Quarter 1

QUARTER 1 – MODULE 1
WEEK 1
PARTICIPATING IN WORKPLACE COMMUNICATION
NAME:
Date Developed: Developed by:

August 29, 2023 Wiljhon Espinola Julapong
Welcome to the Module Participating in Workplace Communication. This
module contains training materials and activities for you to complete.
The unit of competency Participate in Workplace Communication is

one of the Basic Competencies which contains the knowledge, skills and
attitudes required for all the programs offered by all TESDA-Institutes in
Region 02.
You are required to go through a series of learning activities in order

to complete each learning outcome of the module. In each learning outcome
there are Information Sheets, Resource Sheets and Reference Materials for
further reading to help you better understand the required activities. Follow
these activities on your own and answer the self-check at the end of each
learning outcome. Get the answer key from your trainer and check your
work honestly. If you have questions, please don’t hesitate to ask him/her
for assistance.
DIRECTION FOR USE OF THE ADM
This module was prepared to help you achieve the required

competency: Participate in Workplace Communication. This will be the
source of information for you to acquire the knowledge and skills in this
particular module with minimum supervision or help from your trainer.
With the aid of this material, you will acquire the competency independently
and at your own pace.
Talk to your trainer and agree on how you will both organize the
training of this unit. Read through the module carefully. It is divided into
sections which covers all the skills and knowledge you need to successfully
complete in this module.
Work through all the information sheets and complete the activities
in each section. Do what is asked in the INSTRUCTIONAL SHEETS and
complete the SELF-CHECK. Suggested references are included to
supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.

Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.
Talk to more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to test your
own progress.
When you are ready, ask your trainer to watch you perform the
activities outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this
reason. When you have successfully completed each element or learning
outcome, ask your trainer to mark on the reports that you are ready for
assessment.
When you have completed this module and feel confident that you
have had sufficient practice, your trainer will schedule you for the
institutional assessment. The result of your assessment/evaluation will be
recorded in your COMPETENCY ACHIEVEMENT RECORD.

LISTS OF BASIC COMPETENCIES
Competenc Unit of Competency Module Title Code

y Number
1 Participate in Participating in 500311105

workplace workplace
communication communication
2 Work in team Working in team 500311106

environment environment
3 Practice career Practicing Career 500311107

professionalism Professionalism
4 Practice occupational Practicing 500311108

health and safety occupational
procedures health and safety
procedures
MODULE CONTENT
MODULES OF INSTRUCTION
UNIT OF COMPETENCY: Participate in Workplace Communication
MODULE TITLE : Participating in Workplace Communication
MODULE DESCRIPTOR: This module covers the knowledge, skills and

attitudes required to obtain, interpret and
convey information in response to workplace
requirements.
NOMINAL DURATION : 4 hours

COMPETENCY SUMMARY
QUALIFICATION
UNIT OF COMPETENCY PARTICIPTE IN WORKPLACE

COMMUNICATION
MODULE TITLE PARTICIPTING IN WORKPLACE

COMMUNICATION
Introduction:
This module covers the knowledge, skills and attitudes required to
obtain, interpret and convey information in response to workplace
requirements.
Learning outcome:
1. Obtain and convey workplace information
2. Complete relevant work related documents
3. Participate in workplace meeting and discussion
Assessment Criteria:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to
gather and convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues
are identified
6. Defined workplace procedures for the location and storage of
information.
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time.
9. Own opinions are clearly expressed and those of others are listened
to without interruption.
10. Meeting inputs are consistent with the meeting purpose and
established protocols.
11. Workplace interactions are conducted in a courteous manner
appropriate to cultural background and authority in the enterprise

procedures.
12. Questions about simple routine workplace procedures and
matters concerning conditions of employment are asked and
responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges of forms relating to conditions of employment are
completed accurately and legibly.
15. Workplace data is recorded on standard workplace forms and
documents.
16. Basic mathematical processes are used routine calculations.
17. Errors in recording information on forms/documents are
identified and rectified.
18. Reporting requirements to superior are completed according to
enterprise guidelines.
LEARNING OUTCOME 1
OBTAIN AND CONVEY WORKPLACE INFORMATION
CONTENTS:
- Parts of speech
- Sentence construction
- Effective communication
ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to
gather and convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are
identified

6. Defined workplace procedures for the location and storage of
information.
7. Personal interaction is carried out clearly and concisely.
CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)
Reference (books)
Manuals
METHODOLOGIES:
Group discussion
Interaction
Lecture
Reportorial
ASSESSMENT METHODS
Written Test
Practical/Performance Test
Interview

INFORMATION SHEET 1.1-1
PARTS OF SPEECH
Learning Objectives: After reading this INFORMATION SHEET, you

MUST be able to:
1. Determine the Parts of Speech
2. Identify the eight parts of speech
3. Define each of the eight parts of the speech
3. Learn and apply each part of the speech in constructing a sentence.
THE PARTS OF SPEECH

There are thousands of words in any language. But not all words have
the same job. For example, some words express "action". Other words
express a "thing". Other words "join" one word to another word. These are
the "building blocks" of the language. Think of them like 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 different types of word. Each type of word
has its own job.
What are the Parts of Speech?

“Parts of speech” are the basic types of words that English has. Most
grammar books say that there are eight parts of speech: nouns, verbs,
adjectives, adverbs, pronouns, conjunctions, prepositions, and
interjections.
The Noun
A noun is a word used to name a person, animal, place, thing, and

abstract idea. Nouns are usually the first words which small children learn.
The highlighted words in the following sentences are all nouns:

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

state (being something).
In each of the following sentences, the verb or compound verb is

highlighted:
Dracula bites his victims on the neck.

The farmer searches the woods for his cow.
His automobile develops motor trouble.
The Pronoun
A pronoun can replace a noun or another pronoun. You use pronouns

like "he," "which," "none," and "you" to make your sentences less
cumbersome and less repetitive.
In the following sentences, each of the highlighted words is a

subjective personal pronoun and acts as the subject of the sentence:
I was glad to find the bus pass in the bottom of the green knapsack.
You are surely the strangest child I have ever met.
He stole the selkie's skin and forced her to live with him.
When she was a young woman, she earned her living as a coal miner.
After many years, they returned to their homeland.
The Adjective
An adjective modifies a noun or a pronoun by describing, identifying,

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

Mrs. Morrison paved her kitchen walls with hideous wall paper.

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

or a clause. An adverb indicates manner, time, place, cause, or degree and
answers questions such as "how," "when," "where," "how much".
While some adverbs can be identified by their characteristic "ly" suffix,

most of them must be identified by untangling the grammatical
relationships within the sentence or clause as a whole. Unlike an adjective,
an adverb can be found in various places within the sentence.
In the following examples, each of the highlighted words is an adverb:
The seamstress quickly made the mourning clothes.

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

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

sentence. The word or phrase that the preposition introduces is called the
object of the preposition.
A preposition usually indicates the temporal, spatial or logical

relationship of its object to the rest of the sentence as in the following
examples:
The book is on the table.

The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book" in

space or in time.
The Interjection
An interjection is a word added to a sentence to convey emotion. It is

not grammatically related to any other part of the sentence.
You usually follow an interjection with an exclamation mark.

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

Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy say to another guy, "He has a new car, eh?"
I don't know about you but, good lord, I think taxes are too high!

ASSESSMENT
Multiple Choice: Choose the letter of the correct answer from the given
choices.
1. It is the basic types of words that English has and consists of eight
parts.
a. noun
b. parts of speech
c. conjunction
d. adverb
2. It is a word used in the place of a noun.
a. noun
b. verb
c. pronoun
d. conjunction
3. A part of speech which is added to a sentence to convey emotion.

a. interjection
b. noun
c. conjunction
d. verb
4. A part of speech that links nouns, pronouns and phrases to other words
in a sentence.
a. speech
b. interjection
c. preposition
d. verb
5. It usually precedes the noun or the pronoun which it modifies.

a. adjective
b. pronoun
c. adverb
d. verb
6. It usually indicates the temporal, spatial or logical relationship of its

object to the rest of the sentence.
a. preposition
b. adverb
c. interjection
d. noun
7. “He” and “she” are the common example of what part of speech?
a. noun
b. adjective
c. preposition
d. pronoun
8. It is a word which describes an action or a state of being.
a. adverb
b. verb
c. noun
d. pronoun
9. It links words, phrases, and clauses.
a. adjective
b. preposition
c. interjection
d. conjunction
10. Is a word used to name a person, animal, place, thing, and abstract
idea.
a. verb
b. adverb
c. noun
d. pronoun

SENTENCE CONSTRUCTION
Learning Objectives: After reading this information sheet, the student/

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

B. The Predicate
The predicate of a sentence is that part which says something about the
subject. In the following sentences, the predicates are in heavy type.
1. The tulips bloomed early this year.
2. Mr. McKay took a later train than usual.
3. Summer vacation is always too short.
That's it! A sentence is just someone or something being or doing

something. Simple, huh?
SENTENCE FRAGMENTS
A fragment is a sentence which is not complete, and therefore not

grammatically correct. Sentence fragments are problematic because they are
disjointed and confusing to the reader. There are three main causes of
fragments: (a) a missing subject; (b) a missing verb; (c) "danger" words which
are not finished.
When you read a sentence fragment, you are left wondering whom or
what the sentence is about or what happened in the sentence.
You can change a sentence fragment into a complete sentence by

adding the missing information.
Sentence Fragment Sentence
in the butter My glasses fell in the butter!
early this morning I awoke early this morning.
running across the field I saw you running across the field
RUN-ON SENTENCES
A run-on sentence is one which contains two (or more) complete sentences
without the proper punctuation to create separate sentences. There are two
common forms of the run-on: (1) the "comma splice" in which a comma is

inserted between two comp lete sentences where a period should actually be
used; (2) a lack of punctuation where a semi-colon or period is needed.
- The Comma Splice
John is a musician, he plays the guitar for a living. - Incorrect Example
The sentence above is incorrectly joined by a comma, thus "splicing" two

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

separate the two parts of the sentence: either a semi-colon or a period.
Correct Examples
1. There is a problem with the television; however, no one is available
to fix it.
There is a problem with the television. However, no one is available
to fix it.
2. Nobody knows what really happened; the policeman said there was
a fight.
Nobody knows what really happened. The policeman said there was
a fight.
SUBJECT-VERB AGREEMENT
In order for a sentence to be grammatically correct, the subject and

verb must both be singular or plural. In other words, the subject and verb
must agree with one another in their tense. If the subject is in plural form,
the verb should also be in plural form (and vice versa). To ensure subject-
verb agreement, identify the main subject and verb in the sentence, then
check to see if they are either plural or singular. Consider the examples
below.
 Singular and Plural Number – when a word refers to one person,

place, thing or idea, it is singular in number. When it refers to more
than one, it is plural in number.

Singular Plural
woman women
hand hands
fireman firemen
lesson lessons
 The verb agrees with its subject in number. If the subject is

singular, the verb is singular. If the subject is plural, the verb is
plural.
Singular Plural
she bakes they bake
it whistles they whistle
everyone sees all see
he is they are
 The number of a subject is not changed by a prepositional phrase

following the subject. The subject is never in a prepositional
phrase. Be certain to make the verb agree with the subject itself,
not with the word in the phrase.
Wrong The lamp near the windows are broken. [Since

lamp is the subject, the verb must agree with it,
not with the windows, which is part of the
prepositional phrase.
Right The lamp near the windows is broken.
 The following common pronouns are singular and take a singular verb:
anybody, anyone, each, either, everybody, neither, nobody, no one,
somebody, someone.
Examples:
1. Each of the pens costs a dollar
2. Everyone in the two families likes to play ping-pong.
3. Neither of these paths is the trail.
 The following common pronouns are plural and take plural verbs:
both, few, many, several.
Examples:
1. Both of his trucks are disabled
2. Many of the sailboats are out today.
3. Several of the players rush to the mound.

 When the subject comes after the verb, as in interrogative
sentences and sentences beginnining with here or there, be
especially careful to determine the subject and make sure that it
agrees with the verb.
Examples:
1. Was the contest exciting?
2. Were the contests exciting?
3. Here is the book.
4. Here are the books.
 Compound subject joined by and are plural and take a plural verb.
Examples:
1. Fishing and lumbering are carried on in the Northwest.
2. Corn and beans grow well in one garden.
Exemption: If the items in a compound subject actually refer to
only one person or are thought of as one thing, the subject and
the verb are singular.
Ex.
1. The president and manager of the factory is on vacation.
2. Strawberries and cream costs thirty pesos.
 Singular subjects joined by or or nor are singular and take a
singular verb.
Examples:
1. Monday or Tuesday is all right for the picnic.
2. Neither snow nor icy wind keeps the travelers indoors.

ASSESSMENT
Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.
1. It has two parts – the subject and the predicate.

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

in each following sentences:
1. The keys to the car (are, is) on the table

2. Nobody in this houses (have, has) shoveled the sidewalks.
3. Everyone in the two clubs (are, is) ready to help
4. (Was, Were) those visitors from Batangas?
5. Neither the radio nor the television (seems, seem) to work.
EFFECTIVE COMMUNICATION
Learning Objectives: 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).
The three elements are dynamically interrelated since each element is
dependent on the others for effective communication to take place.

S M R
Feedback
Effective Communication helps workers to:
 complete a schedule of tasks

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

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

the speaker to ensure that the information has been fully understood. There
are three types of questions:
1. Closed questions are used to obtain a particular piece of information.

They are usually answered with a yes or no or with a limited response.
For example:

 Have you driven a four-wheel drive tractor before?
2. Open questions encourage people to discuss a situation and share

information. They often require longer answers and begin with how,
where, when, which, who, why or what. For example:
 What types of tractors have you driven?
3. Reflective questions, also called mirror questions, are used to show

the speaker that you have been actively listening to them. They are
also helpful when encouraging a person to express their opinions
clearly. For example:
 So, you’ve driven this type of tractor before?
 You’ve found this type of tractor to run reliably, haven’t you?
Good speaking, listening and questioning skills are essential when

communicating via the telephone or two-way radios to ensure that the
correct information has been received.
There are a number of barriers that reduce the effectiveness of verbal

communication. These include:
 inappropriate choice of language style

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

language. This includes body posture, arm and hand positions, facial
expressions, and eye-contact and hand gestures. Sometimes a conflicting
message may be given because the words spoken do not match a speaker’s
body language.
Good observation skills are needed to ‘read’ what is really being

communicated. Being aware of cues and signals is a crucial skill in
understanding people’s attitudes.
Personal presentation, dress and hygiene also contribute to the

impression a person makes when they are communicating.
Other forms of non-verbal communication regularly found in the

workplace include:
 Signals, for example hand signals used when operating machinery;

traffic lights.

 Signs, for example safety signs; workplace warnings; men’s, ladies
and disabled toilets; first aid posts.
 Diagrams, for example property maps; diagrams in machinery
manuals.
 Symbols, for example poison schedules; map legends; machinery
gears and levers.
Basic Communication Skills

The four basic methods of communication in everyday life are:
listening, speaking, reading and writing.
 Effective Listening and Speaking
In today’s changing world, listening and speaking play significant
roles because the first contact between ourselves and others is established
through this two-way process.
Listening and hearing are not the same. Hearing is simply the travel
of sound through the ears to the brain without effort for the listeners;
listening involves a reaction of the brain to the sounds waves. Another way
of expressing this difference is to say that listening has a purpose. Different
purposes in listening imply different kinds of listening.
Among the linguistic skills, speaking developed alongside listening.
Learning to speak well is an asset. Since most of us talk much more than we
write, we are judged more than by our speech than by our writing.
 Reading
A third communication skill after listening and speaking is reading.
People read for many different reasons and in many different ways. One
reason for reading is to find specific information, which is called scanning.
Another, is for meaning and absorption of information or which is called
active reading.
 Writing
Writing tends to be more formal than speaking. Writing can be group
into three kinds according to style: formal, informal-public, and casual.
- Formal style is used for writing letters to the government
officials, speeches, articles for newsletter and magazines, school
assignments, long reports and formal compositions.
- Informal-public style is used in public communication, not
private communication; we use it when we want to sound
informal, not formal.
- Casual style is used in writing to friends, to classmates, and in
jotting down notes to family members.
BARRIERS TO EFFECTIVE COMMUNICATION

Recognizing the various barriers to communication further
enhances the flow of ideas between an instructor and the
student. The instructor must develop communication skills in
order to convey desired information to the students and must
recognize that communication is a two-way process. In the
end, the true test of whether successful communication has
taken place is to determine if the desired results have been
achieved.
 Lack of common experience. Many people seem to believe that words

transport meanings from speaker to listener in the same way that a truck
carries bricks from one location to another. A communicator's words
cannot communicate the desired meaning to another person unless the
listener or reader has had some experience with the objects or concepts
to which these words refer.
 Confusion between the Symbol and the Symbolized Object.
Languages abound with words that mean different things to different
people. Confusion between the symbol and the symbolized object results
when a word is confused with what it is meant to represent. Although it
is obvious that words and the connotations they carry can be different,
people sometimes fail to make the distinction. Words and symbols do not
always represent the same thing to every person.
 Overuse of Abstractions. Abstractions are words that are general rather
than specific. Concrete words or terms refer to objects that people can
relate directly to their experiences. They specify an idea that can be
perceived or a thing that can be visualized. Abstract words, on the other
hand, stand for ideas that cannot be directly experienced, things that do
not call forth mental images in the minds of the students.

 Interference. Barriers to effective communication are usually under the
direct control of the sender/encoder. However, interference is made up
of factors that are outside the direct control of the sender/encoder:
physiological, environmental, and psychological interference. To
communicate effectively, the sender should consider the effects of these
factors.
Psychological interference is any biological problem that may inhibit

symbol reception, such as hearing loss, injury or physical illness. These,
and other physiological factors, can inhibit communication because the
student is not comfortable.
Environmental interference is caused by external physical conditions.

One example of this is the noise level found in many light aircraft. Noise not
only impairs the communication process, but also can result in long- term
damage to hearing.
Psychological interference is a product of how the sender and the

receiver feel at the time the communication process is occurring. If either
sender or receiver is not committed to the communication process,
communication is impaired. Fear of the situation or mistrust between the
sender and receiver could severely inhibit the flow of information.
Communication Systems
 Downward communication. Communication flows from the superiors

to its subordinates.
 Upward communication. 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. 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
ASSSESSMENT
Test 1. 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.
a. Communication
b. Listening
c. Reading
__________2. A style of writing which is used for writing letters to the
government officials, speeches, articles for newsletter and magazines,
school assignments, long reports and formal compositions.
a. Informal-public style
b. Formal style
c. Casual style
__________3. A style of writing which is used in writing to friends, to
classmates, and in jotting down notes to family members.
a. Informal-public style
b. Formal style
c. Casual style
__________4. A factor of Interference which is a biological problem that may

inhibit symbol reception, such as hearing loss, injury or physical illness.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________5. A factor of Interference in which is a product of how the
sender and the receiver feel at the time the communication process is
occurring. If either sender or receiver is not committed to the
communication process, communication is impaired.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________6. When a communicator's words cannot communicate the
desired meaning to another person unless the listener or reader has had
some experience with the objects or concepts to which these words refer.
What factor of barrier to communication is this?
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
__________7. A barrier to communication which also made up of factors that
are outside the direct control of the sender/encoder such as; physiological,
environmental, and psychological.
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
__________8. A basic method of communication which tends to be more
formal than speaking.
a. Listening
b. Writing
c. Reading
__________9. Simply refers to the travel of sound through the ears to the
brain without effort for the listeners.
a. Hearing
b. Listening
c. Reading
__________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
ANSWER KEY # 1.1-1

1. b
2. c
3. a
4. c
5. a
6. a
7. d
8. b
9. d
10. c
SELF CHECK ANSWER KEY 1.1-2
Test 1:
1. a
2. b
3. c
4. c
5. b

Test 2:
1. are
2. has
3. is
4. were
5. seems
SELF CHECK ANSWER KEY 1.1-3
1. a
2. b
3. c
4. a
5. c
6. a
7. c
8. b
9. a
10. a


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QUARTER 1 – MODULE 1

Date Developed: Developed by:

The unit of competency Participate in Workplace Communication is

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

DIRECTION FOR USE OF THE ADM

This module was prepared to help you achieve the required

Date Developed: Developed by:

Talk to more experienced workmates and ask for their guidance.

Date Developed: Developed by:

Competenc Unit of Competency Module Title Code

1 Participate in Participating in 500311105

2 Work in team Working in team 500311106

3 Practice career Practicing Career 500311107

4 Practice occupational Practicing 500311108

UNIT OF COMPETENCY: Participate in Workplace Communication

MODULE TITLE : Participating in Workplace Communication

MODULE DESCRIPTOR: This module covers the knowledge, skills and

Date Developed: Developed by:

UNIT OF COMPETENCY PARTICIPTE IN WORKPLACE

MODULE TITLE PARTICIPTING IN WORKPLACE

Date Developed: Developed by:

OBTAIN AND CONVEY WORKPLACE INFORMATION

Date Developed: Developed by:

Date Developed: Developed by:

Learning Objectives: After reading this INFORMATION SHEET, you

THE PARTS OF SPEECH

What are the Parts of Speech?

A noun is a word used to name a person, animal, place, thing, and

Date Developed: Developed by:

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

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

Dracula bites his victims on the neck.

A pronoun can replace a noun or another pronoun. You use pronouns

In the following sentences, each of the highlighted words is a

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

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

Date Developed: Developed by:

An adverb can modify a verb, an adjective, another adverb, a phrase,

While some adverbs can be identified by their characteristic "ly" suffix,

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

The seamstress quickly made the mourning clothes.

I ate the pizza and the pasta.

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

A preposition usually indicates the temporal, spatial or logical

The book is on the table.

Date Developed: Developed by:

In each of the preceding sentences, a preposition locates the noun "book" in

An interjection is a word added to a sentence to convey emotion. It is

You usually follow an interjection with an exclamation mark.

The highlighted words in the following sentences are interjections:

Ouch, that hurt!

Date Developed: Developed by:

3. A part of speech which is added to a sentence to convey emotion.

5. It usually precedes the noun or the pronoun which it modifies.

Date Developed: Developed by:

6. It usually indicates the temporal, spatial or logical relationship of its

Date Developed: Developed by:

Learning Objectives: After reading this information sheet, the student/

Date Developed: Developed by:

That's it! A sentence is just someone or something being or doing

A fragment is a sentence which is not complete, and therefore not

You can change a sentence fragment into a complete sentence by