How to Use This Competency-Based Learning Module

Welcome to the Module: Participating in Workplace Communication.

This module contains training materials and activities for you to complete.
The unit of competency “Participating in Workplace Communication”
contains the knowledge, skills and attitudes required for Organic
Agriculture Production. It is one of the Basic Modules at National
Certificate Level 2 (NC II).
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. In each learning outcome
there are Information Sheets, Task Sheet, Job Sheets and Operation
Sheets. Follow these activities on your own and answer the self-check at the
end of each learning outcome. Get the answer key from your instructor and
check your work honestly. If you have questions, please don’t hesitate to ask
your facilitator for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered
in this module because you have:
 been working for someone
 already completed training in this area
If you can demonstrate to your trainer that you are competent in a
particular skill or skills, talk to him/her about having them formally
recognized so you won’t have to do the same training again. If you have
qualifications or Certificates of Competency from previous trainings, show
them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL. If
you are not sure about the currency of your skills, discuss it with your
trainer.
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/she is there to support you and show you the correct way to do things.

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 You will be given plenty of opportunity to ask questions and practice on
the job. Make sure you practice your new skills during regular work shift.
This way you will improve both your speed and memory and also your
confidence.
Use the Self-checks, Operation Sheets or Job Sheets at the end of each
section to test your own progress.
After completing this module ask your trainer to assess your
competency. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your
own pace.

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 SUMMARY OF COMPETENCY-BASED LEARNING MATERIALS
List of Competencies

No. Basic Competencies Module Title Code

1. Participate in workplace Participating in workplace 500311105

communication communication

2. Work in a team environment Working in a team 500311104

environment

3. Practice career Practicing career 500311107

professionalism professionalism

4. Practice occupational health Practicing occupational 500311108

and safety procedures health and safety procedures

No. Common Competencies Module Title Code

1. Apply safety measures in Applying safety measures in AGR321201

farm operations farm operations

2. Use farm tools and equipment Using farm tools and AGR321202
equipment

3. Perform estimation and Performing estimation and AGR321203

calculations calculations

4. Develop and update industry Developing and updating TRS311201

knowledge industry knowledge

5. Perform record keeping Performing record keeping AGR611302

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No. Core Competency Module Title Code

1. Raise organic chicken Raising organic chicken AGR612301

2. Produce organic vegetables Producing organic vegetables AGR611306

3. Produce organic fertilizer Producing organic fertilizer AGR11301

4. Produce organic concoctions Producing organic AGR611302

and extracts concoctions and extracts

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 TABLE OF CONTENTS

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIALS-------- 0

SUMMARY OF COMPETENCY-BASED LEARNING MATERIALS
LIST OF COMPETENCIES----------------------------------------------------------- 0
TABLE OF 0
CONTENTS-----------------------------------------------------------------------
MODULE CONTENT-------------------------------------------------------------------------- 0
TECHNICAL 0
TERMS--------------------------------------------------------------------------
LEARNING OUTCOME 1: Obtain and Convey Workplace Information----
LEARNING EXPERIENCES---------------------------------------------------------- 0
INFORMATION SHEET 1.1-1: Sources of Information------------------- 0
SELF CHECK 1.1-1---------------------------------------------------------------- 0
ANSWER KEY 1.1-1--------------------------------------------------------------- 0
INFORMATION SHEET 1.1-2 Effective 0
Communication-----------------
SELF CHECK 1.1-2---------------------------------------------------------------- 0
ANSWER KEY 1.1-2--------------------------------------------------------------- 0
INFORMATION SHEET 1.1-3 Communication System and 0
Equipment--------------------------------
SELF CHECK 1.1-3---------------------------------------------------------------- 0
ANSWER KEY 1.1-3--------------------------------------------------------------- 0
INFORMATION SHEET 1.1-4 Communication 0
Skills----------------------
SELF CHECK 1.1-4---------------------------------------------------------------- 0
ANSWER KEY 1.1-4--------------------------------------------------------------- 0
LEARNING OUTCOME 2: Participate in Workplace Meetings and 0
Discussions-----------------------------
LEARNING 0
EXPERIENCES------------------------------------------------------
INFORMATION SHEET 1.2-1: Rules for Effective Meetings and 0
Brain Storming Sessions-------------
SELF CHECK 1.2-1---------------------------------------------------------------- 0
ANSWER KEY 1.2-1--------------------------------------------------------------- 0
LEARNING OUTCOME 3: Complete Relevant Work Related Documents- 0
LEARNING EXPERIENCES---------------------------------------------------- 0
INFORMATION SHEET 1.3-1: Workplace Documents---------------- 0
SELF CHECK 1.3-1---------------------------------------------------------------- 0
ANSWER KEY 1.3-1--------------------------------------------------------------- 0

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 MODULE CONTENT
QUALIFICATION ORGANIC AGRICULTURE PRODUCTION NC II
UNIT OF COMPETENCY Participate in Workplace Communication
MODULE TITLE Participating in Workplace Communication
INTRODUCTION:
This unit covers the knowledge, skills and attitudes required to
gather, interpret and convey information in response to workplace
requirements.
NOMINAL DURATION:
24 HOURS
LEARNING OUTCOMES:
Upon completion of this module, you must be able to:
1. Obtain and convey workplace information
2. Participate in workplace meetings and discussions
3. Complete relevant work related documents

ASSESSMENT CRITERIA:
1. Specific and 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 supervisors 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. Team meetings are attended on time
9. Own opinions are clearly expressed and those of others are listened
to without interruption
10. Meeting inputs are consistent with the meeting purpose and
established protocols
11. Workplace interactions are conducted in a courteous manner
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12. Questions about simple routine workplace procedures and maters
concerning working conditions of employment are asked and
responded to
13. Meetings outcomes are interpreted and implemented
14. Range of forms relating to conditions of employment are completed
accurately and legibly
15. Workplace data is recorded on standard workplace forms and
documents
16. Basic mathematical processes are used for routine calculations
17. Errors in recording information on forms/ documents are identified
and properly acted upon
18. Reporting requirements to supervisor are completed according to
organizational guidelines

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 TECHNICAL TERMS

Agenda consists of a list of topics to be discussed in an upcoming meeting.

Aggressive communication- involves a great deal of manipulative techniques
to make people do whatever you want.
Assertive communication- is the natural way of expressing inner thoughts
but is not used much in real life communication.
Communication- is the activity of conveying information through the
exchange of thoughts, messages, or information, as by speech, visuals,
signals, writing, or behavior.
Communication subsystem- is a functional unit or operational assembly that
is smaller than the larger assembly under consideration.
Curriculum vitae is an important marketing tool in your job search. A good
CV includes your personal skills, achievements, education and employment
history.
Effective communication- it occurs when a desired effect is the result of
intentional or unintentional information sharing, which is interpreted
between multiple entities and acted on in a desired way.
Formal communication- can be considered as communication efforts that are
“dressed up” to fit customary rules and ceremony.
Informal communication- is type of communication frequently is oral, and
works easily for small groups.
Information needs- are determined by an assignment’s requirements, the
research questions we’re trying to answer, how much we already know
about a topic, who will read our research, and many other factors.
Minutes are a written report of a particular action in an organization, such
as a meeting.

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Passive communication- a type of communication is largely based on
compliance so as to avoid any sort of confrontation with the other person.
Published- is most commonly associated with text materials, either in
traditional printed format online.
Reports are standard documents in all organizations.

LEARNING OUTCOME SUMMARY

Learning Outcome 1 Obtain and Convey Workplace information
Contents:
1.1.1 Appropriate Sources of Information
1.1.2 Effective Communication
1.1.3 Communication System and Equipment
1.1.4 Communication Skills
Assessment Criteria:

1.1 Specific and relevant information is accessed from appropriate

sources
1.2 Effective questioning , active listening and speaking skills are used to
gather and convey information
1.3 Appropriate medium is used to transfer information and ideas
1.4 Appropriate non- verbal communication is used
1.5 Appropriate lines of communication with supervisors and colleagues
are identified and followed
1.6 Defined workplace procedures for the location and storage of
information are used
1.7 Personal interaction is carried out clearly and concisely

Condition:
Trainees must be provided with the following:
1. Fax machine
2. Telephone
3. Writing materials
4. Internet

Evaluation Method:
1. Direct observation
2. Oral interview and written test

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 Learning Experiences

Learning Outcome 1: Obtain and Convey Workplace Information

Special Instructions
Learning Activities

1. Read Information Sheet

Read information sheet carefully, if
1.1-1 “Appropriate Sources of
you have some problem on the
Information”
content of the information sheet
2. Answer Self-check 1.1-1 don’t hesitate to approach your
facilitator. If you feel that you are
3. Read Information Sheet 1.1-2 knowledgeable on the content of the
“Effective Communication” information sheet, you can answer
self-check provided in the module.
4. Answer Self-check 1.1-2 Refer your answers to the answer
key for self-check.
5. Read Information Sheet 1.1-3 Inform your trainer if you pass the
“Communication System and evaluation and let him record your
Equipment” achievements.

6. Answer Self-check 1.1-3 Upon completion of the

requirements, you may proceed to
7. Read Information Sheet 1.1-4 the next learning outcomes. If not
review the information sheet and go
8. Answer Self-check 1.1-4 over the task again.

Congratulations on a Job well done!!! You have now successfully

completed the last competency for this qualification and is now ready
for the National Assessment. Good luck and use what you have
learned here well!!!

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 INFORMATION SHEET 1.1-1
Sources of Information

Learning Objectives:
After reading this information sheet, you will be able:
1. Discuss reliable sources and information needs;
2. Identify the different sources of information and their advantages;
3. Determine the appropriate source on information when conducting
research and assignments

Overview
Articles should be based on reliable, third-party, published sources with a
reputation for fact-checking and accuracy. This means that we publish the
opinions only of reliable authors, and not the opinions of Wikipedians who
have read and interpreted primary source material for themselves. The
following examples cover only some of the possible types of reliable sources
and source reliability issues, and are not intended to be exhaustive. Proper
sourcing always depends on context; common sense and editorial judgement
are an indispensable part of the process.
Definition of a source
The word “source” when citing sources on Wikipedia has three related
meanings:

 The piece of work itself (the article , book);

 The creator of the work (the writer, journalist),
 And the publisher of the work (for example, Random House or
Cambridge University Press).

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Any of the three can affect reliability. Reliable sources may be published
materials with a reliable publication process, authors who are regarded as
authoritative in relation to the subject, or both. These qualifications should
be demonstrable to other people.
Definition of published
The term ‘published” is most commonly associated with text materials,
either in traditional printed format or online. However, audio, video, and
multimedia materials that have been recorded then broadcast, distributed,
or archived by a reputable party may also meet the necessary criteria to be
considered reliable sources. Like text sources, media sources must be
produced by a reliable third party and be properly cited. Additionally, an
archived copy of the media must exist. It is convenient, but by no means
necessary, for the archived copy to be accessible via the Internet.
Context matters
The reliability of a source depends on context. Each source must be
carefully weighed to judge whether it is reliable for the statement being
made in the Wikipedia article and is an appropriate source for that context.
In general, the more people engaged in checking facts, analyzing legal
issues, and scrutinizing the writing, the more reliable the publication.
Sources should directly support the information as it is presented in the
Wikipedia article. If no reliable sources can be found on a topic, Wikipedia
should not have an article on it.
Defining Information Needs
Our information needs are determined by an assignment’s
requirements, the research questions we’re trying to answer, how much we
already know about a topic, who will read our research, and many other
factors.
So, it helps to think critically about our information needs before we
start looking for sources. Answering questions like those listed below can
help us develop a research plan, save us time, and reduce our frustration.

 How much information do I need?

o Do I need to read background
information to learn more
about my topic?
o Should I include background
information in my paper?
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 o What kinds of details should I include?
o What types of evidence should I use?

 What kind of information do I need?

o Should I use peer-reviewed articles? Books? Web sites? A mixture?
o Do I need to locate research studies, historical overviews, and/or
interviews?
o Should I use primary or secondary sources? Both?
o Should I include facts? Opinions? Both?
 How current should my information be?
o Does my topic involve rapidly changing factors?
o Will my readers expect the information I use to be current,
historical. Or both?

Selecting Appropriate Sources

Potential useful information can come from virtually anywhere:
personal experience, books, articles, expert opinion, web sites, etc.
Unfortunately, it’s easy to spend a lot of time locating sources that are
not useful because they offer the wrong types of information. That’s why
defining our information needs before we start looking can save us time. We
will know what to look for.
Our next step should involve thinking about the types of information
various source types offer. Knowing these differences will help us figure out
what kinds of sources match our information needs and which search tools
to use.
It is fairly easy to tell articles from journals, magazines, and
newspapers apart when we look at them in print. However, we now access
most periodical articles online, which can make telling them apart harder.
We can usually identify newspaper articles whether we read them in
print or online. However, it is often more difficult to distinguish between
articles from other periodical types when we read them online and when we
locate them separately from their publications, which happens in most
databases and other online search tools

CHOOSE SOURCES BASED ON INFORMATION NEEDS

Use books to locate - in-depth, comprehensive coverage
- background information
- historical accounts
- personal experiences
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 - context for topics (social, cultural,
economic, etc.)
- research overviews and summaries
- collections of topical essays
- recommended sources and citation
lists
Use journals to locate - original research studies and
experiments
- articles by scholars, specialists,
and experts
- research methodology examples
- reviews of research findings,
topics, methods, etc.
- current research trends
- citations for research materials
- academic book reviews
Use magazines to locate - popular culture articles and
information
- special interest articles
- current event updates
- articles about specific trades or
professions
- editorials and commentaries
- advertisements, social trends,
styles, fashion, etc.
- book and music reviews
Use newspapers to locate - news about local, national, and
international current events
- editorials, commentaries, and
opinions
- interviews and details about
current events
- information about events as they
progress
- personal and community
information
Use reference works to locate - collections of facts, data, and
statistics
- geographical and spatial
information
- source lists for information about
subjects and people
- introductory information about
topics
- definitions and explanations of
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 specially terminology
- instructions & field-specific info
(equations, formulas, etc.)
Use Internet sites to locate - government reports,
announcements, and members’
information
- popular culture information
- open access journals, magazines,
newspapers
- posts on blogs, wikis, twitter,
facebook, etc.
- conversion tools (time, currency,
etc.)
- personal and expert opinions
- commercial and commerce sites,
advertisements

References/Source Links:

 http://en.wikipedia.org/wiki/Wikipedia:identifying_reliable_sources#Defi
nition_of_a_source
 http://www.tarleton.edu/departments/library/tutorials/process/proces
s2.html

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 Self-check 1.1-1

Multiple Choice. Select the best answer. Write the letters only on your
answer sheets.
1. We use books to locate:
a. In-depth, comprehensive coverage
b. Current research trends
c. Collections of facts, data, and statistics
d. Personal and community information

2. What will you use to locate government reports, announcements, and

members’ information?
a. Internet sites
b. Reference works
c. Magazines
d. Newspaper

3. The following are the information needs that can be located in

journals except one.
a. Articles by scholars
b. Academic book review
c. Personal and expert opinion
d. Citations for research

4. To locate popular culture articles and information, special interest

articles, and current event updates we use:
a. Internet sites
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 b. Reference works
c. Magazines
d. Newspapers

5. Source lists for information about subjects and people introductory

information about topics and definitions and explanations of specialty
terminology can be located on:
a. Internet sites c. Magazines
b. Reference works d. Newspapers
Answer Key 1.1-1

1. A
2. A
3. C
4. C
5. B

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 Information Sheet 1.1-2
Effective communication

Learning Objectives:
After reading this information sheet, you will be able:
1. Define communication and elaborate effective communication;
2. Illustrate the three primary steps involves in communicating with
others;
3. List the four basic communication skills and explain its importance

Introduction:
Communication – simple yet complex, easy to do and easy to blunder.
“We send from 100 to 300 messages a day. These include the message we
intend to send; the message we actually send; the message as the hearer
interprets it; the response of the hearer based on what he or she heard; and
our reaction to the exchange of words, meaning and interpretation.” We hear
only half of what is said to us, understand only half of that, believe only half
of that, and remember only half of that.
Communicating effectively helps group members build trust and
respect, foster learning and accomplish goals. Written, oral and body
language are important tools for sharing ideas, feelings and commitments.
Your group is made up of people who share a common interest and
commitment, and yet perhaps see things from a variety of perspectives.
Effective communication is the way this diverse group of people will be able
to understand the issues and make decisions for effective change.
(http://www.umext.maine.edu/onlinepubs/PDFpubs/6103.pdf)
Communication (from Latin communicare, meaning “to share” is the
activity of conveying information through the exchange of thoughts ,
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messages, or information, as by speech, visuals, signals, writing, or
behavior. It is the meaningful exchange of information between two or more
living creatures.
One definition of communication is “any act by which one person
gives to or receives from person information about that person’s needs,
desires, perceptions, knowledge, or affective states. Communication may be
intentional or unintentional, may involve conventional or unconventional
signals, may take linguistic or non-linguistic forms, and may occur through
spoken or other modes.” Communication requires a sender, a message, and
a recipient, although the receiver doesn’t have to be present or aware of the
sender’s intent to communicate at the same time of communication; thus
communication can occur across vast distances in time and space.
Communication requires that the communicating parties share an area of
communicative commonality. The communication process is complete once
the receiver understands the sender’s message.
Communicating with other involves three primary steps:

 Thought: First, information exists in the mind of the sender. This can
be a concept, idea, information, or feelings.
 Encoding: Next, a message is sent to a receiver in words or other
symbols.
 Decoding: Lastly, the receiver translates the words or symbols into a
concept or information that a person can understand.
There are a variety of verbal and non-verbal forms of communication.
These include body language, eye contact, sign language, haptic
communication, and chronemics. Other examples are media content such
as pictures, graphics, sound, and writing. The Convention on the Rights of
Persons with Disabilities also defines the communication to include the
display of text, Braille, tactile communication, large print, accessible
multimedia, as well as written and plain language, human-reader,
augmentative and alternative modes, means and formats of communication,
including accessible information and communication technology. Feedback
is a critical component of effective communication.
The four basic communication skills are speaking, listening, writing,
and nonverbal communication.

Verbal communication
Human spoken and pictorial languages can be described as a system
of symbols (sometimes known as lexemes) and the grammars (rules) by
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which the symbols are manipulated. The word “language” also refers to
common properties of languages. Language learning normally occurs most
intensively during human childhood. Most of the thousands of human
languages use patterns of sound or gesture for symbols which enable
communication with others around them. Languages seem to share certain
properties although many of these include exceptions. There is no defined
line between a language and a dialect. Constructed languages such as
Espartero, programming languages, and various mathematical formalisms
are not necessarily restricted to the properties shared by human languages.
Communication is the flow or exchange of information within people of a
group of people.

MEANS OF INTERPERSONAL COMMUNICATION

Non-verbal communication
Nonverbal communication describes the process of conveying
meaning in the form of non-word messages. Some forms of non-verbal
communication include chronemics, haptics, gesture, body language or
posture, facial expression and eye contact, object communication such as
clothing, hairstyles, architecture, symbols, infographics, and tone of voice,
as well as through an aggregate of the above. Speech also contains non-
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verbal elements known as paralanguage. These include voice lesson quality,
emotion and speaking style as well as prosodic features such as rhythm,
intonation and stress. Research has shown that up to 55% of human
communication may occur through non-verbal facial expressions, and a
further 38% through paralanguage. Likewise, written texts include non-
verbal elements such as handwriting style, spatial arrangement of words
and the use of emotions to convey emotional expressions in pictorial form.
Business communication
A business can flourish only when all objectives of the organization
are achieved effectively. For efficiency in an organization, all the people of
the organization must be able to convey their message properly.
Written communication and its historical development
Over time the forms of and ideas about communication have evolved
through the continuing progression of technology. Advances include
communications psychology and media psychology, an emerging field of
study.
The progression of written communication can be divided into three
“information communication revolutions”
1. Written communication first emerged through the use of
pictographs. The pictographs were made in stone, hence written
communication was not yet mobile.
2. The next step occurred when writing began to appear on paper,
papyrus, clay, wax, etc. with common alphabets. Communication
became mobile.
3. The final stage is characterized by the transfer of information
through controlled waves of electromagnetic radiation (i.e., radio,
microwave, infrared) and other electronic signals.
Communication is thus a process by which meaning is assigned and
conveyed in an attempt to create shared understanding. This process, which
requires a vast repertoire of skills in interpersonal processing, listening,
observing, speaking, questioning, analyzing, gestures, and evaluating
enables collaboration and cooperation.
Misunderstanding can be anticipated and solved through
formulations, questions and answers, paraphrasing, examples, and stories
of strategic talk. Written communication can be clarified by planning follow-
up talks on critical written communication as part of the everyday way of
doing business. A few minutes spent talking in the present will save
valuable time later by avoiding misunderstandings in advance. A frequent
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method for this purpose is reiterating what one heard in one’s own words
and asking the other person if that really was what was meant.

Effective communication
Effective communication occurs when a desired effect is the result of
intentional or unintentional information sharing, which is interpreted
between multiple entities and acted on in a desired way. This effect also
ensures the messages are not distorted during the communication process.
Effective communication should generate the desired effect and maintain the
effect, with the potential to increase the effect of the message. Therefore,
effective communication serves the purpose for which it was planned or
designed. Possible purposes might be to elicit change, generate action,
create understanding, inform or communicate a certain idea or point of
view. When the desired effect is not achieved, factors such as barriers to
communication has been ineffective.
Types of Communication
1. Formal Communication
Formal communication can be considered as communication efforts
that are “dressed up” to fit customary rules and ceremony. For example, in a
written letter, the formal communication style will demand that the layout of
the piece of written communication follow a specific format that includes the
date, header, and salutation, body of the letter, close, signature lines and
any indicators of enclosures all placed neatly upon company letterhead or
personal stationery. By contrast, an informal piece of written
communication can be as simple as a jotted note to a friend on a torn slip of
paper.
Formal communications are mostly written, although they may now
also include formal presentations that are on computer disk, video tape or
DCDs, MP3 presentations and other similar electronic reproductions of
written communications. Other forms of formal communications include
newsletter, legal advisories, invitations, awards, and letters of
congratulations. Non-written formal communication devices are in-person
communications in the forms of departmental meetings, telephone calls,
conferences and special interviews. Some publications that are devoted to a

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special purpose, such as a company’s annual report, are formal
communications.
The use of formal communication is more prevalent in highly
technical areas where a message must be exact and specific, leaving no
room for misinterpretation. The written communication is carefully thought
out, and planned for a certain effect or result. It often is written in a third
person non-personal voice of “he, she, it, and they” rather than “I” or “you”
voices. Grammar, spelling and layout are important for written
communications, and for spoken communications there is an emphasis
placed on the quality of the speech voice and pronunciation.

2. Informal Communication
This type of communication frequently is oral, and works easily for
small groups. The scope of the conversation may be broader than a formal
presentation, and include topics that are diverse in nature, free flowing and
loose rather than scripted carefully. Unfortunately, informal communication
is subject to creating rumors and misinformation due to its loose nature and
lack of substantiating evidence.
This is the type of interaction that occurs in the workplace as banter
between employees, or idle chatting. It is seen as blog entries on the
Internet. At colleges, students are encouraged to drop by their professors’
offices as needed, informally. Other informal web communication is seen in
diaries, personal email letters, instant messaging, emoticons, online chat
rooms and cyberspace bulletin boards.
Informal communication also may take a non-verbal form as facial
expressions, sign language, or manner of dress. In spoken language, the
informal communicative style incorporates the use of the second and first
voices. This is in contrast to the use of the third person voice in formal
communications.
One of the visible signs of informal communication is its natural and
easy style, as opposed to being formally regimented. There may be the use of
colloquialisms and local slang in the course of speech. It is unconventional
and without rules, which is just the opposite of formal.
Informal communication is used to help put people at ease. This can
be seen in an interview situation where an interview such as a paralegal
needs to make a little small talk to help get clients to relax, feel welcome and
open up verbally. The use of informal language is far more prevalent in
society than the use of formal language.
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Different Styles of Communication
Assertive Communication
Assertive communication is the most healthy and positive way of
communication. This is the natural way of expressing inner thoughts. Self-
esteem plays a big role in assertive communication that gives the
communicator the confidence to communicate naturally without
manipulating anything. However, assertive communication is not used
much in real life communication.
Passive Communication
This type of communication is largely based on compliance so as to
avoid any sort of confrontation with the other person. A passive
communicator talks less, questions even less, and does very little.
Aggressive Communication
Aggressive communication always involves a great deal of
manipulative techniques to make people do whatever you want. Different
tactics used in aggressive communication include guilt, intimidation, and
anger.

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 Self-check 1.1-2

True or False: Write True if the statement is correct and write False if is
wrong.

1. Non-verbal communication describes the process of conveying

meaning in the form of word messages.
2. Thought is the first information exists in the mind of the sender and
this can be a concept, idea, information, or feelings.
3. Effective communication should generate the desired effect and
maintain the effect, with the potential to increase the effect of the
message.
4. Communication is thus a process by which meaning is not assigned
but conveyed in an attempt to create shared understanding.
5. The communication process is complete once the receiver
understands the sender’s message.

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 Answer Key 1.1-2

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

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 Information sheet 1.1-3
Communication System and Equipment

Learning Objectives:
After reading this information sheet, you will be able:
1. Explain the operation of brake system;
2. Differentiate service brake from parking brake;
3. Perform bleeding hydraulic brake system
Communication System
In telecommunication, a communications system is a collection of
individual communications networks, transmission systems, relay stations,
tributary stations, and data terminal equipment (DTE) usually capable of
interconnection and interoperation to form an integrated whole. The
components of a communications system serve a common purpose, are
technically compatible, use common procedures, respond to controls, and
operate in union. Telecommunications is a method of communication (e.g.,
for sports broadcasting, mass, media, journalism, etc.). A communications
subsystem is a functional unit or operational assembly that is smaller than
the larger assembly under consideration.
Examples
An optical communication system is any form of telecommunication
that uses light as the transmission medium. Equipment consists of a
transmitter, which encodes a message into an optical signal, a channel,
which carries the signal to its destination, and a receiver, which reproduces
the message from the received optical signal. Fiber-optic communication
systems transmit information from one place to another by sending light
through an optical fiber. The light forms an electromagnetic carrier wave
that is modulated to carry information.

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 A radio communication system is composed of several communications
subsystems that give exterior communications capabilities. A radio
communication system comprises a transmitting conductor in which
electrical oscillations or currents are produced and which is arranged to
cause such currents or oscillations to be propagated through the free space
medium from one point to another remote there from and a receiving
conductor at such distant point adapted to be excited by the oscillations or
currents propagated from the transmitter.
Power

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