modifies a verb, an adjective or another adverb: it

answer the questions when? (Adverb of time), where? (Adverb of place),
how often? (Adverb of frequency) and how? (Adverb of manner). As,
quickly, very, soon, well, gracefully.
The lady is very pretty. He can hardly walk.

The stranger arrived early this morning.
He speaks fluently.
6. Preposition: a word that show relation between a noun or pronoun and

another word in the sentence: as, for, from, at, in, over, on.
Pedro ran into the building.

He lives in the house near the bridge.
I like him best of all my friends.
7. Conjunction: a word that joins words or group of words in a sentence:

as, and, or, if, while, although.
Floral sings and Felisa plays the piano.

Rosa must study hard or she will fail.
You may if you wish.
I do not sing, but I dance.
I entered the room when I heard the bell.
Although I am old, I can still travel.
8. Interjection: a word that shows emotions, and has little or no

grammatical connection with the rest of the sentence: as, oh, ah, alas. It
is usually use with exclamation point (!).
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Oh! The house is burning. Help! Help!
Alas! Is gone
Ouch! You stepped on me
SELF CHECK 1.1-1
Direction: Read the paragraph below. Identify what part of speech is underline
word by writing the word on the table where they belong.
The Writing Process
Writing is the act of setting down words on paper for expressing and
recording one’s ideas. When one writes, he is expected to follow certain steps
accurately to be able to come up with piece of writing that is clear and
objective. Precisely, this is what is called for in technical writing.
Noun Pronou Verb Adjective Adverb Conjunction Preposition Interjection

n

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ANSWER KEY 1.1-1
Noun Pronoun Verb Adjective Adverb Conjunction Preposition Interjection

of
paper
and
ideas
writes
he
steps
accurately
come
with
that
clear
objective
could
in

Participating in April 2012 Issued by: Page 10
Workplace KIT-TESDA of 109
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JOB SHEET 1.1-1
Title: Perform Self Introduction
Performance Objective:
Given the module on LO1: Obtain and Convey Workplace Information

should be able to introduce yourself in front of your classmates
Supplies/Materials:
Modules, bond papers, ball pen
Equipment:
Tables, Chairs
Steps/Procedures:
1. Write a paragraph about yourself using correct constructed sentences

2. Introduce yourself to the class
Assessment Method
Questioning, Performance Criteria Checklist

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Sentence Construction
Learning Objectives . After reading this Information Sheet, you must be

able to;
 Define sentence
 Give the different kinds of sentence according to use
 Give examples of sentences according to form
A sentence may be defined as a group of words that contain a subject

and a predicate and expresses a complete thought.
A subject is a part of a sentence that is being spoken off or it is the

topic of the sentence.
Examples;
a. His father is a good carpenter.( His father – is the subject of
the sentence)
b. Sheila cooks well. ( Sheila-is the subject of the sentence)
A predicate is a part of a sentence that says something about the

subject
or describes the subject.
Examples;
a. His father is a good carpenter.
b. Sheila cooks well.
(Is a good carpenter and cooks well are the subjects of the sentences)

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A sentence must have one independent clause, but it may contain
additional independent and dependent clauses. An independent clause,
standing alone, may be called a sentence.
Kinds of sentence according to use;

1. Declarative
2. Imperative
3. Interrogative
4. Exclamatory
1. Declarative is a sentence that states a fact.
Examples:
I teach.
Students study their lessons.
Boys and girls dance and sing.
2. Imperative. An imperative sentence is one that commands or

requests.
Example:
Tell Rene to come.
Kindly lend me your book.
Please call your sister.
3. Interrogative. An interrogative sentence is one that asks a question.
Example:
Who is tour teacher?

Why are you taking?
Where is your house?
What are they doing?
4. Exclamatory. An exclamatory sentence is one that expresses a strong

feeling.
Example:
Oh! The house is burning
Run for your life, Jose!

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Forgive me, Mother!
Kinds of sentence according to form, sentences are termed:
1. Simple
2. Compound
3. Complex
4. Compound-complex
1. Simple. A simple sentence contains one independent clause.
Example:
Every student must know grammar.
Jose throws the ball.
Have you found your pencil?
2. Compound. A compound sentence is one that contains two or more

independent clauses.
Example:
The boys are dancing and the girls are singing.
I called you, but you did not answer.
Nena washed the dishes and Isabel dried them.
3. Complex. A complex sentence is one that contains one main or

independent clause and one that contains one main or independent
clause and one or more dependent clauses.
Example:
Do you know who he is?
Pedro and Jose entered the room when the bell rang.
Although he is poor he is trustworthy.
4. Compound-complex. A compound-complex sentence is one that contains

two or more independent clauses and one or more dependent clauses.
Example:
I like the book that you are selling, but I have no money.
He spoke in a low voice, but he could be heard distinctly at

the
back of the room, where I was.
I tried to reason with him, but he turned a deaf ear to

Everything that I said.

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Test III
Write a three-paragraph composition writing on anyone of the following

topics
A. My Future Plan
B. My Unforgettable Moments
C. My Best Friend
SELF CHECK 1.1-2
Directions:
I. Identify the following sentence according to form.
1. The new Volkswagen model, as it is generally considered, contains the

best feature of preceding cars in addition to some new features.
2. Ramon enrolled in a TESDA training center.
3. To begin with, there are four batteries in common, carbon, zinc,
alkaline, mercury, and nickel cadmium, though, there are several
variations on them.
4. Flashlights demand only moderate current and they are used fairly
but just for a few minutes at time.
5. Joey wants to join our basketball team but he was disqualified.
II. Write two sentence in each of the following.
1. Declarative 3. Interrogative
a. a.
b. b.
2. Imperative 4. Exclamatory
a. a.

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b. b.
ANSWER KEY 1.1-2
Test 1
1. Complex sentence
2. Simple sentence
3. Complex sentence
4. Compound-complex sentence
5. Compound sentence
Test II
Note: Trainees’ answers may vary.

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Effective Communication in the Workplace
a. Define communication
b. Differentiate the two phases of communication
c.
What is communication?
Communication is the sharing of information between two or more

individuals or groups to reach a common understanding. The most important
of this definition is that the information or ideas conveyed must be understood.

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To see what this definition means in practice, consider giving or receiving
incomplete information. With only a partial understanding, problem will occur.
Good communication is often in correctly defined by the communicator

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

other’s position but their communication does not necessarily produce
agreement.
What are the two phases of the communication process?
The communication process consists of two phases.
 The transmission phase

 The feedback phase
The transmission phase, information is sent from one individual or group

the sender to another individual or group the receiver. In the feedback phase, a
common understanding is assured
What is the transmission phase of communication?
To begin the transmission phase, the sender decides on the message

which is the information the sender wants to communicate. The sender
translate the message into symbols or language, a process called encoding.
Once encoded, a message is transmitted through a medium to the receiver. The
medium is simply the pathway, such as a phone call or letter, through which
an encoded message is transmitted to a receiver.
What is the feedback phase of communication?
The feedback phase is initiated by the receiver, who becomes the new
sender. The receiver decides what message to send to the original sender (now
the new receiver), encodes it and transmits it through a chosen medium.
The message might contain a confirmation that the original message was
receive and understood or a restatement of the original message to make sure
that it was correctly interpreted, or a request for more information.

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How does perception impact communication?
Perception is the process through which people select, organize and

interpret sensory input to give meaning and other order to the world around
them. Perception is inherently subjective and influenced by people
personalities, values, attitudes, moods, experience, and knowledge. When
senders and receivers communicate with each other, they are doing so based
on their own subjective perception. Perception plays a central role in
communication and affects both transmission and feedback. The encoding and
decoding of message and even the choice of a medium hinge on the perception
of sender and receiver.
SELF CHECK 1.1-3
I. Fill in the blank with correct answer from the choices inside the box.
Perception Transmission phase

Communication Information
Feedback phase Symbol
Medium
1. ___________is the process to which people select, organize, or

interpret sensory input to give meaning & order to the world
around them.
2. To give the _________, the sender decides on the message which is

the information the sender wants to communicate.
3. ___________is the sharing of information between to or more

individuals or groups to reach a common understanding.
4. Once encoded, a message is transmitted through a _________ to the

receiver.
5. The _________is initiated by the receiver who became the new

sender.
II. Write true if the sentence expresses correct idea; write false if the
statement expresses incorrect idea.
1. Perception phase and transmission phase are the two phases

communication process.

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2. Perception plays a central role in communication and affects both
transmission and feedback.
3. After deciding on the message, the sender translates the message

into symbols or language and the process is called decoding.
4. When sender and receiver communicate with each other, they are
doing so based on their own subjective perceptions.
5. If someone disagrees with us, we may often assume that the

person just did not fully understand with us.
ANSWER KEY 1.1-3
Test 1
1. Perception
2. Transmission phase
3. Communication
4. Medium
5. Feedback phase
Test 11.
1. False
2. True
3. False
4. True
5. True

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Verbal Communication
a. Indentify the different types of verbal communication.
b. Conduct interview.
Communication is the sharing of information between two on more

individuals or groups to reach a common understanding.
The information or ideas conveyed must be understood.
Communication could be verbal or nonverbal communication.
I. Verbal Communication is a kind of communication that uses one or more

words. Verbal communication would be oral or written.
A. Oral Communication
a) Two – person/dynamic communication
 The basic with a purpose

 Includes an informal everyday exchange of ideas but also the most
intimate relationship.
b) Interviewing
 Conversation with a purpose

 Usually involves two people so it is considered a special form of
dynamic communication.
c) Small-group Communication
 Face to face communication among a small group of people who

share common purpose or good, feels a sense of belongingness to the
group, and exerts influence upon one another.
d) Public communication

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 Occurs in public rather than private
 Relatively formal as opposed to informal unstructured
communication
 Formal Speeches
e) Organizational Communication
 The flow of message with in a network of independent relationship

 Concerns with the role of communication in contributing to or
detracting from the effective function of the total organization
B. Written Communication – a kind of communication that is being printed.
It could be downward or upward.
a) Downward
 Company publication
 Letters to employers
 Pay – envelop inserts
 Formal memorandum
 Bulletin board
b) Upward
 Letters of intent

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SELF CHECK 1.1-4
Directions:
Fill in the blanks with the correct answer from the given options. Write
only the letter of your answer.
1. Small group communication is a _______communication.

a. Non verbal b. verbal c. written
2. Memorandum is an example of _________.

a. Oral communication b. non verbal c. written communication
3. Formal speech is an example of _________.

a. Public communication b. Interview c. Dynamic communication
4. Written communication is a kind of communication that is being printed.

It could also be downward or _______communication.
a. Sideward b. Upward c. Forward
5. Application letter is an _______ communication.

a. Upward b. Downward c. Sideward

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ANSWER KEY 1.1-4
1. b
2. b
3. a
4. b
5. a

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Nonverbal Communication
a. Differentiate non verbal and verbal communication
b. Give examples of non verbal communication
Nonverbal communication (NVC) is

usually understood as the process of
communication through sending and
receiving wordless. Such message can
be communicated through gesture;
body language or posture: facial
expression and eye contact; object
communication such as clothing,
hairstyles or even architecture
symbols and info graphics; prosodic
features of speech such as intonation
and stress and other paralinguistic
features of speech such as voice
quality and speaking styles.
Scholars in this field usually use a sense of the term “verbal” meaning “of
or concerned with words,” and do not use “verbal communication” as a
synonym for oral or spoken communication. Thus sign languages and writing
are generally understood as forms of verbal communication, as both make use
of words – although like speech both may contain paralinguistic elements and
often occur alongside nonverbal messages. Nonverbal communication can
occur through any sensory channel – sight, sound, smell, touch, or taste.
Nonverbal communication is also distinguished from unconscious
communication, which may be verbal or non-verbal. Also non-verbal
communication comes in many forms at the same time. For example, a
person’s dress, tone of voice, attitude and movement all contribute to the
communication going on in a certain situation.
Studying nonverbal communication
The first scientific study of nonverbal communication was Charles

Darwin’s book, The Expression of the Emotions in Man and Animals (1872). He

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argued that all mammals show emotion reliably in their faces. Studies now
range across a
number of fields including kinetics, linguistics, semiotics and social

psychology. Proxemics refers to how people use and interpret space.
While much nonverbal communication is based on arbitrary symbols

which differ from culture to culture, a large proportion is also to some extent
iconic and may be universally understood. Paul Ekman’s influential 1960s
studies and surprise are universal.
Object communication
The most common form of object communication is clothing. The types of
clothing that people wear are often used to determine their personally, though
this is considered a form of stereotyping. For example, it is common for people
to give preference to those they consider a physically attractive. A good example
of clothing as object communication is the uniform.
Haptics
Haptics is the study of touching as nonverbal communication. Touches
that can be defined as communication include handshakes, holding hands,
kissing (cheek, lips, and hand), back slap, high five, shoulder pat, brushing
arm, etc. Each of these give off nonverbal messages as to the touching person’s
intention/feelings. They also cause in the receiver, whether positive or negative.
Chronemics
Chronemics is the study of the use of time in nonverbal communication.
The way we perceive time, structure our time and react to time is a powerful
communication tool, and helps set the stage for communication across
cultures, time perceptions include punctuality willingness to wait, and
interactions. The use of time affects lifestyles daily agenda, speed of speech and
movements and how long you are willing to listen.
Oculesics
Oculesics is the study of the role of eyes in nonverbal communication.
Studies have found that people use their eyes to indicate their interest. This
can be done through eye contact. For example, when a professor is giving a
lecture, a student may communicate disinterest by reading a magazine instead
of looking at the professor’s presentation. Left sided gestures may indicate
negative effect while right sided gestures indicate positive effect, and this
orientation may alternate depending whether a person is right or left handed.
This has yet to be proven and more and more research is needed on the topic.
Paralanguage

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Paralanguage (sometimes called vocalic) is the study of nonverbal cues of
the voice, various acoustic properties of speech such as tone, pitch, accent, etc.
collectively known as prosody can all give off nonverbal cues.
SELF-CHECK 1.1-5
Direction: Choose the correct answer from the given options.

Write only the letter of your answers.
______ 1.A non-verbal communication which refers to touching

(a. Chronemics b. Haptics c. Ocutesics)
______ 2.The study of the use of time which includes punctuality & willingness
to wait, etc
(a. Chronemics b. Oculesics c. Paralanguage)
______ 3.It is sometimes called vocalics and it is the study of the non-verbal
cues of the voice
(a. Haptic b. Paralanguage c. Oculesics)
______ 4.The study of the role of the eyes in non-verbal communication is called
(a. Chronemics b. Oculesics c. Haptics)
______ 5.Wiring uniform is an example of (a. Time b. Object c. Speech)

communication.
______ 6.Holding hand is an example of

(a. Object b. Haptics c. Chronemics) communication.
______ 7.Gesture, body language and facial expression are examples of ( a.

verbal b.non verbal c. oral) communication.
______ 8.Which is not an example of haptic language (a. handshake b. pitch

c. shoulder pat
______9.Non verbal communication can occur through any (a. serious b.

segment c. sensory) channel
______ 10.People use their eyes in communication to indicate their (a. interest
b. feelings c. both a & b)

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ANSWER KEY 1.1-5
1. b
2. a
3. c
4. b
5. b
6. b
7. b
8. b
9. c
10.c

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’Open “and ‘’Closed” Gestures
a. Differentiate “open” gesture and “closed” gesture.
b. Identify “open” and “close” gestures.
Our gesture oftentimes tells something about us that we are not able or
willing to communicate verbally. Here is a partial list of “open” and “closed”
gestures “open” are present when a person is ready and willing to
communicate, “closed” are present when there may be something standing in
the way of honest, complete communication. These gestures can be observed in
spouse relationships, parent-child relationships, supervisor-worker
relationships worker-client relationships, and any other time that two people
are communicating. May be you will discover that your body language has been
telling on you.
Open Gesture Closed Gesture

Open Hands Hand covering mouth
Palms up Making first
Unbuttoning jacket Peering over top of glasses
Spontaneous eye contact Glancing at exit
Smile Frown
Leaning forward Leaning back
Relaxed Rigid
Hands away from face Looking at floor
Standing straight Moving away
Feet apart Legs crossed, shaking foot
Shoulders squared Fidgeting
Uncrossed legs Locked ankles
Welcoming handshake Folded arms
Touching Cold shoulder
Patting Open palm tapping
Rubbing palms together Hand wringing
Affirmative head nods Head lowered
Eye contact Lack of eye contact
Calm use of facial movements Staring or eye closed
Body positioned toward other Rocking
Stalling for time (light pipe, clean
Seating arrangement with no barriers
glasses, etc).

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How do you or others come across nonverbally?
a. Is the message I am saying the message I am feeling? Am I really

hearing what the other is saying?
b. Is this person someone with whom I really am interested in
communicating?
c. Does this person really want to talk with me?
d. Do I feel bored when I am with this person? Does this person seem
to be bored with me?
e. Am I struggling to remain interested in this person?
f. Does this person really share true feelings with me?
g. Would I like to disagree with this person is saying?
h. Does this person overreact to my statements?
i. Do I really want to be here today with this person?
j. Does this person want to be here with me?
k. Does this person threaten? Do I threaten this person?
l. Does this person trust me? Do I trust myself with this person?
m. Are my feelings about this person coming across?
n. Are the person’s feelings about me clear to me?
Nonverbal Tips for Improved Communication
o Make yourself comfortable with the other. Avoid being too close or
too far away physically. (Within two feet is a comfortable range)
o Be relaxed and attentive. To gain acceptance lean slightly toward
the other. Avoid slouching or sitting rigidly.
o Maintain frequent eye contact. Avoid staring, glaring or looking
away.
o Give nonverbal communication while the other is talking. Such as a
simple nod of approval.
o Keep gesture smooth and unobtrusive. Don’t let them complete for
Attention with your words .Avoid letting your gestures reveal
emotional frustration.
o Your rate of speech should be average or a bit slower. Avoid
sounding Impatient or hesitant. Control the tone of your voice.
Avoid sounding cold and harsh.
o Maintain a clearly audible voice-neither too loud nor too soft
o Your feet and legs should be unobtrusive. Avoid using them as a
barrier
o Smile when appropriate; look pleasant and genuine.
o Stay alert through long conversations. Closing eyes and yawning
usually block communication.

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SELF CHECK 1.1-6
Direction:
Identify the given gestures whether it is “open” and “closed” gesture.

Write check ( √ ) for “open” gesture and (x) for “closed” gesture. Write the
answer only.
1. Yawning
2. Closed eyes
3. Palms up
4. Sitting rigidly
5. Smile
6. Uncrossed legs
7. Slouching
8. Eye contact
9. Folded arms
10. Touching
ANSWER KEY 1.1-6

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1. X
2. X
3. √
4. X
5. √
6. √
7. X
8. √
9. X
10.√

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Effective Use of Questioning
Learning Objectives: After reading this Information Sheet, you must be

able to;
a. Give the importance of questioning.

b. Ask question during discussions.
Questioning can:
 arouse curiosity
 stimulate interest in the topic
 clarify concepts
 emphasize key points
 enhance problem-soling ability
 encourage students to think at the higher cognitive levels
 motivate student to search for new information
 ascertain students knowledge level to aid modifying instruction
Techniques of Effective Questioning:
1. Establish an appropriate environment
Only certain question should be posed in front of the patient: bedside

questions should focus principally on knowledge and recall and to a lesser
extent on comprehension.
2. Create a climate conducive to learning
A happy facial expression, nod, or verbal acknowledgement of a correct

response encourage other students to participate in the discussion. Pose
questions in a non-threatening way and receive answers in a supportive
fashion. A harsh tone, especially when used to interrupt a response from the
student, can be devastating for both the student and his or her peers.
3. Prepare the students for the questioning session and discussion

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Explain to students the format, expectations, and how this knowledge
will help them
4. Use both pre-planned and emerging questions.
Pre-planned questions are those incorporated into the educational plan

prospectively that are asked during the teaching session to introduce new
concepts, focus the discussion on certain items, steer the discussion in
specific directions, or identify student knowledge level on the topic.
Emerging question derive from the discussion itself and the specific answer
given to previous questions. Think quickly and act decisively to phrase these
questions accurately and pose them at appropriate times in the discussion.
5. Use an appropriate variety and mix of questions.

One good strategy is to start with convergent questions and then
continue with divergent questions, perhaps asking questions in hierarchical
sequence and building from the recall of facts to higher levels of thinking
and problems-solving.
If a question requiring a higher level thinking skill stymies the student, go
down to a question requiring a lower-level thinking skills and then work up
the hierarchy.
6. Avoid trick question and those that require only a YES or NO

response.
Trick question should be avoided, as they frustrate students and tend to

encourage frivolous responses. YES or NO questions encourage students to
respond with out fully understanding or thinking through the issue. When
use such questions should be followed by other questions to determine the
thinking process of the student.
7. Phrase the questions carefully, concisely, and clearly.
Improper phrasing and the use of multiple questions related to the

same topic may result in unintentional cueing and inability to accurately
assess student understanding.
8. Address questions to the group, versus the individual.
Pose the question to the entire group and wait before identifying a
student to respond. The wait time encourages all students to think about
the response. As they do not know who is going to be called upon to answer

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the question. Select students at random to answer questions as it tends to
keep everyone attentive and involved.
9. Select both volunteers and non-volunteers to answer questions.
10. Adapt question to needs of the learners.
Asses the student s’ needs and tailor questions to maximize the number
of correct answers while moving toward more and more difficult
questions. Remember no two groups of students will be alike or at same
level.
11. Use sufficient wait time.
The teacher can significantly enhance the analytic and problem –solving
skills of students by allowing sufficient wait times before responding. Both
after posing a question an after the answer is given. This allows everyone to
think about not only the question but also response provide by the student.
Three to five seconds in most cases; longer in some, maybe up to 10Seconds
for higher–order questions.
12. Respond to answers given by students.
Listen carefully to answers given by students; do not interrupt students

while they are responding to questions unless they are straying far off
course, are totally unfocused, or are being disruptive. Acknowledgement
correct answers and provide positive reinforcement. Do not use sarcasm,
reprimands, accusations, and personal attacks. Repeat answers: other
repeat waste time. Keep questioning until the learning objectives for the
session have been achieve; this may be the best opportunity to teach a
particular concept. Handle incomplete answer by reinforcing what is correct
and asking probing question
SELF-CHECK 1.1-7
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I. Write true of the statement is correct and false if the statement
is incorrect. Write your answer on the blank.
_______ 1. Selecting or calling students at random to answer questions keep

everyone attentive.
_______ 2. Trainers need to answer questions asked b the students.
_______ 3. It is advisable for teachers to interrupt students while responding to

questions.
_______ 4. A harsh tone, used to interrupt student’s response can be

devastating
for both the students and his/her peers.
_______ 5. Always ask tricky questions.
II. Choose the correct answer from the given options.
______ 1. Questions should be avoided for they frustrate students.

a. preplanned b. tricky c. probing
_______ 2. It encourages students to participate in the discussion
a. nod b. frown c. shaking of head
_______3. Questions which are incorporated into the educational plan that are
asked during the teaching session to introduce new concept.
a. tricky b. probing c. pre-planned
_______ 4. _____ phrasing may result in unintentional cueing and inability to

accurately assess student understanding.
a. proper b. improper c. poor
_________5. Keep _______ until the learning objectives for the session have been
achieved.
a. smiling b. talking c. questioning

ANSWER KEY 1.1-7
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Test 1.
1. True
2. True
3. False
4. True
5. False
Test 11.
1. b
2. a
3. c
4. b
5. c
INFORMATION 1.1-8
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Open Ended and Close Ended Questions
a. Give the difference between open ended and closed
ended question.
b. Constructs open ended and closed ended question
Asking the right question is at the

heart of effective communication and
information exchange. By using the right
question in a particular situation, you can
improve a whole range of communication
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.
Do here are some common questioning
techniques, and when (and when not) to use
them;
Open Ended Questions
Open –ended questions are those that will solicit additional information from
the inquirer. Sometimes called infinite response or unsaturated type questions.
By definition, they are broad and require more than one or two words
responses. Note that neutral questions are merely a subset of open questions.
Examples;
a. How can I help you?

b. What aspect are you looking for?
c. What kind of information are you looking for?
d. What would you like to know about (topic)?
e. When you say (topic), what do you mean?
f. What further clues can you give me?
g. What examples can you give me?
h. What is it you want to know about?
Pros: Open-ended questions develop trust, are perceived as less threatening,

allow an unrestrained or free response, and may be more useful with articulate
users.

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Cons: Can be time-consuming, may result in unnecessary information, and
may require more effort on the part of the user.
Open question elicits longer answers. They usually begin with what,
why, how. An open question asks the respondent for his or her knowledge,
opinion or feelings. “Tell me” and “describe” can also be used in the same way
as open questions. Here are some examples:
 What happen at the meeting?
 Why did he react that way?
 How was the party?
 Tell me what happened next.
 Describe the circumstances in more detail.
Open questions are good for:
 Developing an open conversation: “What did you do in your

vacation?”
 Finding out more detail: “what else do we need to do to make
this a success?
 Finding out the other person’s opinion or issues: “What do you
think about those changes?”
Closed Ended Question
Closed-ended Questions are those questions, which can be answered finitely

by either “yes” or “no also known dichotomous or saturated type questions.
Closed- ended questions can include presuming, probing, or leading questions.
By definition, these questions are restrictive and can be answered in a few
words.
Examples:
a. Can I help you?
b. May I help you?
c. Can you give me more information?
d. Have you searched elsewhere?
e. Can you describe the kind of information you want?
f. Can you give me an example?
g. Are you looking for (topic)?
h. Would you tell me more about (topic)?
i. Would you explain (topic)?
Pros: quick and require time investment, just the answer.
Cons: incomplete responses, requires more time with inarticulate users, can be
leading and hence irritating or even threatening to user, can result in

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misleading assumptions/conclusions about the user’s information need;
discourages disclosure.
A closed question usually receives a single word or very short, factual answer.
For example, “Are you thirsty?” The answer is “Yes” or “No”;
Closed questions are good for:

 Testing your understanding, or the other person’s: “So, if I get
this qualification, I will get a raise?”
 Concluding a discussion or making a decision: “Now we know

the facts, do we all agree this is the right course of action?”
 Frame sitting: “Are you happy with the service from your
bank?”
SELF-CHECK 1.1-8
Directions:

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Identify whether the following question are open ended or closed ended
question. Write O E for open ended question & CE for closed ended question.
1. How would use this information?

2. Where did you read this topic?
3. Are you looking for someone?
4. Tell me how this problem arose?
5. Do you need more clarification?
6. Shall we continue?
7. What are you trying to understand?
8. Does this answer your question?
9. Where else have you searched?
10.Is that What you are looking for?
ANSWER KEY 1.1-8

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1. OE
2. OE
3. CE
4. OE
5. CE
6. CE
7. OE
8. CE
9. OE
10. CE

Listening Skills
Leaning Objectives: After reading this Information Sheet, you must be able to;
a. Enumerate the three basic steps of real listening.
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b. Identify the tips to become a good listener.
You probably spend more time using your listening skills than any other
kind of skill. Like other skills, listening takes practice.
Real listening is an active process that has three basic steps.
1. Hearing
Hearing just means listening enough to catch what the speaker is saying
for example, say you were listening to a report on zebras, and the speaker
mentioned that no two are like. If you can repeat the fact, then you have heard
what has been said.
2. Understanding
The next part of listening happens when you take what you have heard
and understand it in your own way. Let’s go back to that report on zebras.
When you hear that no two are alike, think about what that might mean. You
might think. “Maybe this means that he [pattern of stripes is different for each
zebra.
3. Judging
After you are sure you understand what the speaker has said, think
about whether it makes sense. Do you believe what you have heard? You might
think. “How could the stripes to be different for every zebra? But then again,
the fingerprints are different for every person. I think this seems believable.
Tips for being a good listener
1. Give your full attention on the person who is speaking. Don’t look
out the window or at what else going on in the room.

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2. Make sure your mind is focused, too. It can be easy to let your mind
wander if you think you know what the person is going to say next, but
you might be wrong! If you feel your mind wandering, change the position
of your body and try to concentrate on the speaker’s words.
3. Let the speaker finish before you begin to talk. Speakers appreciate
having the chance to say everything they would like to say without being
interrupted. When you interrupt, it looks like you aren’t listening, even if
you really are.
4. Let yourself finish listening before you begin to speak! You can’t
really listen if you are busy thinking about what you want say next.
5. Listen for main ideas. The man ideas are the most important points the
speaker wants to get across. They may be mentioned at the start or end
of a talk, and repeated a number of times. Pay special attention to
statements that begin with phrases such as “My point is…”or” the thing
to remember is…”
6. Ask questions. If you are not sure you understand what the speaker
has said, just ask. It is a good idea to repeat in your own words what the
speaker said so that you can be sure your understanding is correct. For
example. You might say, “When you said that no two zebras are alike, did
you mean that the stripes are different on each one.
7. Give feedback. Sit up straight and look directly at the speaker. Now and
then, nod to show that you understand. At 0appropreite points you may
also smile, frown, laugh, or be silent. These are all ways to let the
speaker know as well as your ears!
Thinking fast
Remember: Time is on your side! Thoughts move about four times as

fast as speech. With practice, while you are listening you will also
be able to think about what you are hearing, really understand it,
and give feedback to the speaker.
Active Listening and Speaking skills
Hear What People are really saying

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It is obvious to say that if you have poor interpersonal communications
skills (which include active listening), your productivity will suffer simply
because you do not have the tools needed to influence, persuade and negotiate
– all necessary for workplace success. Lines of communications must be open
between people who rely on one another to get work done.
Considering this, you must be able to listen attentively if you are to

perform to expectations, avoid conflicts and misunderstanding, and to succeed
– in any arena, ensure you are an active listener.
1. Start by Understanding Your Own Communication Style
Good communication skills require a high level of self-awareness.

Understanding your personal style of communicating will go way toward
helping you to create good and lasting impression on others. By becoming
more aware of how others perceive you can adapt more readily to their styles
of communicating this does not mean you have to be a chameleon, changing
with every personality you meet. Instead you can make another person more
comfortable with you by selecting and emphasizing certain behaviors that fit
within your personality and resonate with another. In doing this you will
prepare yourself to become an active listener.
2. Be an Active Listener
People speak at 100 to 175words per minute (wpm) but they can listen
intelligently at up to 300 words per minute. Since only a part of our minds is
paying attention, it is easy to at go into mind drift – thinking about other things
while listening to someone. The cure for this is active listening – which involves
listening with a purpose. It may be to gain information, obtain directions,
understand others, solve p[problems, share interest, see how another person
feels, show support, etc.
If you’re finding it particularly difficult to concentrate on what someone is

saying, try repeating their words mentally as they say it – this will reinforce
their message help you control mind drift.
3. Use Nonverbal communication

Use nonverbal behavior to raise the channel of interpersonal
communication. Nonverbal communication is facial expressions like smiles,
gestures, eye contact, and even your posture. This shows the person you are
communicating with that you are indeed listening actively and will prompt
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further communications while keeping costly, time consuming
misunderstanding at a minimum.
4. Give Feedback
Remember that what someone says and what we hear can be amazing
different. Our personal filters, assumptions, judgments, and beliefs can distort
what we hear. Repeat back or summarized to ensure that you understand.
Restate what you heard and ask, “Have I understood you correctly?” if you find
yourself responding emotionally to what someone said, say so, and ask for
more information: “I may not understand you correctly, and I find my self
taking what you said personally. What I thought you just said is XXX; is that
what you meant.
Feedback is a verbal communications means used to clearly demonstrate

you are actively listening and to confirm the communications between you
and others. Obviously, this serves to further ensure the communications are
understood and is a great tool to use to verify everything you heard while
actively listening.
Test III
1. Listen carefully as your trainer reads a news article

twice in the class.
2. After the second reading, answer the following
questions
a. What was the news article all about?

b. When did the incident happen?
c. Where did the incident happen?
d. Who were the people involved in the incident?
SELF-CHECK 1.1-9

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Direction: Choose the correct answer from the given options and write only the
letter of your choice on the sheet.
1. People speak at _________words per minute

(a. 75-100 b. 100-150 c. 100-175)
2. An active listener can listen intelligently at up to _________ word per

minute.
(a. 200 b. 300 c. 400).
3. Facial expression is an example of __________ communication.

(a. verbal b. written c. nonverbal)
4. A great tool to use to ensure that communication is completed and

understand is called.
(a. feedback b. communication c. listening)
5. One can be active listener if she/he first understand his/her __________

communication.
(a. peer b. boss c. own)
II - Write True if the statement is correct and false if the statement is

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

2. Lines of communication must be close between people who rely on one
another to get work done.
3. What someone says and what we hear can be amazing different.
4. It is not a good idea to repeat in your own words what the speaker said,
to be sure of a correct understanding.
5. In giving feedback one should sit up straight and look directly at the
speaker.
ANSWER KEY 1.1-9
Test 1.

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1. c
2. b
3. a
4. a
5. c
Test 11.
1. True
2. True
3. True
4. False
5. True
Active listening

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Learning Objectives: After reading this Information Sheet, you must be able
to;
a. Give the importance of active listening.

b. Apply the tips of active listening during discussion.
Active listening is really an extension of the Golden Rule. To know to

listen to someone else, think about how you would to be listened to.
While the ideas are largely intuitive, it might take some practice to
develop (or redevelop) the skill. Here’s what good listener know – and you
should, too:
1. Face the speaker. Sit up straight or lean forward slightly to show

your attentiveness through body language.
2. Maintain eye contact, to the degree to all remain comfortable.
3. Minimize external distractions. Turn off the TV. Put down your book
and magazine, and ask the speaker others listeners to do the same.
4. Respond appropriately to show that you understand. Murmur

(“uh-huh” and “umhmm” and nod. Raise your eyebrows. Say words
such as
5. “Really,” “Interesting,” as well as more direct prompts: “What did you
do then?” and “What did she say?”

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6. Focus solely on what speaker is saying. Try not to think about what
you are going to say next. The conversation will follow a logical after
the speaker makes her point.
7. Minimizing internal distraction. If your own thoughts keep horning

in, simply let them go and continuously re-focus on the speaker,
much as you would during meditation.
8. Keep an open mind. Wait until the speaker is finished before

deciding that you disagree. Try not to make assumption about what
the speaker is thinking.
Have you tried but your best is still not good enough? Don’t know
what to do next? Talk a mentor.
9. Avoid letting the speaker know how you handle a similar

situation. Unless they specially ask for advice, assume they just need
to talk it out.
10. Even if the speaker is launching a complaint against you, wait

until they finish top defend yourself. The speaker will feel as though
their point had been made. They won’t feel the need to repeat it, and
you’ll know the whole argument before you respond. Research shows
that, on average, we can hear four times faster than we can talk, so
we have the ability to sort ideas as they come in...and be ready for
more.
10. Engage yourself. Ask question for clarification, but, once again, wait
until the speaker has finished. That the way, you won’t interrupt
their train of though. After you ask question, paraphrase their point to
make sure you didn’t misunderstand. Start:”So you’re saying”
Ask you work on developing you listening skill, you may feel a bit
panic when there is a natural pause in the conversation. What should
you say next? Learn to settle into the silence and use it to better
understand all points of view.
Ironically, as your listening skills improve, so will your aptitude for

conversation. A friend of my partner once complemented me on
conversational skill. I hadn’t said more than four words, but I had
listened to him for 25 minutes.
SELF-CHECK 1.1-10
Directions:

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Arrange the jumbled word in the parenthesis to complete the
phrase including the tips for active listening. Write the correct word.
1. Minimize ( t n e a r l x e ) distraction
2. ( t m i a n a n i ) eye contact
3. Face the ( k e r p s e a )
4. ( g g a e n e ) yourself
5. Keep an ( n o e p ) mind
6. ( v d a i o ) letting the speaker know how you handled the situations
7. Respond ( a p r p p l t a y o i r e )
8. ( s u c o f ) solely on what the speaker is saying.
9. Ask ( i o n s u e s q t ) for clarification
10 Don’t ( u r i e t t r n p ) their thoughts
ANSWER KEY 1.1-10
1. External
2. Maintain
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3. Speaker
4. Engage
5. Open
6. Avoid
7. Appropriately
8. Focus
9. Question
10. Interrupt
JOB SHEET 1.1-1
Title :
Perform a dialogue or Interview
Performance Objective :

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Given the module in LO 1: Obtain and convey
workplace Information, you should be able to perform a dialogue or interview.
Supplies/Materials :
Module, bond papers, ball pen
Equipment :
Tables and Chairs
Steps/Procedure :
1. Choose a partner
2. Choose a topic to be used in the dialogue or
interview
3. Construct sentences to be use in your dialogue or
interview
4. Present your dialogue or interview to your trainer
Assessment Method :
Questioning, performance criteria checklist
JOB SHEET 1.1-2
Title: Perform a Telephone Conversation

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Given the module in LO1: Obtain and Convey Workplace Information,

you should be able to perform a telephone conversation
Supplies/Materials:
Module, bond paper, ball pen
Equipment:
1. Choose a partner
2. Construct a telephone conversation
3. Memorize your telephone conversation
4. Present your telephone conversation to the trainor
Assessment Method:
PERFORMANCE CRITERIA CHECKLIST

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Criteria Yes No
Specific relevant information is accessed from skill are used to

gather sources.
Effective questioning, active listening & speaking are used gather &
convey information.
Appropriate medium is used to transfer information & ideas.
Appropriate non-verbal communication is used.
Appropriate lines of communication with superiors & colleagues

are identified & followed.
Define workplace procedures for location & storage of information

are used.
Personal interaction is carried out clearly & concisely.

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LEARNING OUTCOME.2: PARTICIPATE IN WORKPLACE MEETINGS &
DISCUSSIONS
CONTENTS:
 Sentence Construction
 Technical writing
 Recording information
 TEAM meetings are attended on time.

 Own opinions are clearly expressed & those of others are
listed to without interruption.
 Meetings inputs are consistent with the meeting purpose &
establish protocol.
 Workplace interactions are conducted in a courteous manner
appropriate to cultural background & authority in the
enterprise procedures.
 Question about simple routine workplace procedures &
matters concerning conditions of employments are asked &
responded.
 Meeting outcomes are interpreted & implemented.
CONDITIONS:
1. Paper
2. Pencils/ball pen
4. Manuals
METHODOLOGIES:
1. Group discussion
2. Interaction
3. Lecture
ASSESSMENT METHODS:
1. Written Test
2. Practical/Performance Test
3. Interview

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Learning Outcome.2: Participate in Workplace Meetings & Discussion

Read information sheets 1.2-1, 1.2-2 Read and understand the information
& 1.2-3 sheet
Perform Job Sheets 1.2.-1 & 1.2-2 performance criteria.

If you have questions, please ask your

trainer.
are ready to proceed to the next LO on
complete relevant work related
documents.

Small Group Discussion

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to;
a. Define group discussion

b. Conduct group discussion
Group discussion is an
enlarged conversation with a goal
and a purpose undertaken by five to
eight persons who mutually perceive
and discuss an idea in order to
accomplish a purpose. Some
specialists generally agree that a
small group ranges from a dyad to
25 persons, recognizing 8 to 10
participants as the maximum small
group and 5 to 7 as the optimum.
Other specialists consider 6 to 10
participants as the average number
of small group discussion.
PLANNING A SMALL GROUP DISCUSSION
A small group discussion is a planned conversation. It is an ideal

process of reflective thinking. It is an unbiased search for truth and a strategy
for securing mutual agreement on the solution of common problems.
Elements of Effective Group Discussion
1. A worthy objective acceptable to the group

2. A topic for discussion
3. A recognized and responsible leadership
4. A responsible, well-informed, thoughtful and skilled participants
5. An outline for discussion
The purpose of the Small Group Discussion

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There are three recognized purposes for small group discussion
1. Fact- Finding. It aims to discover factual information or clarify existing

information on an earlier event, situation or state of affairs. It is highly
task oriented; it has a strong specific and highly-defined purpose; it has
a strong division of labor; and it has a tight time schedule.
The fact- finding group has no decision-making authority at all. At best, the
finding of the group may contribute to the decision of the parent group.
Examples: a. Warren Commission, b. Watergate Commission
2. Information Sharing. When a small group of persons takes part in a

group activity formally or informally to give and receive specific
knowledge, ideas, perceptions, or judgments on a topic of interest, it is
doing one broad function, the information sharing.
Examples:
a. Staff Meetings. The executives and managers meet with staff

members having mutual interests, not only to share and
disseminate information but also to “reach” their subordinates to
clarify things so communication flows smoothly.
b. Study Group. It aims to give the participants an opportunity to

meet
and study issues.
c. Briefing Sessions and Conferences. These provide the individuals

the opportunity to present or suggest information to a larger group
audience. For example, a fashion designer who comes from a
successful fashion show abroad holds a briefing session with a
small group.
3. Decision- Making. When a group is authorized to make a decision meets

with the specific purpose of resolving an issue, decision-making
communication takes place.
Examples;
a. Committee or a Council. A committee meeting follows three

stages; a.) Meet with members and discuss the problem; b.)
prepare a formal report c.) present to the organization.
b. Task Force. A temporary small group whose main purpose is to

investigate and recommend a solution for a problem or situation
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which is beyond the capability of a higher authority to settle . the
task force is disbanded after the problem is solved .
c. Conference. This may be conducted on a one –to –one basis ( a

student group and guidance counselor ) or it may be attended by a
large group of people who approach a large and significant
problem by analyzing it from various points of view . it has a
variety of formats such as general assembly , brainstorming group ,
parliamentary discussion , panel discussion ,symposium , speech
or lecture ,or a forum .
d. Board. This consists of a group of elected or appointed officials

who work as one body to establish the policies for an organization
Conferences
Conferences may involve two people or many people . these may

vary from nothing more than informal conversations to highly formal
group proceedings.
Things to consider in conducting conferences
1. Formulate the purpose of a conferences ahead of time .

2. Formulate your own objectives before you go to a conference.
3. Estimate the attitudes of the people in the meeting.
4. Take some time to speculate on how things are likely to go.
5. You give some, attention to your oral delivery as your engage in
discussion, following the principles suggested earlier.
SELF-CHECK 1.2-1

Elisa N. Vicente
I. Enumeration
1-3 What are the three purpose of small group discussion.
1-3 Give the 3 stages of committee meeting
II. Choose the correct answer from the given choices write
only the letter.
1. This consists of a group of elected or appointed who work as one

body to establish the policies for an organization.
a. Task force b. conference c. board
2. A temporary small group whose main purpose is to investigate and

recommended a solution for a problem or situation which is
beyond the capability of higher authority to settle.
a. Task force b. conference c. board
3. The executives a manager meet with staff members having mutual

interest.
a. Staff meeting b. Group study c. Task force
4. It aims to discover factual information or clarify existing

information on an earlier event, situation or state of affairs.
a. Staff meeting b. fact finding c. Group study
ANSWER KEY 1.2-1

Elisa N. Vicente
I. Enumeration (in any order)
1. Fact finding
2. Information sharing
3. Decision Making
4. Meet the member & discussion the problem
5. Prepare a formal report
6. Present to the organization
II
1. c
2. a
3. a
4. b

Importance of Meeting

Elisa N. Vicente
to;
a. Discuss when is meeting is important;

b. Give the three basic conditions that are necessary for dialogue.
Meetings occupy our days and sometimes weeks. Some meetings are
necessary, while others are wasteful and ineffective. Here is a simple guide on
when you should have meeting, how to make the meeting a sincere dialogue,
and how to get the most out of your meetings.
Every day and week we attend meetings for staff related issues, planning,
root cause, production, management review, and for many other business
reasons. Some people spend more time in meetings than in performing their
regular duties and responsibilities. This lesson will deal with some reasons for
having meetings and how to get the most out of meetings.
When are meetings necessary and when could information be

communicated differently?
There are times when meetings are not necessary. If there is a purpose
for a meeting, then a meeting should be scheduled. However, before scheduling
a meeting, you may want to ask yourself whether this information is better
communicated with a memorandum, report, e-mail, video-conference, or

taped message instead of arranging for a meeting. Is having a meeting the best
way to communicate the information to the intended parties. If so arrange for
the meeting, and ensure that it is structured as a dialogue for optimum team
learning.
Elisa N. Vicente
How to structure a dialogue for team learning?
The premise for most meetings should be the furtherance of team

learning. Some meetings are not structured for a learning experience. If the
purpose of the meeting is for team learning, it can best be experienced through
a dialogue. A dialogue is different mode of communication than a discussion or
a talk, which often are one-way communication or win-lose proposition. In a
dialogue, because of its synergistic approach (the whole organizes the parts)
participants share a common meaning. This win-win relationship is often called
group-think, but it goes beyond this concept. Dialogue means “through
common meaning”. People then become aware (observers) of their own
thinking, its collective effect on the whole, which is capable of constant
development and change. And the thought emanating from this activity
becomes coherent (which essence has a sense of order, harmony, and beauty).
According to Bohm, there are three basic conditions that are necessary
for dialogue:
1. All participants must suspend their assumptions, literally to hold
them together as if suspended before us;
2. All participants must regard one another as colleague;
3. There must be a facilitator who holds the context of the dialogue.
Participants suspend their assumptions by being aware of their

assumptions and holding them up for examinations. Opinions could be
subjective, but they cannot be defended or suppressed. The team must be
disciplined to allow this flow of shared meaning
Dialogue can only occur when a group of people see each other as
colleagues in the mutual quest for deeper insight and clarity of the inquiry.
Seeing each other as colleagues and friends makes for a positive, nourishing
environment. Everyone in the dialogue is equal, and there are no adversarial
relationships allowed.
People should leave their position at the door, and no hierarchy can be
present in the meeting, except, of course for the facilitator. Fear and judgment
must be replaced with love, understanding, and appreciation for difference. No
opinion is stupid, but should be evaluated in the context of dialogue.
Spirit of inquiry would allow participants to explore the thinking behind

their views. Views must be substantiated by fact or opinion put on the board
for further evaluation.

Elisa N. Vicente
The facilitator should be good process facilitators capable of helping
people maintain the ownership of the process and the outcome. This person is
responsible for guiding and influencing the flow of development by looking at all
sides of the observation made by a participant.
SELF CHECK 1.2-2
Directions:
True or False
Elisa N. Vicente
1. All meetings are necessary.
2. Conducting a meeting is the only way to communication the members
of the organization.
3. Some people spend more time in meeting rather than performing their
regular duties & responsibilities.
4. If meetings are in dialogue concept, each member becomes aware of
their own feelings & thinkings.
5. All member of the organization must regard themselves as colleagues.
Matching type: Match the statement in column A with the correct answer in
Column B. Write the letter only.

Elisa N. Vicente
A
1. It could be subjective.
2. The must be substantiated
by fact or opinion. B
3. His responsible for guiding a. View
& influency the flow of the b. Facilitator
meeting. c. Opinions
4. It is a different mode of d. Dialogues
communication how a e. Team building
discussion or a talk. f. Meeting
5. It is one of the purpose of
conducting meetings.
ANSWER KEY 1.2-2
I. True or False
1. False
2. False
3. True
4. True
5. True
II.
1. c
2. a
3. b
4. d
5. e
Steps in Conducting Effective Meetings

able to;
a. .Enumerate the steps in conducting effective meeting;

b. Conduct meeting.
Someday you will encounter a situation, in which you find yourself either
participating in, or leading, a meeting, at some time in your life. Depending on the
formality of the meeting, you might need to develop some form of order to prevent
chaos in incarnate from occurring. It doesn’t take much for meeting to descend
into disarray. Fortunately, there are ways in order to keep a meeting fresh and
productive using parliamentary procedure.
1. Procure or create a manual to develop a working format for proper
parliamentary procedure. Nearly every formal body has different rules
and regulations.
2. Create an agenda. If there is no agenda, it becomes quite difficult to

conduct your meeting, and it won’t be long the meeting becomes
uncontrollable. An agenda will safeguard you against this.
3. Devise a “minute” document. The minutes will contain a brief, but

comprehensive review of the immediate previous meeting. This is
exceptionally important because without the minutes, people can and
will forget what happened at the previous meeting.
4. Appoint a member to be a parliamentarian, if the chair is not one

already. A parliamentarian is a person who is very knowledgeable
about procedures-so make sure that person has a copy of the manual
you are using. There will be a time in which question of procedure will
arise, and parliamentarian will be able to render a solution quickly
and effectively if the chair is unable to do so.
5. Make sure that the members understand the parliamentary procedure.

If everyone that regularly participates or votes on issues does not
understand your group’s policies, you will find that conducting your
meeting will be impossible.
Tips
 If your group is a body of government or leading a major business,

that enact a constitution and by-laws for your organization. These
documents will serve as the “house rules” of business that do not
change easily.
 Holds a clinic or non-business meeting that encourages members to
learn your group’s parliamentary procedure. This will help to ensure
equal footing for all members.
 Any changes to the policy should be voted upon by all members
entitled to vote.
Warnings
 People can and will attempt to voice disapproval. It is duty of the

chair and parliamentary to ensure that disapproval does not turn
into a fiasco worthy of some infamous parliament fights. If you are
said chair/or parliamentarian, ensure that parliamentary
procedure is used properly, and keep the fights to boxing and
wrestling matches.
Guidelines that contribute to effective meetings.
1. Clearly communicated and distributed agenda-purpose of the

meeting. Once you have determined that a physical meeting is
necessary either at a location or via teleconference, you must determine
2. what the purpose of the meeting is, who should attend and put together
the agenda, with or without the input from the participants. A meeting
location should be confirmed and booked, refreshments and food
ordered, participants contacted well ahead of schedule, presenter given
enough time to prepare presentation. Solicit input for the structure of
the meeting from the presenters and others, if necessary. If there is a
need for participants to teleconference, a bridge and time should be
booked.
3. This agenda should be sent well ahead of schedule to all participants. A

day before the meeting, send a reminder. Bring extra copies of the
meeting agenda to the meeting. The agenda should detail:
 Date and starting time and ending time
 Meeting location(map included, if necessary)
 List of participants and presenters
 Subjects covered so participants can review and bring material to
the meeting discussion
 Time limit for presentations or topics so speakers are motivated
to present their specific points
4. Ensure that the meeting is a dialogue and not a discussion (if not
merely a presentation). Meetings should not be confused with
presentations, management updates, forums, and other one-way
communication activities. To get the most out of meetings, ensure that
the meetings are held in a dialogue mode.
5. Assign a scribe. As the meeting coordinator or owner of the meeting and
its process, it is necessary that you assign an impartial person to act as
a scribe (note taker). Inform this person of what types of notes that you
expect him/her to take. Provide this person with computer or at least
an agenda with space for notes.
6. Assign a facilitator/timekeeper. The facilitator/timekeeper’s duties
are to control the meeting to ensure that it follows the agenda, guide
the dialogue (process), distill fact findings, and control and maintain
the Q&A session, and provide input to ensure that the meeting is
successful. A regular sports-time watch can be used to time speakers
and the round robin session.
7. Assign a recording secretary. The recording secretary writes the
minutes of the meeting, and acts as Chairman when the chairman joins
the debate or absents himself for a short period with other duties.
Before you call your next meeting, the FIRST step is to decide if it is really
essential to determine that, ask yourself the following questions:
 Is this meeting essential?

 Can we do without it?
 Can we accomplish the task without a meeting?
 Can it wait another week?
 Can we get things done with few meetings?
Then, if you have decided a meeting is the best way to accomplish your
objective, the following tips can help you conduct more effective meetings:
1. Start and end meeting on time. Make sure everyone knows what time you
are to start and to end. If you have an ending time, you will find your
time is more productive in the time allotted.
2. Have an open agenda on the chalkboard or flip chart. Participants can add
an item before the meeting. However, they must be prepared to lead the
discussion if they on the agenda.
3. If an item isn’t on the open agenda, reschedule it for discussion at a later

time.
4. Give each item on the agenda a time limit. If action or discussion cannot
be completed during the allotted time, it must be delayed until the end of
the meeting.
5. After all agenda items have been discussed, address the delayed items
and estimate how long it will take to discuss them. Decide if the item can
be discussed today or needs further action before a decision can be made
6. Any delayed item should be the first item on the next open agenda.
Summarize and record action items before adjourning the meeting. Identify
who is responsible for which action
SELF CHECK 1.2-3
Answer the following questions (5 points each)
1. What are the different details that the agenda should have?
2. Why do we have to assign a facilitator?
3. What are the duties of the recording secretary?
ANSWER KEY 1.2-3

1. The agenda of the meeting should contain the following details
a. Date & Time & Ending time of the meeting concept

b. Location of the meeting
c. List of participants
d. Subject or agenda of the meeting
e. Time limit of every topic of the speakers
2. We have to assign a facilitator in order to control the meeting & to ensure

that it follows the agenda control the process & the question & answer
session so that the meeting will be successful
3. The duties of the recording secretary are to write the minutes of the
meeting & acts as a chairman when the chairman join the debate or
absent.
JOB SHEET 1.2-1
Title :
Conduct Small Groups Discussion
Given this module in LO 2: Participate in Workplace
Meetings & Discussion, you should be able to conduct small group discussions.
Bond papers, modules, ball pen.
Equipment :
Tables and Chairs
Steps/Procedure :
1. Group yourselves into six
2. Choose a leader and a secretary in your group
3. Choose a topic to be discussed
4. Follow the guideline in the information sheets on
how to conduct small groups discussions
5. Present your group discuss to your trainer.
Assessment Method :
Questioning and performance criteria checklist

Criteria Yes No
TEAM meetings are attended on time.
Own opinions are clearly expressed & those of others are listed to
without interruption.
Meetings inputs are consistent with the meeting purpose & establish
protocol.
Workplace interactions are conducted in a courteous manner

appropriate to cultural background & authority in the enterprise
procedures.
Question about simple routine workplace procedures & matters

concerning conditions of employments are asked & responded.
Meeting outcomes are interpreted & implemented
JOB SHEET 1.2-2
Title :
Conduct meeting
Given module on LO2: Participate in Workplace
Meeting & Discussion, you should be able to conduct meeting.
Module, Bond paper, Ball pen
Equipment :
Tables, Chairs and Whiteboards
Steps/Procedure :
1. Group yourselves in 10
2. Choose a facilitator and a secretary in your group
3. Plan a meeting following the guidelines on how to
conduct effective meeting.
4. Present and conduct your meeting to your trainer
5.
Assessment Method :
Questioning and performance criteria checklist
JOB SHEET 1.2-3
Title: Perform Panel Discussion
Given the module in LO1: Obtain and Convey Workplace information, you
should be able to perform a Panel Discussion
Supplies/Material
Module, bond papers, ball pen
Equipment
Tables and Chairs
Steps:
1. Group yourselves into seven
2. Choose a topic for a Panel Discussion
3. Follow the guidelines in the information sheets on how to
conduct group discussion
4. Present your group discussion to your trainer
Assessment Method:
LEARNING OUTCOME.3: COMPLETE RELEVANT WORK RELATED

DOCUMENTS
CONTENTS:
 Technical writing
 References book
 Manuals
 Ranges of forms relating of conditions of employment are

complete accurately & legibly.
 Workplace data is recorded on standard forms & documents
 Errors in reading information on forms, documents are
identified & rectified.
 Reporting requirements to superior are completed according to
enterprise guidelines.
CONDITIONS:
1. Paper
2. Pencils/ball pen
4. Manuals
METHODOLOGIES:
1.Group discussion
2.Interaction
3.Lecture
ASSESSMENT METHODS:
1.Written Test
2.Practical/Performance Test
3.Interview
Learning Outcome 3: Complete Relevant Work Related Documents

Read information sheets 1.3-1, 1.3-2, Read and understand the information
1.3-3,1.3-4 & 1.3-5 sheet
Perform Job Sheets performance criteria.

If you have questions please ask your

trainer.
are ready to proceed to the next LO on.
Writing Reports

able to;
a. Differentiate the types of

reports;
b. Write reports
I. Periodic Reports
The periodic report is one of

the simplest types of informal reports. As
the term indicates, the periodic reports is
one that presents a record of activities
over a specific period of time-a day, a
week, etc. this information is presented
most simply in the order in which it occurred in chronological order. Information
included in the periodic reports is usually very brief and to the point. Often, it is
presented on a printed from supplied to the employee by the firm company. If no
printed form is provided, yet periodic reports are required, plan a form that is
suitable to the information that most be presented and use it consistently.
It is must for you to develop the skill in writing this type of report
since you will be required to submit periodic report in the field where you will be
employed.
Example:
Look at the sample “Periodic Report” below. Take note of its contents.
Periodic Report: Student On-The-job training
Santos, Lito Leadman, Plumbing Section Mr. Edgar Sy

Student’s Name Occupation Employer
Section A
Work Experience on the Job M T W Th F S Total week
1. Replace condenser. 5
Flush out lines clean
condenser coil.
2. Install duct work 4
3. Replace thermostat 5.5
run new low voltage
wire
4. Find out repairs leak 5.5 1.5
on evaporator
5. Install solenoid valve 3
6. Run new writing in a 2.5
new house run in
7. Clean stop page from a 1
cap valve
8. Clean outside of 1
condenser coil
Total Hours For Week 29.5
Days Time In Time Out Total

Daily
Mon. 1:15 6:20 5:05 Section B
Tues. 1:00 5:00 4:00
Wed. 1:00 6:30 5:30
Thur. 1:30 6:00 5:30
Fri. 1:00 5:30 4:30 Amount of pay Earned
Sat. 8:00 12:30 4:30 P180.00
Total Hours 29 Hours
5 minutes
Total P190.50
Tax P25.00
Com. P395.50
II. Field Report
One common report that a technician should be able to write is the field
report. This is done after visiting a specific site of a definite reason. It may present
information about a damage done by a typhoon, the desirability of location a new
building or bridge, or the advisability of industrial development in a specific are,
etc. The data for the field report are gathered through such techniques as
observing a part as a discussion of background information on account of the
investigation, presentation of facts, details and result of the investigation,
conclusion and recommendation.
Example:
ELECTRIC TROUBLESHOOTING, INC.
12 Fifth Avenue Cubao, Quezon City
Ever electric Company

432 Rizal Avenue
Sta. Elena, Marikina, Metro Manila
Gentlemen: Attention: Mr. Roger Dela Rose
In compliance with your letter of instruction dated June 28, 1987, I have
conducted a personal inspection of the communication site at Cupang, Antipolo
and submit the following report.
Power Supply
Transformers. The transformers are in good operating condition. According to the

log, two transformers are operating at the same time. One supplies the
power and the other is a standby.
Automatic Switchover. The automatic switchover equipment is working properly.

Standard test were performed and not once did the signal lose phase from
one transformer the other.
Equipment Room
Converters. The converter equipment has an output less than 3% distortion. A
routine check for distortion is done every hour and recorded according to
regulations. Very little outage is recorded and no major outage has been
recorded since the cable of June 1, 1987.
Multiplex. The multiplex equipment is adequate with the exception. The second
branch is operating an auxiliary power with no backup. A power supply has
been ordered and should arrive on September 30.
Control Room
The control room is supervised and everyone is well trained in control facilities.
The outage record and the logs are kept accurately and up to date.
Conclusion
The site at Cupang, Antipolo is one of the best in Metro Manila. The personnel are
satisfied and no complains are filled. At the average outage add up to about
30 minutes a week which is the best record in Metro Manila.
Very truly yours,
JESUS M. SISON
III. Reporting Accident
In big companies and industries, safety is

highly emphasized but accidents still happen.
As a technician, you are sometimes asked how
your fellow technician was injured, or as
foreman, you often find that not few days will
pass without writing a report of an accident in
which one of your men is involved. Hence, you
must learn how to write accurate accident
reports. Much depends on the accurate of
accident report. Most companies regard them
imports. Also, accident reports are used to
secure information in the prevention of future
accidents.
Accident Reporting
An accident is unplanned event that result in injury, damage to property or
some other loss. The law requires that certain work-related accidents are reported
to the local authority or the Health and Safety Executive.
All accidents of employees, however minor, should be recorded. This is a

requirement under social security legislation. As a result of a workplace injury an
employee may need to claim for benefits in the future, and relevant checks will be
made to confirm that the accident occurred at work.
Reporting and recording procedures vary. Employers need to be ensured

that they satisfy all legal reporting requirements for employees and non-
employees, and take measure to monitor accidents. As part of reactive monitoring
process, accidents records are needed to assess whether the existing control are
adequate or to identify if trends are developing and to implement new procedures.
Records may also have to be produced for the Health and Safety Executive,
to parents/guardians, or in course of civil proceedings if a claim is brought
following an incident.
The school or college should have clear guidelines on incidents reporting

and this should be conveyed to staff on the first day of the employment.
Accidents legally reportable to the enforcing authority
Under the Reporting of

Injuries, Diseases and Dangerous
Occurrences Regulation 1995
(RIDDOR), certain accidents that
occur on or off site (e.g. during
educational activities) must be
reported to the Health and Safety
Executives or the local authority,
whichever is in the circumstances
the enforcing authority.
Employees must report accidents if they:
 Prevent the injured person from continuing his or her normal work
for more than three consecutive days (excluding the day of the
accidents); or
 Result in death or ‘major injury’.
Major injuries include:
 Fractures, except to fingers, thumbs or toes

 Amputation
Examples of Accidents Report:

1.
September 9, 2011 9:00
Name of injured person : Yoyie, Almerez

Address : F, L Pena, Kabasalan, Zamboanga Sibugay
Phone Number : 0909657654
Date of Birth : August 20, 1986
Gender : M
Type of injury: Fractured bone
Details of incidents: head-on coalition with other motorcycle. The injured

person needs a physical support.
SELF CHECK 1.3-1
Directions:
Multiple choice. Choose the correct answer from the given choices.
Test 1.
1. (a. Field report b. Accident report c. Periodic report) is done after visiting
specific site of definite reasons.
2. (a. Field report b. Accident report c. Periodic report) is one that presents a
record of activities over a specific minute of time of a day, a week, etc.
3. A report of unplanned event that result in injury, damage to property or
some other loss is a (a. Field report b. Accident report c. Periodic
report)
4. All accidents employees , minor or major must be (a. recorded b. given
c. processed)
5. Major injuries include (a. fractures b. amputation c. both a & b)
Test II.
Write the following reports
a. Accident report
b. Field report
ANSWER KEY 1.3-1
Test I.
1. a
2. c
3. b
4. a
5. c
Test II.
Note: trainees writing activity may vary.
Technical Report

able to;
a. Define technical report

b. Discuss the steps writing technical report
The major focus of technical writing courses is the technical report. Just
about everything you study, everything you write is geared toward preparing to
write this final report. The early, short assignment involving instructions or
descriptions and the like give you practice using headings, list, notices, and
graphics; in handling numbers and abbreviations; and of course in producing
good, clear, well-organized writing.
For many students, the technical report is the longest document they’ve ever
written. It normally involves some research; often the information comes not only
from published source in the library, but also source outside the library, including
nonpublished things such as interviews, correspondence, and video tapes. It may
also be the fanciest documents: it uses binding and covers and has special
elements such as a table contents, title page, and graphic.
As you think about what you want to write about for this project, don’t shy
away from topics you are curious about or interested in, but don’t know much
about. You don’t need to do exhaustive research; you can pull together
information for an excellent report from several books and half-dozen articles. You
real focus in the writing: how well adapted to a specific audience it is, how clear
and readable it is, how it flows, how it organized, how much detail it provides. You
are also focused on format: how well you use headings, list, notices; how well you
incorporate graphics; how well you handle the front- and back-matter elements;
and how nice a job you do of the final copy of the report.
You don’t need to be trained graphic designer to produce a fine looking

report. Basic word-processing skill and decent printer and access to nice (but
inexpensive) binding are all you need. Plan on doing a first-rate job on the report;
remember that the past student have shown prospective employers their repots
and have benefited by doing so.
How to write a Technical Report
1. Create an outline. This outline should include bullet points for each
section, if not paragraph, of your report. Identify the relevant topics you
will discuss as well as their accompanying subtopics. This will ensure
your report flows naturally and that you include all relevant information.
2. Begin writing your paper. Pull on any reference materials to bolster your
arguments or findings. Have an engaging introduction that state your
overall thesis and purpose for writing the paper. You may want to use
subheads to divide various section of the paper, especially if you are
covering a variety of topics.
3. Write in authoritarian tone. You must sound like an expert on your

subject matter. Do not write first person. You should always write in the
third person in a technical report and be as formal as possible in your
style.
4. Present a unified format for each paragraph of the paper. You must start
each paragraph with a statement that states that paragraph’s thesis. The
following sentence should support this thesis or build on it. The
concluding sentence should tie back into the originating thesis sentence
while also incorporating information from the other sentence within the
paragraph when possible.
5. Always incorporate statistics, charts or graphics that support your thesis.
This will require proper citation.
6. For your conclusion, tie all topics discussion back to your originating thesis
statement that you wrote in the introduction. This will tie your paper
together while also reminding the reader the purpose of the paper.
7. Add any necessary footnotes and create a bibliography page for materials
referenced. This should include all relevant information about the
reference, including names and publication dates. The format you use to
cite information will vary depending on the audience and industry.
However, there are some standards. The first is to always use superscript
to indentify a citation in the body of the work. Use the corresponding
numeral as the footnote number. To see a list of the various types of
citations styles, see the link in Resources below.
8. Read over your paper. You may want even to wait a day or two to give it a
read through so that you can approach it with fresh eyes. But it is crucial
that you read over your paper to ensure it flows smoothly.
9. Make any edit or corrections you deem necessary.

SELF CHECK 1.3-2
True or False
1. In writing technical report, you should like an expert on your subject

matter.
2. The major focus of technical writing courses is technical report.
3. You should always write in first person in technical report. Be formal as
possible in your style.
4. Make any edits or correction you deem necessary in your report.
5. You should be trained graphic designer to be able to provide a fine looking
report.
ANSWER KEY 1.3-3
1. True
2. True
3. False
4. True
5. False
Types of Technical Report
a. Differentiate the types of technical reports.

b. Give examples of technical reports.
Technical-background report. The background report is the hardest to define but

the most commonly written. This type of technical report provides background on
a topic-for example, solar energy, global warming, CD-ROM technology, a medical
problem, or U.S. recycling activity. However, the information on the topic is not
just for anybody who might be interested in the topic, but for some individual or
group that has specific needs for it and is even willing to pay for that information.
Instructions. These are probably the most familiar of all the types of reports.
Students often write backup procedures for the jobs they do at their work. Others
write short user manuals for appliance, equipment, or program.
Feasibility, recommendation, and evaluation reports. A feasibility report tells

whether a project is “feasible”---that is, whether it is practical and technologically
possible. A recommendation report compares two or more alternatives and
recommends one. An evaluation or assessment report studies something in terms
of its worth or value.
Primary research report. Primary research refers to the actual work someone
does in a laboratory or in the field---in other words, experiments and surveys. You
may have written a “lab report,” as they are commonly cal\led, for one of your
previous courses.
Technical specifications. In this report type, you discuss some new product
design in terms of its construction, materials, functions, features, operation, and
market potential.
SELF-CHECK 1.3-3
Matching Type:
Instructions: Match the word in A with the statement in B.

Write the letter only.
A B
a. A report that tells whether the project

1. Primary Research report is feasible.
2. Instructions b. Refers to the actual work someone
3. Feasibility does in a laboratory or in the field
4. Background report c. Example of Background project
5. Technical Specifications d. It discusses some new product design
6. Evaluation in its construction, etc.
7. Recommendation e. Example of Instruction
8. Global warming f. It writes procedures for the job they
9. Back-up procedures for jobs do at their work
10. Manuals g. It provides a background of the topic
h. In studies something in terms of its
worth and value
i. It compares two or more alternatives
and recommend one.
j. It gives a guide on how to use an
appliances equipment program
k. Technical Report
ANSWER KEY 1.3-3
1. b
2. f
3. a
4. g
5. d
6. h
7. i
8. c
9. e
10. j

able to;
c. Give the three reasons for the note taking.

d. Take notes important details.
Note taking
At one time or another in your college life, you have to take down notes. The
notes may be from your reading or from lecture of the professor. There are three
for taking notes.
1. To help one’s memory while reading

2. To make what a speaker or a writer says as a part of one’s knowledge
3. To have a record t the writer’s or speaker’s major ideas
It is important to take notes to help your memory and ensure

accuracy. When you hear striking facts, statistic, quotations from a
professor’s lectures, take them down. But do not attempt to take the notes
verbatim. If you concentrate on every detail of your professor’s lecture, you
will like lose track for the essence of the lecture. Adopt a system that will
suit your purpose. Use abbreviations. Be sure, however, that you
understand you abbreviation when you are restating the notes you have
taken.
In order to take notes successfully, you must have a definite idea of

what are looking for. With your tentative outline as guide, you can start
noting down materials for your writing assignment or research work. Your
paper will probably make use of two kinds of notes- notes written in your
own words or notes of digest, and notes taken word for word or notes of
exact quotation. If the exact words of your source are copied enclose them in
quotation marks.
Useful Hints in Note taking
There are some useful hints in note taking that you should remember:
1. Do not copy too much. The majority of the words in your work should be
in your own language.
2. It is better to write your notes in 3x5 or 4x6 index cards.
3. Write only one type of information on each card. This will prove helpful
when the cards are arranged in the process of organization.
4. Arrange your note cards to fit your outline
5. Indicate in your note cards where the information will fit in your outline.
6. Place the topic in the upper left-hand corner.
7. Write exactly the page of the book or magazine where the material is
taken.
8. Jot down facts and ideas and not the author’s exact words.
9. There are notes, however, which you want to take verbatim.
See to it that you quote them very accurately.
10. Make your notes neat and readable.
11. Check your note card as to their completeness, correctness in
spelling, proper reference, and exact quotation.
II Note Taking
Listen to a Short paragraph read by your trainer and take down notes.
(The trainer reads this short paragraph to the trainers
Communication…………. (Refer to Information Sheet no.1.1-3)
Answer:
Communication Sharing between 2 or more individuals/groups reach

common understanding. Most important definition – Info. Conveyed be
understood. Incomplete information results partial understanding. Problems
occur.
SELF-CHECK 1.3-4
Answer the following question, briefly.
1. Why do we have to take notes?
2. What are you going to do to make your note taking successful?

ANSWER KEY 1.3-3
1. To take down notes in order to help one’s memory while reading, to

make what a speaker says as a part of one’s knowledge & to have a
record to the speaker major ideas.
2. In order to take notes successful, you must have a definite idea of

what you are looking for. You also must have a tentative outline as
your guide.
Good Filing System
a. Give the three reasons for the note taking.

b. Take notes important details.
Filing means keeping documents in a safe place and being able to find them
easily and quickly. Documents that are cared for will not easily tear, get lost or
dirty.
Filing system is the central record-keeping system for an organization. It
helps you to be organized, systematic, efficient and transparent. It also helps all
people who should be able to access information to do easily.
It is always a pleasure when someone looks for something and is able to find
it without difficulties. In our organizations we work in groups. We receive and send
out documents on different subject. We need to keep these documents for future
reference. If these documents are not cared for, we cannot for all organization
activities. Everyone who needs to use documents should know where to get them.
Important things to know about filling
What do we file?
We file documents that are sent to

us by other people or organizations. We
also file records of all organizational
activities. This can be letters, memos,
reports, financial records, policy
documents, etc.
When do we file?
This depends on how busy office is.

In every busy organization filling is done
at least every day and usually first thing
in the morning. In a small or less office
you could file once or twice a week.
Equipment used for filling
Filling cabinet – it is used to keep flat file and suspension or hanging files.
Steel cabinet – it is used to keep big files that need to be locked up.
Data Stamp – it is used to date stamp documents that are received on daily basis
so that they are filed in chronological order and so we have a record of when we
received the documents.
Register – it is used to record files taken out and files returned.

Filing shelves – it is used to file box.
Box file – this is big file that is used to keep big documents that cannot go into a
filling cabinet. They are kept in shelve.
What files are used and how are they used?
Clip folder – they are used for documents that need to be taken out every often;
they should documents tightly so that they do not fall out.
Folders – paper or cardboard folders are used to keep loose documents together.
The folders are placed inside suspensions or box files.
Suspension file – the suspension file are used to keep documents in filling
cabinets. The files are put into the drawers upright. The suspension files hang
down from the cradle. These files always remain in the cabinets but folders inside
them can be taken out.
Box files – they are used to keep big documents including magazines books.
Lever arch files – documents are kept firm in these and allow one to look at the
documents without taking them out of the file.
SELF-CHECK 1.3-5
Answer the ff. questions:
1. What is Filing system? What is its importance?
2. What do we file?
3. What are the equipments used for filing?

ANSWER KEY 1.3-4
1. A filing system is the central record-keeping system for an organization. It

helps you to be organized, systematic. Efficient, and transparent. It also
helps all people who should be able to access information to do easily.
2. We file documents that are sent to us by other people or organizations. We

also file records of all our organizational activities. These can be letters,
memos, reports, financial records, policy documents, etc.
3. The equipment used for filing are:
 Filing Cabinet
 Steel Cabinet
 Date Stamp
 Register
 Filing shelves
 Box file

Criteria Yes No
Ranges of forms relating of conditions of employment are complete

accurately & legibly.
Workplace data is recorded on standard forms & documents
Errors in reading information on forms, documents are identified &

rectified.
Reporting requirements to superior are completed according to

enterprise guidelines.
REFERENCES

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COMPETENCY-BASED LEARNING MATERIAL

Sector : AUTOMOTIVE /LAND TRANSPORT

Qualification Title : AUTOMOTIVE SERVICING NC II

Date Developed: Document No.

Technical Education & Skills Development Authority

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

Welcome to the Competency-Based Learning Material for the module,

This module was prepared to achieve the required Competency in

The unit of competency, “Participate in Workplace Communication”

Recognition of Prior Learning (RPL)

 Actual experience on the job

Date Developed: Document No.

As you work on these materials, please observe the following guidelines:

 You will be given plenty of opportunities to ask questions and

Date Developed: Document No.

COMPETENCY-BASED LEARNING MATERIALS

No. Unit of Competencies Module Title Code

1 Participate In Workplace Participating In Workplace

2 Work In A Team Environment Work In A Team Environment 500311106

3 Practice Career Professionalism Practice Career Professionalism 500311107

Date Developed: Document No.

Qualification Title : Automotive Servicing NC II

This unit covers the knowledge, skill and attitudes required to

Upon completion of this module, you must be able to;

1. Obtain & convey workplace information

Date Developed: Document No.

LEARNING OUTCOME .1 OBTAIN & CONVEY WORKPLACE

 Specific relevant information is accessed from skill are used

Date Developed: Document No.

Learning Outcome 1: Obtain & Convey Workplace Information

Learning Activities Special Instructions

Present your work to your trainer for

If you have questions please ask your

After doing all activities of this LO, you

Date Developed: Document No.

The Eight Parts of Speech are:

Noun Verbs Prepositions

The man is selling books.

3. Adjective: a word that modifies, limits or describe a noun or pronoun or

Rizal is the greatest Filipino hero.

I walk and dance. Her mother is Ana.

5. Adverb: a word that modifies a verb, an adjective or another adverb: it

The lady is very pretty. He can hardly walk.

6. Preposition: a word that show relation between a noun or pronoun and

Pedro ran into the building.

7. Conjunction: a word that joins words or group of words in a sentence:

Floral sings and Felisa plays the piano.

8. Interjection: a word that shows emotions, and has little or no

SELF CHECK 1.1-1

The Writing Process

Noun Pronou Verb Adjective Adverb Conjunction Preposition Interjection

Date Developed: Document No.

Noun Pronoun Verb Adjective Adverb Conjunction Preposition Interjection

Date Developed: Document No.

Title: Perform Self Introduction

Given the module on LO1: Obtain and Convey Workplace Information

Modules, bond papers, ball pen

1. Write a paragraph about yourself using correct constructed sentences

Questioning, Performance Criteria Checklist

Date Developed: Document No.

Learning Objectives . After reading this Information Sheet, you must be

A sentence may be defined as a group of words that contain a subject

A subject is a part of a sentence that is being spoken off or it is the