Misrak TVET College Training, Teaching and Learning Materials Development yes
MISRAK TVET COLLEGE under
Ethiopian TVET-System INFOM!TION TEC"NOLO#$ %&''OT %EVICE Level I
LEARNING GUIDE # 29 &nit o( Competence) Competence ) Module Title ) L# Code ) TTLM Code )
Operate 'ersonal Computer Operating 'ersonal Computer ICT IT%* M+ L+* - ICT IT%* TTLM+ +.**
LO *) Follo/ routine spoken messages
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 1 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
INTRODUCTION
Learning Guide # 29
This learning guide is developed to provide 3ou the necessar3 in(ormation regarding the (ollo/ing content coverage and topics 2 • •
Communication Overvie/ and Communication 'rocess Listening
This guide /ill also assist 3ou to attain the learning outcome stated in the cover page4 %peci(icall3, %peci(icall3, upon completion o( this Learning #uide, 3ou /ill 5e a5le to 2 •
• •
#ather re6uired in(ormation 53 listening attentivel3 and correctl3 interpreting or understanding in(ormation7 instructions 'roperl3 record instructions7in(ormation instructions7in(ormation !ct upon on instructions instructions immediatel3 in accordance accordance /ith in(ormation received received %eek clari(ication (rom /orkplace supervisor on all occasions /hen an3 instruction7in(ormation is not clear
Learning Actiitie! *4 ead the speci(ic o58ectives o( this Learning #uide4 -4 ead the in(ormation /ritten in the 9In(ormation %heets *: in pages ;0<4 ;4 !ccomplish the 9%el(0check: in page =4 14 I( 3ou earned a satis(actor3 evaluation proceed to 9In(ormation %heet -: in pages 0*-4 "o/ever, "o/ever, i( 3our rating is unsatis(actor3, unsatis(actor3, see 3our teacher (or (urther instructions or go 5ack to Learning !ctivit3>*4 .4 ead the 9In(ormation %heet -: then accomplish the 9%el(0check: on page *;4 ?4 I( 3ou earned a satis(actor3 evaluation proceed to 9Lap Test: on pages *14 "o/ever, i( 3our rating is unsatis(actor3, unsatis(actor3, see 3our teacher (or (urther instructions or go 5ack to Learning !ctivit3>-4 <4 Do the 9L!' test: @i( 3ou are read3A and sho/ 3our output to 3our teacher4 $our teacher /ill evaluate 3our output either satis(actor3 or unsatis(actor34 I( unsatis(actor3, 3our teacher shall advice 3ou on additional /ork4 But i( satis(actor3 3ou can proceed to Learning #uide ;+4
•
$our teacher /ill evaluate 3our output either satis(actor3 or unsatis(actor34 I( unsatis(actor3, 3our teacher shall advice 3ou on additional /ork4 But i( satis(actor3 3ou can proceed to the net topic4
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 2 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
In"r In"r$at $atin in S%eet S%eet 1
C$$un C$$unica icati tin n and C$$un C$$unic icati atin n &rce &rce!! !!
C$$unicatin 4 4 4 is an active process in /hich in(ormation @including ideas, speci(ications, goals, (eelings, /ork orders, and so onA is echanged among t/o or more people4 4 4 4 is an3 ver5al or non0ver5al 5ehavior /hich gives people an opportunit3 to send their thoughts and (eelings, and to have these thoughts and (eelings received 53 someone else4
!lthough this is a simple de(inition, /hen /e think a5out ho/ /e ma3 communicate the su58ect 5ecomes a lot more comple4 There are various categories o( communication and more than one ma3 occur at an3 time4 The di((erent categories o( communication are) •
•
•
•
S'(en r Ver)a* C$$unicatin) C$$unicatin ) (ace0to0(ace, telephone, radio or television or other media4 Nn+Ver)a* C$$unicatin) C$$unicatin ) 5od3 language, gestures, ho/ /e dress or act 0 even our scent4 ,ritten C$$unicatin) C$$unicatin ) letters, e0mails, 5ooks, magaines, the Internet or via other media4 Vi!ua*i-atin!) Vi!ua*i-atin!) graphs, charts, maps, logos and other visualiations can communicate messages4
Communication theor3 states that communication involves a sender and a receiver @or receiversA conve3ing in(ormation through a communication channel4
C$$unicatin C%anne*! There are multiple c$$unicatin c%anne*! availa5le c%anne*! availa5le to us toda3, (or eample (ace0to0 (ace conversations, telephone, tet messages, messages, email, the Internet @including social media such as Face5ook and T/itterA, radio and TV, /ritten letters, 5rochures and reports4
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age . o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
C%!ing an a''r'riate c$$unicatin c%anne* is vital (or e((ective communication as ea each ch comm communi unica cati tion on chan channel nel has has di(( di((er eren entt stre streng ngth ths s and and /eak /eaknes nesses ses44 For For eamp eample le,, 5roadcast 5roadcasting ing ne/s o( an upcoming upcoming event via a /ritten letter might conve3 conve3 the message clearl3 to one or t/o individuals 5ut /ill not 5e a time or cost e((ective /a3 to 5roadcast the message to a large large num5er num5er o( people4 people4 On the other hand, conve3in conve3ing g comple comple, , technic technical al in(orm in(ormati ation on is 5etter done via a printed document than via a spoken message since the receiver is a5le to assimilate the in(ormation at their o/n pace and revisit items that the3 do not (ull3 understand4
C$$unicating ,it% Ot%er! Communication needs to 5e clear and e((ective in order to achieve its aim4 hen it is not, all kinds o( pro5lems can result4 Ine""ectie C$$unicatin I( people /orking together are not a5le to communicate /ell, it can lead to con(usion, unhappiness, (rustration and anno3ance4 It can also mean that an organiations goals /ill not 5e met4 'oor communication ma3 lead to) time 5eing lost 5ecause /ork needs to 5e redone accidents poor 6ualit3 service and7or products /astage people (eeling 9le(t out: mistakes 5eing made 5ecause instructions are not clear teams not /orking /ell • • • • • • •
Cnce't " E""ectie C$$unicatin #ives choices regarding communication st3le to adopt Involves creation and echange o( understanding E((ective communication is achieved /hen the message received is close in meaning to the message sent4 • • •
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age / o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
0actr! " E""ectie C$$unicatin
E""ectie C$$unicatin !t an3 /orkplace /here people are a5le to communicate clearl3 tends to 5e a more e((icient /orking environment4 E((ective communication leads to) • clear instructions so people kno/ eactl3 /hat the3 are epected to do and do it properl3 • people (eeling involved 5ecause the3 are /ell in(ormed • higher morale and 8o5 satis(action • people /orking 5etter as a team • time and e((ort saved as people are clear on /hat to do
T c$$unicate it% 'e'*e e""ectie* u need t3 • make sure it is not too nois3 to hear /hat is 5eing said • sit or stand so that 3ou directl3 (ace the person /ho 3ou are talking or listening to • maintain e3e contact • use polite opening and closing greetings • speak clearl3 and at a medium pace • speak in an open and neutral tone • 5e straight (or/ard and to the point • keep the message simple • 5e patient • sho/ interest • use the /ords that the people 3ou are talking to can understand Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 4 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
•
listen care(ull3 to the conversation so that 3ou get the right message
T%e need t c$$unicate In the /ork environment, 3ou need to communicate /ith) o rganiation • people /ho 5elong to 3our organiation • people /ho 5elong outside 3our organiation and /ish to do 5usiness /ith 3ou4 $ou $ou communicate /ith people at /ork (or several reasons, eample to) • take a part in (riendl3 conversations • assist customers • receive or pass on in(ormation and instructions • discuss pro5lems • ask (or in(ormation or ask 6uestions • get help
T%e C$$unicatin &rce!! • a sender /ho has a message or idea /hich the3 /ish to send • a message /hich is sent 5et/een the sender and the receiver • a method @(ace0to0(ace, telephone, letter, (ormA 53 /hich the message is sent • a receiver /ho receives and understands the message • (eed5ack passed (rom the receiver to the sender sho/ing that the message has 5een received and understood4 Encding Me!!age! !ll messages must 5e encoded into a (orm that can 5e conve3ed 53 the communication channel chosen (or the message4 e all do this ever3 ever3 da3 /hen trans(erring trans(erring a5stract thoughts into spoken /ords or a /ritten /ritten (orm4 "o/ever, "o/ever, other communication channels re6uire di((erent (orms o( encoding, e4g4 tet /ritten (or a report report /ill not /ork /ell i( 5roadcast 5roadcast via a radio program, program, and the short, a55reviated tet used in tet messages /ould 5e inappropriate i( sent via a letter4 E((ective communicators encode their messages /ith their intended audience in mind as /ell as the communication channel4 This involves an appropriate use o( language, conve3ing the in(orm in(ormati ation on simpl3 simpl3 and clearl3 clearl3,, antici anticipat pating ing and elimin eliminati ating ng likel3 likel3 causes causes o( con(us con(usion ion and misu misund nder erst stan andi ding ng,, and and kno/ kno/in ing g the the rece receiv iver ers s epe eperi rien ence ce in deco decodi ding ng othe otherr simi simila larr communications4 %uccess(ul encoding o( messages is a vital skill in e((ective communication4 Decding Me!!age! Once received, the receivers need to decode the message, and success(ul decoding is also a vital skill4 Individuals Individuals /ill decode and understand understand messages in di((erent di((erent /a3s 5ased upon an3 5arriers to 5arriers to communication /hich might 5e present, their eperience and understanding o( the contet o( the message, message, their ps3chological ps3chological state, and the time and place o( receipt as /ell as man3 man3 other other pote potent ntia iall (act (actor ors4 s4 &nde &nders rsta tandi nding ng ho ho/ / the the mess messag age e /ill /ill 5e deco decode ded, d, and and anticipating as man3 o( the potential sources o( misunderstanding as possi5le, is the art o( a success(ul communicator4 communicator4 Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 5 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
0eed)ac( eceivers o( messages are likel3 to provide (eed5ack on ho/ the3 have understood the messages through 5oth ver5al and non0ver5al non0ver5al reactions4 E((ective communicators should pa3 pa3 close attention to this (eed5ack as it the onl3 /a3 to assess /hether the message has 5een understood as intended, and it allo/s an3 con(usion to 5e corrected4 Bear in mind that the etent and (orm o( (eed5ack /ill var3 according to the communication channel used) (or eample (eed5ack during a (ace0to0(ace or telephone conversation /ill 5e immediate and direct, /hilst (eed5ack to messages conve3ed via TV or radio /ill 5e indirect and ma3 5e dela3ed, or even e ven conve3ed through other media such as the Internet4
6arrier! t Gd C$$unicatin Barriers to good communication can make things di((icult and cause misunderstandings4 #ood communication is a((ected /hen the sender and the receiver do not understand the message in the same /a34 #ood communication can 5e a((ected 53) *4 Non ver5al ver5al communication communication /hich /hich sends the opposite opposite message message to /hat is 5eing 5eing said -4 'o 'oor or liste listeni ning ng ;4 &se &se o o(( sla slang ng 14 !m5ig m5igui uitt3 .4 'eople 'eople /ho think think the3 kno/ kno/ ever3thin ever3thing g and dont dont listen listen ?4 Making Making assumptions assumptions a5out a5out /hat /hat people people do or dont kno/4 kno/4 <4 'o 'oor or epr epress essio ion n
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 7 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
Se*"+C%ec( 1 Name:____________________
,ritten Te!t Date:_________________
Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask your teacher
*4 -4 ;4 14 .4 ?4 <4 =4
GGGGGGGG GGGGGGGGGGG GGGGGGG GGGGGcan Gcan make things di((icult di((icult and cause misundersta misunderstandings ndings44 #ood communicatio communication n can 5e a((ect a((ected ed 53) 53) hat hat are are Communi Communicat cation ion 'roc 'rocess ess Dra/ Dra/ the c3cle c3cle o( Factors Factors o( E((ectiv E((ective e Communication Communication 'oor 'o or commun communica icatio tion n ma3 lead lead to) to) List List Commun Communica icatio tion n Channel Channels s I( people people /orking /orking together together are not a5le a5le to communica communicate te /ell List di((erent di((erent categories categories o( communi communication cation
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 8 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
In"r$atin S%eet 2
Li!tening
Li!tening Man3 people think that 5eing a good communicator means 5eing a good talker4 talker4 In order to communicate /ell, a person does need to 5e a5le to speak clearl3 and present ideas in a logical, /ell ordered manner4 "o/ever, "o/ever, another (actor is also etremel3 important i( communication is to 5e e((ective4 ! good communicator is a good listener4 &nless a person listens li stens to /hat is 5eing said, no communication actuall3 takes place4 In • • • • • • • •
the /orkplace, e((ective listening helps 3ou to) understand instructions clearl3 learn (rom others conve3 clear messages promote good listening in others @i( 3ou are prepared to listen to others, the3 /ill 5e prepared to listen to 3ouA o((er ideas and take part in discussions co0operate /ith others and /ork /ell in a team understand the ideas and suggestions o( others respond in an appropriate manner
T%e Di""erence )eteen Li!tening and earing 'eople are not o(ten a/are that there is a di((erence 5et/een listening and hearing4 It is commonl3 assumed that 5ecause people can hear the3 can also listen4 &nless people have a ph3sical disa5ilit3 then the3 /ere not n ot a5le to hear4 !t an3 one time, a person is a5le to hear man3 di((erent sounds4 "earing is something /hich 8ust happens4
&rce!!ing Sund! Listening involves (ar more than hearing all these sounds4 It re6uires 3ou to translate them, to make sense out o( them, to sort out /hat is important (rom /hat is irrelevant4
Inter"erence it% E""ectie Li!tening Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 9 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
Ni!e 0
it is ver3 hard to listen in a nois3 environment4
Te$'erature 0
i( 3ou are (eeling uncom(orta5l3 hot it is hard to concentrate on listening4
C*!ene!! 0
/hen a speaker is too close to 3ou, 3our mind ma3 5e on the invasion o( 3our space rather than /hat is 5eing said4
Ti$e 0
hen people are tired or hurried the3 are less a5le to (ull3 concentrate on /hat is 5eing said
I$'atience 0
i( 3ou are (eeling impatient and /ant to get a/a3 to do other things 3our mind /ill not 5e concentrating on the speaker4
Di!tractin! 0
an3 t3pe o( distraction /hether it 5e something going on outside, /ork or personal /orries tends to stop 3ou (rom pa3ing (ull attention to /hat a speaker sa3s4
Attitude 0
i( 3ou do not like a speaker or do not like /hat the3 are sa3ing 3ou ma3 6uickl3 tune out4
Lac( " intere!t 0 intere!t 0 /hen 3ou are not interested in a topic it is di((icult to pa3 (ull (ull attention4 &er!na* &erce'tin &erce'tin 0 0 o(ten people think the3 alread3 kno/ /hat is a5out to 5e said and so the3 dont 5other to listen4
,a! t i$'re ur *i!tening !(i**! are3 • •
• • • •
• •
al/a3s give 3our (ull attention to the speaker eact 53 using positive 5od3 language such as) ! looking at the speaker ! sitting up straight ! slightl3 leaning to/ards the speaker ! nodding as the speaker talks ! responding /ith appropriate (acial epressions dont think a5out /hat 3ou /ant to sa3 /hile the speaker is speaking 2 listen (irst tr3 not to interrupt the speaker and start talking 3oursel( 0 concentrate on listening give the speaker (eed5ack so the3 kno/ that 3ou are listening, (or eample) 3ou ma3 ask 6uestions to get more in(ormation ask 6uestions to check that 3ou have understood ! 3ou ma3 repeat 5ack /hat the speaker has 5een sa3ing, e4g4 9%o /hat 3oure sa3ing is HH: keep an open mind a5out /hat the speaker is sa3ing 2 3ou do not need to agree /ith ever3thing 5ut it is important to listen (irst and then make decisions4 empathie /ith the speaker 2 this means tr3ing to see the situation (rom their point o( vie/4
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 1: o( 1: o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
;ue!tining
!t /ork /e need to ask 6uestions (or man3 reasons like) /e need to (ind out /hat to do do • /e need to get in(ormation • /e need to check that /e /e have understood understood correctl3 • uestions can 5e divided into t/o main categories) closed 6uestions • open 6uestions •
C*!ed ;ue!tin! Closed 6uestions are used to (ind out 6uite particular in(ormation4 The3 are 6uestions /hich can 5e ans/ered /ith a simple 3es, no or one /ord4 %uch 6uestions do not need a long and detailed response4 The3 are ver3 use(ul i( 3ou need to (ind out simple in(ormation or need to check speci(ic details4 Eamples o( closed 6uestions are) • Is this /here I can store the 5oesJ • Can I use this toolJ • Is it lunch timeJ O'en ;ue!tin! Open 6uestions are used to (ind out detailed in(ormation4 These 6uestions encourage the receiver to eplain a longer ans/er4 ans/er4 Open 6uestions start /ith /ords like 9hat, hen, here, h3, and "o/:4 The3 are used u sed to open up a discussion or conversation4 $ou cannot give one /ord ans/er to these 6uestions4 Eamples o( open 6uestions are) • "o/ should I sort this ca5inet (ull o( di((erent paintsJ • hat training /ill I need to use this e6uipmentJ • hat did 3ou mean /hen 3ou asked me to check the suppliesJ
Intentin! " a!(ing
!sking 6uestions to clari(3 understanding
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 11 o( 11 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
•
!sking 6uestions sho/s interest, not ignorance
$ou $ou /ill al/a3s need to ask 6uestions to clari(3 in(ormation and check instructions4 emem5er 3ou have a responsi5ilit3 to make sure 3ou have understood the in(ormation correctl34
It is much 5etter to ask 6uestions to make sure 3ou are doing the 8o5 right than to muddle on and make a mistake4 $ou /ill (eel upset i( 3ou make a mistake, especiall3 i( it could have 5een avoided 53 asking a simple 6uestion4 6uestion 4
e** • • • •
t%e • • • •
S$ene % i! giing u !$e in"r$atin r in!tructin! $a nt d it er )ecau!e t%e3 think 3ou alread3 kno/ more a5out the su58ect than 3ou actuall3 do no/ assume that 3ou understand their a55reviations and 8argons have not planned the instructions or thought a5out ho/ to give 3ou the in(ormation or instructions are too rushed or hurried, the3 ma3 leave out important pieces o( detail I" a 'er!n i! giing u in"r$atin r in!tructin! and u are nt c*ear %at $ean= a*a! a!(
,%en u a!( a To check that 3ou have heard and interpreted the message properl3, put the message into in to 3our o/n /ords and ask /hether that is /hat the3 meant4 For eample) • %o 3ou /ant me to HHH • Can I 8ust check the detailsJ I need to HHH • Let me see i( Ive understood properl3, this goesH • econ(irming that 3ou /ould like me to HHH S$eti$e! t%e in!tructin! u are )eing gien are In t%i! !ituatin u $ig%t need t interru't t !ee( c*ari"icatin )e"re t%e !'ea(er $e! nt t%e ne?t in!tructin> 0r e?a$'*e3 • • •
Ecuse me4 I dont understand /here the 5oes are4 Could 3ou repeat that pleaseJ I didnt catch the name o( the item 3ou /ant me to move4
Learning #uide *st e evision
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'age 12 o( 12 o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
S$eti$e! 'e'*e gie ague in!tructin! t%at u $a ant t c*ari"3 • • •
"o/ (ar do/n there do 3ou /ant me to put itJ "o/ man3 o( them do 3ou /ant me to 5ringJ hat time this a(ternoon do 3ou /ant that done 53J
Se*"+C%ec( 2 Name:____________________
,ritten Te!t Date:_________________
Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask your teacher
*4 GGGGGGGG GGGGGGGGGGG GGGare are used to (ind out 6uite 6uite particular particular in(ormat in(ormation4 ion4 -4 9Do 3ou 3ou mean mean HHJ: HHJ: /hat /hat kinds kinds o( 6uestion 6uestion ;4 9think 3ou 3ou alread3 kno/ kno/ more a5out a5out the su58ect than than 3ou actuall3 actuall3 do no/ 9/hat kinds kinds o( 6uestion 14 eact eact 53 using positiv positive e 5od3 language language such as) .4 9!sking 9!sking 6uestions 6uestions to clari(3 clari(3 understand understanding: ing: /hat /hat kind o( 6uestion 6uestion ?4 The3 are are Inter(er Inter(erence ence /ith /ith E((ectiv E((ective e Listening Listening <4 Man3 people people think that 5eing a GGGGGGGG GGGGGGGGGGGG GGGGGGGG GGGGGG GG means 5eing 5eing a good talker
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 1. o( 1. o( *1
Misrak TVET College Training, Teaching and Learning Materials Development
$our $our teacher /ill evaluate 3our output either satis(actor3 or unsatis(actor34 I( unsatis(actor3, 3our trainer shall advice 3ou on additional /ork4 But i( satis(actor3, 3ou can proceed to the net topic4
Learning #uide *st e evision
Date) +.0-+*1 !uthor) IC ICT, IT 2 Misrak TVET College
'age 1/ o( 1/ o( *1
