Communicate in The Workplace

LG – ITICOR0041A COMMUNICATE IN THE WORKPLACE
LEARNER GUIDE
COMMUNICATE IN THE WORKPLACE
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
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Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.
*** 2004 ***
Version 1 LRDU – AUG. 04

LG – ITICOR0041A COMMUNICATE IN THE WORKPLACE
TABLE OF CONTENTS
PAGE
Introduction....................................................................................................................................1
Welcome ..............................................................................................................................1
This Competency Unit .........................................................................................................1
Before you start....................................................................................................................2
Planning your learning programme .....................................................................................2
Self-Assessmen Checklist....................................................................................................3
How to use this Learner Guide ............................................................................................4
Using the Computer and Other Resources...........................................................................6
Method of Assessment.........................................................................................................6
Quality Assurance................................................................................................................6
Element 1: Establish contact with clients ...................................................................................7
Self-Assessment Checklist.................................................................................................25
Element 2: Process information.................................................................................................26
Self-Assessmen Checklist..................................................................................................31
Version 1 LRDU – AUG. 04

LG – ASRCOR0041A COMMUNICATE IN THE WORKPLACE
LG – ITICOR0041A
COMMUNICATE IN THE
WORKPLACE
INTRODUCTION
Welcome
Welcome to the Learner Guide for Unit of Competency “Communicate in the Workplace”.
This is just one of a number of Learner Guides produced for the Data Operations Skills stream of
the Information Technology and Communications Industry, through a series of learning
processes and activities that will enable you to achieve the specified learning outcomes for the
competency unit.
The content of this guide was developed from the Competency Standard ITICOR0041A which
is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ-J)
certification within the industry. Please refer to your Learner Handbook for a thorough
explanation of standards and competencies, and how these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and Assessment instrument for a better
understanding of what is required to master the competency.
This Competency Unit
“Communicate in the Workplace” addresses the knowledge and skills needed to effectively
communicate in the workplace. It applies to all persons working in data operations
Element 1 Establish contact with clients
Element 2 Process information
As you go through each one you will find critical information relating to each element, you are
advised to go through them carefully so that you will be able to develop and demonstrate the
necessary knowledge, skills and attitudes to communicate in the workplace.
Version 1 LRDU – AUG. 04 1

Before you start
Before you start this Learning Guide you need to:
a. Obtain a Learner Logbook that you will use to record evidence of your new
skills/competence – as you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning, for
example, simple workplace documents.
c. Ensure that your learning resources are available.
d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the
correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner Guide (see below)
Planning your learning programme
The self-assessment checklist on the following page will assist you in planning your training
programme as it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through each one you will be able to find out which elements
you already have and which competencies you will need to pay more attention to as you go
through the learning process.
To complete the checklist simply read the statements and tick the ‘Yes’ or ‘No’ boxes. You
should do this exercise now.

Self-Assessment Checklist
- Communicate in the workplace
Element 1 Establish contact with clients Yes No
1. I can receive requests and inquiries from clients in a polite

and courteous manner ( ) ( )
2. I can create an effective service environment through verbal

and non-verbal communication ( ) ( )
3. I can use questioning and active listening skills to determine

client support needs ( ) ( )
Element 2 Process information Yes No
1. I can answer inquiries promptly ( ) ( )
2. I can refer requests to the appropriate personnel ( ) ( )
3. I can record and pass on messages or information

appropriately ( ) ( )
4. I can inform clients of the process and progress of action ( ) ( )
5. I can take follow-up action according to organizational

policy if required ( ) ( )
How did you do?
If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire
guide. Ask your learning facilitator to assist you in determining the most appropriate action you
should take.
If you ticked few of the ‘Yes’ boxes or none at all then you should work through all of the guide,
even though some of the material may be familiar to you.

Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
How to use this Learner Guide
This Learner Guide is designed to assist you work and learn at your own pace.
We suggest that you:
• Go through the sections/elements as they are presented (starting at Section 1)
• Check your progress at each checkpoint to ensure that you have understood the material
• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do to enhance your learning. The icons and their meanings are as follows:

Complete Assessment Exercise

This exercise requires you to think about the knowledge and
skills that you have or will develop in this competency unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your learning facilitator.
Reference
This points you to the reference materials and other support
documents or resources used in compiling the unit content
• Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources
• Complete each activity as you come to it. If the activity requires you perform an actual task,
be sure to tell your learning facilitator when you get to that activity so he/she can make any
arrangements if necessary
• Get your learning facilitator to sign and date the Learner Logbook when you have completed
an activity
• Complete the self-assessment checklist at the end of each section or element.

When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and may ask your learning facilitator to assist you in making
the arrangement to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and/or Internet resources, ask your
learning facilitator to assist you in locating these resources. If you are getting your training in an
institution, there may be a library and a computer laboratory. If this is not the case, visit the local
library and find out what resources are available.
If you are new to the computer and the Internet, someone in the computer room should be able to
show you how to use these resources.
Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring
particular competencies. We would like to advise you, however, that we cannot guarantee that
all the sites will be available when you need them. If this happens, ask your learning facilitator
to assist you in locating other sites that have the information you require.
Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency. This may be in a real workplace or a simulated situation that accurately relates to
the work situation. You are advised to consult the associated competency standard for further
details relating to the assessment strategies.
Quality Assurance
A feedback form is included at the back of each learner guide, to give users an opportunity to
document their concerns about any aspect of the guide. Such feedback will assist in the review
of the guide. Users are encouraged to complete the form and send it to the address given.
You may now start your learning. Have fun while you work!

ELEMENT 1: ESTABLISH CONTACT WITH CLIENTS
LEARNING OUTCOMES
As you go through this element you will acquire the necessary knowledge, skills and attitudes to
establish contact with clients. Your learning facilitator is there to assist you through the various
activities, so that on completion you will be able to:
1. Receive requests and inquiries from clients in a polite and courteous manner
2. Create an effective service environment through verbal and non-verbal communication
3. Use questioning and active listening techniques to determine client support needs
INTRODUCTION TO COMMUNICATION
When you think of communination, what is the first thing

Communication - is the two-way that pops into your mind? Talking, listening, writing? For
process of sending and receiving most people communication is just another word for talk.
messages (instructions, If this is how you define it, then you definitely have
information, ideas, thoughts, communication problems!
feelings, etc.) between two or
more persons to create a common
understanding. Key Terms
If you examine the definition above, you will see that
there are some key terms that you need to grasp.
Communication is:
• A Process – this means it is an ongoing activity, a series of actions that has neither
beginning nor end
• An exchange /interaction between two or more persons
• Goal-oriented – the goal is to create a common understanding
TIP! Communication does not always require words.
Communication uses a number of different channels including:

• Face-to-face
• E-mail
• Telephone
• Radio
• Television
Within these channels communication can be verbal and non-verbal. These channels will be
explored in detail later on in the guide.

To communicate effectively, the meaning of the message must be clearly understood by all
parties. An effective communicator:
• Better understands his/her work environment

• Works harmoniously with others
• Works effectively and efficiently
• Avoids accidents
• Avoids making mistakes
• Improves his/her productivity
People communicate for various reasons:
- To make contact with others

- To exchange information
- To influence others
- To resolve problems
In the course of your normal workday you will have to communicate with different persons
including internal and external customers.
External Customers are Internal customers on the other hand, are the people in your
persons outside of your organization who need to use your services in the process of
organization who are the
meeting the needs of the external customer.
end-users of your
product. You may not always realize how many people you come into
contact with in the workplace. The table below lists some of the
persons with whom you may interact as you carry out your routine
job functions.
Internal clients External clients

Fellow workers Customers
Supervisors Suppliers
Managers Designers
Trainees Service Providers
Janitorial staff Contractors
Part-time staff Consultants
Casual staff Sales representatives
The Communication Process
The communication process takes place in various situations for different reasons and has the
potential for many different interpretations. It has several components. These are:
• A sender or communicator (the person giving the message)

• A receiver or audience (the person/s who is getting the message)

• Message (the information being sent, content. This can be written or spoken)
• Channel/Medium the way the message is sent e.g. fax, telephone, or
conversations, e-mail, letters, etc.
• Feedback tells how well the message was received and consists of (verbal and
non-verbal cues from the receiver to show he/she has understood the message)
• Noise/Interference - the barriers or things that can stop the message being
understood
Diagrammatically, the communication process can be represented as shown below:
Key Factors/Stages in Successful Communication
• Conceiving the Message – what is the best means of getting your message across?
For whom is the message intended? Ensure that your message suits the
recipient(s) particular needs.
• Encoding the message – decide in advance the medium (or media mix) that will
give you the best results. Will it be the telephone, letter, or e-mail, memo, in
person? Choose wisely.
• Selecting the communication channel – make an intelligent decision regarding the
channel selection before sending your message. Consider such elements as speed,
confidentiality, simultaneous delivery of message, cost, accuracy, feedback needs,
complexity of message, etc.

• Decoding the message – all incoming messages must be given priority treatment,
routed promptly and time must be devoted to understanding their meaning. You
must ensure that you do not act as a block to the message as a result of hostile
feelings towards its sender, or from malicious rivalry, etc.
• Interpreting the message – Spend sufficient time on the incoming message to
ensure that you interpret it correctly.
• Feedback – Communication is incomplete without the element of feedback;
unless the sender is given prompt and unambiguous feedback the communication
is likely to be frustrated. No matter how busy you may be, when you are the
receiver of a message, you must ensure that you give immediate feedback. In
person- to -person oral communication, this is not generally a problem; with
written messages, you must exercise self-discipline and courtesy to ensure that
you respond immediately to complaints, requests, orders, etc.
Breakdown in the Communication Process
You will find that from time to time that your message was not received as you intended. When
this happens the fault may lie in any one of several areas:
• A breakdown at any one of the stages noted above

• Routing disrupted by interference of some sort
• Context and background of communication may have been misread
• Conflict may have arisen as a result of a breakdown at any one of the stages noted
above.
Communication Skills
Mastery of the following skills is the hallmark of an effective communicator; ensure that you
spend the time required to develop these competencies.
• Speaking
• Listening
• Questioning
• Using and observing body language (non-verbal communication)
• Writing
• Reading
You will need all of these skills to carry out the following communication tasks at work:
• Communicating with external and internal clients (including team members,

supervisors and management)
• Handling enquiries related to routine client support needs
• Clarifying and recording information (does not involve technical problem
solving)

TIP! Good customer service relies on the good communication skills of employees.
Refer to: Evans, Desmond, (1990).People, Communication & Organizations,

Prentice Hall, pages 26-27
Evans, Desmond, (1990). People & Communication, Pitman Publishing, page 5
CHECKPOINT
• Can you list the ways in which people communicate?

• What are the communication tasks you are likely to perform in
your day to day activities?
• Can you give three reasons for miscommunication?
ACTIVITY:
Using Power Point, explain the communication process to a group of

colleagues. Quiz them afterwards to check whether they understood
your presentation.
RECEIVE REQUESTS AND INQUIRIES FROM CLIENTS IN A POLITE AND COURTEOUS

MANNER
The nature of the industry in which you work is one that has continuous client interface. You will
always be interacting with your colleagues and perhaps external clients. In other words, you are
in an environment that is highly customer driven. This means you must be customer focused.
When a customer approaches you with a request or an enquiry, he/she comes with certain
expectations and needs:
Client Expectations
A. Product & Service:

• Right product
• Right price
• At the right time
• With a positive and helpful manner from staff

B. Treatment:
• Treat them as individuals
• Treat them with respect and courtesy
• Treat them intelligently
• Listen to them
• Understand them
• Care about them
Client Needs
• To be understood (communication skills are required)
• To feel welcome (be warm and friendly)
• To feel important. To be treated as someone special. (always refer to them by
name)
• To feel comfortable. (Smile, be warm and friendly, reassuring, if necessary)
The way in which you greet your client sets the tone for the exchange and determines the way
you will communicate with him/her in the future. First impressions tend to be lasting and you
never get a second chance to make a first impression! Therefore you want to ensure that you:
• Greet him/her with a smile

• Make eye-contact
• Be friendly
The effective communicator is always courteous and polite. S/he avoids:
• Interrupting
• Contradicting
• Irritating, unpleasant or discourteous speech mannerisms, gestures or posture
• Fiddling with a pencil, doodling or indulging in other distractions
• ‘Showing off’ to impress others
• Making someone look or feel ‘small’
• Being over assertive
• Losing his/her temper
• Being condescending
• Showing boredom or impatience

Instead s/he
• Listens because s/he understands that not listening to someone is discourteous

Pays keen attention, considering the implications of what is being requested or
said.
Looks at the client and provides him/her with feedback to show understanding
• Speech is appropriate to the circumstances. He/she chooses his/her words and
expressions carefully, because s/he considers that people have different
personalities and backgrounds; that it is easy to offend and difficult to overcome
its effect
• Body language matches spoken word
TIP! The polite and courteous handling of your clients promotes a positive image of the
organization and its employees.
Organizational policies and standards
One of the first things you should do when you join an organization is to become very familiar
with your responsibilities and job functions. Make sure that you understand clearly the
company’s policies and procedures that relate to things such as:
• Answering client support enquiries

• Answering the telephone
• Writing messages
• Handling on-line enquiries
• The company’s code of conduct
• Service standards
TIP! Keep abreast of new developments in your company. Know its products and services
so that you can respond to enquiries accurately. Failure to do this can result in loss of
business and client and leave your customer dissatisfied.
CHECKPOINT
How would you demonstrate politeness and courtesy when receiving

requests and enquiries from clients?

ACTIVITY:
Working with another colleague, act out the following scenario:

You are working at the Help Desk at Cyberspace Solutions during a
time when new computers are being introduced. One of the
supervisors has difficulty using his computer.
• On Thursday morning the help desk phone rings. How do you
greet the caller?
• You recognize your supervisor’s voice. He doesn’t greet you
nor identify himself; all you hear is: ‘my printer isn’t
working. It didn’t work yesterday, or the day before, or the
day before that. I have a conference to prepare for and I want
it fixed now!
Under the watchful eyes of your learning facilitator, handle this
situation in a polite and courteous manner.
CREATE AN EFFECTIVE SERVICE ENVIRONMENT THROUGH VERBAL AND NON-

VERBAL COMMUNICATION
The key to creating an effective service environment is to use communication skills to maintain a
customer friendly atmosphere. This will not be possible if you confuse ‘service’ with
‘servitude’.
Service - Assistance Servitude - Slavery;

or benefit given to subjection; bondage.
another.
As you can see from the definitions above, there is no meeting ground between the two terms.
Hence every aspect of your communication must send the message, “I am here to help you” and
“It is my pleasure to assist you.” Effective communication generally involves both verbal and
non-verbal messages.
VERBAL COMMUNICATION
Verbal communication is the use of words in a written or spoken form.
A. Written Forms

Written communication is one of the most reliable channels of communication and is a very
important part of a business communication process. Written communication in an office may
include:
• Handwritten and printed materials (brochures, flyers, posters)

• Electronic mail (e-mail)
• Internal memos
• Facsimiles
• General correspondence
• Telephone messages
• Documented information
Effective Written Communication
There are 5 ‘C’s of effective communication:
• Clear: Write clearly so that the person reading it will not be confused and the meaning is
unambiguous. Use short paragraphs, short sentences and simple language.
• Concise: Use as few words as possible to convey your thoughts. Avoid repetition and
omit unnecessary information.
• Correct: Make sure you follow the rules and styles for business writing and that the
structure and format for meeting the organization’s standards.
• Courteous: This is polite and respectful writing. Write a letter to a customer in a
business like yet friendly and courteous manner
• Complete: Make sure that all the relevant information is included in the correspondence
and that no details are left out.
Additional Guidelines
• Respond to all correspondence in a timely manner

• Be sure to observe the rules of grammar, punctuation, and spelling
TIP! Check the style and format of all written correspondence. Both the hard copy and the
soft copy should be proofread and corrections made to spelling, grammar, style and format
before the document is dispatched.
CHECKPOINT
Can you list 5 ways of communicating in writing to a

client/colleague? What would you do to ensure that an effective
service environment was created using a written format?

ACTIVITY:
Your supervisor has asked you to handle an electronic request for 2

printers to be installed in one of your regional offices immediately.
However, you will not be able to fulfill that request for another ten
days when a new shipment arrives. Respond to the writer of the
request by e-mail.
B. Oral Communication
This is the simplest form of communication. However, it is not successful or effective unless the
sender and the receiver of the message understand the information in the same way. Good oral
communication skills are critical because many workplace activities require you to speak. These
include:
• Client/colleague reception
• Telephone conversations
• Taking part in meetings
• Handling inquiries
• Handling client support needs
• Clarifying information
• Making presentations
Oral communication has two basic components- ‘what’ and ‘how’.

‘What’ relates to content, the skill in organizing thoughts and ideas in a structured and sequenced
order that listeners can easily follow and absorb.
‘How’ relates to the tone of the message, the way you use your voice – intonation, expression
and emphasis –to promote its successful delivery. Thus, successful oral communication is a
happy blend of organization and delivery skills.
The first rule of speaking is to think about what you are going to say before you say it.
Consider the following:
• What you want to say

• How you want to say it
• Whether the message is getting through
Ask yourself, is the message acceptable?

Think first
• Prepare what you want to say. If you don’t, you may have to start again and the
client will lose confidence in you
• Avoid using slang – it is unprofessional and will annoy some clients
How must you say it?

Do Don’t
Speak clearly. (Some clients may have Let your sentences trail off. (It gives the
difficulty in hearing you. Your mouth should impression that you are uncertain).
be free of chewing gum and other food).
Keep the volume moderate Use a sharp tone. (You could sound
aggressive).
Put expression in your voice and watch your Do not sound monotonous or sing-song nor
rate of speech. speak too fast. (Customer may not be able to
follow you).
Speak too slowly. You could sound patronizing
The following reference provides a checklist of speaking skills:
Evans, Desmond, People, Communication & Organisations (1990), Prentice Hall,

page 172
CHECKPOINT
Can you explain the two factors governing oral communication?
ACTIVITY:
Working with a colleague, with one person pretending to be a client

and the other a member of the client support staff, act out the
following situation. A colleague walks up to your desk when you are
inputting data to meet an impending deadline and makes the
following request. “You have to come to my office now and look at
my computer screen. I don’t understand what is happening. And
hurry! I have a deadline to meet.” Respond to this request bearing in
mind that your goal is to create an effective service environment.

Non-verbal Communication
Everything you do carries a non-verbal message. For example, a well-typed letter on good
quality paper with an attractive letterhead will carry a non-verbal message that this organization
is efficient and takes pride in its work. On the other hand, a few words hastily scribbled on cheap
and tattered paper with dirty fingerprints on it will carry quite a different message.
The importance of non-verbal communication is increasingly being recognized. Estimates vary,

but it is generally understood that only:
• 7 per cent of any message is conveyed by words

• 38 per cent of any message is conveyed by vocal non-verbal communication (e.g. tone,
volume, speed)
• 55 per cent of messages are interpreted by face and body non-verbal communication.
Non-verbal communication may be classified as:
• Body language – communicating with parts of your body

• Voice - the quality, volume, pitch, tone, etc. of the voice hint at your emotions and will
indicate things about you that are not expressed in the words
• Space – how near or far you stand away from others (distance) conveys a message. This
varies from “intimate distances” with close friends or family to “social distances” with
strangers
• Physical characteristics and appearance - a person’s build, hairstyle, clothes and general
appearance send very strong messages
• Posture – indicates your feelings or attitudes at the time. Posture can be open or closed
(defensive).
• Symbols (See Figure below), signs, visual displays and signals
Figure: Non-verbal communication – Symbols

Non-verbal communication has several functions. It may:
• Support or reinforce verbal messages – this clarifies the sender’s intention

• Contradict/invalidate verbal messages – when the non-verbal cues send a different message
from the words then the receiver tends not to trust what is being said
• Replace, or substitute for, verbal messages – using non-verbal messages may be more
appropriate in some settings/environment as it may be impossible to send a verbal one
• Regulate verbal messages – non-verbal cues can temper or change the content of verbal
messages. For example, a confused look on the face of the receiver may cause the sender to
rephrase or repeat the message
• Change the flow of the verbal messages – a speaker, in responding to a non-verbal cue, may
decide to talk faster or slower
Generally, communication is most effective when the non-verbal cues support/reinforce the
spoken word.
Despite their power to communicate, however, non-verbal cues can be misinterpreted,

particularly since they are culturally biased. Table 2 provides a list of the non-verbal
communication common in the work environment and their usual associated meanings in
western societies.
NON-VERBAL CUE ASSOCIATED MEANING
Gestures
Finger wagging Disagreement
Open palms with fingers pointing up, palms Emphasis; Very important information
out and hands moving forward
Baton-like pointing movements of the arms Punctuate words; Control
and hands
Hand or finger covering the mouth Embarrassment; Reluctance to speak
Hands on the hips with thumbs back Toughness; Reluctance to back down
Arms crossed over the chest Disagreement
Eye Contact & Facial Expressions

Purposefully looking at someone Recognition; Interest
Purposefully looking away from someone Arrogance; Anger; Disgust
Maintaining eye contact with person of Sexual interest
opposite sex
Smiling Friendliness; Acceptance

Posture
Turning the body away from a speaker Non-involvement; Snub
Dropping the head, leaning back and Boredom
supporting the head with the hands
Open sitting posture – head and body to one Agreement
side and legs uncrossed
Rapid walking with hands moving freely at the Confidence and goal orientation
sides
Table 2: Common non-verbal communication and their associated meanings
Body Language
The power of body language is often

Body Language refers to messages underestimated in the communication process.
sent using parts of the body, such as the During communication, both the sender and the
hands (gestures), body (posture) and receiver are unconsciously evaluating and
head (nodding, shaking and other head interpreting the body language being used. As
movements), eyes (eye contact) and previously noted, body language plays a substantial
face (facial expressions). role (55%) in communication; far greater than the
actual verbal message you are trying to
communicate. It is essential therefore, that you understand how to interpret and use body
language effectively. Body language, both your own and that of others, requires careful
observation.
Body language can be either positive as in smiling and nodding or negative as in frowning with
your arms folded. A help desk officer who speaks whilst pointing a finger at the client may have
his/her action interpreted as an angry gesture.
As body language is interpreted at a subconscious level by the receiver it is necessary to be

aware of the message you are giving your clients. Follow the following guidelines:
• Maintain eye contact: When speaking with someone, make sure you spend at least half
the time meeting the other person’s gaze without staring. Refer to Table 2 on page 19 for
additional guidelines.
• Use posture: Face the other person and lean towards him/her slightly to indicate you are
interested in what he/she is saying.
• Be aware of personal space: Observe a comfortable distance. On no account should you
invade your client’s personal space as this can make him/her uncomfortable and non-
receptive.
• Use facial expressions: Show the person you are listening by looking interested. Watch
your smile – different types of smiles send different non-verbal messages.
• Use gestures: Nod occasionally to show that you understand.

By becoming aware and receptive to the wide range of non-verbal information that is available
you can develop your ability to create an effective service environment through the use of this
very powerful tool.
TIP! To create an effective service environment through the use of verbal and non-verbal
communication boils down to always being approachable and easy to talk to.
Refer to: Evans, Desmond, (1990). People, Communication & Organisations,

Prentice Hall, pages 174 - 177
CHECKPOINT
Which five body language signals should you be mindful of in

creating an effective service environment?
ACTIVITY:
Look at the two employees below.

• Which would you approach and why?
• How would each person make you feel using the body language
indicated?
Revisit the activity on page 17 and include positive non-verbal cues
to demonstrate how you would create an effective service
environment.

USE QUESTIONING AND ACTIVE LISTENING TECHNIQUES TO DETERMINE CLIENT

SUPPORT NEEDS
Questioning techniques
Questions are important tools that you can use to determine your client support needs. The
effective use of questions complements listening in the communication process. They are used to
obtain feedback and clarification of a message to ensure that both you and your client understand
each other. Good questioning techniques are a learnt skill and need to be practised.
There are 3 main types of questions and the combination of all 3 is needed for the
communication to be effective.
• Open Questions
• Closed Questions
• Reflective Questions
• Probing Questions
Open Questions: These give the client the opportunity to provide maximum information. They
usually begin with searching words such as:
• How...
• Why...
• When...
• Where...
• What...
• Who...
• Which...
Where do you want us to set-up the printer?
Closed Questions: These questions are usually asking for a yes or no answer, and do not
encourage any further discussion. They usually begin with words or phrases such as:
• Do...
• Is...
• Can...
• Could
• Will...
• Would...
• Shall...
• Should...
Have you logged off?

Reflective Questions: These questions are used to indicate to the client that you have understood
his/her message or to clarify the situation. They are a variation of open questions and are formed
by turning the client’s statement into a question.
You are unable to log-in to the system even though you have entered your password?
Probing Questions: These are open questions that use information already established to drill
below the surface to the heart of the matter. These are great for handling client complaints.
What exactly happens when you enter your password?
Refer to: http://www.rcmp-learning.org/iim/ecdi0072.htm

http://www.petervenn.co.uk/adquest/adquest
CHECKPOINT
(i) Define direct and hypothetical questions.
(ii). For each of the following questions, place “O” for open, “C”
for closed and “R” for reflective and “P” for probing.
“So, this happens every time you try to send an e-mail?”
“What’s on the screen now?”
“Is this the first time that you are calling the Help desk?”
“What were you doing when this message appeared?
ACTIVE LISTENING TECHNIQUES
Listening is one of the key ways that you will be able

Listen or thy tongue will make thee deaf - to understand your client and determine what his/her
Chinese Proverb needs are.
Listening is not a passive activity but one that requires active participation. An active listener
gives his/her full attention to the speaker and demonstrates to the speaker that he/she has
understood.

Steps to Active listening
• Get ready to listen: Prepare yourself mentally and physically. Have note-taking
materials handy so that you can make notes when appropriate
• Pay attention to the speaker: Keep you mind focused on what the client is saying Show
the speaker that you are listening; in face-to face contact be silently attentive, use positive
body language (posture, eye-contact, nodding head). Over the telephone use attentive
words (“I see”, “okay”, “uh-huh”).
• Ask questions: The goal is not to talk to your client, but to get the client to tell you what
he/she really wants – the solution that he/she wants you to provide for him/her.
• Paraphrase/re-state: This does not mean repeating word-for-word what your client said,
rather it means re-stating in your own words what you have understood. Paraphrasing
tells the client that you are a good listener plus you get instant feedback on the accuracy
of what you understood.
Active listening shows respect, concern and understanding which is important in determining
client support needs.
TIP! The point of learning questioning and active listening techniques is to ensure that you
understand your client’s requests or comments.
Refer to: Zeuschner, Raymond (1997), Communicating Today, Second Edition,

Allyn& Bacon, pages 37-45
ACTIVITY:
• Now that you’ve learnt active listening techniques, complete the

Listening IQ Quiz in Appendix 1 on pg 32. Share your answers
with your learning facilitator.
• Team up with a colleague and ask your learning facilitator to
observe as you practise responding to client requests. Make sure
that you incorporate the active listening and questioning
techniques that you have learnt so far.

READY TO PROVE YOU COMPETENCE?
Now that you have completed this element, check to see whether you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I know how to receive requests and inquiries from clients

in a polite and courteous manner ( ) ( )
2. I understand how to create an effective service

environment through verbal and non-verbal
communication. ( ) ( )
3. I can use questioning and active listening techniques to

determine client support needs ( ) ( )
Checklist 2 Yes No
1. Requests and inquiries from clients are received in a polite

and courteous manner ( ) ( )
2. An effective service environment is created through verbal

and non-verbal communication ( ) ( )
3. Questioning and active listening techniques are used to

determine client support needs ( ) ( )

ELEMENT 2: PROCESS INFORMATION
LEARNING OUTCOMES
As you go through this element you will acquire the necessary knowledge, skills and attitudes to
process information. Your learning facilitator is there to assist you through the various activities
so that on completion you will be able to:
1. Answer inquiries promptly

2. Refer requests to appropriate personnel
3. Record and pass on messages or information appropriately
4. Inform clients of the process and progress of action
5. Take follow-up action in accordance with organizational policy if required
ANSWER INQUIRIES & REFER REQUESTS
Inquiries - are requests

for information.
In order to respond to inquiries promptly, it is important for you to be very familiar with the
organization’s products or services as well as the names and job functions of the people who
work there. It is important to establish the organization’s response time for inquiries and
whether they differ according to the category of inquiry. For example, how quickly are you
expected to respond to an online enquiry versus a letter?
Inquiries may be oral or written. Written inquires can be received as:

• Online enquiries
• E-mail –intranet and internet
• Facsimiles
• Memoranda
• Notes
• Letters
Oral communication may be either:

• Face to face
• Over the telephone
The rule of thumb for handling requests and enquiries that are outside of your scope of
responsibility or knowledge, is to direct them to the person who is responsible for that area or
department so that the client has his/her queries answered in a short period of time. However, be
sure to advise the client that you will be referring him/her to someone more knowledgeable than
you are.

Refer to: to the following link for a sample online enquiry form
http://www.southbank-university.ac.uk/authoring/sampleform.shtml
CHECKPOINT
Can you name 3 inquires that you are likely to receive from clients?
Why is it important to respond promptly?
ACTIVITY:
You have received the following enquiries and requests. Complete

the following table indicating your response including time, where
appropriate.
Request/Inquiry Response & Time

1. Request for user
documentation
2. Repairs to computer
3. Online enquiry
RECORD & TRANSMIT MESSAGES/INFORMATION
During the course of your day you may be required to record messages or information and to
pass them on appropriately.
A telephone message pad is ideal for recording messages and brief information that you have to
pass on. Many pre-printed forms are available on the market. In addition to the printed forms,
message software is also available which routes phone messages directly, or through an optional
connection to the e-mail system.
The following search engine will provide you with samples of both types of messaging system.
www.google.com/images - enter telephone message pad then hit the search button.
www.hudsoft.com/products/wywo

Guidelines for Recording Messages
• Complete a new page of the message pad for each caller:
- Record the name of the person to receive the message

- Write down the date and time of the call
- Find out the caller’s name (ask “May I ask who is calling?”) and ask him/her to spell the
name if you are uncertain of the spelling
- Caller’s telephone number
- Reason for call
- Take the message accurately
- Sign the message, so the receiver will know who took the information on his/her behalf
and from whom to seek clarification if necessary.
Apart from telephone messages, you may receive various kinds of information that you are
required to pass on for example, information about power outages, upgrading work and
installation are all information that must be passed on to the persons or departments which will
be affected. You may also have to document and pass on information about service checks,
break-downs and other requests. Determine the most appropriate means of transmission and pass
it on without delay.
CHECKPOINT
An emergency staff meeting has been scheduled. How would you

pass on this information?
Your supervisor is on her way to visit a client. You receive a phone
call that the meeting has been postponed. What would you do?

ACTIVITY:
You arrive at work to find the following messages on the voice mail.
Source or make your own message slip and record them. Explain
what you would do next.
1. “This is Michelle Boswell 9771700-5. Could Joe Bloke please

give me a call as soon as possible.”
2. “A message for Brenda Egress. Your appointment with the CEO
has been set back until 4 pm instead of 2pm. Please let us know if
this time works for you.
3. You are alone in your department when you receive the following
phone-call: “This department is falling apart! My computer is
hanging up on me this is the third time for today that it has hung
up on me. At this rate I will not have the report that I’m working
on ready in time for my boss’s 2pm meeting. It is very
frustrating; and as if that weren’t bad enough the copier is
printing pale copies. Someone needs to come up here now! Are
there are any clarifying questions you would ask? Log the details
of this call in the appropriate way and route it to the appropriate
personnel.
INFORM CLIENTS OF THE PROCESS AND PROGRESS OF ACTION
The hallmark of good client relations is to keep your client abreast of what is happening.
Suppose you receive an inquiry or a request that has to go through a particular process to achieve
the desired outcome, it is your responsibility to inform the client up-front what the process is and
the length of time it is likely to take. Once the request is being handled stay in touch with the
client to let/him or her know the progress of the action you are taking or that is being taken. This
will send a message that the customer’s request is important. Please note that informing the
client can be as simple as a telephone call, an e-mail or a note.
CHECKPOINT
What is the importance of keeping your client informed?

ACTIVITY:
Working in pairs, with one person playing the role of customer and
the other an employee, role play the following scenario: Someone
who identifies herself as a new employee requests a new computer
because the one that is on her desk is very slow and keeps ‘hanging
up.’ There is a very definite procedure to be followed in this case. Do
your research ahead of this activity and inform the caller of the
procedure. Make sure you clarify the points that she raises. Ask your
learning facilitator to assess this activity.
TAKE FOLLOW-UP ACTION
It is a very good idea to document every interaction with a client. This creates an audit trail for
each client. Your notes should be kept up to date so that anyone who takes over your job will
know exactly where you are with each client.
An important rule of client relations is to take follow-up action. If you promised to do something
ensure that you do it and advise the client of the action that you have taken. Even though a
particular task may not be your direct responsibility, you should keep tabs on the requests that
you forward. This is not done in a supervisory way, but simply to keep abreast of a request that
originated with you.
TIP! When follow-up action is taken you must ensure that it is consistent with the
organization’s policy.

READY TO PROVE YOU COMPETENCE?
Now that you have completed this element, check to see whether you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I know how to answer inquiries promptly ( ) ( )
2. I know how to refer requests to appropriate personnel ( ) ( )
3. I understand how to record and pass on messages or

information appropriately ( ) ( )
4 I can inform clients of the process and progress of action ( ) ( )
5. I know how to undertake follow-up action according to

organizational policy if required ( ) ( )
Checklist 2 Yes Ni
1 Inquiries are promptly answered ( ) ( )
2. Requests are referred to appropriate personnel ( ) ( )
3. Messages or information are recorded and passed on

appropriately ( ) ( )
4. Clients are informed of the process and progress of action ( ) ( )
5. Follow-up action is taken according to organizational

policy if required ( ) ( )

Appendix 1
CHECK YOUR LISTENING IQ
USUALLY SOMETIMES RARELY

1. I face the person who is talking to
me.
2. I pay strict attention to the other
person.
3. I listen with my whole body, showing
that what is being said is of interest
and concern to me.
4. I make encouraging sounds and
gestures, making it easier for the
person to speak freely.
5. I focus on the subject of the
conversation, not the manner, unless
the manner helps me to better
understand the message.
6. I listen to learn and/or to help.
7. I do not interrupt. I hear the other
person out.
8. I ask questions to get clarification.
9. I make a genuine effort to discuss, not
argue.
10. I try to paraphrase, or summarize,
what has been said to me.
11. I listen to what is “not” said (body
language) because this may be the
real message.
12. I listen to my own words as they
sound in the ears of the other person.
beside each statement
This quiz will allow you to assess your listening skills. Place an X in the appropriate column

Learning Management Services Department
Learning Resources Development Unit
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LG – ITICOR0041A COMMUNICATE IN THE WORKPLACE

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2004 ***

Version 1 LRDU – AUG. 04

Element 1: Establish contact with clients ...................................................................................7

Element 2: Process information.................................................................................................26

Version 1 LRDU – AUG. 04

This Competency Unit

Element 1 Establish contact with clients

Element 2 Process information

Version 1 LRDU – AUG. 04 1

Before you start

Before you start this Learning Guide you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner Guide (see below)

Planning your learning programme

Version 1 LRDU – AUG. 04 2

Element 1 Establish contact with clients Yes No

1. I can receive requests and inquiries from clients in a polite

2. I can create an effective service environment through verbal

3. I can use questioning and active listening skills to determine

Element 2 Process information Yes No

1. I can answer inquiries promptly ( ) ( )

2. I can refer requests to the appropriate personnel ( ) ( )

3. I can record and pass on messages or information

4. I can inform clients of the process and progress of action ( ) ( )

5. I can take follow-up action according to organizational

How did you do?

Version 1 LRDU – AUG. 04 3

How to use this Learner Guide

We suggest that you:

• Go through the sections/elements as they are presented (starting at Section 1)

Version 1 LRDU – AUG. 04 4

Complete Assessment Exercise

• Complete the self-assessment checklist at the end of each section or element.

Version 1 LRDU – AUG. 04 5

Using the Computer and Other Resources

Version 1 LRDU – AUG. 04 6

ELEMENT 1: ESTABLISH CONTACT WITH CLIENTS

When you think of communination, what is the first thing

TIP! Communication does not always require words.

Communication uses a number of different channels including:

Version 1 LRDU – AUG. 04 7

• Better understands his/her work environment

People communicate for various reasons:

- To make contact with others

Internal clients External clients

The Communication Process

• A sender or communicator (the person giving the message)

Version 1 LRDU – AUG. 04 8

• A receiver or audience (the person/s who is getting the message)

Diagrammatically, the communication process can be represented as shown below:

Key Factors/Stages in Successful Communication

Version 1 LRDU – AUG. 04 9

Breakdown in the Communication Process

• A breakdown at any one of the stages noted above

• Communicating with external and internal clients (including team members,

Version 1 LRDU – AUG. 04 10

Refer to: Evans, Desmond, (1990).People, Communication & Organizations,

• Can you list the ways in which people communicate?

Using Power Point, explain the communication process to a group of

* 2004 *