Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0
Program, Philippines local team, and the Technical Education and Skills Development Authority’s (TESDA)
National Institute for Technical Education and Skills Development (NITESD) through its Curriculum and
Training Aids Division (CTADD), whose invaluable insights guided the adaptation of this curriculum.
Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-of-school
youth (OSY) by collaboratively working with TESDA in strengthening its technical education and training
systems to develop, deliver and monitor workforce readiness and technical-vocational training programs
that will prepare large numbers of out-of-school youth to transition to further education and training,
immediate jobs and self-employment opportunities. In line with this objective, Opportunity 2.0 has
developed the Work Readiness Modules on 21st Century Skills which are appropriate for self-directed
learning or modular learning delivery.
The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally recognized Work
Ready Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.
© 2020 Education Development Center, Inc.
This content may not be produced without the permission of Education Development Center or the United States
Agency for International Development.
This curriculum is made possible by the generous support of the American people through the United States Agency
for International Development (USAID). The contents are the responsibility of Education Development Center, Inc.
and do not necessarily reflect the views of USAID or the United States Government.
EDC 43 Foundry Avenue Waltham, MA 02453
Contact: youth-intl@edc.org
Phone: 617-969-7100
Education Development Center (EDC) is a global
nonprofit that advances lasting solutions to improve
education, promote health, and expand economic
opportunity.
Since 1958, we have been a leader in designing,
implementing, and evaluating powerful and innovative
programs in more than 80 countries around the world.
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Table of Contents
Introduction
4
Summary of Learning Outcomes
10
Module Overview
10
Written Assignments
11
Skills Demonstration
11
Session 1: Obtain and Convey Workplace Information
11
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection
14
Activity 2: Communication Sources
20
Activity 3: Getting the Right Information in the Right Way
27
Activity 4: Conveying Messages and Ideas in the Workplace
34
Activity 5: Communication Protocols and Procedures: Lines of Communication and Communication
Storage
43
Session 2: Perform Duties Following Workplace Instructions
53
Activity 6: Interpreting and Following Routine Written Instructions
54
Activity 7: Interpreting and Implementing Instructions Following a Meeting
61
Activity 8: Seeking Clarification and Giving Feedback on Instructions Received
64
Session 3: Completing Relevant Work-Related Documents
73
Activity 9: Identifying Relevant Workplace Documents and Forms
74
Activity 10: Writing a Business Letter
80
Activity 11: Guidelines in Completing Workplace Documents and Forms
85
Session 4: Review & Assessment
Activity 12: Module 1 Review and Application and Post-Module Learner’s Reflection
Activity 13: End-of-Module Assessment

Key to Correction
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95
100
104
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Learner’s Handbook
Introduction
Goals of the Work Readiness Modules on 21st Century Skills
Welcome to the Work Readiness Modules on 21st Century Skills! These modules will help prepare
you to transition to further education and training as well as equip you with the knowledge and
skills necessary to successfully find work or start your own business. The curriculum addresses
the TESDA Competencies for 21st Century Skills.
Upon completion of the NC 2 modules, you will be able to:
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Communicate workplace information
Follow workplace instructions
Fulfill your role in a team and help your team reach its goals
Solve and address general workplace problems
Make life decisions that help you reach your career goals
Be innovative and find opportunities to do things better and implement ideas for change
Gather, assess and present information
Understand and follow safety and health compliance requirements and procedures
Follow effective sustainability practices and use resources efficiently
Practice entrepreneurial best practices and make cost effective choices
Organization and Learning Approach of the Modules
There are nine Work Readiness modules on 21st Century Skills, all aligned with TESDA’s
Competency Standards for Basic Competencies’ Thematic Areas, Units of Competencies,
Elements and Performance Criteria.
The main modules and topics of the curriculum include:
1. Participating in Workplace Communication: obtaining and conveying workplace
information; performing duties following workplace instructions; completing relevant
work-related documents
2. Working in a Team Environment: describing your team’s role and scope; 2. identifying your
role and responsibility within a team; working as a team member
3. Solving and Addressing General Workplace Problems: identifying routing problems;
looking for solutions to routine problems; recommending solutions to routine problems
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
4. Career Development and Life Decisions: managing your emotions; developing a reflective
practice; boosting your self-confidence; regulating your responses
5. Contributing to Workplace Innovation: identifying opportunities to do things better;
discussing and developing ideas with others; integrating ideas for change in the workplace
6. Presenting Relevant Information: gathering data and information; assessing the
information you gathered; recording and presenting information
7. Practicing Occupational Safety and Health Policies and Procedures: identifying
occupational safety and health (OSH) compliance requirements; preparing OSH
requirements for compliance; performing tasks in accordance with OSH policies and
procedures
8. Exercising Efficient and Effective Sustainable Practices in the Workplace: identifying the
efficiency and effectiveness of resource utilization; determining the causes of inefficiency
or ineffectiveness of resource use; convey inefficient or ineffective environmental practices
to others
9. Practicing Entrepreneurial Skills in the Workplace: applying and communicate
entrepreneurial best practices in the workplace; implement cost-effective operations
Work Exposure Activities
In each module, you will do tasks that will get you out into your community, into real workplaces.
You will learn by looking and talking to people. (These can be modified if there are active health
and movement restrictions in place.) You will observe and learn about how businesses work and
take notes about what you see. You will talk to employees and business owners or managers.
This helps you to make more informed career choices and have realistic expectations about the
working environment. You will be prepared for future work immersion, jobs or running your own
small business.
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
Work Readiness Modules on 21st Century Skills Self-Directed Learning Approach
The Work Readiness Modules on 21st Century Skills are meant to be engaging and interactive.
Even though it is a self-directed learning approach, there are many opportunities to be learning
through interacting with others, including other learners, your trainers, your family and friends
and people in the community such as business owners, employers, managers and employees.
Sometimes you will be reading, writing and reflecting about new topics. You will also be given
opportunities to practice, apply, analyze or synthesize the content and skills you are introduced
to.
As you move through the modules, you will notice that they are organized in the same way. Each
module starts out with the TESDA unit description and learning outcomes and an overview of
activities and recommended time to complete the activities. Each module has a list of written
assignments and skills demonstration box which lists the activities that will help you develop
your skills. Some of these will be measured using a rubric. A module begins and ends with a
learner reflection (self-assessment) which is used as a skills check. There is also a short end-ofmodule assessment (quiz) at the end of each module. You will also find key to correction at the
tail end pages of each module where you can check your answers to quiz as well as appropriate
responses to exercises and activities.
Modules are divided into sessions which correspond to the learning outcomes. Each session
contains 2 – 5 activities. At the beginning of each session, you will find a table that links the
session to TESDA’s performance criteria. Each session typically has 3 or more performance
criteria.
Performance Criteria:
1.1
1.2
1.3
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Learner’s Handbook
This is followed by a textbox containing the key topic and learning points of the session.
 Key Topics and Learning Points 
1.
2.
3.




Then there are the main activities, including that activity name, objectives, time required and a
variety of tasks for you to do.
Activity X: Name
Objectives:
✓
✓
✓
 Recommended Time: 90 minutes
The tasks are represented by icons. Some of the icons you will see include:
Read and write
Read (sort paragraphs that are not key facts)

Write (Short writing tasks)
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
Think or reflect (quick reflection on your own)
Dialogue/talk with others

Key Facts: [X.X and Name] Information to read about the topic
Let’s Exercise: [Task Name] – This section is for comprehension check questions
and practice tasks to ensure that you have understood concepts before moving to
application.
Let’s Apply: [Task Name] – This section is for application of concepts learned. You
are putting the information learned into action and applying it to your own life.
Think About It!
This section encourages you to express your opinions to family and friends about a topic.
Start a discussion with them face to face, via text, chat, or whatever means available and
comfortable to you. It’s always great to share your ideas and hear more points of view. ☺
Sharing is Caring
This section encourages you to share your output to family and friends. You worked hard
on this so now it is time to tell others about the task you have just completed. Do it face to
face, via text, chat, or whatever means available and comfortable to you. It’s always great
to share your thoughts and hear feedback from people who care. ☺
Your trainer will inform you if you are to write directly in your handbook or if you are to write in
a notebook. There is space to respond to questions, and each session includes a page of writing
space.
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Requirements
There are a number of requirements that you will need to fulfill to pass each module, which
corresponds to each unit of competency of the TESDA’s Competency Standards for Basic
Competencies:
1. Learner Reflection at the beginning and end of each module.
2. Written Assignments: Please complete all written work in the module. Part of your skills
evaluation and module completion is done through completing the written assignments
outlined at the beginning of the module. Some of the assignments will be used to
evaluate your skills, and each module has at least one rubric for this purpose.
3. End-of-Module Assessment.
Support from TESDA Trainers
A TESDA trainer will be there to support you throughout the modules. The trainer will check in
with you several times a week by phone, email, WhatsApp, Facebook messenger or in person to
answer any questions you have and to monitor the progress you are making with assignments
and activities. They are a great resource and will be able to help you when you do not understand
something or want to know more about the session.
Good luck on your journey and have fun! By the time you finish with the modules, you will be
well prepared to continue with your education, find a job or start your own business. Thank you!
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Module 1: Participating in Workplace Communication (NC II Level)
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Module 1: Participating in Workplace Communication
(NC II Level)
A Unit of Competency under the Basic Competency on Communication
“To effectively communicate, we must realize that we are all different in the way we perceive
the world and use this understanding as a guide to our communication with others.”1 Anthony Robbins (author, coach, motivational speaker)
(Dapat nating tandaan na iba-iba ang paraan ng tao sa pagpapakahulugan sa kanyang paligid.
Gamitin natin ang kaalamang ito upang magabayan tayo tungo sa mabisang komunikasyon.)
Unit Code: 400311210
Unit Descriptor: This unit covers the knowledge, skills, and attitudes required to
gather, interpret and convey information in response to workplace requirements.
Summary of Learning Outcomes
Upon completion of the module you will be able to:
✓ L.O. 1 - Obtain and convey workplace information
✓ L.O. 2 - Perform duties following workplace instructions
✓ L.O. 3 - Complete relevant work-related documents
Module Overview
 Activity
 Session 1: Obtain and convey workplace information (L.O. 1)
 Recommended Time
1. Introductory Activity & Pre-Module Learner’s Reflection
(30-40 minutes)
2. Communication Sources
30-40 minutes
3. Getting the Right Information in the Right Way
30-50 minutes
4. Conveying Messages and ideas in the Workplace
30-50 minutes
5. Communication Protocols and Procedures: Lines of
30-40 minutes
Communication and Communication Storage
 Session 2: Perform duties following workplace instructions (L.O. 2)
6. Interpreting and Following Routine Written Instructions
40-60 minutes
1
Arismawan, D. (n.d.). https://quotescover.com/tony-robbins-quote-about-communication.
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
7. Interpreting and Implementing Instructions Following a Meeting 40-60 minutes
8. Seeking Clarification and Giving Feedback on Instructions
Received
 Session 3: Complete relevant work-related documents (L.O. 3)
9. Identifying Relevant Workplace Documents and Forms
40-60 minutes
40-60 minutes
10. Writing a Business Letter
40-60 minutes
11. Guidelines in Completing Workplace Documents and Forms
40-60 minutes
 Session 4: Review & Assessment (L.O. 4)
12. Module 1 Review and Application, and Post-Module Learner’s (45-60 minutes)
Reflection
13. End of Module Assessment
(15-30 minutes)
Total Time
6 – 9 hours
Written Assignments
Please complete all written work in the module. Part of your skills evaluation and module
completion is done through completing the following written assignments:
❑
❑
❑
❑
❑
❑
Modes of Communication & Examples of Media of Communication table (Activity 2)
Let’s Exercise: Choosing a Form of Communication (Activity 4)
Let’s Apply: Lines of Communication and Storage of Information (Activity 5)
Let’s Exercise: Clarification on Written Instructions (Activity 8)
Let’s Exercise: Roles and Responsibilities in the Workplace (Activity 8)
Table on Types of Workplace Documents (Activity 9)
Skills Demonstration
The following activities are intended to help you develop the skill that this module is written
for:
❑ Let’s Apply: Practicing Effective Ways to Receive Information (Activity 3)
❑ Let’s Apply: Practicing Effective Ways to Convey Information (Activity 4)
❑ Let’s Apply: Interpreting Instructions Presented in Pictures (Activity 6)
❑ Let’s Apply: Interpreting and Carrying Out Instructions Following a Meeting (Activity 7)
❑ Let’s Exercise: Providing Feedback to a Supervisor (Activity 8)
❑ Let’s Exercise: Writing a Business Communication (Activity 10)
❑ Let’s Apply: Writing a Business Letter (Activity 10)
❑ Let’s Apply: Completing Workplace Documents and Forms (Activity 11)
❑ Let’s Apply: Performance Task – Receiving and Responding to Instructions (Activity 12)
Session 1: Obtain and Convey Workplace Information
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
Performance Criteria:
1.1
Specific and relevant information is accessed from appropriate sources
1.2
1.3
Effective questioning, active listening and speaking skills are used to gather and
convey information
Appropriate medium is used to transfer information and ideas
1.4
Appropriate nonverbal communication is used
1.5
1.6
Appropriate lines of communication with supervisors and colleagues are identified
and followed
Defined workplace procedures for the location and storage of information are used
1.7
Personal interaction is carried out clearly and concisely
 Key Topics and Learning Points 
1.
2.
3.
4.
5.
6.
Modes and media of communication
Strategies on how to give and receive information
Choosing appropriate forms of communication
Workplace behaviors and attitudes and the effect on communication
Lines of communication in the workplace
Information storage
 Modes of communication take different forms: verbal, nonverbal, written or visual
 There are many different media of communication used at home and in the workplace,
some of which involve face to face interaction, some through written means such letters,
texts and record keeping forms, and other that are more visual such as posters,
photographs and videos.
 When giving or receiving information, make sure it is accurate, based on fact (not on
emotions or biased),relevant and current.
 When giving and receiving information, use active listening skills, speak clearly and
confidently and use the appropriate nonverbal communication skills to show you are
engaged.
 Use appropriate workplace behaviors to successfully be able to give and receive
information in the workplace.
 When choosing an appropriate form of communication to share information, consider
your audience, the purpose of the communication and what type of response you might
need (ex. Immediate, written…)
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
 An information management system (electronic and/or manual) enables people to
capture, process, store and retrieve information. When a system is well organized, it will
help a business run more efficiently and be more productive.
 Be sure to respect your business’ protocol and procedures regarding communication and
sharing information.
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Module 1: Participating in Workplace Communication (NC II Level)
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Activity 1: Introductory Activity & Pre-Module Learner’s Reflection
Objectives:
✓ Recall prior knowledge about communication from NC I or other experiences
✓ Assess the level of experience you have in workplace communication through
taking a Learner’s Reflection
 Recommended Time: 30-40 minutes

Welcome to Module 1 – Participating in Workplace Communication (NC II). This module
will help you give and receive workplace information through appropriate channels,
prepare verbal and written communication and enable you to store that information
following workplace procedures. Before we proceed with this module, let us try
recollecting our ideas on what we know about communication. As a start, write at least
four ideas that you think about when you hear the word communication.
Communication
Communication is a two-way process where you need to speak and listen well and ask for
clarification when necessary. It is the process of exchanging information and ideas, verbally and
non-verbally, and through a variety of ways. Businesses need effective workplace
communication in order to function well and succeed.
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
Read the quote at the beginning of the module and answer the questions. “To effectively
communicate, we must realize that we are all different in the way we perceive the world
and use this understanding as a guide to our communication with others.”
1. What does the quote mean and how does it apply to you?
2. Think of an example from your life when you understood something differently from the
intent of the person with whom you were communicating (or when you were trying to
communicate a message but it was not understood the same way). What happened?
3. What actions can you take when giving or receiving information to avoid
misunderstanding?
4. This module will focus on participating in workplace communication. What do you think
is the relevance between the quote and communication at work?
Sharing is caring
This section encourages you to share your output to family and friends. You worked hard on
this so now it is time to tell others about the task you have just completed. It’s always great
to share your thoughts and hear feedback from people who care ☺
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Module 1: Participating in Workplace Communication (NC II Level)
Learner’s Handbook
Go ahead and share the quote with family or friends and discuss the questions. Ask them to
share any experiences they have had in the workplace that are related to the meaning of the
quote.
Pre-Module Learner’s Reflection: Participating in Workplace Communication (NC II Level)
Start-of-Module Skills Check
This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.
Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol
sa paksang ito.
My experience
Knowledge, skills and abilities
Kaalaman, kasanayan at kakayahan
1
I don’t have
any
experience
doing this.
2
I have very
little
experience
doing this
Wala akong
karanasan
sa paggawa
nito
Kauntingkaunti
lamang ang
karanasan
ko sa
paggawa
nito
3
I have some
experience
doing this.
4
I have a lot of
experience
doing this.
Mayroon
akong
karanasan
sa paggawa
nito
Marami akong
karanasan sa
paggawa nito
Identify modes and media of communication /
Matukoy ang iba’t ibang paraan ng
pakikipagkomunikasyon.
Check that information to be given or received
is accurate and reliable /
Masuri kung ang impormasyong binigay o
tinanggap ay totoo, tama at katiwa-tiwala.
Identify ways in which to effectively receive
information /
Matukoy ang mga paraan ng mabisang
pagtanggap ng impormasyon.
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Module 1: Participating in Workplace Communication (NC II Level)
My experience
Knowledge, skills and abilities
Kaalaman, kasanayan at kakayahan
1
I don’t have
any
experience
doing this.
2
I have very
little
experience
doing this
Wala akong
karanasan
sa paggawa
nito
Kauntingkaunti
lamang ang
karanasan
ko sa
paggawa
nito
Learner’s Handbook
3
I have some
experience
doing this.
4
I have a lot of
experience
doing this.
Mayroon
akong
karanasan
sa paggawa
nito
Marami akong
karanasan sa
paggawa nito
Demonstrate ways in which to effectively
receive information /
Maipakita ang mga paraan ng mabisang
pagtanggap ng impormasyon
Identify strategies to effectively convey
messages and information for different
situations in the workplace /
Matukoy ang mga paraan upang mabisang
makapagbigay ng mensahe at impormasyon sa
iba’t ibang sitwasyon sa trabaho.
Use workplace behaviors and attitudes that will
help you effectively give and receive
information /
Gumamit ng mga angkop na galaw at paguugali sa trabaho upang mabisang
makapagbigay at makatanggap ng
impormasyon.
Prepare for meetings that will help you
effectively give and receive information /
Makapaghanda sa pagpupulong upang
mabisang makatanggap at makapagbigay ng
impormasyon
Describe different ways of storing
communication and information /
Mailarawan ang iba’t ibang paraan sa
pagtatago ng impormasyon at komunikasyon
Identify and respect the lines of communication
in the workplace /
Matukoy at marespeto ang linya ng
komunikasyon sa trabaho.
Apply strategies that will help you understand
written and visual instructions /
Makagamit ng mga estratehiya na
makatutulong na intindihin ang mga pasulat at
paguhit na panuto.
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Module 1: Participating in Workplace Communication (NC II Level)
My experience
Knowledge, skills and abilities
Kaalaman, kasanayan at kakayahan
1
I don’t have
any
experience
doing this.
2
I have very
little
experience
doing this
Wala akong
karanasan
sa paggawa
nito
Kauntingkaunti
lamang ang
karanasan
ko sa
paggawa
nito
Learner’s Handbook
3
I have some
experience
doing this.
4
I have a lot of
experience
doing this.
Mayroon
akong
karanasan
sa paggawa
nito
Marami akong
karanasan sa
paggawa nito
Practice steps to interpreting and carrying out
instructions following a meeting /
Masubukan ang mga hakbang upang intindihin
at gawin ang panuto matapos ang
pagpupulong
Seek clarification when instructions are not
understood /
Humingi ng paglilinaw sa mga panutong hindi
naintindihan
Provide feedback to supervisor on instructions
and tasks to be carried out /
Makagbigay ng feedback sa bisor sa mga
panuto at gawaing kailangang gawin
Identify rights and responsibilities of employers
and employees /
Matukoy ang mga karapatan at tungkulin ng
isang empleyado at bisor or may-ari
Develop an awareness of the conditions of
employment and speak with a supervisor when
the conditions are not being met /
Maunawaan ang mga kondisyon sa trabaho at
kumausap ng bisor kung sakaling hindi
natutupad ang mga ito
Identify workplace documents and forms /
Matukoy ang mga dokumento para sa trabaho
Categorize workplace documents and forms
into business-related record keeping procedural
and informational documents, and forms of
communication /
Maigrupo ang mga dokumento ayon sa
kanilang uri.
Identify the main parts of a business letter /
Matukoy ang iba’t ibang bahagi ng liham
pangkalakal
Apply good practices in writing a business letter
/
Magamit ang mabisang hakbang tungo sa
pagsusulat ng mahusay na liham pangkalakal
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Module 1: Participating in Workplace Communication (NC II Level)
My experience
Knowledge, skills and abilities
Kaalaman, kasanayan at kakayahan
1
I don’t have
any
experience
doing this.
2
I have very
little
experience
doing this
Wala akong
karanasan
sa paggawa
nito
Kauntingkaunti
lamang ang
karanasan
ko sa
paggawa
nito
Learner’s Handbook
3
I have some
experience
doing this.
4
I have a lot of
experience
doing this.
Mayroon
akong
karanasan
sa paggawa
nito
Marami akong
karanasan sa
paggawa nito
Recognize templates for some workplace
documents and forms /
Matukoy ang mga templates para sa ilang
dokumento sa trabaho
Record data and information on standard
workplace forms and documents /
Maisulat at maitago ang impormasyon at datos
gamit ang dokumentong nakasunod sa
pamantayan ng trabaho
Obtain and convey workplace information /
Makakuha at makapagbigay ng impormasyon
mula sa trabaho
Perform duties following workplace instructions
/
Maisagawa ang mga tungkulin alinsunod sa
panuto sa trabaho
Complete relevant work-related documents /
Masagutan ang mga angkop na dokumentong
may kinalaman sa trabaho
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Module 1: Participating in Workplace Communication (NC II Level)
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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
Source: https://www.thebalancecareers.com/best-retail-jobs-4129182
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?
Let’s review some basic communication skills and customer service skills learned in NC I
or from your past experiences. Read the following reminders. Supplement your answers
above with any additional information you find below.
Basic Communication Skills and Providing Customer Service
A Recap of NC I
Listening:
❑ Use appropriate body language to show you are listening (eye contact, sit upright,
nod head, etc.)
❑ Listen to the speaker without interrupting
❑ Avoid being distracted when listening to speaker
❑ Ask questions for clarification when you not understand something
Speaking:
❑ Be clear, concise and to the point when speaking
❑ Be polite, friendly and respectful when speaking
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❑
❑
❑
❑
Learner’s Handbook
Use examples to get to the point
Speak with confidence but not arrogance
Check the mood, attitudes and reactions of others and adjust accordingly
Be aware of own body language and that of others while speaking
Exceptional Customer Care:
❑ Anticipates the customer’s needs
❑ Tries to understand what the customer is thinking
❑ Meets and exceeds the customer’s highest expectations
Meeting Basic Customer Needs – To make a customer feel:
Welcome:
❑ Be friendly
❑ Use a positive tone of voice
❑ Greet customer
❑ Smile / lighten up
❑ Introduce yourself
Understood:
❑ Listen carefully
❑ Ask open-ended questions to
❑ Repeat or rephrase to make things
understand customer’s needs
clearer
Important:
❑ Refer to customer by name
❑ Thank customer for coming
❑ Show interest in client’s need
Comfortable:
❑ Use open body language
❑ Show concern
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 language for • Face to face meeting
the deaf)
•
•
•
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•
•
•
•
Nonverbal: information that is conveyed • Facial expression
without speaking but with the body
•
•
•
•
•
•
Written: information is received or conveyed • Email
through written language
•
•
•
•
•
•
Visual: information that is conveyed or • Photograph
received through graphics
•
•
•
•
•
•
Check your answers before continuing! Possible answers are found at the end of the module.
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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.
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?
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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.2
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?
2
Brecht, A. (April 13, 2020). How to Identify Reliable Information. Stevenson University Online.
https://www.stevenson.edu/online/about-us/news/how-to-identify-reliable-information
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Activity 3: Getting the Right Information in the Right Way
Objectives:
✓ Identify ways in which to effectively receive information
✓ Demonstrate ways in which to effectively receive information
✓ Use effective listening, speaking and nonverbal communication skills when receiving
information
 Recommended time: 30-50 minutes
The Rumor Mill Game! You can play this game in two ways.
1. Gather at least 4 people in
your household. You will
whisper a statement (see
below) or message to one
person. This person will need
to whisper the same message
to another person and so on.
You cannot repeat the original
message. Each person, to the
best of their ability, must pass
the original message on. Ask
the last person who receives
Source: https://unsplash.com/photos/s1ihVBg5tbI
the message to repeat what s/he
has heard. Then share the original message and compare. More often than not, the
messages will be different!
2. If you do not have enough people in your household to play the game, you can do
this with friends and family using your phone. List at least 4 people and their
numbers. Find a convenient time for people to play the game. Begin by calling the
first person and explain that you will give him or her a message and then that person
should call the next person on the list to repeat the message and so on. The last
person on the list should call you back (or text) you to tell you what the message is.
You can text all the participants the original message and the last message.
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Statement / Message to be passed on: I am going to give you information on feeding
rabbits. It is important to feed them twice a day – in the morning and early evening.
Each time you feed your rabbits, put fresh or dry plant material in the forage feeder
(or on the floor of the hutch) and put concentrated food (grains or pellets) in the grain
feeder. Rabbits need rich, concentrated food to grow well! Forage is hay or grass.
Plant materials are dry or green plants such as tops of vegetables, lettuce, tender
banana or bamboo leaves. Do not feed rabbits fruit pips or seeds, potato leaves or
avocado. Water should always be available and be sure to wash the dish daily.
Reflection Points
1. How different was the last message from the first message? Why?
2. If these were the instructions being passed down to the farmhand who feeds the
rabbits, would s/he have received reliable information? Do you think the rabbits
would be well-fed with such information?
3. If these were the instructions being passed down to the farmhand who feeds the
rabbits, would s/he have received reliable information? Do you think the rabbits
would be well-fed with such information?
4. Based on this game, what have you learned about receiving information? What
strategies can you use when receiving information from someone, especially in the
workplace?
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Learner’s Handbook
Key Facts 1.1 Strategies in Receiving Information Effectively
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.
Source: https://www.pexels.com/photo/photography-of-womentalking-to-each-other-1181717/
✓ Use appropriate nonverbal 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.
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Read the following scenarios related to receiving instructions and answer the questions.
Scenario 1: Food Delivery Service
Julio works for a food delivery service delivering lunches to
busy offices in town. While making a delivery, his colleague
calls, telling him to hurry up as they have received several
orders. Julio rushes back to pick up the food. In his haste,
he picks up the wrong delivery slip and ends up bringing the
food to the wrong office. After having waited for so long,
the customers are annoyed. Julio called his supervisor to
report the problem and his supervisor became angry at his
for the mix-up.
Source: https://www.pexels.com/photo/person-paying-for-fooddelivery-with-a-credit-card-4393532/
1. What happened and why?
2. How could this situation have been avoided?
3. What strategies can Helen use to make sure she receives information well in the
future?
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4. How should Helen handle the customers at the office?
Scenario 2: Food Processing Center
Juan was recently hired to help a at a large
food processing center in Cebu that
processes fruits and vegetables into
sauces and pastes. During his first week
on the job his supervisor presented a lot
of new information to him, including the
4-Step Process to keeping working spaces
clean and sanitized.
•
Step 1 – Preparation
o Remove loose dirt and food
particles. Rinse with warm,
Source: https://unsplash.com/photos/iRqUgXM-gj0
potable water.
• Step 2 – Cleaning
o Wash with hot water (60 °C) and detergent. Rinse with clean potable water.
• Step 3 – Sanitizing (bacteria killing stage)
o Treat with very hot, clean, potable water (75 °C) for at least 2 minutes.
o Apply sanitizer as directed on the label.
• Step 4 – Air drying
o Leave benches, counters and equipment to air dry.
One day he was instructed to prepare the working space for a new batch of jam that was going
to be processed. He wasn’t 100% sure what his supervisor told him but thought it was not a big
deal. It was just cleaning up the space after all. He wiped down the counters with some soap and
water and then wiped them dry with a towel. He felt like there might have been another step
but other workers were moving the fruits into the room. He didn’t want his supervisor to think
he was too slow.
Just before the workers making the jam cut into the fruits, the supervisor entered the room. He
was surprised Juan was not still cleaning and sanitizing and asked him how he got it done so
quickly. Juan smiled and proudly said he wiped all the counters down with soap and water and
then dried them with a towel so they would be ready quickly. He even swept the floor. The
supervisor looked at him in disbelief and halted the process…
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1. Why did the supervisor halt the process?
2. How could this situation have been avoided?
3. What strategies can Juan use in the future to make sure he receives and understands
information in the way that is expected?
Re-read Key Facts 1.1 Strategies in Receiving Information Effectively above. Supplement
your answers above with these strategies as applicable. You might have come up with
new strategies too to add to the list!
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Let’s Apply: Practicing Effective Ways to Receive Information
Act out the scenarios above with someone in your household.
1. First, act it out as it is written.
2. Then re-enact the scenario so that Helen or Juan is doing the right thing and applying
effective strategies of receiving information.
3. Ask an observer to assess you as you play the role of Helen or Juan. The observer can use
the rubric below.
Strategies to Effectively Receive
Information
1
2
Beginning Developing
3
4
Mostly
Accomplished
Accomplished
The learner was able to…
1.
Repeat back the information
the person was giving
2.
Say s/he did not understand
and ask for clarification
3.
Ask open ended questions to
get more information from
the other person
4.
Use appropriate non-verbal
communication to show s/he
did or did not understand
5.
Use active listening skills and
avoid distractions
6.
Make sure s/he was getting
the information from a valid
source
7.
Check that the information
received was based on fact
and not an emotional
response or biased
8.
Make sure that the
information you are receiving
is current and not outdated
9.
Take notes of important
points and key information
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Activity 4: Conveying Messages and Ideas in the Workplace
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 card;
e-vite; text; phone call; face to face
Ex. Updates on progress towards
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, …
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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
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.
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✓ 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
As you can see from the list of strategies above, one’s workplace behaviors and attitudes
will also affect how you receive or convey information. Write a list of appropriate
workplace behaviors and attitudes based on what you know from your own or others’
experiences that will help one be more effective at receiving or giving information in the
workplace.
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
Check your list with the information you may have learned in Module 2: Working with Others
(NC I). For each item on the list, think about how it impacts the way others receive information
from you or how it might affect the way you receive information from others.
Appropriate Workplace Behaviors and Attitudes
A Recap of Module 2: Working with Others (NC I)
✓ Dress neatly and appropriately for the work: If wearing a uniform make sure it is clean
and neat; clothing should not get in the way or prevent you from doing your work;
clothing should not be distracting to you or others.
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✓ Be on time: Attendance and punctuality are essential to keep your job. Let your supervisor
know if you are going to be late.
✓ Manage time well: Focus on doing your work during work hours; follow break times.
✓ Speak to co‐workers in a positive and respectful manner.
✓ Speak to supervisors in a positive and productive manner.
✓ Be open to feedback and ask for it. Feedback can be very helpful. Positive feedback helps
you be proud of what you are doing well. Constructive feedback helps you become aware
of things that you can improve at work. Welcome feedback from supervisors and coworkers. If they do not provide any feedback, you may ask them how they think you are
doing your job, what they think you do well and what you could do better.
✓ Be honest: Being honest will gain the respect of co‐workers.
✓ Keep discussions and interactions related to work: Don’t bring your personal problems to
work or let them affect how you do your job or interact with others. Avoid topics or making
comments that might make others feel uncomfortable.
✓ Stay positive: Don’t complain or be pulled into negative discussions about work. Rather,
approach problems positively and help to think about how to improve the situation.
✓ Be respectful of others and your environment: Take proper care of equipment, put things
back where they belong, keep the environment tidy.
✓ Be a team player: Participate proactively and respectfully and listen to the ideas of others
as well.
✓ Respect the roles of others.
✓ Believe in yourself and what you do: Being positive about your job and how you do it will
help you to succeed and achieve your goals.
One of the most common contexts in which information and ideas are shared at the
workplace is through formal and informal meetings.
Think about yourself when participating in a group meeting. How do you practice
effective workplace behaviors in meetings? What strategies do you use to effectively
receive or give information? How do you describe yourself participating in a group
discussion?
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Some people thrive in such situations while others may find it very difficult to participate
in group meetings. Meetings, however, are essential for a business to function and
succeed. Here are some tips that will help you communicate well in a meeting:
1.
2.
3.
4.
5.
6.
Be prepared before the meeting.
Arrive earlier before the meeting starts.
Organize and share your thoughts confidently.
When speaking, ensure that your voice is audible enough to be heard.
Be polite to answer questions and focus on the issue.
When your thoughts are already shared by others, don’t feel like there is nothing else to
add. Express your agreement and take the idea further!3
Whether it is verbally like through a meeting, written like a report or email, or visual such
as posters or photographs, we need to think about how we choose the appropriate
medium of communication when conveying a message or sharing information. At the
beginning of the module we identified different modes and media of communication.
Now we will look at factors to consider in choosing an appropriate form of
communication to convey a message or information. Some of this will be familiar from
Module 1 NC I when we talked about the difference between verbal, written (hard copy)
and electronic communication.

Before looking at the list below, do a quick brainstorm and write down some examples
of the ways in which we convey messages and information in the workplace and when
the most appropriate time to use it is.
1. Verbal:
2. Written (paper):
3
Brightspeaking. (n.d.). How to Effectively Participate in Group Discussions. https://brightspeaking.com/en/howto-effectively-participate-in-a-group-discussion/
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3. Written (electronic):
4. Nonverbal:
5. Visual:

Key Facts 1.3: Choosing Appropriate Forms of Communication
Mode of
Communication
Examples of Media of
Communication
Appropriate Times to Use this Form
of Communication
Verbal: through
speaking (or sign
language for the deaf)
• Face to face meeting
• phone
• video conference or other
virtual meeting
• presentations
• Interview
• Speech
• Announcements
• Casual conversation
• You want immediate feedback.
• Your message is simple and easy
to understand.
• You don’t need a written record
of the interaction.
• You can get together easily.
• You want to solve a problem or
make a decision.
• You want to develop trust.
Nonverbal:
information that is
conveyed without
speaking but with the
body
•
•
•
•
•
•
•
• To accompany verbal
communication – remember,
your body language also gives a
certain message to the person or
people you are conveying
information too and can affect
how they interpret the message!
Facial expression
Gestures
Posture
Body language
Eye contact
Personal space
Physical appearance
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Written: information is
received or conveyed
through written
language
•
•
•
•
•
•
•
•
•
•
•
Visual: information
that is conveyed or
received through
graphics
•
•
•
•
•
Learner’s Handbook
Email
• Choose a written message on
paper when:
Letters
o You don’t need immediate
Memo
feedback.
Newsletter
o
Your message is complex and
Newspaper
requires planning.
Magazines
o You need a written record for
Notes
your files.
Text message
o Your audience is more formal.
Books/manuals/brochures
o You want to avoid
On-line database
miscommunication.
Record books
• Choose an electronic message if:
o You need quick but not
immediate feedback.
o Your message is simple, but
you’re physically separated.
o You need an electronic record.
o You are geographically spread
out, or want to avoid time-zone
barriers.
o You want to avoid
miscommunication.
o The main way of
communicating with the
audience is via email, texts, etc.
Photograph
• To catch the intended audience’s
attention and engage them in the
Graphs
information. Pictures and
Charts
photographs can tell a story!
Pictures
•
To present information in a
Posters
simple way that is easy to
understand (need to make sure
what you present is simple
though!)
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Let’s Exercise: Choosing a Form of Communication
For each of the situations below, choose a form of communication you will use to
respond.
Situation
Medium of Communication
1. During a weekly meeting, your boss asks
you to record the discussion and highlight
the different important future plans and
actions.
2. To prevent people from crossing into a
dangerous area of a construction zone,
you have been instructed to create a sign
telling them to not enter.
3. One of your sister’s is going to get
married next month. You want to attend
the wedding, but it will require missing
three days of work. You need to inform
your boss and human resources that you
wish to take time off.
4. A potential client wants you to build a
large fence for their property. You need
to create a formal statement estimating
the costs for the job.
5. You contact an employer in Davao, but
you are currently in Manila. He tells you
to send him your CV and a brief
explanation describing why you would be
a good fit for the company.
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Let’s Apply: Practicing Effective Ways to Convey Information
Choose one (or more!) of the situations above. Create any written documents you would
respond with if you were in that situation and present it to a friend or family member as if they
are the intended recipient of your information. Remember to practice all the strategies discussed
earlier in conveying information! You and our friend or family member can then use the rubric
below to assess how well you were able to convey the information.
Rubric for Assessment:
Strategies to Effectively Give
Information
1
2
3
4
Beginning
Developing
Mostly
Accomplished
Accomplished
The learner was able to…
1. Choose the appropriate
medium of communication
given the audience
2. Provide information that was
based on fact and not an
emotional response or biased
3. Provide information that was
current
4. Provide information from a
valid source
5. Make sure the audience
understood the message by
seeking feedback
6. Use appropriate non-verbal
communication
7. Use active listening skills and
avoid distractions when
presenting the information
8. Present information clearly and
concisely
9. Supplement verbal
communication with visuals
(photographs, posters, etc.) as
appropriate.
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Activity 5: Communication Protocols and Procedures: Lines of Communication
and Communication Storage
Objectives
✓ Describe different ways of storing communication and information
✓ Identify and respect the lines of communication in the workplace
 Recommended time: 30-40 minutes
Now that you have learned how giving and receiving information is so important in the
workplace, it is also necessary to think about how this is done within a business or
organization. There are protocols and procedures related to communication that are
necessary to follow in order for the business to function and succeed. Two important
aspects are:
1. Lines of communication with supervisors and colleagues
2. Storage of information
Think about a situation from your personal or work life when you did not receive the
information you needed to carry out a task or when you were responsible for not passing
on information that was needed. What happened and what should have been done
differently?
Read the scenarios below. For each one, answer the following questions:
1. What happened in the scenario?
2. What should have been the line of communication?
3. What broke the line of communication?
4. What are the potential consequences of the broken line of communication?
5. How can such a situation be avoided in the future?
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Scenario 1: Maria works as a sales
associate at a shop that sells mobile
phone. One day a customer came in
complaining that his new phone was
not working properly and that he
needed a refund. Maria asked the
customer some questions to find out
why the phone did not work. She was
not authorized to give refunds and her
supervisor was out for the day. She
Source: https://unsplash.com/photos/iuU2aZdzp_M
told the customer to come back the
next day to talk to her supervisor. Maria meant to write down information about the
interaction with the customer but the store got busy and she forgot.
The next day the customer returned to the store. The supervisor was there but had
no idea about the problem from the day before. Maria had the day off. The customer
became very annoyed when she had to explain the whole problem again.
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Source: https://unsplash.com/photos/sMKUYIasyDM
Scenario 2: Joseph works for a busy computer repair service company. He takes
incoming calls from customers who need help and then assigns technicians according
to the work that needs to be done. One day he gets a call about a family emergency
and has to leave work abruptly for several days. Nobody has access to the list of
customers awaiting service.
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Source: https://www.pexels.com/photo/cropconcerned-black-woman-using-smartphoneon-street-5700200/
Learner’s Handbook
Scenario 3: You are on your way to work one
morning when you start to feel ill. A colleague is
riding in the same jeepney so you ask him to tell
your supervisor that you will not be able to make it
to work today. It turns out your colleague was sent
out on errands shortly after arriving at work and he
forgot to inform your supervisor that you were ill.
Your supervisor sends you a text, clearly annoyed
that you did not show up at work.
As you can see from the scenarios, lines of communication are important in the
workplace, whether it is between colleagues or between employees and supervisors or
management. Messages, information, instructions and ideas cannot be conveyed or
received well unless the lines of communication are open and understood by all. There
are certain protocols and procedures that every business has to promote clear
communication. As an employee it is important to be aware of what you need to do to
ensure information you have or need is getting to the right people at the right time and
in a manner that the company sees fit. For example, if you are sick and there is a
workplace procedure that says you need to call your supervisor or Human Resource
office, you should not ask a colleague to inform the supervisor instead!
Another important element of keeping information flowing and getting to the right
people at the right time is how we store information within the workplace.
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

Learner’s Handbook
Surely at home, we have our own way of keeping personal or family documents. What
types of documents does your family keep and how do they store them? Discuss this with
your family members so you get a better understanding of how this is done.
Now think about a workplace. What type of information would need to be stored? How
does information get stored?
From your discussions and reflection, you may have realized that information can be
stored manually or digitally. Read below for further information!

Key Facts 1.4: Storing and Organizing Information Electronically and
Manually 4 5
•
There are many different forms of communication and information that are created,
stored and shared in a workplace. For example: financial records, reports, customers’
personal information, business letters, minutes of meetings, faxes, contracts,
personnel forms, daily activities, sales records, product information (price, brochure,
order form),… the list goes on and will vary according to the type of business.
4
Ray, L. (2017, November 21). Should a Company Keep Both Digital Physical Records? Retrieved November 15,
2020, from https://smallbusiness.chron.com/should-company-keep-digital-physical-records-78503.html
5
MGHS Business Services. Process and Maintain Workplace Information. Retrieved November 15, 2020, from
http://mghsbusinessservices.weebly.com/uploads/3/0/8/6/30867217/bsbinm201process__maintain_workplace_information4weebly.pdf
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• An electronic filing system is where files or documents are
digitally stored in a computer. Digital documents are stored in
computer drives or online servers.
• In a manual filing system files or documents are manually
compiled using various types of storage like filing cabinets,
office folders, storage boxes, organizers, etc.
• An electronic system reduces storage space requirements.
Source:
https://www.tradesecretslaw.co
m/wpcontent/uploads/sites/232/2015/
09/shutterstock_206994166.jpg
• Regardless of the type of system, an information
management system enables people to capture, process, store
and retrieve information. When a system is well organized, it
will help a business run more efficiently and be more
productive.
• More and more information is stored electronically but in
most businesses a combination of an electronic and manual filing system is used.
•
✓
✓
✓
✓
✓
It is essential for businesses to keep their electronic and manual files organized and
up to date. Without a good system, a business can fail.
Tips for Storing Information
Electronically
Manually
Use secure computers
✓ Organize file cabinets, boxes, etc. by types
Schedule routine backups of the
of records and information
computers in the business
✓ Do not mix different types of documents
Create file folders for all basic record
in the same place. Keep them separate
types or documents
for better organization and ease of
Use subfolders to help better organize
retrieval
information under each folder
✓ Label cabinets, boxes, folders, etc. so
Use cloud-based information sharing and
everyone who needs access to documents
storage. Examples include Dropbox,
can easily find them
Google Drive, Microsoft OneDrive, iCloud ✓ Plan ahead – if you know you will
and Box
accumulate more paper copies of certain
documents, leave space in that particular
folder, box or cabinet for growth
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Let’s Apply: Lines of Communication and Storage of Information
Go to the nearest store in your neighborhood with whom you are very much acquainted. Ask
permission and explain about the purpose of you interview. In your interview ask the following
questions:
1.
What are the essential transaction documents that a store owner deals with every day?
2.
How are these documents used and shared amongst your employees?
3.
How does he/she manage and organize these documents so they can be easily accessed?
4.
Why is it important to organize these documents?
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Sharing is caring
Share the information you learned from the interview with an adult in your household. Ask
that person to share their own experience with the storage and use of information in their
own work situations. Write any learning points below.

Performance Criteria Checklist
The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
Conduct a quick self-assessment and answer the table below.
Statements
Did you…
1.
Identify modes and media of communication?
2.
Check that information to be given or received is
accurate and reliable?
Please check YES if you have shown
or can do the statement, NO if you
haven't shown it or cannot do it yet
YES
NO
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Statements
Did you…
3.
Identify ways in which to effectively receive
information?
4.
Demonstrate ways in which to effectively receive
information?
Identify strategies to effectively convey messages
and information for different situations in the
workplace?
5.
6.
Use workplace behaviors and attitudes that will
help you effectively give and receive information?
7.
Prepare for meetings that will help you effectively
give and receive information?
8.
Describe different ways of storing communication
and information?
9.
Identify and respect the lines of communication in
the workplace?
Learner’s Handbook
Please check YES if you have shown
or can do the statement, NO if you
haven't shown it or cannot do it yet
YES
NO
Guide to the Learner and Facilitator’s Discussion:
Topics to discuss during the Learning Check:
1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
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Session 1 – Writing Space
Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on modes and media of communication,
effective strategies of giving and receiving information, using proper protocol and
procedures regarding the lines of communication in the workplace and the storage
of information.
Congratulations! Now that you know how to choose modes and media of communication
effectively give and receive information and follow procedures regarding lines of
communication and information storage, the next step is to perform duties following
workplace instructions.
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Session 2: Perform Duties Following Workplace Instructions
Performance Criteria:
2.1
Written notices and instructions are read and interpreted in accordance with
organizational guidelines
2.2
Routine written instructions are followed based on established procedures
2.3
Feedback is given to workplace supervisor-based instructions/ information received
2.4
Workplace interactions are conducted in a courteous manner
2.5
Where necessary, clarifications about routine workplace procedures and matters
concerning conditions of employment are sought and asked from appropriate sources
2.6
Meetings outcomes are interpreted and implemented
 Key Topics and Learning Points 
1.
2.
3.
4.
5.
Strategies to understand written instructions
interpreting and implementing instructions following a meeting
Seeking clarification
Giving feedback on instructions and task to supervisor
Conditions of employment and rights and responsibilities
 When interpreting instructions, try to summarize each step into fewer words.
 During a meeting, practice active listening, asking questions for clarification, taking notes
and repeating what you have understood.
 Always seek clarification when you have not understood instructions.
 When providing feedback to a supervisor on an instruction given, be polite, specific and
solution-oriented.
 Be aware of your rights and responsibilities in the workplace and find ways to talk to your
supervisor if there is a conflict.
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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.
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?
Read the scenarios below. Answer the questions that follow each scenario.
Scenario 1: Safety at the Construction Site
A young assistant supervisor named Paolo
has only been on the job for a month at a
construction site. He was asked by his
supervisor to oversee the welding area
where grills are fabricated for the windows.
He was also reminded to observe safety
rules and to take precautions as he enters
the workplace. Due to noise interruptions,
he was not able to understand his supervisor
clearly, so he just nodded and proceeded to
the area directly.
Source: https://unsplash.com/photos/qvBYnMuNJ9A
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As he arrived, he saw a notice at the entrance, reminding every personnel about the use of
Personal Protective Equipment (PPE) like wearing of hand gloves, hard hat, protective eyeglass
and safety boots. Without minding the safety reminder, he went straight ahead to the welding
area where some welders were working. As he approached the steel table, he did not notice that
he stepped on slippery ground caused by used spilled oil. He slipped and fell and his head hit the
side of the steel table. He became unconscious and his head was severely bleeding. He was then
rushed to the emergency hospital for medical treatment.
1. What happened in the scenario?
2. Name two different types of instructions that Paolo should have followed.
3. What prevented Paolo from following the instructions regarding PPE in the
workplace?
4. Has a similar situation happened to you? Have you ever experienced rushing into
something even without understanding an instruction clearly? What happened?
5. If you were Paolo, what would you have done to avoid such a situation? Could his
supervisor have done anything differently?
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Scenario 2: At the piggery
Piglets are born with needle-sharp teeth that need to be taken out. Read the following
directions on trimming a pig’s teeth:
Source: https://commons.wikimedia.org/wiki/File:Hog_confinement_barn_interior.jpg
Procedure:
1. Restrain the piglet by grasping the head with one hand.
2. Force the mouth open using fingers on the same hand near the back edges of the mouth.
Be careful that you do not choke the piglet.
3. Use sharp pliers taking care not to injure the gums. Hold the clippers as perpendicular as
possible to the teeth
4. Completely cut off the teeth as close to the gum as possible
5. After clipping the teeth on one side turn the pig to give access to the teeth on the other
side of the head.
6. Clean the pliers with a disinfectant after working with each litter of piglets.
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Use the space below to write reflections related to the following questions:
What techniques do you use while reading for instructions or directions?
a. Do you read each direction step by step?
b. Do you imagine the process?
c. Without looking at the directions, try to describe this process to another person.
d. What strategies would you use to remember the directions more clearly?
Read Key Facts 1.5 below and compare what you wrote above with the strategies on how
to interpret written instructions. You may have identified other strategies that are not in
Key Facts 1.5. Feel free to add them to the list!

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.
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Let’s Apply: Interpreting Instructions Presented in Pictures
One of the strategies listed above is about interpreting pictures or diagrams that give
some sort of instruction. We have all seen these before – for example, pictures used on
clothing labels to explain how to wash them; instructions on how to use machinery;
instructions on safety procedures in the workplace, etc.
1. Using the images provided, write an instruction for each step of the process for milking a
cow. Write the instructions next to each of the images. 6
1.
2.
6
Corrigan, R. (2020). How to Milk a Cow. https://www.wikihow.com/Milk-a-Cow
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3.
4.
5.
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6.
7.
2. Answer the following questions:
a. How did you interpret the visual instructions?
b. What difficulties did you face?
c. If you do not understand instructions that are presented visually, what can you do to
make sure you understand the instructions?
d. What advice would you give somebody writing instructions?
3. Share the pictures and directions with a friend or family member. Can they understand the
pictures and your instructions?
See how your written instructions compare with those found at the end of the module in the Key
to Correction.
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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.
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.
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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
Let’s Apply: Interpreting and Carrying Out Instructions Following a Meeting
Source: https://unsplash.com/photos/VCtI-0qlVgA
You work as a technician installing computer software and fixing minor hardware
problems. Your company has decided that it needs to expand its customer base if it is to
make a profit this year. A meeting is held with people from your division to identify ways
in which to do this. Your supervisor is counting on you to take action after the meeting
to play a role in increasing the number of customers you serve. What should you do
before, during and after the meeting to make sure you can respond to your supervisor’s
request?
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Ask a few other people in your household to role play the scenario. Ask one person to
observe you during the process and fill out the rubric below based on your performance.
Rubric for Assessment:
Strategies to Interpret and Carry
Out Instructions Following a
Meeting
1
2
3
4
Beginning
Developing
Mostly
Accomplished
Accomplished
The learner was able to…
1. Prepare and be ready for the
meeting
2. Use active listening skills during
the meeting
3. Take notes of important points
during the meeting
4. Ask questions for clarification if
s/he did not understood a point
being made
5. Repeat back the instructions
heard regarding next steps to
take
6. Make a to do list for tasks to do
after the meeting
7. Strategize how s/he is going to
accomplish the tasks assigned
to you
8. Check in with the supervisor if
s/he stuck and are unsure of the
way forward
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Activity 8: Seeking Clarification and Giving Feedback on Instructions Received
Objectives:
✓
✓
✓
✓
Seek clarification when instructions are not understood
Provide feedback to supervisor on instructions and tasks to be carried out
Identify rights and responsibilities of employers and employees
Develop an awareness of the conditions of employment and speak with a supervisor
when the conditions are not being met
 Time Required: 40-60 minutes
Throughout this module you have learned the importance of seeking clarification when
you have not understood something. This is particularly important when it comes to
following written or verbal instructions! It is not always easy to speak up and ask
someone to repeat what they have said but it is absolutely necessary to avoid making
things worse, especially when you are not clear about an instruction that has been given!
There are other times too when you will need to be proactive and talk to your employer
or supervisor. You might need to give the supervisor feedback on how well or not well a
particular task or approach to completing a task is going. You might also find yourself in
a situation where you are concerned about certain instructions or tasks falling outside of
your agreed upon condition of employment.
Think about…
1. examples from your personal and work life when you had to seek clarification on an
instruction given to you or when you wish you had sought clarification but did not.
What type of situation was it? If you asked for clarification, how did you feel doing
that? If you did not seek clarification, why not?
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2. a time when you gave feedback to a supervisor
3. a situation where you felt like what was being asked of you was outside of your
conditions of employment. What did you do about it?

Your colleague Joseph has come to you for advice. The supervisor sent him an email
asking him to add information to some files that another colleague is also updating. Joe
is confused, wondering if he should add his information to the files at the same time as
his colleague or if he should wait for his colleague to make changes first and then add his
information to those updated files. Give Joseph some tips on how to seek clarification
from the supervisor.
You might have given Joseph some tips such as:
• Thank the supervisor and then state that you need some clarification on the
instructions.
• Explain what part of the instructions you need clarification on.
• Ask the supervisor nicely to explain the instructions further either in an email, face to
face or a phone call.
• Thank the supervisor for his or her time.
If Joseph had received the instructions verbally from the supervisor, he could have used
the same process but also:
• Repeat back to the supervisor what he has heard for verification.
• Ask open ended questions to the supervisor so the supervisor could provide more
information
• Summarize next steps he will take
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Let’s Exercise: Seeking Clarification on Written Instructions
You are now Joseph! Write an email to your supervisor seeking clarification about
updating the files. Use the template below.

Send
From 
To…
Cc…
Subject:
See a sample email in the Key to Correction at the end of the module.

Madame Reyes met with Joseph to further discuss the instructions. Joe received the
updated files from his colleague and proceeded to add the information he was requested
to include. In the process he realized that additional information was going to be needed
from the Accounting Office to make the files complete. He didn’t have the authority to
ask them to do that but he wasn’t sure how to give feedback to his supervisor on the
issue. Give Joseph some tips on how to give feedback to a supervisor.
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You might have given Joseph some tips such as:
• Write your ideas down first before meeting the supervisor.
• Update the supervisor on the progress being made towards accomplishing the task.
• Ask if you can give feedback.
• Politely give the feedback.
• Be specific.
• Be positive and solution-oriented.
.
Let’s Exercise: Providing Feedback to a Supervisor
You are now Joseph again! Find a partner you can role play with. You will be Joseph and
your partner will be Madame Reyes, the supervisor. Use the tips above to give Madame
Reyes feedback. Ask your partner to assess whether or not you have put the advice into
action by checking yes or no:
YES
NO
1. Write your ideas down first before meeting the supervisor.
2. Update the supervisor on the progress being made towards
accomplishing the task.
3. Ask if you can give feedback.
4. Politely give the feedback.
5. Be specific.
6. Be positive and solution-oriented.

Madame Reyes accepted the feedback given by Joseph. She was so thrilled with his
suggestion that she asked him to gather the additional information from the accounting
division. Joseph knew this was going to take a long time and he had already been working
over time for several weeks without pay. He was not sure how to tell Madame Reyes no
but felt that his conditions of employment were not being respected. Give Joseph some
tips on how to talk to his supervisor about the conditions of employment not being
respected. Also, remind him that the employer and the employee both have rights and
responsibilities. Do the exercise below to recall rights and responsibilities, particularly
those related to the condition of employment.
.
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Let’s Exercise: Roles and Responsibilities in the Workplace
Legal responsibilities apply to both workers and employers. Just as employers have some
legal responsibilities at work, workers also have legal responsibilities. They are different
responsibilities, but both have responsibilities under the law.
Below is a list of responsibilities. Decide if the responsibility is primarily that of the
employer or the worker and write E for employer or W for worker in the space before the
statement. The first one has been done as an example.
Check your answers below in Key Facts 1.7 after completing the table. You can also verify
your answers at the end of the module.
E
To make a work agreement with the employee, agreeing on conditions, time and
place
To follow up with the employee on the agreed terms
To personally perform the work in the time, place and conditions as agreed upon
To supervise and provide suitable conditions of work so workers have security, health
and dignity
To honor terms of payment
To follow the instructions of the worker’s boss
To safeguard standards, staff and environment
To register and pay into social security for the employee
To take care of the well‐being of staff and qualified dependents (e.g. wife/husband,
children)
To avoid any issues or problems at the workplace that will endanger the worker or
his/her colleagues
To agree on a performance contract
To follow the rules at work
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
Learner’s Handbook
Key Facts 1.7: Responsibilities of the Employer and the Worker
•
•
•
•
•
•
•
•
Responsibilities of the Employer
To make a work agreement with the
employee, agreeing on conditions,
time and place;
To follow up with the employee on
the agreed terms;
To supervise and provide suitable
conditions of work so workers have
security, health and dignity;
To honor terms of payment;
To safeguard standards, staff and
environment;
To register and pay into social security
for the employee;
To take care of the well‐being of staff
and qualified dependents (e.g.
wife/husband, children);
To agree on a performance contract.
•
•
•
•
Responsibilities of the Worker
To personally perform the work in the
time, place and conditions as agreed
upon;
To follow the instructions of the
worker’s boss;
To avoid any issues or problems at the
workplace that will endanger the
worker or his/her colleagues;
To follow the rules at work.
Think about it!
This section encourages you to express your opinions to family and friends about a topic.
Start a discussion with them face to face, via text, chat, or whatever means available and
comfortable to you. It’s always great to share your ideas and hear more points of view ☺.
Answer the following questions.
1. Think about seeking clarification from a supervisor on instructions given at work. Is
this dangerous to do given the supervisor might think you are not capable to perform
the task? What has been your own experience at work?
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2. Share your experience when you gave feedback to a supervisor regarding a task you
were instructed to do. What happened? How did the supervisor react?
3. Show your adult family members Key Facts 1.7: Responsibilities of the Employer and
the Worker. Ask them for their thoughts around these responsibilities. Which ones
do they think exist in their own places of work? Which ones do not? How do they feel
about having or not having the responsibilities stated in the list? What do they do
when their conditions of employment are not being followed?
Remember to thank them for their time and their help on your schoolwork.
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
Learner’s Handbook
Performance Criteria Checklist
The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
Conduct a quick self-assessment and answer the table below.
Statements
Did you…
Please check YES if you have shown
or can do the statement, NO if you
haven't shown it or cannot do it yet
YES
NO
1. Apply strategies that will help you understand
written and visual instructions?
2. Practice steps to interpreting and carrying out
instructions following a meeting?
3. Seek clarification when instructions are not
understood?
4. Provide feedback to supervisor on instructions
and tasks to be carried out?
5. Identify rights and responsibilities of employers
and employees?
6. Develop an awareness of the conditions of
employment and speak with a supervisor when
the conditions are not being met?
Guide to the Learner and Facilitator’s Discussion:
Topics to discuss during the Learning Check:
1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
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Session 2 – Writing Space
Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on strategies to understand written
instructions, interpreting and implementing instructions following a meeting,
seeking clarification, and giving feedback on instructions and task to a supervisor.
Congratulations! Now that you know how to interpret and respond to written instructions
and seek clarification as needed, the next step is to identify and use workplace documents
and records.
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Session 3: Completing Relevant Work-Related Documents
Performance Criteria:
3.1
3.2
3.3
3.4
Range of forms relating to conditions of employment are completed
accurately and legibly
Workplace data is recorded on standard workplace forms and documents
Errors in recording information on forms/ documents are identified and
acted upon
Reporting requirements to supervisor are completed according to
organizational guidelines
 Key Topics and Learning Points 
1. Workplace documents and forms
2. Business letters
3. Writing and filling out workplace documents and forms
 There are many different types of workplace documents and forms that can be
categorized into business-related record keeping; procedural and informational
documents; and forms of communication.
 Business letters must be professional without any mistakes.
 Pay close attention when filling out workplace documents and forms.
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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
 Time Required: 40- 60 minutes
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.

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:
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Workplace
Document
Agenda
User guide
Invoice
E-mail messages
Leave request
forms
Contract
Receipt
Notice
Delivery note
Work instructions
Learner’s Handbook
Definition, meaning or purpose
Messages distributed by electronic means from
one computer user to one or more recipients via a
network.
A written acknowledgment of having received, or
taken into one's possession, a specified amount of
money, goods, etc.
This is to be completed when an employee is
requesting time off from work.
Written or formal information notifying or warning
about a fact.
Detailed information on how something should be
done or operated.
A list of matters to be discussed at a meeting or a
list of aims or possible future achievements.
Certifies the delivery of goods to the buyer.
A guide intended to give assistance to people using
a certain product or operating within a certain
system.
A legally binding agreement usually concerning
employment, sales, or tenancy.
A list of things provided, or work done together
with their cost, for payment at a later time.
Refer to Key Facts 1.8: Types of Workplace Documents to find the definitions of the workplace
documents.

Key Facts 1.8: Different Workplace Documents
Document
Meeting Minutes
Policy
Regulation
Notice
Detailed Information
A written account of what went on and was discussed during a
meeting.
A course or principle of action adopted or proposed by an
organization or individual.
A rule or directive made and maintained by an authority
Notification or warning of something
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Costing sheet
Progress record (report)
Work instructions
User guide
Quotation/Estimate
form
Notice
Invoice
Memo
Circular (flier)
E-mail messages
Letter
Agenda
Project report
Purchase order
Leave request forms
Receipt
Contract
Learner’s Handbook
A document that reflects the cost of the items and services
required for a certain project or job.
Explains in detail how far you've gone towards the completion of
a project
Detailed information on how something should be done or
operated.
A guide intended to give assistance to people using a certain
product or operating within a certain system.
A formal statement setting out the estimated cost for a particular
job or service.
Written or formal information notifying or warning about a fact.
A list of things provided or work done together with their cost,
for payment at a later time
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
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.
Messages distributed by electronic means from one computer
user to one or more recipients via a network
A written form of communication from one party to another
A list of matters to be discussed at a meeting or a list of aims or
possible future achievements
This is used to document project successes, lessons learned and
performance, in order to signal improvement in project delivery
for the future
This is a document created by a buyer, indicating the details of
the items they wish to purchase from a seller
This is to be completed when an employee is requesting time off
from work.
A written acknowledgment of having received, or taken into
one's possession, a specified amount of money, goods, etc
A legally binding agreement usually concerning employment,
sales, or tenancy.
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Accident and emergency
Tools and equipment
safe operating
Best practice customer
service
Menu
Shift report
Requisition form
Graphics
Signs
Quality assurance
Job application
Job time sheet
Learner’s Handbook
This is a set of instructions to follow in event of a workplace
accident or emergency
Safe operating procedures for tools and equipment are
developed in conjuction with the manufacturer’s operating
procedures
These outline the steps for answering customer enquiries,
dealing with customer complaints and reviewing customer
satisfaction.
An offering of a set of options often used in restaurants but also,
for other goods and services.
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.
Internal request by an employee to purchase an item. The
request is sent to other individuals in the organization for
approval.
Visual images used to inform, illustrate, or entertain.
An object or image indicating something.
These outline the checks required to ensure that expected
quality levels are achieved and maintained throughout each
stage of production.
A form you fill out if you want a job. You provide personal details
and qualifications for the specific job.
Where a worker records the time he/she has worked.
Sample Types of Workplace Documents:
Job Time Sheet
Receipt
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https://biz30.timedoctor.com/free-timesheettemplates/
Learner’s Handbook
https://www.template.net/business/receipttemplates/cash-receipt-templates/
Requisition Form
Leave Form
https://www.mtas.tennessee.edu/reference/requisitionform-sample
https://www.teacherph.com/application-for-leaveof-absence-cs-form-6/
Quotation Form
Job Application Form
https://www.jotform.com/pdf-templates/printingquotation-template
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https://www.template.net/business/applicationform-template/job-application-templates/
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
Learner’s Handbook
Analyze the workplace documents from Key Facts 1.8: Types of Workplace Documents
and categorize them in one of the columns below. Be sure to give reasons to support your
choices. An example has been done for you in each column.
Business-Related Record
Keeping
Invoice
Procedural and Informational
Documents
Work instructions
Forms of Communication
Memo
Check your answers at the end of the module.
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Activity 10: Writing a Business Letter
Objectives:
✓ Identify the main parts of a business letter
✓ Apply good practices in writing a business letter
 Time Required: 40-60 minutes
Do you know the basic parts of a business letter? Below is a sample workplace
communication. Identify each section by placing the corresponding icons in the spaces
provided below.
OPT 2.O Manpower Services
IT Park, San Juan, Quezon City
September 11, 2020
ATTENTION ALL EMPLOYEES!
Due to COVID19 Pandemic, we are suspending our work on September 21-23, 2020 to
give way to the City Health and Safety Department who will be conducting
disinfection activities in all departments’ offices and of the entire company building.
Regular work will resume on September 24, 2020 with strict observance of health
protocols and with the agreed skeletal workforce reporting schedule.
Please be guided accordingly.
Very truly yours,
The Management
Salutation
Closing/signature
Sender’s address
Date
Salutation
Body
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Key Facts 1.9: Business Letter Tips
✓ State the purpose clearly and up front, typically in the first sentence.
✓ Include supporting information (reasons, examples) of the main point.
✓ The final paragraph politely says the writer is waiting for a response and thanks the
recipient.
✓ Use positive language.
✓ Use your business’s letter head with the logo if it exists so it looks more professional.
✓ Remember that business letters must be professional. They are like advertising. They
give the reader information about the writer. If the letter has spelling or grammar
mistakes, the reader will think the writer is sloppy. If the letter is confusing, the reader
will think the writer is not capable. If the letter is impolite, it will give a terrible
impression. Business letters must be as perfect as you can make them.
✓ Below is a sample template of a Business Letter
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Let’s Exercise: Writing a Business Communication
Compose a workplace communication taking tips from what you have learned above. Suppose
you are asked by your supervisor to send communications for the following company activities.
Use the details below to compose your communication invites.
1. The company will conduct its annual family day
• Venue: Garden Orchid Hotel, Zamboanga City
• Date/Time: December 22, 2020/8am to 5pm
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2. Participation of your company to a coastal clean-up where all employees are required to
attend. Personal cleaning materials are needed.
• Roxas Boulevard, Manila
• October 16, 2020 – Whole day event
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Let’s Apply: Writing a Business Letter
Interview an employee that writes or is supposed to write a business letter. Ask for the addressee
details (name, position, company, and address), as well as the intention, purpose and main
points of the letter. Write a business letter in behalf of the interviewed employee. Show your
finished letter to your responded and ask for feedback. Use the space below to write the business
letter.
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Activity 11: Guidelines in Completing Workplace Documents and Forms
Objectives:
✓ Recognize templates for some workplace documents and forms
✓ Record data and information on standard workplace forms and documents
 Time Required: 40- 60 minutes
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.
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 workrelated 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.
Source:
https://unsplash.com/photos/FHnnjk1Yj7Y
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
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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. 7
Let’s Apply: Completing Workplace Documents and Forms
There are so many different workplace documents and forms. We can’t cover them all here.
We can give you some good practice though filling in an application, writing an application
letter, filling in a time sheet and more. Follow the scenarios below and complete the forms
given as you move through the scenarios. Feel free to use your own personal information or
made up information.
Scenario (Part 1): A garment factory, Super Shirts Inc., recently opened in your community. The
company is calling for applications for different positions such as cleaner, security guard, tailor,
and packager. Based on your past experience apply for one of the positions. Fill out the job
application form.
Desired Position
Name
Address
Date Available
Education
Employment History
Company Name
Duties and Responsibilities
Days Available
Date
Telephone Number
E-mail
Full Time or Part Time
Position
Dates of Employment
Company Name
Duties and Responsibilities
Position
Dates of Employment
Company Name
Duties and Responsibilities
Position
Dates of Employment
7
TESDA (n.d.). Computer Systems Servicing NC II – Lesson 02: Complete Relevant Work Related
Documents. https://gselodelmsapp.wordpress.com/online-courses-page/course-1/course-1particpate/lesson-02-complete-relevant-work-related-documents/
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Applicant Name
Contact Information
Date
Recipient Name
Recipient Address
Dear (Recipient Name),
Explanation and request for job consideration.
Sincerely,
Applicant Name
Scenario (Part 2): After a successful interview, the company decides to employ you.
Congratulations! At the end of your first week at work you are required to fill out a timesheet.
Record the hours you worked in the following timesheet.
Employee Name and ID
Day
Dates:
Job Code or Description of Hours Worked
Work
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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Scenario (Part 3): After many months of good performance, your supervisor gives you a
promotion. Now you are going to spend some of your time assisting finance. Super Shirts Inc.
makes 200 shirts at 200 Pesos each, 100 shorts at 300 Pesos Rwf each, and 30 hats at 100 Pesos
each for a school, Math Prep Academy, in Quezon City. To receive payment for the clothes, fill
out an invoice. Imagine and create some of the details.
Company
Name/Vendor
Client Name
QUANTITY
Company Address:
Date:
Client Address:
Invoice Number:
DESCRIPTION
UNIT
PRICE
TOTAL
TOTAL due
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Scenario (Part 4): Next, your supervisor asks you to create a contract for a temporary janitor.
Use the template and imagine some of the details.
Company Name
Company Address
Name of Service Provider
Service Agreement Number
Contact Information of Service Provider
Complete Address
Date
Telephone Number
Fax
Other
Description of Services to be Provided (Attach Additional Information as Needed)
(Name) is temporarily hired as a (position) and he/she is responsible for:
1. Task 1
2. Task 2
3. Task 3
Schedule of Services
Commencement Date
End Date
Total Firm Fixed Price (Indicate Currency)
By signing below, provider confirms:
(1) Terms and Conditions
Signature of Provider
Date
Executive Director of Organization
Date
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Scenario (Part 5): Afterwards, you need to create a menu to show the different shirts and their
prices. Use the template and imagine some of the different products, shirts and hats-- two
varieties of each. Make up some different prices.
Menu
Subtopic
Item 1
Item 2
Price 1
Price 2
Subtopic
Item 3
Item 4
Price 3
Price 4
Scenario (Part 6): To deliver these clothes, your company provides shipping. A client, Philippines
Green Co., orders 40 short sleeve shirts and 40 hats with a buckle strap. You find a shipping
company, Zamboanga Ships Ltd. Create a requisition form to provide to your supervisor detailing
the work.
Vendor
Requisitioner
Item Number
Ship via
Quantity
Ship to:
Shipping Terms
Units
Description
Requested by:
Verified by:
Approved by:
Authorized by:
Special Comments
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Scenario (Part 7): Once the requisition form is approved by the director, you have to create a
purchase order with the shipping company on the agreed prices for the shipping. They have
agreed to ship the items for 300 Pesos per package for 5 packages tax included.
Vendor
Requisitioner
Item Number
Ship via
Description
Ship to:
Shipping Terms
Quantity
Unit Price
Total
Subtotal
Tax
Shipping
Other
Total
Special Comments
Scenario (Part 8): Once the shipping company has shipped the materials, they provide you with
a receipt for their services. Create a receipt that could detail the purchase.
Receipt Number
Date
Received From:
Amount
Company
Company Address and Phone Number
Total
Received By:
Notes:
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Sharing is Caring
As discussed earlier, it is very important that you fill our forms accurately and neatly.
Otherwise you could end up losing business! Ask someone with work experience to look at
the forms you filled out above. Ask the person to give feedback on what you have done well
and what needs improvement. Ask the person to share any experiences she or he has had in
the workplace regarding documents and forms. Write any key lessons learned below.
.

Performance Criteria Checklist
The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
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Conduct a quick self-assessment and answer the table below.
Statements
Did you…
Please check YES if you have shown
or can do the statement, NO if you
haven't shown it or cannot do it yet
YES
NO
1. Identify workplace documents and forms?
2. Categorize workplace documents and forms into
business-related record keeping procedural and
informational documents, and forms of
communication?
3. Identify the main parts of a business letter?
4. Apply good practices in writing a business letter?
5. Recognize templates for some workplace
documents and forms?
6. Record data and information on standard
workplace forms and documents?
Guide to the Learner and Facilitator’s Discussion:
Topics to discuss during the Learning Check:
1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
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Session 3 – Writing Space
Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on identifying and using workplace
documents and forms.
Congratulations! You can now move to the review and assessment!
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Session 4: Review & Assessment
Activity 12: Module 1 Review and Application and Post-Module Learner’s
Reflection
Objectives:
✓ State the main topics presented during the module
✓ Reflect on their performance regarding participating in workplace communication
by identifying their strengths, challenges and what they can do to address their
challenges
✓ Perform a role-play demonstrating communication skills
✓ Share learning assessment results with facilitator/trainer
 Recommended Time: 45-60 minutes
Reflect on what you have learned from Module 1 regarding obtaining and conveying
workplace information, following workplace instructions and completing work-related
documents. Jot down your answers to the questions below in the spaces provided.
Learning: Share 2 main things you learned about participating in workplace
communications in Module 1.
1.
2.
Strength: Share 2 strengths that you think you have in workplace
communication.
1.
2.
Weakness: Share 2 weaknesses that you think you have in communication that
you can improve in the future.
1.
2.
Challenges: Share 2 things that you find very challenging in effective
communication.
1.
2.
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
Let’s Apply: Performance Task – Receiving and Responding to
Instructions
1. Role play the following scenario with a partner or your instructor. Exhibit exceptional
communication skills from the previous exercises.
Scenario: Your boss calls you into his office. He tells you that it is your turn to close the
office and there are numerous tasks you must complete. He hands you a written list and
says you need to make sure you have accomplished the following before leaving. The tasks
are to lock all of the doors and windows, turn off all of the lights, switch off the power
outlets, and activate the alarm. You get started on the tasks. When you reach the alarm,
you realize you are not sure how to enter the code to activate it. You see the boss is still
in his office…
2. Check (✓) yes if you use the standard or no if you do not. Write a comment to explain.
Receiving and Interpreting Instructions Observation Form
Standards
Yes
No
Comments
Actively listened
Asked questions for clarifications
Used encouraging words alongside nonverbal
gestures
Paraphrased the message communicated in
own words
Summarized/made an overview of the main
points or issues raised
Took notes of instructions
Checked things off to make sure he/she
doesn’t miss anything
Responded with a good attitude
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
Post-Module Learner’s Reflection:
Participating in Workplace Communication (NC II Level)
End-of-Module Skills Check
Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills for Participating in Workplace Communication. Conduct a self-assessment
and answer the table below.
Statements on my experience, knowledge, skills and abilities
/ Mga pahayag tungkol sa aking kaalaman, kasanayan at
kakayahan
I can… / Kaya ko nang…
Identify modes and media of communication /
Matukoy ang iba’t ibang paraan ng
pakikipagkomunikasyon.
Check that information to be given or received is
accurate and reliable /
Masuri kung ang impormasyong binigay o tinanggap
ay totoo, tama at katiwa-tiwala.
Identify ways in which to effectively receive
information /
Matukoy ang mga paraan ng mabisang pagtanggap
ng impormasyon.
Demonstrate ways in which to effectively receive
information /
Maipakita ang mga paraan ng mabisang
pagtanggap ng impormasyon
Identify strategies to effectively convey messages
and information for different situations in the
workplace /
Matukoy ang mga paraan upang mabisang
makapagbigay ng mensahe at impormasyon sa iba’t
ibang sitwasyon sa trabaho.
Use workplace behaviors and attitudes that will help
you effectively give and receive information /
Gumamit ng mga angkop na galaw at pag-uugali sa
trabaho upang mabisang makapagbigay at
makatanggap ng impormasyon.
Prepare for meetings that will help you effectively
give and receive information /
Makapaghanda sa pagpupulong upang mabisang
makatanggap at makapagbigay ng impormasyon
Circle YES if you have shown or can do
the statement, NO if not /
Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung
hindi pa naipakita o nagawa
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
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Module 1: Participating in Workplace Communication (NC II)
Statements on my experience, knowledge, skills and abilities
/ Mga pahayag tungkol sa aking kaalaman, kasanayan at
kakayahan
I can… / Kaya ko nang…
Describe different ways of storing communication
and information /
Mailarawan ang iba’t ibang paraan sa pagtatago ng
impormasyon at komunikasyon
Identify and respect the lines of communication in
the workplace /
Matukoy at marespeto ang linya ng komunikasyon
sa trabaho.
Apply strategies that will help you understand
written and visual instructions /
Makagamit ng mga estratehiya na makatutulong na
intindihin ang mga pasulat at paguhit na panuto.
Practice steps to interpreting and carrying out
instructions following a meeting /
Masubukan ang mga hakbang upang intindihin at
gawin ang panuto matapos ang pagpupulong
Seek clarification when instructions are not
understood /
Humingi ng paglilinaw sa mga panutong hindi
naintindihan
Provide feedback to supervisor on instructions and
tasks to be carried out /
Makagbigay ng feedback sa bisor sa mga panuto at
gawaing kailangang gawin
Identify rights and responsibilities of employers and
employees /
Matukoy ang mga karapatan at tungkulin ng isang
empleyado at bisor or may-ari
Develop an awareness of the conditions of
employment and speak with a supervisor when the
conditions are not being met /
Maunawaan ang mga kondisyon sa trabaho at
kumausap ng bisor kung sakaling hindi natutupad
ang mga ito
Identify workplace documents and forms /
Matukoy ang mga dokumento para sa trabaho
Categorize workplace documents and forms into
business-related record keeping procedural and
informational documents, and forms of
communication /
Maigrupo ang mga dokumento ayon sa kanilang uri.
Learner’s Handbook
Circle YES if you have shown or can do
the statement, NO if not /
Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung
hindi pa naipakita o nagawa
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
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Module 1: Participating in Workplace Communication (NC II)
Statements on my experience, knowledge, skills and abilities
/ Mga pahayag tungkol sa aking kaalaman, kasanayan at
kakayahan
I can… / Kaya ko nang…
Identify the main parts of a business letter /
Matukoy ang iba’t ibang bahagi ng liham
pangkalakal
Apply good practices in writing a business letter /
Magamit ang mabisang hakbang tungo sa
pagsusulat ng mahusay na liham pangkalakal
Recognize templates for some workplace documents
and forms /
Matukoy ang mga templates para sa ilang
dokumento sa trabaho
Record data and information on standard workplace
forms and documents /
Maisulat at maitago ang impormasyon at datos
gamit ang dokumentong nakasunod sa pamantayan
ng trabaho
Obtain and convey workplace information /
Makakuha at makapagbigay ng impormasyon mula
sa trabaho
Perform duties following workplace instructions /
Maisagawa ang mga tungkulin alinsunod sa panuto
sa trabaho
Complete relevant work-related documents /
Masagutan ang mga angkop na dokumentong may
kinalaman sa trabaho
Learner’s Handbook
Circle YES if you have shown or can do
the statement, NO if not /
Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung
hindi pa naipakita o nagawa
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can
also reach out to your facilitator/trainer to provide you with guidance on what activities you
can do in order to master the skill.
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
Activity 13: End-of-Module Assessment
Objectives:
✓ Correctly answer the questions pertaining to the concepts discussed in the module
 Recommended Time: 15-30 minutes
End-of-Module Assessment
Congratulations for finishing Module 1: Communication- Participating in Workplace
Communication for National Certificate Level II! At the end of every module you will take a
short assessment to see how much you have learned. It will help you and your teacher identify
the knowledge and skills you know and what still needs reinforcing. The results will not affect
your ability to continue in the program.
Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.
Once you have finished answering the questions, review the answers found at the end and
note down any questions to ask your instructor.
Module 1: Participating in Workplace Communication
Circle an answer for each statement.
English
Tagalog
1. When you are discussing an issue at
work with a co-worker and she or he is
saying something that you do not agree
with, you:
1. Kapag may tinatalakay kang usapin sa
isang katrabaho at hindi ka sumasangayon sa sinasabi niya, dapat:
a. Interrupt your co-worker to let him
or her know you disagree
b. Shake your head in disagreement to
let your co-worker know how you
feel
c. Try to think about something else
until your co-worker stops talking
d. Are aware of your own feelings but
listen to what your co-worker has to
say before responding
e. All of the above
a. Singitan mo ang katrabaho mo para
ipaalam sa kaniyang hindi ka
sumasang-ayon
b. Umiling ka para ipaalam sa
katrabaho ang iyong damdamin
c. Subukang mag-isip tungkol sa ibang
bagay hanggang sa tumigil
magsalita ang iyong katrabaho
d. Alam mo kung ano ang damdamin
mo, pero makikinig sa sinasabi ng
iyong katrabaho bago ka magsalita
e. Lahat ng nabanggit
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
English
Tagalog
2. When someone else is speaking, you
should give non-verbal communication
cues to show that you understand.
2. Kapag may nagsasalita, dapat
magpakita ka ng mga non-verbal
communication cues para ipakitang
naiintindihan mo.
a. True
b. False
3. When speaking to a group of people, it
is important to:
a.
b.
c.
d.
Stay focused on the topic at hand
Maintain good eye contact
Be well informed on the topic
Present information in a logical,
flowing way
e. All of the above
4. Accuracy is based on your opinion not
on facts
a. True
b. False
5. In communication, the source of
information are identified depending
on the workplace or client’s
requirements.
a. True
b. False
6. In conveying an information, the
following are important to consider
except for;
a. The information is verified and
found in the company’s standard
manual
b. Ensure that the information is
written and approved by the
management.
a. Tama
b. Mali
3. Kapag nagsasalita sa isang grupo ng
tao, mahalagang:
a. Manatiling nakatuon sa paksang
tinatalakay
b. Tumingin sa mata ng mga
kinakausap
c. Maging maalam sa paksang
tinatalakay
d. Itanghal ang impormasyon sa isang
lohikal at dumadaloy na paraan
e. Lahat ng nabanggit
4. Kawastuhan ng impormasyon ay
naaayon sa iyong opinion at hindi sa
katotohanan
a. Tama
b. Mali
5. Sa komunikasyon, ang pagkuhanan ng
gagamiting impormasyon ay
nakasalalay sa kung anong
pangangailangan ng lugar ng
pinagtrabahuhan o sa pangangalaingan
ng customer.
a. Tama
b. Mali
6. Sa pagbibigay ng impormasyon,
nararapat lamang na isa alang-alang
ang mga sumusunod maliban sa;
a. Ang impormasyon ay beripikado at
nakikita sa manwal ng kompanya.
b. Ang impormasyon ay dapat
nakasulat at aprubado ng
namamahala.
c. Ito ay base sa mga sinasabi ng mga
nakakatandang manggagawa ng
kompanya.
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
English
c. Based your information from your
co-worker who has been working in
the company for years already.
d. Information is up-to-date
Tagalog
d. Ang impormasyon ay dapat
napapanahon.
7. In order to improve your
communication skills in workplace
meeting, the following should be
observed, except for;
a. Making yourself ready before the
meeting.
b. Be at the meeting earlier
c. Make your presence known by
raising irrelevant issues and share
your thoughts anytime you like.
d. Organize your thoughts and share
confidently when ready
7. Upang mapaunlad ang sariling
kakayahan sa pakikipag-usap, ang
sumusunod ay dapat obserbahan,
maliban sa;
a. Ihanda ang sarili bago pa man ang
pulong
b. Dumating ng mas maaga bago pa
man magsisimula ang pagpupulong
c. Ipaalam ang iyong presensya sa
pamamagitan ng pagbabahagi ng
isyu na walang kaugnayan sa
meeting and magbahagi ng sariling
opinion kung kalian mo gusto.
d. Organisahin ang iyong mga ideya at
ibahagi ng walang pag alinlangan
kung ikaw ay handa na.
8. The advantage of electronic filing
8. Ang kalamangan ng electronic filing
system than the manual storage system
system kaysa sa manual storage system
are the following, except for;
ay ang sumusunod, maliban sa;
a. Information can be easily accessed
a. Ang mga impormasyon ay madaling
b. Files are easily updated and edited
ma-access
c. It needs more storage equipment
b. Mga file ay madaling ma-update at
d. Files are safer and are accessible
ma-edit
anytime and anywhere
c. Kailangan ng mas maraming
kagamitang paglagyan ng mga
dokyumento
d. Mga file ay ligtas at magagamit
anumang oras at kahit saan man.
9. When you do not fully understand
instructions given to you by your
supervisor at work, you:
a. Nod your head in agreement so you
do not waste your supervisor’s time
b. Assume you will figure it on your
own
c. Ask your supervisor to repeat the
instructions so you are clear on
what you need to do
9. Kapag hindi mo lubusang naiintindihan
ang sinasabi ng iyong supervisor sa
trabaho:
a. Tatango ka sa pagsang-ayon para
hindi masayang ang oras ng iyong
supervisor
b. Umasang maiintindihan mo rin iyon
mag-isa
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Module 1: Participating in Workplace Communication (NC II)
English
d. Ask a co-worker what she or he
thinks you are supposed to do
e. All of the above
10. When completing a work-related
document:
a. Only include necessary information
b. Write clearly and simply
c. Fill in all the required details
d. Check that you have completed it
properly
e. All of the above
Learner’s Handbook
Tagalog
c. Hilingin sa supervisor mo na ulitin
ang mga sinasabi niya para malinaw
sa iyo ang dapat mong gawin
d. Tanungin ang isang katrabaho kung
ano sa tingin niya ang dapat mong
gawin
e. Lahat ng nabanggit
10. Sa pagkompleto ng dokyumento
a. Isama lamang ang kailangan na
impormasyon
b. Isulat ng malinaw at simple
c. Pil-apan ang mga kailangan detalye
d. Suriin kung wasto ang
pagkakakompleto
e. Lahat ng nabanggit
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Module 1: Participating in Workplace Communication (NC II)

Learner’s Handbook
Key to Correction
Activity 2 –
Mode of Communication
Examples of Media of Communication
Verbal: through speaking (or sign language • Face to face meeting
for the deaf)
• phone
• video conference or other virtual meeting
• presentations
• Interview
• Speech
• Announcements
• Casual conversation
Nonverbal: information that is conveyed • Facial expression
without speaking but with the body
• Gestures
• Posture
• Body language
• Eye contact
• Personal space
• Physical appearance
Written: information is received
conveyed through written language
or •
•
•
•
•
•
•
•
•
•
•
Visual: information that is conveyed or •
received through graphics
•
•
•
•
Email
Letters
Memo
Newsletter
Newspaper
Magazines
Notes
Text message
Books/manuals/brochures
On-line database
Record books
Photograph
Graphs
Charts
Pictures
Posters
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
Activity 6 –
Example of the directions one could provide:
1. Protect or lubricate your hands. Be clean so you do not contaminate the cow’s
utters with bacteria.
2. Rub each teat three to four times to remove the dirt or bacteria. Make sure not to
put this debris in the bucket where you put the milk.
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
3. Place a bucket underneath the udder to catch the milk.
4. Sit or squat next to the cow’s right side. Move very close to the cow.
5. Wrap your hand around two teats. Grip the teats so that your palm is filled by the
teat.
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
6. Squeeze the teats. Make sure you squeeze from the base.
7. Once you have finished with one teat, switch to another teat.
Activity 8 –

Send
From 
josephsoledad@smartfiles.org
To…
helenreyes@smartfiles.org
Cc…
Subject:
Re: File Update Request
Dear Madame Reyes,
Thank you very much for your email today regarding updating the files. Please, I want to
make sure that I am clear on the instructions. Would you like me to update the files
before or after my colleague? I want to make sure that I am working on the right version
of the file!
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Module 1: Participating in Workplace Communication (NC II)
Learner’s Handbook
You can reach me by email or mobile phone, or we can schedule a time to meet here in
the office.
Thank you for your time. I am looking forwarding to updating the files with the
information that I have.
Sincerely yours,
Joseph Soledad
E
To make a work agreement with the employee, agreeing on conditions, time
and place
E
To follow up with the employee on the agreed terms
W
To personally perform the work in the time, place and conditions as agreed
upon
E
To supervise and provide suitable conditions of work so workers have
security, health and dignity
E
To honor terms of payment
W
To follow the instructions of the worker’s boss
E
To safeguard standards, staff and environment
E
To register and pay into social security for the employee
E
To take care of the well‐being of staff and qualified dependents (e.g.
wife/husband, children)
W
To avoid any issues or problems at the workplace that will endanger the
worker or his/her colleagues
E
To agree on a performance contract
W
To follow the rules at work
Activity 9 –
Business-Related Record
Keeping
Invoice
Receipt
Costing sheet
Quotation form
Invoice
Procedural and
Informational documents
Work instructions
User guide
Leave request forms
Notice
Meeting minutes
Forms of Communication
Memo
Circular (flier)
E-mail messages
Agenda
Signs
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Module 1: Participating in Workplace Communication (NC II)
Business-Related Record
Keeping
Project report
Purchase order
Procedural and
Informational documents
Contract
Accident and emergency
Requisition form
Tools and equipment safe
operating
Best practice customer
service
Regulation
Quality assurance
Job time sheet
Policy
Shift report
Progress record
Learner’s Handbook
Forms of Communication
Notice
Graphics (also can be
procedural and
informational)
Letter
Congratulations! You have completed the Module on Communication NC II Level –
Participating in Workplace Communication! You are now ready to conquer the next
module on Collaboration and Teamwork.
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