LEAD WORKPLACE COMMUNICATION

COMPETENCY BASED LEARNING MATERIAL

Sector: HEATING, VENTILATING, AIR-CONDITIONING AND
REFRIGERATION (HVAC/R)

Qualification: RAC Servicing ( PACU-CRE) NC III

Unit of Competency: Lead workplace communication

Module Title: Leading Workplace Communication

PROVINCIAL TRAINING CENTER - TARLAC
San Isidro, Tarlac City

HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL

The unit of competency, ―Lead Workplace Communication‖, is one of
the competencies of RAC NCIII, a course which comprises the knowledge,
skills, and attitudes required for a TVET trainee to process.

The module, Leading Workplace Communication, contains training
materials and activities related to communicate information about
workplace processes, Lead workplace discussions, and Identify and
communicate issues arising in the workplace.

In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets,
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.

Remember to:

 Read information sheet and complete the self checks.

 Perform the Task Sheets, Operation Sheets, and Job Sheets until you
are confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.

 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of
your assessment will be recorded in your Achievement Chart and
Progress Chart.

You must pass the Institutional Competency Evaluation for this
competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.

You need to complete this module before you can perform the module
on Lead Workplace Communication.

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 1 of 81

Revision # 00

RAC SERVICING ( PACU-CRE) NC III
COMPETENCY BASED LEARNING MATERIALS

LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

1 Lead workplace Leading workplace 500311109
communication communication

2 Lead small teams Leading small teams 500311110

3 Develop and practice Developing and practice 500311111
negotiation skills negotiation skills

4 Solve problems related to Solving problems related to 500311112

work activities work activities

5 Use mathematical Using mathematical 500311113

concepts and techniques concepts and techniques

6 Use relevant technologies Using relevant technologies 500311114

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 2 of 81

Revision # 00

MODULE CONTENT

UNIT OF COMPETENCY : Lead Workplace Communication

MODULE TITLE : Leading Workplace Communication

MODULE DESCRIPTOR:

This module covers the knowledge, skills and attitudes required to lead in
the dissemination and discussion of ideas, information and issues in the
workplace.

Leaning Outcomes:
At the end of this module, you MUST be able to:

1. Communicate information about workplace processes
2. Lead workplace discussions
3. Identify and communicate issues arising in the workplace

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 3 of 81

Revision # 00

COMPETENCY SUMMARY

Qualification Title : RAC NC III

Unit of Competency : Lead Workplace Communication

Module Title : Leading Workplace Communication

Introduction

This unit of competency deals with the knowledge, skills and attitudes
required to lead in the dissemination and discussion of ideas, information
and issues in the workplace.

Learning Outcomes:

Upon completion of this module, you MUST be able to:
1. Communicate information about workplace processes
2. Lead workplace discussions
3. Identify and communicate issues arising in the workplace

ASSESSMENT CRITERIA

1. Appropriate communication method is selected
2. Multiple operations involving several topics areas are communicated

accordingly
3. Questions are used to gain extra information
4. Correct sources of information are identified
5. Information is selected and organized correctly
6. Verbal and written reporting is undertaken when required
7. Communication skills are maintained in all situations
8. Response to workplace issues are sought
9. Response to workplace issues are provided immediately

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 4 of 81

Revision # 00

10. Constructive contributions are made to workplace discussions on
such issues as production, quality and safety

11. Goals/objectives and action plan undertaken in the workplace
are communicated

12. Issues and problems are identified as they arise
13. Information regarding problems and issues are organized

coherently to ensure clear and effective communication
14. Dialogue is initiated with appropriate personnel
Communication problems and issues are raised as they arise

CONDITIONS:

The student/trainee must be provided with the following:

 Module in Leading workplace communication
 Writing materials

Methodologies:

 Lecture/ discussion
 Demonstration
 Modular Self Paced Instruction

ASSESSMENT METHODS:
 Demonstration
 Written Test

Learning Experiences

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 5 of 81

Revision # 00

Learning Outcome 1

Communicate information about workplace processes

Learning Activities Special Instructions

Read Information Sheet 1.1-1 This Learning Outcome deals with the
on Workplace Communications communication tools needed by
supervisors to disseminate information
Answer Self-check 1.1-1 that are important in the workplace.
Compare answers with Answer
Key 1.1-1 Go through the Information Sheets and
answer the Self-checks to ensure that
Read Information Sheet 1.1-2 knowledge on communication skills
on Communication Methods needed in the workplace are acquired.

Answer Self-check 1.1-2 The outputs of this Learning Outcome are
Compare answers with Answer answers to the Self-checks that will show
Key 1.1-2 your mastery.

Read Information Sheet 1.1-3 Show your outputs to your trainer as you
on Meetings accomplish them for guidance and
evaluation.
Answer Self-check 1.1-3
Compare answers with Answer
Key 1.1-3

Read Information Sheet 1.1-4
on Questions

Answer Self-check 1.1-4
Compare answers with Answer
Key 1.1-4

Read Information Sheet 1.1-5
on Information Sources

Answer Self-check 1.1-5
Compare answers with Answer
Key 1.1-5

Read Information Sheet 1.1-6

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 6 of 81

Revision # 00

on Organizing Information

Answer Self-check 1.1-6
Compare answers with Answer
Key 1.1-6

Read Information Sheet 1.1-7
on Reports

Answer Self-check 1.1-7
Compare answers with Answer
Key 1.1-7

Read Information Sheet 1.1-8 After doing all the activities for this LO,
on Communication Skills you are ready to proceed to the next LO:
Maintenance Lead workplace discussions

Answer Self-check 1.1-8
Compare answers with Answer
Key 1.1-8

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 7 of 81

Revision # 00

Information Sheet 1.1-1

Workplace Communications

Learning Objectives:
After reading this information sheet, you must be able to:
1. Define Workplace Communication;
2. Enumerate and explain some verbal communication methods;

Definition of Terms

a. Communication in the workplace is defined as the dissemination and
discussion of ideas, information and issue in the place of work.

b. Effective communication is the most important factor common to all
successful organizations. It keeps everyone informed and feeling like part of

the team. Whenever major and minor misunderstandings arise, it is usually
because of poor communication.

Effective communication not only ties together team members, job seekers,

employers and external agencies, it puts together the various parts of an
employment services organization into an enterprising, efficient and effective

business that serves both the economy and the community as a whole.

Each organization has standard written and electronic communication
method that they use in order to accomplish their objectives, primarily:

1. Manually written or printed in paper;
2. Electronic or computer communications like email or other social
media programs like Facebook, Twitter, etc.

Verbal communication methods:

1. Non-verbal gestures - the use of body language, facial expressions and
gestures to deliver a message (example: smiling, frowning, eye contact,

avoiding eye contact, nodding or shaking of head, gestures, stance and

posture);

2. Verbal - the sharing of information between individuals by using speech

(or readily understood spoken words), with proper enunciation, stress and
tone of voice;

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 8 of 81

Revision # 00

3. Face to face – dialogue between two or more persons, where they can see
each other’s face, usually in formal meetings, coffee room chitchat, hallway
encounters, one-on-one coaching, annual evaluations, job interviews, etc.;

4. Two-way radio – dialogue between two or more persons thru wireless
radio communications equipment that can receive & transmit (a transceiver)
voice patterns; a distinct advantage of two-way radio is instant
communication, but the distance is limited depending on the design of the
equipment;

5. Speaking to groups - the process of conducting face to face
communication with a group of people in a structured, deliberate manner
intended to inform, influence, or come up with decisions;

6. Using telephone – dialogue between two or more persons thru a fixed
line or wireless telecommunication device thru great distances;

RAC (PACU-CRE) Date Developed: Document No.
NCIII January 2017 Issued by:
PTC-Tralac
Lead workplace Prepared by:
communication ENGR. A.F. CABALU Page 9 of 81

Revision # 00

Self-Check 1.1-1
TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. Effective communication is the least important factor common to all
successful organizations.
_____ 2. Effective communication ties together team members.
_____ 3. E-mail is a standard electronic communication method by some
organization.
_____ 4. Facial expression is a verbal communication method.
_____ 5. A two-way radio can be used for a dialogue between two or more
persons.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 10 of

Revision # 00 81

Answer Key 1.1-1

1. False
2. True
3. True
4. False
5. True

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 11 of

Revision # 00 81

Information Sheet 1.1-2
Communication Methods

Learning Objectives:
After reading this information sheet, you must be able to:
1. Enumerate and explain some forms of written/electronic communication;
2. Enumerate and explain some forms of verbal communication;

Usual forms of written/electronic communication within an
organization are:

1. Memoranda or memos - briefs, notes, records, reminders or summary
directed to the organization’s members;

2. Circulars – communication or publication issued to provide guidelines on
a subject matter (example: how to comply with a regulation or statute),
directed to the organization’s affiliates like business partners, suppliers,
sales offices, etc;

3. Official correspondences – formal letters to communicate with other
organizations;
4. Media releases – written (or audio-taped, or video-taped) materials for
presentation to the media for editorial comment and free coverage;

5. Technical manuals - documents containing instructions for installation,
operation, use, maintenance, parts list, support, and training requirements
for the effective deployment of an equipment, machine, process, or system;

6. Visual information materials - advertising and promotional
communications;

Forms of verbal communication

1. Meetings – the organization group together and share their ideas; the
leader clearly define the objective - to make a decision, brainstorm ideas,
approve a plan, communicate a change or get a status report; at the start of
the meeting, the leader states the priorities of the meeting, the desired
outcomes and the amount of time allowed to discuss each topic; by asking

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 12 of

Revision # 00 81

for additional input from the members, he ensures the meeting remains
relevant for everyone; the leader also ensures that every participant gets a
chance to speak without monopolizing the agenda.

2. Presentations and lectures – speakers are tasked to convey their
expertise on a particular topic; whether providing instructions, describing a
product to make a sale or communicating a vision or strategy, he needs to
keep the message clear by preparing adequately; using vivid language,
descriptive examples and supplementary visuals, he ensures a successful
presentation; by using short words and sentences, speakers tend to avoid
confusion; effective presenters allow time for the audience to ask questions
and provide comments.

3. Workshop – when the organization is engaged in intensive discussion
and activity on a specific subject or project; the leader provides clear
instructions to the group to ensure positive development experiences;
example, the leader shall describe the rules for participating in a role-
playing exercises, talk about the scenario and determine how long the
activity takes; leaders guide participants in researching issues, solving
problems, negotiating solutions and making decisions.

4. Conversations or one-on-one involve two people to discuss a topic; this
is effective when the leader acknowledges the sensitivity of the subject, time
constraints and types of questions the other person might ask; to be
effective, leaders use active listening skills such as repeating back what the
other person says; leaders should resist the temptation to interrupt and
allow the other person to speak up as well to convey their thoughts; if the
conversation occurs by telephone, the participants need to pay even more
attention.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 13 of

Revision # 00 81

Self-Check 1.1-2

Communication Methods

TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. Memos are usually directed to the media.
_____ 2. Technical manuals can be instructions on how to use a car.
_____ 3. Meetings are when the organization group together and serve
alcoholic drinks.
_____ 4. Workshop is when the organization is engaged in intensive
discussion on any subject under the sun.
_____ 5. Conversations or one-on-one involves two people to discuss a topic.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 14 of

Revision # 00 81

Answer Key 1.1-2

TRUE OR FALSE:
1. False
2. True
3. False
4. False
5. True

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 15 of

Revision # 00 81

Information Sheet 1.1-3

Meetings

Learning Objectives:
After reading this information sheet, you must be able:

1. Enumerate and explain the steps in setting a meeting.
2. Preparing for a meeting with members of the organization.

Steps in setting a meeting

1. Clarify purpose and aims
A clearly stated purpose or aim describes the key decisions that must be
made or actions that must occur at the meeting. The purpose of a
meeting should be stated at the top of the meeting agenda.
Examples:

 Share best practices in restaurant operations and identify
opportunities to recruit pre-trained staff members;

 Identify priority targets for next year;

 Examine and update admission criteria

 Decide how to get feedback staff and customers;
Everything else on the agenda including topics, times, and presenters are
the activities that, taken together, will accomplish the aims. A weekly or
monthly staff meeting may not require meeting aims beyond the agenda
items.

2. Create an agenda
An agenda is a framework that guides and supports the meeting.
Agendas are like roadmaps, blueprints, flight plans, and recipes. An
agenda helps focus the group's work toward achieving desired outcomes.
Good agenda items provide focus and structure for a meeting.
Examples:

 Report on customer satisfaction

 Identify members for catering activities

 Generate list of possible solutions for a problem with pros and cons
of each

3. Schedule the meeting
Scheduling a meeting involves much more than just making a list of
attendees. It requires identifying key people who must attend and either
finding times that work for them or notifying them of the meeting's time

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 16 of

Revision # 00 81

and location. Once an optimal date and time are agreed upon, a meeting
location can be selected. (Choice meeting locations sometimes dictate
meeting dates.)

4. Post and send out agenda
An agenda should be sent to participants ahead of time to help them
prepare to participate.

5. Circulate supporting information

You should always circulate supporting materials to participants in
advance of the meeting. However, deciding how much information to
send in advance can present a challenge. Some people won't look at
anything prior to the meeting and some will conscientiously read all the
supporting information they can.
Here are some things to consider when deciding what and how much to
send out ahead of time:

1. Provide enough information before the meeting so people will be
familiar with the issues.

2. Provide, if possible, web site URL's instead of paper documents.
3. Summarize, if possible, so members will not need to read long
documents.
4. Members should share large reports to save paper & resources.
5. Send documents/materials with a brief explanation on how they relate
to the agenda (if this is not clear from the agenda).
6. Don't send complex or highly technical reading materials that require
expert interpretation. These materials should be explained during the
meeting.

6. Make room arrangements

Ensure that room arrangements (including refreshments) are made.
Room arrangements can help achieve the objectives of the meeting.
Seating arrangements should optimize the chance for participants to see
and hear each other.
7. Arrange for secretary/recorder

The secretary should take notes on paper, laptop or on flip charts.

Meeting notes should be distributed as soon as possible. Delays in
releasing the notes will lower expectations in achieving the action items.
For groups that meet regularly, the recorder is responsible for keeping
previous
meeting notes and agendas in one place where they can be referenced later
such as from a notebook or shared network drive, etc.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 17 of

Revision # 00 81

Self-Check 1.1-3

TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. The purpose of a meeting should be declared at the top of the
agenda.
_____ 2. Scheduling a meeting does not require identifying key people who
must attend.
_____ 3. Supporting materials should be circulated to participants before the
meeting.
_____ 4. Send highly technical reading materials to meeting participants as
advance reading.
_____ 5. A secretary should not be allowed in a meeting.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 18 of

Revision # 00 81

Answer Key 1.1-3

TRUE OR FALSE:
1. True
2. False
3. True
4. False
5. False

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 19 of

Revision # 00 81

Information Sheet 1.1-4

Questions

Learning Objective:
After reading this information sheet, you must be able to:
1. enumerate and explain on the need to construct questions;

To gain better understanding of any subject, there is a need to pose
questions for clarification and get more information.
Good question accomplishes the following:

a. Prepares – a question crafted and posed before a meeting enables for
the chair or leader, and the participants to think about the issue at hand
b. Focuses – it points peoples’ thinking towards a specific purpose, and
creates an anchor that people can use to stay on track in fulfilling the
meeting purpose.
c. Opens – Creates an opening for a response from people to explore and
engage.
Crafting a powerful question
When thinking up a powerful question, consider:

 What information must be explored to get to the solution or result;

 What are the different perspectives of the topic we must consider?

 What gaps and blindspots exist that we need to highlight?

 What new knowledge will help people to move forward after the
meeting?

Some examples;
Quarterly sales review;

 ―What is the single most influential factor that is holding us back
from achieving increased sales results?‖

Strategic board meeting;

 ―What will be changing in our environment over the next year
which we must now think about responding to?‖

Leadership meeting;

 ―What evidence do we have of the collective influence we are having
as leaders on our vision?‖

Association conference planning meeting;

 ―What is a key industry trend which our members would thank us
most for helping them solve?‖

Project / team meeting;

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 20 of

Revision # 00 81

 ―What would be the most effective ways to interact with each other
over the next four weeks to ensure we can deliver this project on
time?‖

Action Steps

There are some definite steps you can now take towards making your
meetings more effective:

 Observe Others: Notice how people use questions in the meetings,
and the effect of those questions on the quality of the awareness
raised.

 Craft Your Own: Next time you need to raise awareness around a
topic, craft a question pre-meeting, using the guidelines above

 Test and Refine: Notice the types of responses people make to your
questions; you may need to refine the types of questions you ask.


By asking powerful questions, you will achieve an immediate lift in the
quality of your meetings through more effective Awareness raising, and
consequent improvement in the nature and ownership of solutions and
actions.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 21 of

Revision # 00 81

Self-Check 1.1-4

Questions

TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. Good questions prepare the participants to think about the issue at
hand.
_____ 2. Good questions point peoples’ thinking towards a specific purpose.
_____ 3. Good question create an opening for a response from people to
explore and engage.
_____ 4. Powerful question will limit peoples’ participation in meetings.
_____ 5. Powerful questions will lift the quality of meetings through raising
awareness, and improvement in the nature and ownership of solutions and
actions.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 22 of

Revision # 00 81

Answer Key 1.1-4

TRUE OR FALSE:
1. True
2. True
3. True
4. False
5. True

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 23 of

Revision # 00 81

Information Sheet 1.1-5

Information Sources

Learning Objective:

After reading this information sheet, you must be able to:

1. Enumerate and discuss types of information formats;

Selecting the source of information will depend on the quality of the data
that the person needs.

Types of information formats:

1. Published works

a. Government publications - Official publication issued by a
government publishing facility (Examples: Statutes, Acts, government
gazette, etc.)
b. Journals - a periodical generally containing material relating to
research, that appears at regular intervals (i.e. weekly, monthly,
quarterly); content varies and can include editorials, articles, book
reviews, etc.; example: Animal Husbandry & Agricultural Journal,
c. Newspapers - issued either daily, weekly or monthly; contain news,
opinions, advertisements and other subjects related to current affairs;
d. Monographs and textbooks - Publications that deal
comprehensively with a specific subject;
e. Reference works – dictionaries, encyclopedias, biographies,
yearbooks/almanacs, address books;
f. Audio Visual - audio cassettes or videos;
g. Electronic media - CD Rom programs, eBooks, eJournals;

2. Unpublished works
a. Human sources – lecturers, colleagues, others;
b. Dissertations/theses - research work prepared as part of an
academic course for a higher degree with copy usually made available
in library of university;
c. Reports - written description of a completed research project or an
interim progress report;

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 24 of

Revision # 00 81

d. Grey literature - information that is not available through the
normal book selling channels such as reports, manuscripts and
patents;
e. Information on the Internet – websites, URLs;
f. Email
g. Organizational – documents referring to information about

3. Organizational records
a. General Directory
b. Policies, rules & regulations
c. Management Directory
d. Accounting books
e. Agenda & minutes of meetings
f. Notices & internal communications
g. Financial records
h. Corporate records
i. Annual reports
j. Employment records
k. Safety records
l. Insurance records
m. Service delivery records

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 25 of

Revision # 00 81

Self-Check 1.1-5

TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. An example of a government journal is Animal Husbandry &
Agricultural Journal.
_____ 2. A dissertation is a published work.
_____ 3. An encyclopedia is a monograph.
_____ 4. Grey literature are reports, manuscripts and patents that can’t be
bought from the bookstores.
_____ 5. A company’s annual report is not a published work.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 26 of

Revision # 00 81

Answer Key 1.1-5

TRUE OR FALSE:
1. False
2. False
3. False
4. True
5. True

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 27 of

Revision # 00 81

Information Sheet 1.1-6

Organizing Information

Learning Objectives:
After reading this information sheet, you must be able to:
1. Describe the process of analyzing information thru questions;

When selecting material and information, it should be done with no bias,

thru a continuing evaluation process. Evaluate information for its relevance,
usefulness and quality. When looking at a source, ask the following

questions:

1. Will this information be useful?
 Is it relevant to my task?
 Does it relate to my topic?
 Does it help me answer a question or solve a problem?

2. Will this information add to my knowledge?
 Does it help me learn more about the topic?
 Does it fill in background information?
 Does it provide specific information?

3. What will I use this information for?
 Could it help to form my central argument?
 Will it help focus my thoughts?
 Can I use it as evidence?
 Will it help me locate other information?

4. How recent is this information?
 Is it out-of-date, or is it still useful?
 Is it the most up-to-date? Does it need to be?

5. How reliable is this information?
 Does this material come from a reputable and unbiased source?
 Is the author an acknowledged expert in the field?

6. How understandable is this information?
 If I find it difficult to understand, do I have to use it?

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 28 of

Revision # 00 81

 Can I choose other information that I do understand?

7. How will I use this information?
 Does it provide evidence or support for my ideas?
 Does it provide a good example?
 Where could I put it in my assignment?

8. Do I really need to use this information?
 How does it help me answer the task?
 Is it essential information?
 Is it new information or am I just restating what I have already said?
 Is it the best example or most relevant piece of evidence? Do I have
better material?
 What does it add to my work? Would my assignment be just as good
without it?
 Is it too technical or too simple?
 Have I already supported my argument or point of view well enough?
 Do I have enough information to begin my task?

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 29 of

Revision # 00 81

Self-Check 1.1-6

TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. Selecting information is a one-time evaluation process.
_____ 2. The usefulness of the information is a good way to analyze it.
_____ 3. Gaining knowledge from info gathering is good.
_____ 4. Up-to-date information is better than outdated ones.
_____ 5. Information that supports your argument is better.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 30 of

Revision # 00 81

Answer Key 1.1-6

TRUE OR FALSE:
1. False
2. True
3. True
4. True
5. True

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 31 of

Revision # 00 81

Information Sheet 1.1-7

Reports

Learning Objectives:

After reading this information sheet, you must be able to:

1. Enumerate and explain the way to compose a report;

How to compose a report

1. Overview - a brief summary which tells the audience quickly what the
report is all about. In the least number of words, it states the purpose, the
main features, the conclusion, and sometimes the recommendations. It is
best to write the overview after having written the background, discussion,
and conclusion. Remember: The overview may be written last, but it is
always placed first in the final report.

2. Background - sets the scene for your audience. The background
introduces the subject and explains the reason for the report. It should try
to answer the Who, What, Why, Where, and When. The background
information should place the audience mentally in the picture before he/she
has to consider the findings and conclusions.

3. Discussion - presents the findings and the evidences (facts, arguments,
details, data, and results) as the audience will need to understand the
subject. It must be developed in an organized, logical manner to avoid
confusing the audience. It should also be presented imaginatively to hold
his/her interest. In the discussion, it is best to use headings and
subheadings to discuss the different aspects of the subject. Each heading or
subheading becomes an informative mini-title, summarizing the material
covered in the paragraphs it is meant to introduce.

4. Conclusion - states the major points that can be drawn from the
discussion. If there is more than one conclusion, state the main conclusion
first, and the remaining conclusions in decreasing order of importance.
Although recommendations are not a necessary part of a report, a
discussion of the reporter’s recommendations may be included in this part
of the report.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 32 of

Revision # 00 81

Self-Check 1.1-7

TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. The overview is the brief summary of what the report is all about.
_____ 2. The background introduces the subject and explains the reason for
the report.
_____ 3. The discussion presents the facts, arguments, details, data, and
results.
_____ 4. The discussion should be organized and logical.
_____ 5. The conclusion should be organized from the least important to the
most important.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 33 of

Revision # 00 81

Answer Key 1.1-7

TRUE OR FALSE:
1. True
2. True
3. True
4. True
5. False

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 34 of

Revision # 00 81

Information Sheet 1.1-8

Communication Skills Maintenance

Learning Objectives:

After reading this information sheet, you must be able to:

1. Enumerate and discuss the basics in communication skills;

Ways to maintain good communication skills:

1. Understanding the basics in communication skills

 Know what communication really is. Communication is the process of
transferring signals/messages between a sender and a receiver
through various methods (written words, nonverbal cues, spoken
words). It is also the mechanism we use to establish and modify
relationships.

 Have courage to say what you think. Be confident in knowing that you
can make worthwhile contributions to conversation. Take time each
day to be aware of your opinions and feelings so you can adequately
convey them to others. Individuals who are hesitant to speak because
they do not feel their input would be worthwhile need not fear. What is
important or worthwhile to one person may not be to another and may
be more so to someone else.

 Practice. Developing advanced communication skills begins with
simple interactions. Communication skills can be practiced every day

in settings that range from the social to the professional. New skills
take time to refine, but each time you use your communication skills,

you open yourself to opportunities and future partnerships.

2. Engage Your Audience

 Make eye contact. Whether you are speaking or listening, looking into
the eyes of the person with whom you are conversing can make the

interaction more successful. Eye contact conveys interest and

encourages your partner to be interested in you in return. One

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 35 of

Revision # 00 81

technique to help with this is to consciously look into one of the
listener’s eyes and then move to the other eye. Going back and forth
between the two makes your eyes appear to sparkle. Another trick is
to imagine a letter ―T‖ on the listener’s face, with the cross bar being
an imaginary line across the eye brows and the vertical line coming
down the center of the nose. Keep your eyes scanning that ―T‖ zone.

 Use gestures. These include gestures with your hands and face. Make
your whole body talk. Use smaller gestures for individuals and small
groups. The gestures should get larger as the group that one is
addressing increases in size.

 Don’t send mixed messages. Make your words, gestures, facial
expressions and tone match. Disciplining someone while smiling

sends a mixed message and is therefore ineffective. If you have to
deliver a negative message, make your words, facial expressions, and

tone match the message.

 Be aware of what your body is saying. Body language can say so much
more than a mouthful of words. An open stance with arms relaxed at

your sides tells anyone around you that you are approachable and
open to hearing what they have to say. Arms crossed and shoulders

hunched, on the other hand, suggest disinterest in conversation or

unwillingness to communicate. Often, communication can be stopped

before it starts by body language that tells people you don't want to
talk. Appropriate posture and an approachable stance can make even

difficult conversations flow more smoothly.

 Manifest constructive attitudes and beliefs. The attitudes you bring to
communication will have a huge impact on the way you compose

yourself and interact with others. Choose to be honest, patient,
optimistic, sincere, respectful, and accepting of others. Be sensitive to

other people's feelings, and believe in others' competence.

 Develop effective listening skills: Not only should one be able to speak
effectively, one must listen to the other person's words and engage in

communication on what the other person is speaking about. Avoid the
impulse to listen only for the end of their sentence so that you can

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 36 of

Revision # 00 81

blurt out the ideas or memories your mind while the other person is
speaking.

3. Use Your Words

 Enunciate your words. Speak clearly and don’t mumble. If people are
always asking you to repeat yourself, try to do a better job of
articulating yourself in a better manner.

 Pronounce your words correctly. People will judge your competency
through your vocabulary. If you aren’t sure of how to say a word, don’t
use it.

 Use the right words. If you’re not sure of the meaning of a word, don’t
use it. Grab a dictionary and start a daily habit of learning one new
word per day. Use it sometime in your conversations during the day.

 Slow your speech down. People will perceive you as nervous and
unsure of yourself if you talk fast. However, be careful not to slow
down to the point where people begin to finish your sentences just to
help you finish.

4. Use Your Voice

 Develop your voice – A high or whiny voice is not perceived to be one
of authority. In fact, a high and soft voice can make you sound like
prey to an aggressive co-worker or make others not take you seriously.
Begin doing exercises to lower the pitch of your voice. Try singing, but
do it an octave lower on all your favorite songs. Practice this and, after
a period of time, your voice will begin to lower.

 Animate your voice. Avoid a monotone and use dynamics. Your pitch
should raise and lower periodically. Radio DJ's are usually a good
example of this.

 Use appropriate volume. Use a volume that is appropriate for the
setting. Speak more softly when you are alone and close. Speak louder
when you are speaking to larger groups or across larger spaces.

Other tips:

 Get feedback from your receiver to ensure you were properly
understood during your conversation.

 A good speaker is a good listener.

 Try to speak fluently and try to make sure people can hear you when
you speak.

 Have confidence when talking, it doesn't matter what other people
think.

 Make sure you're using proper grammar.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 37 of

Revision # 00 81

 Don't over-praise yourself in front of your audience.

 Do not interrupt or talk over the other person--it breaks the flow of
conversation. Timing is important.

 Use appropriate volume for your conversation setting.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 38 of

Revision # 00 81

Self-Check 1.1-8
TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. Maintain good communication skills by having the courage to say
what you think.
_____ 2. Good communication skills need eye contact between speaker and
listener.
_____ 3. Good communication skills do not include gestures.
_____ 4. Good communication skills mean talking fast.
_____ 5. Good communication skills mean listening well.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 39 of

Revision # 00 81

Answer Key 1.1-8

TRUE OR FALSE:
1. True
2. True
3. False
4. False
5. True

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 40 of

Revision # 00 81

Learning Experiences

Learning Outcome 2 Special Instructions
Lead workplace discussions

Learning Activities

Read Information Sheet 1.2-1 This Learning Outcome deals with the
on Lead Meeting communication tools needed by
supervisors to lead discussions in the
Answer Self-check 1.2-1 workplace.
Compare answers with Answer
Key 1.2-1 Go through the Information Sheets and
answer the Self-checks to ensure that
Read Information Sheet 1.2-2 knowledge on communication skills
on Workplace Issues needed in the workplace are acquired.

Answer Self-check 1.2-2 The outputs of this Learning Outcome are
Compare answers with Answer answers to the Self-checks that will show
Key 1.2-2 your mastery.

Read Information Sheet 1.2-3 Show your outputs to your trainer as you
on Issues Management accomplish them for guidance and
evaluation.
Answer Self-check 1.2-3
Compare answers with Answer
Key 1.2-3

Read Information Sheet 1.2-4
on Team Engagement

Answer Self-check 1.2-4
Compare answers with Answer
Key 1.2-4

Read Information Sheet 1.2-5
on Team Resolution

Answer Self-check 1.2-5 After doing all the activities for this LO,
Compare answers with Answer you are ready to proceed to the next LO:

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 41 of

Revision # 00 81

Key 1.2-5 Identify and communicate issues
arising in the workplace.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 42 of

Revision # 00 81

Information Sheet 1.2-1

Lead Meeting

Learning Objectives:

After reading this information sheet, you must be able to:

1. Discuss the steps in conducting a meeting;

Supervisors can conduct effective meetings by reading the guidelines below
and putting them into practice.

Preparation - needs to be thoughtful and timely, including the following
steps.

 Be clear about the purpose of the meeting.
 Invite the appropriate people, e.g. the ones with necessary

information, or the ones who have the authority to make decisions.
 Prepare an efficient agenda with only relevant topics, usually in order

of priority.
 Schedule the meeting with the participants well ahead of time so

everyone is prepared.
 Make sure the space is reserved and large enough with any necessary

equipment in place and working; e.g. teleconference phones,
projectors.

Conducting the Meeting

 Be prepared with all necessary files.
 Be in the meeting room a few minutes early.
 Introduce everyone, including the teleconference participants.
 Start the meeting on time. Waiting for latecomers only encourages

habitual tardiness.
 Briefly review the agenda and state how long the meeting should take.

This gives everyone an idea of time available for discussion of each
item.
 If presenters are coming at certain times, be clear about timing. For
example, state up front the amount of time for the presentation and
for questions afterward.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 43 of

Revision # 00 81

 Review the meeting process, if necessary. For example, explain that
there will be time for brief input from everyone on the three discussion
items, and then the group will make a decision.

 If the participants are not used to meeting together, review guidelines
for discussion. In a meeting of more than 8-10 people, ask individuals
to raise their hand or otherwise indicate they would like to speak to
the topic under discussion. Then, everyone speaks in turn at the
chair's direction.

 Be consistent and fair in facilitating a discussion. This is especially
important if there is disagreement or tension between two or more

people. Allow each person to state her position briefly. Acknowledge
that everyone has the right to her opinion or way of doing things. Try

to find points of commonality and move forward with the discussion.

 If the discussion deteriorates into rudeness, remind the group of basic
guidelines of respect and recognition of each person's right to express

an opinion that is relevant to the topic. Then, restate the purpose of
the discussion and bring it to a close by: deferring a decision until

more information is available; making a decision as chair; or, taking

the discussion to senior management if a decision is needed and

cannot be reached.

 Encourage all persons present to share their knowledge and expertise
as various topics arise. This means watching for the quiet ones who

have to be asked for input.

 Keep people on topic and on agenda from the very first item. If the

chair loses control at the beginning, it will be difficult to make up for it
as the meeting progresses. This might mean stopping circular

discussions or tactfully cutting off someone who just talks and talks.

 Do not do all the talking yourself.

 Often a brief summary of the key points of a contentious or tedious
discussion is sufficient to bring it to a close.

Date Developed: Document No.

RAC (PACU-CRE) January 2017 Issued by: Page 44 of
NCIII PTC-Tralac 81
Prepared by:
Lead workplace ENGR. A.F. CABALU Revision # 00
communication

 End the meeting with a review of follow-up steps and who is
responsible.

 Thank everyone for attending and participating. Do this even at
regular staff meetings to show appreciation of a job well done.

Bonus Tip
It is beneficial for everyone involved if the responsibility is shared. Perhaps,
at regular staff meeting, the manager could ask the employees to take turns
leading the meetings. The manager will, of course, help with the preparation
and coach discreetly during the meeting. This will be good experience for the
employees, and it will take some of the burden off the manager.

Conducting a meeting effectively wins support from the people attending.
They will be pleased that discussions are productive, decisions are made,
and relevant information is shared. Just as importantly, they will all feel
they have had opportunity to make a contribution.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 45 of

Revision # 00 81

Self-Check 1.2-1

TRUE OR FALSE:
Answer whether the given statement is true or false, by writing (T) if the
statement is true or (F) if the statement is false, on a separate sheet.
_____ 1. In preparing for a meeting, the agenda should be efficient.
_____ 2. Meetings should be scheduled at the last minute.
_____ 3. To start the meeting, the agenda should be reviewed briefly.
_____ 4. Meetings sometimes deteriorates into rudeness.
_____ 5. The meeting conductor should do all the talking.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 46 of

Revision # 00 81

Answer Key 1.2-1

TRUE OR FALSE:
1. True
2. False
3. True
4. True
5. False

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 47 of

Revision # 00 81

Information Sheet 1.2-2

Workplace Issues

Learning Objectives:
After reading this information sheet, you must be able to:

1. Discuss the source of workplace issues and conflicts;

Definition of Terms

a. Workplace issue is an important topic or problem in the work area for
discussion, which might result into a conflict.

b. Workplace conflict is a specific type of disagreement that occurs in a
work area, such as an office, and is uniquely influenced by the work

environment. Such conflict can affect the job performance of the employees.

Types of workplace conflicts

 Personal disagreements.
 Clash of ideas, values or needs
 Different ideas about the work being performed
 Non-professional relationship.

Management conflict occurs when a problem develops between workers and

the management structure or directives. Conflict can arise between

members of the management team if their leadership styles are
contradictory.

Effects of workplace conflicts:
 Reduce overall productivity
 Breakdown in communication
 Contention among workers can affect the entire staff
 Reduced quality of work

Disagreements within the management team can result in contradictory
directions and a lack of authoritative decision-making. A company with a

conflict within management faces a host of problems, such as a frustrated

staff due to irregular policies and a perceived loss of control over the staff.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 48 of

Revision # 00 81

Considerations

Conflict can lead to a necessary change in the workplace. Company policies
that are unclear can be clarified if a disagreement arises about the rules.
Regulations that some members of the staff view as unfair can be addressed
to raise overall workplace morale.

Contention in the workplace can also expose a worker or manager who is
not recognizing the needs of the team or performing his job properly. The
supervising team can then take action against the employee to resolve the
situation.

Prevention/Solution

Conflicts in the workplace should be addressed as soon as the issue is
brought to the attention of the management staff. Unresolved conflict can
spread throughout the entire staff and create a hostile work environment, as
employees may begin "taking sides" in the disagreement. The bigger the
conflict becomes, the harder the situation is to resolve.
One common way to approach a work conflict is for the immediate
supervisor of the involved employees to hold a mediation. Each employee is
allowed to air personal concerns, and the supervisor then works with each
staff member to solve the problem. In a typical mediation, every staff
member is expected to adhere to the terms of the resolution or face
disciplinary action.

Misconceptions

Conflicts in the workplace can be caused by a basic clash of personality
between two workers. Workers with very different personal values can
experience difficulty when working in close proximity. Clash of personality
conflicts do not always have an immediate solution and can require further
intervention by the supervisor.
Contention can arise between entire departments, as opposed to members of
the same team. Departments that are independent in basic function but
dependent on each other to complete an assignment can experience
difficulties. Each department may view the overall project goal differently,
causing a breakdown in communication.

Date Developed: Document No.
January 2017
RAC (PACU-CRE) Issued by:
NCIII Prepared by:
ENGR. A.F. CABALU PTC-Tralac
Lead workplace
communication Page 49 of

Revision # 00 81