COMPETENCY BASED LEARNING MATERIAL

Sector:

Qualification

Unit of Competency: PARTICIPATE IN WORKPLACE COMMUNICATION

Module Title:
PARTICIPATING IN WORKPLACE COMMUNICATION
 HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE

DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency:
Participate in Workplace Communication. This will be the source of information
for you to acquire the knowledge and skills in this particular module with minimum
supervision or help from your trainer. With the aid of this material, you will acquire
the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training of
this unit. Read through the module carefully. It is divided into sections which covers
all the skills and knowledge you need to successfully complete in this module.

Work through all the information sheets and complete the activities in each
section. Do what is asked in the INSTRUCTIONAL SHEETS and complete the
SELF-CHECK. Suggested references are included to supplement the materials
provided in this module.
Most probably, your trainer will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes.

Talk to more experienced workmates and ask for their guidance.

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

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 LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Basic Competencies

Participate in workplace Participate in workplace

1 communication 400311210
communication

2 Work in a team environment Working in a team environment 400311211

Solve/address General Solving/addressing General

3 400311212
Workplace Problems Workplace Problems

Develop Career and life Developing Career and life

4 400311213
Decisions Decisions

Contribute to workplace Contributing to workplace 400311214

5
innovation innovation

400311215
6 Present Relevant Information Presenting Relevant Information

Practice Occupational Practicing Occupational Safety and 400311216

Health Policies and Procedures
7 Safety and Health
Policies and Procedures

Exercise efficient and effective Exercising efficient and effective 400311217

8 Sustainable practices in the Sustainable practices in the
workplace workplace

Practice 400311218
Entrepreneurial skills in the Practicing Entrepreneurial Skills In
9 workplace The Workplace

Common Competencies

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 Core Competencies

Welcome to the Module Participating in Workplace Communication. This

module contains training materials and activities for you to complete.

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 The unit of competency Participate in Workplace Communication is one of
the Basic Competencies which contains the knowledge, skills and attitudes required
for all the programs offered by all TESDA-Institutes in Region 02.

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

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

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this
module because you have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular skill
or skills, talk to him/her about having them formally recognized so you won’t have to
do the same training again. If you have qualifications or Certificates of Competency
from previous trainings, show them to your trainer. If the skills you acquired are still
relevant to this module, they may become part of the evidence you can present for
RPL.
A Trainee Record Book (TRB) is given to you to record important dates,
jobs undertaken and other workplace events that will assist you in providing

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 further details to your trainer/assessor. A Record of Achievement/Progress Chart is
also provided to your trainer to complete/accomplish once you have completed the
module. This will show your own progress.

TABLE OF CONTENTS
Page No.

Competency - Based Learning Materials 1

How To Use This Competency-Based Learning Material 2
List Of Competencies 4
Table Of Contents 6
Module Content 8
Details Of Learning Outcome 1 12
Learning Experiences 14
Information Sheet 1.1-1 16
Self-Check 1.1-1 20
Answer Key 1.1-1 22
Information Sheet 1.1-2 23
Self-Check 1.1-2 28
Answer Key 1.1-2 30
Information Sheet 1.1-3 31
Self-Check 1.1-3 39
Answer Key 1.1-3 41
Details Of Learning Outcome 2 42

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Learning Experiences 44
Information Sheet 1.2-1 45
Self-Check 1.2-1 52
Answer Key 1.2-1 54
Information Sheet 1.2-2 55
Self-Check 1.2-2 62
Answer Key 1.2-2 63
Details Of Learning Outcome 3 64
Learning Experiences 66
Information Sheet 1.3-1 67
Self-Check 1.3-1 71
Answer Key 1.3-1 73
Information Sheet 1.3-2 74
Self-Check 1.3-2 80
Answer Key 1.3-2 81
Refferences 82

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MODULE CONTENT

MODULES OF INSTRUCTION

UNIT OF COMPETENCY ` : Participate in Workplace Communication

MODULE TITLE : Participating in Workplace Communication

MODULE DESCRIPTOR : This module covers the knowledge, skills and

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

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/students must be able to:

LO 1. Obtain and convey workplace information

LO 2. Complete relevant work related documents

LO 3. Participate in workplace meeting and discussion

ASSESSMENT CRITERIA:

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1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to gather and
convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are identified
6. Defined workplace procedures for the location and storage of information.
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time.
9. Own opinions are clearly expressed and those of others are listened to without
interruption.
10. Meeting inputs are consistent with the meeting purpose and established
protocols.
11. Workplace interactions are conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
12. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges of forms relating to conditions of employment are completed accurately
and legibly.
15. Workplace data is recorded on standard workplace forms and documents.
16. Basic mathematical processes are used routine calculations.
17. Errors in recording information on forms/documents are identified and rectified.
18. Reporting requirements to superior are completed according to enterprise
guidelines.

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 COMPETENCY SUMMARY

QUALIFICATION

UNIT OF COMPETENCY PARTICIPTE IN WORKPLACE

COMMUNICATION

MODULE TITLE PARTICIPTING IN WORKPLACE

COMMUNICATION

Introduction:
This module covers the knowledge, skills and attitudes required to obtain,
interpret and convey information in response to workplace requirements.

Learning outcome:
1. Obtain and convey workplace information
2. Complete relevant work related documents
3. Participate in workplace meeting and discussion

Assessment Criteria:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to gather and
convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are identified

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6. Defined workplace procedures for the location and storage of information.
7. Personal interaction is carried out clearly and concisely.
8. Team meetings are attended on time.
9. Own opinions are clearly expressed and those of others are listened to without
interruption.
10. Meeting inputs are consistent with the meeting purpose and established
protocols.
11. Workplace interactions are conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
12. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
13. Meeting outcomes are interpreted and implemented.
14. Ranges of forms relating to conditions of employment are completed accurately
and legibly.
15. Workplace data is recorded on standard workplace forms and documents.
16. Basic mathematical processes are used routine calculations.
17. Errors in recording information on forms/documents are identified and rectified.
18. Reporting requirements to superior are completed according to enterprise
guidelines.

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 LEARNING OUTCOME

OBTAIN AND CONVEY WORKPLACE INFORMATION

CONTENTS:
- Parts of speech
- Sentence construction
- Effective communication
STEM:
Science
 Method of effective listening and skills
 Personal clear and concisely inter action
 Appropriate communication of communication
Technologies
 Website looks at different types of communication and associated
Engineering

Mathematics

ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to gather and
convey information
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.

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 5. Appropriate lines of communication with superiors and colleagues are identified
6. Defined workplace procedures for the location and storage of information.
7. Personal interaction is carried out clearly and concisely.

CONDITIONS:
The students/ trainees must be provided with the following:
Writing materials (pen & paper)
Reference (books)
Manuals

METHODOLOGIES:
Group discussion
Interaction
Lecture

ASSESSMENT METHODS
Written Test
Practical/Performance Test
Interview

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 LEARNING EXPERIENCES

LEARNING OUTCOME # 1 OBTAIN AND CONVEY WORKPLACE

INFORMATION

Learning Activities Special Instructions

1. Read information sheet 1.1-1 If you have some problem on the
content of the information sheet don’t
Parts of Speech hesitate to approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now answer
self-check provided in the module

1. Answer self-check 1.1-1 Refer your answer to answer key 1.1-1

If you have some problem on the content

3. Read information sheet 1.1-2
of the information sheet don’t hesitate to
Sentence construction approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now answer
self-check provided in the module.
4. Answer self-check 1.1-2 Refer your answer to answer key 1.1-2

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 If you have some problem on the content
5. Read information sheet 1.1-3
of the information sheet don’t hesitate to
Effective Communication approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now answer
self-check provided in the module.

Refer your answer to answer key 1.1-3

6. Answer self-check 1.1-3

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 INFORMATION SHEET 1.1-1

PARTS OF SPEECH

Learning Objectives: After reading this INFORMATION SHEET, you MUST be able
to:
1. Determine the Parts of Speech
2. Identify the eight parts of speech
3. Define each of the eight part of the speech
3. Learn and apply each part of the speech in constructing a sentence.

What Is a Part of Speech?

Parts of speech are among the first grammar topics we learn when we are in school or
when we start our English language learning process. Parts of speech can be defined as
words that perform different roles in a sentence. Some parts of speech can perform the
functions of other parts of speech too.

Parts of Speech Definition

 The Oxford Learner’s Dictionary defines parts of speech as “one of the classes into
which words are divided according to their grammar, such as noun, verb, adjective,
etc.”
 The Cambridge Dictionary also gives a similar definition – “One of the grammatical
groups into which words are divided, such as noun, verb, and adjective”.

Different Parts of Speech with Examples

Parts of speech include nouns, pronouns, verbs, adverbs, adjectives, prepositions,

conjunctions and interjections.

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8 Parts of Speech Definitions and Examples:

1. Nouns are words that are used to name people, places, animals, ideas and things.
Nouns can be classified into two main categories: Common nouns and Proper nouns.
Common nouns are generic like ball, car, stick, etc., and proper nouns are more specific
like Charles, The White House, The Sun, etc.

Examples of nouns used in sentences:

 She bought a pair of shoes. (thing)

 I have a pet. (animal)
 Is this your book? (object)
 Many people have a fear of darkness. (ideas/abstract nouns)
 He is my brother. (person)
 This is my school. (place)

Also, explore Singular Nouns and Plural Nouns.

2. Pronouns are words that are used to substitute a noun in a sentence. There are
different types of pronouns. Some of them are reflexive pronouns, possessive
pronouns, relative pronouns and indefinite pronouns. I, he, she, it, them, his, yours,
anyone, nobody, who, etc., are some of the pronouns.

Examples of pronouns used in sentences:

 I reached home at six in the evening. (1st person singular pronoun)

 Did someone see a red bag on the counter? (Indefinite pronoun)
 Is this the boy who won the first prize? (Relative pronoun)
 That is my mom. (Possessive pronoun)
 I hurt myself yesterday when we were playing cricket. (Reflexive
pronoun)

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3. Verbs are words that denote an action that is being performed by the noun or
the subject in a sentence. They are also called action words. Some examples of verbs are
read, sit, run, pick, garnish, come, pitch, etc.

Examples of verbs used in sentences:

 She plays cricket every day.

 Darshana and Arul are going to the movies.
 My friends visited me last week.
 Did you have your breakfast?
 My name is Meenakshi Kishore.

4. Adverbs are words that are used to provide more information about verbs, adjectives
and other adverbs used in a sentence. There are five main types of
adverbs namely, adverbs of manner, adverbs of degree, adverbs of frequency, adverbs of
time and adverbs of place. Some examples of adverbs are today, quickly, randomly, early,
10 a.m. etc.

Examples of adverbs used in sentences:

 Did you come here to buy an umbrella? (Adverb of place)

 I did not go to school yesterday as I was sick. (Adverb of time)
 Savio reads the newspaper everyday. (Adverb of frequency)
 Can you please come quickly? (Adverb of manner)
 Tony was so sleepy that he could hardly keep his eyes open during
the meeting. (Adverb of degree)

5. Adjectives are words that are used to describe or provide more information about the
noun or the subject in a sentence. Some examples of adjectives include good, ugly, quick,
beautiful, late, etc.

Examples of adjectives used in sentences:

 The place we visited yesterday was serene.

 Did you see how big that dog was?

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  The weather is pleasant today.
 The red dress you wore on your birthday was lovely.
 My brother had only one chapati for breakfast.

6. Prepositions are words that are used to link one part of the sentence to another.
Prepositions show the position of the object or subject in a sentence. Some examples of
prepositions are in, out, besides, in front of, below, opposite, etc.

Examples of prepositions used in sentences:

 The teacher asked the students to draw lines on the paper so that
they could write in straight lines.
 The child hid his birthday presents under his bed.
 Mom asked me to go to the store near my school.
 The thieves jumped over the wall and escaped before we could reach
home.

7. Conjunctions are a part of speech that is used to connect two different parts of a
sentence, phrases and clauses. Some examples of conjunctions are and, or, for, yet,
although, because, not only, etc.

Examples of conjunctions used in sentences:

 Meera and Jasmine had come to my birthday party.

 Jane did not go to work as she was sick.
 Unless you work hard, you cannot score good marks.
 I have not finished my project, yet I went out with my friends.

8. Interjections are words that are used to convey strong emotions or feelings. Some
examples of interjections are oh, wow, alas, yippee, etc. It is always followed by an
exclamation mark.

Examples of interjections used in sentences:

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  Wow! What a wonderful work of art.
 Alas! That is really sad.
 Yippee! We won the match.

([Link]

SELF-CHECK 1.1-1
PARTS OF SPEECH

Multiple Choice: Choose the letter of the correct answer from the given choices.
1. It is the basic types of words that English has and consists of eight parts

a. noun
b. parts of speech
c. conjunction
d. adverb

2. It is a word used in a place of a noun.

a. noun
b. verb
c. pronoun
d. conjunction

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

a. interjection
b. noun
c. conjunction
d. verb

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4. A part of speech that links nouns, pronouns and phrases to other words in a
sentence.

a. speech
b. interjection
c. preposition
d. verb

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

a. adjective
b. pronoun
c. adverb
d. verb

6. It usually indicates the temporal, spatial or logical relationship of its object to the
rest of the sentence.

a. preposition
b. adverb
c. interjection
d. noun

7. “He” and “she” are the common example of what part of speech?

a. noun
b. adjective
c. preposition
d. pronoun

8. It is a word which describes an action or a state of being.

a. adverb
b. verb
c. noun
d. pronoun

9. It links words, phrases, and clauses.

a. adjective
b. preposition
c. interjection

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 d. conjunction

10. Is a word used to name a person, animal, place, thing, and abstract idea.

a. verb
b. adverb
c. noun
d. pronoun

ANSWER KEY # 1.1-1

PARTS OF SPEECH

1. b
2. c
3. a
4. c
5. a
6. a
7. d
8. b
9. d
10. c

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 INFORMATION SHEET # 1.1-2

SENTENCE CONSTRUCTION

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Differentiate what is a sentence.
2. Determine the parts of a sentence.
3. Identify what are a subject and a predicate.
4. Determine what a sentence fragment is.
5. Identify what a run-on sentence is.
6. Familiarize what the subject-verb agreements are.
7. Write complete, grammatically correct sentences.

THE SENTENCE
A sentence is a group of words containing a verb and its subject and expressing a
completed thought.
A sentence always begins with a capital letter and ends with a mark of punctuation.

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 In order to express a complete thought, every sentence must have two parts – the
subject and the predicate.
A. The Subject
The subject of a sentence is that part about which something is said. In the
following sentences, the subjects are in heavy type.
1. The eager quarterback shouted the signals.
2. Ricky reminded me of the game tonight.
3. An old brick building hung over the river’s edge
To find the subject of a sentence, ask yourself Who…? or What…? Suppose you
want to find the subject of this sentence: The huge plane rolled slowly out of the hangar
onto the runway. Ask yourself, What rolled? The answer is, The huge plane rolled. The
plane is the subject of the sentence.
B. The Predicate
The predicate of a sentence is that part which says something about the subject. In the
following sentences, the predicates are in heavy type.
1. The tulips bloomed early this year.
2. Mr. McKay took a later train than usual.
3. Summer vacation is always too short.

That's it! A sentence is just someone or something being or doing something. Simple,
huh?

SENTENCE FRAGMENTS

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

correct. Sentence fragments are problematic because they are disjointed and confusing to
the reader. There are three main causes of fragments: (a) a missing subject; (b) a missing
verb; (c) "danger" words which are not finished.

When you read a sentence fragment, you are left wondering whom or what the
sentence is about or what happened in the sentence.

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 You can change a sentence fragment into a complete sentence by adding the missing
information.

Sentence Fragment Sentence

in the butter My glasses fell in the butter!

early this morning I awoke early this morning.

running across the field I saw you running across the field

RUN-ON SENTENCES

A run-on sentence is one which actually contains two (or more) complete sentences
without the proper punctuation to create separate sentences. There are two common
forms of the run-on: (1) the "comma splice" in which a comma is inserted between two
comp lete sentences where a period should actually be used; (2) a lack of punctuation
where a semi-colon or period is needed.

- The Comma Splice

John is a musician, he plays the guitar for a living. - Incorrect Example

The sentence above is incorrectly joined by a comma, thus "splicing" two complete
sentences together into one run-on sentence. To correct these run-on's, the comma
should be replaced by a period, thus creating two separate sentences, as shown below.

John is a musician. He plays the guitar for a living. - Correct Example

- Lack of Punctuation
Incorrect Examples:
1. There is a problem with the television however no one is available to fix it.
2. Nobody knows what really happened the policeman said there was a fight.

In each of the examples above, some type of punctuation is needed to separate the
two parts of the sentence: either a semi-colon or a period.
Correct Examples

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 1. There is a problem with the television; however, no one is available to fix it.
There is a problem with the television. However, no one is available to fix it.
2. Nobody knows what really happened; the policeman said there was a fight.
Nobody knows what really happened. The policeman said there was a fight.

SUBJECT-VERB AGREEMENT

In order for a sentence to be grammatically correct, the subject and verb must both
be singular or plural. In other words, the subject and verb must agree with one another in
their tense. If the subject is in plural form, the verb should also be in plural form (and vice
versa). To ensure subject-verb agreement, identify the main subject and verb in the
sentence, then check to see if they are either plural or singular. Consider the examples
below.

 Singular and Plural Number – when a word refers to one person, place, thing or
idea, it is singular in number. When it refers to more than one, it is plural in
number.

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

Singular Plural
she bakes they bake
it whistles they whistle
everyone sees all see
he is they are
 The number of a subject is not changed by a prepositional phrase following the
subject. The subject is never in a prepositional phrase. Be certain to make the
verb agree with the subject itself, not with the word in the phrase.
Wrong The lamp near the windows are broken. [Since lamp is the
subject, the verb must agree with it, not with the windows,
which is part of the prepositional phrase.
Right The lamp near the windows is broken.

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 The following common pronouns are singular and take a singular verb: anybody,
anyone, each, either, everybody, neither, nobody, no one, somebody, someone.

Examples:
1. Each of the pens costs a dollar
2. Everyone in the two families likes to play ping-pong.
3. Neither of these paths is the trail.
 The following common pronouns are plural and take plural verbs: both, few,
many, several.

Examples:
1. Both of his trucks are disabled
2. Many of the sailboats are out today.
3. Several of the players rush to the mound.

 When the subject comes after the verb, as in interrogative sentences and
sentences beginnining with here or there, be especially careful to determine the
subject and make sure that it agrees with the verb.

Examples:
1. Was the contest exciting?
2. Were the contests exciting?
3. Here is the book.
4. Here are the books.

 Compound subject joined by and are plural and take a plural verb.

Examples:
1. Fishing and lumbering are carried on in the Northwest.
2. Corn and beans grow well in one garden.
Exemption: If the items in a compound subject actually refer to only one
person or are thought of as one thing, the subject and the verb are singular.
Ex.
1. The president and manager of the factory is on vacation.
2. Strawberries and cream costs thirty pesos.
 Singular subjects joined by or or nor are singular and take a singular verb.

Examples:
1. Monday or Tuesday is all right for the picnic.
2. Neither snow nor icy wind keeps the travelers indoors.

([Link]
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 Self-Check 1.1-2

SENTENCE CONSTRUCTION

Test 1. Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. It has two parts – the subject and the predicate.

a. Sentence
b. Run-on Sentence
c. Fragment
2. A part of a sentence which something is said about.
a. Run-on sentence
b. Subject
c. Predicate
3. A part of a sentence which says something about the subject.
a. Run-on sentence
b. Subject
c. Predicate
4. It is a sentence which is not complete, and therefore not grammatically correct.
a. Run-on sentence
b. Subject
c. Fragment

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5. A sentence which actually contains two (or more) complete sentences without
the proper punctuation to create separate sentences.
a. Subject
b. Run-on sentence
c. Fragment

Test 2. Identification: Choose the correct verb that agrees with the subject in each
following sentences:

1. The keys to the car (are, is) on the table

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

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 SELF CHECK ANSWER KEY 1.1-2
SENTENCE CONSTRUCTION

Test 1:
1. a
2. b
3. c
4. c
5. b

Test 2:

1. are
2. has
3. is
4. were
5. seems

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 NFORMATION SHEET # 1.1-3

EFFECTIVE COMMUNICATION

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Explain the importance of communication.
2. Identify the various elements of communication
3. Determine the modes of communication.
4. Differentiate the various methods/skills of communication.
5. Identify the three main modes of communication.
6. Determine the barriers to communication.
7. Identify the benefits of effective communication and the consequences in failing
to communicate effectively.
COMMUNICATION
Is defined as the art of sending and receiving information. It is a process of
conveying messages, of transmitting meaning between individuals. It is an exchange; for it
to be effective, information must flow back and forth from
sender to the receiver. The former must have some
knowledge of the latter’s reaction. This process by which
a system regulates itself by feeding to itself parts of its
outputs is called feedback.
Basic Elements of Communication:
The process of communication is composed of
three elements:

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 1. the source (sender, speaker, transmitter, or instructor),
2. the symbols used in composing and transmitting the message (words or signs),
and;
3. the receiver (listener, reader, or student).
The three elements are dynamically interrelated since each element is dependent
on the others for effective communication to take place.

Effective Communication helps workers to:

 complete a schedule of tasks

 follow a set of instructions
 learn correct procedures and improve work practices
 solve problems
 work as part of a team
 follow the enterprise Occupational Health and Safety and environmental
procedures.

There are three main modes of communication:

1. Verbal communication
2. Non-verbal communication
3. Written communication

Verbal Communication

In industries a large proportion of communication is verbal or spoken. This may

occur face-to-face or via telephones or two-way radios. For verbal communication to be
effective both the speaker and the listener need to be actively engaged in the
conversation.

The speaker should be clear, concise, and courteous and use a style of language
that is appropriate to the situation and the audience. The information should be accurate to
the best of the speaker’s knowledge. The tone of voice and body language used when
speaking are often as important as the words themselves.

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 The listener should give the speaker their full attention and be sure that they clearly
understand the message being conveyed. Again, body language is very important. Good
listening skills are necessary when receiving instruction or being taught new procedures.

Questions should be asked by the listener to clarify the meaning and by the speaker to
ensure that the information has been fully understood. There are three types of questions:

1. Closed questions are used to obtain a particular piece of information. They are
usually answered with a yes or no or with a limited response. For example:
 Have you driven a four-wheel drive tractor before?
2. Open questions encourage people to discuss a situation and share information.
They often require longer answers and begin with how, where, when, which, who,
why or what. For example:
 What types of tractors have you driven?
3. Reflective questions, also called mirror questions, are used to show the speaker
that you have been actively listening to them. They are also helpful when
encouraging a person to express their opinions clearly. For example:
 So, you’ve driven this type of tractor before?
 You’ve found this type of tractor to run reliably, haven’t you?

Good speaking, listening and questioning skills are essential when communicating
via the telephone or two-way radios to ensure that the correct information has been
received.

There are a number of barriers that reduce the effectiveness of verbal communication.
These include:

 inappropriate choice of language style

 inappropriate body language
 disruptions
 noise in the proximity and/or a poor signal
 relevance of the topic to the listener
 Assumptions made by both the speaker and listener.

Non-verbal communication

A significant aspect of face-to-face communication is non-verbal body language.

This includes body posture, arm and hand positions, facial expressions, and eye-contact

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and hand gestures. Sometimes a conflicting message may be given because the words
spoken do not match a speaker’s body language.

Good observation skills are needed to ‘read’ what is really being communicated.
Being aware of cues and signals is a crucial skill in understanding people’s attitudes.

Personal presentation, dress and hygiene also contribute to the impression a

person makes when they are communicating.

Other forms of non-verbal communication regularly found in the workplace include:

 Signals, for example hand signals used when operating machinery; traffic lights.
 Signs, for example safety signs; workplace warnings; men’s, ladies and disabled
toilets; first aid posts.
 Diagrams, for example property maps; diagrams in machinery manuals.
 Symbols, for example poison schedules; map legends; machinery gears and
levers.

Basic Communication Skills

The four basic methods of communication in everyday life are: listening, speaking,
reading and writing.
 Effective Listening and Speaking
In today’s changing world, listening and speaking play significant roles because the
first contact between ourselves and others is established through this two-way process.
Listening and hearing are not the same. Hearing is simply the travel of sound
through the ears to the brain without effort for the listeners; listening involves a reaction of
the brain to the sounds waves. Another way of expressing this difference is to say that
listening has a purpose. Different purposes in listening imply different kinds of listening.
Among the linguistic skills, speaking developed alongside listening. Learning to
speak well is an asset. Since most of us talk much more than we write, we are judged
more than by our speech than by our writing.
 Reading
A third communication skill after listening and speaking is reading. People read for
many different reasons and in many different ways. One reason for reading is to find
specific information, which is called scanning. Another, is for meaning and absorption of
information or which is called active reading.
 Writing

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 Writing tends to be more formal than speaking. Writing can be group into three
kinds according to style: formal, informal-public, and casual.
- Formal style is used for writing letters to the government officials, speeches,
articles for newsletter and magazines, school assignments, long reports and
formal compositions.
- Informal-public style is used in public communication, not private
communication; we use it when we want to sound informal, not formal.
- Casual style is used in writing to friends, to classmates, and in jotting down
notes to family members.

BARRIERS TO EFFECTIVE COMMUNICATION

Recognizing the various barriers

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

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

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 visualized. Abstract words, on the other hand, stand for ideas that cannot be directly
experienced, things that do not call forth mental images in the minds of the students.

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

Psychological interference is any biological problem that may inhibit symbol

reception, such as hearing loss, injury or physical illness. These, and other physiological
factors, can inhibit communication because the student is not comfortable.

Environmental interference is caused by external physical conditions. One example

of this is the noise level found in many light
aircraft. Noise not only impairs the
communication process, but also can result in
long- term damage to hearing.

Psychological interference is a product of

how the sender and the receiver feel at the time
the communication process is occurring. If either
sender or receiver is not committed to the
communication process, communication is
impaired. Fear of the situation or mistrust
between the sender and receiver could severely
inhibit the flow of information.

Effective Communication Skills

Communicating with a person is a skill as well as an art that comes with experience and
constant practice. However, some predetermined skills are known as the key to
effective communication, which are enumerated as follows:

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1. Observance

You must possess sharp observational skills for performing effective communication. As
a professional, it is expected from you that you observe what is happening in and
around your organization so that you can gain more information and knowledge and
convey messages to your team members.

2. Clarity and Brave

You should draft the message in understandable and simple words. drafting a simple
message will let your employees have clarity about what you are trying to communicate.
The receiver should get the desired message and understand it and that is why it should
be clear and precise.

3. Listening and Understanding

A key aspect of good and effective communication is that the receiver must be a good
listener so that he can properly understand what the sender is trying to say or
communicate. The receiver should be alert in catching the message of the sender and
interpret the message properly.

4. Emotional Intelligence

Emotional awareness and intelligence are some major requirements for effective
communication. you must have the ability to emotionally influence others so that they
work towards the organizational goal from within and not only for the sake of their own
interest.

5. Self Efficacy

To achieve the goal of effective communication it is important that as a manager who

has responsibility for his team members, you must have faith in yourself that you can

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achieve the communication goals. Self-efficacy will lead you to better understand the
goals of the organization so that you can achieve them.

6. Self Confidence

When you are trying to communicate a message to another person do not forget to be
confident enough in what you are trying to communicate. Self-confidence will let you
have a clear vision of the purpose of your communication so that the receiver can also
interpret your message clearly.

7. Respectful

To enhance the essence of effective communication it is important that while delivering

a message you must respect the ideas, values, beliefs, and conceptions of the receiver.
You should maintain courtesy so that the receiver may interpret your message as you
want it to.

8. Selection of the Right Medium

There are multiple mediums available so that you can communicate your message. You
should be mindful of choosing the correct medium for your message. You can select the
right medium depending on the nature of your message, the priority of the situation, the
choices of the receiver, and so on.

9. Providing Feedback

To successfully have effective communication it must be a two-way process. So to

understand the perspective of the other person, the sender, and the receiver must give
feedback to one another depending on what they think or want to say about the
message.([Link]
communication)

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 Self-Check 1.1-3

Effective Communication
Test 1. Multiple Choice: Choose the letter of the correct answer from the given
choices.

__________1. It is a process of conveying messages, of transmitting meaning

between individuals.
a. Communication
b. Listening
c. Reading
__________2. A style of writing which is used for writing letters to the government
officials, speeches, articles for newsletter and magazines, school assignments, long
reports and formal compositions.
a. Informal-public style
b. Formal style
c. Casual style
__________3. A style of writing which is used in writing to friends, to classmates,
and in jotting down notes to family members.

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 a. Informal-public style
b. Formal style
c. Casual style
__________4. A factor of Interference which is a biological problem that may inhibit
symbol reception, such as hearing loss, injury or physical illness.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________5. A factor of Interference in which is a product of how the sender and
the receiver feel at the time the communication process is occurring. If either
sender or receiver is not committed to the communication process, communication
is impaired.
a. Psychological interference
b. Environmental interference
c. Psychological interference
__________6. When a communicator's words cannot communicate the desired
meaning to another person unless the listener or reader has had some experience
with the objects or concepts to which these words refer. What factor of barrier to
communication is this?
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
__________7. A barrier to communication which also made up of factors that are
outside the direct control of the sender/encoder such as; physiological,
environmental, and psychological.
a. Lack of common experience
b. Overuse of Abstractions
c. Interference
__________8. A basic method of communication which tends to be more formal
than speaking.
a. Listening
b. Writing

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 c. Reading
__________9. Simply refers to the travel of sound through the ears to the brain
without effort for the listeners.
a. Hearing
b. Listening
c. Reading
__________10. Which of the choices below is considered a benefit of effective
communication?

a. Satisfaction and success in life

b. Personal disappointment

c. Wasting energy and time on frustration and dramas

SELF CHECK ANSWER KEY 1.1-3

Effective Communication

1. a
2. b
3. c
4. a
5. c
6. a
7. c
8. b
9. a
10. a

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 LEARNING OUTCOME 2

PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS

CONTENTS:
- Technical Writing
- Recording information
STEM:
Science
 Technical background report
 Method of Research
 General Characteristic of Technical Reports
 Methods of rule in technical writing

Technologies
 Types of Technical Report
 Technical Specification of new product designs of report
 Using process of equipment in writing

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Engineering
 Technical writing
Mathematics
 Feasibility and Evaluation Reports
 Records the minutes of a meeting
Using of Calculator or equation, numbers and measurements

ASSESSMENT CRITERIA:

1. Team meetings are attended on time.

2. Own opinions are clearly expressed and those of others are listened to without
interruption.
3. Meeting inputs are consistent with the meeting purpose and established protocols.
4. Workplace interactions are conducted in a courteous manner appropriate to cultural
background and authority in the enterprise procedures.
5. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.

CONDITIONS:
The students/ trainees must be provided with the following:

Paper
Pencils/Ball pen
References (books)
Manuals
METHODOLOGIES:

Group Discussion

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Interaction
Lecture

ASSESSMENT METHODS:

Written Test
Practical/performance test
Interview

LEARNING EXPERIENCES

LEARNING OUTCOME # 2 PARTICIPATE IN WORKPLACE MEETINGS

AND DISCUSSIONS

Learning Activities Special Instructions

[Link] information sheet 1.2-1 If you have some problem on the content
Technical Writing of the information sheets don’t hesitate to
approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module.
[Link] self-check # 1.2-1 Refer your answer to answer key 1.2-1.
[Link] information sheet 1.2-2 on If you have some problem on the content
of the information sheets don’t hesitate to
Recording Information
approach your facilitator.
If you feel that you are now

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 knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module.
[Link] self-check 1.2-2 Refer your answer to answer key 1.2-2

INFORMATION SHEET # 1.2-1

TECHNICAL WRITING

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Determine what technical writing is.
2. Identify the various types of technical report.
3. Identify the characteristics of technical reports.
4. Determine the note-taking process.
5. Identify the rules for numbers.

TECHNICAL COMMUNICATIONS

Technical communications—or technical writing, as the course is often called—is

not writing about a specific technical topic such as computers, but about any technical
topic. The term "technical" refers to knowledge that is not widespread, that is more the
territory of experts and specialists. Whatever your major is, you are developing an
expertise—you are becoming a specialist in a particular technical area. And whenever you
try to write or say anything about your field, you are engaged in technical communications.

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 Another key part of the definition of technical communications is the receiver of the
information—the audience. Technical communications is the delivery of technical
information to readers (or listeners or viewers) in a manner that is adapted to their needs,
level of understanding, and background. In fact, this audience element is so important that
it is one of the cornerstones of this course: you are challenged to write about highly
technical subjects but in a way that a beginner—a nonspecialist—could understand. This
ability to "translate" technical information to nonspecialists is a key skill to any technical
communicator. In a world of rapid technological development, people are constantly falling
behind and becoming technological illiterates. Technology companies are constantly
struggling to find effective ways to help customers or potential customers understand the
advantages or the operation of their new products.

TECHNICAL-WRITING

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

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

Types of Technical Reports

Technical-background report. The background report is the hardest to define but

the most commonly written. This type of technical report provides background on a topic—
for example, solar energy, global warming, CD-ROM technology, a medical problem, or
U.S. recycling activity. However, the information on the topic is not just for anybody who
might be interested in the topic, but for some individual or group that has specific needs for
it and is even willing to pay for that information.

Instructions. These are probably the most familiar of all the types of reports.
Students often write backup procedures for the jobs they do at their work. Others write
short user manuals for an appliance, equipment, or program. If there is too much to write
about, they write about some smaller segment—for example, instead of instructions on
using all of WordPerfect, just a guide on writing macros in WordPerfect.

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 Feasibility, recommendation, and evaluation reports. Another useful type of
report is one that studies a problem or opportunity and then makes a recommendation. A
feasibility report tells whether a project is "feasible"—that is, whether it is practical and
technologically possible. A recommendation report compares two or more alternatives and
recommends one (or, if necessary, none). An evaluation or assessment report studies
something in terms of its worth or value.

Primary research report. Primary research refers to the actual work someone
does in a laboratory or in the field—in other words, experiments and surveys. You may
have written a "lab report," as they are commonly called, for one of your previous courses.
This is a perfectly good possibility for the technical report as well. In this type of report, you
not only present your data and draw conclusions about it, but also explain your
methodology, describe the equipment and facilities you used, and give some background
on the problem. You can modify this type by summarizing other primary research reports.

Technical specifications. In this report type, you discuss some new product
design in terms of its construction, materials, functions, features, operation, and market
potential. True specifications are not much on writing—the text is dense, fragmented;
tables, lists, and graphics replace regular sentences and paragraphs whenever possible.
Thus, specifications are not a good exercise of your writing abilities. However, you can
write a more high-level version—one that might be read by marketing and planning
executives.

Report-length proposal. As you may be aware, proposals can be monster

documents of hundreds or even thousands of pages. (Please, not this semester.) Most of
the elements are the same, just bigger. Plus elements from other kinds of reports get
imported—such as feasibility discussion, review of literature, and qualifications; these
become much more elaborate.

Business plans. If you are ambitious to run your own business, you can write a
business plan, which is a plan or proposal to start a new business or to expand an existing
one. It is aimed primarily at potential investors. Therefore, it describes the proposed
business, explores the marketplace and the competition, projects revenues, and describes
the operation and output of the proposed business.
([Link]

General Characteristics of Technical Reports

Here is a brief review of some of the chief characteristics of the technical report:

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 Graphics: The report should have graphics. Graphics include all kinds of
possibilities. If you can't think of any graphics for your report project, you may not have a
good topic.
Factual detail: The report should be very detailed and factual. The point of the
report is to go into details, the kind of details your specific audience needs.
Information sources: Your report should make use of information sources. These
may include not only books and articles that can be found in libraries but also technical
brochures, interviews or correspondence with experts, as well as first-hand inspections. If
you don't believe any information sources are necessary for your report project, contact
your instructor.
Documentation: When you use borrowed information in your technical report, be
sure to cite your sources. One style commonly used in science and engineering is called
the number system.
Realistic audience and situation: The report must be defined for a real or realistic
group of readers who exist in a real or realistic situation. Most students invent an audience
and situation. And the audience can't merely be something like "anybody who might be
interested in global warming." Instead, it has to be real, realistic, and specific.
Headings and lists: The report should use the format for headings that is required
for the course, as well as various kinds of lists as appropriate.
Special format: The technical report uses a rather involved format including
covers, binding, title page, table of contents, list of figures, transmittal letter, and
appendixes.
Production: The technical report should be typed or printed out neatly. If graphics
are taped in, the whole report must be photocopied, and the photocopy handed in (not the
original with the taped-in graphics). The report must be bound in some way.
Length: The report should be at least 8 double-spaced typed or printed pages
(using 1-inch margins), counting from introduction to conclusion. This is a minimum; a
report of this length is rather skimpy. There is no real maximum length, other than what
your time, energy, and stamina can handle. But remember that sheer weight does not
equal quality (or better grade). If you get into a bind with a report project that would take
too many pages, contact your instructor—there are numerous tricks we can use to cut it
down to size.
Technical content: You must design your report project in such a way that your
poor technical-writing instructor has a chance to understand it—in other words, you must
write for the non-specialist. Also, at some point, you may get concerned about the
technical accuracy of your information. ([Link]
online-textbook/[Link])

Traditional note-taking process

In the traditional system of taking notes for a long report, you:

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 1. Develop a rough outline.
2. Do any preliminary reading necessary to construct a rough outline.
3. Locate your information sources, and make bibliography cards for each source.
4. Take the actual notes on index cards.
5. Label each notecard according to its place in the outline.
6. Provide bibliographic information on each notecard.
7. Change or add extra detail to the outline as the note-taking process continues.
8. Check off the areas of the outline for which sufficient notes have been taken.

When you have taken sufficient notes to cover all parts of an outline, you transcribe the
information from the notecards into a rough draft, filling in details, adding transitions, and
providing your own acquired understanding of the subject as you write. Naturally, you may
discover gaps in your notes and have to go back and take more notes.

How to Take Notes at a Meeting

Taking notes at a meeting is a completely different task than taking minutes at a
meeting. When taking notes, one is not focusing on a general outline of decisions that
were made or topics covered. Rather, the notes should serve as a comprehensive listing
of the details of the meeting and the ideas and topics covered.
There are a number of ways to effectively take notes at a meeting. Choosing one
should depend entirely on the method that is best suited to enhancing the memory and
understanding of the note taker.
Comprehensive notes: For a person who is more comfortable knowing, and
recording, every single detail, it is best to write everything that is said. While this would be
difficult or impossible for some, for others it is simply the only way to be sure the
information they collect is accurate.
Mind mapping: This graphical approach is an excellent option for people who do
not want, or who don't feel able, to accumulate such detailed information. To create a mind
map, it is best to obtain a copy of the agenda prior to the meeting. Then list any topics of
the meeting on the center of a piece of paper.
Noting on the agenda: One of the easiest ways to take notes is on the physical
agenda itself because the agenda already has the main points listed. Any information that
could be used at a later date could be added next to the point on the agenda where it was
discussed.

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 Technology helpers: For people who are able to type quickly, taking a laptop to a
meeting is an effective way to take and organize notes. Notes can be typed directly into a
word processing program and edited as the meeting is being held.

Rules for Numbers in Technical Writing

Technical writing often is filled with equations, measurements, quantities and other
numeric data. The format for presenting the numeric data is ultimately determined by the
assumed audience for the writing and their expectations. In general, the key to
determining an appropriate form for a written number is the simple requirement that the
meaning of the number must always be unambiguous.

Spelling out Numbers. Usually, numbers nine and under are written out as words,
while numbers greater than that are written in numeric form. This requirement applies to
ordinal numbers such as first, second and ninth. When numbers above 21 are written out,
they are written as hyphenated words. Fractions such as one-third are hyphenated as well.

Measurements or Calculations. Always use numerals to express measurements or

calculations. Write 8 inches x 10 inches rather than eight inches by ten inches. The
audience or style guide will determine the appropriate use of abbreviations to match with
numeric value. In the preceding example, inches was spelled out, but for many audiences
the abbreviation in. would be appropriate. Equations are always expressed in numerals
with the proper operator symbols. Write 2 + 2 = 4, not two plus two equals four. Decimal
and percentage values always use numerals.

Sentence Structure. Do not begin a sentence with a numeral, regardless of the

other formatting rules. Never write “33 dolphins were tested.” Write out the number;
“Thirty-three dolphins were tested.” When a noun comes before the number, capitalize it.
“Dolphin 9” but not “the ninth dolphin.”

Plural Numbers. A common mistake occurs when creating the plural form of a
number, but the rules that apply are simple. The plural form of numbers less than 10 are
formed by adding an apostrophe and an "s." Numbers that are 10 and greater are written
by appending the "s" alone. Write “count by 2’s” and “in the 1970s”.

Instructors as brainstorming devices

And of course if you are absolutely stumped, get with your instructor. Use your instructor
as a brainstorming device. Here are some areas in which you can look for topics as well:

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  Your major, future courses: Think about some the courses you have taken or will
soon be taking within your major. Browse through some textbooks used in those
courses.

 Magazines, journals, periodical indexes: Do some browsing in magazines and

journals that are of interest to you. Indexes are a terrific way of brainstorming for a
topic—they are huge lists of topics!
 Career plans, current work: Consider what sorts of work you will be doing in your
chosen field; you may be able to think of some topics by this means. Take a look
around you at work—there may be some possibilities there as well.
 Ideas for improvements: Take a look around your home, school, neighborhood, or
city. What needs to be fixed, improved? Thinking along these lines can also lead to
some good topics.
 Problems: Think about problems—your own, the city's, the state's, the country's, the
world's. Think about problem in relation to certain groups of people. There are
plenty of topics here as well. ([Link]
online-textbook/[Link])

Self-Check 1.2-1

TECHNICAL WRITING

Test 1. Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. Is the type of report which is the hardest to define but the most commonly
written?
a. Technical-background report
b. Instructions
c. Technical specifications
2. In this type of report, you discuss some new product design in terms of its
construction, materials, functions, features, operation, and market potential.
a. Report-length proposal
b. Primary research report

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 c. Technical specifications
3. It refers to the actual work someone does in a laboratory or in the field—in other
words, experiments and surveys.
a. Technical specifications
b. Primary research report.
c. Report-length proposal
4. A way of taking notes that suite for a person, who is more comfortable knowing,
and recording, every single detail.
a. Comprehensive notes
b. Noting on the agenda
c. Technology helpers
5. This graphical approach is an excellent option for people who do not want, or
who don't feel able, to accumulate such detailed information.
a. Comprehensive notes
b. Noting on the agenda
c. Mind mapping
6. A rule in technical writing which numbers nine and under are usually written out
as words, while numbers greater than that are written in numeric form.
a. Sentence Structure
b. Spelling out Numbers
c. Measurements or Calculations
7. A rule in technical writing which states that measurements or calculations should
be used to express.
a. Spelling out Numbers
b. Measurements or Calculations
c. Plural Numbers
8. A characteristic of a technical report in which it should be very detailed and
factual.
a. Graphics
b. Documentation
c. Factual detail

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9. A characteristic of a technical report which it should be typed or printed out
neatly.
a. Production
b. Technical content
c. Length
10. A characteristic of a technical report in which a report must be defined for a real
or realistic group of readers who exist in a real or realistic situation.
a. Headings and lists:
b. Special format:
c. Realistic audience and situation

SELF CHECK ANSWER KEY 1.2-1

TECHNICAL WRITING

1. a
2. c
3. b
4. a
5. c
6. b
7. b

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 8. c
9. a
10. c

INFORMTION SHEET # 1.2-2

RECORDING INFORMATION

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Determine the importance of recording information.
2. Identify the technology used in communication systems.
3. Identify the various code of behavior that all participants should adhere to in
meetings.

COMMUNICATION TECHNOLOGY

All businesses have a need for effective communication, both between personnel
within the workplace and with individuals and other businesses outside the workplace.

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Each workplace will have a communication system designed to meet its particular needs.
Some of these needs include:

 obtaining, recording and reporting information

 enhancing effective training
 providing a safe workplace
 Improving the efficiency and effectiveness of work practices.

Communication systems use technology such as:

 telephones, including landlines, mobile and satellite phones

 answering machines
 facsimile (fax) machines
 computers with email and internet access
 two-way radios
 Paging systems.

Most workplaces have procedures and protocols in place for the use of each type of
technology. Workers should familiarize themselves with the system features and control
functions and operate each device according to the manufacturer’s instructions. If not sure
of the operating procedure for a particular communication device, a worker should ask for
assistance.

Some systems, such as telephones, answering machines and two-way radios rely
solely on speech. Effective communication is more difficult as the parties communicating
are not able to see each other and gauge the progress of the conversation from body
language. It is important to speak clearly, concisely and courteously especially when
answering the phone or leaving a message. The correct greeting and identification of the
business and the individual should be used.

Private conversations and text messaging on mobile phones should be minimized

during work hours. Only essential calls should be made or received.

Designated channels and call signs should be used with two-way radios.
Conversations should be limited to relaying necessary information. Batteries should be
recharged on a regular basis and the radios kept in good working order. They may be a
vital means of communication in an emergency.

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 Enterprise procedures and protocols should also be followed when using systems
that rely on written communication such as faxes and emails. Many businesses have a
standard cover sheet that is attached to the front of outgoing faxes. Incoming faxes should
be given to the appropriate person or placed in designated in-trays or pigeon holes.

Information in faxes and emails should be written clearly and concisely. A standard
‘signature’ should be attached to the end of an email. Again, work computers should not
be used to send private emails.

Workplace meetings

The efficient operation of all workplaces relies on the effective sharing of information. This
exchange of information may be needed to:

 explain changes happening in the workplace

 discuss and solve problems and make decisions
 update Occupational, Health and Safety (OH&S) and other procedures
 determine workplace targets
 schedule and allocate tasks
 provide feedback and evaluation.

Information can be shared in a number of ways. Written information might be distributed

via the intranet, email or in newsletters, memos and notices. Formal meetings, informal
discussions and work team briefings are commonly used to share information in a face-to-
face setting. Meetings might be convened for a specific purpose, such as OH&S or union
meetings, or they may be more general in their purpose.

All meetings must be structured to achieve their purpose and conclude in a reasonable
time frame. An agenda may be used to outline the purpose of a meeting and the important
points that need to be raised and discussed.

Formal meetings use an agenda which generally includes the following items:

 opening, welcome, and names recorded of those present and names of apologies
received
 dated minutes and business arising from the previous meeting, including the
acceptance of these minutes
 correspondence, both in and out, with business arising
 reports from the finance and other subcommittees

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  general and other business
 date, time and place of the next meeting and the close of the current meeting.

Minutes are detailed notes taken during a meeting of everything that has been said and
agreed upon. In some meetings a vote may be taken on important issues, either by a
show of hands or a secret ballot. The minutes should record the outcomes of voting and
any decisions made.

Informal meetings, discussions and briefings are less rigid in their structure. However, it is
still important to provide opportunities for discussion and take notes of decisions.

Whatever the style of the meeting there is a protocol or code of behavior that all
participants should adhere to:

1. Attend the meeting on time.

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

Benefits of efficient records management

A quality records management system can bring numerous benefits to your organization,
from improved efficiency and faster retrieval, to enhanced workflows and minimized risks.
The following are a few of the top reasons for your agency to invest in a records
management system of its own, and start enjoying all the perks as soon as possible.

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1. Easier compliance

With record compliance growing increasingly stricter, it’s crucial for organizations to have a
solid record management system in place to ensure they abide by all necessary
regulations. These laws and regulations can include things like HIPAA, FACTA, and/or the
HITECH Act — all of which merit a well-structured approach to records management. And
easier, more seamless compliance is incredibly helpful to your agency as a whole,
considering enforcement for noncompliance can be quite severe (ranging from legal
actions to other expensive penalties).

To make sure you follow through with regulatory compliance, you’ll likely need the help of
records management technology, in addition to a trusted policy for records retention.

2. Better workflows

The truth is, most agencies don’t analyze the time spent on storing or searching for
records, so it’s difficult to know how much time is wasted in the process. But when
documents are stored onsite in overflowing file cabinets, there’s no doubt a lot of time is
lost while trying to recover relevant information. Worse yet, after records have been
retrieved, they’ll eventually need to be refiled, which takes up additional hours that could
be better used elsewhere within the office.

Thanks to a unified, comprehensive records management system, your most noteworthy

data and details can be conveniently accessed whenever you need them. In turn, this
promotes better workflows, and boosts your organization’s ability to handle business in a
timely fashion and ensure service delivery to constituents.

3. Cost savings

Consider the volume of reports and emails your business produces on a daily basis; out of
all of that information, there may be only a small percentage that is actually useful (or that
needs to be kept on file). Moreover, handling records — especially the paper variety —
demands considerable time and money due to locating adequate storage space and
printing or filing all your physical forms. Fortunately, with proper records management,

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your agency can gain control over the growth of its records and be sure it retains the most
relevant or pertinent data.

Digital records management offers notable cost savings by reducing your storage fees and
improving the efficiency of your team (i.e. less time spent searching for lost or misplaced
files).

4. Effective retrieval

Simply put, information is only useful when it can be retrieved; if you’re unable to access
your files when (or how often) you need, there’s almost no point in storing them at all. But
with effective retrieval and accessible systems, your agency can make informed decisions
in a snap. Records management software not only makes document retrieval more
streamlined, but it disposes of unwanted data so that your most important items can be
utilized unencumbered.

Plus, with a cloud-based records management system, data can be shared and updated
remotely rather than solely on-premises. This level of retrieval capability allows managers
or department leads to have all the information they need right at their fingertips, and
enables them to achieve smarter, more deliberate outcomes time and time again.

5. Minimize risks

By implementing records management, your agency can readily reduce the risks of
litigation and/or potential penalties. That’s because a thorough and thoughtful records
management strategy can minimize the liabilities associated with document disposal
(meaning it dramatically reduces the risk of fines or other disciplinary actions). In fact, well-
executed records management mitigates these risks in much the same way that legal
counsel or an insurance policy might — by protecting against unwanted or unforeseen
future events.

While most compliance risk comes from documents that are destroyed prematurely, there
is equal (or greater) risk in storing documents for too long; records can and should be
destroyed after a certain number of years, depending on the file type. If a file is retained

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beyond when it was supposed to be destroyed, it can still be used against an organization
in legal proceedings.

6. Protect data

Protecting your data is one of the greatest concerns of agencies everywhere (as it should
be). Every organization, no matter the size, needs intelligent programming to help protect
its personnel files and other confidential information from the threat of disaster or theft.
The most effective records management systems have the ability to digitize your incoming
mail, invoices, client contracts, and more, so each of these documents exists in a
searchable archive as soon as it’s received. Then, when combined with a trusted IT
program, your data will be properly safeguarded and available whenever it’s needed.

In that way, records management preserves the integrity and privacy of your records, and
makes sure all sensitive content or employee details can’t be accessed by unauthorized
users.

7. Preserve knowledge

An organization’s records are a vast database which holds the contents for any and all
future planning and decision-making. Every single record created within a given business
day could be used or referenced down the line in pivotal decisions, policy updates, and so
on. Since records document the ongoing activities at your place of business, they’re a
great resource for fact checking or confirming information as it relates to one or more team
members.

This preservation of knowledge is essential for the continued success of your agency, as
well for improved productivity within your department in both the short and long-term.

8. Boost morale

There’s no denying that poorly managed records, unorganized filing systems, and
recurrent loss of documents creates a less-than-ideal office environment — which can
have a direct impact on employees’ morale or motivation at work. Though it’s difficult to
quantify how much these circumstances negatively affect your team, it’s no doubt

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noticeable. By implementing a strong system for records management, you can boost the
overall feeling among everyone on your staff, and give increased confidence that things
are running according to plan. ([Link]
management)

SELF CHECK # 1.2-2

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 RECORDING INFORMATION
Test 1. Matching type: Match the choices of column A to the choices in column B.

A B

1. computers with email and internet a) code of behavior in workplace

access meetings

2. Improving the efficiency and b) items used in Formal meetings

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

ANSWER KEY 1.2-2

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 RECORDING INFORMATION

1. – e
2. – d
3. – c
4. – b
5. – a

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 LEARNING OUTCOME # 3

COMPLETE RELEVANT WORK –RELATED DOCUMENTS

CONTENTS :

- Basic mathematics

- Types of forms

STEM:
Science
 Determine the different types of Information
 Distinguished characteristic of workplace communication
 Records information standard forms

Technologies:
Engineers::
 Basic math
Add, Minus, Subtract and Multiply
 Express symbolic form of numbers and forms

ASSESSMENT CRITERIA :

1. Ranges of forms relating to conditions of employment are completed accurately and

legibly.
2. Workplace data is recorded on standard workplace forms and documents.
3. Basic mathematical processes are used routine calculations.
4. Errors in recording information on forms/documents are identified and rectified.
5. Reporting requirements to superior are completed according to enterprise
guidelines.

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CONDITIONS :

The students/ trainees must be provided with the following:

Paper
Pencils/ball pen
Reference books
Manuals

METHODOLOGIES:

Group Discussion
Interaction
Lecture

ASSESSMENT METHODS:

Written Test
Practical/Performance Test
Interview

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 LEARNING EXPERIENCES
LEARNING OUTCOME # COMPLETE RELEVANT WORK RELATED DOCUMENTS

Learning Activities Special Instructions

[Link] information sheet 1.3-1 on If you have some problem on the content
of the information sheets don’t hesitate to
Basic Mathematics approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module.
[Link] self-check 1.3-1 Compare your answer to the answer key
1.3-1. If you got 100% correct answer in
this self-check, you can now move to the
next information sheet. If not review the
information sheet and go over the self-
check again.
[Link] Information sheet 1.3-2 on If you have some problem on the content
of the information sheets don’t hesitate to
Types of Forms
approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module
[Link] Self-check 1.3-2 Compare your answer to the answer key
1.3-2. If you got 100% correct answer in
this self-check, you can now move to the
next information sheet. If not review the
information sheet and go over the self-
check again.

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 INFORMATION SHEET # 1.3-1

BASIC MATHEMATICS

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Define what mathematics is.
2. Identify the different arithmetic operations.
3. Perform basic mathematical problems.

MATHEMATICS
It is the systematic study of magnitude, quantities, and their relationships as
expressed symbolically in the form of numerals and forms.

Comparison of mathematics in the workplace with mathematics in the classroom

reveals a disjuncture that is disconcerting to anyone who believes that a primary purpose
of school is to prepare students for work. School mathematics lives in decontextualized
ether, employing data that are without blemish and language that is devoid of ambiguity. In
contrast, real problems are embedded in concrete tasks, use data that are often ill-defined
or inaccurate, and rely on language that is often imprecise and misleading. In the world of
work, mathematics is collaborative rather than individualistic; accuracy is defined by the
situation rather than given by the textbook; and mathematical processes are used rather
than studied. The new challenge is to seek common ground among these very different
traditions--of mathematics for and from the workplace and of mathematics as preparation
for further study.

One resolution of the dilemma of tracking would be a common mathematics

program that could serve equally well as preparation both for college and for skilled work.
All students could benefit from the broadening effects of such a high school preparation,
yet there are currently few good models of curricula that serve both agendas. Another
approach would be to develop a new form of vocational and technical education, with
status equal to the academic track, that would simultaneously prepare students for the
world of work and for further study in post-secondary institutions. U.S. educators who are

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concerned about vocational education debate both the desirability and feasibility of such a
"separate but equal" track.

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

The basic arithmetic operations are addition, subtraction, multiplication and division. Any
set of objects upon which all four arithmetic operations (except division by zero) can be
performed, and where these four operations obey the usual laws, is called a field.

Addition (+)

Addition is the basic operation of arithmetic. In its simplest form, addition combines
two numbers, the addends or terms, into a single number, the sum of the numbers.

1+3=4

Adding more than two numbers can be viewed as repeated addition; this procedure is
known as summation and includes ways to add infinitely many numbers in an infinite
series; repeated addition of the number one is the most basic form of counting.

Subtraction (−)

Subtraction is the opposite of addition. Subtraction finds the difference between two
numbers, the minuend minus the subtrahend. If the minuend is larger than the subtrahend,
the difference is positive; if the minuend is smaller than the subtrahend, the difference is
negative; if they are equal, the difference is zero.

17 – 9 = 6

Subtraction is neither commutative nor associative. For that reason, it is often helpful to
look at subtraction as addition of the minuend and the opposite of the subtrahend, that is a
− b = a + (−b). When written as a sum, all the properties of addition hold.

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Multiplication (× or ·)

Multiplication is the second basic operation of arithmetic. Multiplication also combines two
numbers into a single number, the product. The two original numbers are called the
multiplier and the multiplicand, sometimes both simply called factors.

4 × 4 = 16

Multiplication is best viewed as a scaling operation. If the real numbers are imagined as
lying in a line, multiplication by a number, say x, greater than 1 is the same as stretching
everything away from zero uniformly, in such a way that the number 1 itself is stretched to
where x was. Similarly, multiplying by a number less than 1 can be imagined as squeezing
towards zero. (Again, in such a way that 1 goes to the multiplicand.)

Multiplication is commutative and associative; further it is distributive over addition and

subtraction. The multiplicative identity is 1, that is, multiplying any number by 1 yields that
same number. Also, the multiplicative inverse is the reciprocal of any number (except zero;
zero is the only number without a multiplicative inverse), that is, multiplying the reciprocal
of any number by the number itself yields the multiplicative identity.

The product of a and b is written as a × b or a • b. When a or b are expressions not written

simply with digits, it is also written by simple juxtaposition: ab. In computer programming
languages and software packages in which one can only use characters normally found on
a keyboard, it is often written with an asterisk: a * b.

Division (÷ or /)

Division is essentially the opposite of multiplication. Division finds the quotient of two
numbers, the dividend divided by the divisor. Any dividend divided by zero is undefined.
For positive numbers, if the dividend is larger than the divisor, the quotient is greater than
one, otherwise it is less than one (a similar rule applies for negative numbers). The
quotient multiplied by the divisor always yields the [Link] is neither
commutative nor associative. As it is helpful to look at subtraction as addition, it is helpful
to look at division as multiplication of the dividend times the reciprocal of the divisor, that is
a ÷ b = a × 1/b. When written as a product, it obeys all the properties of multiplication.

Rounding

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When we round decimals to a certain number of decimal places we are replacing the
figure we have with the one that is closest to it with that number of decimal places.
An example: Round 1.25687 to 2 decimal places

1. Firstly look at the decimal place after the one you want to round to (in our example this
would be the third decimal place)
2. If the number in the next decimal place is a 6,7,8 or 9, then you will be rounding up, so
you add 1 to the number in the place you are interested in and you have rounded. In our
example the number in the third place is a 6 so we round up. We change the 5 in the
second place to a 6 and our rounded number is 1.26
3. If the number in the place after the one we are interested in is a 0,1,2,3 or 4 we round
down, i.e. we just write the number out as it is to the required number of places.
4. If the number in the place after the one we are interested in is a 5, then we need to look
at what follows it. Cover the number from the beginning to the place you are interested in,
for example, suppose we are rounding 2.47568 to three decimal places we look at just the
568 and we ask is that closer to 500 or
600. Since it’s closer to 600 we get a rounded number of 2.476
5. If only a 5 follows the place we are interested in then different disciplines have di fferent
conventions for the rounding. You can either round up or down since 5 is exactly half way
between 0 and 10.

Percentages
Percentages are fractions with a denominator of 100. Often there will not be 100 things or
100 people out of which to express a fraction or a percentage. When this is the case you
will need to find an equivalent fraction out of 100 by multiplying by 100% which is the
same as multiplying by 1.

([Link]

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 SELF-CHECK 1.3-1
BASIC MATHEMATICS

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Test 1. MULTIPLE CHOICE: Choose the letter of the correct answer from the
given choices:

_______1. It is the systematic study of magnitude, quantities, and their

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

7. It is the basic operation of arithmetic. It combines two numbers, the addends

or terms, into a single number, the sum of the numbers.

a. Multiplication
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8. 2,462 is the sum of?
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a. 1,021 + 1,441
b. 1,022 + 1,442
c. 1,021 + 1,442
 SELF CHECK ANSWER KEY 1.3-1
BASIC MATHEMATICS

1. b
2. a
3. c
4. b
5. a
6. c
7. b
8. a
9. b
10. b

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 INFORMATION SHEET # 1.3-2

TYPES OF FORMS

Learning Objectives: After reading this information sheet, the student/ trainee should be
able to;
1. Determine what a written communication is.
2. Identify the characteristics of workplace information
3. Identify the different types of information kept by agricultural and horticultural
workplaces.

WRITTEN COMMUNICATION

Companies/ enterprises often require workers to use written forms of communication.

This may involve reading workplace notices and instruction such as:

 signs and labels

 notes, messages and memos
 rosters and work schedules
 safety material and notices
 invoices and dockets with customer information
 tables and simple graphs.

Employees may also be required to write down information, messages and material and
tool requirements. They will need to fill out a variety of workplace forms.

To be effective, written workplace information must be:

1. Clear – the handwriting must be legible and the information written in a manner that
will not be confusing.
2. Concise – the message should be written in simple language using short
sentences or point form. Unnecessary information and repetition should be avoided.

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 3. Correct – accuracy is very important when writing down information. If taking a
phone message, read the details back to the caller, especially names, addresses
and phone numbers. Use correct terminology where appropriate.
4. Courteous – as with verbal communication, the style of the language chosen
should be appropriate to the situation and the reader.

Workplace information

Primary industry businesses regularly collect record and report workplace information.
This is done to fulfill production, business and legal requirements.

There are different types of information kept by agricultural and horticultural workplaces.
These include:

 Financial – for example invoices for purchases and sales, profit and loss
statements, taxation records, bank and dividend statements.
 Production – for example records of livestock numbers, growth rates, births and
sales, crops sown and harvested, weed and pest control management.
 Marketing - for example product sales, promotional and advertising material.
 Maintenance - for example machinery and vehicle log books and service records,
property structure repairs.
 Staff – for example personal and taxation records for employees, time sheets and
salaries, work rosters.
 Legal - for example workers’ compensation, public liability and property insurance,
deeds and titles.

Workers may be required to contribute to the collection, recording and reporting of a wide
range of workplace information. To do this effectively they need to be able to:

1. Correctly identify sources of information.

Information can be sourced internally by asking appropriate questions of employers,

supervisors or colleagues. Another way of sourcing information is to access and read
workplace documents. It is important to know where workplace records are kept and to
return them to the correct place after use.

Most enterprises have a business directory that contains the names, addresses, phone
and fax numbers, email addresses and contact names for a number of services such as:

 suppliers

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  contractors
 the local veterinarian
 trade personnel
 industry and regulatory bodies
 local government.

Training organizations and advisors from the Department of Primary Industries and Rural
Lands Protection Board are often listed on the directory of business services.

Other external sources of information can be sourced from the media, internet, CD ROMs
and DVD’s, reference material supplied by companies and the local library.

2. Obtain appropriate information.

Once the source of the information has been found, the correct information needs to be
collected. This will depend on the purpose of the information, the people who will use the
information and the time available or necessary to obtain it.

For example, if a worker is asked to ring around the local produce stores to compare
fertilizer prices, a half-hour conversation catching up on the local gossip would not be
appropriate. Conversely, if the employee responsible for machinery maintenance was sent
to look at a second-hand tractor, there would be an expectation that sufficient time would
be spent to thoroughly assess the condition of the machine.

Information needs to be sorted so that only relevant data is collected. If a worker is asked
to obtain a three-day weather forecast for the local district, a detailed analysis of the
likelihood of cyclones in Queensland the following summer, although possibly interesting,
would not be appropriate.

3. Record information on standard forms.

A number of forms need to be completed and submitted prior to, at the commencement of
and during employment. These forms may be related to:

 employee records and workplace agreements

 personnel and staffing details
 taxation and superannuation
 banking and finance
 health and insurance records

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  Workers Compensation, accidents and incidents.

It is important to read through all forms carefully, as well as any accompanying

instructions, before starting to fill them out. Make sure that all the information is available
and is correct. Check the spelling of names and addresses and that any numbers have
been accurately recorded. Government forms are often translated into official documents
and any errors will be duplicated on them.

Details that are commonly requested include:

 full name and title

 home and postal addresses
 date of birth and country of citizenship
 phone and fax numbers and email addresses
 occupation
 Signatures and dates.

Other details that may be required could include:

 highest level of qualification

 tax file number
 bank account details
 ABN number
 Emergency contact names, addresses and phone numbers.

Forms should be completed clearly and neatly in the spaces provided using the type of
pen and style of writing indicated in the instructions. Always check through the answers for
accuracy. Any corrections which are necessary should be made according to the
procedure set out in the instructions.

It is good practice to make a copy of the form for future reference before presenting or
mailing it. If sending the form by mail, ensure that the postal address is correct, the
sender’s address is on the envelope and the correct postage is affixed. Retain original
forms such as Birth Certificates and only forward photocopies.

Each workplace will have a range of forms, specific to the enterprise that workers need to
complete. There is a legal obligation on employers to keep some of these records such as
safety reports and chemical records.

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Forms that are common to most enterprises include:

 safety reports
 dockets, invoices and receipts
 petty cash vouchers
 time sheets
 telephone message forms
 leave forms.

Other enterprise forms might include:

 chemical records
 weather records
 vehicle and machinery log books
 registration, license and insurance forms
 equipment inspection records.

4. Use correct procedures for the storage of information.

Every organization and business has a particular method for storing information. It is
important that all employees who need to access that information are familiar with the
location and the filing systems used. Records might be stored in the following places:

 filing cabinets
 computer files and databases
 folders on shelves, in drawers or under counters
 pin boards and white boards

Information stored in filing cabinets is usually organized alphabetically or under different

topic headings. Basic computer skills are required to access computer records. Help
should be sought if a particular piece of information cannot be found. All records should be
filed correctly and returned to the appropriate location after use.

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

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Written communication is advantageous in many settings for a number of reasons.
Perhaps most importantly, it allows for convenient communication on the speaker or
receiver's own time, rather than searching for a time to meet face to face and conduct oral
communications. Additionally, messages can be written or edited several times before
being sent, allowing for mistakes to be reviewed and corrected as well as the most
appropriate tone to be used. Some other advantages of written communications include:
 They do not require personal contact.
 They provide written proof of a communication that can be used in the event of a
dispute.
 They save money overall (oral communications such as phone calls may be
expensive, especially internationally).
 They are generally effective and easy to understand because they are concise and
professionally written.
 They are an easy alternative method to most other forms of communication.

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SELF-CHECK 1.3-2
TYPES OF FORMS

Identification: Identify the answers of the statements given below.

___________________1. It contains the names, addresses, phone and fax

numbers, email addresses and contact names for a number of services such as
suppliers and contractors.

___________________2. Product sales, promotional and advertising material are

pieces of information kept by agricultural and horticultural workplaces.

___________________3. A style of the language chosen that should be

appropriate to the situation and the reader.

___________________4. A message should be written in simple language using

short sentences or point form. Unnecessary information and repetition should be
avoided.

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___________________5. The handwriting must be legible and the information
written in a manner that will not be confusing.

SELF CHECK ANSWER KEY 1.3-2

TYPES OF FORMS

1. Business Directory
2. Marketing
3. Courteous
4. Concise
5. Clear

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REFFERENCES

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