Module 1: Receiving and Responding to Workplace Communication (NC I)
Learner’s Handbook
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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.
Boston | Chicago | New York | Washington, D.C.
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Table of Contents
Introduction .......................................................................................................................................5
Summary of Learning Outcomes ....................................................................................................11
Module Overview ............................................................................................................................11
SESSION 1: Follow Routine Spoken Messages - Listen, Speak and Respond to Workplace
Communication ................................................................................................................................ 13
Activity 1: Introductory Activity & Learner’s Reflection .............................................................. 15
Activity 2: Non-Verbal Communication .......................................................................................21
Activity 3: Effective Listening .......................................................................................................24
Activity 4: Effective Speaking .......................................................................................................29
Activity 5: Effective Questioning ..................................................................................................33
Activity 6: Choosing a Form of Communication ..........................................................................37
Activity 7: Hindrances to Communications..................................................................................41
SESSION 2: Perform Workplace Duties Following Written Notices ................................................48
Activity 8: Following Organizational Policies and Guidelines ......................................................49
Activity 9: Following Written Instructions in the Workplace ......................................................54
Activity 10: Observing Communication in the Workplace ...........................................................60
SESSION 3: Review & Assessment ...................................................................................................67
Activity 11: Module 1 Review and Application ............................................................................67
Activity 12: End-of-Module Assessment ......................................................................................74
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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 I modules, you will be able to:
✓ Communicate verbally and in writing in the workplace
✓ Get along well with others, contribute to group activities
✓ Demonstrate behavior and attitudes that are appropriate for the workplace and follow
workplace policies and procedures
✓ Solve and address routine problems
✓ Develop personal and career goals, explore emotional reactions in work settings and
identify learning styles and strategies
✓ Demonstrate standard health and safety practices, identify unsafe situations, and respond
to emergencies and accidents
✓ Support innovation in your area of work
✓ Gather, explore and manage information
✓ Identify environmental hazards and comply with environmental guidelines
✓ Develop an entrepreneurial mindset
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. Receiving and Responding to Workplace Communication: following routine spoken
messages; performing workplace duties following written notices
2. Working with Others: developing effective workplace relationships; Contributing to work
group activities
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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3. Solving and Addressing Routine Problems: identifying the problem; assessing fundamental
causes of the problem; determine corrective action; communicating action plans and
recommendations to routine problems
4. Enhancing Self-Management Skills: setting personal and career goals; recognizing
emotions; describing oneself as a learner
5. Supporting Innovation: identifying the need for innovation in one’s area of work;
recognizing innovative and creative ideas; supporting individuals’ access to flexible and
innovative ways of working
6. Accessing and Maintaining Information: identifying and gather needed information;
searching for information on the internet or an intranet; examining information; securing
information; managing information
7. Following Occupational Safety and Health Policies and Procedures: identifying relevant
occupational safety and health policies and procedures; performing relevant occupational
safety and health procedures; complying with relevant occupational safety and health
policies and standards
8. Applying Environmental Work Standards: identifying environmental work hazards;
following environmental work procedures; complying with environment al work
requirements
9. Adopting an Entrepreneurial Mindset in the Workplace: developing an entrepreneurial
mindset; identifying entrepreneurial practices
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: Receiving and Responding to Workplace Communication (NC I)
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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
This is followed by a textbox containing the key topic and learning points of the session.
 Key Topics and Learning Points 
1.
2.
3.
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



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)
Think or reflect (quick reflection on your own)
Dialogue/talk with others
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Module 1: Receiving and Responding to Workplace Communication (NC I)

Learner’s Handbook
Key Facts: [X.X and Name] – This section presents 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. J
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. J
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.
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
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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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: Receiving and Responding to Workplace
Communication (NC I Level)
A Unit of Competency under Basic Competency on Communication
“Sa komunikasyon mahalaga ang unang impresyon”
(The first impression you give is important in communication.)
Unit Code: 400311101
Unit Descriptor: This unit covers the knowledge, skills, and attitudes required to
receive, respond and act on verbal and written communication.
Summary of Learning Outcomes
Upon completion of the module you will be able to:
✓ L.O. 1 - Follow routine spoken messages
✓ L.O. 2 - Perform workplace duties following written notices
Module Overview
 Activity
 Recommended Time
Session 1: Follow Routine Spoken Messages - Listen, Speak and Respond to
Workplace Communication (L.O 1)
1. Introductory Activity & Pre-Module Learner’s Reflection
2. Non-Verbal Communication
3. Effective Listening
4. Effective Speaking
5. Questioning
6. Choosing a Form of Communication
7. Hindrances to Communication
(45-60 minutes)
30-45 minutes
45-60 minutes
45-60 minutes
45-60 minutes
45-60 minutes
45-60 minutes
8. Following Organizational Policies and Guidelines
9. Following Written Instructions in the Workplace
10. Observing Communication in the Workplace
60-90 minutes
60-75 minutes
120-135 minutes
Session 2: Perform Workplace Duties Following Written Notices (L.O 2)
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Module 1: Receiving and Responding to Workplace Communication (NC I)
 Activity
Learner’s Handbook
 Recommended Time
Session 3: Review & Assessment
11. Module 1 Review, Application, and Post-Module
Learner’s Reflection
12. End-of-Module Assessment - Quiz
Total Time
(45-60 minutes)
(15-30 minutes)
8.25 – 10.75 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:
❑
❑
❑
❑
Case Study on Asking Questions in the Workplace (Activity 5)
Worksheet on Recognizing and Overcoming Communication Barriers (Activity 7)
Notes on Workplace Observations (Activity 10)
Performance Task Rubric – Practicing Communication Skills through Debating (Activity
11)
Skills Demonstration
The following activities are intended to help you develop the skill that this module is written
for:
❑ Sharpening Your Effective Speaking Skills (Activity 4)
❑ Re-write and practice following written instructions on providing good customer
service (Activity 9)
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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SESSION 1: Follow Routine Spoken Messages - Listen, Speak and Respond to
Workplace Communication
Performance Criteria:
1.1
Required information is gathered by listening attentively and correctly interpreting
or understanding information/ instructions
1.2
Instructions/ information are recorded in accordance with workplace requirements
1.3
Instructions are acted upon immediately in accordance with information received
1.4
Clarification is sought from workplace supervisor on all occasions when any
instruction/ information is not clear
 Key Topics and Learning Points 
1.
2.
3.
4.
5.
Non-verbal communication
Effective speaking skills & strategies
Effective listening skills & strategies
Effective questioning strategies
Forms of communication (verbal, electronic, writing) and when to use them
 Examples of effective listening skills include: using appropriate body language to show
you are listening; listening without interrupting; asking questions for clarification when
you do not understand something.
 Non-verbal communication affects how people perceive or understand each other.
Example: not making eye contact, looking down, might be perceived as somebody not
being confident or honest.
 When giving or receiving instructions on performing a task it is important to give clear,
detailed instructions and to ask questions for clarification to make sure you have
understood the instructions.
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 Communication is a two-way process where you need to speak and listen well and ask
for clarification when necessary. Speak with a clear, understandable and convincing voice.
message
Sender

Receiver
feedback

 The method of communication you choose can make a big difference in how effectively
your message is understood and acted upon. For example, if a quick response is needed
and the message is simple, communicating verbally might be better than via written
means.
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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Activity 1: Introductory Activity & Learner’s Reflection
Objectives:
✓ Describe the main concepts of communication in the workplace
✓ Identify the topics that are important for interpersonal communications
✓ Assess one’s own knowledge and skills in communication
 Recommended Time: 45-60 minutes
Welcome to Module 1, wherein you will be learning to Receiving and Responding to
Workplace Communication. Before we proceed, let us have a review of your own
understanding about communication. Write five ideas that you know about how to be a
good communicator, a good speaker, or a good listener.
Read the proverb at the beginning of the module and answer the questions. “The first
impression you give is important in communication” (Sa komunikasyon mahalaga ang
unang impresyon).
1. What does it mean?
2. In your own words, how do you relate this proverb to yourself? Can you recall your
first impression situation with someone else? Do you think the way you talk with your
listener is important? Why?
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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3. This module will focus on communication skills in the workplace, what do you think is
the relevance between the proverb and the importance of communication skills at
work. How does it relate to your real life situation?
4. “I hear you, but I’m not listening”. Ask your mother, father, sister, brother or your
friend if they have experienced a situation where they are talking to someone who
seemed to be listening to them but when they ask if they understood what they are
saying it turns out that they were not listening. How did they feel about it? Is this a
good or bad thing to do? Why?
Now it is your time to write your thoughts on the following questions in the space below.
Questions
1. What does it mean to listen/speak effectively?
Your Thoughts
2. How do you know when you are/are not being
listened to or ignored?
3. What do you do when speaking to get your
point across?
4. How do you speak to an elder? Supervisor?
Friend? Group of people?
5. How do you choose a form of communication
(e.g., verbal, written, electronic…) when
working with others?
6. Why is good (or effective) communication
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Questions
important in your personal and work lives?
Learner’s Handbook
Your Thoughts
7. How is following instructions in the workplace
related to communication?
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 ☺
Go ahead and share your thoughts based from your answers above with your family and
friends! Don’t forget to explain your thoughts in each question to show how you value effective
communication in your life.
Remember that in this module you are going to learn about communication skills and how to
become more effective and confident listeners and speakers.
Now proceed to the Learner’s Reflection below to reflect on what you already know
about effective communication and what you will learn in the course.
Pre-Module Learner’s Reflection: Receiving and Responding to Workplace
Communication
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
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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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
Describe the main concepts of communication
in the workplace/
Nailarawan ang mga pangunahing konsepto ng
komunikasyon sa lugar ng trabaho.
Appreciate or understand the importance of
interpersonal communication/
Naintindihan ang kahalagahan ng interpersonal
na komunikasyon
Identify, apply and demonstrate effective
listening skills & strategies/
Natukoy, nailapat at naipakita ang mga
epektibong kasanayan at pamamaraan sa
pakikinig
Identify and demonstrate examples of nonverbal communication/
Natukoy at naipakita ang mga halimbawa ng
komunikasyong hindi-berbal.
Describe how non-verbal communication
impacts the way I give and receive information/
Nailarawan kung paano nakakaapekto ang
komunikasyong hindi-berbal sa paraan ng aking
pagbibigay at pagtanggap ng impormasyon.
Identify effective speaking skills and strategies.
Speak clearly and effectively in front of
individuals or groups/
Natukoy ang epektibong kasanayan at
pamamaraan. Nakapagsalita nang maliwanag
at epektibo sa harapan ng mga tao o grupo.
Identify effective questioning skills and
strategies/
Natukoy ang epektibong kasanayan at
pamamaraan sa pagtatanong
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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
Ask questions from others when I do not
understand / Nagtanong sa iba kung mayroon
akong hindi naintindihan.
Choose or decide when to communicate
verbally, electronically or in writing./
Nakapili o nakapasya kung kailan makikipagusap sa pamamagitan ng pagsasalita, eletroniko
o sa pagsusulat.
Identify issues, problems and bottlenecks that
hinders the flow of communication/
Natukoy ang mga isyu, problema at balakid na
humahadlang sa komunikasyon.
Identify the importance of organizational
policies and guidelines and practice following
organizational rules, policies and guidelines/
Natukoy ang kahalagahan ng mga patakaran at
patnubay na pang-organisyon at nakasunod sa
mga patakaran at alituntunin ng organisasyon.
Practice accuracy in following written
memorandum/instructions correctly in
accordance with organizational guidelines/
Napanatili ang tumpak at wastong pagsunod sa
mga “memorandum” at tagubilin na naayon sa
alintuntunin pang-organisasyon.
Identify good interpersonal communication
examples by observing in the workplace/
Natukoy ang mga ang mga mabuting
halimbawa ng komunikasyong interpersonal sa
pamamagitan ng pagmamasid sa lugar ng
trabaho.
Follow routine spoken messages /
Nakasunod sa pangkaraniwang mensaheng
ibinahaga nang pasalita.
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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
Perform workplace duties following written
notices /
Naisagawa ang mga responsibilidad sa lugar ng
trabaho alinsunod sa mga nakasulat na paalala.
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Module 1: Receiving and Responding to Workplace Communication (NC I)
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Activity 2: Non-Verbal Communication
Objectives:
✓ Identify and demonstrate examples of non-verbal communication
✓ Describe how non-verbal communication impacts the way we give and receive
information
 Recommended Time: 30-45 minutes
Do the following with a family member:
1. Tell a family member how you feel, or what you think, or what you want—without
talking.
2. Think of some words to describe your family member’s reactions and note them
down.
3. Tell your family member that you just showed an example of non-verbal
communication.

Key Facts 1.1: Non-verbal Communication – Communicating Without
Talking!
Non-verbal communication is a way to communicate using your body, including facial
expressions, using hands or feet, and more. Some examples of non-verbal communication
include nodding your head in agreement, rolling your eyes in disagreement, looking at
your watch and tapping foot in boredom, smiling, etc.
The way you use your body can help or interfere in your communication with others.
Your body can show if you are interested in what the other person is saying or distracted,
can show respect or disrespect to the other person, and can give many more messages.
You do not always need to talk in order to communicate. Non-verbal communication is
also a way to express yourself or to send messages.
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Let’s Apply: Non-verbal Communication
Look at the pictures below.1 By yourself or with a family member, familiarize yourself with what
each facial expression means by practicing it. You might have other ways of expressing the
emotion. There is not an exact way to do it and culturally, expressions will vary.
1
Piacquadio, A. (n.d.). Collage Photo of Woman. https://www.pexels.com/photo/collage-photo-of-woman3812743/ (License: Free to use and no attribution required.)
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Think about it!
This section encourages you to express your opinions to family and friends about non-verbal
communication. 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 ☺
1. Why do you think non-verbal communication is important when giving information
or when listening to someone?
2. Why is knowing and recognizing non-verbal communication important in the
workplace?
Non-Verbal communication is important because:
1. It is a way to communicate using your body.
2. It can help or interfere in your communication with others.
3. You do not always need to talk in order to communicate.
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Activity 3: Effective Listening
Objectives:
✓ Identify effective listening skills & strategies
✓ Apply and demonstrate effective listening skills
 Recommended Time: 45-60 minutes
Read the story about a workplace situation described below. Invite 2 of your family
members, friends or home companions to do a role play. Assign them to take the roles of
the characters mentioned in the scenario.
Omar is a front desk worker at Lantaka Hotel. He is responsible for checking guests
in, answering the phone, and responding to the needs of hotel guests. He and his
sister Sitti have been having some misunderstandings lately so he has been
distracted at work. An angry guest from room 202 comes to the desk to complain
about dirty sheets. While the guest was complaining, Omar’s mobile phone rings.
It was his sister. He asks the guest to wait for a minute but he ends up getting into a
heated discussion with Sitti. The guest becomes annoyed and says she is going to go
out and expects clean sheets by the time she returns in her hotel room. Omar nods
his head in agreement and says, “No problem, it will be taken care of”. He continues
with his phone conversation and he is quite upset when he gets off. Things start to
get busy at the hotel -‐‐the hotel phone keeps ringing and a busload of guests
arrives to check-in. The guest from room 202 returns, gets her key and within
minutes she went down in the lobby shouting that her dirty sheets have not been
replaced.
Read the following questions and write your answers below based on your understanding
of the scenario.
1. What is the scenario all about?
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2. Can you identify any misunderstanding?
3. Why did this situation happen?
4. Has a similar situation happened to you? Have you ever not listened to someone
who was speaking to you? Have you experienced speaking and the other person
was not listening to you? What happened?
5. If you were one of the characters, what would you do to avoid such a situation?
Identifying effective listening skills and strategies: Read the statement in the table
below one at a time. Check Yes if you use or practice the standard, and check No if you
don’t use or practice the standard in your real-life situation.
Effective Listening Observation Checklist:
Standards
Yes
No
Do you use appropriate body language to show you are listening? (eye
contact, sit upright, nod head, etc.)
Do you listen to the speaker without interrupting?
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Standards
Yes
No
Do you repeat what the speaker has said to make sure you have
understood correctly?
Do you ask questions for clarification when you do not understand
something?
Do you avoid being distracted by noises, mobile phones, or by what
other people are doing?
Do you avoid being distracted by the mannerisms, speaking style,
clothing of the person speaking?
Are you aware of your own attitude & do you avoid being judgmental?
Count your YES and NO answers. If you have more YES answers, then most likely you are
practicing good listening skills!
Let’s Apply: Effective Listening in the Workplace
Ask your family members, home companions or friends to do a role play with you. You can
choose from the 2 role play scenarios described below. You may change the name of the
characters to your real names or other names as you wish. Your conversation or dialogue in the
role play must be according to the standards found in the Effective Listening Observation
Checklist (Be sure to share the checklist with your role play partner beforehand!).
Role Play Scenario 1: At the Store
A young man named Jose works in a store selling items such as toothpastes, candles, pens, salt,
sugar, and bread. He finds his boss, Maria, annoying and he tends not to listen to her all the time.
One day, they had two types of bread to sell. Maria made it clear that the higher quality loaves
should go for 50 pesos and the other ones for 30 pesos. All morning many customers came in to
buy bread. Jose sold all loaves for the same price -­­ 30 pesos. When Maria returned, she realized
that Jose sold the good quality bread for only 30 pesos. She got angry and said she would make
Jose pay the difference.
Role Play Scenario 2: At the Construction Site
Patrick is new in his job at Candace Construction. His job is to mix cement for a wall that they
are building. His supervisor had told him that for every bag of cement he should mix in 5 bags
of sand. Distracted by all the noise around him, he couldn’t remember the number of bags of
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sand to add to the cement. He feared he would lose his job if he asked the supervisor again, so
he did what he thought was right – 10 bags of sand for every bag of cement. After the wall had
been up a few days, the wall crumbled.
Think about it!
Once the role play is over, encourage the role players (family member, home companion or a
friend) to express your respective opinions about the story you just role-played together. You
may wish to start a discussion with them on a later time either 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 ☺
The following guide questions may help you in your discussion:
1. What did it feel like to be in a conversation where you failed to understand something that
the other person was trying to say?
2. What did you observe about body language while talking to each other?
3. What conclusions can we make about how to be an effective listener?
4. What other tips can you offer for us to become effective listeners?
Write any comments or notes based on your discussion here:
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Remember: Good communication requires people to be respectful and to be good listeners.
Good communicators will ask questions to clarify what has been said or to find out what has
been heard.
Sharing is caring
Go back to the exercise you have done on Effective Listening Observation Checklists and
share your output to family and friends. You have reflected on this so now it is time to tell
others about the listening “standards” you are practicing (YES answers) and not practicing
(NO answers). 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 ☺
1. Read the standard statement in the checklist where you answered “YES” then ask their
affirmation or feedback if you are practicing it based on their experience in talking to
you.
2. Read the standard statement in the checklist where you answered “NO” and share your
thoughts on how can you do it differently or improve it. You may relate your thoughts
to your workplace environment (if you are currently employed or self-employed). Also
ask for their suggestions on how you can improve on the particular listening strategy.
3. Thank them for their feedback and suggestions!
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Activity 4: Effective Speaking
Objectives:
✓ Identify effective speaking skills and strategies
 Recommended Time: 45-60 minutes
Get any object nearest to you (e.g. book, mobile phone) or a blank sheet of paper and
draw something that comes to your mind first. Look for a family member. In 2 minutes,
describe the object you chose or the picture you drew. Your task is to clearly convey the
importance of the object or drawing in your daily life. Convince the listener/s of its
importance. Keep checking to see his/her interest in the object and adjust your approach
accordingly!
Reflect on the experience, using the questions below.
1. What lesson or lessons did you get from the activity above?
2. What will happen if we do not speak clearly?
3. Were you able to give a clear message?
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4. What were some of the effective speaking strategies that you used?
5. What was the reaction of the listener to you?
6. How did you adjust your approach if you found the listener was not so interested in
your object or drawing?
7. What kind of body language did you use?
8. What are some of the things that you as a speaker can use next time to be a more
effective speaker?
It is important to focus on speaking. Part of effective speaking is the importance of being
present, open and connected to those you are speaking to both speech and body
language. Some of the instances you will need to use effective speaking skills are:
presenting ideas at work either formally to a supervisor or group of colleagues or
informally to co-‐‐workers and socially with family and friends.
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Key Facts 1.2: Effective Speaking Skills and Strategies
✓ Be clear, brief, concise – to the point
✓ Use examples to get to the point
✓ Be polite/friendly
✓ Be honest
✓ Be respectful
✓ When you need to be direct, speak with respect
✓ Speak with confidence but not with arrogance
✓ Be flexible – check the mood and attitudes of others and adjust accordingly
✓ Be aware of body language – your own and that of others
Let’s Exercise: Effective Speaking
Read the statements one by one and put a  if the statement is about effective speaking and 
if not.
1
I need to use positive and constructive words.
2
I always check the mood and attitudes of my listeners.
3
I should always be respectful when I speak to elders, but not so much
when I speak to those of a younger age.
4
Honesty is one of the strategies to become an effective speaker.
5
Body language must be observed when speaking.
6
I will speak fast so I can finish early on so I can entertain more questions.
7
I should be clear, brief and direct to the point when speaking.
8
I should know what I want to say in advance and prepare when possible.
9
I will avoid arrogance and maintain confidence when speaking.
10
I will try to avoid respect when I need to speak direct messages.
Check your answers before continuing! The answers are found at the end of the module.
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Let’s Apply: Sharpening Your Effective Speaking Skills
Go back to your object or drawing. With effective speaking skills in mind, improve your
description of it. After writing, face a mirror and practice speaking about the importance of the
object to yourself or call a family member to speak about what you have written.
Assess your performance based on the checklist in Key Facts 1.2: Effective Speaking Skills and
Strategies as well as with the items you checked  in the last exercise. You can also ask the
person with whom you are speaking to use the checklists to assess your performance!
Sharing is caring
This section encourages you to express your opinions to family and friends. 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 ☺
a. How can my learning today help me become confident and effective in speaking?
b. How important are effective speaking skills at home? School? Workplace?
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Activity 5: Effective Questioning
Objectives:
✓ Identify effective questioning skills and strategies
 Recommended Time: 45-60 minutes
“Successful people ask better questions, as a result they get better answers” Effective
questioning give us the opportunity to learn and build relationships with our family,
friends and coworkers. We ask questions all the time to understand other people better.
We do it to clarify what they have said and to deepen our thoughts. This activity will help
you understand why effective questioning is an important communication skill. Let’s find
out how you use effective questions when meeting someone for the first time.
List three to four questions you’d ask when you meet someone for the first time and
want to get to know them better.
1.
2.
3.
4.
Ask a family member or friend to introduce you to someone you don’t know so you can
practice asking the questions and listening to their answers. You can do this in whatever
way you like - face to face, via text, chat, or any other means available. Your new
acquaintance should ask you questions too.
Reflect on the experience using the questions below.
a. Are you confident asking questions?
b. What things did you take into consideration before asking questions?
c. Were your questions easy to answer?
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d. Did you ask open-ended questions? (Questions that can’t be answered with a simple
yes or no.)
e. Did you give your partner enough time to respond?
f. How did you feel when answering questions?
g. Did you or your partner ask questions for clarification when you did not understand
something?
Remember that effective questioning will give you an opportunity to open conversation,
elicit process and analyze your own thinking.
Sometimes it might be difficult to ask questions because it is uncomfortable or you are
scared to show you do not know something. For example, an employee might not
understand an instruction given by a supervisor but feels fearful to ask questions. It is
always better to ask questions when you need clarification or the consequences could be
worse! You might end up doing the wrong thing and damage equipment or lose
customers, for example. Then the supervisor would be even more angry!

Key Facts 1.3: Effective Questioning Skills and Strategies
✓ Think before asking/ answering
✓ Respect other people’s opinion
✓ Ask open ended question
✓ Give enough time to respond
✓ Ask questions that is easy to understand
✓ Avoid close ended question
✓ Reflect on your question
✓ Listen carefully to answer
✓ Observe your body language and tone of voice
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Let’s Apply: Case Study on Asking Questions in the Workplace
Read the following scenario and answer the questions that follow. 2
Rosa has been working at a very popular bakery
in her neighborhood for a month now. She has
been learning how to take orders, serve
customers and bake a variety of items such as
pandesal, siopao, buko pie and hopia. She often
gets overwhelmed when she has to do many
tasks at once. One very busy day her supervisor
quickly listed all the tasks Rosa was to do –
handle the customers who came into the shop,
mix ingredients for the breads and other baked
goods, and keep the kitchen tidy. Rosa often
confused the ingredients and steps needed to
make the different breads but she thought she should not ask her supervisor yet again for the
recipes. She did not want to give her supervisor the impression that she was not a good worker.
Sure enough, it became very busy at the shop. Rosa was running between the kitchen and the
counter trying to keep up with the baking and serving customers. Shortly after serving some hot
pandesal to a customer, she heard a yell. The customer had bitten into the bread and was
yelling that the pandesal had more salt than the sea. She quickly realized she had put all salt
instead of some salt and sugar in the dough…
1. Describe what happened to Rosa and why she ended up in this situation.
2. What could Rosa have done differently to avoid this situation?
2
Image from: "pandesal" by chotda is licensed with CC BY-NC-ND 2.0. To view a copy of this license, visit
https://creativecommons.org/licenses/by-nc-nd/2.0/
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3. If you were Rosa, what questions could you have asked the supervisor to seek
clarification?
4. If you were the supervisor, what questions could you have asked Rosa to make sure
she understood her tasks?
5. Have you ever felt nervous to ask questions when you did not understand
something? Describe the situation, what happened and what you learned from the
experience.
Remember – it is always important to ask questions to seek clarification when you do not
understand an instruction or something someone has said! When giving instructions to
another person, ask them to repeat what you have said to check for their understanding.
Sharing is caring
Keep up the good work! Inspire your family and friends too by sharing your learnings and
reflections on this activity. Ask them to think about their own experiences as an employee
and/or an employer. Were there times when they felt asking questions was beneficial to
them and their work? Did they use certain questioning strategies that were useful?
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Activity 6: Choosing a Form of Communication
Objectives:
✓ Choose when to communicate verbally, electronically or in writing.
 Recommended Time: 45-60 minutes
Nowadays, there are many different ways of communicating information and instructions
beyond face to face interactions. You may choose to write an email, send an instant
message, a text message, make a phone call, or write a formal letter. You may receive
information or instructions in these ways too. This activity will help you understand the
different types of communication used in the workplace so you can choose the right form
depending on your needs.
Write down some examples of each of the 3 main ways of communicating at work:
1) Verbal: ____________________________________________________
2) Written: ___________________________________________________
3) Electronic: _________________________________________________
Three Forms of Workplace Communication: Look at the table below and decide
whether each form of communication is verbal, written and/or electronic. Place a check
on your answer. There may be more than one answer.
Format
Verbal
Written
Electronic
Face­to­face conversation
Phone (landline)
Mobile phone
Interview
Meeting
Training
Presentation
Letter
Memo
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Format
Verbal
Learner’s Handbook
Written
Electronic
Report
Proposal
Email
Fax
Voicemail
Webinar
Conference Call
Video Conference
Project Management Website
Instant Messaging (Skype)
Email Mailing List
SMS / Text Message
Sticky note
Other (please add): _________________________
Select what you think are the top 10 most used forms of communication at work and
give an example of when you may choose to use it in the workplace.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Key Facts 1.4: Three Forms of Workplace Communication 3
Remember, once you know what you are trying to communicate, you need to select the best
form of communication for your message. The method you choose can make a big difference in
how effectively you communicate your message.
Choose a verbal message if…
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
Choose a written message
if…
You don’t need immediate
feedback.
Your message is complex and
requires planning.
You need a written record for
your files
Your audience is more formal
You want to solve a problem
or make a decision
You want to avoid
miscommunication
Choose an electronic
message if…
You need quick but not
immediate feedback
Your message is simple, but
you’re physically separated
You need an electronic
record
You are geographically
spread out, or want to avoid
time-zone barriers
You want to avoid
miscommunication.
Let’s Exercise: Choosing a Form of Workplace Communication
Imagine the results for the following scenarios. Write down adjectives to describe the reactions
of your colleagues. Then describe a different way to communicate the message which may be
more effective.
Scenario
1. You want to solve a
problem or make a
decision. You send a long
email to your colleague.
Colleague’s Likely Reaction
Better Way to Communicate
2. Your message is simple,
but you’re physically
separated. You request a
video conference call.
3
Adapted from Ford Partnership for Advanced Studies, Media and Messages: Building a Foundation of
Communication Skills. (2005). Three Forms of Workplace Communication.
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Scenario
3. You want immediate
feedback. You walk into
the office room of your
supervisor.
Colleague’s Likely Reaction
Learner’s Handbook
Better Way to Communicate
4. Your colleague gives you
a lock box code to give
you access to a rental
property. You memorize
it (and quickly forget it).
You text him for the
code.
Let’s Apply: Workplace Communication
Instructions: For each type of communication, there are 2 examples of how and when to use
that form of communication. Write 3 more examples for each form.
Verbal
You call a co-worker to see if
they can come help you solve
a problem
You introduce a new intern
to coworkers
Written
You write a letter inviting
people to an event
Electronic
You use Skype to ask your coworker a quick question
You prepare handouts for a
presentation
You set up a webinar to show
the client the work you did
for them
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Activity 7: Hindrances to Communications
Objectives:
✓ Identify issues, problems and bottlenecks that hinders the flow of communication
 Recommended Time: 45-60 minutes
Think about yourself and Identify some barriers to communication that you might have
already experienced. Table below shows some behaviors you possibly have experienced
while having a conversation with your family and friends, in the classroom, home and
workplace. For each behavior, check (✔) always if you always experience the
behavior, check (✔) usually if you usually experience it, check (✔) often if you
occasionally experience it, and check (✔) never if you never experience it.
Be honest and true to yourself. This is not a test, the purpose of this activity is to help
you be aware of some communication barriers. Remember in our previous activities we
identified the important skills and strategies of effective communication. In addition,
we need to be aware of the barriers to effective communication and how to overcome
them.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Behavior
Get distracted by noise
Judge speakers based on their outfit or physical
appearance
Lack eye contact when talking to someone
Use terminologies, jargons, or acronyms
Assume or jump to conclusion immediately
Listen only to people I know
Ignore non-verbal gestures
Ask questions for clarification
Allow my emotions to affect my communication
Always
Usually
Often
Never
Check your rating using this scale: If you checked mostly:
Never: Congratulations! You are doing very well and overcoming communication
barriers.
Often: You’re doing well and almost there. You need to be more aware and observe
communication barriers you experience.
Usually: Give it a little more effort to avoid communication barriers.
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Always: You need to improve and practice effective communication by identifying
communication barriers and putting the skills and strategies of effective communication
into practice.

Key Facts 1.5: Issues and Bottlenecks that Affect the Flow of
Communications
✓ Physical barriers (e.g. distance, noise, distortion, internet connection)
✓ Language barrier, jargon (e.g. if one does not understand a certain language or
dialect; using words particular to a group or profession not understood by all)
✓ Lack of attention and interest
✓ Misunderstanding or confusion
✓ Emotional barriers (anger, sadness, feeling upset, etc. that may affect one’s focus
and distract them)
✓ Wrong tone of voice or facial expression
✓ Lack of digital literacy or technology proficiency
✓ Cultural differences (e.g. different beliefs, norms, traditions)
✓ Difference in views and perception
There are a lot of communication barriers that we need to be aware of and understand where
the communication breakdown occurs. Why Interpersonal communication fails is not just about
speaking, listening and questioning but also identifying issues, problems and bottlenecks that
hinder the flow of communication. Some messages may not be received exactly in the way the
sender intended. Thus, a skilled communicator needs feedback to check if the message was
clearly understood.
Coping and dealing with these barriers is essential to ensuring effective communication. Through
awareness and practice, you will be able to improve your personal and professional
relationships.
Let’s Exercise: Overcoming Communication Barriers
Below are some of the strategies that can be used to overcome communication barriers.
By yourself or with a family member, familiarize yourself by identifying the right word with the
correct definition on the spaces provided in every sentence.
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Active listening
Clarify if there is
confusion
Don’t interrupt
Maintain
contact
Use clear and
simple language
Be aware of your
body language
Giving
feedback
Non-judgmental
communication
Be a responsible
digital citizen
eye
Respect
1. This can be positive or negative, can help the speaker check for understanding and give the
opportunity for the listener to make suggestions. _____________________
2. This is a way to show respect, interest and recognition without saying a word.
_____________________
3. We show our feelings and emotions through gestures, facial expression and postures.
_____________________
4. Accepting others’ opinions and feelings, even when they may seem different from your own.
_____________________
5. Giving full attention to the speaker and displaying your interest in what is being.
_____________________
6. Avoid complex explanations when talking to someone. _____________________
7. Not making assumptions instantly and having the courage to ask questions and express your
feelings while trying to understand the speaker’s point of view. _____________________
8. Involves asking questions or reiterating what the speaker has said to make sure you have
understood correctly. _____________________
9. This involves wait for your turn and perhaps writing down your thoughts to share when it is
the designated time for questions and answers. _____________________
10. Interacting in an appropriate way online such as through social media and keeping yourself
safe online are examples of this. _____________________
Check your answers before proceeding to the next activity! The answers are found at the end
of the module.
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Let’s Apply: Worksheet on Recognizing and Overcoming Communication
Barriers
Communication barriers can be a challenge especially if you are surrounded by people with diverse
cultures, perceptions and backgrounds. As a practice, it is good to continuously assess your
communication skills and to identify and address the barriers that are getting in your way. You can
use the assessment you did at the beginning of this activity and also reflect on your listening and
speaking skills.
Also, observe the communication styles of at least 3 people around you– a family member, a
community leader, friends, a teacher, etc. or watch a video on YouTube and other social media of
a person delivering a speech. How do they deliver their speech, respond to gestures and check in
with their listeners? What can you learn from them?
Name of the Speaker
Speech Delivery
Common Gestures
Method of checking-in with their
listeners
What can you learn from them?
Name of the Speaker
Speech Delivery
Common Gestures
Method of checking-in with their
listeners
What can you learn from them?
Name of the Speaker
Speech Delivery
Common Gestures
Method of checking-in with their
listeners
What can you learn from them?
Which among the speakers would you like to emulate? Why?
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Sharing is caring
Share what you have learned in this activity with family and friends. What has been their
experience with these different communication barriers? Are there other types of barriers they
have faced in their personal or professional lives?
Remember, sometimes difficult situations in life can be resolved by just “sitting down and
talking it out”. Whether you are a leader, a team member, a speaker or a listener, the ability
to interact and understand others is the key to building good relationships and succeeding in
reaching your goals.

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 or No if you have
shown or can do the statement
YES
NO
1. identify and demonstrate examples of nonverbal communication?
2. describe how non-verbal communication
impacts the way we give and receive
information?
3. identify effective listening skills & strategies?
4. apply and demonstrate effective listening
skills?
5. identify effective speaking skills and strategies?
6. identify effective questioning skills and
strategies?
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Statements
Did you…
Learner’s Handbook
Please check Yes or No if you have
shown or can do the statement
YES
NO
7. choose when to communicate verbally,
electronically or in writing?
8. identify issues, problems and bottlenecks that
hinders the flow of communication?
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 listening, speaking and asking
questions effectively as well as issues that affect the smooth flow of communication.
Congratulations! Now that you know how to listen actively, speak clearly and respond to
workplace communication, the next step is to follow workplace duties following written
notices.
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SESSION 2: Perform Workplace Duties Following Written Notices
Performance Criteria:
2.1
2.2
2.3
Written notices and instructions are read and interpreted correctly in
accordance with organizational guidelines
Routine written instructions are followed in sequence
Feedback is given to workplace supervisor based on the instructions/
information received
 Key Topics and Learning Points 
1.
2.
3.
4.
Purpose of Organizational Policies and Guidelines
Importance of Interpreting and Following Written Instructions
Providing exceptional customer service
Observing Communication in the Workplace
 Organizational Policies and Guidelines guide employees what to do and not what to do.
 Following written instructions in the workplace is necessary for the success of the
business.
 Whether it is a written policy or not, businesses depend on good customer care for their
success.
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Activity 8: Following Organizational Policies and Guidelines
Objectives:
✓ Identify the importance of organizational policies and guidelines
✓ Practice following organizational rules, policies and guidelines
 Recommended Time: 60-90 minutes
Think about activities in your life that have required following certain rules and
regulations or policies and guidelines. It could have been at school, at work or in your
community.
1. What type of rules did you need to follow?
2. What happened if you or other people did not follow those rules?
3. In your opinion, are rules and regulations or policies and guidelines necessary? Why
or why not?
Read the following scenarios and answer the questions. Imagine yourself as the
service provider or supervisor. How you will handle the situations?
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Scenario #1: Trouble at the Coffee Shop
You are a service crew cashier in a coffee shop. A customer is keen on your bestselling
coffee product and wants to know when it will be back in stock. You think if you simply
say “I have no idea”, or “Try to look for it in the other branch”, she might be
disappointed. The customer added that if the product is not available, she will dismiss
her monthly subscription in your shop and ask for a refund. Unfortunately, the
subscription is non-refundable based on your store policy. Upon checking the
subscription policy, you discover that she signed a form which states that your coffee
shop will not provide a refund for cancelled subscriptions. How do you think you should
respond to customer? Please provide your answer in the space below.
Scenario #2:
Mary has been in the company for long time. She has performed her duties well and
has had no past performance issues. Lately, however, you (her supervisor) have
observed that she has been missing work frequently. She does not always give prior
notice and has already used up her leave time. Because of her frequent absences, she
has not been able to meet work deadlines. Your manager has begun to notice that
your department is behind schedule. You realize, as Mary’s supervisor, you need to
address the situation. What will be your approach in handling the situation? Please
provide your answer on the space below.
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Reflect on the two scenarios above. What did you consider when deciding to handle the
situations, first as the coffee shop employee and then in the second scenario as the
supervisor? Have you ever experienced similar situations? Would you find these types of
situations easy or difficult to handle? Why?
While there is no single way to handle the situations above, check the possible answers at
the end of the module.
Dealing with these types of situations can be very uncomfortable, especially if you are
new in your position! Always seek the help of a coworker or supervisor if you find yourself
in a situation where you do not know what to do. Being aware of and following your
organization’s or business’ policies and guidelines will help you do your job effectively and
make handling scenarios like the ones above less stressful.
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If there were no policies and guidelines to follow, there would be confusion for both
employers and employees. Misunderstanding would be much more likely to happen both
between those working in the organization and between customers and the employees.
Policies and guidelines help to keep things running smoothly and to build better
relationships with customers, resulting in the overall success and growth of the company.

Key Facts 1.6: Benefits of Following Organizational Policies and Guidelines
Understanding and following organizational policies and guidelines:
✓ Allows the employees to clearly understand their roles and responsibilities within the
organization.
✓ Helps employees understand the organizational culture and if they are meeting the
organization’s expectations.
✓ Helps employees stay on track and work based on the expected standards.
✓ Helps to support and explain the values, vision, strategies, and steps needed for an
organization to succeed.
✓ Helps employers manage staff more effectively based on what is acceptable or not.
✓ Provides clarity on when and how to discipline inappropriate behavior, give warnings or
terminate contracts.
✓ Let’s employees know where to turn for help.
✓ Protects the rights of employer and employee
Let’s Apply: Rules, Regulations, Policies and Guidelines All Around
Us!
Think back to the first part of this activity where you thought about times you have had to
follow rules or policies in your own life – in your home, your community, the classroom or
workplace. For each of these different situations, list some rules that you have needed to
follow.
Home
Community
School
Workplace
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Other:
_____________
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Home
Community
School
Learner’s Handbook
Workplace
Other:
_____________
Rules, regulations, policies and guidelines are everywhere! They play a very important part in
our lives, and are meant to make our lives better, happier and lead us to success. When we
don’t follow rules, there are consequences so it is important to understand what the rules are
and how to best be able to follow them.
Sharing is caring
Good work! Share your thoughts and work with family and friends to get feedback and hear
their opinions and experiences in following rules, policies and guidelines in their own lives.
Note down important points that you think will help you in your personal and professional
life.
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Activity 9: Following Written Instructions in the Workplace
Objectives:
✓ Practice accuracy in following written memorandum/instructions
✓ Demonstrate how organizational notices guide workers in handling customer services
 Recommended Time: 60-75 minutes
LET’S ROLE PLAY!
Ask a family member or friend to volunteer as your partner to perform the garment store
scenario below:
Sales Clerk:
Good afternoon. How can I help you?
Customer:
I bought this jacket yesterday but want to return it. It has many flaws –
loose buttons and a tear in the lining.
Sales Clerk:
What? All of our clothing items are high quality so I find it hard to believe
that there were such flaws in the jacket you bought.
Customer:
I bought it in a hurry yesterday so I did not notice the flaws.
Sales Clerk:
Are you sure you didn’t go out on the town last night and damage it?
Customer:
Ah, how can you say that? I am insulted. I demand my money back.
Sales Clerk:
Well you can’t have your money back until I talk to my manager.
Customer:
Don’t bother. I will contact the manager myself.
The customer storms out of the shop and the sales clerk continues with
her work as if nothing happened.
A few days later…
The Management of the garment store issued a written company instruction on “Return Items”
for its sales attendants following several customer complaints received by the store in the last
few days. The store supervisor read the new instructions to the sales attendants in their regular
early morning meeting just minutes before the store opens.
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The memorandum/instruction reads as follows:
To: All Sales Attendants and Clerks
Date: October 15, 2020
From: The General Manager
Subject: Guidelines in Handling Customer Complaints
In view of repeated negative feedback from customers received by this office on our
employees’ treatment of their complaints, you are hereby directed to treat the customercomplainant with respect and politely require them to present valid receipts before returned
items are accepted and replaced. To help you display the proper conduct in handling customer
complaints, please read and observe the following tips in the attached handout, Key Facts 1.7.
Providing exceptional customer service at all times is critical to the store’s success.
In handling returns, please adhere to the following steps in the order they are
presented:
1. Greet customer with a smile.
2. Ask how you can be of assistance.
3. Find out the reason why the customer is returning the item.
4. Apologize for any flaws and explain how you will handle it.
5. Ask customer for receipt.
6. Provide money or credit for the return.
7. Record the transaction in the record book.
To provide guidance and ensure compliance, we also ask you to report any customer
complaints and its resolution to the undersigned.
Signed,
M.H. Francisco
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
Learner’s Handbook
Key Facts 1.7: Giving Exceptional Customer Service
A. Exceptional Customer Service
❑ Anticipates the customer’s needs
❑ Tries to understand what the
customer is thinking
❑ Meets and exceeds the customer’s
highest expectations
B. Basic Customer Needs – A customer needs to feel:
❑ Welcome
❑ Important
❑ Understood
❑ Comfortable
C. 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
❑ Repeat or rephrase to make things
clearer
❑ Ask open-ended questions to
understand customer’s needs
Important:
❑ Refer to customer by name
❑ Thank customer for coming
❑ Show interest in client’s need
Comfortable:
❑ Use open body language
❑ Show concern
D. Customer Perceptions
Perception is how we see, hear or understand a situation. No two people see a situation
exactly the same! A customer does NOT always think the way you do. S/he may therefore not
see a situation the way you do. Always check to see what the customer is thinking. Never
make assumptions!
E. Meeting & Exceeding Expectations
Make sure you know your customer’s attitudes, beliefs, ideas & feelings. Try to see things the
way your customer does. This will help you meet & exceed his expectations.
F. Get Feedback on the Service You Provide
Find out from customers how they liked your service and what can be done to make it better.
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Re-write and practice following written instructions on providing good customer
service! Considering the management’s memorandum of instructions regarding
handling returns and giving good customer service, re-write the scenario you acted out
at the beginning of the activity. Describe what actions the sales attendant takes after
the interaction with the customer too. Re-enact the scenario with the same friend or
family member.
Following the meeting…
Several hours after the meeting, a woman who bought a jacket a few days ago came to
the store. She wants to return the jacket because there is a tear in the lining and some of
the buttons are very loose…
Sales Clerk:
Customer:
Sales Clerk:
Customer:
Sales Clerk:
Customer:
Sales Clerk:
Customer:
Next actions:
See a possible response at the end of the module.
Think about it!
This section encourages you to express your opinions to family and friends about following
written notices in the workplace. With the same persons you engaged in the role play above,
debrief the role play and exchange ideas on the importance of instructions / written notices
in the workplace. ☺
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Use the following questions to guide your discussion. Take notes of any key points.
1. What were the differences between the first and second role plays?
2. Share and list experiences from your own lives when instructions were followed or
not followed and what happened as a result.
Following Written Notices / Instruction
Not Following Written Notices/Instruction
3. What are possible consequences if a worker does not follow instructions/written
notices in the workplace?
4. What benefits can an employer or business have if workers follow written notices or
instructions?
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Sharing is caring
With your list/notes of friends’ responses and inputs gathered in the previous activity (Think
About It discussion), share them with another family member and friend. This time, select a
family member or friend who is working as a small store owner, a sales attendant,
waitress/waiter or have worked in any businesses in your community. You have reflected on
this so now it is time to tell others about what you know about providing exceptional
customer service and following instructions. 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 ☺.
Add any informative ideas you learn from the questions in the “THINK ABOUT IT” activity
and thank them for their feedback and suggestions.
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Activity 10: Observing Communication in the Workplace
Objectives:
At the end of the activity, you will be able to:
✓ Discuss what you can learn by observing in a workplace
✓ Identify good interpersonal communication in the workplace
✓ Conduct your own workplace observations and record your observations
 Recommended Time: 120-135 minutes
In this course you will do work exposure activities. These activities are designed to help
us understand the workplace environment better, achieve our goals and develop our
work readiness skills. We will go to workplaces and look and see instead of just talking to
people from our homes. We will start to meet people and get information that will help
us refine our goals determine and our next steps.
All of these activities can be incorporated into your Steps for Achieving your Goals plan
and your biodata found in Module 4: Lifelong Learning and Career Development.
A workplace is a place with customers. They are of all sizes and of any sector. There are
government offices and other services that you may not even think much about. A
workplace can be an informal livelihood like a sari-sari store or a fisherman who has his
own boat and sells his fish to a cannery. Workplaces include places run by the
government such as schools and utility companies that provide water and electricity.
Workplaces are businesses of all sizes, ranging from local businesses to large national
and international brands with well-known names.
We can learn about workplaces and workplace behaviors in any of these places.
Write down some examples of different workplaces in your community.
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Think about workplace observation. How can we learn about communication during an
observation?
What do we need to know or prepare before workplace observation?
What should you do during a workplace observation?
A Workplace Observation is when you go to “look and see” at a workplace for a short
time, 20 – 40 minutes.
The aim is to see different jobs and work environments, different forms of
communication, and customer service behaviors.
Observations in public spaces. You can do this on your way home at a public space such
as a café, bank, hospital, construction site or store. These locations should not require
you to ask for permission.
Asking permission. You can also conduct an observation after asking for permission.
This approach will be needed at places that require access into a workplace, where you
can stand out of the way in a space that does not require safety clothing. Examples of
these situations include a car repair workshop, panel beating workshop, or inside a
restaurant kitchen.
Building relationships. By doing observations, you start to build a relationship with an
employer. This will make it easier to ask to come back for an informational interview or
other work immersion experience.
Let’s Apply: Notes on Workplace Observations
You will complete two workplace observations.
If there are safety restrictions, choose
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workplaces that you can observe from a safe distance outside. Do an observation when you are
tending to your daily needs such as grocery shopping or going to the pharmacy. Observe for 10 –
20 minutes.
Complete the form for each observation to the best of your ability. You may not be able to answer
every single question. Take notes as you can and then answer the questions on communication
that follow the table when you are back home.
Observing Communication in the Workplace
Observation #1
Date:
Observation #2
Date:
Information about the
business:
1. What is the name of the
business?
2. What type of business is
it?
3. What products or
services does the
business offer?
4. What jobs did you
observe? What did they
do and what equipment
did they use?
Communication:
5. What forms of
communication did you
see?
6. How did the supervisor
communicate with the
employees?
Following instruction:
7. Describe any worker
following instructions or
orders you saw.
8. Describe any worker NOT
following instruction or
orders you saw.
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Observation #1
Date:
Learner’s Handbook
Observation #2
Date:
Main Equipment Observed:
9. List and explain some of
the main equipment you
saw. Include anything
used with customers such
as cash registers, credit
card machines, etc.
Dress Code:
10. What do you notice
about how the workers
are dressed?
Possible Work Experience
Opportunities:
11. Do you think there might
be work experience or
internship opportunities
here? Why?
Manager or Supervisor’s
Name:
12. List here if you were able
to get this information.
What forms of communication did you see?
How did the staff communicate with each other?
How did the staff communicate with their customers or supervisors?
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Describe how you saw workers following instructions given by their supervisors.
Describe any situations where you saw that workers were NOT following instructions.

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…
Encircle Yes or No if you have
shown or can do the statement.
YES
NO
1. identify the importance of organizational
policies and guidelines?
2. practice following organizational rules, policies
and guidelines?
3. practice accuracy in following written
memorandum/instructions?
4. demonstrate how organizational notices guide
workers in handling customer services?
5. discuss what you can learn by observing in a
workplace?
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Statements
Did you…
Learner’s Handbook
Encircle Yes or No if you have
shown or can do the statement.
YES
NO
6. identify good interpersonal communication in
the workplace?
7. conduct your own workplace observations and
record your observation?
Guide to the Learner and Facilitator’s Discussion:
Topics to discuss during the Learning Check:
1.
2.
3.
4.
5.
6.
Parts of the module that is the easiest to answer/do.
Parts of the module that is the hardest to answer/do.
Parts of the module that need further clarification or explanation.
Additional support needed by the learner from the facilitator.
Review and check the learner’s answers and outputs in the session.
Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans on how the learner is expected to 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 following instructions in the
workplace.
Congratulations! Now that you know the importance of following verbal and written
instructions in the workplace, let’s review all the communication skills learned in the
module.
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SESSION 3: Review & Assessment
Activity 11: Module 1 Review and Application
Objectives:
✓ State the main topics presented during the module
✓ Reflect on their performance regarding listening and speaking by identifying their
strengths, challenges and what they can do to address their challenges
✓ Perform a role-play
✓ Share learning assessment results with facilitator/trainer
 Recommended Time: 45-60 minutes
Reflect on what you have learned from Module 1. Jot down your answers to the
questions below in the spaces provided.
Learning: Share 2 main things you learned about communications in Module 1.
1.
2.
Strength: Share 2 strengths that you think you have in 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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Let’s Apply: Performance Task - Practicing Communication Skills through
Debating
Engage your family members in debate! Follow these set of instructions carefully.
1. Select at least 2 family members to join your debate activity as there are three main
roles:
• Speaker 1: affirmative stand
• Speaker 2: opposition stand
• Facilitator
2. Take the role of one speaker. It does not matter if it is the affirmative or opposition
stand.
3. Below are some suggestions of topics for debate, but you may come up with your own.
Choose a topic that is relevant to your family’s concerns.
•
•
•
•
•
The work week in the Philippines should be 4 days instead of 5 days.
The death penalty stops people from committing crimes.
Divorce should not be legal in the Philippines.
Social Media has improved human communication.
Sexual harassment in the workplace is not a problem in the Philippines.
4. Below are the main mechanics of the debate which your family should observe.
•
•
•
•
•
The affirmative speaker presents arguments to support the statement.
(e.g., The work week in the Philippines should be 4 days instead of 5 because …
reason #1, reason #2, reason #3)
The opposition speaker presents arguments opposing the statement.
(e.g., statement: The work week in the Philippines should NOT be 4 days instead
of 5 because… reason #1, reason #2, reason #3)
NOTE: There cannot be any interruptions. Speakers must wait for their turn. The
facilitator should enforce the rules.
•
5-MINUTE RECESS to allow both speakers to prepare their rebuttals.
•
The affirmative speaker presents further arguments in support of the statement
and provides rebuttals to the arguments raised by the opposition speaker.
(e.g., Furthermore, the work week in the Philippines should be 4 days instead of 5
because of reason #4 and reason #5. To answer your earlier arguments… answer
reason #1, #2, and #3 of opposing speaker.
The opposition speaker presents further arguments against the statement and
•
•
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•
Learner’s Handbook
provides rebuttals to the arguments raised by the affirmative speaker.
(e.g., Furthermore, the work week in the Philippines should NOT be 4 days instead
of 5 because of reason #4 and reason #5. To answer your earlier arguments…
answer reason #4 and #5 of opposing speaker.
•
5-MINUTE RECESS to allow both speakers to prepare their closing remarks.
•
•
•
Opposition speaker presents closing remarks.
Affirmative speaker presents closing remarks.
The facilitator decides who won the debate.
5. You will be graded using the Rubric below.
Rubric for the Performance Task – Debate
Instructions: Use this rubric/worksheet in rating the performance of the trainee during the
debate.
Once done grading, provide your feedback to the trainee.
Name of the Learner/Trainee
Name of the Facilitator/Trainer
Rubric: Put a check on the column that shows your rating for the trainee’s performance based
on the statements.
Statement
The learner was able to…
1
2
3
4
Beginning
Developing
Mostly
Accomplished
Accomplished
1. Use appropriate body
language to show s/he was
listening (eye contact, sit
upright, nod head, etc.)
2. Listen to the speaker
without interrupting
3. Avoid being distracted
when listening to speaker
4. Ask questions for
clarification when s/he did
not understand something
5. Be clear, concise and to the
point when speaking
6. Be polite, friendly and
respectful when speaking
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Statement
The learner was able to…
Learner’s Handbook
1
2
3
4
Beginning
Developing
Mostly
Accomplished
Accomplished
7. Use examples to get to the
point
8. Speak with confidence but
not arrogance
9. Check the mood, attitudes
and reactions of others and
adjusts accordingly
10. Be aware of own body
language and that of others
while speaking
Comments/Suggestions /Feedback on the Debate:
Sharing is caring
How do you feel after the debate? How do your family members feel? Ask them for their
thoughts and then answer the questions below. Share this also with your facilitator or
trainer for his/her feedback on your learnings.
1. In what ways did this debate relate to what you learned in this Module on
Communication?
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2. What good communication skills did you see displayed in this debate? Give
examples.
3. What communication skills were not observable, but you think could help in a
debate or similar dialogue?
Post-Learner’s Reflection: Receiving and Responding to Workplace
Communication
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 Receiving and Responding to Workplace Communication. Conduct a selfassessment 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…
Describe the main concepts of communication in the workplace. /
Nailarawan ang mga pangunahing konsepto ng komunikasyon sa
lugar ng trabaho.
Appreciate or understand the importance of interpersonal
communication. /
Naintindihan ang kahalagahan ng interpersonal na komunikasyon.
Identify, apply and demonstrate effective listening skills &
strategies. /
Encircle Yes or No if you have shown or
can do the statement.
Bilugan ang Oo o Hindi kung naipakita o
nagawa mo na ang mga pahayag.
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Natukoy, nailapat at naipakita ang mga epektibong kasanayan at
pamamaraan sa pakikinig.
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Statements on my experience, knowledge, skills and abilities /
Mga pahayag tungkol sa aking kaalaman, kasanayan at
kakayahan
I can… / Kaya ko nang…
Learner’s Handbook
Encircle Yes or No if you have shown or
can do the statement.
Bilugan ang Oo o Hindi kung naipakita o
nagawa mo na ang mga pahayag.
Identify and demonstrate examples of non-verbal
communication. /
Yes
Oo
No
Hindi
Natukoy at naipakita ang mga halimbawa ng komunikasyong
hindi‐berbal.
Describe how non-verbal communication impacts the way I give
and receive information. /
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Nagtanong sa iba kung mayroon akong hindi naintindihan.
Choose or decide when to communicate verbally, electronically or
in writing. /
Yes
Oo
No
Hindi
Nakapili o nakapasya kung kailan makikipag‐usap sa
pamamagitan ng pagsasalita, eletroniko o sa pagsusulat.
Identify issues, problems and bottlenecks that hinders the flow of
communication. /
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Nailarawan kung paano nakakaapekto ang komunikasyong hindiberbal sa paraan ng aking pagbibigay at pagtanggap ng
impormasyon.
Identify effective speaking skills and strategies. Speak clearly and
effectively in front of individuals or groups. /
Natukoy ang epektibong kasanayan at pamamaraan.
Nakapagsalita nang maliwanag at epektibo sa harapan ng mga
tao o grupo.
Identify effective questioning skills and strategies. /
Natukoy ang epektibong kasanayan at pamamaraan sa
pagtatanong.
Ask questions from others when I do not understand. /
Natukoy ang mga isyu, problema at balakid na humahadlang sa
komunikasyon.
Identify the importance of organizational policies and guidelines
and practice following organizational rules, policies and
guidelines. /
Natukoy ang kahalagahan ng mga patakaran at patnubay na
pang-organisyon at nakasunod sa mga patakaran at alituntunin
ng organisasyon.
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Statements on my experience, knowledge, skills and abilities /
Mga pahayag tungkol sa aking kaalaman, kasanayan at
kakayahan
I can… / Kaya ko nang…
Practice accuracy in following written memorandum/instructions
correctly in accordance with organizational guidelines. /
Learner’s Handbook
Encircle Yes or No if you have shown or
can do the statement.
Bilugan ang Oo o Hindi kung naipakita o
nagawa mo na ang mga pahayag.
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Yes
Oo
No
Hindi
Napanatili ang tumpak at wastong pagsunod sa mga
“memorandum” at tagubilin na naayon sa alintuntunin pangorganisasyon.
Giving feedback to workplace supervisor based on the
instructions/ information received. /
Nakapagbigay ng puna o “feedback” sa superbisor batay sa
natanggap na instruksyon on impormasyon.
Identify good interpersonal communication examples by
observing in the workplace. /
Natukoy ang mga ang mga mabuting halimbawa ng
komunikasyong interpersonal sa pamamagitan ng pagmamasid sa
lugar ng trabaho.
Follow routine spoken messages. /
Nakasunod sa pangkaraniwang mensaheng ibinahaga nang
pasalita.
Perform workplace duties following written notices. /
Naisagawa ang mga responsibilidad sa lugar ng trabaho alinsunod
sa mga nakasulat na paalala.
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: Receiving and Responding to Workplace Communication (NC I)
Learner’s Handbook
Activity 12: 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: Receiving and Responding to Workplace
Communication! 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 trainer 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.
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Learner’s Handbook
Module 1: Communication: Receiving and Responding to Workplace
Communication
Circle an answer for each statement.
English
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:
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. Be aware of your own feelings but
listen to what your co-worker has
to say before responding
e. All of the above
2. When someone else is speaking, you
should give non-verbal communication
cues to show that you understand.
a. True
b. False
Tagalog
1. Kapag may tinatalakay kang usapin sa
isang katrabaho at hindi ka sumasangayon sa sinasabi niya, dapat:
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. Subuking 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
2. Kapag may nagsasalita, dapat
magpakita ka ng mga pahiwatig na
komunikasyong hindi sinasalita para
ipakitang naiintindihan mo.
a. Tama
b. Mali
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Module 1: Receiving and Responding to Workplace Communication (NC I)
English
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. 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
d. Ask a co-worker what she or he
thinks you are supposed to do
e. All of the above
Learner’s Handbook
Tagalog
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. 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
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
5. When giving instructions or information
5. Kapag nagtuturo o nagbibigay ng
to a group of co-workers, you should ask a
impormasyon sa isang grupo ng mga
person to repeat back what you have said
katrabaho, dapat mong hilingin sa isang
to make sure everyone is clear on the task
tao na ulitin sa iyo ang sinabi mo para
at hand.
makasiguradong malinaw sa lahat ang
dapat gawin.
a. True
b. False
a. Tama
b. Mali
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Module 1: Receiving and Responding to Workplace Communication (NC I)
English
6. Someone who works well in a
team___________.
Learner’s Handbook
Tagalog
6. Ang isang taong mahusay
makipagtrabaho sa loob ng isang grupo
ay ___________.
a. Interrupts only when offering new
b.
c.
d.
e.
ideas
Pays attention only to those who
have the same opinions
Provides inputs and seeks the ideas
of others in the group
Creates conflict to make the
discussion interesting
All of the above
7. It is important for organization to have
policies and guidelines as it will provide a
source of reference for employees on
what has to be done or not.
a. True
b. False
a. Sumisingit lang sa usapan kung
magbibigay ng mga bagong idea
b. Nakikinig lamang sa mga may
kaparehong opinyon
c. Nagbibigay ng opinyon at
humihingi ng mga idea ng iba sa
grupo
d. Lumilikha ng di-pagkakasundo
para maging interesante ang
talakayan
e. Lahat ng nabanggit
7. Mahalaga para sa organisasyon na
magkaroon ng mga patakaran at
alituntunin dahil magbibigay eto ng
basehan para sa mga empleyado sa
dapat gawin o hindi.
a. Tama
b. Mali
8. Which of the following is NOT an effective 8. Alin sa sumusunod ang hindi mabisang
questioning skill or strategy?
diskarte sa pagtatanong?
a. Think before asking/ answering
b. Respect other people’s opinion
c. Ask open ended question
d. Give enough time to respond
e. Ask questions that is difficult to
understand
a. mag-isip bago magtanong o
magsagot
b. Igalang ang opinyon ng iba
c. magtanong ng mga “open-ended” na
katanungan
d. magbigay ng sapat na oras para
tumugon sa tanong
e) magtanong na mahirap maintindihan
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Module 1: Receiving and Responding to Workplace Communication (NC I)
English
9. Communication barriers can be a challenge
especially if you are surrounded by people
with diverse culture, perceptions and
backgrounds
a. True
b. False
10. Wrong tone of voice or facial expression
cannot affect the flow of communication
a. True
b. False
Learner’s Handbook
Tagalog
9. Kapag nakikipag-usap sa isang mapilit
na customer
a. Huwag pansinin
b. Manatiling kalmado
c. Sabihan siyang hindi mo na siya
kauusapin
d. Pakiusapan siyang umalis
e. Sigawan siya para makita niya
kung saan ka nanggagaling
10. Maling tono ng boses o ekspresyon ng
mukha ay HINDI nakakaapekto sa daloy
ng komunikasyon
a. Tama
b. Mali
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Module 1: Receiving and Responding to Workplace Communication (NC I)

Learner’s Handbook
Key to Correction
Activity 4 – Let’s Exercise
1
2
3
4
5
6
7
8
9
10
I need to use positive and constructive words.

I always check the mood and attitudes of my listeners.

I should always be respectful when I speak to elders, but not so much when I
speak to those of a younger age.

Honesty is one of the strategies to become an effective speaker.

Body language must be observed when speaking.

I will speak fast so I can finish early on so I can entertain more questions.

I should be clear, brief and direct to the point when speaking.

I should know what I want to say in advance and prepare when possible.

I will avoid arrogance and maintain confidence when speaking.

I will try to avoid respect when I need to give direct messages.

Activity 7 – Let’s Exercise
1. Giving feedback
2. Maintain eye contact
3. Be aware of your body language
4. Respect
5. Active listening
6. Use clear and simple language
7. Non-judgmental communication
8. Clarify if there is confusion
9. Don’t interrupt
10. Be a responsible digital citizen
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Learner’s Handbook
Activity 8 – Sample of Expected Responses for Scenario 1 and 2
Scenario #1:
•
•
•
Tell the customer you will check with your supervisor and get back to her.
Recommend alternative products the customer can use while waiting for the
product to come in. Let her try a sample if that is possible.
Gently remind the customer of the no refund policy she signed and agreed to. It
may also help if you respectfully explain under what conditions one can stop a
subscription or ask for a refund for items or services
Note: Your answer will always be based on the policy she signed, but regardless of
the situation, make sure you interact with the customer politely.
Scenario #2:
•
•
•
•
Before the situation got out of hand, the supervisor should have reminded Mary
about the organization’s policies on sick time, taking leave, tardiness and
performing one’s duties.
The supervisor should have recorded the absences and tardiness as per the policy
of the organization.
The supervisor should have talked to Mary face to face, by email or text to find out
what was happening. There could have been a valid reason Mary was not able to
attend work or perform her duties such as personal health issue or a family
emergency. The supervisor could then have helped identify ways for Mary to get
support if needed and they could have come up with a plan regarding her work
hours and performance expectations (aligned with the organization’s policies).
Open communication is key! The supervisor and Mary have the responsibility to
communicate with each other.
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Learner’s Handbook
Activity 9 – Sample of Expected Responses
Sales Clerk:
Good morning ma’am. May I help you? (smiling)
Customer:
Yes, I’d like to return this jacket.
Sales Clerk:
Is there something wrong with it?
Customer:
Yes. I didn’t notice when I bought it, but there are few problems. First, it has
a tear in the lining, and some of the buttons are very loose. This one came off.
I understand. I am not sure how this made it to the store as normally we
have very strict quality checks. I am so sorry. Do you have the receipt?
Yes, I do. (gives the receipt to the clerk)
Sales Clerk:
Customer:
Sales Clerk:
Customer:
Sales Clerk:
Customer:
Thank you, please have a seat while I record this returned item and process
the refund.
Thank you for handling my concerns and for the nice attention.
Here is your refund Ma’am and a 25% discount coupon for your next
purchase. Do you have any more concerns or questions I can help you
with today?
No more, thanks again! I will definitely come back and encourage my friends
to buy their clothes here too. I really appreciate your courteous approach.
Next actions: The sales clerk then reported the complaint to the general
manager verbally and described how it was resolved.
End-of-Module Assessment
1.
D. Be aware of your own feelings but listen to what your co-worker has to say before
responding
2. A. True
3. E. All of the above
4. C. Ask your supervisor to repeat the instructions so you are clear on what you need to
do
5. A. True
6. C. Provides inputs and seeks the ideas of others in the group
7. A. True
8. E. Ask questions that is difficult to understand
9. A. - True
10. D - False
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Learner’s Handbook
Rubric for the Performance Task – Debate
Instructions: Use this rubric/worksheet in rating the performance of the trainee during the
debate.
Once done grading, provide your feedback to the trainee.
Name of the Learner/Trainee
Name of the Facilitator/Trainer
Rubric: Put a check on the column that shows your rating for the trainee’s performance based
on the statements.
Statement
The learner was able to…
1
2
3
4
Beginning
Developing
Mostly
Accomplished
Accomplished
1. Use appropriate body language to
show s/he was listening (eye contact,
sit upright, nod head, etc.)
2. Listen to the speaker without
interrupting
3. Avoid being distracted when listening
to speaker
4. Ask questions for clarification when
s/he did not understand something
5. Be clear, concise and to the point
when speaking
6. Be polite, friendly and respectful
when speaking
7. Use examples to get to the point
8. Speak with confidence but not
arrogance
9. Check the mood, attitudes and
reactions of others and adjusts
accordingly
10. Be aware of own body language and
that of others while speaking
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Module 1: Receiving and Responding to Workplace Communication (NC I)
Learner’s Handbook
Comments/Suggestions /Feedback on the Debate:
Congratulations! You have completed the module on Communication – Receiving and
Responding to Workplace Communication for National Certificate Level I!
You are now ready to conquer the next module.
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