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UC1 - Participate in Workplace Communication Driving NCII
UC1 - Participate in Workplace Communication Driving NCII
UC1 - Participate in Workplace Communication Driving NCII
Sector:
AUTOMOTIVE AND LAND TRANSPORT (21ST CENTURY)
Qualification:
DRIVING NCII
Unit of Competency:
PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title:
PARTICIPATING IN WORKPLACE COMMUNICATION
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HOW TO USE THIS COMPETENCY-BASED
LEARNING MODULE
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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.
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.
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LISTS OF BASIC COMPETENCIES
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MODULE CONTENT
MODULES OF
INSTRUCTION
ASSESSMENT CRITERIA:
2. Effective questioning, active listening and speaking skills are used to gather and
convey information
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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.
12. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
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LEARNING OUTCOME 1
OBTAIN AND CONVEY WORKPLACE INFORMATION
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:
METHODOLOGIES:
Group Discussion
Interaction Lecture
Reportorial
ASSESSMENT METHODS:
Written Test
Practical/Performance
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Test Interview
LEARNING EXPERIENCES
LEARNING OUTCOME #1:
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If you have some problem on the
5. Read information sheet
content of the information sheet
1.1- 3
don’t hesitate to approach your
Effective Communication 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.
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.
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The Adjective
The Adverb
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The Conjunction
The Preposition
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The Interjection
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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
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
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.
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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
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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
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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 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.
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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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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:
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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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• 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.
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Self-Check 1.1-2
Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.
a.Sentence
b. Run-on Sentence
c.Fragment
a.Run-on sentence
b. Subject
c.Predicate
a.Run-on sentence
b. Subject
c.Predicate
a.Run-on sentence
b. Subject
c.Fragment
a.Subject
b. Run-on sentence
c.Fragment
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Test 2. Identification: Choose the correct verb that agrees with the subject in
each following sentences:
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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
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INFORMATION SHEET # 1.1-3
EFFECTIVE COMMUNICATION
Learning Objectives: After reading this information sheet, the student/ trainee should
be able to;
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.
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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.
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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?
Non-verbal communication
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• 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.
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jotting down notes to family members.
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• 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.
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.
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• 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.
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Self-Check 1.1-3
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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.
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
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
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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
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CONTENTS:
Technical Writing
Recording information
ASSESSMENT CRITERIA:
CONDITIONS:
The students/ trainees must be provided with the following:
Paper
Pencils/Ball pen
References (books) Manuals
METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/Performance Test
Interview
LEARNING EXPERIENCES
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LEARNING OUTCOME #2 PARTICIPATE IN WORKPLACE
MEETING AND DISCUSSIONS
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INFORMATION SHEET # 1.2-1 TECHNICAL WRITING
Learning Objectives: After reading this information sheet, the student/ trainee should
be able to;
TECHNICAL COMMUNICATIONS
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TECHNICAL-WRITING
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.
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.
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
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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.
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.
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.
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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.
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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.
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.
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.
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Rules for Numbers in Technical Writing
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.
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
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
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
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
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.
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a. Sentence Structure
c. Measurements or Calculations
b. Measurements or Calculations
c. Plural Numbers
a. Graphics
b. Documentation
c. Factual detail
a. Production
b. Technical content
c. Length
b. Special format:
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1. a
2. c
3. b
4. a
5. c
6. b
7. b
8. c
9. a
10. c
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RECORDING INFORMATION
Learning Objectives: After reading this information sheet, the student/ trainee should
be able to;
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:
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.
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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.
Workplace Meetings
Formal meetings use an agenda which generally includes the following items:
• opening, welcome, and names recorded of those present and names of apologies
received
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• dated minutes and business arising from the previous
meeting, including the acceptance of these minutes
• 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:
2. Listen effectively.
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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Test 1. Matching type: Match the choices of column A to the choices in
column B.
A B
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1. – e
2. – d
3. – c
4. – b
5. – a
LEARNING OUTCOME # 3
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COMPLETE RELEVANT WORK –RELATED DOCUMENTS
CONTENTS :
Basic mathematics
Types of forms
ASSESSMENT CRITERIA :
CONDITIONS:
Paper
Pencils/Ball pen
METHODOLOGIES:
Group Discussion
Interaction
Lecture
ASSESSMENT METHODS:
Written Test
Practical/Performance Test
Interview
LEARNING EXPERIENCES
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LEARNING OUTCOME # COMPLETE RELEVANT WORK
RELATED DOCUMENTS
Learning Activities Special Instructions
1.Read information sheet If you have some problem on the
1.3-1 on content of the information sheets
don’t hesitate to approach your
Basic Mathematics facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheets, you can
now answer self-check provided
in the module.
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 If you have some problem on the
content of the information sheets
on Types of Forms
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheets, you can
now answer 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.
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BASIC MATHEMATICS
Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
MATHEMATICS
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
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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 (+)
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 (−)
17 – 9 = 6
Multiplication (× or ·)
4 × 4 = 16
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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.
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
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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.
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SELF-CHECK 1.3-1
Test 1. MULTIPLE CHOICE: Choose the letter of the correct answer from the given
choices:
a. Arithmetic
b. Mathematics
c. Subtraction
a. Arithmetic
b. Mathematics
c. Subtraction
a. Arithmetic
b. Mathematics
c. Percentage
a. Addition
b. Division
c. Subtraction
a. Multiplication
b. Division
c. Subtraction
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SELF CHECK ANSWER KEY 1.3-1
1. b
2. a
3. c
4. b
5. a
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INFORMATION SHEET # 1.3-2
TYPES OF FORMS
Learning Objectives: After reading this information sheet, the student/ trainee should
be able to;
WRITTEN COMMUNICATION
Companies/ enterprises often require workers to use written forms of
communication. This may involve reading workplace notices and instruction
such as:
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.
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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.
• 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.
• suppliers
• contractors
• the local veterinarian
• trade personnel
• industry and regulatory bodies
• local government.
Training organizations and advisors from the Department of Primary
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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.
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.
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Details that are commonly requested include:
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.
safety reports
dockets, invoices and receipts
petty cash vouchers
time sheets
telephone message forms
leave forms.
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Other enterprise forms might include:
chemical records
weather records
vehicle and machinery log books
registration, license and insurance forms
equipments inspection records
• filing cabinets
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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.
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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
Written
• Specific relevant information was
accessed from appropriate sources.
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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.
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COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
B. Written Exam
NOT YET
Recommendation
For re-
assessment.
For issuance of NC
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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
Date of observation:
Description of assessment
activity:
Location of assessment
activity:
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During the performance of skills, the If yes, tick the box
candidate….
learning process.
workplace.
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RATING SHEET FOR OBSERVATION/DEMONSTRATION WITH ORAL QUESTIONING
[continued]
Satisfactory
response
Yes No
Feedback to candidate:
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Candidate’s Name:
Assessor’s Name:
Assessment Center:
Qualification:
Unit of
Competency
PARTICIPATE IN WORKPLACE COMMUNICATION
Date of observation:
Description of assessment
activity:
Location of
assessment
activity:
During the performance of skills, the candidate…. If yes, tick box the
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•
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Qualification:
Answer:
2. How will you be able to relate basic mathematical processes to the nature
of your work?
Answer:
Answer:
Answer:
Answer:
INSTITUTIONAL ASSESSMENT
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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
a.noun
b. verb
c.pronoun
d. conjunction
a.Run-on sentence
b. Subject
c.Predicate
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.
a. Psychological interference
b. Environmental interference
c. Psychological interference
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b. Overuse of Abstractions
c. Interference
a. Graphics
b. Documentation
c. Factual detail
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
b. Formal style
c.Casual style
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1. b
2. c
3. c
4. c
5. c
6. a
7. b
8. c
9. a
10. b
References:
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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/
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