Professional Documents
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CBLM Participate in Workplace Communication
CBLM Participate in Workplace Communication
Sector:
Qualification:
Module Title:
PARTICIPATING IN WORKPLACE COMMUNICATION
HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
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.
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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.
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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.
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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.
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LISTS OF BASIC COMPETENCIES
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MODULE CONTENT
MODULES OF INSTRUCTION
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.
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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.
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COMPETENCY SUMMARY
QUALIFICATION
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:
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.
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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.
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LEARNING OUTCOME 1
CONTENTS:
- Parts of speech
- Sentence construction
- Effective communication
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.
CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)
Reference (books)
Manuals
METHODOLOGIES:
Group discussion
Interaction
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Lecture
Reportorial
ASSESSMENT METHODS
Written Test
Practical/Performance Test
Interview
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LEARNING EXPERIENCES
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If you have some problem on the
5. Read information sheet 1.1-3
content of the information sheet
Effective Communication don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module.
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INFORMATION SHEET 1.1-1
PARTS OF SPEECH
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The Noun
The Verb
The Pronoun
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.
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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
The Adverb
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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:
The Preposition
The Interjection
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You usually follow an interjection with an exclamation mark.
Interjections are uncommon in formal academic prose, except in direct
quotations.
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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
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
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5. It usually precedes the noun or the pronoun which it modifies.
a. adjective
b. pronoun
c. adverb
d. verb
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
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10. Is a word used to name a person, animal, place, thing, and abstract idea.
a. verb
b. adverb
c. noun
d. pronoun
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INFORMATION SHEET # 1.1-2
SENTENCE CONSTRUCTION
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
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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.
SENTENCE FRAGMENTS
When you read a sentence fragment, you are left wondering whom or
what the sentence is about or what happened in the sentence.
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in the butter My glasses fell in the butter!
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.
- 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.
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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
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
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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.
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:
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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.
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Self-Check 1.1-2
Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.
Test 2. Identification: Choose the correct verb that agrees with the subject
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in each following sentences:
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INFORMATION SHEET # 1.1-3
EFFECTIVE COMMUNICATION
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Effective Communication helps workers to:
1. Verbal communication
2. Non-verbal communication
3. Written communication
Verbal Communication
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:
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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?
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?
Non-verbal communication
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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.
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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.
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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.
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other physiological factors, can inhibit communication because the student is
not comfortable.
Communication Systems
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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
Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.
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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.
a. Informal-public style
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.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________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
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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.
a. Lack of common experience
b. Overuse of Abstractions
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
b. Personal disappointment
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LEARNING OUTCOME 2
CONTENTS:
- Technical Writing
- Recording information
ASSESSMENT CRITERIA:
CONDITIONS:
Paper
Pencils/Ball pen
References (books)
Manuals
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METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/performance test
Interview
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LEARNING EXPERIENCES
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INFORMATION SHEET # 1.2-1
TECHNICAL WRITING
TECHNICAL COMMUNICATIONS
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potential customers understand the advantages or the operation of their new
products.
TECHNICAL-WRITING
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.
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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.
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.
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General Characteristics of Technical Reports
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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.
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.
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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.
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.
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proper operator symbols. Write 2 + 2 = 4, not two plus two equals four.
Decimal and percentage values always use numerals.
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”.
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Self-Check 1.2-1
Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.
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
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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
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INFORMATION SHEET # 1.2-2
RECORDING INFORMATION
COMMUNICATION TECHNOLOGY
Most workplaces have procedures and protocols in place for the use of each
type of technology. Workers should familiarize themselves with the system
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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.
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.
Workplace meetings
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schedule and allocate tasks
provide feedback and evaluation.
Formal meetings use an agenda which generally includes the following items:
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:
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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.
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SELF CHECK # 1.2-2
Test 1. Matching type: Match the choices of column A to the choices in column
B.
A B
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LEARNING OUTCOME # 3
CONTENTS :
- Basic mathematics
- Types of forms
ASSESSMENT CRITERIA :
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CONDITIONS :
Paper
Pencils/ball pen
Reference books
Manuals
METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/Performance Test
Interview
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LEARNING EXPERIENCES
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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.
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INFORMATION SHEET # 1.3-1
BASIC MATHEMATICS
MATHEMATICS
It is the systematic study of magnitude, quantities, and their
relationships as expressed symbolically in the form of numerals and forms.
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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
Addition (+)
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 (−)
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17 – 9 = 6
Multiplication (× or ·)
4 × 4 = 16
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Division (÷ or /)
Rounding
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
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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.
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SELF-CHECK 1.3-1
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c. Subtraction
a. Multiplication
b. Addition
c. Subtraction
a. 1,021 + 1,441
b. 1,022 + 1,442
c. 1,021 + 1,442
a. 19, 580
b. 19, 570
c. 19, 560
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10. Round 29, 574 to the nearest thousand.
a. 29,000
b. 30,000
c. 29,500
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INFORMATION SHEET # 1.3-2
TYPES OF FORMS
WRITTEN COMMUNICATION
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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
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.
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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.
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.
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.
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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:
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.
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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.
safety reports
dockets, invoices and receipts
petty cash vouchers
time sheets
telephone message forms
leave forms.
chemical records
weather records
vehicle and machinery log books
registration, license and insurance forms
equipment inspection records.
filing cabinets
computer files and databases
folders on shelves, in drawers or under counters
pin boards and white boards
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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.
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SELF-CHECK 1.3-2
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SELF CHECK ANSWER KEY 1.3-2
1. Business Directory
2. Marketing
3. Courteous
4. Concise
5. Clear
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INSTRUMENT FOR INSTITUTIONAL
ASSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
The evidence must show that the candidate… Ways in which evidence will
be collected
Third party
Demonstra
Question/i
nterview
Written
report
tion
Specific relevant information was accessed
from appropriate sources.
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Personal interaction was carried out
clearly and concisely.
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Reporting requirements to superior were
completed according to enterprise
guidelines.
Prepared Date:
by:
Checked Date:
by:
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COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
B. Written Exam
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Recommendation
For re-assessment.
_______________________________________________________
For submission of document. Pls. specify (Portfolio Document)
_____________________
For issuance of NC ______________________________________________________
Candidate’s
signature: Date:
Assessor’s
Date:
signature:
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RATING SHEET FOR OBSERVATION/ WITH ORAL QUESTIONING
Candidate’s
Name:
Assessor’s Name:
Assessment
Center:
Qualification:
Unit of
PARTICIPATE IN WORKPLACE COMMUNICATION
Competency
Date of observation:
Description of assessment
activity:
Location of assessment
activity:
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Observed cleanliness and orderliness in the
workplace.
Practiced courteous manner in the workplace.
Showed interest in any group activity given to
them.
Satisfactory
response
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How will you Share Company values/practices
with co-workers using appropriate behavior and
language?
Feedback to candidate:
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RATING SHEET FOR WRITTEN TEST
Candidate’s
Name:
Assessor’s Name:
Assessment
Center:
Qualification:
Unit of
PARTICIPATE IN WORKPLACE COMMUNICATION
Competency
Date of observation:
Description of assessment
activity:
Location of assessment
activity:
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SUGGESTED QUESTIONS AND ANSWERS FOR OBSERVATION /
DEMONSTRATION
Qualification:
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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,
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communication is impaired.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________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 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.
a. Informal-public style
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b. Formal style
c. Casual style
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References:
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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