Learner's Guide Undertake Interactive Workplace Communication

LG-MEMCOR0131A UNDERTAKE INTERACTIVE WORKPLACE COMMUNICATION
LEARNER’S GUIDE
UNDERTAKE INTERACTIVE WORKPLACE COMMUNICATION
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means, including
digital or in any form is prohibited unless prior written permission is obtained from the HEART
Trust/NTA.
*** 2004 ***
Version 1 LRDU – FEB. 04

TABLE OF CONTENTS
PAGE
Introduction 1
Welcome 1
This Competency Unit 1
Before You Start 2
Planning Your Learning Programme 2
Self-Assessment Checklist 3
How To Use This Learner’s Guide 4
Using the Computer and other Resources 5
Method of Assessment 6
Element 1: Communicate information about tasks, processes, events or skills 7
Element 2: Take part in group discussion to achieve appropriate work outcomes 23
Version 1 LRDU – FEB. 04

LG-MEMCOR0131A
UNDERTAKE INTERACTIVE WORKPLACE COMMUNICATION
INTRODUCTION
Welcome
Welcome to the Learning Guide for Unit of Competency “Undertake Interactive Workplace
Communication”. This is just one of a number of Learning Guides produced for the Plumbing
Stream of the Metal Engineering and Maintenance Sector, and it is designed to guide you, the
learner, through a series of learning processes and activities that will enable you to achieve the
specified learning outcomes for the competency unit.
The content of this guide was developed from the Competency Standard MEMCOR0131A,
which is one of the basic building blocks for the National Vocational Qualification of Jamaica
(NVQ-J) certification within the industry. Please refer to your Learner’s Handbook for a
thorough explanation of standards and competencies, and how these relate to the NVQ-J
certification.
You are also advised to consult the Competency Standard and Assessment instrument for a better
understanding of what is required to master the competency.
This Competency Unit
“Undertake interactive workplace communication” addresses the knowledge and skills

needed to effectively undertake interactive communication at the workplace. It applies to all
persons working in the metal engineering and maintenance sector.
Element 1 Communicate information about tasks, processes, events or skills
Element 2 Take part in group discussion to achieve appropriate work outcomes
As you go through each one you will find critical information relating to each element, and you
are advised to go through them carefully so that you will be able to develop and demonstrate the
necessary knowledge, skills and attitude in carrying out undertaking interactive workplace
communication.
Version 1 LRDU – FEB. 04 3

Before you start
Before you start this Learning Guide you need to:
a. Obtain a Learner Logbook that you `will use to record evidence of your new
skills/competence – as you demonstrate your new skills, record your activities and have your
trainer/facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning, for
example, simple workplace documents.
c. Ensure that your learning resources are available.
d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the
correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learning Guide (see below)
Planning your learning programme
The self-assessment checklist on the following page will assist you in planning your training
programme as they will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through each one you will be able to find out what elements
you already have and what competencies you will need to pay more attention to as you go
through the learning process.
To complete the checklists simply read the statements and tick the ‘Yes’ or ‘No’ boxes. You
should do this exercise now.

Self-Assessment Checklist
Undertake Interactive Workplace Communication
Element 1 Communicate information about tasks, processes,

events, or skills
Yes No
1. I can communicate information about tasks, processes,

events or skills ( ) ( )
2. I can receive and understand messages

( ) ( )
3. I can understand multiple operations involved in common

industry signage ( ) ( )
Element 2 Take part in group discussion to achieve

appropriate work outcomes Yes No
1. I can seek and provide responses to others in the group ( ) ( )
2. I can make constructive contributions in terms of the

production process ( ) ( )
3. I can communicate goals and aims ( ) ( )

How did you do?
If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire
guide. Ask your learning facilitator to assist you in determining the most appropriate action
you should take
If you ticked few of the ‘Yes’ boxes or none at all then you should work through all of the guide,
even though some of the material my be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
How to use this Learning Guide
This Learning Guide is designed to assist you work and learn at your own pace.
We suggest that you:
 Go through the sections/elements as they are presented (starting at Section 1)
 Check your progress at each checkpoint to ensure that you have understood the material
 Observe the icons and special graphics used throughout this guide to remind you of what you
have to do and to enhance your learning. The icons and their meanings are as follows:

Complete Assessment Exercise

Requires you to think about the knowledge and skills that
you have or will develop in this competency unit.
Definition Box
Words/phases are defined or explained in this box. The
words/phases being explained are in bold print.
Checkpoint
This denotes a brain teaser used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your trainer/supervisor.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
 Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources
 Complete each activity as you come to it. If the activity requires you perform an actual task,
be sure to tell your learning facilitator when you get to that activity so he/she can make any
arrangements if necessary
 Get your learning facilitator to sign and date the Learner Logbook when you have completed
an activity
 Complete the self-assessment checklist at the end of each section or element.
When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and may ask your learning facilitator to assist you in making
the arrangement to have your performance assessed.

Method of Assessment
Competency will be assessed while work is undertaken under direct supervision with regular
checks, but may include some autonomy when working as a team. Competency in this unit may
be determined concurrently and assessment will be done in accordance with the performance
criteria.
You may now start your learning. Have fun while you work!

ELEMENT 1: COMMUNICATE INFORMATION ABOUT TASKS, PROCESSES,

EVENTS OR SKILLS
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary knowledge,
skills and attitudes to communicate information about tasks, processes, event or skills. Your
learning facilitator is there to assist you through the different activities so that on completion you
will be able to:
1. Receive and respond correctly to verbal or written instructions re tasks, processes, events
or skills
2. Receive and understand messages – listening, information and instruction
3. Multiple operations involving common industry signage
THE COMMUNICATION PROCESS
No matter what job you perform on the automotive site you will need to communicate with
Communication - is the two-way others in order to successfully carry out your job.
process of transmitting and
receiving messages (instructions, By communicating effectively you will be able to:
information, thoughts, feelings,
etc.) between two or more persons  Better understand your work environment
to create a common understanding.  Work harmoniously with others
 Work effectively and efficiently
 Avoid accidents
 Avoid making mistakes
 Improve your productivity
Functions of Communication
Communication is a vital part pf one’s existence as it has four main functions:
Expressive – allows you to express yourself freely to create an identity

Social – allows you to make contact with others and to develop relationships and a sense of
community
Informative – permits the sharing/exchange of information and increases knowledge
Inspirational - leads to joint action, problem-solving and changing conditions for individuals
and their communities

The Basic Communication Model
The basic communication model has a sender or communicator (the person speaking) and a
receiver or audience (the person listening) and the message (the content/conversation between
them both). Noise (sounds and nonverbal cues) can disrupt the transmission of the message and
feedback (verbal and non-verbal cues from the receiver) tells us how well the message was
received.
MESSAGE
i s e
No
SENDER RECEIVER
FEEDBACK
Figure 1: Basic Communication Model
Also important to this model are the communication channel or medium (the pathway through
which the message is transmitted) and the message context (physical and psychological
environment and the circumstances surrounding the transmission of the message).
Reference:
Methods of Communication
The communication method selected to convey a message must suit the situation if you are to
effectively get the message across to others. Three modes of communication are identified:
 Verbal communication – the spoken word

 Written communication – hand-written messages on paper or via electronic media
 Non-verbal communication – communication without words
On the automotive site, methods of communication include:
Written - Drawing, sketches, memo, workplace forms charts and maps

Verbal - Receiving and following simple instructions; Conversing with workmates person-to-
person, by telephone, on two-way radio, etc.; Site meetings, etc.
Non-verbal - Signage, signals, symbols, barriers, etc.

Verbal Communication
Your voice is often the primary instrument for communicating information (thoughts, feelings,
etc.) to others, particularly when you are communicating via the telephone. Vocal qualities such
as the loudness or softness, speech rate, word pronunciations, speech clarity, are indications of
your:
 Emotional state
 Credibility
 Self-confidence
 Knowledge of the subject matter
If speaking can convey these, what does silence convey?
Telephone communication is much more difficult than face-to-face communication as you are
unable to see the non–verbal cues of the other party and vice-versa. Hence, if your telephone
manner is inadequate then the party will receive a bad impression of both you and the company
you represent. To provide a favourable impression:
 Be courteous – remember the magic words/phrases! (“Please”, “Thank you”, “Good

morning”, “How can I help you?” etc.)
 Speak clearly – don’t mumble
 Let your voice be naturally expressive
 Let your voice and speech convey warmth, friendliness and interest
 Avoid using slang and industry jargon
 Provide clear and concise information as required (in accordance with confidential guidelines
provided by your supervisor)
 Ensure that the call has ended before hanging up
 Put the receiver down gently - do not bang it down.
Let us talk a bit more about taking telephone messages as performing this service accurately
demonstrates responsibility and regard for both the business and others in your team. To begin
with:

 Answer the ringing phone promptly – within the first four rings
 Identify yourself and the workplace
 Have a message pad (see Figure 2) and pen handy to be used if person asked for is
unavailable
MESSAGE PAD
TO:
DATE:
TIME:
FROM:
MESSAGE:
TAKEN BY:
Figure 2: Message Pad
 Complete a new page of the message pad for each caller:
- Record the name of the person to receive the message

- Write down the date and time of the call
- Find out the caller’s name (ask “May I ask who is calling?”) and ask him/her to spell the
name if you are uncertain of the spelling
- Take the message accurately
- Sign the message, so the receiver will know who graciously took the information on
his/her behalf and who to seek clarification from if necessary.

CHECKPOINT:
Why does verbal communication impact so strongly on interpersonal

relationships?
ACTIVITY:
What are the main methods of communication used at the worksite?

Discuss them with your colleagues/learning facilitator.
Non-verbal Communication
Non-verbal communication is very important as it contributes approximately 90% of the total

meaning of a message. Several types/categories are
Body Language refers to messages identified:
sent using parts of the body, such as the
 Body language
hands (gestures), body (posture) and
 Voice - the quality, volume, pitch, tone, of
head (nodding, shaking and other head
movements), eyes (eye contact) and the voice hint at our emotions and will indicate
face (facial expressions). things about us that are not expressed in the words
 Space – how near or far we stand away from
others (distance) conveys a message. This varies
from “intimate distances” with close friends or family to “social distances” with strangers
 Physical characteristics and appearance - a person’s build, hairstyle, clothes and general
appearance send very strong messages
 Symbols (See Figure 3), signs, visual displays and signals
Figure 3: Non-verbal communication – Symbols

Non-verbal communication has several functions. It may:
 Support or reinforce verbal messages – this clarifies the sender’s intention

 Contradict/invalidate verbal messages – when the non-verbal cues send a different message
from the words then the receiver tends not to trust what is being said
 Replace, or substitute for, verbal messages – using non-verbal messages may be more
appropriate in some settings/environment as it may be impossible to send a verbal one
 Regulate verbal messages – non-verbal cues can temper or change the content of verbal
messages. For example, a confused look on the face of the receiver may cause the sender to
rephrase or repeat the message
 Change the flow of the verbal messages – a speaker, in responding to a non-verbal cue, may
decide to talk faster or slower
Generally, communication is most effective when the non-verbal cues support/reinforce the
spoken word.
Despite their power to communicate, however, non-verbal cues can be misinterpreted,

particularly since they are culturally biased. Table 1 provides a list of the non-verbal
communication common in the work environment and their usual associated meanings in
western societies.
NON-VERBAL CUE ASSOCIATED MEANING
Gestures
Finger wagging Disagreement
Open palms with fingers pointing up, palms Emphasis; Very important information
out and hands moving forward
Baton-like pointing movements of the arms Punctuate words; Control
and hands
Hand or finger covering the mouth Embarrassment; Reluctance to speak
Hands on the hips with thumbs back Toughness; Reluctance to back down
Arms crossed over the chest Disagreement
Eye Contact & Facial Expressions

Purposefully looking at someone Recognition; Interest
Purposefully looking away from someone Arrogance; Anger; Disgust
Maintaining eye contact with person of Sexual interest
opposite sex
Smiling Friendliness; Acceptance

Posture
Turning the body away from a speaker Noninvolvement; Snub
Dropping the head, leaning back and Boredom
supporting the head with the hands
Open sitting posture – head and body to one Agreement
side and legs uncrossed
Rapid walking with hands moving freely at the Confidence and goal orientation
sides
Table 1: Common non-verbal communication and their associated meanings
In the Metal, Engineering and Maintenance industry, as in all walks of life, you will be most
likely to solicit a positive response from others when your non-verbal cues communicate a
friendly attitude. Such cues include:
 Smiling
 Using lively movements, such as nodding your head
 Presenting an open posture, for example, stretching your arms toward the other person rather
than folding them across the chest or placing them on the hips
 Speaking with a rising inflection rather than in a monotone.
CHECKPOINT:
 What are non-verbal cues?

 Do you agree with the statement, “Actions speak louder than
words”?
 Why or why not?
Barriers to Communication
No communication proceeds without the presence of noise or interference. Communication

barriers/problems both internal and external to the individuals may arise at any stage to disturb
the communication process altering the meaning of messages, producing misunderstandings, and
creating confusion. These barriers include:
Physical barriers
 Competing with sound (noisy work site)

 Poor eyesight
 Poor health
 Tiredness

Inattention
 Being distracted
 Not making eye contact with the speaker
 Lack of interest
Uncontrolled emotions
 Fear, anger, annoyance, dislike of another person, anxiety and other negative emotions
often result in irrational behaviour and communication. For example, these emotions
may cause you to:
- Shout at the other person
Assumption
 Thinking the person understands something because you do

 Assuming the person feels and thinks the same as you
Presumption
 Hearing part of a message, presuming you know the rest and ceasing to listen
Individual differences
 Cultural differences
 Educational differences
 Age differences (the “generation gap” may cause different interpretations to a situation)
 Language barriers (speakers of different languages and persons with strong accents may
have problems communicating)
 Personal belief differences (especially religious and political beliefs)
Lack of feedback
 The communication process is incomplete without feedback, which facilitates the

accurate interpretation of the message.
Table 2 on page 15 defines the communication barriers most often associated with the six
elements of the communication process.

Common Communication Barriers

Sender  Poor preparation – not knowing material or audience
 Lack of empathy
 Having an abrasive/offensive communication style
Receiver  Poor listening or reading skills
 Presence of conflicting messages
 Lack of empathy
 Not having positive impression of sender
Message  Poorly organized or focused messages
 Use of inappropriate language (jargons, slang, etc.) and tone
 Presence of technical and grammatical errors
Feedback  Atmosphere that discourages feedback
 Late or insufficient feedback
 Conflict between words and non-verbal cues
Channel  Environmental sounds
 Poorly written or printed material
Context  Social and cultural differences
 Information overload
 People’s attitudes towards each other
Table 2: Communication barriers
Boone, Louis E. & Kurtz, David L. (1994). Contemporary Business

Communication. Prentice-Hall Inc., United States
To overcome these communication barriers you should endeavour to:
 Encode the message to match the listener’s values, interest and language
 Be aware of how the information you present might be misinterpreted (through prejudices,
influence of others, etc.)
 Use face-to-face communication whenever possible (so you can observe the receiver and
receive immediate feedback thereby allowing you to adjust or change the message as
necessary)
 Present the message in different forms for reinforcement and emphasis
 Use simple direct language
 Ensure that your non-verbal actions are consistent with the spoken word and that you follow
through with an actions

ACTIVITY:
Discuss with your learning facilitator the common reasons for a

breakdown in communication at the worksite (for example, not giving
enough information, using words the other person does not
understand, not picking the right time and place to talk), and how
these may be avoided.
Both the sender of the message and the receiver of the message share the responsibility in
accomplishing this - the person sending the message has the responsibility to make his/her
thoughts as clear as possible while the person receiving the message has the responsibility to
listen well in order to receive the message accurately.
The impact your communication will have depends not only on what you say but also how you
say it. Thus, to communicate effectively with your supervisor, co-workers and other persons
(suppliers, visitors, etc.) you should:
 Maintain good eye contact

 Think before you speak
 Speak slowly and clearly
 Use a positive and pleasant tone
 Listen attentively and carefully to instructions
 Read and interpret information and instructions
 Ask questions if you are not clear about something
 Adopt and maintain a pleasant countenance/positive body language
 Understand verbal and non-verbal messages
 Use language your supervisor, co-workers and customers will understand
 Be confident
 Not jump to conclusions
 Avoid distractions
See Chapter 3 (“Communication Skills”) in the Employability Skills

Workbook produced by the Professional Guidance Information
Service (PROGIS) Division of HEART Trust/NTA

CHECKPOINT:
Why are effective communication skills vital to your success on the

site?
RECEIVING AND UNDERSTANDING MESSAGES (INFORMATION/INSTRUCTIONS)
From the very first day on the job you will be called upon to receive and respond correctly to
both verbal and written instruction in order to perform
Instructions - are the step-by- your tasks in the most efficient manner.
step commands which relay to
the receiver how he/she should Instructions may sound quite straightforward or simple
perform a task until later, as you are about to perform the task, you find
that you are not quite certain about some things. Hence,
when receiving instructions, ask yourself the following questions:
 Am I certain I know what the supervisor/boss means?

 Do I understand all the terms being used?
 Do I have the skills required to do as instructed?
 Do I have the resources to do the job?
 Am I allowed to make any changes to the instructions without consulting the
supervisor/boss?
To respond appropriately to instructions you must develop and practice effective reading and
listening skills.
Effective reading requires the ability to:

 Read written information
 Focus attention on, or absorb, the content
 Analyze and evaluate information
 Respond appropriately
Listening - is the psychological It is of vital importance that verbal instructions are

process of attaching meaning to, followed as precisely as possible on the worksite so it is
and remembering, what one important for you to develop your active listening skills.
hears.

Note: Hearing is different from listening
Hearing - is the physical process

of sound waves entering the ears.
The listening process involves:
 Hearing what is being said

 Attaching meaning to the message (i.e. interpreting the message)
 Evaluating the message (deciding to accept or reject, agree or disagree with, like or dislike
the message)
 Reacting/responding to the message (performing an action or giving feedback)
To become an effective listener you must improve your listening skills by applying the following
principles:
 Be silent while the other person is speaking - it is impossible to listen and speak at the same
time
 Pay attention – adopt an attentive posture, keep looking at the speaker and avoid being
distracted
 Do not interrupt the speaker – if you disagree with a point wait until the person has finished
before speaking
 Listen with an open mind
 Ask as many questions as necessary to ensure that you fully understand the instruction
 Provide feedback to show that you have interpreted the instruction/information correctly
ACTIVITY:
How well do you listen? Find out by completing the quiz in

Appendix 1 (page 25).
Birchall and Morris (1995). Provide an easy formula for effective listening as
follows:
L Look interested (maintain eye contact and open posture)

I Inquire with questions (seek clarification)
S Stay on target (don’t prejudge)
T Test your understanding (restate what was communicated to be sure you got it
E Evaluate the message (determine the purpose and value of the message)
N Neutralize feelings (keep an open mind and retain self-control).

Birchell, John & Morris, Graham (1995). Business Studies. p. 382

Thomas Nelson and Sons Limited; Spain.
CHECKPOINT:
What are the two main communication barriers associated with the
listener/receiver?
IDENTIFY SOURCES OF INFORMATION
Common industry signage
Signage applicable to the worksite gives direction with respect to work conditions, safety, dress
and emergency. You should learn to notice these signs and to understand the reasons for them.
Signs most commonly used at the worksite may be:
 Symbolic only
 A combination of symbol and words
 A composite sign with the words on a separate auxiliary board mounted alongside the
symbolic sign
Purpose of signs:
 Regulate and control safety-related behaviour (Regulatory signs)

 Warn of hazards (Hazard signs)
 Provide emergency information (Emergency information signs)
N.B. Ignoring some signs could prove fatal.

Regulatory Signs
Regulatory signs are subdivided into three areas:
Prohibition signs – indicate that an activity or action is not permitted
Mandatory signs – indicate that an instruction must be carried out
Limitation or Restriction signs – place a numerical or defined limit on an activity or use of a

facility (e.g. speed limit signs for vehicles driven on site)
Hazard Signs
These are subdivided into two areas:
Danger signs – warn of a particular hazard/hazardous condition that is likely to be life-

threatening. All danger signs must incorporate the word “danger”.
See Appendix 2 (pages 26-30) for samples of

signs frequently used in each category.
Warning signs – warn of hazard/hazardous condition that is not likely to be life-threatening.
Note: Regulatory and hazard signs are usually positioned in relation to a potential hazard so as
to give a person ample time to heed the warning after viewing the sign.
Emergency Information Signs
These signs advise of/indicate, the location of, or directions to, emergency related equipment or
facilities, for example, exits, fire fighting equipment and first aid facilities.
Birchell, John & Morris, Graham (1995). Business Studies. p. 382-

382. Thomas Nelson and Sons Limited; Spain.

READY TO PROVE YOU COMPETENCY?
Now that you have completed this element, check to see whether if you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I know how to communicate information about tasks,

processes, events or skills ( ) ( )
2. I know how to receive and understand messages ( ) ( )
3. I can understand multiple operations involved in common

industry signage ( ) ( )
Checklist 2 Yes No
1. Information about tasks, processes, events or skills are

communicated ( ) ( )
2. Messages are received and understood

( ) ( )
3. Multiple operations are involved in common industry

signage ( ) ( )

ELEMENT 2: TAKE PART IN GROUP DISCUSSION TO ACHIEVE

APPROPRIATE WORK OUTCOMES
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary knowledge,
skills and attitudes take part in group discussion to achieve appropriate work outcomes. Your
learning facilitator is there to assist you through the different activities so that on completion you
will be able to:
1. Work effectively with others in teams

2. Make suggestions and provide information relevant to the planning/conduct of activities
3. Communicate clearly, concisely and effectively goals and aims
HUMAN-RELATIONS SKILLS
Human relations is all about maintaining effective working relationships with your supervisor
and co-workers. Here are some basic principles for dealing
Human relations is the art of
with people. You will find that practising them will help you
understanding people and
to reduce the number of conflicts that are likely to occur in
their behaviour in order to
your interaction with others.
deal with them successfully.
 Listen to people
 Use people’s names as often as possible
 Admit when you are wrong
 Do not argue
 Do not fight
 Be natural – be yourself
 Applaud and compliment people when they deserve it
 Respect people – respect yourself
 Recognize people for what they are – not what you think they are
 Try to understand people and the reasons for their behaviour
 When you make a mistake, correct it, don’t ‘pass the buck’
 Be courteous and polite
 Remember that people love to feel important and to be recognized
 Be honest, competent, reliable and friendly

ACTIVITY:
How are your human relations skills? Ask your learning facilitator to
provide an honest assessment of your skills, pointing out your strong
points and your weak points. Discuss ways for you to strengthen
your weak areas.
Teamwork
As a worker on the plumbing site, you are part of the work team responsible for erecting the
particular structure.
As a team member you contribute your skills, experience and

Work teams are groups of
personality to the team effort.
people working together to
How you relate to and communicate with the other team
successfully complete a
members can enhance or damage the team’s camaraderie.
specific task within a specific
ti f
Work teams are most effective when they are Camaraderie - refers to the spirit
made up of persons who: of good humour and trust.
 Understand, and are committed to, the team’s

vision and goals
 Know their jobs and have the skills to perform their jobs well
 Trust and support each other
 Committed to their team
 Resolve their differences in a constructive manner.
The head or coach of your team is the site supervisor. Among other things, he/she will:
 Provide guidance and direction

 Help with problems and communication breakdowns
 Provide resources and information
 Manage the site proceedings
 Convene group meetings

Your role is to be a good team member/player, which requires that you:
 Avoid taking your “personal baggage” to group meetings

 Give of your best at all times
 Communicate effectively
 Facilitate a harmonious work environment
ACTIVITY:
Make a list of the characteristics of good teamwork. Discuss same

with your learning facilitator.
READY TO PROVE YOU COMPETENCY?
Now that you have completed this element, check to see whether you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I know how to seek and provide responses to other in the

group ( ) ( )
2. I know how to make constructive contributions in terms of

the production process involve ( ) ( )
3. I know how to communicate goals and aims ( ) ( )
Checklist 2 Yes No
1. Responses are sought and provided to others in the group ( ) ( )
2. Constructive contributions are made in terms of the

production process involved ( ) ( )
3. Goals and aims are communicated clearly, concisely and

effectively ( ) ( )

Appendix 1
CHECK YOUR LISTENING IQ
This quiz will allow you to assess your listening skills. Place an X in the appropriate column
USUALLY SOMETIMES RARELY

1. I face the person who is talking to
me.
2. I pay strict attention to the other
person.
3. I listen with my whole body, showing
that what is being said is of interest
and concern to me.
4. I make encouraging sounds and
gestures, making it easier for the
person to speak freely.
5. I focus on the subject of the
conversation, not the manner, unless
the manner helps me to better
understand the message.
6. I listen to learn and/or to help.
7. I do not interrupt. I hear the other
person out.
8. I ask questions to get clarification.
9. I make a genuine effort to discuss, not
argue.
10. I try to paraphrase, or summarize,
what has been said to me.
11. I listen to what is “not” said (body
language) because this may be the
real message.
How did you do? The more marks you have in the “USUALLY” column, the better your
12.
listeningI skills.
listen to my own words as they
sound in the ears of the other person.
beside each statement

Appendix 2
REGULATORY SIGNS
a) Prohibition Signs
Combined sign Symbolic only or

Entry Prohibited Composite sign
No pedestrian
access. Strictly
no thoroughfare
Words only sign

Parking prohibited
Symbolic only or
Composite sign
Authorised entry
only
Symbolic only or
Composite sign
Smoking prohibited
Symbolic only or
Composite sign
Admittance
prohibited

Symbolic only or
Composite sign
Fire, naked flame
and smoking
prohibited
Symbolic only or Symbolic only or

Composite sign Composite sign
Water not suitable Eating or drinking
for drinking in this area
prohibited
b) Mandatory Signs
Combined sign Symbolic only or

Safety helmets combined sign
must be worn Approved foot
protection must
be worn

Combined sign Combined sign
Hearing protection Eye protection
must be worn must be worn


Half face mask respiratory Hand protection
protection must be worn must be worn

Long hair must be Face protection
contained or covered must be worn
Symbolic only or Combined sign

Protective body clothing must be worn

b) Warning Signs
Symbolic sign Symbolic sign

Unspecified hazard - Electric shock risk
To be used only with
worded message hazard
signs

Fire risk Opening door hazard

Explosion risk Forklifts hazard
Symbolic sign
Laser beam hazard

EMERGENCY INFORMATION SIGNS
First aid with directional sign
Emergency (safety) eye wash
Emergency (safety) shower
FIRE SIGNS
Fire alarm position Fire hose position
Fire extinguisher
position

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LG-MEMCOR0131A UNDERTAKE INTERACTIVE WORKPLACE COMMUNICATION

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2004 ***

Version 1 LRDU – FEB. 04

Element 1: Communicate information about tasks, processes, events or skills 7

Element 2: Take part in group discussion to achieve appropriate work outcomes 23

Version 1 LRDU – FEB. 04

This Competency Unit

“Undertake interactive workplace communication” addresses the knowledge and skills

Element 1 Communicate information about tasks, processes, events or skills

Element 2 Take part in group discussion to achieve appropriate work outcomes

Version 1 LRDU – FEB. 04 3

Before you start

Before you start this Learning Guide you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learning Guide (see below)

Planning your learning programme

Version 1 LRDU – FEB. 04 4

Element 1 Communicate information about tasks, processes,

1. I can communicate information about tasks, processes,

2. I can receive and understand messages

3. I can understand multiple operations involved in common

Element 2 Take part in group discussion to achieve

1. I can seek and provide responses to others in the group ( ) ( )

2. I can make constructive contributions in terms of the

3. I can communicate goals and aims ( ) ( )

Version 1 LRDU – FEB. 04 5

How did you do?

How to use this Learning Guide

We suggest that you:

 Go through the sections/elements as they are presented (starting at Section 1)

Version 1 LRDU – FEB. 04 6

Complete Assessment Exercise

 Complete the self-assessment checklist at the end of each section or element.

Version 1 LRDU – FEB. 04 7

Version 1 LRDU – FEB. 04 8

ELEMENT 1: COMMUNICATE INFORMATION ABOUT TASKS, PROCESSES,

THE COMMUNICATION PROCESS

Communication is a vital part pf one’s existence as it has four main functions:

Expressive – allows you to express yourself freely to create an identity

Version 1 LRDU – FEB. 04 9

The Basic Communication Model

Figure 1: Basic Communication Model

 Verbal communication – the spoken word

On the automotive site, methods of communication include:

Written - Drawing, sketches, memo, workplace forms charts and maps

Version 1 LRDU – FEB. 04 10

If speaking can convey these, what does silence convey?

 Be courteous – remember the magic words/phrases! (“Please”, “Thank you”, “Good

Version 1 LRDU – FEB. 04 11

Figure 2: Message Pad

 Complete a new page of the message pad for each caller:

- Record the name of the person to receive the message

Version 1 LRDU – FEB. 04 12

Why does verbal communication impact so strongly on interpersonal

What are the main methods of communication used at the worksite?

* 2004 *