1 Yoyoy 1 CBLM BASIC - PARTICIPATING IN WORKPLACE COMMUNICATION

COMPETENCY-BASED
LEARNING MATERIALS
Sector:
ELECTRONICS
Distinctive Area of Competence/Qualifications:
ELECTRONIC PRODUCT ASSEMBLY AND SERVICING NC II
Unit of Competency:
PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title:
PARTICIPATING IN WORKPLACE COMMUNICATION
Name of Institution:
OLEVIROS COLLEGE INCORPORATED
San Francisco Iriga City
HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module Participating in Workplace Communication. This module contains training materials and
activities for you to complete.
The unit of competency Participate in Workplace Communication is one of the Basic Competencies which contains
the knowledge, skills and attitudes required for all the programs offered by all TESDA-Institutes in Region 02.
You are required to go through a series of learning activities in order to complete each learning outcome of the module.
In each learning outcome there are Information Sheets, Resource Sheets and Reference Materials for further reading to help you
better understand the required activities. Follow these activities on your own and answer the self-check at the end of each learning
outcome. Get the answer key from your trainer and check your work honestly. If you have questions, please don’t hesitate to ask
him/her for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this module because you have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular skill or skills, talk to him/her about having them
formally recognized so you won’t have to do the same training again. If you have qualifications or Certificates of Competency
from previous trainings, show them to your trainer. If the skills you acquired are still relevant to this module, they may become
part of the evidence you can present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing further details to
your trainer/assessor. A Record of Achievement/Progress Chart is also provided to your
trainer to complete/accomplish once you have completed the module. This will show
your own progress.
DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required competency:
Participate in Workplace Communication. This will be the source of information for
you to acquire the knowledge and skills in this particular module with minimum
supervision or help from your trainer. With the aid of this material, you will acquire the
competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training of this
unit. Read through the module carefully. It is divided into sections which covers all the
skills and knowledge you need to successfully complete in this module.
Work through all the information sheets and complete the activities in each
section. Do what is asked in the INSTRUCTIONAL SHEETS and complete the SELF-
CHECK. Suggested references are included to supplement the materials provided in this
module.
Most probably, your trainer will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes.
Talk to more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to test your own progress.
When you are ready, ask your trainer to watch you perform the activities outlined
in the module.
As you work through the activities, ask for written feedback on your progress.
Your trainer gives feedback/pre-assessment reports for this reason. When you have
successfully completed each element or learning outcome, ask your trainer to mark on
the reports that you are ready for assessment.
When you have completed this module and feel confident that you have had
sufficient practice, your trainer will schedule you for the institutional assessment. The
result of your assessment/evaluation will be recorded in your COMPETENCY
ACHIEVEMENT RECORD.
LISTS OF BASIC COMPETENCIES
Competency Unit of Competency Module Title Code
Number
1 Participate in workplace Participating in 500311105
communication workplace
communication
2 Work in team environment Working in team 500311106
environment
3 Practice career professionalism Practicing Career 500311107
Professionalism
4 Practice occupational health and Practicing occupational 500311108
safety procedures health and safety
procedures
MODULE CONTENT
MODULES OF INSTRUCTION
UNIT OF COMPETENCY: Participate in Workplace Communication
MODULE TITLE : Participating in Workplace Communication

MODULE DESCRIPTOR: This module covers the knowledge, skills and attitudes required to obtain, interpret
and convey information in response to workplace requirements.
NOMINAL DURATION : 4 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/students must be able to:
LO 1. Obtain and convey workplace information

LO 2. Complete relevant work related documents
LO 3. Participate in workplace meeting and discussion
ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to gather and convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are identified
6. Defined workplace procedures for the location and storage of information.
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time.
9. Own opinions are clearly expressed and those of others are listened to without interruption.
10. Meeting inputs are consistent with the meeting purpose and established protocols.
11. Workplace interactions are conducted in a courteous manner appropriate to cultural background and authority in the
enterprise procedures.
12. Questions about simple routine workplace procedures and matters concerning conditions of employment are asked
and responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges of forms relating to conditions of employment are completed accurately and legibly.
15. Workplace data is recorded on standard workplace forms and documents.
16. Basic mathematical processes are used routine calculations.
17. Errors in recording information on forms/documents are identified and rectified.
18. Reporting requirements to superior are completed according to enterprise guidelines.
COMPETENCY SUMMARY
QUALIFICATION ELECTRONIC PRODUCTS ASSEMBLY SERVICING NC II

UNIT OF COMPETENCY PARTICIPTE IN WORKPLACE COMMUNICATION
MODULE TITLE PARTICIPTING IN WORKPLACE COMMUNICATION
Introduction:
This module covers the knowledge, skills and attitudes required to obtain, interpret and convey information
in response to workplace requirements.
Learning outcome:
1. Obtain and convey workplace information
2. Complete relevant work related documents
3. Participate in workplace meeting and discussion
Assessment Criteria:
11. Workplace interactions are conducted in a courteous manner appropriate to cultural background and
authority in the enterprise procedures.
12. Questions about simple routine workplace procedures and matters concerning conditions of employment
are asked and responded.
LEARNING OUTCOME 1
OBTAIN AND CONVEY WORKPLACE INFORMATION
CONTENTS:
- Parts of speech
- Sentence construction
- Effective communication
CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)
Reference (books)
Manuals
METHODOLOGIES:
Group discussion
Interaction
Lecture
Reportorial
ASSESSMENT METHODS
Written Test
Practical/Performance Test
Interview
LEARNING EXPERIENCES
LEARNING OUTCOME # 1 OBTAIN AND CONVEY WORKPLACE INFORMATION
Learning Activities Special Instructions
1. Read information sheet 1.1-1 If you have some problem on the content of the
information sheet don’t hesitate to approach your
Parts of Speech facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
2. Answer self-check 1.1-1 Refer your answer to answer key 1.1-1
If you have some problem on the content of the

3. Read information sheet 1.1-2 information sheet don’t hesitate to approach your
facilitator.
Sentence construction
self-check provided in the module.
4. Answer self-check 1.1-2 Refer your answer to answer key 1.1-2
If you have some problem on the content of the

5. Read information sheet 1.1-3 information sheet don’t hesitate to approach your
facilitator.
Effective Communication
Refer your answer to answer key 1.1-3
6. Answer self-check 1.1-3
INFORMATION SHEET 1.1-1
PARTS OF SPEECH
Learning Objectives: After reading this INFORMATION SHEET, you MUST be able to:
1. Determine the Parts of Speech
2. Identify the eight parts of speech
3. Define each of the eight part of the speech
3. Learn and apply each part of the speech in constructing a sentence.
THE PARTS OF SPEECH

There are thousands of words in any language. But not all words have the same job. For example, some words express
"action". Other words express a "thing". Other words "join" one word to another word. These are the "building blocks" of the
language. Think of them like the parts of a house. When we want to build a house, we use concrete to make the foundations or
base. We use bricks to make the walls. We use window frames to make the windows, and door frames to make the doorways. And
we use cement to join them all together. Each part of the house has its own job. And when we want to build a sentence, we use the
different types of word. Each type of word has its own job.
What are the Parts of Speech?

“Parts of speech” are the basic types of words that English has. Most grammar books say that there are eight parts of
speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions and interjections.
The Noun
A noun is a word used to name a person, animal, place, thing, and abstract idea.
Nouns are usually the first words which small children learn. The highlighted words in
the following sentences are all nouns:
Late last year our neighbours bought a goat.

Portia White was an opera singer.
The bus inspector looked at all the passengers' passes.
According to Plutarch, the library at Alexandria was destroyed in 48 B.C.
Philosophy is of little comfort to the starving.
The Verb
A verb is a word which describes an action (doing something) or a state (being

something).
In each of the following sentences, the verb or compound verb is highlighted:
Dracula bites his victims on the neck.

The farmer searches the woods for his cow.
His automobile develops a motor trouble.
The Pronoun
A pronoun can replace a noun or another pronoun. You use pronouns like "he,"
"which," "none," and "you" to make your sentences less cumbersome and less repetitive.
In the following sentences, each of the highlighted words is a subjective personal pronoun and acts as the subject of the
sentence:
I was glad to find the bus pass in the bottom of the green knapsack.
You are surely the strangest child I have ever met.
He stole the selkie's skin and forced her to live with him.
When she was a young woman, she earned her living as a coal miner.
After many years, they returned to their homeland.
The Adjective
An adjective modifies a noun or a pronoun by describing, identifying, or

quantifying words. An adjective usually precedes the noun or the pronoun which it
modifies.
In the following examples, the highlighted words are adjectives:
The truck-shaped balloon floated over the treetops.

Mrs. Morrison papered her kitchen walls with hideous wall paper.
The small boat foundered on the wine dark sea.
The coal mines are dark and dank.
Many stores have already begun to play irritating Christmas music.
A battered music box sat on the mahogany sideboard.
The back room was filled with large, yellow rain boots.
The Adverb
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause.

An adverb indicates manner, time, place, cause, or degree and answers questions such
as "how," "when," "where," "how much".
While some adverbs can be identified by their characteristic "ly" suffix, most of
them must be identified by untangling the grammatical relationships within the sentence
or clause as a whole. Unlike an adjective, an adverb can be found in various places
within the sentence.
In the following examples, each of the highlighted words is an adverb:
The seamstress quickly made the mourning clothes.

The midwives waited patiently through a long labour.
The boldly spoken words would return to haunt the rebel.
We urged him to dial the number more expeditiously.
The Conjunction
You can use a conjunction to link words, phrases, and clauses, as in the following
example:
I ate the pizza and the pasta.

Call the movers when you are ready.
The Preposition
A preposition links nouns, pronouns and phrases to other words in a sentence.

The word or phrase that the preposition introduces is called the object of the preposition.
A preposition usually indicates the temporal, spatial or logical relationship of its
object to the rest of the sentence as in the following examples:
The book is on the table.

The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book" in space or in
time.
The Interjection
An interjection is a word added to a sentence to convey emotion. It is not

grammatically related to any other part of the sentence.
You usually follow an interjection with an exclamation mark. Interjections are

uncommon in formal academic prose, except in direct quotations.
The highlighted words in the following sentences are interjections:
Ouch, that hurt!

Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy say to another guy, "He has a new car, eh?"
I don't know about you but, good lord, I think taxes are too high!
SELF-CHECK 1.1-1
Multiple Choice: Choose the letter of the correct answer from the given choices.
1. It is the basic types of words that English has and consists of eight parts.
a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in a place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction
3. A part of speech which is added to a sentence to convey emotion.
a. interjection
b. noun
c. conjunction
d. verb
4. A part of speech that links nouns, pronouns and phrases to other words in a sentence.
a. speech
b. interjection
c. preposition
d. verb
5. It usually precedes the noun or the pronoun which it modifies.
a. adjective
b. pronoun
c. adverb
d. verb
6. It usually indicates the temporal, spatial or logical relationship of its object to the rest of the
sentence.
a. preposition
b. adverb
c. interjection
d. noun
7. “He” and “she” are the common example of what part of speech?
a. noun
b. adjective
c. preposition
d. pronoun
8. It is a word which describes an action or a state of being.
a. adverb
b. verb
c. noun
d. pronoun
9. It links words, phrases, and clauses.
a. adjective
b. preposition
c. interjection
d. conjunction
10. Is a word used to name a person, animal, place, thing, and abstract idea.
a. verb
b. adverb
c. noun
d. pronoun
ANSWER KEY # 1.1-1
1. b
2. c
3. a
4. c
5. a
6. a
7. d
8. b
9. d
10. c
INFORMATION SHEET # 1.1-2
SENTENCE CONSTRUCTION
Learning Objectives: After reading this information sheet, the student/ trainee should
be able to;
1. Differentiate what is a sentence.
2. Determine the parts of a sentence.
3. Identify what are a subject and a predicate.
4. Determine what a sentence fragment is.
5. Identify what a run-on sentence is.
6. Familiarize what the subject-verb agreements are.
7. Write complete, grammatically correct sentences.
THE SENTENCE
A sentence is a group of words containing a verb and its subject and expressing a completed thought.
A sentence always begins with a capital letter and ends with a mark of punctuation.
In order to express a complete thought, every sentence must have two parts – the subject and the predicate.
A. The Subject
The subject of a sentence is that part about which something is said. In the following sentences, the subjects are in heavy
type.
1. The eager quarterback shouted the signals.
2. Ricky reminded me of the game tonight.
3. An old brick building hung over the river’s edge
To find the subject of a sentence, ask yourself Who…? or What…? Suppose you want to find the subject of this sentence:
The huge plane rolled slowly out of the hangar onto the runway. Ask yourself, What rolled? The answer is, The huge plane rolled.
The plane is the subject of the sentence.
B. The Predicate
The predicate of a sentence is that part which says something about the subject. In the following sentences, the predicates are
in heavy type.
1. The tulips bloomed early this year.
2. Mr. McKay took a later train than usual.
3. Summer vacation is always too short.
That's it! A sentence is just someone or something being or doing something. Simple,
huh?
SENTENCE FRAGMENTS
A fragment is a sentence which is not complete, and therefore not grammatically correct. Sentence fragments are
problematic because they are disjointed and confusing to the reader. There are three main causes of fragments: (a) a missing
subject; (b) a missing verb; (c) "danger" words which are not finished.
When you read a sentence fragment, you are left wondering whom or what the
sentence is about or what happened in the sentence.
You can change a sentence fragment into a complete sentence by adding the
missing information.
Sentence Fragment Sentence

in the butter My glasses fell in the butter!
early this morning I awoke early this morning.
running across the field I saw you running across the field
RUN-ON SENTENCES
A run-on sentence is one which actually contains two (or more) complete sentences without the proper punctuation to create
separate sentences. There are two common forms of the run-on: (1) the "comma splice" in which a comma is inserted between two
comp lete sentences where a period should actually be used; (2) a lack of punctuation where a semi-colon or period is needed.
- The Comma Splice
John is a musician, he plays the guitar for a living. - Incorrect Example
The sentence above is incorrectly joined by a comma, thus "splicing" two complete sentences together into one run-on
sentence. To correct these run-on's, the comma should be replaced by a period, thus creating two separate sentences, as shown
below.
John is a musician. He plays the guitar for a living. - Correct Example
- Lack of Punctuation
Incorrect Examples:
1. There is a problem with the television however no one is available to fix it.
2. Nobody knows what really happened the policeman said there was a fight.
In each of the examples above, some type of punctuation is needed to separate the
two parts of the sentence: either a semi-colon or a period.
Correct Examples
1. There is a problem with the television; however, no one is available to fix it.
There is a problem with the television. However, no one is available to fix it.
2. Nobody knows what really happened; the policeman said there was a fight.
Nobody knows what really happened. The policeman said there was a fight.
SUBJECT-VERB AGREEMENT
In order for a sentence to be grammatically correct, the subject and verb must both be singular or plural. In other words,
the subject and verb must agree with one another in their tense. If the subject is in plural form, the verb should also be in plural
form (and vice versa). To ensure subject-verb agreement, identify the main subject and verb in the sentence, then check to see if
they are either plural or singular. Consider the examples below.
 Singular and Plural Number – when a word refers to one person, place, thing or idea, it is singular in number. When
it refers to more than one, it is plural in number.
Singular Plural
woman women
hand hands
fireman firemen
lesson lessons
 The verb agrees with its subject in number. If the subject is singular, the verb is singular. If the subject is plural, the
verb is plural.
Singular Plural
she bakes they bake
it whistles they whistle
everyone sees all see
he is they are
 The number of a subject is not changed by a prepositional phrase following the subject. The subject is never in a
prepositional phrase. Be certain to make the verb agree with the subject itself, not with the word in the phrase.
Wrong The lamp near the windows are broken. [Since lamp is the subject, the verb
must agree with it, not with the windows, which is part of the prepositional
phrase.
Right The lamp near the windows is broken.
 The following common pronouns are singular and take a singular verb: anybody, anyone, each, either, everybody,
neither, nobody, no one, somebody, someone.
Examples:
1. Each of the pens costs a dollar
2. Everyone in the two families likes to play ping-pong.
3. Neither of these paths is the trail.
 The following common pronouns are plural and take plural verbs: both, few, many, several.
Examples:
1. Both of his trucks are disabled
2. Many of the sailboats are out today.
3. Several of the players rush to the mound.
 When the subject comes after the verb, as in interrogative sentences and
sentences beginnining with here or there, be especially careful to determine the
subject and make sure that it agrees with the verb.
Examples:
1. Was the contest exciting?
2. Were the contests exciting?
3. Here is the book.
4. Here are the books.
 Compound subject joined by and are plural and take a plural verb.
Examples:
1. Fishing and lumbering are carried on in the Northwest.
2. Corn and beans grow well in one garden.
Exemption: If the items in a compound subject actually refer to only one
person or are thought of as one thing, the subject and the verb are singular.
Ex.
1. The president and manager of the factory is on vacation.
2. Strawberries and cream costs thirty pesos.
 Singular subjects joined by or or nor are singular and take a singular verb.
Examples:
1. Monday or Tuesday is all right for the picnic.
2. Neither snow nor icy wind keeps the travelers indoors.
Self-Check 1.1-2
Test 1. Multiple Choice: Choose the letter of the correct answer from the given choices.
1. It has two parts – the subject and the predicate.

a. Sentence
b. Run-on Sentence
c. Fragment
2. A part of a sentence which something is said about.
a. Run-on sentence
b. Subject
c. Predicate
3. A part of a sentence which says something about the subject.
a. Run-on sentence
b. Subject
c. Predicate
4. It is a sentence which is not complete, and therefore not grammatically correct.
a. Run-on sentence
b. Subject
c. Fragment
5. A sentence which actually contains two (or more) complete sentences
without the proper punctuation to create separate sentences.
a. Subject
b. Run-on sentence
c. Fragment
Test 2. Identification: Choose the correct verb that agrees with the subject in each following sentences:
1. The keys to the car (are, is) on the table

2. Nobody in this houses (have, has) shoveled the sidewalks.
3. Everyone in the two clubs (are, is) ready to help
4. (Was, Were) those visitors from Batangas?
5. Neither the radio nor the television (seems, seem) to work.
SELF CHECK ANSWER KEY 1.1-2
Test 1:
1. a
2. b
3. c
4. c
5. b
Test 2:
1. are
2. has
3. is
4. were
5. seems
EFFECTIVE COMMUNICATION
be able to;
1. Explain the importance of communication.
2. Identify the various elements of communication
3. Determine the modes of communication.
4. Differentiate the various methods/skills of communication.
5. Identify the three main modes of communication.
6. Determine the barriers to communication.
7. Identify the benefits of effective communication and the consequences in failing to communicate effectively.
COMMUNICATION
Is defined as the art of sending and receiving information. It is a process of conveying messages, of transmitting meaning
between individuals. It is an exchange; for it to be effective, information must flow back and forth from sender to the receiver. The
former must have some knowledge of the latter’s reaction. This process by which a system regulates itself by feeding to itself parts
of its outputs is called feedback.
Basic Elements of Communication:
The process of communication is composed of three elements:
1. the source (sender, speaker, transmitter, or instructor),
2. the symbols used in composing and transmitting the message (words or signs), and;
3. the receiver (listener, reader, or student).
The three elements are dynamically interrelated since each element is dependent on the others for effective
communication to take place.
Effective Communication helps workers to:
 complete a schedule of tasks

 follow a set of instructions
 learn correct procedures and improve work practices
 solve problems
 work as part of a team
 follow the enterprise Occupational Health and Safety and environmental procedures.
There are three main modes of communication:
1. Verbal communication
2. Non-verbal communication
3. Written communication
Verbal Communication
In industries a large proportion of communication is verbal or spoken. This may

occur face-to-face or via telephones or two-way radios. For verbal communication to be
effective both the speaker and the listener need to be actively engaged in the
conversation.
The speaker should be clear, concise, and courteous and use a style of language
that is appropriate to the situation and the audience. The information should be
accurate to the best of the speaker’s knowledge. The tone of voice and body language
used when speaking are often as important as the words themselves.
The listener should give the speaker their full attention and be sure that they
clearly understand the message being conveyed. Again, body language is very important.
Good listening skills are necessary when receiving instruction or being taught new
procedures.
Questions should be asked by the listener to clarify the meaning and by the speaker
to ensure that the information has been fully understood. There are three types of
questions:
1. Closed questions are used to obtain a particular piece of information. They are usually answered with a yes or no or with
a limited response. For example:
 Have you driven a four-wheel drive tractor before?
2. Open questions encourage people to discuss a situation and share information. They often require longer answers and
begin with how, where, when, which, who, why or what. For example:
 What types of tractors have you driven?
3. Reflective questions, also called mirror questions, are used to show the speaker that you have been actively listening to
them. They are also helpful when encouraging a person to express their opinions clearly. For example:
 So, you’ve driven this type of tractor before?
 You’ve found this type of tractor to run reliably, haven’t you?
Good speaking, listening and questioning skills are essential when communicating
via the telephone or two-way radios to ensure that the correct information has been
received.
There are a number of barriers that reduce the effectiveness of verbal communication.
These include:
 inappropriate choice of language style

 inappropriate body language
 disruptions
 noise in the proximity and/or a poor signal
 relevance of the topic to the listener
 Assumptions made by both the speaker and listener.
Non-verbal communication
A significant aspect of face-to-face communication is non-verbal body language.

This includes body posture, arm and hand positions, facial expressions, and eye-contact
and hand gestures. Sometimes a conflicting message may be given because the words
spoken do not match a speaker’s body language.
Good observation skills are needed to ‘read’ what is really being communicated.
Being aware of cues and signals is a crucial skill in understanding people’s attitudes.
Personal presentation, dress and hygiene also contribute to the impression a

person makes when they are communicating.
Other forms of non-verbal communication regularly found in the workplace include:
 Signals, for example hand signals used when operating machinery; traffic lights.
 Signs, for example safety signs; workplace warnings; men’s, ladies and disabled toilets; first aid posts.
 Diagrams, for example property maps; diagrams in machinery manuals.
 Symbols, for example poison schedules; map legends; machinery gears and levers.
Basic Communication Skills

The four basic methods of communication in everyday life are: listening, speaking, reading and writing.
 Effective Listening and Speaking
In today’s changing world, listening and speaking play significant roles because the first contact between ourselves and
others is established through this two-way process.
Listening and hearing are not the same. Hearing is simply the travel of sound through the ears to the brain without effort
for the listeners; listening involves a reaction of the brain to the sounds waves. Another way of expressing this difference is to say
that listening has a purpose. Different purposes in listening imply different kinds of listening.
Among the linguistic skills, speaking developed alongside listening. Learning to speak well is an asset. Since most of us
talk much more than we write, we are judged more than by our speech than by our writing.
 Reading
A third communication skill after listening and speaking is reading. People read for many different reasons and in many
different ways. One reason for reading is to find specific information, which is called scanning. Another, is for meaning and
absorption of information or which is called active reading.
 Writing
Writing tends to be more formal than speaking. Writing can be group into three kinds according to style: formal,
informal-public, and casual.
- Formal style is used for writing letters to the government officials, speeches, articles for newsletter and
magazines, school assignments, long reports and formal compositions.
- Informal-public style is used in public communication, not private communication; we use it when we want to
sound informal, not formal.
- Casual style is used in writing to friends, to classmates, and in jotting down notes to family members.
BARRIERS TO EFFECTIVE COMMUNICATION
Recognizing the various barriers to communication further enhances the flow of ideas between an
instructor and the student. The instructor must develop communication skills in order to convey desired
information to the students and must recognize that communication is a two-way process. In the end, the true
test of whether successful communication has taken place is to determine if the desired results have been
achieved.
 Lack of common experience. Many people seem to believe that words transport meanings from speaker to listener in the
same way that a truck carries bricks from one location to another. A communicator's words cannot communicate the desired
meaning to another person unless the listener or reader has had some experience with the objects or concepts to which these
words refer.
 Confusion between the Symbol and the Symbolized Object. Languages abound with words that mean different things to
different people. Confusion between the symbol and the symbolized object results when a word is confused with what it is
meant to represent. Although it is obvious that words and the connotations they carry can be different, people sometimes fail
to make the distinction. Words and symbols do not always represent the same thing to every person.
 Overuse of Abstractions. Abstractions are words that are general rather than specific. Concrete words or terms refer to
objects that people can relate directly to their experiences. They specify an idea that can be perceived or a thing that can be
visualized. Abstract words, on the other hand, stand for ideas that cannot be directly experienced, things that do not call forth
mental images in the minds of the students.
 Interference. Barriers to effective communication are usually under the direct control of the sender/encoder. However,
interference is made up of factors that are outside the direct control of the sender/encoder: physiological, environmental, and
psychological interference. To communicate effectively, the sender should consider the effects of these factors.
Psychological interference is any biological problem that may inhibit symbol reception, such as hearing loss, injury or
physical illness. These, and other physiological factors, can inhibit communication because the student is not comfortable.
Environmental interference is caused by external physical conditions. One example of this is the noise level found in
many light aircraft. Noise not only impairs the communication process, but also can result in long- term damage to hearing.
Psychological interference is a product of how the sender and the receiver feel at the time the communication process is
occurring. If either sender or receiver is not committed to the communication process, communication is impaired. Fear of the
situation or mistrust between the sender and receiver could severely inhibit the flow of information.
Communication Systems
 Downward communication. Communication flows from the superiors to its subordinates.

 Upward communication. The communication flows from the subordinates to its superiors.
 Lateral communication. Communication flows from functional areas at a given level of the organization or hospital.
 Diagonal communication. The communication flows from a subordinate of a certain level to the superior of another
level and vice versa.
 Grapevine. It stretches throughout the organization in all directions irrespective of authority.
Benefits of effective communication:
 Rewarding and harmonious relationships with others

 Easily build rapport with clients, customers, friends, new acquaintances
 Getting what you want
 More time for yourself and others
 Satisfaction and success in life
Failing to communicate effectively:
It is often our failure to communicate effectively that leads to:
 Professional setbacks
 Personal disappointment
 Breakdown of important relationships
 Wasting energy and time on frustration and dramas
 Not reaching our full potential
Self-Check 1.1-3
__________1. It is a process of conveying messages, of transmitting

meaning between individuals.
a. Communication
b. Listening
c. Reading
__________2. A style of writing which is used for writing letters to the government officials, speeches,
articles for newsletter and magazines, school assignments, long reports and formal compositions.
a. Informal-public style
b. Formal style
c. Casual style
__________3. A style of writing which is used in writing to friends, to classmates, and in jotting down notes
to family members.
b. Formal style
c. Casual style
__________4. A factor of Interference which is a biological problem that may inhibit symbol reception, such
as hearing loss, injury or physical illness.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________5. A factor of Interference in which is a product of how the sender and the receiver feel at the time
the communication process is occurring. If either sender or receiver is not committed to the communication
process, communication is impaired.
__________6.When a communicator's words cannot communicate the desired
meaning to another person unless the listener or reader has had some
experience with the objects or concepts to which these words refer. What
factor of barrier to communication is this?
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
__________7.
A barrier to communication which also made up of factors that
are outside the direct control of the sender/encoder such as; physiological,
environmental, and psychological.
c. Interference
__________8. A basic method of communication which tends to be more formal than speaking.
a. Listening
b. Writing
c. Reading
__________9.
Simply refers to the travel of sound through the ears to the
brain without effort for the listeners.
a. Hearing
b. Listening
c. Reading
__________10. Which of the choices below is considered a benefit of effective

communication?
a. Satisfaction and success in life
b. Personal disappointment
c. Wasting energy and time on frustration and dramas

1. a
2. b
3. c
4. a
5. c
6. a
7. c
8. b
9. a
10. a
LEARNING OUTCOME 2
PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS
CONTENTS:
- Technical Writing
- Recording information

4. Workplace interactions are conducted in a courteous manner appropriate to cultural background and authority in the
enterprise procedures.
5. Questions about simple routine workplace procedures and matters concerning conditions of employment are asked and
responded.
CONDITIONS:
Paper
Pencils/Ball pen
References (books)
Manuals
METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/performance test
Interview
LEARNING OUTCOME # 2 PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS
1.Read information sheet 1.2-1 If you have some problem on the content of the
Technical Writing information sheets don’t hesitate to approach your
facilitator.
content of the information sheets, you can now answer
2.Answer self-check # 1.2-1 Refer your answer to answer key 1.2-1.
3.Read information sheet 1.2-2 on If you have some problem on the content of the
information sheets don’t hesitate to approach your
Recording Information facilitator.
4.Answer self-check 1.2-2 Refer your answer to answer key 1.2-2
TECHNICAL WRITING
be able to;
1. Determine what technical writing is.
2. Identify the various types of technical report.
3. Identify the characteristics of technical reports.
4. Determine the note-taking process.
5. Identify the rules for numbers.
TECHNICAL COMMUNICATIONS
Technical communications—or technical writing, as the course is often called—is

not writing about a specific technical topic such as computers, but about any technical
topic. The term "technical" refers to knowledge that is not widespread, that is more the
territory of experts and specialists. Whatever your major is, you are developing an
expertise—you are becoming a specialist in a particular technical area. And whenever
you try to write or say anything about your field, you are engaged in technical
communications.
Another key part of the definition of technical communications is the receiver of
the information—the audience. Technical communications is the delivery of technical
information to readers (or listeners or viewers) in a manner that is adapted to their
needs, level of understanding, and background. In fact, this audience element is so
important that it is one of the cornerstones of this course: you are challenged to write
about highly technical subjects but in a way that a beginner—a nonspecialist—could
understand. This ability to "translate" technical information to nonspecialists is a key
skill to any technical communicator. In a world of rapid technological development,
people are constantly falling behind and becoming technological illiterates. Technology
companies are constantly struggling to find effective ways to help customers or potential
customers understand the advantages or the operation of their new products.
TECHNICAL-WRITING
Technical-writing introduce you to some of the most important aspects of writing

in the world of science, technology, and business—in other words, the kind of writing
that scientists, nurses, doctors, computer specialists, government officials, engineers,
and other such people do as a part of their regular work.
To learn how to write effectively for the world of work, you'll study common types of
reports, special format items such as lists and headings, simple techniques for putting
graphics into reports, and some techniques for producing professional-looking final copy.
No matter what sort of professional work you do, you're likely to do lots of writing
—and much of it technical in nature. The more you know about some basic technical-
writing skills, which are covered in this guide and in technical-writing courses, the better
job of writing you're likely to do. And that will be good for the projects you work on, for
the organizations you work in, and—most of all—good for you and your career.
Types 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 an appliance, equipment, or program. If there is too much to
write about, they write about some smaller segment—for example, instead of instructions
on using all of WordPerfect, just a guide on writing macros in WordPerfect.
Feasibility, recommendation, and evaluation reports. Another useful type of

report is one that studies a problem or opportunity and then makes a recommendation.
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 (or, if necessary, none). 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 called, for one of your previous
courses. This is a perfectly good possibility for the technical report as well. In this type of
report, you not only present your data and draw conclusions about it, but also explain
your methodology, describe the equipment and facilities you used, and give some
background on the problem. You can modify this type by summarizing other primary
research reports.
Technical specifications. In this report type, you discuss some new product
design in terms of its construction, materials, functions, features, operation, and market
potential. True specifications are not much on writing—the text is dense, fragmented;
tables, lists, and graphics replace regular sentences and paragraphs whenever possible.
Thus, specifications are not a good exercise of your writing abilities. However, you can
write a more high-level version—one that might be read by marketing and planning
executives.
Report-length proposal. As you may be aware, proposals can be monster

documents of hundreds or even thousands of pages. (Please, not this semester.) Most of
the elements are the same, just bigger. Plus elements from other kinds of reports get
imported—such as feasibility discussion, review of literature, and qualifications; these
become much more elaborate.
Business plans. If you are ambitious to run your own business, you can write a
business plan, which is a plan or proposal to start a new business or to expand an
existing one. It is aimed primarily at potential investors. Therefore, it describes the
proposed business, explores the marketplace and the competition, projects revenues,
and describes the operation and output of the proposed business.
General Characteristics of Technical Reports
Here is a brief review of some of the chief characteristics of the technical report:
Graphics: The report should have graphics. Graphics include all kinds of
possibilities. If you can't think of any graphics for your report project, you may not have
a good topic.
Factual detail: The report should be very detailed and factual. The point of the
report is to go into details, the kind of details your specific audience needs.
Information sources: Your report should make use of information sources. These
may include not only books and articles that can be found in libraries but also technical
brochures, interviews or correspondence with experts, as well as first-hand inspections.
If you don't believe any information sources are necessary for your report project, contact
your instructor.
Documentation: When you use borrowed information in your technical report, be
sure to cite your sources. One style commonly used in science and engineering is called
the number system.
Realistic audience and situation: The report must be defined for a real or
realistic group of readers who exist in a real or realistic situation. Most students invent
an audience and situation. And the audience can't merely be something like "anybody
who might be interested in global warming." Instead, it has to be real, realistic, and
specific.
Headings and lists: The report should use the format for headings that is
required for the course, as well as various kinds of lists as appropriate.
Special format: The technical report uses a rather involved format including
covers, binding, title page, table of contents, list of figures, transmittal letter, and
appendixes.
Production: The technical report should be typed or printed out neatly. If graphics
are taped in, the whole report must be photocopied, and the photocopy handed in (not
the original with the taped-in graphics). The report must be bound in some way.
Length: The report should be at least 8 double-spaced typed or printed pages
(using 1-inch margins), counting from introduction to conclusion. This is a minimum; a
report of this length is rather skimpy. There is no real maximum length, other than what
your time, energy, and stamina can handle. But remember that sheer weight does not
equal quality (or better grade). If you get into a bind with a report project that would take
too many pages, contact your instructor—there are numerous tricks we can use to cut it
down to size.
Technical content: You must design your report project in such a way that your
poor technical-writing instructor has a chance to understand it—in other words, you
must write for the non-specialist. Also, at some point, you may get concerned about the
technical accuracy of your information.
Traditional note-taking process

In the traditional system of taking notes for a long report, you:
1. Develop a rough outline.

2. Do any preliminary reading necessary to construct a rough outline.
3. Locate your information sources, and make bibliography cards for each source.
4. Take the actual notes on index cards.
5. Label each notecard according to its place in the outline.
6. Provide bibliographic information on each notecard.
7. Change or add extra detail to the outline as the note-taking process continues.
8. Check off the areas of the outline for which sufficient notes have been taken.
When you have taken sufficient notes to cover all parts of an outline, you transcribe the information from the notecards into a
rough draft, filling in details, adding transitions, and providing your own acquired understanding of the subject as you write.
Naturally, you may discover gaps in your notes and have to go back and take more notes.
How to Take Notes at a Meeting

Taking notes at a meeting is a completely different task than taking minutes at a meeting. When taking notes, one is not
focusing on a general outline of decisions that were made or topics covered. Rather, the notes should serve as a comprehensive
listing of the details of the meeting and the ideas and topics covered.
There are a number of ways to effectively take notes at a meeting. Choosing one should depend entirely on the method
that is best suited to enhancing the memory and understanding of the note taker.
Comprehensive notes: For a person who is more comfortable knowing, and recording, every single detail, it is best to
write everything that is said. While this would be difficult or impossible for some, for others it is simply the only way to be sure
the information they collect is accurate.
Mind mapping: This graphical approach is an excellent option for people who do not want, or who don't feel able, to
accumulate such detailed information. To create a mind map, it is best to obtain a copy of the agenda prior to the meeting. Then
list any topics of the meeting on the center of a piece of paper.
Noting on the agenda: One of the easiest ways to take notes is on the physical agenda itself because the agenda already
has the main points listed. Any information that could be used at a later date could be added next to the point on the agenda where
it was discussed.
Technology helpers: For people who are able to type quickly, taking a laptop to a meeting is an effective way to take and
organize notes. Notes can be typed directly into a word processing program and edited as the meeting is being held.
Rules for Numbers in Technical Writing

Technical writing often is filled with equations, measurements, quantities and other numeric data. The format for
presenting the numeric data is ultimately determined by the assumed audience for the writing and their expectations. In general,
the key to determining an appropriate form for a written number is the simple requirement that the meaning of the number must
always be unambiguous.
Spelling out Numbers. Usually, numbers nine and under are written out as words, while numbers greater than that are
written in numeric form. This requirement applies to ordinal numbers such as first, second and ninth. When numbers above 21 are
written out, they are written as hyphenated words. Fractions such as one-third are hyphenated as well.
Measurements or Calculations. Always use numerals to express measurements or calculations. Write 8 inches x 10 inches
rather than eight inches by ten inches. The audience or style guide will determine the appropriate use of abbreviations to match
with numeric value. In the preceding example, inches was spelled out, but for many audiences the abbreviation in. would be
appropriate. Equations are always expressed in numerals with the proper operator symbols. Write 2 + 2 = 4, not two plus two
equals four. Decimal and percentage values always use numerals.
Sentence Structure. Do not begin a sentence with a numeral, regardless of the other formatting rules. Never write “33
dolphins were tested.” Write out the number; “Thirty-three dolphins were tested.” When a noun comes before the number,
capitalize it. “Dolphin 9” but not “the ninth dolphin.”
Plural Numbers. A common mistake occurs when creating the plural form of a number, but the rules that apply are
simple. The plural form of numbers less than 10 are formed by adding an apostrophe and an "s." Numbers that are 10 and greater
are written by appending the "s" alone. Write “count by 2’s” and “in the 1970s”.
Self-Check 1.2-1
1. Is the type of report which is the hardest to define but the most commonly written?
a. Technical-background report
b. Instructions
c. Technical specifications
2. In this type of report, you discuss some new product design in terms of its construction, materials, functions,
features, operation, and market potential.
a. Report-length proposal
b. Primary research report
c. Technical specifications
3. It refers to the actual work someone does in a laboratory or in the field—in other words, experiments and
surveys.
a. Technical specifications
b. Primary research report.
c. Report-length proposal
4. A way of taking notes that suite for a person, who is more comfortable knowing, and recording, every single
detail.
a. Comprehensive notes
b. Noting on the agenda
c. Technology helpers
5. This graphical approach is an excellent option for people who do not want, or who don't feel able, to
accumulate such detailed information.
a. Comprehensive notes
b. Noting on the agenda
c. Mind mapping
6. A rule in technical writing which numbers nine and under are usually written out as words, while numbers
greater than that are written in numeric form.
a. Sentence Structure
b. Spelling out Numbers
c. Measurements or Calculations
7. A rule in technical writing which states that measurements or calculations should be used to express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very detailed
and factual.
a. Graphics
b. Documentation
c. Factual detail
9. A characteristic of a technical report which it should be typed or printed out neatly.
a. Production
b. Technical content
c. Length
10. A characteristic of a technical report in which a report must be defined for a real or realistic group of
readers who exist in a real or realistic situation.
a. Headings and lists:
b. Special format:
c. Realistic audience and situation
1. a
2. c
3. b
4. a
5. c
6. b
7. b
8. c
9. a
10. c
RECORDING INFORMATION
be able to;
1. Determine the importance of recording information.
2. Identify the technology used in communication systems.
3. Identify the various code of behavior that all participants should adhere to in
meetings.
COMMUNICATION TECHNOLOGY
All businesses have a need for effective communication, both between personnel
within the workplace and with individuals and other businesses outside the workplace.
Each workplace will have a communication system designed to meet its particular needs.
Some of these needs include:
 obtaining, recording and reporting information

 enhancing effective training
 providing a safe workplace
 Improving the efficiency and effectiveness of work practices.
Communication systems use technology such as:
 telephones, including landlines, mobile and satellite phones

 answering machines
 facsimile (fax) machines
 computers with email and internet access
 two-way radios
 Paging systems.
Most workplaces have procedures and protocols in place for the use of each type of
technology. Workers should familiarize themselves with the system features and control
functions and operate each device according to the manufacturer’s instructions. If not
sure of the operating procedure for a particular communication device, a worker should
ask for assistance.
Some systems, such as telephones, answering machines and two-way radios rely
solely on speech. Effective communication is more difficult as the parties communicating
are not able to see each other and gauge the progress of the conversation from body
language. It is important to speak clearly, concisely and courteously especially when
answering the phone or leaving a message. The correct greeting and identification of the
business and the individual should be used.
Private conversations and text messaging on mobile phones should be minimized
during work hours. Only essential calls should be made or received.
Designated channels and call signs should be used with two-way radios.
Conversations should be limited to relaying necessary information. Batteries should be
recharged on a regular basis and the radios kept in good working order. They may be a
vital means of communication in an emergency.
Enterprise procedures and protocols should also be followed when using systems
that rely on written communication such as faxes and emails. Many businesses have a
standard cover sheet that is attached to the front of outgoing faxes. Incoming faxes
should be given to the appropriate person or placed in designated in-trays or pigeon
holes.
Information in faxes and emails should be written clearly and concisely. A

standard ‘signature’ should be attached to the end of an email. Again, work computers
should not be used to send private emails.
Workplace meetings
The efficient operation of all workplaces relies on the effective sharing of information.
This exchange of information may be needed to:
 explain changes happening in the workplace

 discuss and solve problems and make decisions
 update Occupational, Health and Safety (OH&S) and other procedures
 determine workplace targets
 schedule and allocate tasks
 provide feedback and evaluation.
Information can be shared in a number of ways. Written information might be

distributed via the intranet, email or in newsletters, memos and notices. Formal
meetings, informal discussions and work team briefings are commonly used to share
information in a face-to-face setting. Meetings might be convened for a specific purpose,
such as OH&S or union meetings, or they may be more general in their purpose.
All meetings must be structured to achieve their purpose and conclude in a reasonable
time frame. An agenda may be used to outline the purpose of a meeting and the
important points that need to be raised and discussed.
Formal meetings use an agenda which generally includes the following items:
 opening, welcome, and names recorded of those present and names of apologies received
 dated minutes and business arising from the previous meeting, including the acceptance of these minutes
 correspondence, both in and out, with business arising
 reports from the finance and other subcommittees
 general and other business
 date, time and place of the next meeting and the close of the current meeting.
Minutes are detailed notes taken during a meeting of everything that has been said and
agreed upon. In some meetings a vote may be taken on important issues, either by a
show of hands or a secret ballot. The minutes should record the outcomes of voting and
any decisions made.
Informal meetings, discussions and briefings are less rigid in their structure. However, it
is still important to provide opportunities for discussion and take notes of decisions.
Whatever the style of the meeting there is a protocol or code of behavior that all
participants should adhere to:
1. Attend the meeting on time.

2. Listen effectively.
3. Don’t interrupt other speakers.
4. Contribute to the meeting by expressing opinions in an appropriate manner.
5. Behave courteously towards other participants in the meeting.
6. Don’t discuss issues that are outside the purpose of the meeting.
7. Ask questions to clarify misunderstandings.
8. Take notes where appropriate of decisions agreed to in the meeting and retain these for future reference.
9. Act on the instructions or decisions of the meeting within the agreed time.
10. Keep sensitive issues raised at the meeting confidential.
SELF CHECK # 1.2-2
Test 1. Matching type: Match the choices of column A to the choices in column B.
A B
1. computers with email and a) code of behavior in workplace

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

effectiveness of work practices.
c) efficient operation of all
3. discuss and solve problems and workplaces
make decisions
d) Need that a communication
4. date, time and place of the next system designed must meet
meeting and the close of the
current meeting. e) Technology used in
communication systems
5. Act on the instructions or
decisions of the meeting within
the agreed time.
ANSWER KEY 1.2-2
1. – e
2. – d
3. – c
4. – b
5. – a
LEARNING OUTCOME # 3
COMPLETE RELEVANT WORK –RELATED DOCUMENTS
CONTENTS :
- Basic mathematics
- Types of forms
ASSESSMENT CRITERIA :
CONDITIONS :
Paper
Pencils/ball pen
Reference books
Manuals
METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/Performance Test
Interview
LEARNING OUTCOME # COMPLETE RELEVANT WORK RELATED DOCUMENTS

1.Read information sheet 1.3-1 on If you have some problem on the content of the
Basic Mathematics facilitator.
2.Answer self-check 1.3-1 Compare your answer to the answer key 1.3-1. If you
got 100% correct answer in this self-check, you can
now move to the next information sheet. If not review
the information sheet and go over the self-check again.
3.Read Information sheet 1.3-2 on If you have some problem on the content of the
Types of Forms facilitator.
self-check provided in the module
4.Answer Self-check 1.3-2 Compare your answer to the answer key 1.3-2. If you
got 100% correct answer in this self-check, you can
now move to the next information sheet. If not review
the information sheet and go over the self-check again.
BASIC MATHEMATICS
be able to;
1. Define what mathematics is.
2. Identify the different arithmetic operations.
3. Perform basic mathematical problems.
MATHEMATICS
It is the systematic study of magnitude, quantities, and their relationships as expressed symbolically in the form of
numerals and forms.
Comparison of mathematics in the workplace with mathematics in the classroom reveals a disjuncture that is
disconcerting to anyone who believes that a primary purpose of school is to prepare students for work. School mathematics lives in
decontextualized ether, employing data that are without blemish and language that is devoid of ambiguity. In contrast, real
problems are embedded in concrete tasks, use data that are often ill-defined or inaccurate, and rely on language that is often
imprecise and misleading. In the world of work, mathematics is collaborative rather than individualistic; accuracy is defined by the
situation rather than given by the textbook; and mathematical processes are used rather than studied. The new challenge is to seek
common ground among these very different traditions--of mathematics for and from the workplace and of mathematics as
preparation for further study.
One resolution of the dilemma of tracking would be a common mathematics program that could serve equally well as
preparation both for college and for skilled work. All students could benefit from the broadening effects of such a high school
preparation, yet there are currently few good models of curricula that serve both agendas. Another approach would be to develop a
new form of vocational and technical education, with status equal to the academic track, that would simultaneously prepare
students for the world of work and for further study in post-secondary institutions. U.S. educators who are concerned about
vocational education debate both the desirability and feasibility of such a "separate but equal" track.
Arithmetic
Arithmetic or arithmetics (from the Greek word ἀριθμός = number) is the oldest and most elementary branch of mathematics, used
by almost everyone, for tasks ranging from simple day-to-day counting to advanced science and business calculations. It involves
the study of quantity, especially as the result of combining numbers.
Arithmetic operations
The basic arithmetic operations are addition, subtraction, multiplication and division.
Any set of objects upon which all four arithmetic operations (except division by zero) can
be performed, and where these four operations obey the usual laws, is called a field.
Addition (+)
Addition is the basic operation of arithmetic. In its simplest form, addition

combines two numbers, the addends or terms, into a single number, the sum of the
numbers.
1+3=4
Adding more than two numbers can be viewed as repeated addition; this procedure is
known as summation and includes ways to add infinitely many numbers in an infinite
series; repeated addition of the number one is the most basic form of counting.
Subtraction (−)
Subtraction is the opposite of addition. Subtraction finds the difference between two
numbers, the minuend minus the subtrahend. If the minuend is larger than the
subtrahend, the difference is positive; if the minuend is smaller than the subtrahend, the
difference is negative; if they are equal, the difference is zero.
17 – 9 = 6
Subtraction is neither commutative nor associative. For that reason, it is often helpful to
look at subtraction as addition of the minuend and the opposite of the subtrahend, that
is a − b = a + (−b). When written as a sum, all the properties of addition hold.
Multiplication (× or ·)
Multiplication is the second basic operation of arithmetic. Multiplication also combines

two numbers into a single number, the product. The two original numbers are called the
multiplier and the multiplicand, sometimes both simply called factors.
4 × 4 = 16
Multiplication is best viewed as a scaling operation. If the real numbers are imagined as
lying in a line, multiplication by a number, say x, greater than 1 is the same as
stretching everything away from zero uniformly, in such a way that the number 1 itself is
stretched to where x was. Similarly, multiplying by a number less than 1 can be
imagined as squeezing towards zero. (Again, in such a way that 1 goes to the
multiplicand.)
Multiplication is commutative and associative; further it is distributive over addition and

subtraction. The multiplicative identity is 1, that is, multiplying any number by 1 yields
that same number. Also, the multiplicative inverse is the reciprocal of any number
(except zero; zero is the only number without a multiplicative inverse), that is,
multiplying the reciprocal of any number by the number itself yields the multiplicative
identity.
The product of a and b is written as a × b or a • b. When a or b are expressions not
written simply with digits, it is also written by simple juxtaposition: ab. In computer
programming languages and software packages in which one can only use characters
normally found on a keyboard, it is often written with an asterisk: a * b.
Division (÷ or /)
Division is essentially the opposite of multiplication. Division finds the quotient of two
numbers, the dividend divided by the divisor. Any dividend divided by zero is undefined.
For positive numbers, if the dividend is larger than the divisor, the quotient is greater
than one, otherwise it is less than one (a similar rule applies for negative numbers). The
quotient multiplied by the divisor always yields the dividend.
Division is neither commutative nor associative. As it is helpful to look at subtraction as

addition, it is helpful to look at division as multiplication of the dividend times the
reciprocal of the divisor, that is a ÷ b = a × 1/b. When written as a product, it obeys all
the properties of multiplication.
Rounding
When we round decimals to a certain number of decimal places we are replacing the
figure we have with the one that is closest to it with that number of decimal places.
An example: Round 1.25687 to 2 decimal places
1. Firstly look at the decimal place after the one you want to round to (in our example
this would be the third decimal place)
2. If the number in the next decimal place is a 6,7,8 or 9, then you will be rounding up,
so you add 1 to the number in the place you are interested in and you have rounded. In
our example the number in the third place is a 6 so we round up. We change the 5 in the
second place to a 6 and our rounded number is 1.26
3. If the number in the place after the one we are interested in is a 0,1,2,3 or 4 we round
down, i.e. we just write the number out as it is to the required number of places.
4. If the number in the place after the one we are interested in is a 5, then we need to
look at what follows it. Cover the number from the beginning to the place you are
interested in, for example, suppose we are rounding 2.47568 to three decimal places we
look at just the 568 and we ask is that closer to 500 or
600. Since it’s closer to 600 we get a rounded number of 2.476
5. If only a 5 follows the place we are interested in then different disciplines have
different conventions for the rounding. You can either round up or down since 5 is
exactly half way between 0 and 10.
Percentages
Percentages are fractions with a denominator of 100. Often there will not be 100 things
or 100 people out of which to express a fraction or a percentage. When this is the case
you will need to find an equivalent fraction out of 100 by multiplying by 100% which is
the same as multiplying by 1.
SELF-CHECK 1.3-1
Test 1. MULTIPLE CHOICE: Choose the letter of the correct answer from the given choices:
_______1. It is the systematic study of magnitude, quantities, and their relationships as expressed
symbolically in the form of numerals and forms.
a. Arithmetic
b. Mathematics
c. Subtraction
_______2. It is the oldest and most elementary branch of mathematics,

used by almost everyone, for tasks ranging from simple day-to-day
counting to advanced science and business calculations.
a. Arithmetic
b. Mathematics
c. Subtraction
_______3. Is a fraction with a denominator of 100?

a. Arithmetic
b. Mathematics
c. Percentage
_______4. It is essentially the opposite of multiplication. It finds the

quotient of two numbers, the dividend divided by the divisor.
a. Addition
b. Division
c. Subtraction
_______5. It is the second basic operation of arithmetic. It also combines

two numbers into a single number, which is called the product.
a. Multiplication
b. Division
c. Subtraction
6. It is the opposite of addition. It finds the difference between two

numbers, the minuend minus the subtrahend.
a. Multiplication
b. Division
c. Subtraction
7. It is the basic operation of arithmetic. It combines two numbers, the

addends or terms, into a single number, the sum of the numbers.
a. Multiplication
1. b
2. a
3. c
4. b
5. a
6. c
7. b
8. a
9. b
10. b
TYPES OF FORMS
be able to;
1. Determine what a written communication is.
2. Identify the characteristics of workplace information
3. Identify the different types of information kept by agricultural and horticultural
workplaces.
WRITTEN COMMUNICATION
Companies/ enterprises often require workers to use written forms of communication.

This may involve reading workplace notices and instruction such as:
 signs and labels

 notes, messages and memos
 rosters and work schedules
 safety material and notices
 invoices and dockets with customer information
 tables and simple graphs.
Employees may also be required to write down information, messages and material and
tool requirements. They will need to fill out a variety of workplace forms.
To be effective, written workplace information must be:
1. Clear – the handwriting must be legible and the information written in a manner that will not be confusing.
2. Concise – the message should be written in simple language using short sentences or point form. Unnecessary
information and repetition should be avoided.
3. Correct – accuracy is very important when writing down information. If taking a phone message, read the details back to
the caller, especially names, addresses and phone numbers. Use correct terminology where appropriate.
4. Courteous – as with verbal communication, the style of the language chosen should be appropriate to the situation and
the reader.
Workplace information
Primary industry businesses regularly collect record and report workplace information.
This is done to fulfill production, business and legal requirements.
There are different types of information kept by agricultural and horticultural

workplaces. These include:
 Financial – for example invoices for purchases and sales, profit and loss statements, taxation records, bank and dividend
statements.
 Production – for example records of livestock numbers, growth rates, births and sales, crops sown and harvested, weed
and pest control management.
 Marketing - for example product sales, promotional and advertising material.
 Maintenance - for example machinery and vehicle log books and service records, property structure repairs.
 Staff – for example personal and taxation records for employees, time sheets and salaries, work rosters.
 Legal - for example workers’ compensation, public liability and property insurance, deeds and titles.
Workers may be required to contribute to the collection, recording and reporting of a

wide range of workplace information. To do this effectively they need to be able to:
1. Correctly identify sources of information.
Information can be sourced internally by asking appropriate questions of employers,

supervisors or colleagues. Another way of sourcing information is to access and read
workplace documents. It is important to know where workplace records are kept and to
return them to the correct place after use.
Most enterprises have a business directory that contains the names, addresses, phone
and fax numbers, email addresses and contact names for a number of services such as:
 suppliers
 contractors
 the local veterinarian
 trade personnel
 industry and regulatory bodies
 local government.
Training organizations and advisors from the Department of Primary Industries and
Rural Lands Protection Board are often listed on the directory of business services.
Other external sources of information can be sourced from the media, internet, CD
ROMs and DVD’s, reference material supplied by companies and the local library.
2. Obtain appropriate information.
Once the source of the information has been found, the correct information needs to be
collected. This will depend on the purpose of the information, the people who will use the
information and the time available or necessary to obtain it.
For example, if a worker is asked to ring around the local produce stores to compare
fertilizer prices, a half-hour conversation catching up on the local gossip would not be
appropriate. Conversely, if the employee responsible for machinery maintenance was
sent to look at a second-hand tractor, there would be an expectation that sufficient time
would be spent to thoroughly assess the condition of the machine.
Information needs to be sorted so that only relevant data is collected. If a worker is asked
to obtain a three-day weather forecast for the local district, a detailed analysis of the
likelihood of cyclones in Queensland the following summer, although possibly
interesting, would not be appropriate.
3. Record information on standard forms.

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

 personnel and staffing details
 taxation and superannuation
 banking and finance
 health and insurance records
 Workers Compensation, accidents and incidents.
It is important to read through all forms carefully, as well as any accompanying

instructions, before starting to fill them out. Make sure that all the information is
available and is correct. Check the spelling of names and addresses and that any
numbers have been accurately recorded. Government forms are often translated into
official documents and any errors will be duplicated on them.
Details that are commonly requested include:
 full name and title

 home and postal addresses
 date of birth and country of citizenship
 phone and fax numbers and email addresses
 occupation
 Signatures and dates.
Other details that may be required could include:
 highest level of qualification

 tax file number
 bank account details
 ABN number
 Emergency contact names, addresses and phone numbers.
Forms should be completed clearly and neatly in the spaces provided using the type of
pen and style of writing indicated in the instructions. Always check through the answers
for accuracy. Any corrections which are necessary should be made according to the
procedure set out in the instructions.
It is good practice to make a copy of the form for future reference before presenting or
mailing it. If sending the form by mail, ensure that the postal address is correct, the
sender’s address is on the envelope and the correct postage is affixed. Retain original
forms such as Birth Certificates and only forward photocopies.
Each workplace will have a range of forms, specific to the enterprise that workers need to
complete. There is a legal obligation on employers to keep some of these records such as
safety reports and chemical records.
Forms that are common to most enterprises include:
 safety reports
 dockets, invoices and receipts
 petty cash vouchers
 time sheets
 telephone message forms
 leave forms.
Other enterprise forms might include:
 chemical records
 weather records
 vehicle and machinery log books
 registration, license and insurance forms
 equipment inspection records.
4. Use correct procedures for the storage of information.
Every organization and business has a particular method for storing information. It is
important that all employees who need to access that information are familiar with the
location and the filing systems used. Records might be stored in the following places:
 filing cabinets
 computer files and databases
 folders on shelves, in drawers or under counters
 pin boards and white boards
Information stored in filing cabinets is usually organized alphabetically or under different

topic headings. Basic computer skills are required to access computer records. Help
should be sought if a particular piece of information cannot be found. All records should
be filed correctly and returned to the appropriate location after use.
Many workplaces also store information which is confidential. Anyone with access to these records should only use them when
necessary and only allow distribution of the information to relevant personnel
SELF-CHECK 1.3-2
Identification: Identify the answers of the statements given below.
___________________1. It contains the names, addresses, phone and fax numbers, email addresses and contact
names for a number of services such as suppliers and contractors.
___________________2. Product sales, promotional and advertising material are pieces of

information kept by agricultural and horticultural workplaces.
___________________3. A style of the language chosen that should be appropriate to the situation and the reader.
___________________4. A message should be written in simple language using short sentences or point form.
Unnecessary information and repetition should be avoided.
___________________5. The handwriting must be legible and the information written in a manner that will not be
confusing.
1. Business Directory
2. Marketing
3. Courteous
4. Concise
5. Clear
INSTRUMENT FOR INSTITUTIONAL
SSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
The evidence must show that the candidate… Ways in which evidence will be
collected
Question/interview
Demonstration
Third party report

Written
 Specific relevant information was accessed from appropriate
sources.
 Effective questioning, active listening and speaking skills

were used to gather and convey information
 Appropriate medium was used to transfer information and

ideas.
 Appropriate non-verbal communication was used.
 Appropriate lines of communication with superiors and

colleagues were identified.
 Defined workplace procedures for the location and storage of

information.
 Personal interaction was carried out clearly and concisely.
 Team meetings were attended on time.
 Own opinions were clearly expressed and those of others were

listened to without interruption.
 Meeting inputs were consistent with the meeting purpose and

established protocols.
 Workplace interactions were conducted in a courteous manner

appropriate to cultural background and authority in the
enterprise procedures
 Questions about simple routine workplace procedures and

matters concerning conditions of employment were asked and
responded.
 Meeting outcomes were interpreted and implemented.
 Ranges of forms relating to conditions of employment were

completed accurately and legibly.
 Workplace data was recorded on standard workplace forms

and documents.
 Basic mathematical processes were used routine calculations.
 Errors in recording information on forms/documents were

identified and rectified.
 Reporting requirements to superior were completed according

to enterprise guidelines.
Prepared by: Date:

Checked by: Date:
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following assessment methods
Not
– Participate in Workplace Communication Satisfactory
[Pls. check () appropriate box] Satisfactory
A. Demonstration with Oral Questioning
B. Written Exam
Did the candidate's overall performance meet the required evidences/

standards?
OVERALL EVALUATION COMPETENT NOT YET COMPETENT
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of NC ______________________________________________________
General Comments [Strengths / Improvements needed]
Candidate’s signature:
Date:
Assessor’s signature: Date:

RATING SHEET FOR OBSERVATION/ WITH ORAL QUESTIONING
Candidate’s Name:
Assessor’s Name:
Assessment Center:
Qualification:
Unit of Competency PARTICIPATE IN WORKPLACE COMMUNICATION
Instructions for the assessor:
Date of observation:
Description of assessment activity:
Location of assessment activity:
During the performance of skills, the candidate…. If yes, tick the box
 Showed dedication and enthusiasm toward the


learning process.
 Developed effective communication in the

workplace
 Demonstrated appropriate lines of

communication with superiors.
 Observed cleanliness and orderliness in the

workplace.
 Practiced courteous manner in the workplace. 
 Showed interest in any group activity given to

them.
RATING SHEET FOR OBSERVATION/DEMONSTRATION WITH ORAL QUESTIONING

[continued]
Satisfactory response
The candidate should answer the following questions: Yes No
 How will you be able to promote sound and

pleasant working relationships with other
workers in the company?
 What will you do to prove your honesty and

loyalty to the company you are working with?
 In case of unexpected incident or problem that

will arise in the workplace, to whom will you
report the incident?
 What will you do to grow and learn from the error
you have committed in the exercise of your duties
and responsibilities in the company you are
connected with?
 How will you Share Company values/practices

with co-workers using appropriate behavior and
language?
The candidate’s underpinning knowledge was:

Satisfactory  Not Satisfactory 
Feedback to candidate:
The candidate’s overall performance was:

Satisfactory  Not Satisfactory 
Assessor signature: Date:
RATING SHEET FOR WRITTEN TEST
Candidate’s Name:
Assessor’s Name:
Assessment Center:
Qualification:
Instructions for the assessor:
Date of observation:
Description of assessment activity:
Location of assessment activity:
During the performance of skills, the candidate…. If yes, tick the box

SUGGESTED QUESTIONS AND ANSWERS FOR OBSERVATION / DEMONSTRATION

Qualification:

1. Explain how will you communicate toward your superiors and colleagues?
Answer:
2. How will you be able to relate basic mathematical processes to the nature of your work?
Answer:
3. What will you do to improve your communication skills?

Answer:
5. In case of workplace meetings, how will your knowledge in technical writing help you in gathering
information?
Answer:
6. Explain the importance of effective communication to your work?

Answer:
WRITTEN TEST
INSTITUTIONAL ASSESSMENT
Multiple Choice: Choose the letter of the correct answer from the given choices.
1. It is the basic types of words that English has and consists of eight parts.
a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in a place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction
3. A part of a sentence which says something about the subject.
a. Run-on sentence
b. Subject
c. Predicate
4. It is a sentence which is not complete, and therefore not grammatically correct.
a. Run-on sentence
b. Subject
c. Fragment
5. A factor of Interference in which is a product of how the sender and the receiver feel at the time the
communication process is occurring. If either sender or receiver is not committed to the communication
process, communication is impaired.
__________6.When a communicator's words cannot communicate the desired
meaning to another person unless the listener or reader has had some
experience with the objects or concepts to which these words refer. What
factor of barrier to communication is this?
c. Interference
7. A rule in technical writing which states that measurements or calculations should be used to express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very detailed
and factual.
a. Graphics
b. Documentation
c. Factual detail
__________9. It is a process of conveying messages, of transmitting
meaning between individuals.
a. Communication
b. Listening
c. Reading
__________10. A style of writing which is used for writing letters to the government officials, speeches,
articles for newsletter and magazines, school assignments, long reports and formal compositions.
b. Formal style
c. Casual style
ANSWER KEY (INSTITUTIONAL ASSESSMENT)
1. b
2. c
3. c
4. c
5. c
6. a
7. b
8. c
9. a
10.b
References:
Fernando, et.al. New Perspective in English One. Philippines: RBSI, 2005.

Warriner’s English Grammar and Composition. USA:
http://www.io.com/~hcexres/textbook/techreps.html
http://faculty.washington.edu/ezent/imsc.htm
http://www.english-grammar-revolution.com/sentence-construction.html
http://www.effective-communication.net/
http://www.wikipedia.com
http://www.UOTTAWA.COM
http://www.Elcstudyzone.com

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COMPETENCY-BASED

Recognition of Prior Learning (RPL)

Talk to more experienced workmates and ask for their guidance.

UNIT OF COMPETENCY: Participate in Workplace Communication

MODULE TITLE : Participating in Workplace Communication

SUMMARY OF LEARNING OUTCOMES:

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

LO 1. Obtain and convey workplace information

LO 3. Participate in workplace meeting and discussion

QUALIFICATION ELECTRONIC PRODUCTS ASSEMBLY SERVICING NC II

OBTAIN AND CONVEY WORKPLACE INFORMATION

2. Answer self-check 1.1-1 Refer your answer to answer key 1.1-1

If you have some problem on the content of the

If you have some problem on the content of the

THE PARTS OF SPEECH

What are the Parts of Speech?

Late last year our neighbours bought a goat.

A verb is a word which describes an action (doing something) or a state (being

In each of the following sentences, the verb or compound verb is highlighted:

Dracula bites his victims on the neck.

An adjective modifies a noun or a pronoun by describing, identifying, or

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause.

In the following examples, each of the highlighted words is an adverb:

The seamstress quickly made the mourning clothes.

I ate the pizza and the pasta.

A preposition links nouns, pronouns and phrases to other words in a sentence.

The book is on the table.

An interjection is a word added to a sentence to convey emotion. It is not

You usually follow an interjection with an exclamation mark. Interjections are

The highlighted words in the following sentences are interjections:

Ouch, that hurt!

Sentence Fragment Sentence

- The Comma Splice

John is a musician, he plays the guitar for a living. - Incorrect Example

John is a musician. He plays the guitar for a living. - Correct Example

1. It has two parts – the subject and the predicate.

1. The keys to the car (are, is) on the table

Effective Communication helps workers to:

 complete a schedule of tasks

There are three main modes of communication:

In industries a large proportion of communication is verbal or spoken. This may

 inappropriate choice of language style

A significant aspect of face-to-face communication is non-verbal body language.

Personal presentation, dress and hygiene also contribute to the impression a

Other forms of non-verbal communication regularly found in the workplace include:

Basic Communication Skills

BARRIERS TO EFFECTIVE COMMUNICATION

 Downward communication. Communication flows from the superiors to its subordinates.

Benefits of effective communication:

 Rewarding and harmonious relationships with others

It is often our failure to communicate effectively that leads to:

__________1. It is a process of conveying messages, of transmitting

__________10. Which of the choices below is considered a benefit of effective

a. Satisfaction and success in life

c. Wasting energy and time on frustration and dramas

1. Team meetings are attended on time.

The students/ trainees must be provided with the following:

INFORMATION SHEET # 1.2-1

Technical communications—or technical writing, as the course is often called—is

Technical-writing introduce you to some of the most important aspects of writing

Types of Technical Reports