Uc1-Participate in A Workplace Communication

 

COMPETENCY BASED LEARNING MATERIAL 

SECTOR

:

SOCIAL , AND OTHER COMMUNITY DEVELOPMENT   SERVICES

QUALIFICATION

:

BEAUTY CARE (NAIL  C  CARE) SERVICES NC II

UNIT OF COMPETENCY

:

PARTICIPATE IN WORKPLACE COMMUNICATION

MODULE TITLE

:

PARTICIPATING IN WORKPLACE COMMUNICATION

 

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL  in Workplace  The unit of competen competency, cy, “Participate Communication”, Communication ”, is one of the competencies of Beauty Care (Nail Care) Serv Se rvic ices es NC II, II, a co cours urse e wh whic ich h co comp mpri rise ses s th the e kn know owle ledg dge, e, sk skil ills ls,, an and d attitudes required for a TVET trainee to possess.  The module, Participating in Workplace Communication Communication,, covers the knowledge, skills and attitude required in researching general information on food and beverage cocktails, and sharing in. In this module, you are required to go through a series of learning activi act ivitie ties s in ord order er to com comple plete te eac each h learn learnin ing g out outcom come. e. In eac each h learn learnin ing g outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets, and Job Sheets. Follow and perform the activities on your own. If you have questions,, do not hesitate to ask for assistance from your facilitator. questions Remember to:    

 

Read information sheet and complete the self-checks. Perform the Task Sheets, Operation Sheets, and Job Sheets until you are confident that your outputs conform to the Performance Criteria Checklists that follow the said work sheets. Submit outputs of the Task Sheets, Operation Sheet Sheets, s, and Job Sheets to your facilit facilitator ator for eval evaluati uation on and recordi recording ng in the Achiev Achieveme ement nt Chart. Outputs shall serve as your portfolio during the Institutional Competency Evaluation. When you feel confident that you have had sufficient practice, ask your trainer to evaluate you. The results of   your assessm assessment ent will be recorded in your Achievement Chart and Progress Chart.

You mus mustt pas pass s the Ins Instit tituti ution onal al Com Compe pete tenc ncy y Eva Evalua luatio tion n for this this comp co mpet eten ency cy be befo fore re mo movi ving ng to an anot othe herr co comp mpet eten ency cy.. A Ce Cert rtif ific icat ate e of  Achievement will be awarded to you after passing the evaluation.

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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BEAUTY CARE (NAIL CARE) SERVICES NC II COMPETENCY BASED LEARNING MATERIALS LIST OF BASIC COMPETENCIES No.

Unit of Competency

Module Title

Code

1.

Participate workplace  communication 

in   Participating workplace  communication 

2.

Work in environment

team

400311211

3.

Solve/address general Solving Solving/addressin /addressing g general workplace problems workplace problems

400311212

4.

Develop career and life Deve Developi loping ng care career er and life decisions decisions

400311213

5.

Contribu ributin ting g to work workplac place e Contribute to workplace Cont innovation innovation

400311214

6.

Present information

relevant

400311215

7.

Practice occupational Prac Practi tici cin ng oc occu cupa pati tion onal al safety and health policies saf safety ety an and d he heal alth th pol polic icie ies s and procedures and procedures

400311216

8.

Exercise efficient and Exer Exerci cisi sing ng effi effici cien entt an and d effective sustainable effective sustainable practices in the practices in the workplace workplace

400311217

9.

Practice entrepreneurial Practici Practicing ng ent entrepre repreneur neurial ial skills in the workplace skills in the workplace

400311218

a

team Working in environment

relevant Presenting information

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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in   400311210 

a

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MODULE CONTENT

UNIT OF COMPETENCY

: Participate in workplace communication

MODULE TITLE

: Participating in workplace communication

MODULE DESCRIPTOR

:  This unit covers the knowled knowledge, ge, skills and attitudes required to gather, interpret and convey information in response to workplace requirements.

NOMINAL DURATION

:

At the end of this module, you MUST be able to: 1. Obta Obtain in an and d conv convey ey work workplac place e info informati rmation on 2. Perf Perform orm dutie duties s followi following ng workp workplace lace ins instruc truction tions s 3. Comp Complete lete re relev levant ant wor workk- rel related ated do docume cuments nts

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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COMPETENCY SUMMARY

QUALIFICATION TITLE

: Beauty Care (Nail Care) Services NC II

UNIT OF COMPETENCY

: Participate in workplace communication

MODULE TITLE

: Participating in workplace communication

INTRODUCTION  This unit covers covers the know knowledge, ledge, ski skills lls and attitud attitudes es required to ga gath ther er,, in inte terp rpre rett an and d co conv nvey ey in info form rmat atio ion n in re resp spon onse se to workplace requirements. LEARNING OUTCOME Upon completion of this module, the trainees must be able to: 1. Obta Obtain in an and d conv convey ey work workplac place e info informati rmation on 2. Perf Perform orm dutie duties s followi following ng workp workplace lace ins instruc truction tions s 3. Comp Complete lete re relev levant ant wor workk- rel related ated do docume cuments nts ASSESSMENT CRITERIA 1. Specifi Specific c and relevant information is ac accessed cessed from appro appropriate priate sources 2. Effective questionin questioning, g, active listeni listening ng and s speaking peaking s skills kills are used to gather and convey information 3. Appropriate medium is use used d to transfer information and iideas deas 4. Appr Appropri opriate ate non non-- verba verball commun communicat ication ion is us used ed 5. Appropriate lines of comm communication unication with supervis supervisors ors and colleagues are identified and followed 6. Defined workplac workplace e proce procedures dures for the llocation ocation and s storage torage of information are used 7. Personal interact interaction ion is carried out cle clearly arly an and d conc concisely  isely  8. Written notices and in instructions structions are read and in interpreted terpreted in accordance with organizational guidelines 9. Routine written instructi instruction on are fo followed llowed based on establis established hed procedures 10. Feedback iis s given to workplace s supervisor upervisor base based d instructi instructions/ ons/ information received 11. Workplace interactio interactions ns are c conducted onducted iin n a courteous manner 12. Where ne necessary, cessary, clari clarifications fications ab about out routine wo workplace rkplace proce procedures dures BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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and matters concerning conditions of employment are sought and asked from appropriate sources 13. Meeting Meetings s outcomes are interp interpreted reted and impleme implemented nted 14. Range of forms re relating lating to c conditions onditions of employmen employmentt are complete completed d accurately and legibly  15. Workplace data is re recorded corded on standard w workplace orkplace forms and documents 16. Errors in reco recording rding informa information tion on forms/ doc documents uments are id identified entified and acted upon 17. Reportin Reporting g requirement requirements s to supervi supervisor sor are complete completed d according to organizational guidelines

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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LEARNING OUTCOME # 1

Obtain and convey workplace information

  CONTENTS: 1. Pa Part rts so off s spe peec ech h 2. Se Sente ntenc nce e con const struc ructio tion n 3. Eff Effect ective ive co commu mmuni nica catio tion n 4. Con Conduc ductt iint nterv ervie iews ws   ASSESMENT CRITERIA: 1. 1.Specific Specific and relevant informa information tion is accessed from appropriate sources 2. 2.Effective Effective questioni questioning, ng, active listening and speaking skills are used to gather and convey information 3. 3.Appropriate Appropriate medium is used to transfe transferr information and ideas 4. 4.Appropriate Appropriate non- verbal communic communication ation is used 5. 5.Appropriate Appropriate lines of communicati communication on with supervisors and colleagues are identified and followed.  

CONDITIONS:  The students/ students/ trainees m must ust be provid provided ed with th the e followin following: g: 1. Writ Writing ing mate material rials s (p (pen en & pape paper) r) 2. Re Refer feren ence ces s ((boo books ks)) 3. Manuals METHODOLOGIES: Group discussion Interactive learning 

 

ASSESSMENT METHODS: Competency in this unit may be assessed through: 1. Wr Writ itte ten n te test st 2. Pra Pract ctica icall perf perform orman ance ce tes testt 3. Inte Interv rviiew

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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Learning Experiences Learning Outcome # 1 - Obtain and convey workplace information Learning Activities Special Instructions Read Information sheet 1.1-1 on “Parts of Speech”

Read an Read and d und unders erstan tand d the the infor informat mation ion sheet she et and che check ck yours yourself elf by answ answerin ering g

Answer Self-Check 1.1-1 (Trainee checks answers against the answer key) Read information sheet 1.1-2 on “Sentence Construction” Answer Self-Check 1.1-2 (Trainee checks answers against the answer key) Read information sheet 1.1-3 on “Effective Communication” Answer Self-Check 1.1-3 (Trainee checks answers against the answer key) Read information sheet 1.1-4 on “Conduct Interviews” Answer Self-Check 1.1-4 (Trainee checks answers against the answer key)

the self-check. Youbefore must answer all the questions correctly proceedings to the next activity  Referr to Ta Refe Task sk sh shee eets ts,, it wi will ll he help lp yo you u practice your skills.  The performance criteria checkl checklist ist will guide and help you evaluate your work as you are practicing your skills. Evalu Ev aluate ate you yourr ow own n pe perfo rforma rmanc nce e usi using ng the performance criteria checklist. When  you are ready, present your work to your trainer for final evaluation and recording. If you hav have e que quest stion ions s and cla clarif rific icati ation on fell free to ask your trainer. After doing all the activities for this LO –  Obtain and convey workplace information, you are ready to proceed to the next LO – Perform duties following workplace instructions

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PARTICIPATING IN WORKPLACE COMMUNICATION

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Information Sheet 1.1-1 Parts of Speech Learning Objectives: After reading this information sheet, you must be able to: 

Understand and explain the English Parts of Speech



Give example each parts of speech

Part of speech is speech is the common name for a word class--a class--a category into which words are placed according to the work they do in a sentence. Here you'll be introduced to the eight traditional parts of speech . Learning the names of the parts of speech probably won't make you witty, wealthy, or wise. In fact, learning just the names  of  of the parts of speech won't even make you a better writer. But you will gain a basic understanding of the English language language,, which should help you follow the other lessons here at About.com Grammar and Composition. And those lessons will  help  help you to improve your writing. As you study the table at the bottom of the page, keep in mind that only interjections ("Yes!") interjections  ("Yes!") have a habit of standing alone (or alongside complete sentences). The other parts of speech--nouns speech-- nouns,, pronouns pronouns,, verbs verbs,, adjectives adjectives   adverbs,, prepositions adverbs prepositions,, and conjunctions conjunctions--come --come in many varieties and may appear just about anywhere in a sentence. To know for sure what part of speech a word is, we have to look not only at the word itself but also at its meaning, position, and use in a sentence. For example, in the first sentence below, work  functions  functions as a noun; in the second sentence, a verb; and in the third sentence, an adjective: 





Bosco showed up for work work two  two hours late. [The noun work  is  is the thing Bosco shows up for.] work until He will have to work  until midnight. [The verb work  is  is the action he must perform.] His work work permit  permit expires next month. [The attributive noun noun  work  modifies  modifies the noun permit  noun permit .] .]

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PARTICIPATING IN WORKPLACE COMMUNICATION

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Don't let this variety of meanings and uses confuse or discourage you. Keep in mind that learning the names of the basic parts of speech is just one way to understand how sentences are put together. Now review the parts of speech listed below, and for each one see if you can provide examples of your own. (Click on the term for more detailed explanations and additional examples.) You'll grow more familiar with the parts of speech as you practice using them in other lessons on this site, such as Grammar Basics: Sentence Parts and Sentence Structures. Structures . NOTE:  Though   Though some traditional grammars have treated articles articles (  (the, the, a[n] ) as a distinct part of speech, contemporary grammars more often include articles in the category of determiners determiners.. Parts of Speech PART OF SPEECH

BASIC FUNCTION

noun

names a person, place, or thing

pronoun

takes the place of a noun

I, you, he, she, it, ours, them, who 

verb

identifies action or state of being

sing, dance, believe, be 

adjective

modifies a noun

hot, lazy, funny 

adverb

modifies adverb a verb, adjective, or other

softly, lazily, often 

preposition

shows a relationship between a noun (or pronoun) and other words in a sentence

conjunction interjection

 pirate, Caribbean, Caribbean, ship 

 joins words, words, phrases, and c clauses lauses expresses emotion

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

EXAMPLES

PARTICIPATING IN WORKPLACE COMMUNICATION

up, over, against, by,  for  and, but, or, yet  ah, whoops, ouch 

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Self-Check 1.1-1 Give the parts of speech of following: 1. name names s a pers person, on, p place lace,, or thi thing ng 2. tak takes es tthe he p plac lace e of a no noun un 3. ide identif ntifies ies ac action tion or st state ate of bei being ng 4. mo modi difi fies es a n nou oun n 5. modi modifies fies a v verb, erb, ad adjec jective tive,, or othe otherr adv adverb erb 6. shows a relations relationship hip be between tween a noun (or pron pronoun) oun) and other words in a sentence 7. join joins s wo words, rds, phra phrases ses,, and cla clauses uses 8. exp expres resse ses s emo emotio tion n

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PARTICIPATING IN WORKPLACE COMMUNICATION

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Answers to Self-Check 1.1-1 1. noun 2. pronoun 3. verb 4. ad adje ject ctiv ive e 5. adverb 6. pr prep epos osit itio ion n 7. co conj njun unct ctio ion n 8. inte interj rjec ecti tion on

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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Information Sheet 1.1-2 Sentence Construction Learning Objectives: After reading this information sheet, you must be able to: 1. unde understa rstand nd th the e basi basic c part parts s of a sen sentenc tence e 2. unde understa rstand nd th the e se sente ntence nce s struc tructure ture  The job of grammar is to organize words words into  into sentences sentences,, and there are many  ways to do that. (Or we could say, Words can be organized into sentences in  many different ways.) ways.) For this reas reason, on, desc describ ribin ing g how   to put a sentence together isn't as easy as explaining how to bake a cake or assemble a model plane. plan e. The There re are no easy recipe recipes, s, no ste step-by p-by-ste -step p ins instruct tructions ions.. But that doesn't mean that crafting an effective sentence depends on magic or good luck. Expe Ex peri rien ence ced d wr writ iter ers s kn know ow th that at th the e ba basi sic c pa part rts s of a se sent nten ence ce ca can n be combined and arranged in countless ways. So as we work to improve our writing, it's important to understand what these basic structures are and how to use them effectively. We'll be We'll begin gin by intro introduc ducin ing g the tra tradi ditio tional nal par parts ts of spe speec ech h an and d the the mos mostt commo co mmon n se sent ntenc ence e str struct ucture ures. s. For pra pract ctice ice in sh shapi aping ng thes these e wor words ds an and d structures into strong sentences, follow the links to the practice exercises, examples, and expanded discussions. 1) The Part Parts s of Spee Speech ch One way to begin studying basic sentence structures is to consider the tr trad adit itio iona nall pa part rts s of sp spee eech ch (als (also o ca call lled ed wo word rd clas classe ses) s):: no noun uns, s, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Except for interjections ("ouch!"), which have a habit of  standing by themselves, the parts of speech come in many varieties and may show up just about anywhere in a sentence. To know for sure what part of speech a word is, we have to look not only at the word itself but also at its meaning, position, and use in a sentence. 2) Subjects, Verb Verbs, s, and Objects

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PARTICIPATING IN WORKPLACE COMMUNICATION

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 The basic parts of a sentence sentence are the subject, the verb, and (often, but not al alway ways) s) the ob objec ject. t. Th The e sub subje ject ct is usu usuall ally y a no nounun--a -a wo word rd tha thatt name na mes s a pe pers rson on,, plac place, e, or th thin ing. g. Th The e ve verb rb (o (orr pr pred edic icat ate) e) us usua uall lly  y  follows the subject and identifies an action or a state of being. An object receives the action and usually follows the verb. 3) Adje Adjectiv ctives es a and nd Adv Adverbs erbs A com common mon way of exp expand andin ing g the basi basic c se sent nten ence ce is wi with th modifiers modifiers--words that add to the meanings of other words. The simplest modifiers are adjectives adjectives   an and d adverbs adverbs.. Adjectives modify nouns, while adverbs modify verbs, adjectives, and other adverbs. 4) Prepo Prepositio sitional nal Phra Phrases ses Like adjectives and adverbs, prepositional phrases add meanin meaning g to the nouns and verbs in sentences. A prepositional phrase has two basic parts:: a pre parts prepos positi ition on plu plus s a no noun un or a pro prono noun un that that se serve rves s as the object of the prepositio preposition. n. 5) Four Basic Sente Sentence nce Struc Structures tures  There are four basic basic senten sentence ce structures iin n Engli English: sh: A simple sentence  is   is a sentence with just one independent clause (also called a main clause): Judy laughed.. laughed.. A compound sentence  contains   contains at least two independent clauses: Judy laughed and Jimmy cried . A complex sentence  contains   contains an independent clause and at least 







one dependent clause: Jimmy cried when Judy laughed.  laughed.  A compound-complex sentence   contains two or more independent clau clause ses s an and d at leas leastt on one e de depe pend nden entt clau clause se:: Ju Judy dy laugh laughed ed an and  d  Jimmy cried when the clowns ran past their seats .

6) Coor Coordina dination tion A common way to connect related words, phrases, and even entire clause cla uses s is to coo coordi rdinat nate e the them-m--th that at is, is, co conn nnec ectt them them wit with h a bas basic ic coordinating conjunction such as "and" or "but." BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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7) Adje Adjective ctive Claus Clauses es  To show that one idea in a sentenc sentence e is more important than another, we rely rely on su subo bord rdin inat atio ionn--t -th hat is, is, trea treati ting ng on one e wo word rd grou group p as seco se cond ndar ary y (or (or su subo bord rdin inat ate) e) to an anot oth her. er. On One e co comm mmon on form form of  subordin subo rdination ation is the adje adjectiv ctive e clau clause-se--a a word group that modifie modifies s a noun. most common adjective clauses begin with one of these relativeThe pronouns: who , which  , and that  . 8) Appo Appositiv sitives es An appositive is a word or group of words that identifies or renames anoth ano ther er wor word d in a se sente ntenc nce-e--mos mostt oft often en a no noun un that that imm immed ediat iatel ely  y  precedes it. Appositive constructions offer concise ways of describing or defining a person, place, or thing. 9) Adve Adverb rb Clause Clauses s Like an adjective clause, an adverb clause is always dependent on (or subordin subo rdinate ate to) an ind indepen ependen dentt claus clause. e. Like an ordi ordinary nary adverb adverb,, an adverb clause usually modifies a verb, though it can also modify an adjec adj ectiv tive, e, an adv adverb erb,, or ev even en the the res restt of the the se sente ntenc nce e in wh whic ich h it appears. An adverb clause begins with a subordinating conjunction-an adverb that connects the subordinate clause to the main clause. 10)

Participial Phrases

A parti participl ciple e is a verb form used as an adjec adjective tive to modi modify fy nouns and pronouns. All present participles end in -ing . The past participles of all regular verbs end in -ed . Irreg Irregular ular verbs, how howeve ever, r, hav have e vari various ous past participle endings. endings. Participles and participial phrase phrases s can add vigor to our writing as they add information to our sentences. 11)

Absolute P Ph hrases

Among the various kinds of modifiers, the absolute phrase may be the least common but one of the most useful. An absolute phrase, which consists of a noun plus at least one other word, adds details to an entire sentence--details that often describe one aspect of someone or something mentioned elsewhere in the sentence. BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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12)

Four Functional Types of Sentences

 There are four main types of sentence sentences s that can be disting distinguished uished by  their function and purpose:   



A declarative sentence  makes  makes a statement: Babies cry.  cry.  An interrogative sentence  poses  poses a question: Why do babies cry?   An imperative sentence  gives  gives instructions or expresses a request or demand: Please be quiet.  quiet.  An exclamatory sentence  expresses   expresses strong feelings by making an exclamation: Shut up!  

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PARTICIPATING IN WORKPLACE COMMUNICATION

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Self-Check 1.1-2 (Enumeration) 1. Is a se sente ntenc nce e wi with th just one inde indepe pend ndent ent cla clause use (al (also so call called ed a main clause): Judy laughed.. laughed.. 2. A sente sentence nce th that at contain contains s at least tw two o inde independent pendent clauses: Judy  laughed and Jimmy cried . 3. A se sent nten ence ce that con contai tains ns an inde indepe pend nden entt claus clause e an and d at least least one dependent clause: Jimmy cried when Judy laughed.  laughed.  4. A sen sentenc tence e tha thatt cont contains ains two or more iinde ndepen penden dentt clau clauses ses a and nd at least one dep depende endent nt clause clause:: Judy laughed and Jimmy cried  when the clowns ran past their seats . 5. Is a verb fo form rm used a as s an adj adjecti ective ve to mod modify ify no nouns uns an and d pronouns.

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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Answers to Self-Check 1.1-2 1. 2. 3. 4.

sim ple se simple sente ntence nce compound compo und sente sentence nce comple com plex x sente sentence nce compoundcompo und-compl complex ex sentenc sentence e

5. parti particip ciple le

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PARTICIPATING IN WORKPLACE COMMUNICATION

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Information Sheet 1.1-3 Effective communication Learning Objectives: After reading this information sheet, you must be able to: 1. Und Underst erstand and th the e purpo purpose se of comm communic unicatio ation n 2. Understan Understand d the importance of remov removing ing th the e com communication munication barriers 3. Und Underst erstand and th the e comm communic unication ation p proce rocess ss

 The purpose of communicati communication on is to get your message across to others clearly and unambiguously. Doing this Doing this in invol volve ves s eff effort ort fro from m bot both h the send sender er of the the me mess ssage age and the receiver. And it's a process that can be fraught with error, with messages often misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity. In fact, understand communication is only successful both the communication. sender and the receiver the same information aswhen a result of the By successfully getting your message across, you convey your thoughts and ideas id eas eff effec ectiv tivel ely. y. Wh When en no nott suc succe cessf ssful, ul, the the thoug thought hts s and id ideas eas tha thatt yo you u conv co nvey ey do no nott ne nece cess ssari arily ly ref reflec lectt you yourr own own,, ca causi using ng a com commun munic icati ation ons s breakdown and creating roadblocks that stand in the way of your goals –  both personally and professionally. In spite of the increasing importance placed on communication skills, many  indivi ind ividual duals s cont continue inue to stru struggle ggle with this this,, unab unable le to comm communic unicate ate thei theirr thoughts and ideas effectively – whether in verbal or written format. This inability makes it nearly impossible for them to compete effectively in the workplace, and stands in the way of career progression. Getting your message across is paramount to progressing. To do this, you must understand what your message is, what audience you are sending it to, and how it will be perceived. You must also weigh-in the circumstances surr su rrou ound ndin ing g yo your ur co comm mmun unic icat atio ions ns,, su such ch as situ situat atio iona nall an and d cu cult ltur ural al context. The Importance of Removing Barriers Communication barriers can pop-up at every stage of the communication process proc ess (whic (which h cons consists ists of sender, message, channel, receiver, feedback BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

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and context context   – se see e the diag diagram ram belo below) w) an and d ha have ve the the pot poten entia tiall to cre create ate misunderstanding and confusion.

 To be an effective communica communicator tor and to get your point across without misu mi sund nder erst stan andi ding ng an and d co conf nfus usio ion, n, yo your ur go goal al sh shou ould ld be to less lessen en th the e frequency of these barriers at each stage of this process with clear, concise, accurate, well-planned communications. You can find out which barriers your communications tend to get stuck at Skills?  Butth in by taking How Good s um umma mary ry,, our here' re 's s om ome e Are more orYour e inCommunication fo form rmat atiion ab abo outSkills? eac ach h  self-test. stag age e of the e communication process: Source... As th the e so sour urce ce of th the e me mess ssag age, e, yo you u ne need ed to be clea clearr ab abou outt wh why y yo you' u're re communicating, and what you want to communicate. You also need to be confident that the information you're communicating is useful and accurate. Message...  The message message is the in information formation that y you ou want to co communicate. mmunicate. Encoding...  This is the process process of transferring the information you want want to communicate into a form that can be sent and correctly decoded at the other end. Your success in encoding depends partly on your ability to convey information clear cl early ly and si simpl mply, y, bu butt also also on yo your ur abi abili lity ty to an antic ticip ipate ate and elimi eliminat nate e sources of confusion (for example, cultural issues, mistaken assumptions, and an d mi miss ssin ing g in infor format matio ion.) n.) A ke key y par partt of thi this s is kn know owin ing g you yourr aud audie ienc nce: e: Failur Fai lure e to und unders erstan tand d wh who o yo you u are com commun munic icati ating ng wi with th wi will ll res result ult in delivering messages that are misunderstood.

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Channel... Messages are conveyed through channe channels, ls, with verbal including face-to-face meeting mee tings, s, tele telephon phone e and vide videocon oconfere ferencin ncing; g; and writ written ten inc includi luding ng let letters ters,, emails, memos, and reports. Different channels have different strengths and weaknesses. For example, it's not particularly effective to give a long list of directions verbally, while  you'll quickly quickly cause prob problems lems if you cri criticize ticize someone someone strongl strongly y by email email.. Decoding...  Just as successful encoding is a skill, so is successf successful ul decoding decoding (involvi (involving, ng, for example, taking the time to read a message carefully, or listen actively to it.) Just as confusion can arise from errors in encoding, it can also arise from decoding errors. This is particularly the case if the decoder doesn't have enough knowledge to understand the message. Receiver... Your me Your mess ssage age is de deliv livere ered d to indiv individ idual ual mem membe bers rs of yo your ur aud audien ience ce.. No doubt, you have in mind the actions or reactions you hope your message will wi ll ge gett from from th this is au audi dien ence ce.. Ke Keep ep in mi mind nd,, th thou ough gh,, th that at ea each ch of th thes ese e individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response. To be a successful communi communicator, cator, you should consider these before delivering your message, and act appropriately. Feedback... Your au Your audi dien ence ce wi will ll pr prov ovid ide e yo you u wi with th feed feedba back ck,, ve verb rbal al an and d no nonv nver erba ball re reac acti tion ons s to yo your ur co comm mmun unic icat ated ed me mess ssag age. e. Pa Pay y clos close e atte attent ntio ion n to th this is feedback, as it is the only thing that allows you to be confident that your audience has understood your message. If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second time. Context...  The situation in which your message is delivered is the context. This may  include the surrounding environment or broader culture (corporate culture, international cultures, and so on).

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Removing Barriers at All These Stages  To deliver your messages effectively, effectively, you must commit to breaking down the barriers that exist in each of these stages of the communication process. Let's Let' s be begi gin n with ith th the e me mess ssag age e itse itself lf.. If yo your ur me mess ssag age e is to too o leng length thy, y, di diso sorg rgan aniz ized ed,, or co cont ntai ains ns erro errors rs,, yo you u ca can n ex expe pect ct th the e me mess ssag age e to be misunderstoo misunde rstood d and misin misinterp terprete reted. d. Use of poor verbal and body language can also confuse the message. Barriers in context tend to stem from senders offering too much information too fast. When in doubt here, less is oftentimes more. It is best to be mindful of the de deman mands ds on ot othe herr pe peopl ople's e's tim time, e, es espe pecia cially lly in tod today' ay's s ult ultrara-bus busy  y  society. Once you understand this, you need to work to understand your audience's culture, making sure you can converse and deliver your message to people of different backgrounds and cultures within your own organization, in this country and even abroad.

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Self-Check 1.1-3 Analyze each statement, and identify what communication process do they  belong.  Communication Process: Source, Message, Encoding, Channel, Decoding, Receiver, Feedback  __________1.. I try to anticip  __________1 anticipate ate and predict possible causes of confusion confusion,, and I deal with them up front.  __________2.. When I write a memo, email, or other document  __________2 document,, I give all of  the background information and detail I can to make sure that my message is understood.  __________3.. If I don't understand som  __________3 something, ething, I ten tend d to keep this to mys myself  elf  and figure it out later.  __________4.. I'm sometimes surprised to find that people haven't  __________4 understood what I've said.  __________5.. I can tend to say what I think, without worrying about how  __________5 the other person perceives it. I assume that we'll be able to work it out later.  __________6.. When peop  __________6 people le talk to me, I try to see their their perspecti perspectives. ves.  __________7.. I use email to communicat  __________7 communicate e complex issues with people. It's quick and efficient.  __________8.. When I finish writing a report, memo, or email, I scan it  __________8 quickly for typos and so forth, and then send it off right away.  __________9.. When talking to people, I pay attention to their body   __________9 language.  _________10.  _________1 0. I use diagrams and charts to help expre express ss my ideas ideas..  _________11.  _________1 1. Before I communic communicate, ate, I think about what the person needs to know, and how best to convey it.  _________12.  _________1 2. When someone's talking to me, I think about what I'm going to say next to make sure I get my point across correctly.  _________13.  _________1 3. Before I send a message message,, I think about the best way to communicate it (in person, over the phone, in a newsletter, via memo, and so on).  _________14.  _________1 4. I try to help people understand the underly underlying ing concepts behind the point I am discussing. This reduces misconceptions and increases understanding.  _________15.  _________1 5. I conside considerr cultural barriers when plannin planning g my  communications.

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Answers to Self-Check 1.1-3 Source Questions 1, 2, 11 Encoding Questions 1, 5, 8, 10, 15

Channel Questions 7, 11, 13 Decoding Questions 3, 6, 12, 14

Feedback Questions 3, 4, 9

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Information Sheet 1.1-4 Conduct Interview Learning Objectives: After reading this information sheet, you must be able to:

When yo When you' u're re wa watc tchi hing ng th the e ne news ws at nigh nightt or re read adin ing g th the e pa pape perr in th the e morning, you'll notice that all the stories have a point in common: They all contain interviews. No matter what subject is being tackled, there'll always be people willing to be interviewed about it. And that's great, because that way we can get a sample of what people think and feel about different issues. Interviews are usually defined as a conversation with a purpose. They can be ve very ry he help lpful ful to you yourr org organi anizat zation ion wh when en you ne need ed in infor format mation ion abo about ut assumptions and perceptions of activities in your community. They're also great if you're looking for in-depth information on a particular topic from an expert. exper t. (If wh what at you rea reall lly y ne need ed is num numeri erica call dat data-a--how how muc much h and how many--a written questionnaire may better serve your purposes.) Interviewing has been described as an art, rather than a skill or science. In other cases, it has been described as game in which the interviewee gets some sort of reward, or simply as a technical skill you can learn. But, no matter how you look at it, interviewing is a process that can be mastered by  practice. This chapter will show you how. Why should you conduct interviews? 

Using Usin g an in inte terv rvie iew w is th the e be best st wa way y to ha have ve an ac accu cura rate te an and d th thor orou ough gh commu co mmuni nica catio tion n of ide ideas as be betwe tween en yo you u and the pe perso rson n fro from m wh whom om yo you'r u're e gathering You have will control of the question order, and you can make sureinformation. that all the questions be answered. In addition, you may benefit from the spontaneity of the interview process. Interviewees don't always have the luxury of going away and thinking about their responses or, even to some degree, censoring their responses. You may  find that interviewees will blurt things out that they would never commit to on paper in a questionnaire.

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When interviews are not the best option: Interviews are not the only way of gathering information and depending on the case, they may not even be appropriate or efficient. For example, largesc scale ale ph phone one inter intervi view ews s can be timetime-co cons nsumi uming ng and exp expen ensiv sive. e. Mai Maile led d questionnaires may be the best option in cases where you need information form a large number of people. Interviews aren't efficien efficientt either when all you need is collecting straight numeric data. Asking your respondents to fill out a form may be more appropriate. Interviews will not be suitable if respondents will be unwillingly to cooperate. If your interviewees have something against you or your organization, they  will not give you the answers you want and may even mess up your results. When people don't want to talk, setting up an interview is a waste of time and resources. You should, then, look for a less direct way of gathering the information you need. Problems with interviews: You must also be well prepared for traps that might arise from interviews. For example, your interviewee may have a personal agenda and he or she will try to push the interview in a way to benefit their own interests. The best solution is to become aware of your interviewee's inclinations before arranging the interview. Sometim Somet imes es,, the inter intervi view ewee ee ex exerc ercis ises es his his or he herr con contro troll ev even en aft after er the the interview is done, asking to change or edit the final copy. That should be a right rig ht of the the in inter tervi view ewer er onl only. y. If the sub subje ject ct yo you'r u're e add addres ressin sing g in invol volve ves s technical information, you may have the interviewee check the final result for you, just for accuracy. Whom should you interview? 

Your choice of interviewees will, obviously, be influenced byup the nature of  the information you need. For example, if you're trying to set a volunteer program for your organization, you may want to interview the volunteer coord co ordin inato atorr at on one e or two oth other er suc succe cessf ssful ul ag agen enci cies es for ide ideas as for you yourr program. On the other hand, if you're taking a look at the community's response to an ad campaign you've been running, you'll want to identify members of the target audience to interview. In this case, a focus group can be extremely  useful.

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If you're reluctant to contact a stranger for an interview, remember that most people enjoy talking about what they know and are especially eager to share their knowledge with those who are interested. Demonstrate interest and your chances of getting good interviews will improve. How should you conduct interviews? 

Sometimes, being a good interviewer is described as an innate ability or qual qu alit ity y po poss sses esse sed d by on only ly so some me pe peop ople le an and d no nott by ot othe hers rs.. Ce Cert rtai ainl nly, y, inte intervi rview ewin ing g may com come e mor more e eas easil ily y to som some e pe peopl ople e tha than n to oth others ers,, but anybody can learn the basic strategies and procedures of interviewing. We're here to show you how. Interview structure: Fi First rst yo you u sh shoul ould d dec decid ide e how str struct ucture ured d yo you u wan wantt you yourr in inter tervi view ew to be be.. Interviews can be formally structured, loosely structured, or not structured at all. The style of interviewing you will adopt will depend on the kind of  result you're looking for. In a highly structured interview, you simply ask subjects to answer a list of  ques qu esti tion ons. s. To ge gett a va vali lid d re resu sult lt,, yo you u sh shou ould ld as ask k all all su subj bjec ects ts id iden enti tica call questions. In an interview without a rigid structure, you can create and ask questions appropriate the situations situations that arise and to the central purpose of  the interview. interview. There's no predeterm predetermined ined list of questions to ask. Finally, in a se semi mi-st -struc ructur tured ed se setti tting ng,, there there is a list list of pre prede deter termin mined ed que questi stions ons,, but interviewees are allowed to digress. Types of interviews: Now that you've decided how structured you want the interview to be, it's time to decide how you want to conduct it. Can you do it through the phone, or do you need to it face-to-face? Would a focus group be most appropriate? Let's look at each of these interview types in depth. Face-to-face interviews Face-to-face interviews are a great way to gather information. Whether you deci de cide de to in inte terv rvie iew w fa face ce-t -too-fa face ce de depe pend nds s on th the e am amou ount nt of time time an and d reso resour urce ces s yo you u hav ave e av avai aila labl ble e at yo your ur di disp spos osal al.. So Some me ad adva vant ntag ages es of  interviewing in person are: 

You have more flexibility. You can probe for more specific answers, repeat questions, and use discretion as to the particular questions  you ask. EAUTY

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You are able to watch nonverbal behavior. You have control over the physical environment. You can record spontaneous answers. You know exactly who is answering. You can make sure the interview is complete and all questions have been asked. You can use a more complex questionnaire. questionnaire.

However, Howev er, if fac face-t e-to-f o-face ace in inte tervi rview ews s pro prove ve to be too exp expen ensi sive, ve, too tim timeeconsuming, or too inconvenient to be conducted, you should consider some other way of intervie interviewing. wing. For example, if the information you're collectin collecting g is of a se sens nsiti itive ve an and d co confi nfiden dentia tiall na natur ture, e, you yourr res respon ponden dents ts may pre prefer fer the the comfort of anonymity, and an anonymous questionnaire would probably be more appropriate appropriate.. Telephone interviews  Telephone  Telepho ne intervi interviews ews are also a g good ood way of get getting ting informat information. ion.  They're particularly useful when the person you want to speak to lives far away and setting up a face-to-face interview is impractical. Many of the same advantages and disadvantages of face-to-face interviewing apply here; the exception being, of course, that you won't be able to watch nonverbal behavior. Here are some tips to make your phone interview successful: 

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Keep phone interviews to no more than about ten minutes--exceptions to this rule may be made depending on the type of interview you're con ond duc ucti tin ng and on th the e arra rrangeme men nts you ou''ve mad ade e with the interviewee. If you need your interviewee to refer to any materials, provide them in advance. Be extra motivating on the phone, because people tend to be less willing to become engaged in conversation over the phone. Identify yourself and offer your credentials. Some respondents may be distrustful, thinking they're being played a prank. If tape-recording the conversation, ask for authorization to do so. Write down the information as you hear it; don't trust your memory to write the information down later. Speak loud, clear and with pitch variation -- don't make it another boring phone call. Don' Do n'tt ca call ll to too o ea earl rly y in th the e mo morn rnin ing g or to too o late late at ni nigh ght, t, un unle less ss arranged in advance. Finish the conversation cordially, and thank the interviewee. EAUTY

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With th With the e in incr crea easi sing ng us use e of co comp mput uter ers s as a me mean ans s of co comm mmun unic icat atio ion, n, interviews via e-mail have become popular. E-mail is an inexpensive option for inte intervie rviewin wing. g. The adva advanta ntages ges and draw drawback backs s of e-m e-mail ail int intervi erviews ews are similar to phone interviews. E-mails are far less intrusive than the phone. You are able to contact your interviewe interviewee, e, send your questions questions,, and follow up the received answers with a thank-you message. You may never meet or talk to your respondent. However, through e-mail your chances for probing are very limited, unless  you keep sending messages back and forth to clarify answers. That's why   you need to be very clear about what you need when you first contact your interviewee. Some people may also resent the impersonal nature of e-mail interaction, while others may feel more comfortable having time to think about their answers. Focus groups A focus group, led by a trained facilitator, is a particular type of "group interview" intervie w" that may be very useful to you. Focus groups consistin consisting g of groups of people whose opinions you would like to know may be somewhat less structured; the input yougathering get is very valuable. Focus groups are perhaps thehowever, most flexible tool for information because you can focus in on getting the opinions of a group of people while asking openended questions that the whole group is free to answer and discuss. This often ofte n spar sparks ks deb debate ate and convers conversation ation,, yiel yieldin ding g lots of grea greatt info informati rmation on about the group's opinion. During the focus group, the facilitator is also able to observe the nonverbal communication of the participants. Although the sample size is generally  smaller than some other forms of information gathering, the free exchange of  opinions brought on by the group interaction is an invaluable tool. Prepare for the interview So you've chosen your interviewees, set up the interview, and started to think about interview questions. You're ready to roll, right? Not quite. First, you need to make sure you have as much information as possible about your interview topic. You don't need to be an expert -- after all, that's why you're interviewing people! -- but you do want to be fairly  knowledgeable. Having a solid understanding of the topic at hand will make  you feel more comfortable as an intervi interviewer, ewer, enhanc enhance e the quality of the questions you ask, and make your interviewee more comfortable as well.

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In addi addition tion,, it's importa important nt to unde understa rstand nd your intervi interviewe ewee's e's cult culture ure and background before you conduct your interview. This understanding will be reflected on the way you phrase your questions, your choice of words, your ice-breakers, the way you'll dress, which the material you'll avoid so that the questions remain inoffensive to your interviewee. Conduct the interview Now that you're prepared, it's time to conduct the interview interview.. Whethe Whetherr calling or meeting someone, be sure to be on time -- your intervi interviewee ewee is doing you a favor, and you don't want to keep him or her waiting. When interviewing someone, start with some small talk to build rapport. Don' Do n'tt ju just st pl plun unge ge in into to yo your ur qu ques esti tion ons s -- ma make ke yo your ur in inte terv rvie iewe wee e as comfortable as possible. Points to remember: 

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Practice -- prepare a list of interview questions in advance. Rehearse, try lin lines es,, moc mock-i k-int nterv erview iew fri frien ends. ds. Mem Memori orize ze yo your ur que questi stion ons. s. Pl Plan an ahead ways make ambient Sm Smal alll-tthe tal alk klocation -- nevand er b egin toan intethe rvie rview w col old d. more Try comfortable. to put you ourr interviewee at ease and establish rapport. Be na natu tura rall -- even if you rehearsed your interview time and time again and have all your questions memorized, make it sound and feel like you're coming up with them right there. Look sharp -- dress appropriately to the ambient you're in and to the kind of person you're interviewing. Generally you're safe with business at atti tire re,, but ada dapt pt to yo your ur au aud dien ience. Ar Arri riv ve on tim time if you are conducting the interview in person. Listen   -- present yourself aware and interested. If your interviewee Listen says something funny, smile. If it's something sad, look sad. React to what you hear. Keep Ke ep yo your ur go goal als s in mi mind nd -- remember that what you want is to obtain obt ain in infor format mation ion.. Ke Keep ep the the in inter tervi view ew on tra track ck,, don don't 't di digre gress ss too much mu ch.. Ke Keep ep th the e co conv nver ersa sati tion on fo focu cuse sed d on yo your ur qu ques esti tion ons. s. Be considerate of your interviewee's limited time. Don' Do n'tt take take "yes "yes/n /no" o" an answ swer ers s -- monosyll monosyllabic abic answ answers ers don don't 't offer much information. Ask for an elaboration, probe, ask why. Silence may also yield information information.. Ask the interviewee to clarify anything you do not understand Respect   -- ma Respect make ke in inte terv rvie iewe wees es fe feel el li like ke th thei eirr an answ swer ers s are are ve very  ry  important to you (they are supposed to be!) and be respectful for the time they're donating to help you.

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Questions: Questions are such a fundamental part of an intervie interview w that's worth taking a minute to look at the subject in depth. Questions can relate to the central focus of your interview, with to-the-point, specific answers; they can be used to check the reliability of other answers; they can be used just to create a comfortab comf ortable le rela relation tionshi ship p betw between een you and the inte intervie rviewee wee;; and the they y can probe for more complete answers. It's very important that you ask your questions in a way to motivate the inte interv rvie iewe wee e to an answ swer er as co comp mple lete tely ly an and d ho hone nest stly ly as po poss ssib ible le.. Av Avoi oid d inflammatory questions ("Do you always discriminate against women and minorities, or just some of the time?"), and try to stay polite. And remember to express clearly what you want to know. Just because interviewer and intervi int erviewe ewee e spe speak ak the same languag language, e, it does doesn't n't mean they'l they'lll nec necess essarily  arily  understand each other.  There are some problems that can arise from the way you ask a question question.. Here are several of the most common pitfalls: 

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Questions that put the intervi interviewee ewee in the defensi defensive ve -These questions bring up emotional responses, usually negative. To ask, "Why did you do su such ch a ba bad d th thin ing? g?"" wi will ll fe feel el li like ke yo you u are are co conf nfro ron nting ting yo your ur interviewee, and he or she will get defensive. Try to ask things in a more relaxed manner.  The two-in-o two-in-one ne question -- These are questions that ask for two answe ans wers rs in on one e que questi stion. on. For insta instanc nce, e, "Do "Does es you yourr com compan pany y hav have e speci spe cial al rec recrui ruitme tment nt pol polic icy y for wom women en and rac racial ial min minori oritie ties?" s?" ma may  y  cause cau se he hesi sitat tation ion and in inde deci cisio sion n in the in inte tervi rview ewee ee.. A "yes "yes"" wou would ld mean both, and a "no" would be for neither. Separate the issues into two separate questions.  The complex question -- Questions that are too long, too involved involved,, or too intricate will intimidate or confuse your interviewee. The subject may not even understand the questions in its entirety. The solution is to break down the question and make brief and concise. In ad addi diti tion on,, pa pay y at atte tent ntio ion n to th the e orde orderr in whi hich ch yo you u as ask k yo your ur ques qu esti tion ons. s. Th The e ar arra rang ngem emen entt or or orde deri ring ng of yo your ur qu ques esti tion on ma may  y  signi sig nific ficant antly ly aff affec ectt the the res result ults s of yo your ur inte intervi rview ew.. Try to start start the the interview with mild and easy questions to develop a rapport with the interviewee. As the interview proceeds, move to more sensitive and complex questions.

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Final thoughts Remember to take good notes, if you're taking notes. Put quotation marks around the person's actual words, and don't embellish their quotes. You may tap tape-r e-rec ecord ord the con conve versa rsatio tion, n, but mak make e sur sure e yo your ur tap tape e rec record order er is working well, or hours of work can go down the drain. If you're going to tape tape-r -rec ecor ord d yo your ur in inte terv rvie iew, w, ma make ke su sure re yo you u ob obta tain in th the e in inte terv rvie iewe wee' e's s permission beforehand and on tape. Finally, it's important to time your interview so that it won't last for hours. Some people may refuse to (or may be too busy to) engage on an interview they know will last for two or more hours. Others may lose interest during a long interview. So, try to be concise. A good rule of thumb is to make your interview long enough that you get useful information from it and short enough that you don't tire your interviewee. If you know you'll need to spend a lot of time intervie interviewing wing somebody, consider dividing your interview interviews s in two or more sessions. Interviewing in a nutshell -- summary:  

 

 



Determine you to know. Discuss thewhat kinds ofwant questions you want to ask (open ended: How do  you feel about...) or (close (close end ended: ed: Which do y you ou like bette better: r: A or B?). Draft your interview questions. Dete De term rmin ine e who you'd u'd like to inte interv rviiew (sam ampl ple es) Train ain you ourr interviewers so they will all ask the same questions the same way. Contact the people you want to interview. Make appointments and follow up on them unless you are soliciting people on the street or in a mall, for instance. Collect and analyze the data.

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Self-Check 1.1-4 1. Give the type of iinter ntervie view. w. 2. Can rel relate ate to tthe he ce central ntral focus of your iinterview nterview,, with to-thepoint, specific answers; they can be used to check the reliability of other answers; they can be used just to create a comfortable relationship between you and the interviewee; and they can probe for more complete answers. 3. Defi Defined ned as a con convers versatio ation n with a purp purpose. ose. 4. What are the p points oints to remember in con conducting ducting intervie interview? w? 5. Give at lleast east thre three e (3) adv advantages antages iin n cond conducting ucting in interview terview iin n person.

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Answers to Self-Check 1.1-4 1. 2. 3. 4.

Fac Face e to fface ace,, te telep lepho hone ne Qu Ques esti tion ons s In Inte terv rvie iew w Prac Practice tice,, SmallSmall-talk talk,, Be natural, Look sh sharp, arp, List Listen, en, Kee Keep p your goals in mind, Don't take "yes/no" answers, Respect 5. flex flexibi ibility lity,, watch nonve nonverbal rbal beha behavior vior,, control over the phys physical ical environment, environm ent, record spontane spontaneous ous answers, know exactly who is answ an swer erin ing, g, ma make ke su sure re th the e in inte terv rvie iew w is co comp mple lete te an and d all all questions have been asked, use a more complex questionnaire.

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LEARNING OUTCOME # 2

Perform

duties

following

workplace

instructions   CONTENTS: 1. Wri Writt tten en co comm mmuni unicat cation ion   ASSESMENT CRITERIA: 1. 1.Written Written notices and instruct instructions ions are read and interpreted in accordance with organizational guidelines 2. 2.Routine Routine written instructi instruction on are followed based on established procedures 3. 3.Feedback Feedback is given to workplace supervisor based instructions/ information received 4. 4.Workplace Workplace interac interactions tions are conducted in a courteous manner 5. 5.Where Where necessary, clarificat clarifications ions about routine workplace procedures and matters concerning conditions of employment are sought and asked from appropriate sources 6. 6.2.6 2.6 Meetings outcomes are interpreted and implemented  

CONDITIONS:  The students/ students/ trainees m must ust be provid provided ed with th the e followin following: g: 1. Writ Writing ing mate material rials s (p (pen en & pape paper) r) 2. Re Refer feren ence ces s ((boo books ks)) 3. Manuals METHODOLOGIES:   

Group discussion Interactive learning

ASSESSMENT METHODS: Competency in this unit may be assessed through: 1. Wr Writ itte ten n te test st 2. Pra Pract ctica icall perf perform orman ance ce tes testt 3. Inte Interv rviiew Date Developed:

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Learning Experiences Learning Outcome # 2 - Perform workplace duties following written notices Learning Activities Read Information sheet 1.2-1 on “Written Communication” Answer Self-Check 1.2-1 (Trainee checks answers against the answer key)

Special Instructions Read and understand the information sheet and check yourself by answering the self-check. You must answer all the questions correctly before proceedings to the next activity  Refer to Task sheets, it will help you practice your skills.  The performance performance criteria ch checklist ecklist wi will ll guide and help you evaluate your work as you are practicing your skills. Evaluate your own performance using the performance criteria checklist. When  you are ready, present present your w work ork to your trainer for final evaluation and recording. If you have questions and clarification fell free to ask your trainer.

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Information Sheet 1.2-1 Written communication Learning Objectives: After reading this information sheet, you must be able: 

Define written communication



Understand and discuss the advantage and disadvantage written communication

Written communication involves any type of interaction that makes use of  the written word. Communication is a key to any endeavor involving more than one person. Communicat Communicating ing through writing is essential in the modern worl wo rld d an and d is be beco comi ming ng ev ever er mo more re so as we pa part rtic icip ipat ate e in wh what at is no now w commonly called the information age. In fact, written communication is the most common form of business communication. It is essential for small business owners and managers to develop effective written communication skills and to encourage the same in all employees. The information age has alte al tere red d th the e wa ways ys in wh whic ich h we co comm mmun unic icat ate e an and d pl plac aced ed an in incr crea easi sing ng emphasis on written versus oral communications.  The ever-incre ever-increasing asing use of computers and computer networks to organize and transmit information means the need for competent writing skills is rising. Dr. Craig Hogan, a former university professor who now heads an onlin on line e sc schoo hooll for bus busin iness ess wr writi iting ng,, rec receiv eives es hun hundre dreds ds of in inqui quirie ries s eac each h month from managers and executives requesting help with improving their own and their employees' writing skills. Dr. Hogan explains, in an article entitled "What Corporate America Can't Build: A Sentence," that millions of  people previously not required to do a lot of writing on the job are now expected to write frequently and rapidly. According to Dr. Hogan, many of  them are not up to the task. "E-mail is a party to which English teachers have ha ve not be been en in invi vited ted.. It has com compan panies ies tea tearin ring g th thei eirr ha hair ir out out." ." Su Surve rvey  y  result res ults s fro from m Th The e Na Natio tional nal Commiss Commission ion on Wri Writin ting g st study udy bac back k up th this is assessment. assessme nt. They found that a third of employees in the nation's "blue chip" companies write poorly and are in need of remedial writing instruction.  The need to develop good writing writing skills is only highligh highlighted ted by the fact that in the information age, it is not uncommon to have business relationships relationships with customers and suppliers that are established and maintained exclusively  through the use of written communications. communications. In this environment, "the words Date Developed:

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we write are very real representations of our companies and ourselves. We must be sure that our e-mail messages are sending the right messages about us," explained Janis Fisher Chan, author of E-Mail: A Write It Well  Guide Gu ide-Ho -How w to Wr Write ite an and d Ma Mana nage ge E-M E-Mail ail in the Wo Workp rkplac lace  e , in an ar arti ticl cle e appearing in Broker Magazine . The key to communication, of course, is to convey meaning in as accurate and concise a manner as possible. People do not read business memoranda for the pleasure of reading. They do so in order to receive instructions or information upon which to base decisions or take action. action. The Therefor refore, e, high highly ly lite literary rary pros prose e is not des desirab irable le in busi business ness writin wri ting. g. Ove Overly rly for formal mal pro prose se ma may y als also o be co count unterp erprod roduct uctiv ive e by se seemi eming ng stand-offish or simply wordy. A style of writing that is too informal can also conv co nvey ey an uni unint nten ended ded mes messag sage, e, nam namel ely y th that at the sub subje ject ct mat matter ter is not serious or not taken seriously by the sender. A straightforward, courteous tone is usually the best choice but one that may not come naturally without practice. THE COMMUNICATION PROCESS 

 The basic process of communic communication ation begins when a fact or idea is observed by on one e pe pers rson on.. Th That at pe pers rson on (t (the he se send nder er)) ma may y de deci cide de to tr tran ansl slat ate e th the e observation into a message, and then transmit the message through some communication medium to another person (the receiver). The receiver then must interpret the message and provide feedback to the sender indicating that the message has been understood and appropriate action taken. As He Hert rta a A. Mu Murp rphy hy an and d He Herb rber ertt W. Hi Hild ldeb ebra rand ndtt ob obse serv rved ed in Effective  Busines Bus iness s Com Commun municati ications  ons , go good od co comm mmun unic icat atio ion n sh shou ould ld be co comp mple lete te,, conc co ncis ise, e, cl clea ear, r, co conc ncre rete te,, co corr rrec ect, t, co cons nsid ider erat ate, e, an and d co cour urte teou ous. s. Mo More re specifically, specific ally, this means that communicati communication on should: answer basic questions like who, what, when, where; be relevant and not overly wordy; focus on the receiver and his or her interests; use specific facts and figures and active verbs; use a convers conversational ational tone for readabili readability; ty; include examples and visual aids ai ds wh when en ne need eded ed;; be ta tact ctfu full an and d go good od-n -nat ature ured; d; an and d be ac accu cura rate te an and d nond no ndis iscr crim imin inat ator ory. y. Un Uncl clea ear, r, in inac accu cura rate te,, or in inco cons nsid ider erat ate e bu busi sine ness ss communication can waste valuable time, alienate employees or customers, and destroy goodwill toward management or the overall business. ADVANTAGES AND DISADVANTAGES OF WRITTEN COMMUNICATION 

One adv One advant antage age to usi using ng wri writte tten n for forms ms of com commun munic icati ation on is th that at wri writte tten n messages do not have to be delivered on the spur of the moment; instead, they can be edited and revised several times before they are sent so that the Date Developed:

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content can be shaped to maximum effect. Another advantage is that written communication provides a permanent record of the messages and can be sav ave ed for lat ate er stu tud dy. Since they ar are e perm rman ane ent, wri ritt tte en fo form rms s of  communication also enable recipients to take more time in reviewing the message mes sage and prov providi iding ng appr appropri opriate ate feed feedback back.. For the these se reas reasons ons,, wri written tten forms of communication are often considered more appropriate for complex business messages that include important facts and figures. Other benefits comm mmo only assoc ociiat ate ed with goo ood d wri rittin ing g skills includ ude e incre reas ase ed customer/client customer/c lient satisfaction; improved inter-organizational inter-organizational efficien efficiency; cy; and enhanced image in the community and industry.  There are also several potential pitfalls associated with written communication, communica tion, however. For instance instance,, unlike oral communication, wherein impress impr essions ions and reac reaction tions s are exc exchang hanged ed ins instant tantaneo aneously usly,, the sen sender der of  written communication communication does not generally receive receive immediate feedback to his or her message. This can be a source of frustration and uncertainty in business busines s situations in which a swift response is desired. In addition, written mess me ssag ages es of ofte ten n ta take ke mo more re ti time me to co comp mpos ose, e, bo both th be beca caus use e of th thei eirr information-packed nature and the difficulty that many individuals have in composing such correspondence. Many companies, however, have taken a proactive stance in addressing the latter issue. Mindful of the large number of workers who struggle with their writing abilities, some firms have begun to offer on-site writing courses or enrolled employees in business writing works wor ksho hops ps off offere ered d by pro profes fessi sion onal al tra train inin ing g org organ aniza izati tions ons,, co colle llege ges, s, and community education programs. E-MAIL COMMUNICATIONS 

Electronic mail has emerged as a highly popular business communication tooll in rec too recen entt ye years ars.. Ind Indee eed, d, its cap capaci acity ty to co conv nvey ey im impor portan tantt co corpo rporat rate e communications swiftly and easily has transformed it into a comm co mmun unic icat atio ions ns wo work rkho hors rse e fo forr bu busi sine ness ss en ente terp rpri rise ses s of al alll si size zes s an and d orientat orie ntations ions.. But man many y user users s of e-ma e-mail il tech technol nology ogy pay litt little le atte attentio ntion n to basic rules of grammar and format when composing their their letters, even when they are penning business correspondence addressed to clients, customers, vendors rs,, bus usin ine ess par artn tne ers rs,, or intern rnal al col ollleag ague ues s. This slopp ppy  y  corr rre espon onde den nce styl yle e re refl fle ects a lac ack k of pro rofe fes ssio ion nal aliism and ma may  y  communicate to the recipient a view of the company behind the message as equally unprofessional. The ease and informality of the medium should not be confused with the writing necessary to use it properly.

Date Developed:

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Given this unfortunate trend, many business experts counsel companies to install firm guidelines on tone, content, and shape of e-mail correspondence.  These guideli guidelines nes should make it clear that all employees are expected to adhere to the same standards of professionalism that (presumably) remain in place for traditional postal correspondence. Proper spelling and grammar and the abil ability ity to frame corresponde correspondence nce in sui suitabl tably y dipl diplomati omatic c lang language uage should be hallmarks of electronic mail as well as regular mail, especially if  the communication is directed at a person or persons outside the company.

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Self-Check 1.2-1 True or False 1. Written communication involves any type of interaction that makes use of the written word.

2. Communication is a key to any endeavor involving more than one person.

3. Communicating through writing is essential in the modern world and

is becoming ever more so as we participate participate in what is now commonly  called the information age.

Electr tron oniic 4. Elec

mail ha mai has s em emer erg ged as communication tool in recent years.

a

high hi ghly ly

pop po pul ular ar

busi bu sine ness ss

5.  The basic process of communication begins when a fact or idea is observed by two person.

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Answers to Self-Check 1.2-1

1. 2. 3. 4. 5.

True True True True False

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LEARNING OUTCOME # 3

 

Complete documents

relevant

work

related

CONTENTS: 1. Com Commun munica icati tion on too tools ls 2. Effe Effectiv ctive eo off c commu ommunic nication ation ASSESMENT CRITERIA: 1. Range Range of forms rel relatin ating g to cond conditio itions ns of empl employme oyment nt are completed accurately and legibly  2. Workplac Workplace e data is record recorded ed on stand standard ard workp workplace lace for forms ms and documents 3. Basic Basic mathe mathemati matical cal pro process cesses es are use used d for routin routine e calculations 4. Errors Errors in record recording ing in informat formation ion on forms forms/ / docume documents nts are identified and properly acted upon 5. Reporting requirements to supervisor are completed according to organizational guidelines

 

CONDITIONS:  The studen students/trainee ts/trainees s must be provi provided ded with the following following:: Simulated workplace environment Communication tools Variety of information information’s ’s   

METHODOLOGIES: Group discussion Interactive learning 

 

ASSESSMENT METHODS: Competency in this unit may be assessed through: 1. Wr Writ itte ten n te test st 2. Pra Pract ctica icall perf perform orman ance ce tes testt 3. Inte Interv rviiew

Date Developed:

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Learning Experiences Learning Outcome # 3 - Participate in workplace meetings and discussions Learning Activities Special Instructions Read information sheet 1.3-1

Read and understand the information

on “Communication tools” Answer Self-Check Self-Check 1 1.3-1 .3-1 (Trainee checks answers against the answer key) Read Information sheet 1.3-2 on “Method of communication” Answer Self-Check Self-Check 1 1.3-2 .3-2 (Trainee checks answers against the answer key) Refe Re ferr to ta task sk sh shee eett 1.31.3-2 2 on Leading a discussion (Trainee evaluates own output using the performance checklist)

sheet and check yourself by answering the self-check. You must answer all the questions correctly before proceedings to the next activity  Refer to Task sheets, it will help you practice your skills.  The performance performance criteria ch checklist ecklist wi will ll guide and help you evaluate your work as you are practicing your skills. Evaluate your own performance using the performance criteria checklist. When  you are ready, present present your w work ork to your trainer for final evaluation and recording. If you have questions and clarification fell free to ask your trainer.

Date Developed:

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Information Sheet 1.3-1 Communication tools Learning Objectives: After reading this information sheet, you must be able to:      

Select appropriate communication method Communicate multiple operations involving several topic areas Use question to gain extra information Identify correct sources of information Select and sequence information correctly when required Maintain verbal and written reporting in both familiar and unfamiliar situations

Types of Communication Communication is key to any business success. Unless potential clients and customers are aware of your business, they will not have the information to contact you or to purchase your products. When they are aware of your business, they must be able to contact it easily.  Two types types of communicati communication on are esse essential ntial - extern external al and inte internal. rnal. 

External communication reaches out to the customer to make him or External communication her aware of your product or service and to give the customer a reason to buy. This type of communication includes your brochures, various forms of advertising, contact letters, telephone calls, Web sites and anything else that makes the public aware of what you do. Image is extremely important in external communication! Your logo should represent who you are; your letterhead should be a selling tool;  your telephone telephone messag message e should refle reflect ct your profess professionalism. ionalism.



Internal communication is essential to attracting and retaining a Internal communication talented staff. You must provide the direction for the company by consistently communicating that message; you must motivate your staff through various forms of communication, which can include awards, newsletters, meetings, telephone calls and formal and informal discussions. Periodic meeting with top management groups including includin g your board of directors and advisory board board should  should be planned for regular intervals over each upcoming year. The

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importance of an advisory board is covered in session two of Building My Own Business. Effective communication requires tools and planning. Using Communication Tools Effectively An ef effe fect ctiv ive e co comm mmun unic icat atio ions ns pr prog ogra ram m wi will ll co comb mbin ine e so some me or all all of th the e following tools to communicate the intended message to the target audience:      

Inte In tern rnet et Publications and o other ther print materials Public service broadcasts and Videos Media Med ia re relat lation ions s Spokes Spo kesper person sons s Eve vent nts s (special days, awards, exhibitions, seminars)

 The tools used depend on the strategic goals, the objectiv objectives es of the commu co mmuni nica catio tion n pro progra gram, m, the the pro profil file e of the the tar target get aud audie ienc nce, e, the var variou ious s advantages and disadvantage of each tool, and the communications budget. Whichever tools are used, it is important to maintain consistency in the aestheti aest hetic c appe appearanc arance, e, lin linguis guistic tic styl style e and tone tone,, and mess message age (in (includ cluding ing facts, figures, slogans, and quotes) used in all the communications products for a single campaign. Without this consistency, the message will not be as eff ffec ecti tiv ve, even if th the e tar arg get aud udiience is expos ose ed to severa rall of the communication products. Worse still, a lack of consistency may confuse or distract the target audience. Outreach - Using the Internet  This powerful and rapidly expandin expanding g medium of communicati communication on has many  advantages for transmitting messages:   



Its global reach can be easily tracked. Costs per person reached can be very low. It off offers ers the the pos possib sibil ility ity of inter interact actin ing g wi with th aud audien iences ces and learn learnin ing g more about them (through on-line questionnaires, forums and e-mail). Messages can be quickly changed and adapted to keep campaigns fresh and interesting.

 Outreach - Using Publications and Printed Materials  The many advantages offered by printed publications make them one of the most used communications tools in outreach campaigns. Publications can reac reach h la larg rge e au audi dien ence ces s wi with th mo more re ta targ rget eted ed,, tech techni nica call an and d de deta tail iled ed BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

Date Developed:

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information than that which can be communicated through press releases advertisements. Publications are handy educational tools that remain with the target audience for future reference and consultation. An obvious disadvantage of publications is the cost related to their mailing and printing. Perhaps a more important disadvantage for publications is that they are only as effective as their distribution. Appropriate mailing lists and distribution at special events and key locations are essential to the communications success of publications. Outreach - Using Broadcasts and Videos Audiovis Audiov isual ual pro produc ducts, ts, suc such h as tel telev evis ised ed pub public lic se servi rvice ce an annou nounc ncem emen ents ts (PSA (PSAs) s),, fi film lm an and d vide video, o, ca can n be pa part rtic icul ular arly ly effe effect ctiv ive e in attr attrac acti ting ng th the e attentio atte ntion n of, and communi communicati cating ng a mess message age to, a targe targett audi audienc ence. e. The Their ir deve de velo lopm pmen ent, t, ho howe weve ver, r, us usua uall lly y re requ quir ires es th the e se serv rvic ices es of ex expe peri rien ence ced d professionals. Therefore, the production of effective PSAs and videos does need a substantial investment, even if their eventual distribution can be obtained for free. Below are some other considerations to keep in mind when considering such productions.  Outreach - Using the Press Media coverage offers the dual advantage of being cost-free and carrying more credibility than paid advertisements. The downside is that there are no guarantees as to when, how, or even if, the media will cover a story.  The nature and extent extent of the media cove coverage rage that an IP awaren awareness ess campaign will attract depends largely on the relationship with the press; on targeting the mess message age to the appr appropri opriate ate outl outlet; et; and on comm communic unicatin ating g effec effective tively  ly  with the media. This mini guide provides basic notions for each of these elements to help increase media coverage. Building a Relationship with the Media Establishing a good relationship with key media contacts is probably the most critical factor in obtaining media coverage. Below are six basic steps towards developing media relationships: contacts. Check media sources to identify which 1. Identify your media contacts.  journalists cover IP issues. If IP-spec IP-specific ific coverage is scarce, expand the search to journalists covering related issues such as business news, new technologies, innovation, etc. Make a contact list of all such journalists and keep it updated. This list should include, at a minimum, the name, title,

Document No.

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

Date Developed:

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Issued by: ARKSTONE ACADEMY INC.

ARKSTONE ACADEMY INC.

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media organization, and address (including phone, fax and e-mail) of each  journalist. 2. Research media organizations. organizations. Call each media organization on the above abo ve lis listt to fin find d out abo about: ut: de deadl adlin ines es for sto storie ries, s, sc sche hedul dules es for sh shows ows,, specific guidelines for submitting press releases and advisories, schedules and dead deadline lines s for spe special cialized ized supp suppleme lements, nts, acce acceptan ptance ce crit criteria eria for publ public ic servic serv ice e an ann nou ounc ncem emen ents ts (P (PSA SAs) s),, pr pref efer erre red d form format at for for th the e de deli live very ry of  information and visuals (e-mail, fax, etc.), circulati circulation, on, and audience profiles profiles.. Use this information to communicate news to the media with enough time for it to be broadcast or published. Respecting media deadlines and format requirements can be a deciding factor on whether or not the information is broadcast and/or published. In addition, the information on circulation and audience profile will help identify the best media organization with which to reach the target audience. 3. Observe media contacts. contacts. Observe how the journalists on the list above cover their stories. What kind of visuals (photos, graphs, etc.), if any, do they tend to use? What kinds of examples do they favor? Look out for points of vi view ew an and d bi bias ases es.. By un unde ders rsta tand ndin ing g th the e styl styles es us used ed by di diff ffer eren entt  journalists  journalists, , you will be able to pitch story to them more effectivel effectively y by  matching the information to their needsaand expectations. 4. Introduce yourself and your organization. organization . Even before you have a camp ca mpai aign gn or ou outr trea each ch pr prog ogra ram m to pr prom omot ote, e, it is im impo port rtan antt to pr prov ovid ide e  journalists with with basic information about your organization. Also give them a list of IP issues on which you or other experts from your organization can provide comments and/or complementary information if and when the need arises. Build your reputation as a reliable source on IP issues by keeping  your media contacts updated with solid and reliable facts. Media kits are a good way to contact the media for the first time. Such kits should include: fa fact ct sh shee eets ts ab abou outt yo your ur or orga gani niza zati tion on an and d its its pr prog ogra rams ms/s /ser ervi vice ces, s, ba basi sic c information about IP, IP success stories related to the campaign you will be promoting, statistics, visuals (photos/graphics/charts), and your business card. 5. Offer Off er IP tra traini ining ng.. Th The e co comp mple lexi xity ty of IP issu issues es disc discou oura rage ges s ma many  ny   journalists from writing about them. Providing basic IP training or briefings to key journalists can help solve this problem. Such training can help clarify issues and controversies, and reveal the increasing importance of IP in different sectors of society. In addition to lectures, field visits to your headquarters and to innovative companies that are using IP can serve as interesting examples that may lead to future stories. coverage . This will assist in determining which 6. Keep track of media coverage. sorts of stories are more likely to receive media coverage in future. It will Document No.

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

Date Developed:

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also give help identify journalists who regularly publish your information, and give you a chance to address any issues that have been highlighted in the media coverage.

Outreach - Using Spokespersons Spokespersons, or figure-heads, can be particularly effective in communicating IP issues by putting a face on what can sometimes be diffi difficul cultt con conce cepts pts to grasp grasp.. Th The e visi visible ble an and d kn known own ch chara aracte cteris ristic tics s of a spokesperson, and the way in which the target audience perceives these, provide tangible cues for understanding the issues being communicated. In selecting a spokesperson for a particular campaign, three factors should be considered. First, the spokesperson must appeal to the target audience. Seco Se cond, nd, in ord order er to be cre credi dible ble,, the the sp spoke okespe sperso rson n sh shoul ould d ha have ve rel relev evant ant experience and/or expertise. Finally, even if the spokesperson is not famous, he/she must have some sort of media appeal, such as an interesting story to tell, excellent communications skills, etc. Outreach - Using Events Special Days  The use of a special special day (o (orr week) to c commemorate ommemorate a spe specific cific issue year after  year can be a particularly effective w way ay to raise awa awareness reness of th that at issue. Such days provide an opportunity for different stakeholders interested in the issue to promote a single message related to that issue with a series of activities and events taking place in a limited period of time. These events tend to generate extensive media interest, so multiplying the message being transmitted by the different events and activities.

Document No.

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

Date Developed:

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Self-Check 1.3-1 (True or False) 1. Comm Communic unication ation iis s not key to any bu busin siness ess suc succes cess. s. 2. Internal communica communication tion is essenti essential al to at attracting tracting and ret retaining aining a talented staff. 3. The man many y advant advantages ages offe offered red by printed publicati publications ons mak make e them one of the not most used communications tools in outreach campaigns. 4. External communicati communication on reach reaches es out to the customer to make him or her aware of your product or service and to give the customer a reason to buy. 5. Audiovisual products, such as tel televised evised public service announcements (PSAs), film and video, can be particularly not effective in attracting the attention of, and communicating a message to, a target audience.

Document No.

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE COMMUNICATION

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C

 

Answers to Self-Check 1.3-1 1. 2. 3. 4. 5.

False True False True False

Document No.

BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

PARTICIPATING IN WORKPLACE

Date Developed:

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COMMUNICATION

 

Information Sheet 1.3-2 Method of Communication Learning Objectives: After reading this information sheet, you must be able to:      

Select appropriate communication method Communicate multiple operations involving several topic areas Use question to gain extra information Identify correct sources of information Select and sequence information correctly when required Maintain verbal and written reporting in both familiar and unfamiliar situations

What are the different methods of communication, and which is best for you? Many times, when people think of the word communication, they think of an exch ex chan ange ge of in info form rmat atio ion n an and d id idea eas s th thro roug ugh h wo word rds. s. Ho Howe weve ver, r, ve verb rbal al communication is just one small part of communication. There are many  different methods of communications, and determining which is right for  you and your organization organization iis s an importan importantt decision decision.. What are the different methods of communication?    The following are some different methods of communica communication tion that are commonly used within the workplace: Verbal Verbal communication is simply speaking. This can be done one-on-one, in a group setting, over the phone, etc. Verbal communication is a personal means of communication and should be utilized more than just emails or phone cal allls when pos oss sibl ible. Be Beiing abl ble e to see th the e person rson you ar are e commu co mmuni nica catin ting g wi with th fac face e to fac face e can he help lp you gau gauge ge thei theirr res respon ponse se by  reading their body language and actively participating in dialogue.

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When you use verbal communication, be aware of your tone of voice, speed, and inflection. Avoid sarcasm or angry tones, as they can put the people you are speaking with on the defensive. When speaking speaking to a group or your team, make sure you speak loudly and clearly so everyone can understand you. Arrange for a microphone if you are addressing a group in a large room. Verbal communication is best when you need to discuss something in detail, or when complimenting or reprimanding someone. Types of Verbal Communication Interpersonal communication - refers to a two-way exchange that involves both talking and listening (face to face communication) Public speakin speaking g to a group

- involve involves s one or more people delive delivering ring a message

Purpose of verbal communication 





Relayi Rela ying ng a me mess ssag age e to on one e or mo more re re reci cipi pien ents ts.. It en enco comp mpas asse ses s everyth eve rything ing from simp simple le one one-syl -syllab lable le soun sounds ds to comp complex lex dis discuss cussions ions and relies on both language and emotion to produce the desired effect. Verbal Ver bal com commun munica icati tion on can be use used d to infor inform, m, inqui inquire, re, arg argue ue and discuss topics of all kinds. It is vital to teaching and learning, as well as forming bonds and building relationships with other people.

A var varie iety ty of ch chall allen enges ges may ari arise se wh when en usi using ng ve verba rball com commun munic icati ation on to express oneself.   

Misunderstandings can arise because of poor word choice, differing perspectives and faulty communication techniques, and subje sub ject ctive ive opi opini nions ons reg regard ardin ing g acc accep eptab table le lan langu guage age may res result ult in breakdowns in communication.

Language Langua ge bar barrie riers rs are a maj major or cau cause se of co confu nfusi sion on wh when en att attemp emptin ting g to communic comm unicate ate verb verbally ally.. Diffe Differenc rences es in lang language uage infl influenc uenced ed by geog geograph raphic ic location, education and social status can create barriers even among those who speak the same language. Document No.

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Although difficulties with verbal communication can't be completely avoided, it is possible to increase your chances of communicating successfully. 





Consider the message you wish to communicate before speaking and communicate with respect for the recipient's point of view Pay attention to what you say and how you say it. Speak clearly and enunciate your words and be conscious nonverbal aspects such as eye contact, posture and facial expressions.

Everyone has a unique style of communicating and perceiving messages. Al Alth thou ough gh ve verb rbal al co comm mmun unic icat atio ion n is a pr prim imar ary y me mean ans s of ex expr pres essi sion on,, nonv no nverb erbal al ac actio tions ns suc such h as bo body dy lan langua guage ge can gre greatl atly y aff affec ectt the way a message is perceived. Written You can't avoid written communication in the workplace; it's everywhere. Emai Em ails ls,, me memo mos, s, re repo port rts, s, an and d ot othe herr wr writ itte ten n do docu cume ment nts s are are all all pa part rt of  everyday business life. Written communication is the most appropriate when detailed instructions are required, when something needs to be documented, or when the person is too far away to easily speak with over the phone or in person. Email is a lifesaver for many people, especially in the business world. If you rely on emails and memos to conduct your business, it's very important to portray a professional image. Don't use abbreviations unless they pertain to  your field, and always use spell check and read over your email before you send it to make sure it's clear and concise. Emails should be brief and to the point. Non-verbal

Non-Verbal Communication 



Usually understood understood as the process of communication communication through  through sending and receiving wordless (mostly visual visual)) messages between people. Messages can be communicated through gestures gestures and  and touch, by body  language or language  or posture, by facial expression expression and  and eye contact contact.. Document No.

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





Nonverball mess Nonverba messages ages coul could d also be comm communic unicated ated thro through ugh mate material rial exponential; exponenti al; meaning, objects or artifacts (such as clothin clothing, g, hairstyles or architecture architecture). ). Speech contains nonverbal elements known as paralanguage paralanguage,, including voice quality , rate, pitch, volume volume,, and speaking style, as well prosodic features prosodic  features such as rhythm rhythm,, intonation intonation,, and stress stress.. Written texts have nonv Written nonverba erball ele elemen ments ts such as han handwri dwriting ting style, spatial arrangement of words, or the physical layout of a page.

However, much of the study of nonverbal communication has focused on face-to-face interaction, where it can be classified into three principal areas:   

environmental  conditions where communication takes place, physical characteristics of the communicators, and behaviors of communicators during interaction

Non-verbal communication plays a large role in the way you communicate with others. Unless you're using sign language, however, you probably don't want to rely on it as your sole means of communication. You do, however, need to be aware of it. Your gestures, eye contact and movement, and the way you stand and sit all convey a message to the person you are communicating with. Use gestures appropriately, or leave  your hands at your sides. Don't fidget, which is distractin distracting, g, and avoid crossing your arms, which sends off the appearance of being angry or closed off. Always look the person you are speaking to in the eye, and don't roll  your eyes or stare stare while tthey hey talk. Which method is right for me?    There is not one "right" way to communicate communicate,, but you should be aware of  what is appropriate and when. Your chosen method of communication is dependent on the situation. Put yourself in your employees' shoes. If you needed to have a certain message conveyed to you, think first how you would like to receive it. Use your good judgment of the situation and be considerate of your employees, and you will be an effective communicator.

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BEAUTY CARE (NAIL CARE) SERVICES NC II CBLM ON QA System

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COMMUNICATION

 

Self-Check 1.3-2

1. Give at le least ast thr three ee (3) me method thod of com communi municati cation. on. 2. Give tthe he two ((2) 2) typ types es of ver verbal bal com communi municati cation. on.

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COMMUNICATION

 

Answers to Self-Check 1.3-2 1. Give at lleast east th three ree (3 (3)) meth method od of comm communic unication ation.. Verbal, Non-verbal, Written 2. Give tthe he two ((2) 2) typ types es of verb verbal al comm communic unication ation.. Interpersonal Communication, Public Speaking

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COMMUNICATION

 

Task Sheet 1.3-2

 Title: Ways of impro improving ving eloque eloquence nce in con conversation versation..

Performance Objective: For the trainees to enhance their knowledge, skills and attitude towards leading a discussion, given that the trainee is provided with wit h the necess necessary ary tool tools/ma s/materi terials als to succ successf essfully ully do wha whatt is indicated in the said task sheet. Supplies:, Paper, Pencil, Eraser, Calculator, Learning Materials

,

Equipment: none Steps/Procedure: 1. Read Read a par paragr agraph aph sev severa erall tim times es.. Foc Focus us on flu fluen ency cy unti untill it feels smooth. 2. Mark the thought thought group groups s  in a par parag agrap raph. h. Re Read ad aloud aloud,, payi pa ying ng ca care refu full atte atten ntion tion to th thou ough ghtt gr grou oups ps.. Re Reco cord rd  yourself, listen listen to the re recording, cording, and re-record unti untill you are satisfied with your fluency in reading. 3. Mark poi points nts in in indivi dividual dual sen senten tences ces or a paragra paragraph ph whe where re words are linked and practice reading and recording the paragraph. 4. Re Read ad a pa para ragr grap aph h an and d try try to sum summa mari rize ze it in you yourr ow own n words. Record your summary and listen to it. Re-record until you are satisfied with the fluency of your summary. 5. R ead a paThen ragraptry h to ansummarize d note keythecollocations collocations  in the paragraph. paragraph  making use of the key collocations that you wrote down. Record, listen and re-record. 6. Use an ou outlin tline e of a proces process s or an expla explanati nation. on. Inc Include lude k key  ey  word wo rds s an and d ke key y transition words words   and then expand on the outline. Record, listen and re-record your expansion of the outline until you are satisfied with it. 7. Reco Record rd you yourse rself lf givi giving ng a sh short ort talk talk.. Th Then en tran transc scrib ribe e you yourr talk. tal k. Re Revi vise se the tra trans nscri cript pt.. Rea Read d the the rev revis ised ed tra trans nscri cript pt aloud as fluently as you can. Finally record the talk again without looking at the revised transcript. 8. Us Use e a gr gram amma marr bo book ok an and d pr prac acti tice ce co comp mple leti ting ng gram gramma marr Document No.

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exercises orally. Do the exercises as quickly and fluently as exercises  you can and record yourself. Listen Listen and re-record until you are satisfied with the fluency of your sentences. Assessment Method: Demonstration, Performance criteria checklist

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COMMUNICATION

 

Performance Criteria Checklist for Task Sheet 1.3-2 CRITERIA YES

Did you….

NO

1. Appr Appropri opriate ate comm communic unication ation me method thod is sel selecte ected d 2. Multiple operations involvi involving ng s several everal topic areas are communicated 3. Ques Question tion a are re use used d to ga gain in ext extra ra inf informat ormation ion 4. Corre Correct ct sour sources ces of in informa formation tion a are re ide identif ntified ied 5. Info Informati rmation on is sele selecte cted d and sequen sequenced ced corr correctl ectly y when required 6. Verb Verbal al and wri writte tten n report reporting ing are mai maintai ntained ned in bo both th familiar and unfamiliar situations

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