CBLM Practice Career Professionalism

COMPETENCY BASED LEARNING MATERIAL

DREAM BUILDERS TECNOLOGICAL INSTITUTE INC.

PUROK 5 CALASGASAN DAET CAMARINES NORTE

VBSector: CONSTRUCTION
Occupation Title and Qualification: PLUMBING NC II
Unit of Competency: Participate in Workplace Communication
Module Title: Participating in Workplace Communication
Date Enhanced: Document No.

PLumbing NC II Jan. 12, 2018 Issued by:
PARTICIPATE IN Page 1 of 53
WORKPLACE Enhanced by:
COMMUNICATION Annabelle Revision # 01
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HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIAL
Welcome!
The unit of competency, " Participate in Workplace Communication ", is one of

the competencies of all courses of NC II, a course which comprises the
knowledge, skills and attitudes required for a trainee to possess.
The module, Participating in Workplace Communication, contains training materials
and activities related in obtaining, interpreting and conveying information in
response to workplace requirements. Identifying the effective questioning, active
listening and speaking skills are used in gathering and conveying information
and other related topics in the process of communicating in the workplace.
In this module, you are required to go through a series of learning activities
in order to complete each learning outcome. In each learning outcome are
Information Sheets, Self-Checks, Operation Sheets and Task/Job Sheets.
Follow and perform the activities on your own. If you have questions, do not
hesitate to ask for assistance from your facilitator.
Remember to:
• Work through all the information and complete the activities in each
section. Read information sheets and complete the self-check. Suggested
references are included to supplement the materials provided in this
module.
• Most probably, your trainer will also be your supervisor or manager. He is
there to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on
the job. Make sure you practice your new skills during regular work shifts.
This way, you will improve your speed, memory and your confidence.
• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of
each section to test your own progress. Use the Performance Criteria
Checklist or Procedural Checklist located after the sheet to check your
own performance.
• When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded in
your Progress Chart and Accomplishment Chart
• You need to complete this module before you can perform the next module

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MODULE CONTENT
UNIT OF COMPETENCY : Participate in workplace communication
MODULE TITLE : Participating in workplace communication
MODULE DESCRIPTOR : This module covers the knowledge, skills and

attitudes required to obtain, interpret and convey
information in response to workplace requirements.
NOMINAL DURATION : 4 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
LO1. Obtain and convey workplace information
LO2. Complete relevant work related documents.
LO3. Participate in workplace meeting and discussion.
ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.

2. Effective questioning, active listening and speaking skills are used to
gather and convey information.
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are
identified and followed.
6. Defined workplace procedures for the location and storage of information
are used.
7. Personal interaction is carried out clearly and concisely.
8. Ranges of forms relating to conditions of employment are completed
accurately and legibly.

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9. Workplace data is recorded on standard workplace forms and documents.
10. Basic mathematical process is used for routine calculations.
11. Errors in recording information on forms/ documents are identified and
rectified.
12. Reporting requirements to superior are completed according to enterprise
guidelines.
13. Team meetings are attended on time.
14. Own opinions are clearly expressed and those of others are listened to
without interruption.
15. Meeting inputs are consistent with the meeting purpose and established
protocols.
16. Workplace interaction is conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
17. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
18. Meeting outcomes are interpreted and implemented.
ASSESSMENT METHODS:
 Written test
 Practical/performance test
 Interview

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LEARNING OUTCOME # 1 Obtain and convey workplace information
CONTENTS:
 Parts of speech
 Sentence construction
 Effective communication
1. Specific relevant information is accessed from appropriate sources.

2. Effective questioning, active listening and speaking skills are used to
gather and convey information.
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are
identified and followed.
6. Defined workplace procedures for the location and storage of
information are used.
7. Personal interaction is carried out clearly and concisely.
CONDITION:
The students/trainees must be provided with the following:
 Writing materials (pen and paper)

 References (books)
 Manuals
ASSESSMENT METHOD:
 Written test
 Interview

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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
Answer self Check 1.1.1 Compare Answer in the Answer Key

Read Information Sheet 1.1.2on
Sentence construction

Effective Communication

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INFORMATION SHEET 1.1-1
Subject
The subject of a sentence is the noun---or word group acting as a noun---that

performs the action expressed in the predicate of a sentence or clause. The
subject may be one word: Sally loves chocolate. The subject may be in a noun
phrase:
 Seeing the parade was exciting.
 The black and white dog was barking fiercely at the stranger.
Predicate
The predicate is the part of the clause or sentence that says something about
the subject. In other words, the part of the sentences that is not the subject and

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its modifiers is the predicate. A predicate can be one word or several words, not
all of which are verbs.
The principal part of the predicate is the verb.
 The dog sniffed.

 The dog has been sniffing.
 The dog sniffed, looked around, and growled.
Compound verbs are two or more verbs joined by a conjunction, (in this
sentence, the word and) and relating to the same subject. The subject of the
following sentences is cobra:
 The cobra saw the dog coming closer and raised itself into striking
position.
 The cobra hissed, opened its hood, and prepared to strike.
Complete predicates are all the words in a clause or sentence except the
subject and its modifiers:
 The cobra saw the dog coming closer and raised itself into striking position.
 The agile dog moved from side to side rapidly, trying to corner the cobra.
Objects
The object of a sentence can be a noun, pronoun, or word group that acts as a
noun, and receives the action of a verb or is influenced by a transitive verb,
verbal (a word derived from a verb, i.e., gerund, infinitive, and participle), or a
preposition. (More on Objects)
1. Direct object: Receives the action of a verb or verbal and frequently follows it
in a sentence. Direct objects are often needed to complete the thought of a
sentence. "Rueben reads the newspaper." "Reuben reads" is a complete
sentence, but it doesn't express the complete thought. Reuben reads what? He
reads the newspaper.
2. Indirect object: Tells for whom, to whom, or to what something is

done. "Reuben reads his grandmother the newspaper." Reuben reads the
newspaper to whom? to his grandmother. Grandmother is the indirect
object. Pronouns are also used as indirect objects: "Reuben reads her the
newspaper." Indirect objects often come between the verb and the direct object.

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The sentence could also be: "Reuben reads the newspaper to his
grandmother." The prepositional phrase to his grandmother is the indirect object
of the sentence.
3. Object of Preposition: Objects follow prepositions and are linked by them to

the rest of the sentence. (See Prepositional Phrase)
Complements A word or word group that completes the meaning of a subject,

an object, or a verb.
1. Subject complement: Follows a linking verb and modifies or refers to the

subject. It may be a noun (also known as a predicate noun or nominative) or an
adjective (also known as a predicate adjective).
 Olivia is pretty. (The adjective pretty is a subject complement; it describes

the subject, Olivia.)
 Annie is an English teacher. (The noun phrase English teacher is also a
subject complement; it describes Annie.)
2. Object complement: Follows and modifies or refers to a direct object.
 Blake considers American television silly. (television is the direct

object. silly describes television; it is the object complement.)
 The judges elected her Miss Brazil, 2002. (Miss Brazil is the object
complement, describing the direct object her.)
3. Verb complement: This is a direct or indirect object of a verb. It may be a

noun, pronoun, or word or word group acting as a noun.
 Aunt Gertie gave Patty my dessert. (Patty is the indirect object, my

dessert is the direct object of the verb gave. Both are considered verb
complements.)

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Sentence construction
Proper Sentence Construction

 Time is usually placed at the end of a sentence.
EXAMPLE: I visited the Eiffel Tower in 1999.
 Time may also be placed at the start of a sentence.
EXAMPLE: In 1999, I visited the Eiffel Tower.
 Place comes before time in all cases.
EXAMPLE: I visited the Eiffel Tower in Paris in 1999.

I visited the Eiffel Tower in 1999 in Paris. (INCORRECT)
 An adverb (in bold) is usually placed between the subject and the verb.
EXAMPLE: He often looks at the sky.

EXAMPLE: She always grumbles about the weather.
EXAMPLE: Tom seldom talks to anyone.
 Some adverbs can be used at the beginning or end of a sentence.
EXAMPLE: Normally I go to the library with her.

EXAMPLE: Sometimes I feel tired for nothing.
Writing Paragraph

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A paragraph is a number of related sentences focused on an idea. It forms a part
of a larger piece of writing such as a composition. The basic aim of a paragraph is
to communicate an idea in a clear and effective way. It aims to discuss one
aspect of the subject or topic.
The length of a paragraph varies according to the simplicity or complexity of the

main idea. A paragraph should not be so short that the idea talked about is
inadequately described or explained. It should not be so long either that it covers
more than what is intended.
A paragraph with a length of between five and eight sentences is

normally sufficient to expand on an idea. Anything more than this may be better
organized into a separate paragraph. This ensures not more than one idea is
covered in one paragraph. After all, the purpose of paragraphs is to separate
ideas. A new paragraph means a new idea is being dealt with.
A paragraph starts off with a topic sentence. This first sentence introduces the
main idea of the paragraph. The sentences that follow the topic sentence discuss
the idea. Some of the things the writer does here, for example, include expanding
on the idea, establishing the facts, providing details, and quoting examples. They
must strictly be about the idea and not deviate to something else.
Coherence of a paragraph is important to maintain continuity. This can be

accomplished by making use of sentence connectors, such as introductory words
or phrases, as follow:
In addition, ...; Furthermore, ...; Moreover, ...; On top of that, ...

Consequently, ...; As a result, ...; hence, therefore,
On the contrary,...; Nevertheless, ...; Conversely, ...; Otherwise, ...
For instance, ...; For example,...; Take the case of...
Likewise, ...; Similarly, ...; To conclude, ...: In short, ...
Once, still, later, finally, indeed, in fact.

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The idea here is to break the topic into smaller units, each of which is used as a
basis for your paragraph.
The last sentence in a paragraph is the concluding sentence of the paragraph.

Use different words to restate the idea as introduced by the topic sentence in this
concluding sentence – a summary of what has been discussed.
Effective Communication
INTRODUCTION:

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In any field of work, communication plays a vital role, it is necessary to
develop your communication skills in order to gain confidence, self-esteem and to
be able to actively participate in the workplace with co-workers.
Information is communicated in two directions; sometimes you receive

information and sometimes you convey it. In the workplace, you communicate
regularly with your employer or supervisor and co-workers. You might also
communicate with customers, suppliers and other people outside your
workplace.

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What is Communication?
The word “communication” came from the Latin word “communis”, which means
commonness. When people communicate with one another, they establish a
commonness; they share a commonality. Dictionaries define the process as “the
giving and receiving of communication signals or messages by talking, writing,
gestures, and signals.”
Communication defined:
 Communication – is any written, verbal or non-verbal behaviors that allow

people to express their thoughts and feelings and to have them received by
someone else.
 Herta A. Murphy and Herbert W. Hilderbrandt

Communication is the lifeblood of every organization.
 Charles R. Wrigt
Communication is the basis of all social existence.
 Herman M. Weisman
“Communication is a process through which two or more human beings
share each other’s thoughts, ideas, feelings, insights, and information, and
exchange meanings.”

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Forms of Communication
Communication can be of three (3) forms
1. Spoken communication
2. Non-verbal communication
3. Written communication
1. Spoken communication includes:
1) FACE TO FACE CONVERSATION
2. TELEPHONE OR CELLULAR PHONE CONVERSATION
The 4 things you need to address in your greeting

are:
 Welcome your caller,

 Announce who your firm is,
 Introduce yourself,
 Let them know you're here to help them.
Always try to pick it up within the first few rings

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EXAMPLE:
Now let's have a go. Ok, your phone is ringing, you pick it up within the first
few rings, then you say:
Good afternoon, welcome to Construction sector Office of , , this is

Mary. May I help you?"
Then pause...
The caller will then usually announce their name and give you the person's
name they wish to speak to or some detail as to what they're calling about so
you can connect them to the right person. (Sometimes it's not this straight
forward though).
If they do announce their name, jot it down straight away if you don't think
you'll remember. Also its helpful to make notes when they give you the
reason for their call so you don't have to ask them again for the details.
Now that you have their name, its always more friendly to repeat their name
back to them when addressing them. It makes them feel important and that
they're not wasting your time. For example:
"Yes, Mrs Smith, if you could hold the line one moment, I'll put you
through to Mr Brown."
3. TWO-WAY RADIO COMMUNICATION

A two-way radio is a radio that can both
transmit and receive (a transceiver), unlike
a broadcast receiver which only receives
content.
Two-way radios are available in mobile,
stationary base and hand-held portable
configurations. Hand-held radios are often
called walkie-talkiesor handie-talkies. A push-
to-talk or Press To Transmit button is often
present to activate the transmitter.
A mobile phone or cellular telephone is an example of a two-way radio that

both transmits and receives at the same time (or full-duplex). It uses two

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different radio frequencies to carry the two directions of the conversation
simultaneously.
Written Communication includes:
1. Written notes/memoranda
A memorandum, also known

as memo is a document or a
common form of
communication that is used
to convey certain information
or ideas to the concerned
persons.
These memorandums are often used in workplace to communicate with

the co-workers or employees in a speedy and informative way. To ensure
your message is understood by the respective persons, it is very important
that you make your memo writing skills more efficient.
2. E mail 3. Text instructions
4. Workplace signs 5. Reading/ instructional

materials

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6. Message from fax machine
Types of nonverbal communication and body language
There are many different types of nonverbal communication. Together, the

following nonverbal signals and cues communicate your interest and investment
in others.
Facial expressions
The human face is extremely expressive, able to

express countless emotions without saying a
word. And unlike some forms of nonverbal
communication, facial expressions are universal.
The facial expressions for happiness, sadness,
anger, surprise, fear, and disgust are the same
across cultures.
Body movements and posture

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Consider how your perceptions of people are
affected by the way they sit, walk, stand up, or
hold their head. The way you move and carry
yourself communicates a wealth of information
to the world. This type of nonverbal
communication includes your posture, bearing,
stance, and subtle movements
Gestures
Gestures are woven into the fabric of our daily
lives. We wave, point, beckon, and use our hands
when we’re arguing or speaking animatedly—
expressing ourselves with gestures often without
thinking. However, the meaning of gestures can
be very different across cultures and regions, so
it’s important to be careful to avoid
misinterpretation.
Eye contact
Since the visual sense is dominant for most
people, eye contact is an especially important
type of nonverbal communication. The way you
look at someone can communicate many things,
including interest, affection, hostility, or
attraction. Eye contact is also important in
maintaining the flow of conversation and for
gauging the other person’s response.
Touch
We communicate a great deal through touch.
Think about the messages given by the following:
a firm handshake, a timid tap on the shoulder, a
warm bear hug, a reassuring pat on the back, a
patronizing pat on the head, or a controlling grip
on your arm.

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Have you ever felt uncomfortable during a
conversation because the other person was
standing too close and invading your space? We
all have a need for physical space, although that
need differs depending on the culture, the
situation, and the closeness of the relationship.
You can use physical space to communicate
many different nonverbal messages, including
signals of intimacy, aggression, dominance, or
affection.
Non-verbal communication includes:
Appearance Body language Gesture/posture Attitude

( Attitude includes silence, time, sounds, etc.
ELEMENTS OF EFFECTIVE COMMUNICATION
1. L I S T E N I N G
Tips to Effective Listening
1. Use attentive body language.

1.1 Maintain eye contact and avoid visual
distraction
1.2 Be aware of what your body language is
communicating about; how interested
and willing you are to listen.
1.3 Observe the speakers non-verbal clues
1.4 Listen with more than your ears.

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2. Learn to use your thinking time.
2.1 Keep your mind from wondering by
asking yourself question about what the
speaker is telling you.
2.2 Make mental notes that are relative to
discussion/topic.
3. Become an observer-control your mouth.

3.1 It is impossible to speak and listen at the
same time.
4. Listen with an open mind and avoid

prejudice.
4.1 Avoid the tendency to resist ideas that are
of no personal interest to you.
4.2 Guard against then tendency to blank out
or skip over ideas which you would rather
not hear.
5. Don’t jump to conclusion.

5.1 Listen all the way through to ensure a
complete and accurate understanding of
what is being said.
6. Let the speaker know that you hear and

understand.
6.1 Give encouraging response.
6.2 Paraphrase the speaker’s message to share
the understanding of what is being said.
6.3 Reflect the feelings of the speaker, not just
the work.

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2. QUESTIONING AND OR FEEDBACKING
At work, we need to ask questions for

many reasons like:
 We need to find out what to do
 We need to get information
 We need to check that we have
understood correctly.
Questions can be divided into two main categories:
1. Closed Questions
Closed questions don’t need detailed
information. They are questions which
can be answered with a simple “yes” or
“no” or one word. Such questions do not
need a long and detailed response. They
are very useful if you need to find out
simple information or need to check
specific details
2. Open Questions
Open questions are used to find out

detailed information. These questions
encourage the receiver to explain with a
longer answer. Open questions often start
with words like “why” and “how.” They are
used to open up a discussion or
conversation. You cannot give one-word
answer to these questions.
FEEDBACK – is a response to either action or words; an action performed as

response, either spoken or written.

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Two kinds of Feedback:
1. Positive feedback – tells you 1. Negative feedback – Information

positive things, things you like to given to you about the way you can
hear. improve on or what you need to
change.
BLOCKING OUR BARRIERS
Barriers to good communication:
Barriers to communication can make

things difficult and causes
misunderstandings. Good
communication is affected when the
sender and the receiver do not
understand the message in the same
way.
POOR COMMUNICATION MAY LEAD TO:
Time lost Poor quality
Accident

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Feeling left out Poor communication may lead to: Wastage
1. Time being lost because work

needs to be redone
2. Accidents
3. Poor quality service/products.
4. Wastage
5. People feeling left out.
6. Teams not working well.

7. Mistakes being made because
instructions are not clear.
8. Misunderstanding
Instructions not clear Misunderstanding
Teams at work!
Good communication can be affected by:
1. Non-verbal communication which sends the opposite message to what is

being said. Remember that what we see is different to what we hear; the
non-verbal communication always delivers the strongest message.
2. Poor listening
3. Use of slang or jargons
4. Ambiguity
5. People who think that they know everything and don’t listen.
6. Making assumptions about what people do or don’t know.
7. Poor expressions.
The Communication Process

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Sender Message Method Receiver
 Communication starts with an idea in the sender’s mind.

 The sender translates the ideas into words and this becomes the message.
 A method or strategy is used in order that the message can be transmitted.
 The receiver receives the message and translates it back into an idea.
When the receiver’s idea is the same as the sender’s idea. Effective
communication has take place.
Tips for Improving Communication
1. Ask questions to determine knowledge level.

2. Listen to vocal clues.
3. Watch for non-verbal clues.
4. Use simple words
5. Asks questions if you do not understand something; feel you have missed the
point.
6. Use pictures or diagrams whenever appropriate.
7. Use gestures to assist you

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LEARNING OUTCOME # 2 Complete relevant work related documents
CONTENTS:
 Basic mathematics
 Technical writing
 Types of forms
1. Ranges of forms relating to conditions of employment are completed

accurately and legibly.
2. Workplace data is recorded on standard workplace forms and
documents.
3. Basic mathematical process is used for routine calculations.
4. Errors in recording information on forms/ documents are identified and
rectified.
5. Reporting requirements to superior are completed according to
enterprise guidelines.
CONDITION:
 Writing materials (pen and paper)

 Manuals
ASSESSMENT METHOD:
 Written test
 Interview

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Learning Outcome # 2: COMPLETE RELEVANT WORK RELATED DOCUMENTS

Basic Mathematics
Technical Writing

Types of forms
Information Sheet 1.2-1
Basic mathematics

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Many people believe that you have to
have a knack for math in order to do
well in it. However, understanding
the basic principles of math does not
need any innate talent, or a genius
intellect. What
it does need is a change in attitude,
and a solid foundation of basic skills
on which to build.
WRITING NUMBERS
Rule 1. Spell out single-digit whole numbers. Use numerals for numbers greater
than nine.
Examples:
I want five copies.
I want 10 copies
Rule 2. Be consistent within a category. For example, if you choose numerals

because one of the numbers is greater than nine, use numerals for all
numbers in that category. If you choose to spell out numbers because
one of the numbers is a single digit, spell out all numbers in that
category.
If you have numbers in different categories, use numerals for one category and
spell out the other.
Correct:
My 10 cats fought with their 2 cats.
My ten cats fought with their two cats.
Incorrect:
I asked for five pencils, not 50.

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Rule 3. Always spell out simple fractions and use hyphens with them.
Examples:
One-half of the pies have been eaten.
A two-thirds majority is required for that bill to pass in Congress.
Rule 4. A mixed fraction can be expressed in figures unless it is the first word of
a sentence.
Examples:
We expect a 5 1/2 percent wage increase.
Five and one-half percent was the maximum allowable interest.
Rule 5. The simplest way to express large numbers is best. Round numbers are
usually spelled out. Be careful to be consistent within a sentence.
Correct:You can earn from one million to five million dollars.
Incorrect:You can earn from one million to $5,000,000.
Rule 6. Write decimals in figures. Put a zero in front of a decimal unless the
decimal itself begins with a zero.
Examples:
The plant grew 0.79 of a foot in one year.
The plant grew only .07 of a foot this year because of the drought.
Rule 7. With numbers that have decimal points, use a comma only when the
number has five or more digits before the decimal point. Place the
comma in front of the third digit to the left of the decimal point.
When writing out such numbers, use the comma where it would appear in the
figure format. Use the word and where the decimal point appears in the figure
format.
Examples:
$15,768.13: Fifteen thousand, seven hundred sixty-eight dollars and

thirteen cents
$1054.21: One thousand fifty-four dollars and twenty-one cents
Note:
If the number has no decimal point, authorities disagree on whether to begin
using the comma with four-digit numbers or to begin using the comma with five-
digit numbers.

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Rule 8, The following examples apply when using dates:
Examples:
The meeting is scheduled for June 30.
The meeting is scheduled for the 30th of June.
We have had tricks played on us on April 1.
The 1st of April puts some people on edge.
Rule 9. When expressing decades, you may spell them out and lowercase them.
Example: During the eighties and nineties, the U.S. economy grew.
Rule 10. If you wish to express decades using incomplete numerals, put an
apostrophe before the incomplete numeral but not between the year
and the s.
Correct: During the '80s and '90s, the U.S. economy grew.
Incorrect: During the '80's and '90's, the U.S. economy grew.
Rule 11. You may also express decades in complete numerals. Again, don't use
an apostrophe between the year and the s.
Example:During the 1980s and 1990s, the U.S. economy grew.
Rule 12. Normally, spell out the time of day in text even with half and quarter
hours. With o'clock, the number is always spelled out.
Examples:
She gets up at four thirty before the baby wakes up.
The baby wakes up at five o'clock in the morning.
Rule 13. Use numerals with the time of day when exact times are being
emphasized or when using A.M. or P.M.
Examples:
Monib's flight leaves at 6:22 A.M.
Please arrive by 12:30 sharp.
She had a 7:00 P.M. deadline.
Rule 14. Use noon and midnight rather than 12:00 P.M. and 12:00 A.M.
Rule 15. Hyphenate all compound numbers from twenty-one through ninety-
nine.
Examples:
Forty-three persons were injured in the train wreck.
Twenty-three of them were hospitalized.

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Rule 16. Write out a number if it begins a sentence.
Examples:
Twenty-nine people won an award for helping their communities.
That 29 people won an award for helping their communities was fantastic! OR
That twenty-nine people won an award for helping their communities was
fantastic!
ARE YOU READY FOR THE QUIZ?
http://www.grammarbook.com/numbers/numbers.asp
Writing Numbers Quiz

1. Choose the correct sentence.
A) I asked for two copies each for my 12 employees.
B) I asked for 2 copies each for my 12 employees.

A) If only 5 people show up instead of eleven, will you still make a
speech?
B) If only five people show up instead of eleven, will you still make a
speech?
A) One fifth of the inventory was ruined in the fire.
B) One-fifth of the inventory was ruined in the fire.
A) A two thirds majority is needed to pass the
measure.
B) A two-thirds majority is needed to pass the
measure.
A) The tree grew only .5 of an inch because of the
drought.
B) The tree grew only 0.5 of an inch because of the
drought.

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ROUNDING OFF NUMBERS
GET THESE RULES FOR ROUNDING OFF NUMBERS
CASE A: For example, if only one

In rounding off numbers, the last figure decimal is to be kept, then
kept should be unchanged if the first figure 6.422 becomes 6.4.
dropped is less than 5.
For example, if only two

CASE B:
decimals are to be kept, then
In rounding off numbers, the last figure
6.4872 becomes 6.49.
kept should be increased by 1 if the first
Similarly, 6.997 becomes
figure dropped is greater than 5.
7.00.
For example, if only one

CASE C:
decimal is to be kept, then
In rounding off numbers, if the first figure
6.6500 becomes 6.6.
dropped is 5, and all the figures following
the five are zero or if there are no figures
after the 5, then the last figure kept should
be unchanged if that last figure is even.
7.485 becomes 7.48.

CASE D:
In rounding off numbers, if the first figure
6.755000 becomes 6.76.
dropped is 5, and all the figures following
the five are zero or if there are no figures
after the 5, then the last figure kept should
decimals are to be kept,
be increased by 1 if that last figure is odd.
8.995 becomes 9.00.
For example, if only one

CASE E: decimal is to be kept, then
In rounding off numbers, if the first figure 6.6501 becomes 6.7.
dropped is 5, and there are any figures
following the five that are notzero, then the For example, if only two
last figure kept should be increased by 1. decimals are to be kept, then
7.4852007 becomes 7.49.

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EXAMPLES USED IN THE RULES
Number of Last figure

First figure
decimal Last figure kept and/or
NUMBER to be
places to be kept number
dropped
desired becomes
a) 6.422 1 6.4 6.42 6.4
b) 6.4872 2 6.48 6.487 6.49
c) 6.997 2 6.99 6.997 7.00
d) 6.6500 1 6.6 6.65 6.6
e) 7.485 2 7.48 7.485 7.48
f) 6.755000 2 6.75 6.755 6.76
g) 8.995 2 8.99 8.995 9.00
h) 6.6501 1 6.6 6.65 6.7
i) 7.4852007 2 7.48 7.485 7.49

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INSTRUCTIONS: Round off the following numbers to the number of decimal
places indicated in the column on the right. Enter your answers in the last
column provided.
Number of decimal
PROBLEM NUMBER Answer
places desired
A 2.1988 1
B 5.7322 2
C 0.3552 2
D 4.09997 4
E 9.999517 3
F 6.8652 2
G 19.4745 3
H 2.7500 1
How To Write Out The Amount On A Check
let’s talk about how to write out the amount on a check.
Below the “Pay To” line is a blank line. This line is used to write out the amount
of the check in long form; spelling out the numbers.
When you write out the amount, you only write out the PESO amount, not the
cents. The cents is written as a number over 100. For example, 39 cents would
be written as 39/100.

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A few things to remember:
Always start writing out the peso amount at the beginning of the
line. This prevents someone from changing the amount by writing
an additional peso amount at the beginning of the line.
After writing out the cents as xx/100, draw a line from this point to the end of
any space left. This prevents someone from changing the amount on the
check. For example, you would write out P25.67 as follows:
Twenty Five 67/100————————-pesos
One more point to make. When writing out the amount, there are two ways that
you can write out the numbers and both are accepted. You can write out the
numbers and include dashes or not include them. For example, to write out
P1,239.00, you can write it two different ways:
 One Thousand Two Hundred Thirty Nine 00/100 Or

 One-Thousand Two-Hundred Thirty-Nine 00/100
 There are also examples of how to write out the amount on a check. Below
is a sample from the guide:
1000’s Ones Cents

100’s place 10’s place
place = place = place =
= blue = Green
purple black red
Three
3,867.19
Thousand
Eight
3,867.19
Hundred
3,867.19 Sixty
3,867.19 Seven
3,867.19 19/100
Three Eight
3,867.19 Sixty Seven 19/100
Thousand Hundred

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 3,867.19 = Three Thousand Eight Hundred Sixty Seven 19/100
Technical writing
Technical writing is a form of technical communication. it is a style of writing used in fields
as diverse as computer hardware and software, engineering, chemistrythe aerospace,

industry, robotics, finance, consumer electronics, and biotechnology.
technical writers begin by forming a clear understanding of the purpose of the document
they will create. if payment for production comes from a second party, this includes a
detailed interview with the party that pays for the document's production. technical writers
then typically gather information from existing documentation and from subject matter
experts.
NOTES ON TECHNICAL WRITING
The purpose of technical writing is to inform the reader of something; the style
should further that purpose, not detract from it by trying to entertain, cajole, or
confuse the reader.
Good technical writing has just the opposite characteristics. It is clear and
direct. It is grammatically correct both in letter and in spirit. Furthermore, it
utilizes the great richness and
variety in English expression to convey ideas in the most efficient and effective
manner
For technical documents to be useful, readers must be able to understand and

employ them without having to decode wordy and ambiguous prose. Good
technical writing clarifies technical jargon; that is, it presents useful information
that is clear and easy to understand for the intended audience. Poor technical

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writing may increase confusion by creating unnecessary technical jargon or by
failing to explain unavoidable technical terms that readers would not be expected
to know.
Consider a technical writer writing a cake recipe:
 Audience: Is the audience composed of people in home kitchens, or highly

trained chefs in professional kitchens?
 Source: Is there existing documentation—a rough draft? Who is the subject
matter expert (SME)?
 Deliverable: Is the deliverable simple text for inclusion in a book, or formatted
to final form? Is the target a paper, a web page, or something else?
The three C's of good technical writing are:
 Clear
 Concise
 Complete
Clear, concise, and complete writing helps the reader to grasp the meaning
quickly.

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Information Sheet 1. 2.3
TYPES OF FORMS
Types of form Templates
The following describes the types of templates that are available to form
designers.
 Sample form templates: Pre-made templates provided with the Designer.

 Custom form templates: Custom templates created by you or other form
designers in your organization.
 Background image templates: Images of existing paper forms that guide
you in recreating the original form.
 Content management system form templates: Public templates are
created for content management systems. Public templates allow form
information to be used within a system management workflow to activate
additional processes. Public templates do not display user information to
the general public.
Filling Out Forms
In filling out forms/documents relating to conditions of employment, the

following must be observed.
 Complete needed/asked data;

 Data must be accurate;
 Entries should be written legibly;
 As much as possible, never leave any item vacant; and
 Read important instructions.
Forms that are needed to be filled out are:
 Daily Time Record (DTR)  Bio-Data, Sample form templates

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 Letter of application (Apply your qualification)
 Others (as required by trainer/supervisor)
e.g. Log of daily activities, etc.
BIO DATA FORM

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Sample of Application Letter

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Daily Time record Sample

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ACTIVITY SHEET
Each of you will be given forms indicated below; accomplish each form
following the things to be observed in filling-out forms:
Submit them to your trainer/supervisor for comments and

recommendations.
FORMS TO BE ACCOMPLISHED:
1. Daily Time Record (DTR)

2. Bio-Data
3. Others (as may be required by the trainer/supervisor)
( Letter of application)
 Prepare letter of application
 Log of daily activities

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LEARNING OUTCOME # 3 Participate in workplace meetings and
discussions
CONTENTS:
 Sentence construction
 Technical writing
 Recording information
1. Team meetings are attended on time.

2. Own opinions are clearly expressed and those of others are listened to
without interruption.
3. Meeting inputs are consistent with the meeting purpose and established
protocols.
4. Workplace interaction is conducted in a courteous manner appropriate
to cultural background and authority in the enterprise procedures.
5. Questions about simple routine workplace procedures and matters
concerning conditions of employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.
CONDITION:
 Paper
 Pencil/ball pen
 Manuals
ASSESSMENT METHOD:
 Written test

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 Interview
Learning Outcome # 2: COMPLETE RELEVANT WORK RELATED DOCUMENTS

Sentence Construction Please see Information sheet No. 1.1.2
Technical Writing Please see Information sheet No. 1.2.2

Types of forms

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Conduct of Formal, Informal Meetings and Symposia
There is a greater degree of formality in formal meetings with contribution of

being directed at or through the chair, rather than a more direct member-to-
member interaction. There are usually more specific rules and procedures which
have to be followed; those that are necessary to avoid confusion during the
meeting. The “agenda” has to be presented prior to the meeting in a written form.
A quorum is essential to allow the meeting to progress officially. Officers or
formal official committees or meetings must know which legal covers exist and
how they might affect the meeting practice. Members often have a problem of
being recognized by the chair as wanting to speak.
HOW TO RUN A FORMAL MEETING
As your small business grows so will the size of your company meetings. Informal
get-togethers can be effective, but when time is tight and projects are complex,
more order is necessary. Working with corporate clients may also require you to
lead a formal meeting.

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Step One: Set Objectives.
A clear objective will encourage people to attend the meeting because they will
understand its intent. It also will set the foundation for a focused meeting.
Meetings usually have one of two objectives - to inform or to decide. "Discussion"

is not a meeting objective.
Step Two: Assemble Attendees
Create a list of who needs to attend this meeting. Think carefully about whether
or not someone needs to be in the room for the duration of the meeting (perhaps
they can join you via conference call, or for one specific topic). Remember, if you
waste someone's time, he or she will be less likely to attend and participate in the
next meeting you run.
. You must be courteous of people's schedules, but you will have an easier time
scheduling a meeting if you say "Please plan to attend and if you cannot make it
let me know." Always let people know the objective of the meeting, the time it will
begin and the time it will end. Also, stress that it will begin on time.
Step Three: Create an Agenda
An agenda is a list of the key items to review in order to meet your objective.
If you decide to hand out an agenda, be sure to state the objective and date at
the top of the page. All points should be bulleted. Everyone in the meeting should
receive one, so be sure to make more than enough copies.
Step Four: Maintain Control
Once the meeting has begun, it is your responsibility to keep it moving and keep
it focused. Here are some tips for accomplishing this:
 Start on time, even if people are late. If you wait until the last person
arrives, you train people to be late.
 Briefly state what the meeting is about.
 If you have passed out an agenda, be sure everyone follows it so that you
accomplish your objectives.

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 If discussion drags on a topic and a decision is not being made, it is your
job to interject and say something like, "For the sake of the timeline of the
project, we need to make a decision."
 If it is apparent that something cannot be resolved, determine what will be

necessary to resolve it in the future and add it to the project timeline.
 Crowd control: You have to be firm if the group gets off track and suggest
that the matter be discussed at another time.
 Schedule the next meeting at the end of the current one.
 If you called the meeting, you are responsible for taking notes or appointing
someone to take notes.
Step Five: Follow-up

Once the meeting has ended, you still have work to do.
Put together and distribute an internal memo summarizing what was covered,
what was resolved, and what actions need to be taken for issues requiring
further clarification.
Make sure to thank people for attending and participating. They will be happy to
know their time was appreciated.
INFORMAL MEETING

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Is held in a face-to-face meeting or more
direct member to member interaction. It
is a quickly arranged meeting as a result
of a chance encounter in a corridor or
the like. A proposal by a member can be
made during the meeting. It usually
arises as a result of discussion.
Chairpersons, secretaries and members
of associations or organizations need not
to worry too much about legal aspects.
How to hold informal meeting
First of all, one should be direct and honest when calling an informal meeting.
Funny to say it, but there's almost nothing so difficult as holding informal
meetings.
An informal meeting is a great way of giving of a spirit of ease and comfort, even
though something serious may be underway. An informal meeting can be fun; you
can bring food, for example, to a formal meeting; employees can lounge about
where they like; speak up when they like; make their voices heard.
SYMPOSIUM

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 A meeting at which several speakers
discuss a topic before an audience.;
 . A meeting or conference for

discussion of a topic, especially one
in which the participants form an
audience and make presentations.
ACTIVITY SHEET
Conduct meeting following the given steps:
9. Group yourselves into 7 to members.
1. Choose one to act as-

 Chairman – to preside the meeting and see to it that everybody
participates in the discussion. The Chairman makes the
introduction and adjourns the meeting.

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 Secretary – who will take note of the minutes of the meeting.
The secretary has the task of summarizing the
outcome/agreements of the meeting before adjournment of the
meeting.
2. The rest of the group will listen and make feedback and process the
presentation.
3. You may choose among the suggested topics below or you can
discuss any topic that will interest everyone in the group.
 An excursion to a beach
 The difference between hearing and listening.
 The necessity of wearing uniform among trainees. Discuss its

advantages and disadvantages.
Protocol as a Code of Conduct
Protocol: It is the rules of correct or

appropriate behavior of a group,
organization or profession.
It is the customs and regulations

dealing with diplomatic formality,
precedence and etiquette
ETHICAL PRINCIPLES:

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Philosophers have attempted to determine goodness in conduct according
to two chief principles, and have considered certain types of conduct either good
in themselves or good because they conform to a particular moral standard. The
former implies a final value, which is desirable in itself and not merely as a
means to an end. In the history of ethics , there are three principal standards of
conduct, each of which has been proposed as the highest good: happiness or
pleasure; duty, virtue or obligation; and perfection, the fullest harmonious
development of human potential.
Depending on the social setting, the authority invoked for good conduct is
the will of a deity, the pattern of nature, or the rule of reason. When the will of
deity is the authority, obedience to the divine commandments in scriptural texts
is the accepted standard of conduct. If the pattern of nature is the authority,
conformity to the qualities attributed to human nature is the standard. When
reason rules, behavior is expected to result from rational thought.
MINUTES OF MEETINGS
Minutes are official records of meetings and are usually taken by the secretary.
They should be concise, accurate and well-organized. Minutes helps in refreshing

memories of participants, provide information to individuals who were not
present, and help in preparing members for upcoming meetings.
The following are the parts normally included in minutes of meetings:

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 Name of the organization
 Kind of meeting (regular, special, annual, committee, etc.)
 Date, time and place of meeting
 A statement indicating the, or presence of the president and the
secretary, or, if they were absent, the names of their substitutes.
 A statement concerning the minutes of the last meeting (whether
approved, reading dispensed with, etc.)
 Committee reports
 List of new committees formed
 All main motions (except those withdrawn) with the name of the
maker (whether carried or lost)
 All point of order and all appeals (whether sustained or lost)
 A record of voting
 A short statement about the program, if any
 Time of adjournment
 The secretary’s signature
These parts vary depending on the purpose and formality of the meeting.
Style will also vary based on the parliamentary authority used by the group.
The recorder of minutes should take important statements verbatim and

note actions taken and decisions made. He/she may attach committee reports to
the minutes. It is important to record what was done – not merely what was said.
Individuals presenting motions and resolutions should be identified by

name in the minutes. It is also important to indicate that a motion was seconded,
but the name of the individual who seconds a motion need to be recorded.
Information 3.3-3
(5s) Five Steps of shaping up the Workplace

5S HOW
SEIRI (Sort). Taking out and disposing unnecessary items.

SEITON (Systematize). Arrangement/organization of necessary
items in good order for use.
SEISO (Sweep). Cleaning of the workplace, including tools and
equipment.

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SEIKETSU (Sanitize). Maintaining the workplace in high standard of
housekeeping and organization.
SHITSUKE (Self-Discipline). Doing things spontaneously without
being told.
1. SEIRI (Sort)
 Segregate and Red Tag all
unwanted rework-able
and obsolete items.
 Dispose off the unwanted
items.
 Keep the bare essentials
and clear of the
walkways.
 Identify abnormal
occurrences
 IMMEDIATELY THROW
AWAY all things belonging
to you which are not of
any use anymore.
 DISPOSE unnecessary
things belonging to other
people or to the company
in their proper places.
Remove the clutter and
avoid accidents.
Taking out and disposing
unnecessary items.

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2. SEITON (Set in Order)/Systematize
 Mark appropriate location and

quantity for each item
 Use signboards, labels, colours
codes for easy identification.
 Use index for files, records,
drawings etc. to facilitate
irretrievability.
 Plan storage and accessibility.
A Place for everything and everything in its place.

The most often used item should be nearest and ergonomically situated-
meaning there should be little effort required in assessing, using and returning
the equipment, tools and parts
3. SEISO(Shine)/Sweep
 Clean and inspect defined areas,

workplace, machines and other
items.
 Identify abnormal situations like
noise, heat, vibration etc.
 Take remedial action to prevent
re-occurrence.
Clean and healthy place eliminates
waste.

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Seiso also means cleaning even if things are NOT DIRTY, because a regular
cleaning schedule will prevent things from having the chance to get dirty
4. SEIKETSU
(Standardize)/Sanitized
Prevent deterioration using 5W & 1H
strategy.
How…
1. PREPARE a Housekeeping Standard
Checklist. Checklist should be very
detailed and stringent. Remember
that thoroughness is a requirement
of EXCELLENCE.
2. EVALUATE workstations according
to the Housekeeping Standard
Checklist.
3. IMPLEMENT a periodic clean-up
schedule.
 Establish standards.
4. IMPLEMENT an award and sanction
 Develop visual controls to expose scheme
abnormality.

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 Integrate with daily work management. Standards improve reliability and
consistency.
5. SHITSUKE (Self
Discippline)
 Create an environent
through slogans, posters
and other visuals
 Set an example, from a
habit.
 Conduct audits to evaluate
approach and results.
 Recognise 5S
achievements.
Walk the talk :
Action speaks louder than
the words
Doing things spontaneously without being told.

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COMPETENCY BASED LEARNING MATERIAL

DREAM BUILDERS TECNOLOGICAL INSTITUTE INC.

PUROK 5 CALASGASAN DAET CAMARINES NORTE

Occupation Title and Qualification: PLUMBING NC II

Unit of Competency: Participate in Workplace Communication

Module Title: Participating in Workplace Communication

Date Enhanced: Document No.

The unit of competency, " Participate in Workplace Communication ", is one of

Date Enhanced: Document No.

UNIT OF COMPETENCY : Participate in workplace communication

MODULE TITLE : Participating in workplace communication

MODULE DESCRIPTOR : This module covers the knowledge, skills and

NOMINAL DURATION : 4 hours

LO1. Obtain and convey workplace information

LO2. Complete relevant work related documents.

LO3. Participate in workplace meeting and discussion.

1. Specific relevant information is accessed from appropriate sources.

Date Enhanced: Document No.

Date Enhanced: Document No.

1. Specific relevant information is accessed from appropriate sources.

The students/trainees must be provided with the following:

 Writing materials (pen and paper)

Date Enhanced: Document No.

Learning Outcome # 1 : OBTAIN AND CONVEY WORKPLACE INFORMATION

Learning Activities Special Instructions

Read Information Sheet 1.1.1 on

Answer self Check 1.1.1 Compare Answer in the Answer Key

Answer self Check 1.1.2 Compare Answer in the Answer Key

Read Information Sheet 1.1.3 on

Answer self Check 1.1.3 Compare Answer in the Answer Key

Date Enhanced: Document No.

The subject of a sentence is the noun---or word group acting as a noun---that

Date Enhanced: Document No.

The principal part of the predicate is the verb.

 The dog sniffed.

2. Indirect object: Tells for whom, to whom, or to what something is

Date Enhanced: Document No.

3. Object of Preposition: Objects follow prepositions and are linked by them to

Complements A word or word group that completes the meaning of a subject,

1. Subject complement: Follows a linking verb and modifies or refers to the

 Olivia is pretty. (The adjective pretty is a subject complement; it describes

2. Object complement: Follows and modifies or refers to a direct object.

 Blake considers American television silly. (television is the direct

3. Verb complement: This is a direct or indirect object of a verb. It may be a

 Aunt Gertie gave Patty my dessert. (Patty is the indirect object, my

Date Enhanced: Document No.

Proper Sentence Construction

EXAMPLE: I visited the Eiffel Tower in 1999.

 Time may also be placed at the start of a sentence.

EXAMPLE: In 1999, I visited the Eiffel Tower.

 Place comes before time in all cases.

EXAMPLE: I visited the Eiffel Tower in Paris in 1999.

EXAMPLE: He often looks at the sky.

 Some adverbs can be used at the beginning or end of a sentence.

EXAMPLE: Normally I go to the library with her.

Date Enhanced: Document No.

The length of a paragraph varies according to the simplicity or complexity of the

A paragraph with a length of between five and eight sentences is

Coherence of a paragraph is important to maintain continuity. This can be