Basic 1 Participate in Workplace Communication

WEST TRADE TRAINING AND ASSESSMENT CENTER
Funda-Dalipe, San Jose, Antique
COMPETENCY BASED LEARNING MATERIALS
Qualification Title: DRIVING (LIGHT VEHICLE) NC II
Unit of Competency: PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title: PARTICIPATING IN WORKPLACE COMMUNICATION
Sector: AUTOMOTIVE AND LAND TRANSPORT SECTOR
Date Developed: Document No.

DRIVING NC II MARCH 2023 2023-01
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BASIC Developed by: West Trade Page 1 of 85
COMPETENCIES Thedah Marie L. Training and Rev #00
Tibulan, MPA Assessment Center
HOW TO USE THIS COMPETENCY BASED LEARNING MODULE
Welcome to the Module “Participating in Workplace Communication”. This

module contains training materials and activities for you to complete.
The unit of competency “Participate in Workplace Communication contains the

knowledge, skills and attitudes required for a Driving NC II course. It is one of the Basic
Competencies Modules of Driving (Light Vehicle) NC II.
You are required to go through a series of learning activities in order to complete

each learning outcomes of the module. In each learning outcome there are Information
Sheets for further reading to help you better understand the required activities. Follow
these activities on your own and answer the self- check at the end of each learning
outcome. Get the answer key from your instructor and check your work honestly. If you
have questions, please don’t hesitate to ask your facilitator for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
module because you have:
 Been working in the industry for some time.

 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular skill
or skills, talk to him/her about having them formally recognized so you won’t have to do
the same training again. If you have qualifications or Certificate of Competency from the
previous trainings, show them to your trainer. If the skills you acquired are still relevant to
this module, they may become part of the evidence you can present RPL.
At the end of this learning material is 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 or assessors. 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.
This learning material was prepared to help you achieve the required competency,
Participate in Workplace Communication. This will be source of information for you to
acquire the knowledge and skills in this particular trade independently and your own pace
with minimum supervision or help from your trainer.
In doing the activities to complete the requirements of this module, please be

guided of the following:

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 Talk to your trainer and agree on how you will both organize the training under
this module. Read through the module carefully. It is divided into sections that
cover all the skills and knowledge you need to successfully complete.
 Work through all the information and complete the activities in each section. Read
the information sheets and complete the self-checks 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 the activities and it is important that you listen and take notes.
 You will be given plenty of opportunities to ask questions and practice on the job.
Make sure you practice your new skills during regular work shifts. This way you
will improve both your speed and memory and also your confidence.
 Talk to more experienced work mates and ask for their guidance.
 Use self-check questions at the end of each section to test your own progress.
 When you are ready, ask your trainer to watch you perform the activities outlined
in this module.
 As you work through the activities, ask for written feedback on your progress.
Your trainer keeps feedback/pre-assessment reports for this reason. When you
have completed this learning material and feel confident that you have had
sufficient knowledge and skills, your trainer will arrange an appointment with a
registered assessor to assess you. The results of the assessment will be recorded
in your Competency Achievement Record.
A certificate of achievement will be awarded to you after passing the evaluation.

You must pass the institutional competency evaluation for this competency before moving
to another competency.

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LIST OF BASIC COMPETENCIES
No. Unit of Competency Module Title Code

Participate in Participating in 500311105
Workplace Workplace
1.
Communication Communication
Work in Team Working in Team 500311106
2. Environment Environment
Practice Career Practicing Career 500311107
3. Professionalism Professionalism
Practice Occupational Practicing Occupational
Health and Safety Health and Safety 500311108
4.
Procedures Procedures
MODULE CONTENT

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QUALIFICATION Driving (LIGHT VEHICLE) NC II
UNIT OF COMPETENCY Participate in Workplace Communication
MODULE TITLE Participating in Workplace Communication
INTRODUCTION: This module covers the knowledge, skills and attitudes required to
gather, interpret and convey information in response to workplace requirements.
NOMINAL DURATION: 5 HRS

LEARNING OUTCOMES:
1.1 Obtain and convey workplace information
1.2 Participate in workplace meetings and discussions
1.3 Complete relevant work related documents
ASSESSMENT CRITERIA:
1.1 Specific and relevant information is accessed from appropriate sources
1.2 Effective questioning, active listening and speaking skills are used to gather and
convey information
1.3 Appropriate medium is used to transfer information and ideas
1.4 Appropriate nonverbal communication is used
1.5 Appropriate lines of communication with supervisors and colleagues are identified
and followed
1.6 Defined workplace procedures for the location and storage of information are used
1.7 Personal interaction is carried out clearly and concisely
2.1 Team meetings are attended on time
2.2 Own opinions are clearly expressed and those of others are listened to without
interruption
2.3 Meeting inputs are consistent with the meeting purpose and established protocols
2.4 Workplace interactions are conducted in a courteous manner
2.5 Questions about simple routine workplace procedures and maters concerning
working conditions of employment are asked and responded to
2.6 Meetings outcomes are interpreted and implemented
3.1 Range of forms relating to conditions of employment are completed accurately and
legibly
3.2 Workplace data is recorded on standard workplace forms and documents
3.3 Basic mathematical processes are used for routine calculations
3.4 Errors in recording information on forms/ documents are identified and properly
acted upon
3.5 Reporting requirements to supervisor are completed according to organizational
guidelines
Prerequisite: None

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LEARNING OUTCOME SUMMARY
LEARNING OUTCOME #1 Obtain and convey workplace

information
CONTENTS:
 Parts of Speech
 Sentence Construction
 Effective Communication
1.1 Specific and relevant information is accessed from appropriate sources
1.2 Effective questioning, active listening and speaking skills are used to gather and
convey information
1.3 Appropriate medium is used to transfer information and ideas
1.4 Appropriate nonverbal communication is used
1.5 Appropriate lines of communication with supervisors and colleagues are identified
and followed
1.6 Defined workplace procedures for the location and storage of information are
used
1.7 Personal interaction is carried out clearly and concisely
CONDITION:
Trainees must be provided with the following:
1. Writing materials (pen & paper)
2. References
3. Manuals
4. CBLM
ASSESSMENT METHOD:
1. Lecture
2. Discussion
3. Interaction
4. Written test
5. Activity

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LEARNING EXPERIENCES
LEARNING OUTCOME # 1: OBTAIN AND CONVEY WORKPLACE INFORMATION
Learning Activities Special Instructions
1. Read Information sheet 1.1-1 Parts of Speech If you have some concern on the
content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are
knowledgeable on the content of the
information sheet, you can now
answer self-check 1.1-1 provided in
the module.
2. Answer self-check 1.1-1 Refer your answers to the answer
key 1.1-1 for self-check. You are
required to get all answers correct.
If not, read the information sheet
again to answer all questions
correctly.
3. Read Information sheet 1.1-2 Sentence If you have some concern on the
Construction content of the information sheet
facilitator.
the module.

required to get all answerscorrect. If
not, read the information sheet again
to answer all questions correctly.
5. Read Information sheet 1.1-3 Effective If you have some concern on the
Communication content of the information sheet
facilitator.
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the module.

Congratulations on a Job well done!!! You have now successfully completed the
learning activities of LO1 of Basic 1 and now ready to proceed to LO2.

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INFORMATION SHEET 1.1-1
Parts of Speech
Learning Objective:
After reading this INFORMATION SHEET, you MUST be able to:
1. Determine the Parts of Speech

2. Identify the eight parts of speech
3. Define each of the eight part of the speech
4. Learn and apply each part of the speech in constructing a sentence.
THE PARTS OF SPEECH
There are thousands of words in any language. But not all words have the same
job. For example, some words express "action". Other words express a "thing". Other
words "join" one word to another word. These are the "building blocks" of the language.
Think of them like the parts of a house. When we want to build a house, we use concrete
to make the foundations or base. We use bricks to make the walls. We use window frames
to make the windows, and door frames to make the doorways. And we use cement to join
them all together. Each part of the house has its own job. And when we want to build a
sentence, we use the different types of word. Each type of word has its own job.
A part of speech is a category of words that have

similar grammatical functions or properties. In other
words, they play similar roles in a sentence.
Most grammar books say that there are eight

parts of speech: nouns, verbs, adjectives, adverbs,
pronouns, conjunctions, prepositions and interjections.
The Noun
Nouns are words used to talk about people, places,

things, or ideas/concepts. Here are some examples:
 Person: The President

 Place: London
 Thing: Table
 Idea/concept: Neo-liberalism
So it may be naming something we can touch (e.g. table; book; car) or something we
cannot touch (e.g. Neo-liberalism; happiness; wish).
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There are both common nouns, used for classes of people, places, things, or
ideas/concepts, and proper nouns, which is their given name, always with a capital letter.
Common Nouns Proper Nouns

 man  John
 country  Mumbai
 shop  Tescos
 political party  Democrats
 street  Chester Avenue
The highlighted words in the following sentences are all nouns:
 Mike owns the fastest car.

 They decided to buy the house.
 I believe in free speech.
The Verb

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Verbs form part of the predicate of a sentence.
In relation to the subject, they are used to express a physical action (e.g. walk; speak;
show) or a mental action (e.g. think; feel; want). They can also express a state of being,
mainly with the verb 'to be' but also some others.
Here are some examples:
Mental Activity State of Being

Physical Action
 I am  She is a police
 He ran home thinking about it woman
 They chose the  Ian guessed the  I am tired
blue one answer  They seem worri
 She spoke slowly  She believes in ed
ghosts
In each of the following sentences, the verb or compound verb is highlighted:
 Federer plays tennis.

 The floods are serious
 Take your time
The Pronoun
A pronoun can replace a noun or another pronoun. You use pronouns like "he,"
"which," "none," and "you" to make your sentences less cumbersome and less repetitive.

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These are the types of pronouns with some examples:
 Personal e.g. I; you; they; she

 Possessive e.g. mine; yours; his; theirs
 Relative e.g. who; which; that; whom
 Demonstrative e.g. this; these; those
 Reciprocal e.g. one another; each other
 Emphatic / Reflexive e.g. myself; herself; itself; ourselves
 Interrogative e.g. what; which; whom; whose
Here are some examples of these words used in sentences:
 Martha decided she would leave

 Why don't you use his car instead of mine
 Mick is a person who learns quickly
 Shall we buy some of these?
 They began to argue with each other
 Jenny is pleased with herself
 What time is he coming?
The Adjective
An adjective modifies a noun or a pronoun by describing, identifying, or quantifying

words. An adjective usually precedes the noun or the pronoun which it modifies.

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They can come before or after the noun/pronoun they describe:
Absolute Adjectives
 The large shopping complex
 The excited child
 She is happy
 It was a shocking film
 Her dress was lovely
 He's a good-looking man
These are absolute adjectives, but they can also be comparative (comparing two or
more things) or superlative (showing degree or quality):
Comparative Adjectives
 She's fitter than the others

 Their house is bigger
 I ran faster than you
 Cats are more agile than dogs
 Sue's more tired than Tim
Superlative Adjectives
 She's the fittest

 Their house is the biggest
 I ran the fastest
 Cats are the most agile
 Sue's the most tired
The Adverb
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause.

An adverb indicates manner, time, place, cause, or degree and answers questions such
as "how," "when," "where," "how much". While some adverbs can be identified by their
characteristic "ly" suffix, most of them must be identified by untangling the grammatical

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relationships within the sentence or
clause as a whole.
Here are examples of each

being modified in relation to verbs,
adverbs, and adjectives (the word
being modified is underlined):
Adverbs Modifying Verbs

 He runs fast
 Ian quickly left the room
 She spoke slowly
Adverbs Modifying Other Adverbs

 He runs exceptionally fast
 Ian very quickly left the room
 She spoke extremely slowly
Adverbs Modifying Adjectives

 She's really excited
 He's happily married
 The elegantly designed dress
is mine
The Conjunction
You can use a conjunction to link words, phrases, and clauses. There are three
types:
 Coordinating: and; or; but; so; yet; for; nor

 Correlative: neither/nor; either/or; not only/but also
 Subordinating: e.g. although; because; while; which; where; until
Coordinating Conjunctions
Used to connect like for like words (e.g. noun+noun):
 I like apples and oranges (2 nouns)
 His speech was slow but effective (2 adjectives)
 Shall I say it loudly or quietly? (2 adverbs)
Or simple sentences (independent clauses):

 I find the music annoying but she finds It pleasant
 She came to the lecture late so she missed everything important
 She took her umbrella for it was raining hard

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Correlative Conjunctions
Used to join alternative or equal elements:
 He felt neither happy nor sad about it
 Sue had to decide to either quit or carry on
 I went not only to Australia but also to New Zealand
The Preposition
Preposition links nouns, pronouns and phrases to other words in a sentence. The
word or phrase that the preposition introduces is called the object of the preposition.
Commons examples of prepositions are above, up, upon, at, before,

behind, since, to, through, under, until, with, within, about, against, along,
around, beside, between, down, during, below, by, except, for, from, in, into, like,
near, of, off, on, toward.
In these example sentences with prepositions, the two words whose relationship
is being expressed are underlined and the prepositions are in bold:

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 The book is on the table
 He is the
leader of the conservative party
 The boy picked up
the toy under the sofa
 This is a present for your mother
The Interjection
An interjection is a word added to a sentence to convey emotion or a sentiment

such as surprise, joy, disgust, fear, excitement, pain, or enthusiasm. It is not
grammatically related to any other part of the sentence.
You usually follow an interjection with an exclamation

mark. Interjections are uncommon in formal academic prose,
except in direct quotations.
The highlighted words in the following sentences are

interjections:
 Ouch, that hurt!

 Oh no, I forgot that the exam was today.
 Hey! Put that down!
 I heard one guy say to another guy, "He has a
new car, eh?"
 I don't know about you but, good lord, I think
taxes are too high!
Resources:
https://pdfcoffee.com/cblm-participate-in-workplace-comm-nc-ii-pdf-free.html
https://www.grammarwiz.com/8-parts-of-speech.html

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SELF-CHECK 1-1.1
Parts of Speech
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 c. conjunction
b. parts of speech d. adverb
2. It is a word used in a place of a noun.
a. noun c. conjunction
b. b. verb d. conjunction
3. A part of speech which is added to a sentence to convey emotion.
a. Interjection c. conjunction
b. noun d. verb
4. A part of speech that links nouns, pronouns and phrases to other words in a
sentence.
a. speech c. preposition
b. interjection d. verb
5. It usually precedes the noun or the pronoun which it modifies.
a. adjective c. adverb
b. pronoun d. verb
6. It usually indicates the temporal, spatial or logical relationship of its object to the rest
of the sentence.
a. preposition c. interjection
b. adverb d. noun
7. “He” and “She” are the common example of what part of speech?
a. noun c. preposition
b. adjective d. pronoun
8. It is a word which describes an action or a state of being.
a. adverb c. noun
b. verb d. pronoun
9. It links words, phrases, and clauses.
a. adjective c. interjection
b. preposition d. conjunction
10. Is a word used to name a person, animal, place, thing, and abstract idea.
a. verb c. noun
b. adverb d. pronoun
ANSWER KEY 1.1-1

Parts of Speech
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1. B
2. C
3. A
4. C
5. A
6. A
7. D
8. B
9. D
10. C

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Sentence Construction
Learning Objective:
After reading this information sheet, the student/ trainee should be able to:
1. Differentiate what is a sentence.

2. Determine the parts of a sentence.
3. Identify what are a subject and a predicate.
4. Determine what a sentence fragment is.
5. Identify what a run-on sentence is.
6. Familiarize what the subject-verb agreements are.
7. Write complete, grammatically correct sentences.
THE SENTENCE
A sentence is a group of words containing a verb and its subject and expressing a
completed thought. A sentence always begins with a capital letter and ends with a mark
of punctuation.
In order to express a complete thought, every sentence must have two parts – the
subject and the predicate.
A. The Subject
The subject of a sentence is that part about which something is said. In the
following sentences, the subjects are in heavy type.
1. The eager quarterback shouted the signals.
2. Ricky reminded me of the game tonight.
3. An old brick building hung over the river’s edge.
To find the subject of a sentence, ask yourself Who…? or What…? Suppose you
want to find the subject of this sentence:
The huge plane rolled slowly out of the hangar onto the runway.
Ask yourself, What rolled?
The answer is, The huge plane rolled.
The plane is the subject of the sentence.

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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.
That's it! A sentence is just someone or something being or doing something.
SENTENCE FRAGMENTS
A fragment is a sentence which is not complete, and therefore not grammatically

correct. Sentence fragments are problematic because they are disjointed and confusing
to the reader.
There are three main causes of fragments:

(a) a missing subject;
(b) a missing verb;
(c) "danger" words which are not finished.
When you read a sentence fragment, you are left wondering whom or what the
sentence is about or what happened in the sentence. You can change a sentence
fragment into a complete sentence by adding the missing information.
Sentence Fragment
Sentence in the butter
My glasses fell in the butter!
early this morning
I awoke early this morning.
running across the field
I saw you running across the field
RUN-ON SENTENCES
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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 complete
sentences where a period should actually be used;
(2) a lack of punctuation where a semi-colon or period is needed.
- The Comma Splice

John is a musician; he plays the guitar for a living.
- Incorrect Example
The sentence above is incorrectly joined by a comma, thus "splicing" two
complete sentences together into one run-on sentence.
To correct these runon's, the comma should be replaced by a period, thus creating
two separate sentences, as shown below.
John is a musician. He plays the guitar for a living.
- Correct Example - Lack of Punctuation
Incorrect Examples:
1. There is a problem with the television however no one is available to fix it.
2. Nobody knows what really happened the policeman said there was a fight.
In each of the examples above, some type of punctuation is needed to separate

the two parts of the sentence: either a semi-colon or a period.
Correct Examples
1. There is a problem with the television; however, no one is available to fix it.
There is a problem with the television. However, no one is available to fix it.
2. Nobody knows what really happened; the policeman said there was a fight.
Nobody knows what really happened. The policeman said there was a fight.
SUBJECT-VERB AGREEMENT
In order for a sentence to be grammatically correct, the subject and verb must both
be singular or plural. In other words, the subject and verb must agree with one another in
their tense. If the subject is in plural form, the verb should also be in plural form (and vice
versa). To ensure subject-verb agreement, identify the main subject and verb in the
sentence, then check to see if they are either plural or singular. Consider the examples

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below.
Singular and Plural Number – when a word refers to one person, place, thing or idea, it
is singular in number. When it refers to more than one, it is plural in number.
Being able to find the right subject and verb will help you correct errors of subject-verb
agreement.
Basic Rule. A singular subject (she, Bill, car) takes a singular verb (is, goes, shines),
whereas a plural subject takes a plural verb.
Example: The list of items is/are on the desk.

If you know that list is the subject, then you will choose is for the verb.
Exceptions to the Basic rule:

a. The first person pronoun I takes a plural verb (I go, I drive).
b. The basic form of the verb is used after certain main verbs such as watch, see,
hear, feel, help, let, and make. (He watched Ronaldo score the winning goal).
Rule 1. A subject will come before a phrase beginning with of. This is a key rule for
understanding subjects. The word of is the culprit in many, perhaps most, subject-verb
mistakes.
Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in
the following sentence:
Incorrect: A bouquet of yellow roses lend color and fragrance to the room.
Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)
Rule 2. Two singular subjects connected by or, either/or, or neither/nor require a singular
verb.
Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.

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Rule 3. The verb in an or, either/or, or neither/nor sentence agrees with the noun or
pronoun closest to it.
Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.
This rule can lead to bumps in the road. For example, if I is one of two (or more)
subjects, it could lead to this odd sentence:
Awkward: Neither she, my friends, nor I am going to the festival.
If possible, it's best to reword such grammatically correct but awkward sentences.
Better:
Neither she, I, nor my friends are going to the festival.
OR
She, my friends, and I are not going to the festival.
Rule 4. As a general rule, use a plural verb with two or more subjects when they are
connected by and.
Example: A car and a bike are my means of transportation.
But note these exceptions:
Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.
In those sentences, breaking and entering and bed and breakfast are compound nouns.
NOTE
Some think it is incorrect to place a personal pronoun first in a multi-subject sentence.
Examples:
I, my dad, and my step-mom are going to the movies.
She and Orville bought a dog.
While not grammatically incorrect per se, it is a courtesy to place the pronoun last,
except when awkward to do so as shown under Rule 3 above.

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Rule 5a. Sometimes the subject is separated from the verb by such words as along with,
as well as, besides, not, etc. These words and phrases are not part of the subject. Ignore
them and use a singular verb when the subject is singular.
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 5b. Parentheses are not part of the subject.
Example: Joe (and his trusty mutt) was always welcome.

If this seems awkward, try rewriting the sentence.
Rule 6. In sentences beginning with here or there, the true subject follows the verb.
Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys.
NOTE:
The word there's, a contraction of there is, leads to bad habits in informal sentences
like There's a lot of people here today, because it's easier to say "there's" than "there
are." Take care never to use there's with a plural subject.
Rule 7. Use a singular verb with distances, periods of time, sums of money, etc., when
considered as a unit.
Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.
BUT
Ten dollars (i.e., dollar bills) were scattered on the floor.

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Rule 8a. With words that indicate portions—e.g., a lot, a majority, some, all—Rule 1 given
earlier in this section is reversed, and we are guided by the noun after of. If the noun
after of is singular, use a singular verb. If it is plural, use a plural verb.
Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
Fifty percent of the pie has disappeared.
Fifty percent of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
NOTE
Some teachers, editors, and the SAT testing service, perhaps for convenience, have
considered none to be strictly singular. However, authorities agree that none has been
both singular and plural since Old English and still is. If in context it seems like a
singular to you, use a singular verb; if it seems like a plural, use a plural verb.
When none is clearly intended to mean "not one," it is followed by a singular verb.
Rule 8b. With collective nouns such as group, jury, family, audience, population, the
verb might be singular or plural, depending on the writer's intent.
Examples:
All of my family has arrived OR have arrived.
Most of the jury is here OR are here.
A third of the population was not in favor OR were not in favor of the bill.
NOTE
Anyone who uses a plural verb with a collective noun must take care to be accurate—
and also consistent. It must not be done carelessly. The following is the sort of flawed
sentence one sees and hears a lot these days:
The staff is deciding how they want to vote.

Careful speakers and writers would avoid assigning the singular is and the
plural they to staff in the same sentence.
Consistent: The staff are deciding how they want to vote.

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Rewriting such sentences is recommended whenever possible. The preceding sentence
would read even better as:
The staff members are deciding how they want to vote.
Rule 9. The word were replaces was in sentences that express a wish or are contrary to
fact:
Example: If Joe were here, you'd be sorry.
Shouldn't Joe be followed by was, not were, given that Joe is singular? But Joe isn't
actually here, so we say were, not was. The sentence demonstrates the subjunctive
mood, which is used to express a hypothetical, wishful, imaginary, or factually
contradictory thought. The subjunctive mood pairs singular subjects with what we usually
think of as plural verbs.
Examples:
I wish it were Friday.
She requested that he raise his hand.
The foreman demanded that Joe wear safety goggles.
In the first example, a wishful statement, not a fact, is being expressed; therefore, were,
which we usually think of as a plural verb, is used with the singular it. (Technically, it is
the singular subject of the object clause in the subjunctive mood: it were Friday.)
Normally, he raise would sound terrible to us. However, in the second example, where a
request is being expressed, the subjunctive mood is correct.
Note: The subjunctive mood is losing ground in spoken English but should still be used
in formal speech and writing.
References:
https://www.grammarbook.com/grammar/subjectVerbAgree.asp

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SELF-CHECK 1.1-2
TEST I. MULTIPLE CHOICE: Choose the letter of the correct answer from the given
choices.
1. It has two parts – the subject and the predicate.

a. Sentence c. Fragment
b. Run-on Sentence d. None of the above
2. A part of a sentence which something is said about.
a. Run-on sentence c. Predicate
b. Subject d. None of the above
3. A part of a sentence which says something about the subject.
a. Run-on sentence c. Predicate
4. It is a sentence which is not complete, and therefore not grammatically correct.
a. Run-on sentence c. Fragment
5. A sentence which actually contains two (or more) complete sentences without the
proper punctuation to create separate sentences.
a. Subject c. Fragment
b. Run-On Sentence d. None of the above
TEST II. IDENTIFICATION: Choose the correct verb that agrees with the subject in each
following sentences.
1. The keys to the car (are, is) on the table.

2. Nobody in this houses (have, has) shoveled the sidewalks.
3. Everyone in the two clubs (are, is) ready to help.
4. (Was, Were) those visitors from Batangas?
5. Neither the radio nor the television (seems, seem to work.

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ANSWER KEY 1.1-2
Test I.
1. a
2. b
3. c
4. c
5. b
Test II.
1. are
2. has
3. is
4. were
5. seems

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Effective Communication
Learning Objective:
After reading this information sheet, the student/ trainee should be able to:
1. Explain the importance of communication.

2. Identify the various elements of communication
3. Determine the modes of communication.
4. Differentiate the various methods/skills of communication.
5. Identify the three main modes of communication.
6. Determine the barriers to communication.
7. Identify the benefits of effective communication and the consequences in
failing to communicate effectively.
COMMUNICATION
Is defined as the art of

sending and receiving information.
It is a process of conveying
messages, of transmitting meaning
between individuals. It is an
exchange; for it to be effective,
information must flow back and
forth from sender to the receiver.
The former must have some
knowledge of the latter’s reaction.
This process by which a system
regulates itself by feeding to itself
parts of its outputs is called
feedback.
Basic Elements of Communication:
The process of communication is composed of three elements:
1. the source (sender, speaker, transmitter, or instructor),

2. the symbols used in composing and transmitting the message (words or signs),
and;
3. the receiver (listener, reader, or student).

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The three elements are dynamically interrelated since each element is dependent
on the others for effective communication to take place.
Effective Communication helps workers to:
 complete a schedule of tasks

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

occur face-to-face or via telephones or two-way radios. For verbal communication to be
effective both the speaker and the listener need to be actively engaged in the
conversation. The speaker should be clear, concise, and courteous and use a style of
language that is appropriate to the situation and the audience. The information should be
accurate to the best of the speaker’s knowledge. The tone of voice and body language
used when speaking are often as important as the words themselves. The listener should
give the speaker their full attention and be sure that they clearly understand the message
being conveyed.
Again, body language is very important. Good listening skills are necessary when
receiving instruction or being taught new procedures. Questions should be asked by the
listener to clarify the meaning and by the speaker to ensure that the information has been
fully understood.
There are three types of questions:
1. Closed questions are used to obtain a particular piece of information. They

are usually answered with a yes or no or with a limited response.
For example:
Have you driven a four-wheel drive tractor before?
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2. Open questions encourage people to discuss a situation and share
information. They often require longer answers and begin with how, where,
when, which, who, why or what.
For example:
What types of tractors have you driven?
3. Reflective questions, also called mirror questions, are used to show the
speaker that you have been actively listening to them. They are also helpful
when encouraging a person to express their opinions clearly.
For example:
So, you’ve driven this type of tractor before?
You’ve found this type of tractor to run reliably, haven’t you?
Good speaking, listening and questioning skills are essential when communicating
via the telephone or two-way radios to ensure that the correct information has been
received. There are a number of barriers that reduce the effectiveness of verbal
communication. These include:
 inappropriate choice of language style inappropriate body language

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

This includes body posture, arm and hand positions, facial expressions, and eye-contact
and hand gestures. Sometimes a conflicting message may be given because the words
spoken do not match a speaker’s body language. Good observation skills are needed to
‘read’ what is really being communicated. Being aware of cues and signals is a crucial
skill in understanding people’s attitudes. Personal presentation, dress and hygiene also
contribute to the impression a person makes when they are communicating.
Other forms of non-verbal communication regularly found in the workplace include:
 Signals, for example hand signals used when operating machinery; traffic
lights.
 Signs, for example safety signs; workplace warnings; men’s, ladies and
disabled toilets; first aid posts.
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 Diagrams, for example property maps; diagrams in machinery manuals.
 Symbols, for example poison schedules; map legends; machinery gears
and levers.
Basic Communication
Skills
The four basic methods of communication in everyday life are: listening, speaking,
reading and writing.
 Effective Listening and Speaking
In today’s changing world, listening and speaking play significant roles because
the first contact between us and others is established through this two-way
process. Listening and hearing are not the same. Hearing is simply the travel of
sound through the ears to the brain without effort for the listeners; listening involves
a reaction of the brain to the sounds waves.
Another way of expressing this difference is to say that listening has a purpose.
Different purposes in listening imply different kinds of listening. Among the
linguistic skills, speaking developed alongside listening. Learning to speak well is
an asset. Since most of us talk much more than we write, we are judged more than
by our speech than by our writing.
 Reading
A third communication skill after listening and speaking is reading. People read for
many different reasons and in many different ways. One reason for reading is to
find specific information, which is called scanning. Another, is for meaning and
absorption of information or which is called active reading.
 Writing
Writing tends to be more formal than speaking. Writing can be group into three
kinds according to style: formal, informal-public, and casual.
- Formal style is used for writing letters to the government officials, speeches,
articles for newsletter and magazines, school assignments, long reports
and formal compositions.
- Informal-public style is used in public communication, not private
communication; we use it when we want to sound informal, not formal.
- Casual style is used in writing to friends, to classmates, and in jotting down
notes to family members.
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BARRIERS TO EFFECTIVE COMMUNICATION
Recognizing the various barriers to communication further enhances the flow of

ideas between an instructor and the student. The instructor must develop communication
skills in order to convey desired information to the students and must recognize that
communication is a two-way process. In the end, the true test of whether successful
communication has taken place is to determine if the desired results have been achieved.
 Lack of common experience.
Many people seem to believe that words transport meanings from speaker to
listener in the same way that a truck carries bricks from one location to another. A
communicator's words cannot communicate the desired meaning to another person
unless the listener or reader has had some experience with the objects or concepts to
which these words refer.
 Confusion between the Symbol and the Symbolized Object.
Languages abound with words that mean different things to different people.
Confusion between the symbol and the symbolized object results when a word is confused
with what it is meant to represent. Although it is obvious that words and the connotations
they carry can be different, people sometimes fail to make the distinction. Words and
symbols do not always represent the same thing to every person.
 Overuse of Abstractions.
Abstractions are words that are general rather than specific. Concrete words or
terms refer to objects that people can relate directly to their experiences. They specify an
idea that can be perceived or a thing that can be visualized. Abstract words, on the other
hand, stand for ideas that cannot be directly experienced, things that do not call forth
mental images in the minds of the students.
 Interference. direct control factors that physiological, communicate factors.
Barriers to effective communication are usually under the of the sender/encoder.
However, interference is made up of are outside the direct control of the sender/encoder:
environmental, and psychological interference. To effectively, the sender should consider
the effects of these.
Psychological interference is any biological problem that may inhibit symbol reception,
such as hearing loss, injury or physical illness. These, and other physiological factors,
can inhibit communication because the student is not comfortable.
Environmental interference is caused by external physical conditions. One example of
this is the noise level found in many light aircraft. Noise not only impairs the
communication process, but also can result in long- term damage to hearing.
Psychological interference is a product of how the sender and the receiver feel at the
time the communication process is occurring. If either sender or receiver is not
committed to the communication process, communication is impaired. Fear of the
situation or mistrust between the sender and receiver could severely inhibit the flow of
information.
Communication Systems Downward communication
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Communication flows from the superiors to its subordinates. Upward
communication. The communication flows from the subordinates to its superiors.
 Lateral communication. Communication flows from functional areas at a given level

of the organization or hospital.
 Diagonal communication. The communication flows from a subordinate of a certain
level to the superior of another level and vice versa.
 Grapevine. It stretches throughout the organization in all directions irrespective of
authority.
Benefits of effective communication:

 Rewarding and harmonious relationships with others
 Easily build rapport with clients, customers, friends, new acquaintances
 Getting what you want
 More time for yourself and others
 Satisfaction and success in life
Failing to communicate effectively:
It is often our failure to communicate effectively that leads to:

 Professional setbacks
 Personal disappointment
 Breakdown of important relationships
 Wasting energy and time on frustration and dramas
 Not reaching our full potential
21st Century Skills Integration/Infusion

Module 1: Participating in workplace communication
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Activity 2: Communication Sources
Objectives:
✓ Identify modes and media of communication
✓ Name ways in which to communicate electronically
✓ Check that information to be given or received is accurate and reliable
Recommended time: 20-40 minutes
Read the story about a workplace situation described below. Invite 1 of your family
members, friend or home companions to do a role play. Assign them to take the roles of
the characters mentioned in the scenario.
Scenario at Hardware Store
A customer enters a hardware shop where Marian is working as sales associate.
Marian: “Hi, Sir!”
Customer: “I saw this new plumbing tool on Facebook – an adjustable pipe wrench - and
it says it’s available here. In which section can I find this tool?”

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Marian, who is distracted by her phone, mumbles the directions and points to a particular
section where the customer should go. The customer, however, was not able to
understand the directions. He started to ask Marian for clarification but her phone rang
and she quickly answered, turning away from him. Frustrated, he began walking up and
down the aisles in search of the adjustable pipe wrench.
Finally, he goes back to Marian and asks:
Customer: “Do you have a shop directory or a store map which I could use to locate this
plumbing tool?”
Marian: Marian rolls her eyes, wondering why on earth the customer could not figure it
out. “Let me see if we have one, yes here is it, our shop directory listing all the aisles and
an accompanying map. You can go ahead that way, find this tool yourself. You may also
use our interactive map in the computer available at the counter area if you want.”
Upon receipt of the map, the customer went straight ahead to find the tool but in dismay,
he was not able to locate it. He went to counter to look at the interactive map on the
computer and it looked very different from the one he had in his hand. He became
frustrated, went back to Marian and shouted at her in disappointment. Marian checked
the directory/map she had given him and realized it was an obsolete one. Feeling
disgusted with the service, the customer rushed out of the store while shouting about their
poor service.
Marian’s supervisor arrived just as the customer was shouting and leaving the store. She
called Marian over to hear what happened...
1. What happened in the scenario?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Identify all the modes of communication used or mentioned in the scenario.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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3. What were Marian’s strengths and weaknesses in communicating with the
customer?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. If you were Marian’s supervisor, what advice would you give her regarding
communicating with customers?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
In the scenario above you might have said the modes of communication were
verbal, nonverbal, written or visual. Modes of communication are general means
of communicating and mediums are the specific channels or systems through
which those modes of communication happen. For example, a medium of verbal
communication could be a face to face meeting. A medium of visual
communication could be a video. Sometimes it is hard to distinguish between the
modes as they overlap.
For each mode of communication, list examples of a communication medium.

Examples have been given for each mode.
Mode of Communication Examples of Media of Communication

Verbal: through speaking (or sign • Face to face meeting
language for •
the deaf) •
•
•
•
•
•
Nonverbal: information that is conveyed • Facial expression
without speaking but with the body •
•
•
•
•
•
Written: information is received or • Email
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conveyed •
through written language •
•
•
•
•
Visual: information that is conveyed or • Photograph
received through graphics •
•
•
•
•
•
Check your answers before continuing! Possible answers are found after Answer Key
1.1-3.
Technology has certainly changed the way we communicate! A lot of our communication
is done electronically through computers and smart phones, for example. In the table you
just completed, how many of the media are electronic? List examples of ways in which
you communicate electronically at home and in the workplace.
1.
2.
3.
4.
5.
6.
7.
8.
You may have given examples such as emails, websites, social media/networking, text
and instant messaging, voicemail, webinars, videoconferencing, e-books, calendars,
online chat, Skype, etc. There are many forms of electronic communication. These types
of electronic information often will combine different modes of communication. For
example, there might be an online brochure that includes both written text as well as
graphics. A video conference may include dialogue and the presentation of infographics.
A Facebook post might include a photograph and back and forth dialogue.
While many of these forms takes the face to face interaction out of the communication, it
is important to still apply the effective communication skills we discussed in NC I such as
active listening, speaking clearly and asking questions and behaving respectfully.

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Reflect on the scenario again. What problem was encountered with the store
directory/map? To avoid communication issues related to information, what should one
do when giving or receiving information?
Read below to supplement your answers!
When giving or receiving information, it is important to assess if it is:
1. Accurate: Where is the information coming from? Is it directly from the source? Is
the source valid?
2. Based on fact rather than an emotional response: Determine if the information is
biased in one direction.
3. Current: Is the information up to date? The most recent?
4. Relevant: Does the information you are communicating meet the needs of the
person receiving it?
These tips will help you whether you are communicating verbally, through written
means, visually, in face to face situations or electronically.
Sharing is caring
Good work! Share the scenario and your work with family and friends. Ask what types of
communication they have used in the workplace and if they have ever run into challenges
such as giving or receiving information that was not accurate. What advice do they have
when communicating verbally, non-verbally, through writing or visually?
Key Facts 1.1 Strategies in Receiving Information Effectively

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When you are receiving information verbally, in writing (hard copy or electronic),
nonverbally or visually, you should always check to make sure the information is valid
and that you have understood it well. You can do this in different ways:
 Repeat back the

information to the person
giving it to you: If you have
misunderstood, the other
person can clarify what they
have said.
 Say you have not
understood and ask for
clarification.
 Ask open ended
questions that will help you
get more information from
the other person.
 Use appropriate non-
verbal communication to
show you understand or do
not understand.
 Use active listening skills and avoid distractions.
 Make sure you are getting the information from a valid source: If verbal, you do
not want to rely on a message that was passed through many people. Written
materials and any information obtained through the internet should also be checked
for its validity.
 Check that the information you are receiving is based on fact and not an emotional
response or biased.
 Make sure that the information you are receiving is current and not outdated.
 Take notes: Write down important points when instructions or information is being
given to you in case you need to refer to it later.
Activity 4: Conveying Messages and Ideas in the Workplace

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Objectives:
✓ Identify strategies to effectively convey messages and information in the workplace

✓ Determine the best ways to convey information in the workplace for different
situations (verbal, written, visual) and audiences
✓ Use workplace behaviors and attitudes that will help you effectively give and receive
information
✓ Prepare for meetings that will help you effectively give and receive information
Recommended time: 30-50 minutes
Think about types of information and ways in which you convey it to others in your
personal life and in the workplace. Fill in the table.
PERSONAL LIFE WORKPLACE

Ex. Invitation to a party: mail or email a Ex. Updates on progress towards
card; e-vite; text; phone call; face to face accomplishing tasks: meeting face to face
or virtually (could be one on one with a
supervisor or in a team meeting); written
report; powerpoint presentation, ...
When conveying messages or ideas in your personal or work life, what do you
take into consideration?
Ex. Who your audience is: this might affect how you say or write something (you
might be more informal with a colleague compared to your supervisor).
Read Key Facts 1.2 below and compare what you wrote above with the tips on how to
share information, ideas and instructions effectively. In your personal and professional
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lives, you are already doing many of these things! Bringing awareness to it, especially in
the workplace, will help you become a better communicator.
Key Facts 1.2: Strategies in Conveying Information Effectively
When conveying information, ideas or instructions, consider the following:
✓ Your audience: Who are you talking to? What information or ideas do you need or
want to convey and what is the best way to do that with this particular audience? Should
it be formal or informal?
✓ Medium of communication: What is the best way to deliver the message to your
intended audience? For instance, is it something that needs to be in writing? Would the
message be better given verbally? Should the message be sent electronically?
✓ Your non-verbal communication: Remember, your body language is very important!

Your facial expressions, gestures and posture will impact the way in which others receive
your information.
✓ Be confident and clear when speaking
✓ Be clear when speaking, writing or presenting visual information: Keep it simple

and to the point! You do not want to confuse people when sharing information or
graphics or giving instructions.
✓ Use active listening to check if the those listening to you have understood your
intended message.
✓ Ask questions: This can help you check if you have been understood and provides
an opportunity to deepen a discussion.
✓ Proofread your written communication before sharing it: Errors found in, for
example, a flyer, poster, brochure, letter, memo, invitation, etc. might make you appear
unprofessional.
✓ Show empathy and respect to whom you are communicating with
SELF-CHECK 1.1-3

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TEST I. MULTIPLE CHOICE: Choose the letter of the correct answer from the given
choices.
1. It is a process of conveying messages, of transmitting meaning between individuals.

b. Communication c. Reading
c. Listening d. None of the above
2. A style of writing which is used for 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 c. Casual style
b. Formal style d. None of the above
3. A style of writing which is used in writing t friend, to classmates, and in jotting down
notes to family members.
a. Informal public style c. Casual style
b. Formal style d. None of the above
4. A factor of Interference which is a biological problem that may inhibit symbol
reception, such as hearing loss, injury or physical illness.
a. Physiological interference c. Psychological interference
b. Environmental interference d. None of the above
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 c. Physiological interference
b. Environmental interference d. None of the above
6. When a communicator’s words cannot communicate the desired meaning to another
person unless the listener or reader has had some experience with these words refer.
What factor of barrier to communication is this?
a. Lack of common experience c. Interference
b. Overuse of Abstraction d. None of the above
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 c. Interference
b. Overuse of Abstraction d. None of the above
8. A basic method of communication which tends to be more formal than speaking.

a. Listening c. Reading
b. Writing d. None of the above

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9. Simply refers to the travel of sound through the ears to the brain without effort for the
listeners.
a. Hearing c. Reading
b. Listening d. None of the above
10. Which of the choices below is considered a benefit of effective communication?
a. Satisfaction and success in life
b. Personal disappointment
c. Wasting energy and time on frustration and dramas
d. None of the above
ANSWER KEY 1.1-3

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1. A
2. B
3. C
4. A
5. C
6. A
7. C
8. B
9. A
10. A
KEY TO CORRECTION
ACTIVITY 2 -
Mode of Communication Examples of Media of Communication

Verbal: through speaking (or sign • Face to face meeting
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language for • phone
the deaf) • video conference or other virtual meeting
• presentations
• Interview
• Speech
• Announcements
• Casual conversation
Nonverbal: information that is • Facial expression
conveyedwithout speaking but with the • Gestures
body • Posture
• Body language
• Eye contact
• Personal space
• Physical appearance
Written: information is received or • Email
conveyed through written language • Letters
• Memo
• Newsletter
• Newspaper
• Magazines
• Notes
• Text message
• Books/manuals/brochures
• On-line database
• Record books
Visual: information that is conveyed or • Photograph
received through graphics • Graphs
• Charts
• Pictures
• Posters
LEARNING OUTCOME #2 Participate in workplace meetings and

discussions
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CONTENTS:
1. Technical Writing
2. Recording Information
1. Team meetings are attended on time
2. Own opinions are clearly expressed and those of others are listened to
without interruption
3. Meeting inputs are consistent with the meeting purpose and established
protocols
4. Workplace interactions are conducted in a courteous manner
5. Questions about simple routine workplace procedures and maters
concerning working conditions of employment are asked and responded
to
6. Meetings outcomes are interpreted and implemented
CONDITION:
1. Paper Pencils/Ball pen
METHODOLOGIES:
 Group Discussion
 Interaction
 Lecture
ASSESSMENT METHOD:
 Written Exam
 Demonstration
 Interview

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LEARNING OUTCOME # 2: PARTICIPATE IN WORKPLACE MEETINGS AND

DISCUSSIONS
1. Read Information sheet 1.2-1 on Technical If you have some concern on the
Writing content of the information sheet
facilitator.
the module.
correctly.
3. Read Information sheet 1.2-2 on Recording If you have some concern on the
Information content of the information sheet
facilitator.
the module.

learning activities of LO2 of Basic 1 and now ready to proceed to LO3.

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Information Sheet 1.2-1
Technical Writing
Learning Objective:
After reading this information sheet, the trainee should be able to:
1. Determine what technical writing is.

2. Identify the various types of technical report.
3. Identify the characteristics of technical reports.
4. Determine the note-taking process.
5. Identify the rules for numbers.
TECHNICAL COMMUNICATIONS
Technical communications—or technical writing, as the course is often called—is

not writing about a specific technical topic such as computers, but about any technical
topic. The term "technical" refers to knowledge that is not widespread, that is more the
territory of experts and specialists. Whatever your major is, you are developing an
expertise—you are becoming a specialist in a particular technical area. And whenever
you try to write or say anything about your field, you are engaged in technical
communications.
Another key part of the definition of technical communications is the receiver of the
information—the audience. Technical communications are the delivery of technical
information to readers (or listeners or viewers) in a manner that is adapted to their needs,
level of understanding, and background.
In fact, this audience element is so important that it is one of the cornerstones of

this course: you are challenged to write about highly technical subjects but in a way that
a beginner—a nonspecialist—could understand. This ability to "translate" technical
information to nonspecialists is a key skill to any technical communicator. In a world of
rapid technological development, people are constantly falling behind and becoming
technological illiterates.
Technology companies are

constantly struggling to find
effective ways to help
customers or potential
customers understand the
advantages or the operation
of their new products.

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

writing in the world of science, technology, and business—in other words, the kind
of writing that scientists, nurses, doctors, computer specialists, government
officials, engineers, and other such people do as a part of their regular work.
To learn how to write effectively for the world of work, you'll study common
types of reports, special format items such as lists and headings, simple techniques
for putting graphics into reports, and some techniques for producing professional-
looking final copy. No matter what sort of professional work you do, you're likely to
do lots of writing—and much of it technical in nature.
The more you know about some basic technical-writing skills, which are
covered in this guide and in technical writing courses, the better job of writing you're
likely to do. And that will be good for the projects you work on, for the organizations
you work in, and— most of all—good for you and your career.
Types of Technical Reports
 Technical-background report. The background report is the hardest to define

but the most commonly written. This type of technical report provides
background on a topic—for example, solar energy, global warming, CD-
ROM technology, a medical problem, or U.S. recycling activity.
However, the information on the topic is not just for anybody who might be
interested in the topic, but for some individual or group that has specific
needs for it and is even willing to pay for that information.
 Instructions. These are probably the most familiar of all the types of reports.
Students often write backup procedures for the jobs they do at their work.
Others write short user manuals for an appliance, equipment, or program. If
there is too much to write about, they write about some smaller segment—
for example, instead of instructions on using all of WordPerfect, just a guide
on writing macros in WordPerfect.
 Feasibility, recommendation, and evaluation reports. Another useful type of

report is one that studies a problem or opportunity and then makes a
recommendation.
A feasibility report tells whether a project is "feasible"—that is, whether it is

practical and technologically possible.
A recommendation report compares two or more alternatives and

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recommends one (or, if necessary, none).
An evaluation or assessment report studies something in terms of its worth

or value.
 Primary research report. Primary research refers to the actual work someone
does in a laboratory or in the field—in other words, experiments and surveys.
You may have written a "lab report," as they are commonly called, for one of
your previous courses. This is a perfectly good possibility for the technical
report as well.
In this type of report, you not only present your data and draw conclusions
about it, but also explain your methodology, describe the equipment and
facilities you used, and give some background on the problem. You can
modify this type by summarizing other primary research reports.
 Technical specifications. In this report type, you discuss some new product
design in terms of its construction, materials, functions, features, operation,
and market potential.
True specifications are not much on writing— the text is dense, fragmented;
tables, lists, and graphics replace regular sentences and paragraphs
whenever possible. Thus, specifications are not a good exercise of your
writing abilities. However, you can write a more high-level version—one that
might be read by marketing and planning executives.
 Report-length proposal. As you may be aware, proposals can be monster

documents of hundreds or even thousands of pages. (Please, not this
semester.) Most of the elements are the same, just bigger. Plus elements
from other kinds of reports get imported—such as feasibility discussion,
review of literature, and qualifications; these become much more elaborate.
 Business plans. If you are ambitious to run your own business, you can write
a business plan, which is a plan or proposal to start a new business or to
expand an existing one. It is aimed primarily at potential investors. Therefore,
it describes the proposed business, explores the marketplace and the
competition, projects revenues, and describes the operation and output of
the proposed business.
General Characteristics of Technical Reports

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Here is a brief review of some of the chief characteristics of the technical
report: Graphics:
The report should have graphics. Graphics include all kinds of possibilities. If
you can't think of any graphics for your report project, you may not have a good
topic.
Factual detail: The report should be very detailed and factual. The point of
the report is to go into details, the kind of details your specific audience needs.
Information sources: Your report should make use of information sources.

These may include not only books and articles that can be found in libraries
but also technical brochures, interviews or correspondence with experts, as
well as first-hand inspections. If you don't believe any information sources are
necessary for your report project, contact your instructor.
Documentation: When you use borrowed information in your technical

report, be sure to cite your sources. One style commonly used in science and
engineering is called the number system.
Realistic audience and situation: The report must be defined for a real or
realistic group of readers who exist in a real or realistic situation. Most
students invent an audience and situation. And the audience can't merely be
something like "anybody who might be interested in global warming." Instead,
it has to be real, realistic, and specific.
Headings and lists: The report should use the format for headings that is
required for the course, as well as various kinds of lists as appropriate.
Special format: The technical report uses a rather involved format including
covers, binding, title page, table of contents, list of figures, transmittal letter,
and appendixes.
Production: The technical report should be typed or printed out neatly. If

graphics are taped in, the whole report must be photocopied, and the
photocopy handed in (not the original with the taped-in graphics). The report
must be bound in some way.
Length: The report should be at least 8 double-spaced typed or printed

pages (using 1-inch margins), counting from introduction to conclusion. This
is a minimum; a report of this length is rather skimpy. There is no real
maximum length, other than what your time, energy, and stamina can handle.
But remember that sheer weight does not equal quality (or better grade). If
you get into a bind with a report project that would take too many pages,

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contact your instructor—there are numerous tricks we can use to cut it down
to size.
Technical content: You must design your report project in such a way that
your poor technical-writing instructor has a chance to understand it—in other
words, you must write for the non-specialist. Also, at some point, you may get
concerned about the technical accuracy of your information.
Traditional note-taking process
In the traditional system of taking notes for a long report, you:
1. Develop a rough outline.

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

at a meeting. When taking notes, one is not focusing on a general outline of
decisions that were made or topics covered. Rather, the notes should serve as a
comprehensive listing of the details of the meeting and the ideas and topics
covered.
There are a number of ways to effectively take notes at a meeting. Choosing

one should depend entirely on the method that is best suited to enhancing the
memory and understanding of the note taker.
Comprehensive notes: For a person who is more comfortable knowing, and

recording, every single detail, it is best to write everything that is said. While this
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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 who do not want, or who don't feel
able, information. To create a mind map, it is best prior to the meeting. Then list any
topics of the of paper.
Noting on the agenda: One of the easiest ways to take notes is on the
physical agenda itself because the agenda already has the main points listed. Any
information that could be used at a later date could be added next to the point on
the agenda where it was discussed.
Technology helpers: For people who are able to type quickly, taking a laptop
to a meeting is an effective way to take and organize notes. Notes can be typed
directly into a word processing program and edited as the meeting is being held.
Rules for Numbers in Technical Writing
Technical writing often is filled with equations, measurements, quantities and

other numeric data. The format for presenting the numeric data is ultimately
determined by the assumed audience for the writing and their expectations. In
general, the key to determining an appropriate form for a written number is the
simple requirement that the meaning of the number must always be unambiguous.
Spelling out Numbers.
Usually, numbers nine and under are written out as words, while numbers
greater than that are written in numeric form. This requirement applies to ordinal
numbers such as first, second and ninth. When numbers above 21 are written out,
they are written as hyphenated words. Fractions such as one-third are hyphenated
as well.
Measurements or Calculations.
Always use numerals to express measurements or calculations. Write 8

inches x 10 inches rather than eight inches by ten inches. The audience or style
guide will determine the appropriate use of abbreviations to match with numeric
value.
In the preceding example, inches were spelled out, but for many audiences
the abbreviation in. would be appropriate. Equations are always expressed in
numerals with the proper operator symbols. Write 2 + 2 = 4, not two plus two equals
four. Decimal and percentage values always use numerals.
Sentence Structure.
Do not begin a sentence with a numeral, regardless of the other formatting

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rules. Never write “33 dolphins were tested.” Write out the number; “Thirty-three
dolphins were tested.” When a noun comes before the number, capitalize it.
“Dolphin 9” but not “the ninth dolphin.”
Plural Numbers.
A common mistake occurs when creating the plural form of a number, but the
rules that apply are simple. The plural form of numbers less than 10 are formed by
adding an apostrophe and an "s." Numbers that are 10 and greater are written by
appending the "s" alone. Write “count by 2’s” and “in the 1970s”.
SELF-CHECK 1.2-1
Technical Writing

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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 c. Technical Specifications
b. Instructions d. None of the above
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
b. Primary research report d. None of the above
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
b. Primary research report d. None of the above
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
b. Noting on the agenda d. None of the above
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
b. Noting on the agenda d. None of the above
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 c. Measurements or calculations
b. Spelling out Numbers d. None of the above
7. A rule in technical writing which states that measurements or calculations should be
used to express.
a. Spelling out Numbers c. Plural Numbers
b. Measurements or calculations d. None of the above
8. A characteristic of a technical report in which it should be very detailed and factual.
a. Graphics c. Factual detail
b. Documentation d. None of the above
9. A characteristic of a technical report which it should be typed or printed out neatly.

a. Production c. Length
b. Technical content d. None of the above

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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: c. Realistic audience and situation
b. Special format: d. None of the above

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ANSWER KEY 1.2-1
Technical Writing
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 Objective:
1. Determine the importance of recording information.
2. Identify the technology used in communication systems.
3. Identify the various code of behavior that all participants should adhere to in
meetings.
COMMUNICATION TECHNOLOGY
All businesses have a need for effective communication, both between personnel
within the workplace and with individuals and other businesses outside the workplace.
Each workplace will have a communication system designed to meet its particular needs.
Some of these needs include:
 obtaining, recording and reporting information
 enhancing effective training
 providing a safe workplace
 Improving the efficiency and effectiveness of work practices.
Communication systems use technology such as:

 telephones, including landlines, mobile and satellite
 phones answering machines
 facsimile (fax) machines
 computers with email and internet access
 two-way radios
 Paging systems.
Most workplaces have procedures and protocols in place for the use of each type
of technology. Workers should familiarize themselves with the system features and
control functions and operate each device according to the manufacturer’s instructions. If
not sure of the operating procedure for a particular communication device, a worker
should ask for assistance. Some systems, such as telephones, answering machines and
two-way radios rely solely on speech.
Effective communication is more difficult as the parties communicating are not able
to see each other and gauge the progress of the conversation from body language. It is
important to speak clearly, concisely and courteously especially when answering the
phone or leaving a message. The correct greeting and identification of the business and
the individual should be used. Private conversations and text messaging on mobile

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phones should be minimized during work hours. Only essential calls should be made or
received. Designated channels and call signs should be used with two-way radios.
Conversations should be limited to relaying necessary information. Batteries should be
recharged on a regular basis and the radios kept in good working order. They may be a
vital means of communication in an emergency. Enterprise procedures and protocols
should also be followed when using systems that rely on written communication such as
faxes and emails.
Many businesses have a standard cover sheet that is attached to the front of
outgoing faxes. Incoming faxes should be given to the appropriate person or placed in
designated in-trays or pigeon holes. Information in faxes and emails should be written
clearly and concisely. A standard ‘signature’ should be attached to the end of an email.
Again, work computers should not be used to send private emails. Workplace
meetings The efficient operation of all workplaces relies on the effective sharing of
information. This exchange of information may be needed to:
 explain changes happening in the workplace

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

distributed via the intranet, email or in newsletters, memos and notices. Formal meetings,
informal discussions and work team briefings are commonly used to share information in
a face-to-face setting. Meetings might be convened for a specific purpose, such as OH&S
or union meetings, or they may be more general in their purpose. All meetings must be
structured to achieve their purpose and conclude in a reasonable time frame.
An agenda may be used to outline the purpose of a meeting and the important
points that need to be raised and discussed. Formal meetings use an agenda which
generally includes the following items:
 opening, welcome, and names recorded of those present and names of

apologies
 received dated minutes and business arising from the previous meeting,
including the acceptance of these minutes
 correspondence, both in and out, with business arising
 reports from the finance and other subcommittees
 general and other business
 date, time and place of the next meeting and the close of the current
meeting.
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Minutes are detailed notes taken during a meeting of everything that has been said
and agreed upon. In some meetings a vote may be taken on important issues, either by
a show of hands or a secret ballot. The minutes should record the outcomes of voting and
any decisions made.
Informal meetings, discussions and briefings are less rigid in their structure.
However, it is still important to provide opportunities for discussion and take notes of
decisions. Whatever the style of the meeting there is a protocol or code of behavior that
all participants should adhere to:
1. Attend the meeting on time.

2. Listen effectively.
3. Don’t interrupt other speakers.
4. Contribute to the meeting by expressing opinions in an appropriate manner.
5. Behave courteously towards other participants in the meeting.
6. Don’t discuss issues that are outside the purpose of the meeting.
7. Ask questions to clarify misunderstandings.
8. Take notes where appropriate of decisions agreed to in the meeting and retain
these for future reference.
9. Act on the instructions or decisions of the meeting within the agreed time.
10.Keep sensitive issues raised at the meeting confidential.

Module 1: Participating in workplace communication- Session2: Perform Duties
Following Workplace Instructions
Activity 6: Interpreting and Following Routine Written Instructions
Objectives:
✓ Identify strategies to help you understand written instructions

✓ Apply strategies that will help you understand written and visual
instructions
Time Required: 40- 60 minutes
In some form or another, we all receive written instructions to complete a

particular task on a regular basis at work. The instructions could be a text, an
email, a poster, a memo or even a letter. Often, it is given in conjunction with
verbal instructions such as through a phone call or a face to face meeting.

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Think about examples from your personal and work life when you were given
written instructions to follow. Were the instructions clear? Not clear? What do
you find helpful in understanding written instructions to be able to perform a
task well?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Key Facts 1.5: Strategies to Interpret Written Instructions
• Summarize the steps: Try to summarize each step into fewer words.
• Interpreting pictures or diagrams: Put the steps into your own words.
• Note-taking: Write your own observations and thoughts regarding each

step.
When reading the instructions or directions:
• First skim through the instructions. This entails looking for keywords and
details of importance.
• Try to interpret the instructions or directions using the strategies provided.
• Do each step, step-by-step. If you mess up or do not understand how to

get to the next step, glance at the steps ahead and behind to get a better
picture of the process.
Activity 7: Interpreting and Implementing Instructions Following a Meeting
Objectives:
✓ Identify steps one can take to interpret and carry out instructions following
a meeting
✓ Practice steps to interpreting and carrying out instructions following a
meeting
Time Required: 40- 60 minutes
Often instructions are given in writing but accompanied by a verbal

explanation as well. Usually during meetings new ideas, strategies and
approaches to completing tasks emerge. As a result, people will get
instructed to perform various tasks to work towards achieving the group’s
goals.
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Think about examples from your personal and work life when as a result of
a family or work meeting someone gave you instructions to complete a task.
For example, if your family has decided to have other relatives live in your
house, they might ask you to remove certain things from a room, put them in
a specific location and clean the room. Think about how the meeting went
and what you were tasked to do. Did you have any challenges in the process?
Did you learn anything that might be useful in the future if you get tasked with
things following a meeting?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
List strategies on how to interpret and carry out instructions following a

meeting. Talk to people in your household or friends who might have
additional ideas.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Read Key Facts 1.6 below and compare what you wrote above with the strategies
on how to interpret and carry out instructions following a meeting. You may have
identified other strategies that are not in Key Facts 1.6. Feel free to add them to
the list!
Key Facts 1.6: Strategies to Interpret and Carry Out Instructions Following a
Meeting
✓ Be prepared and ready for the meeting
✓ Use active listening skills during the meeting
✓ Take notes of important points during the meeting
✓ Ask questions for clarification if you have not understood a point being
made
✓ Repeat back the instructions you have heard regarding next steps you are
to take
✓ Make a to do list for tasks to do after the meeting
✓ Strategize how you are going to accomplish the tasks assigned to you –
Will you be
working with others? Is there certain equipment you will need? etc.
✓ Check in with your supervisor if you get stuck and are unsure of the way
forward

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SELF-CHECK 1.2-2
TEST I. MATCHING TYPE: Match the choices of column A to the choices in column B.
Column A Column B
1. computers with email and internet a) code of behavior in workplace

access meetings
2. improving the efficiency and effectiveness b) items used in Formal meetings
of work practices c) efficient operation of all
3. discuss and solve problems and make workplaces
decisions d) Need that a communication
4. date, time and place of the next meeting system designed must meet
and the close of the current meeting. e) Technology used in
5. Act on the instruction or decisions of the communication systems
Meeting within the agreed time.

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ANSWER KEY 1.2-2
1. E
2. D
3. C
4. B
5. A

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REFERENCES
1. https://pdfcoffee.com/cblm-participate-in-workplace-comm-nc-ii-pdf-free.html

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LEARNING OUTCOME #3 Complete relevant work related

documents
CONTENTS:
1. Basic Mathematics
2. Types of Forms
1. Range of forms relating to conditions of employment are completed
accurately and legibly
2. Workplace data is recorded on standard workplace forms and documents
3. Basic mathematical processes are used for routine calculations
4. Errors in recording information on forms/ documents are identified and
properly acted upon
5. Reporting requirements to supervisor are completed according to
organizational guidelines
CONDITION:
2. Paper Pencils/Ball pen
METHODOLOGIES:
 Group Discussion
 Interaction
 Lecture
ASSESSMENT METHOD:
 Written Exam
 Demonstration
 Interview

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LEARNING OUTCOME # 3: COMPLETE RELEVANT WORK RELATED

DOCUMENTS
1. Read Information sheet 1.3-1 on Basic If you have some concern on the
Mathematics content of the information sheet
facilitator.
the module.
correctly.
3. Read Information sheet 1.3-2 on Types of If you have some concern on the
Forms content of the information sheet
facilitator.
the module.

learning activities of LO3 of Basic 1 and now ready to proceed to Basic 2 – LO1.

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Basic Mathematics
Learning Objective:
1. Define what mathematics.

2. Identify the different arithmetic operations.
3. Perform basic mathematical problems.
MATHEMATICS
It is the systematic study of magnitude, quantities, and their relationships as

expressed symbolically in the form of numerals and forms. Comparison of mathematics
in the workplace with mathematics in the classroom reveals a disjuncture that is
disconcerting to anyone who believes that a primary purpose of school is to prepare
students for work. School mathematics lives in decontextualized ether, employing data
that are without blemish and language that is devoid of ambiguity.
Ìn contrast, real problems are embedded in concrete tasks, use data that are often
ill-defined or inaccurate, and rely on language that is often imprecise and misleading. In
the world of work, mathematics is collaborative rather than individualistic; accuracy is
defined by the situation rather than given by the textbook; and mathematical processes
are used rather than studied.
The new challenge is to seek common ground among these very different
traditions--of mathematics for and from the workplace and of mathematics as preparation
for further study. One resolution of the dilemma of tracking would be a common
mathematics program that could serve equally well as preparation both for college and
for skilled work. All students could benefit from the broadening effects of such a high
school preparation, yet there are currently few good
models of curricula that serve both agendas.
Another approach would be to develop a new

form of vocational and technical education, with
status equal to the academic track, that would
simultaneously prepare students for the world of
work and for further study in post-secondary
institutions. U.S. educators who are concerned
about vocational education debate both the
desirability and feasibility of such a "separate but
equal" track.

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Arithmetic
Arithmetic or arithmetics (from the Greek word ἀριθμός = number) is the oldest
and most elementary branch of mathematics, used by almost everyone, for tasks ranging
from simple day-to-day counting to advanced science and business calculations. It
involves the study of quantity, especially as the result of combining numbers.
Arithmetic operations
The basic arithmetic operations are addition, subtraction, multiplication and

division. Any set of objects upon which all four arithmetic operations (except division by
zero) can be performed, and where these four operations obey the usual laws, is called
a field.
Addition (+) - Addition is the basic operation of arithmetic. In its simplest form,
addition combines two numbers, the addends or terms, into a single number, the
sum of the numbers. 1+3=4
Adding more than two numbers can be viewed as repeated addition; this procedure
is known as summation and includes ways to add infinitely many numbers in an
infinite series; repeated addition of the number one is the most basic form of
counting.
Subtraction (−) - Subtraction is the opposite of addition. Subtraction finds the

difference between two numbers, the minuend minus the subtrahend. If the
minuend is larger than the subtrahend, the difference is positive; if the minuend is
smaller than the subtrahend, the difference is negative; if they are equal, the
difference is zero. 17 – 9 = 6
Subtraction is neither commutative nor associative. For that reason, it is often

helpful to look at subtraction as addition of the minuend and the opposite of the
subtrahend, that is a − b = a + (−b). When written as a sum, all the properties of
addition hold.
Multiplication (× or ·) - Multiplication is the second basic operation of arithmetic.

Multiplication also combines two numbers into a single number, the product. The
two original numbers are called the multiplier and the multiplicand, sometimes both
simply called factors. 4 × 4 = 16
Multiplication is best viewed as a scaling operation. If the real numbers are

imagined as lying in a line, multiplication by a number, say x, greater than 1 is the
same as stretching everything away from zero uniformly, in such a way that the
number 1 itself is stretched to where x was. Similarly, multiplying by a number less
than 1 can be imagined as squeezing towards zero. (Again, in such a way that 1
goes to the multiplicand.)
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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. The
product of a and b is written as a × b or a • b.
When a or b are expressions not written simply with digits, it is also written by
simple juxtaposition: ab.
In computer programming languages and software packages in which one can only
use characters normally found on a keyboard, it is often written with an
asterisk: a * b.
Division (÷ or /) - Division is essentially the opposite of multiplication. Division

finds the quotient of two numbers, the dividend divided by the divisor. Any dividend
divided by zero is undefined. For positive numbers, if the dividend is larger than
the divisor, the quotient is greater than one, otherwise it is less than one (a similar
rule applies for negative numbers). The quotient multiplied by the divisor always
yields the dividend.
Division is neither commutative nor associative. As it is helpful to look at

subtraction as addition, it is helpful to look at division as multiplication of the
dividend times the reciprocal of the divisor, that is a ÷ b = a × 1/b. When written as
a product, it obeys all the properties of multiplication.
Rounding
When we round decimals to a certain number of decimal places we are replacing

the figure we have with the one that is closest to it with that number of decimal places.
An example: Round 1.25687 to 2 decimal places
1. Firstly look at the decimal place after the one you want to round to (in our
example this would be the third decimal place)
2. If the number in the next decimal place is a 6,7,8 or 9, then you will be
rounding up, so you add 1 to the number in the place you are interested in
and you have rounded.
In our example the number in the third place is a 6 so we round up. We
change the 5 in the second place to a 6 and our rounded number is 1.26

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3. If the number in the place after the one we are interested in is a 0,1,2,3 or 4
we round down, i.e. we just write the number out as it is to the required
number of places.
4. If the number in the place after the one we are interested in is a 5, then we
need to look at what follows it.
Cover the number from the beginning to the place you are interested in, for
example, suppose we are rounding 2.47568 to three decimal places we look
at just the 568 and we ask is that closer to 500 or 600.
Since it’s closer to 600 we get a rounded number of 2.476 5. If only a 5 follows
the place we are interested in then different disciplines have different
conventions for the rounding. You can either round up or down since 5 is
exactly half way between 0 and 10.
Percentages
Percentages are fractions with a denominator of 100. Often there will not be 100
things or 100 people out of which to express a fraction or a percentage. When this is the
case you will need to find an equivalent fraction out of 100 by multiplying by 100% which
is the same as multiplying by 1.
References:

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SELF-CHECK 1.3-1
Basic Mathematics
Test 1. MULTIPLE CHOICE: Choose the letter of the correct answer from the given
choices:
_______1. It is the systematic study of magnitude, quantities, and their relationships as

expressed symbolically in the form of numerals and forms.
a. Arithmetic b. Mathematics c. Subtraction
_______2. It is the oldest and most elementary branch of mathematics, used by almost
everyone, for tasks ranging from simple day-to-day counting to advanced science and
business calculations.
a. Arithmetic b. Mathematics c. Subtraction
_______3. Is a fraction with a denominator of 100?
a. Arithmetic b. Mathematics c. Percentage
_______4. It is essentially the opposite of multiplication. It finds the quotient of two
numbers, the dividend divided by the divisor.
a. Addition b. Division c. Subtraction
_______5. It is the second basic operation of arithmetic. It also combines two numbers
into a single number, which is called the product.
a. Multiplication b. Division c. Subtraction
_______6. It is the opposite of addition. It finds the difference between two numbers, the
minuend minus the subtrahend.
a. Multiplication b. Division c. Subtraction
_______7. It is the basic operation of arithmetic. It combines two numbers, the addends
or terms, into a single number, the sum of the numbers.
a. Addition b. Division c. Subtraction

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ANSWER KEY 1.3-1
Basic Mathematics
1. B
2. S
3. C
4. B
5. S
6. C
7. B
8. A
9. B

Module Issued by:
Types of Forms
Learning Objective:
1. Determine what a written communication is.

2. Identify the characteristics of workplace information.
3. Identify the different types of information kept by agricultural and horticultural
workplaces.
WRITTEN COMMUNICATION
Companies/enterprises often require workers to use written forms of

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

 messages and memos
 rosters and work schedules
 safety material and notices
 invoices and dockets with customer information
 tables and simple graphs.
Employees may also be required to write down information, messages and

material and tool requirements. They will need to fill out a variety of workplace forms.
To be effective, written workplace information must be:
1. Clear – the handwriting must be legible and the information written in a manner
that will not be confusing.
2. Concise – the message should be written in simple language using short
sentences or point form. Unnecessary information and repetition should be
avoided.
3. Correct – accuracy is very important when writing down information. If taking a
phone message, read the details back to the caller, especially names, addresses
and phone numbers. Use correct terminology where appropriate.
4. Courteous – as with verbal communication, the style of the language chosen
should be appropriate to the situation and the reader.

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Workplace information
Primary industry businesses regularly collect record and report workplace

information. This is done to fulfill production, business and legal requirements. There are
different types of information kept by agricultural and horticultural workplaces. These
include:
 Financial – for example invoices for purchases and sales, profit and loss
statements, taxation records, bank and dividend statements.
 Production – for example records of livestock numbers, growth rates, births and
sales, crops sown and harvested, weed and pest control management.
 Maintenance - for example machinery and vehicle log books and service records,
property structure repairs.
 Staff – for example personal and taxation records for employees, time sheets and
salaries, work rosters.
 Legal - for example workers’ compensation, public liability and property insurance,
deeds and titles.
Workers may be required to contribute to the collection, recording and reporting of

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

employers, supervisors or colleagues. Another way of sourcing information is to access
and read workplace documents. It is important to know where workplace records are kept
and to return them to the correct place after use. Most enterprises have a business
directory that contains the names, addresses, phone and fax numbers, email addresses
and contact names for a number of services such as:
 suppliers’ contractors
 the local veterinarian
 trade personnel
 industry and regulatory bodies
 local government
Training organizations and advisors from the Department of Primary Industries and
Rural Lands Protection Board are often listed on the directory of business services. Other
external sources of information can be sourced from the media, internet, CD ROMs and
DVD’s, reference material supplied by companies and the local library.

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2. Obtain appropriate information.
Once the source of the information has been found, the correct information needs
to be collected. This will depend on the purpose of the information, the people who will
use the information and the time available or necessary to obtain it.
For example, if a worker is asked to ring around the local produce stores to
compare fertilizer prices, a half-hour conversation catching up on the local gossip would
not be appropriate.
Conversely, if the employee responsible for machinery maintenance was sent to

look at a second-hand tractor, there would be an expectation that sufficient time would be
spent to thoroughly assess the condition of the machine.
Information needs to be sorted so that only relevant data is collected. If a worker

is asked to obtain a three-day weather forecast for the local district, a detailed analysis of
the likelihood of cyclones in Queensland the following summer, although possibly
interesting, would not be appropriate.
3. Record information on standard forms.
A number of forms need to be completed and submitted prior to, at the

commencement of and during employment. These forms may be related to:
 employee records and workplace agreements

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

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

Module Issued by:
Other details that may be required could include:
 highest level of qualification tax file number

 bank account details
 ABN number
 Emergency contact names, addresses and phone numbers.
Forms should be completed clearly and neatly in the spaces provided using the
type of pen and style of writing indicated in the instructions. Always check through the
answers for accuracy. Any corrections which are necessary should be made according
to the procedure set out in the instructions. It is good practice to make a copy of the form
for future reference before presenting or mailing it. If sending the form by mail, ensure
that the postal address is correct, the sender’s address is on the envelope and the correct
postage is affixed. Retain original forms such as Birth Certificates and only forward
photocopies.
Each workplace will have a range of forms, specific to the enterprise that workers
need to complete. There is a legal obligation on employers to keep some of these records
such as safety reports and chemical records. Forms that are common to most enterprises
include:
 safety reports dockets, invoices and receipts

 petty cash vouchers
 time sheets
 telephone message forms
 leave forms
Other enterprise forms might include:

 chemical records weather records
 vehicle and machinery log books
 registration, license and insurance forms
 equipment inspection records
4. Use correct procedures for the storage of information.
Every organization and business has a particular method for storing information. It
is important that all employees who need to access that information are familiar with the
location and the filing systems used. Records might be stored in the following places:
 filing cabinets computer files and databases
 folders on shelves, in drawers or under counters
 pin boards and white boards

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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. Many
workplaces also store information which is confidential. Anyone with access to these
records should only use them when necessary and only allow distribution of the
information to relevant personnel.

Module 1: Participating in workplace communication
Activity 9: Identifying Relevant Workplace Documents and Forms
Objectives:
✓ Identify workplace documents and forms
✓ Categorize workplace documents and forms into business-related record
keeping; procedural and informational documents; and forms of
communication
Think about records and document that you see in your daily life. Think about, for
example, when you are on public transportation, at the grocery store, at a health clinic,
at a job site. List examples of these workplace records and documents.

Module Issued by:
Provided in the table below are workplace documents and their detailed information.
Read the workplace document on the left and match it with its correct definition,
meaning or purpose on the right. For example:
A written account of what went on and

Meeting Minutes
was discussed during a meeting
Workplace Definition, meaning or purpose

Document
Agenda Messages distributed by electronic
means from one computer user to one or
more recipients via a network.
User guide A written acknowledgment of having
received, or taken into one's possession,
a specified amount of money, goods, etc.
Invoice This is to be completed when an
employee is requesting time off from
work.
E-mail messages Written or formal information notifying or
warning about a fact.
Leave request Detailed information on how something
forms should be done or operated.
Contract A list of matters to be discussed at a
meeting or a list of aims or possible future
achievements.
Receipt Certifies the delivery of goods to the
buyer.
Notice A guide intended to give assistance to
people using a certain product or
operating within a certain system.
Delivery note A legally binding agreement usually
concerning employment, sales, or
tenancy.
Work instructions A list of things provided, or work done
together with their cost, for payment at a
later time.

Module Issued by:
Key Facts 1.8: Different Workplace Documents
Document Detailed Information

Detailed Information A written account of what went on and was discussed
during a meeting.
Policy A course or principle of action adopted or proposed by an
organization or individual.
Regulation A rule or directive made and maintained by an authority
Notice Notification or warning of something
Costing sheet A document that reflects the cost of the items and
services required for a certain project or job.
Progress record (report) Explains in detail how far you've gone towards the
completion of a project
Work instructions Detailed information on how something should be done
or operated.
User guide A guide intended to give assistance to people using a
certain product or operating within a certain system.
Quotation/Estimate A formal statement setting out the estimated cost for a
form particular job or service.
Notice Written or formal information notifying or warning about a
fact.
Invoice A list of things provided or work done together with their
cost, for payment at a later time
Memo A memo is a message you send to a large group of
employees, like your entire department or everyone at the
company. You might need to write a memo to inform staff
of upcoming events, or broadcast internal changes
Circular (flier) A kind of written announcement that is distributed to a
large number of people to convey any commercial or non-
commercial message at minimum time, costs and efforts.
E-mail messages Messages distributed by electronic means from one
computer user to one or more recipients via a network
Letter A written form of communication from one party to
another
Agenda A list of matters to be discussed at a meeting or a list of
aims or possible future achievements
Project report This is used to document project successes, lessons
learned and performance, in order to signal improvement
in project delivery for the future
Purchase order This is a document created by a buyer, indicating the
details of the items they wish to purchase from a seller
Leave request forms This is to be completed when an employee is requesting
time off from work.
Receipt A written acknowledgment of having received, or taken
into one's possession, a specified amount of money,
Module Issued by:
goods, etc
Contract A legally binding agreement usually concerning
employment, sales, or tenancy.
Accident and emergency This is a set of instructions to follow in event of a
workplace accident or emergency
Tools and equipment Safe operating procedures for tools and equipment are
safe operating developed in conjunction with the manufacturer’s
operating procedures
Best practice customer These outline the steps for answering customer
service enquiries, dealing with customer complaints and
reviewing customer satisfaction.
Menu An offering of a set of options often used in restaurants
but also, for other goods and services.
Shift report Written explanation of the events that passed during
one’s time at work. The report also includes a summary
of the situation at the end of the shift, including items that
others may need to deal with or be aware of.
Requisition form Internal request by an employee to purchase an item. The
request is sent to other individuals in the organization for
approval.
Graphics Visual images used to inform, illustrate, or entertain.
Signs An object or image indicating something.
Quality assurance These outline the checks required to ensure that
expected quality levels are achieved and maintained
throughout each stage of production.
Job application A form you fill out if you want a job. You provide personal
details and qualifications for the specific job.
Job time sheet Where a worker records the time he/she has worked.
Activity 11: Guidelines in Completing Workplace Documents and Forms
Objectives:
✓ Identify the main parts of a business letter

✓ Apply good practices in writing a business letter
In the real world of work, companies and enterprises uses several documents for
communicating, provide instructions and record business operations activities as part of
their regulations and compliance to government laws. Some documents are developed
and completed to ensure that products and services are efficiently delivered to clients
while some are completed to report a meeting, incident or status of daily production or
sales.

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In the workplace there are actually many types of document that a company or
employees will encounter depending on the situation and needs. When filling in such
documents or forms, it is necessary to be very careful and do it well.
Key Facts 1.10: Basic guidelines to follow in completing relevant work-related

documents
1. Read the form carefully.

2. Fill in all the required details.
3. Only include necessary information.
4. Write clearly and simply.
5. Check that you have completed it properly.
6. Send, submit or give it to the appropriate
person, the appropriate place or recipient.
Whether completing a document or form

electronically or in print format, you must provide
the accurate details. Inaccurate information
delays tasks and can be disappointing to your
superior. Say for example, you are asked to order a particular piece of equipment but you
have given a wrong specification or you fail to give a detailed specification. Most likely,
you will lose that business. It is important then to provide all the information and details
needed as the document indicates.
References:
Work Readiness Modules on 21st Century Skills: Module 1-Participating in Workplace
Communication

Module Issued by:
Self-Check 1.3-2
Types of Forms
Identification: Identify the answers of the statements given below.
___________________1. It contains the names, addresses, phone and fax numbers,

email addresses and contact names for a number of services such as suppliers and
contractors.
___________________2. Product sales, promotional and advertising material are pieces
of information kept by agricultural and horticultural workplaces.
___________________3. A style of the language chosen that should be appropriate to

the situation and the reader.
___________________4. A message should be written in simple language using short

sentences or point form. Unnecessary information and repetition should be avoided.
___________________5. The handwriting must be legible and the information written in

a manner that will not be confusing.

Module Issued by:
Answer Key 1.3-2
Types of Forms
1. Business Directory
2. Marketing
3. Courteous
4. Concise
5. Clear

Module Issued by:

Basic 1 Participate in Workplace Communication

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WEST TRADE TRAINING AND ASSESSMENT CENTER

Funda-Dalipe, San Jose, Antique

COMPETENCY BASED LEARNING MATERIALS

Qualification Title: DRIVING (LIGHT VEHICLE) NC II

Unit of Competency: PARTICIPATE IN WORKPLACE COMMUNICATION

Module Title: PARTICIPATING IN WORKPLACE COMMUNICATION

Sector: AUTOMOTIVE AND LAND TRANSPORT SECTOR

Date Developed: Document No.

Welcome to the Module “Participating in Workplace Communication”. This

The unit of competency “Participate in Workplace Communication contains the

You are required to go through a series of learning activities in order to complete

Recognition of Prior Learning (RPL)

 Been working in the industry for some time.

In doing the activities to complete the requirements of this module, please be

Date Developed: Document No.

A certificate of achievement will be awarded to you after passing the evaluation.

Date Developed: Document No.

No. Unit of Competency Module Title Code

Date Developed: Document No.

UNIT OF COMPETENCY Participate in Workplace Communication

MODULE TITLE Participating in Workplace Communication

NOMINAL DURATION: 5 HRS

Date Developed: Document No.

LEARNING OUTCOME #1 Obtain and convey workplace

Date Developed: Document No.

LEARNING OUTCOME # 1: OBTAIN AND CONVEY WORKPLACE INFORMATION

Learning Activities Special Instructions

4. Answer self-check 1.1-2 Refer your answers to the answer

6. Answer self-check 1.1-3 Refer your answers to the answer

Date Developed: Document No.

1. Determine the Parts of Speech

THE PARTS OF SPEECH

A part of speech is a category of words that have

Most grammar books say that there are eight

Nouns are words used to talk about people, places,

 Person: The President

Common Nouns Proper Nouns

The highlighted words in the following sentences are all nouns:

 Mike owns the fastest car.

Date Developed: Document No.

Here are some examples:

Mental Activity State of Being

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

 Federer plays tennis.

Date Developed: Document No.

 Personal e.g. I; you; they; she

Here are some examples of these words used in sentences:

 Martha decided she would leave

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

Date Developed: Document No.

 She's fitter than the others

 She's the fittest

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

Date Developed: Document No.

Here are examples of each

Adverbs Modifying Verbs

Adverbs Modifying Other Adverbs

Adverbs Modifying Adjectives

 Coordinating: and; or; but; so; yet; for; nor

Or simple sentences (independent clauses):

Date Developed: Document No.

Commons examples of prepositions are above, up, upon, at, before,