CBLM Basic

CHAPTER I
UNIT OF COMPETENCY & MODULE # 1:

PARTICIPATING IN WORKPLACE COMMUNICATION
Learning Outcomes :
1. Obtain and convey workplace information
2. Speak English at a basic operational level
3. Participate in workplace meetings and discussions
I.A LEARNING OUTCOME 1:

OBTAIN AND CONVEY WORKPLACE INFORMATION
Definition of Terms:
Communication - the exchange of information between individuals, for example by means of speaking,
writing, or using a common system of signs or behavior;
Scrutinize- examine: to examine somebody or something closely and carefully
Nonverbal communication - the use of verbal codes (words). It involves nonverbal stimuli like gesture, eye
contact;
Clutter - disorganized mess: a condition of disorderliness or overcrowding
Imposition - extra trouble: a request or task, especially a time-consuming one, that is unreasonably
expected of somebody
Perspective - particular evaluation of something: a particular evaluation of a situation or facts, especially
from one person’s point of view
I. COMMUNICATION
Communication is effected if the idea or meaning received is the one that was intended by the speaker. But
if the idea or meaning received by the listener is not the idea that was intended by the speaker, then communication
has not taken place. However, this does not mean that both the speaker and the listener have to agree all the time
on a particular message or issue. It is possible to communicate and yet disagree as long as there is an exact
reception of ideas and impressions. (Flores and Lopez: 1984)
When you obtain information, it is necessary to ask questions. How do you form your questions? Perhaps
you need to review the two types of information questions to help you obtain information that you need.
II. THE YES-NO QUESTIONS

Yes-No questions with verb be
 To make a simple question when your main verb is be, put the verb before the subject. The be verbs are:
am, is are, was, were
 When the question is negative, you will begin the sentence with be verb +subject+ not + the subjective
complement.
 When you contract the be verb and not, you will begin your sentence with the contracted form + subject +
subjective complement
Example: 1. Filipinos are hospitable.
2. OFWs are not happy-go-lucky people.
Answers: 1. Are the Filipinos hospitable?
2. Aren’t OFWs happy-go-lucky people?
3. Are OFWs not happy-go-lucky people?
ACTIVITY A: Transform the statements to yes-no questions.
1. The electorate is eager to have a new set of honest and sincere political leaders.
2. Young people are aware of the latest happenings of our country.
3. Many children are not ignorant about political issues.
4. Some are politically inclined.
5. Few are not interested in sports.
1 Date Developed:
COOKERY NC II Developed By:

PSAA INTERNATIONAL ACADEMY INC.
Yes-No questions with action verbs
 To form a simple yes-no question, begin the sentence with the function word do, does or did + subject + base
form of the verb.
 Do - is used when the action referred is in the present tense and the subject is plural.
 Does – is used when the action referred to is in the present and the subject is singular.
 Did – is used when the action referred to occurred in the past + the base form of the verb.
Example: a. Few did not vote during the May 14 election.
Answer: Didn’t few vote during the May 14 election?
Did few not vote during the May 14 election?
Example: b. Many wait for the results of the election.
Answer: Do many wait for the results of the election?
Example: c. Everyone wants a clean and honest election.
Does everyone want a clean and honest election?
ACTIVITY B: Transform the statements to simple yes-no questions.

1. Nobody wants to live a troubled life.
2. Optimistic people survive from difficult trials they encounter in life.
3. Pessimistic people do not face the problems with positive attitude.
4. They consider problems as barriers to their success.
5. Optimists say that life is beautiful and worth-living.
III. TWO TYPES OF INFORMATION QUESTION
1. Type A information question

a. Requires only a change in the subject of the sentence.
b. The questions words that you can use are:
who – for a person what – for everything else
ACTIVITY C. Replace the subject of the sentence with one of these question words.
Example: She prepared her papers.
Answer: Who prepared her papers?
1. The applicant submitted his pertinent papers.
2. The documents were filed with the authorized personnel to scrutinize.
3. The officer read each page carefully.
4. Our president aims to raise the employment rate of the Filipinos.
5. She wants all Filipinos to have decent life.
2. Type B Information Question
a. Begins with a question word: (who, which, what, when, where, why, whom, how, whose).
b. Sometimes, you replace the main verb with the proper form of the function verb do.
c. The question word you will use depends upon the kind of information you want.
Take note when to use each of the question words:
 who, whom, whose – ask for persons  which - asks for things
 whose – for ownership  where – for place
 when – for time  why - for reason
 how – for manner or condition
Note: To ask about distance, duration, frequency, degree, quantity, or size, you say:
how far how long how much
how many how wide
ACTIVITY D. Test your ability to ask question by transforming the following statements to wh-questions.
Your questions may vary depending on the information you want.
Example: The people attended the rally of the candidates at the municipal plaza last week.
Answer: Why did the people attend the rally of the candidates at the municipal plaza last week?
When did the people attend the rally of the candidates at the municipal plaza?
Where did the people attend the rally of the candidates?
2 Date Developed:

1. The candidates tried their best to win the hearts of the voters.
2. Some of the voters complained that their names were missing.
3. The poll watchers reported to the precincts early on election day.
4. The voters elected the most qualified candidates this year.
5. Everybody was encouraged to be vigilant to have an honest election.
IV. OBTAINING INFORMATION THROUGH LETTER

Another means of obtaining information is through letter. You write a letter to a person who can
provide you with the information you need. The letter you send is a letter of inquiry.
Inquiry Letters
Inquiry letters may be solicited or unsolicited. When sending an unsolicited inquiry, apologize for the
imposition, express appreciation, and state a reasonable request clearly and briefly.
Style in Letters:
The reaction you anticipate should determine the organization of your letter: either direct or indirect.
1. Direct – puts the main point in the first paragraph.
2. Indirect – gives an explanation before the main point.
The You Perspective
A letter displaying a “you” perspective focuses on important content to the recipient and conveys respect for
his or her feelings and attitudes. To achieve a “you” perspective, ask yourself how the recipient will react to
what you have written.
Focus on the Human connection
 What do I want the person to do, think, or feel?
 What details and emphasis does the person expect?
 To whom am I writing?
 What is my relationship to this person?
Anticipate the Reader’s Reaction
After you have written a draft, answer the following three questions.
 How will this person react?
 What impression of me does this letter convey?
 Am I ready to sign my letter with confidence?
A. Brief Letters of Inquiry
 Brief letters of inquiry are made for the purpose of obtaining price lists, booklets, catalogs, samples, the
names of dealers, details of a time-payment plan, and other information.
 Because of their nature, they do not follow the general plan of the letter.
 They should be courteous and concise, containing only the question, the necessary explanation and an
expression of appreciation.
Illustrations:
123 Rizal Street
Poblacion, Lupon
Davao Oriental
July 22, 1999
(Name)
(Position)
(Address)
Dear Sir:
I shall appreciate your sending me a copy of the Institute of Accounts Annual Catalog for the school year ___.
Very truly yours,
SANTINO B. SANTOS
123 Rizal Street
3 Date Developed:

Poblacion, Lupon
Davao Oriental
July 22, 2007
UNIVERSAL APPLIANCE CENTER
47 C. M. Recto Street
Davao City
Gentlemen:
Please send me the information about the various models and prices of MONTEVIDEO TV SETS and about
your Five Year Service Protection Agreement which you advertised in the March 23 issue of the Chronicle Magazine.
Very truly yours,
JOHN C. REYES
B. Longer Letter of Inquiry; Letters Asking Favors
 Open with a brief statement of the reason for the inquiry, followed by the request for information, and
close with an expression of appreciation
 Favors should be asked of businessman only when the writer is reasonably sure that the recipient of
his letter is in position to grant him without much time and effort, and that the information sought
cannot be obtained more readily else where.
 Convince the reader that the information is to be used for a worthwhile purpose.
 Inquiries which call for confidential information usually contain, near the end, a promise to hold the
information in strict confidence.
 To ensure a satisfactory reply, the writer should do everything he can to make his letter easy to
answer.
Illustrations:
(1)
March 15, 1993
5 Hill Street
Madison, WI 53700
MS. HELEN JONES,
President
Jones, Jones, & Jones
123 International Lane
Boston, MA 01234
Subject: How to Write a Block Letter
Dear Ms. Jones:
As a technical writing student at Texas Tech University, I am preparing a report evaluating the EPA’s progress in
cleaning up PCB contamination in West Texas.
In my research, I’ve encountered your name repeatedly. Your dedicated work has had a definite influence on this
situation, and I am hoping to benefit from your knowledge.
I was surprised to learn that…My own studies question…
As both a writer and a Texas resident, I am very interested in your opinions on the EPA’s progress. Could you find
time in your busy schedule to grant me an interview? With your permission, I will phone in a few days to ask about
arranging an interview.
I would deeply appreciate your assistance and I would gladly send you copy of my completed report.
Sincerely yours,
JOHN SMITH
Administrative Assistant
(2)
4 Date Developed:

(Address)
January 9, 1995
MR. RENATO L. RUIZ,

Chief
Office of Weights and Measurements
Department of Trade and Industry
Makati City
Dear Mr. Ruiz:
I am a second-year engineering student at Mapua Institute of Technology. For a course in technical writing which I
am currently taking, I am writing a paper on the proper way to educate Filipinos in the use of the metric system. The
paper is due on March 5.
The specific question I would like to ask is whether metric measurements should be taught in relation to present
standard measurements such as the foot and pound, or whether they should be taught independently of other
measurements. I see both methods in use.
In the journals where I have been researching the subject, you are frequently mentioned as a major authority in the
field. Would you be kind enough to give me you opinion about metrics should be taught?
Thank you very much for any help you can give me. I will, of course, cite you in my paper.
Respectfully yours,
ALBERTO L. SISON
ACTIVITY E. Answer the following questions briefly.
Comprehension Questions:
1. What information does the sender want to obtain?

2. To whom does he write the letter?
3. Why did he choose Mr. Ruiz as the source of information he is seeking?
4. How does he end his letter?
V. NONVERBAL COMMUNICATION
Nonverbal communication (Tiburcio: 2004) involves those nonverbal stimuli in a communication setting that
are generated by both the source (speaker) and his use of the environment that have potential message value for the
source or receiver (listener). It is both intentional and unintentional. It includes but is not limited to:
 touch  glance  eye contact

 gestures  facial expression  silence
 intonation  posture  dress
 smell  word choice  sounds
The total impact of a message breaks down like this:

 7 percent verbal (words)
 38 percent vocal (volume pitch, rhythm, etc.)
 55 percent body movements (mostly facial expressions)
Types of Nonverbal Communication
 Appearance (Occulesics) – has an immediate subconscious effect on everyone we meet. Within seconds, we are
summed up and a positive or negative impression is gained.
 Eye movement – reveals nonverbal communication. It can tell more about the person than the words he speaks.
 Kinesics – refers to all bodily movements except for those that involve the touching of another person.
 Vocalics (paralanguage)– refers to nonverbal cues found in a speaker’s voice. The way an utterance is made can
have as much or more meaning, than the actual content of the message.
5 Date Developed:

 Touch (haptics) – refers to the study of touching behavior. It plays an important role in our communication with each
other. A gentle touch on the arm can encourage trust; and aggressive touch will naturally have negative effect.
 Chronemics – the study of the use and perception of time. Time speaks when you are ahead of time, on time, or
behind time,; when you are early or late, you express something in you.
 Proxemics – refers to the study of the use of personal space. The distance between you and someone else may
determine the nature of the communication.
 Color – the choice of color is a language of its own.
 Artifacts – often used to communicate information about oneself. These are objects often clothes, jewelry, pictures,
trinkets, which express one’s interests, hobbies, status, or lifestyles.
 Olfactics – refers to the study of the effect of one’s scents and odors.
 Posture – plays a role in the communication efforts.
 Slumped posture – low spirits, fatigued, inferior

 Erect posture – high spirits and confidence
 Leaning away – disinterest, defensive
 Crossed arms and legs - defensive, proactive position
 Uncrossed arms and legs – willingness to listen
Activity F. Identify the type of nonverbal communication. Write your answer on the space provided before the
number.
1. A nonverbal cue that refers to the physical look of a person

2. A kind of communication that is also termed as communication without
words
3. A nonverbal cue that describes attributes like jewelry, clothes and the like
4. A technical term for bodily movements
5. A nonverbal cue found in a speaker’s voice such as pitch, intonation, etc.
6. A technical term for the study of touching behavior
7. A technical term for the study of effects of one’s scents and odors
8. A technical term for the study of the use and perception of time
9. A technical term for the study of the use of space
10. A nonverbal communication that reveals more about the person than the
words he speaks.
Activity G: Discuss the relevance of nonverbal communication with others.
Activity H: Observe people having a conversation and note the types of nonverbal communications they
have.
VI. COMMUNICATING WITH SUPERVISORS AND COLLEAGUES

Communication in the workplace is vital to achieve the goals of the establishment. Appropriate lines of
communication between the supervisors and among your colleagues should be observed to avoid misunderstanding.
To help you speak politely, here are some expressions that you can use:
Making Requests Offering Assistance

Could you help me? Could you, I …? May I help you? Would you like me
to…?
Will you please…? Would you please…? Can I help you? Do you mind if … ?
Would you mind…? Shall I… ?
Some Forms and Uses of Modals

Modals have other forms and uses. Below are some of the more common ones.
1. For permission, requests, suggestions and offers in interrogative form, use shall, would you mind, won’t
you and would you. Shall is exclusively used for the first person. It shows advisability and is almost always
used in question form.
Examples: a. Somebody is burning trash next door. Shall I close the windows?
6 Date Developed:

Yes, please do. (No don’t.)
Note that the responses are not “Yes, you shall,” etc.
b. The rain has stopped. Shall we go?
Yes, let’s go or No, let’s not.
Shall is also used in laws, regulations or directives to express what is mandatory.
Examples: You shall live in peace.

You shall not steal.
You shall not kill.
Do you mind and would you mind
Do you mind and would you mind are used in two common patterns.
Pattern 1: The speaker requests permission to do something

Example: Do you mind if I smoke?
To grant permission, the person addressed answers:
“Not at all.” or “No.”
Pattern 2: The speaker requests the person to do something or refrain from doing
something.
Example: Would you mind keeping the window closed?
The response is: “Not at all.”
To refuse, one can say:
“But I have to open it; the room is full of smoke.”
Won’t and would in question forms also request, invite or suggest as in:
Won’t you come in?
We’re having a seminar on waste disposal next week. Would you like to
attend?
Would you come to a seminar on waste disposal?
2. For actions that were possible or even probable in the past, may have and might have + the past participle of
the main verb are used interchangeably.
Example: a. The pollution index is very high. A lot of smoke-belching vehicles may have passed through
Quiapo this afternoon.
b. A lot of smoke-belching vehicles might have passed Quiapo yesterday afternoon.
3. For actions that were possible in the past, but did not take place, could have + the past participle of
the main verb is used.
Example: Loggers could have saved forests by replanting the area they denuded, but they didn’t.
4. For obligations in the past, should have + the past participle of the verb or ought to have + the past
participle is used.
Example: Kaingeros ought to have saved (should have saved) some of the trees instead of
burning down the whole mountain slope.
5. For deduction about a past situation, use must have + the past participle of the main verb.
Example: Mr. Dizon died of lung cancer. He must have smoked a lot.
When we went hiking last summer, we couldn’t find any tree to rest under.
Kaingeros must cut down all the trees.
Activity I: Do what is asked for.
1. Suggest what would be advisable for you to do. Use the modal shall.
Example: The ash tray is in the next room. (get it)
Answer: Shall I get it?
7 Date Developed:

a. The curtain looks so dirty. (wash it)
b. The food is ready. (set the table)
c. The room is in a mess. (clean it up )
d. The garbage bin is full. (empty it)
2. Restate the following request using mind according to the model.
Example: May I smoke?
Q: Do you mind if I smoke?
A: Not at all or No, I don’t or Yes, I do.
Please stop that noise.

Q: Would you mind stopping that noise?
A: All right or I can’t stop just yet. I have to finish this.
a. Please turn off your cell phones. (We’re having our examination.)
b. May I use the phone?
c. Please return the books to the shelves.
d. May I turn on the computer?
3. What do you think the people in the following situations should or shouldn’t have done ought or ought not
to have done?
Example: There is a mound of garbage at the back of the house.
Answer: The people should not have allowed it to pile up.
a. The residents in the lowlands suffer from flash floods.

b. The number of dengue patients is increasing.
c. The smoke from the burned rubber suffocates the residents.
4. Tell what you can deduce from the following situations. Use the cue words in parentheses.
Example: I smell smoke. (burn)
Answer: I smell smoke. (something must be burning.)
The ground is very wet.

Answer: It must have rained.
a. The ground is littered with broken bottles.
b. I hear somebody snoring in that locked door.
c. The child’s tooth is aching. (chocolate)
VII. PROCEDURES FOR THE LOCATION AND STORAGE OF INFORMATION
An efficient filing system is one that reduces clutter, separates information into recognizable
categories, and makes possible the rapid and accurate retrieval of documents. There are several standard methods,
and each has its advantages and disadvantages. Nevertheless, it is not the system but the use of it that determines
its effectiveness. Documents are filed so they can be found.
Manual Filing System

Manual filing involves the proper keeping of hard copies of documents in cabinets.
 Filing systems may be direct or indirect.
Direct Method Indirect Method

 The person can locate the file  The person cannot immediately locate
immediately, without first having to refer the file but must refer to a cross-index
to a cross-index file to find out where to file to determine where to locate it.
look..
Traditional Filing Systems:
8 Date Developed:

a. Alphabetic System - in this system, the correspondence and other papers are filed alphabetically according to
name, geographic location or subject.
b. Combination Subject System – a major subject outline containing the most important titles is set up in
alphabetical order. Next, subcategory subject titles within each area are placed beneath the major subject
titles.
c. Numeric Systems - are non-alphabetic. All records are filed solely by numbers.
 When the numeric system is used, an accession register must be kept to make retrieving a particular file a
quick process.
 The accession register is a book or a card file that contains each file number beginning with the first number
as well as the correspondent’s name on that file.
 The correspondents’ names should be alphabetized so that one can get the file quickly if a correspondent’s
file number has been forgotten.
d. Phonetic Systems – a filing method based on the use of letters and sounds
Types Combination Subject Files:
1. Subject-Numeric – uses the major subject title with numbers assigned to the subcategories underneath it.
Example: The subject heading is “Automobile Accessories” would be treated in this manner:
AUTOMOBILE ACCESSORIES
1 Automobile Accessories
1-1 Standard Black
1-2 Whitewall
2. Duplex-Numeric – this system makes use of both numbers and letters of the alphabet. A digit is selected for the
subject; this is followed by a dash and another digit for a division of the subject’ plus a letter for further
subdivision.
Example: The subject “Automobile Accessories” might be given the number 8; the division “Automobile
Accessories: Tire” would be given 8-1; a further subdivision “Automobile Accessories: Tires, Standard Black” would
be numbered 8-1a.
Illustration:
8 AUTOMOBILE ACCESSORIES
8.1 Automobile Accessories: Tires
8-1a Standard Black
8-1b Whitewall
3. Alpha-Numeric – uses the letters of the alphabet for the major subject titles along with letters and numbers for
subtopics:
Illustrations: A ADMINISTRATION
A1 Long-Range Planning
A1-1 Guidelines and Schedules
A2 Competition
A2-1 Survey Reports
G GOVERNMENT RELATIONS
G1 Air Pollution Control
G1-1 Vehicle Emissions
G1-1-1 Health Hazards
9 Date Developed:

Filing Equipment
 Files may be kept in standard four-drawer file cabinets or in open-shelf files
Color Coding
 Color coding can be w worthwhile expedient, permitting easier location of specific files or file sections.
Indexing and Alphabetizing
 Indexing is the arrangement of the names on the folder tab or on cards.
 The folders and cards are arranged alphabetically and simplicity of filing and finding.
 Names of individuals are indexed by the last name (the surname) first, then the first name, and then the
middle initial or middle name, if any:
Name Indexing Order

Alfred M. Amell Amell, Alfred M.
Grace R. Gladd Gladd, Grace R.
J. Thomas Williams Williams, J. Thomas
DO’S AND DON’TS IN FILING

Here are some tips that are useful in filing your documents.
Do’s Don’ts
 Staple the papers together in the upper  Don’t use pins, paper clips or rubber bands on
left corner. file papers.
 Print or write in bold letters all labels  Don’t print or write captions on the folders in
on the window of file drawers and on long hand styles.
the folders.
 File materials everyday.  Don’t allow the materials to pile up day after day
before filing.
 File in the order of date, keeping the  Don’t let the papers to be out of chronological
latest date on top or in front within the order.
folder.
 Make and use guide posts or file  Don’t place and take out folders in/from the
guides for every eight to ten folders for drawers without using guide posts or file guides
active files and place folders behind for easy retrieval.
the guides.
 Make an individual folder when there  Don’t make use of miscellaneous folders that
are six to eight materials in a folder. contain many different materials/papers. This
will hinder the quick finding of materials needed.
 See that no folder contains more than  Don’t allow folders to become cluttered and
one and a half centimeters thick of overcrowded.
materials.
 Pull out folders from the file drawer by  Don’t pull out folders by grasping only the tab or
using your two hands holding the caption portion. This will ruin the folder and the
whole folder. caption.
 Write the borrowed records/papers on  Don’t lend records and then depend upon your
a charge-out card before loaning to memory to recall or remember who took these
anyone. records.
 Keep files in accordance with the  Don’t have too many filing systems used in your
prepared and developed File office. Stick to the established File
Classification Guide. Classification Guide.
10 Date Developed:

I.B LEARNING OUTCOME NO. 2:
PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS
Agenda - is a formal list of things to be discussed at a meeting

New business - refers to the introduction of a new or original motion or resolution
Motion- is a concise statement of a theme or a subject matter for consideration, discussion or debate by the
assembly in the form of a proposal, a proposition, or a resolution
Proposal - idea or plan: a suggestion or intention, especially one put forward formally or officially
Resolution - joint formal expression of opinion: a formal expression of the consensus at a meeting, arrived at
after discussion and usually as the result of a vote
Minutes - an official record of what is said or done during a meeting
Amendment - a formal proposal for a change in a main motion and just like any other debatable motion, it needs to
be seconded
Viva voce - orally: by word of mouth
Adjournment - break in official proceedings: a temporary or indefinite cessation of the business of a court,
legislature, or committee
I. PARTICIPATING IN WORKPLACE MEETINGS AND DISCUSSIONS
To be able to participate in workplace meetings and discussions effectively, you need to know the
parliamentary procedure. This will guide you to participate in an orderly manner.
In the meeting, when the preliminary activities like reading of the previous minutes, presentation of
reports by different committees are done, the assembly is ready to consider new business.
Parliamentary practice has established proper steps in the introduction and disposal of motions:
a. Introducing Motions c. Amending Motions

b. Discussing Motions d. Voting on Motions
a. Introducing Motions
Steps:
a. Obtaining the floor c. making the motion
b. Securing recognition d. Seconding the motion
b. Discussing Motions
 When the motion has been seconded, the chairman states the motion immediately.
 If the question is debatable or amendable, he opens it for discussion
 Members debate the motion by discussing the merits of the immediately pending question. They
a. may rise for information if a certain feature of the resolution needs clarification.
b. may propose to amend the resolution
 Each member is guided by the following rules:
a. Only one question, proposition or resolution can be considered at a time. The question must be properly
worded, moved by one member, seconded by another and thrown open for discussion and debate
b. In like manner, only one amendment can be considered at a time
 One can speak only after he has risen, addressed the presiding officer and, or permitted to have the floor.
 No one can speak a second time on the same question as long as another wants to speak for the first time.
 When two or more members rise to speak, the chairman should recognize the one who opposes the
preceding speaker and preferably one who has not spoken previously
11 Date Developed:

c. Amending Motions
An amendment can take any of the following forms:
a. an addition b. an elimination c. a substitution
 After voting on the amendments, discussion on the pending resolution is resumed.

d. Voting on Motions

When the discussion on the given motion or resolution seems to have ended, the chairman asks if the
assembly is ready for the question.
 He then states the question again.
 If nobody rises to object the resolution, the chairman puts the question to vote; first by calling for the
affirmative votes.
 The votes must be taken first by (viva voce) or by show of hands.
 The chairman should make sure that all the members understand the resolution and are perfectly clear on
the question they are to decide
 After voting on the question, the chairman always announces the vote.
Miscellaneous Matters
 This is the next to the last item in the accepted order of business.
 It provides consideration for matters which do not properly fall within the area of the preceding items.
 The chairman may ask the assembly for other items that they may want to present.
Adjournment
 If the motion to adjourn is adopted, the chairman simply announces the result of the voting and declares the
meeting adjourned. Only then can the members rise and leave.
The Chairman
Parliamentary practice assigns specific duties and responsibilities for the presiding officer. His duties
are:
1. To call the meeting to order at the appointed time;

1. To preside at all meetings;
2. To announce the business before the assembly is its proper order;
3. To recognize a speaker for permission to have the floor;
4. To restate all properly-introduced motions for considerations by the assembly;
5. To put to the assembly all questions for which a vote is required;
6. To officially announce the result of all votes;
7. To answer parliamentary inquiries and rule on Points of Order;
8. To maintain decorum in debate and restrict discussion to what is relevant to the business at
hand;
9. To sign all documents necessary to validate actions taken by the assembly;
10. To officially declare all recesses and adjournment.
Below is an illustration how you can participate in a meeting following the parliamentary procedure.
Practice Business Meeting
A. CALL TO ORDER
Chairman “The meeting will please come to order.”
B. READING OF THE MINUTES

Secretary: (Reads minutes of previous meeting.)
Chairman: “Are there any corrections or additions to the
minutes read?”
12 Date Developed:

Obtain the floor Member 1: “Mr. Chairman.”
Recognize the Chairman: “Mr. D.”

member
State the Member 1: “I wish to make corrections on the following
correction paragraph _______.” (Gives corrections.)
Chairman: “Are there any objections to the corrections?”
(Pause. No one rises.)
Chairman: “There being no more objections, the minutes stand

approved as corrected.”
Announce next Chairman: “The next business in order is the reports of the
business in order standing committees.”
Chairman: “Has the committee on finance any report to make?”
Report of Committee “Mr. Chairman, the committee on finance wishes to

Committee Chairman: report that __________.”
Chairman
Secretary marks Chairman: “If there are no objections, we will file the report as
“approved” and made. The secretary will record the acceptance of
date of the report.”
acceptance
C. NEW BUSINESS
1. Introducing Motions
Recognize the Chairman: “Mr. F.”

member
Introduce a main Member 3: I propose that the following resolution be adopted:

motion Resolved, That the Aquaculture Technicians Club
support the Clean Air Act by planting trees at the
coastal areas in our municipality and the
neighboring municipalities.”
Second the Member 4: “I second the motion.”

motion
2. Discussing the Motion
State the Chairman: “It is moved and seconded that the following
question resolution be adopted: Resolved, That the
Aquaculture Technicians Club support the Clean Air
Open questions Act by planting mangroves at the coastal areas in
for discussion our municipality and the neighboring municipalities.”
Is there any discussion?”
3. Amending Motions

Recognize the Chairman: “Mr. G.”
member
First disagree Member 6: “I move that the motion (or resolution) be amended
amendment by by striking out the words ‘and the neighboring
elimination municipalities.’ ”
13 Date Developed:

Second the Member 7: “I second the motion.”
motion
State the motion Chairman: It is moved and seconded that we amend the
resolution by striking out the words ‘and the
neighboring municipalities’ so that the resolution if
amended will read: Resolved, That the Aquaculture
Technicians Club support the Clean Air Act by
planting mangroves at the coastal areas in our
municipality.” Do you accept the resolution Mr. G?”
Member 6: “Yes, I accept the change.”
Chairman: “Are there any objections? (Pause). There being no

objections, the words ‘and the neighboring
municipalities’ will be eliminated in the resolution so
that the resolution reads: Resolved, That the
Aquaculture Technicians Club support the Clean Air
Act by planting mangroves at the coastal areas in
our municipality.”
Put the Chairman: “The vote is on the amendment to the resolution that
amendment to the Aquaculture Technicians Club support the Clean
vote Air Act by planting mangroves at the coastal areas
in our municipality. Those in favor of the motion say
aye (pause); those opposed say no (pause). The
Announce the ayes have it and the amendment to the resolution is
vote carried.
State the motion Chairman: The resolution as amended reads: Resolved, That
as carried the Aquaculture Club support the Clean Air Act by
planting mangroves at the coastal areas in our
municipality.”
4. Adjournment
Member 8: “Mr. Chairman.”

Chairman: “Mr. K.”
Member 9: “I move that this meeting adjourn.”
Member 10: “I second the motion.”
Chairman: “It has been moved and seconded that his meeting
be adjourned. Those in favor say aye (pause);
those opposed say no (pause). The ayes have it
and the motion to adjourn is adopted.”
Members leave
their seats
I.C LEARNING OUTCOME NO. 3:

COMPLETE RELEVANT WORK-RELATED DOCUMENTS
Receiver - the part of a telephone that contains the earpiece and mouthpiece and receives and converts electronic
signals into sound
Terminating the call - ending the call
Résumé - a summary of something such as events that have happened
14 Date Developed:

I. COMPLETING RELEVANT WORK-RELATED DOCUMENTS
There are times when you are required to complete some forms – those that are relevant to your work. The
purpose is for recording information for future use, for documentation and conveying information.
To cite an example is taking and recording telephone message for someone who cannot answer the call.
1 Answering Telephone Calls and Taking the Message
Sometimes you receive a telephone call which is not for you. What do you do if the person whom the caller
wants to talk to is out? Would you just say he’s out? Of course, you will offer the caller assistance, say for
example, taking his message.
Here are some of the expressions that you can use in receiving telephone calls:
a. Hello, good morning/ afternoon/ evening. This is ___________ speaking. May I help you?
b. May I know who is on the line please?
c. I am sorry he is out. Would you like to leave a message? (You take the message, read it to him/her to be
sure you get it right.
d. Is this all, Ma’am/Sir?
e. You are welcome. (Wait for the caller to say goodbye or hang up the phone first.)
 The telephone message must be recorded on a telephone message form.
2. Do’s in Answering Telephone Calls
1. Answer the telephone call promptly. Answering a telephone call is similar to welcoming a visitor. It is
essential that each call be greeted by a prompt, effective and pleasing answer.
2. In answering calls for others, identify yourself. If you’re in the office, identify the office of the person whose
calls have been taken.
Example: “Mr. Jones’ office; Miss Liska speaking.”
3. Taking messages: In recording the call, you should indicate the following:
a. the time the call was received d. telephone number of the caller
b. the name e. the message
c. business affiliation
 If the message is from an out-of-town caller, the area code or the telephone operator’s number should be
recorded, so that the person called can return the call in a short time and without confusion.
4. When the person called is out, it is less offensive to say,
“Mr. ______ is away from his desk just now. May I have him call you, or would you prefer to leave a
message?”
It’s better than to say the following bluntly:
“He is out.”
“This is his coffee break.”
“I don’t know where he is.”
5. Terminating the call: It is courteous to wait for the caller to terminate the call first. Permitting the caller to
say “Goodbye” allows time for last minute instructions.
 The receiver should be replaced gently in its cradle, for the pleasantest “Goodbye” can be spoiled by the
jarring sound of a receiver dropped into position. It is like slamming the door after a visitor. Do not hang up
until your caller has done so first.
ACTIVITY J.
Study the model telephone conversation and fill up the telephone message form for Atty. Reyes.
A. Thank you for calling ABC Books. This is the secretary, Myra, speaking.
B: Good morning. This is Mr. Jose Cruz of LLR Internet café. Is Atty. Reyes in?
A: Yes, but he is at the conference room preparing the materials for the meeting today. May I help you?
B: I’d like to make an appointment with him at 10:00 A.M.
A: I’m afraid that’s not possible. He has a meeting at 10:00 A.M. Can you come earlier, say 9:00 A.M.?
B: Okay, 9:00 A.M. will be fine.
15 Date Developed:

TELEPHONE MESSAGE FORM
Attention : (Name of the person called)
Caller : (Name of caller)
(Name of establishment/place)
Time of call :
Message :
Note : Will call back at __________ A.M./P.M.

Make a return call to phone no. _________________
at __________ A.M./P.M
Message received by : (Name of person who received the call)
MESSAGE FORM
Message for _____________________________________________
Telephone/Personal Call _________ Urgent/Non-urgent: __________________
Caller’s Name ___________________________________________
Company _______________________________________________
Address ________________________________________________
Telephone Number ________________________________________________
Message _________________________________________________________
Action to be taken __________________________________________________
Date ____________________________ Time ___________________________
Message taken by _________________________________
Fig. __ Example of a message form
3. Filling up Work-Related Documents
Go over the proceeding forms. Examine each carefully and try to fill in the required information.
RESUMÉ
1. Personal Data
Name: Age:
Civil Status: Birthplace
Height: Date:
Weight:
2. Educational Qualifications
2.1 SY ___ - ______ Elementary (Name of school)
2.2 SY ___ - ______ High School
2.3 SY ___ - ______ Vocational/Trade
Course
2.4 SY ___ - ______ College
3. Record of Employment
Ex. 1998 - present Architectural Design Center
4. Work Aptitude
Example:
4.1 Designing and

drafting
4.2 Coloring
4.3 Presentation
16 Date Developed:

4.4 Perspective
Rendering
4.5 Model Making
5. Organizations:
5.1 Member (Name of organization)
5.2 Member
PERSONAL DATA SHEET
Print legibly. Mark appropriate items with √ and use separate sheet (if necessary)
I. PERSONAL INFORMATION
2.SURNAME / / / / / / / / / / / / / / / / / / / / /
/ / / / / / / / / / / / / / / / / / / / /
FIRST NAME / / / / / / / / / / 3. NAME EXTENSION (e.g. Jr., Sr.)
MIDDLE NAME
4 DATE OF BIRTH (mm/dd/yy) / / 16 RESIDENTIAL
5 PLACE OF BIRTH ADDRESS
6 SEX Male Female
7 CIVIL STATUS Single ZIP CODE
Widowed
Married 17 TELEPHONE NO.
Separated
Annulled
Others,Specify__
8 CITIZNESHIP 18 PERMANENT
ADDRESS
9 HEIGHT (m)
10 WEIGHT (kg) ZIP CODE
11 BLOOD TYPE
19 TELEHONE NO.
12. GSIS ID NO. 20 E-MAIL ADDRESS
13 PAG-IBIG ID NO 21 CELLPHONE NO. (if

any)
14 PHILHEALTH NO. 22 AGENCY EMPLOYEE
NO.
15 SSS NO. 23 TIN
II. FAMILY BACKGROUND
24 SPOUSE’S NAME 25 NAME OF CHILDREN DATE OF BIRTH

(Write full name and list all)
FIRST NAME / /
/ /
MIDDLE NAME
OCCUPATION / /
EMPLOYER’S NAME / /
BUSINESS / /
ADDRESS
TELEPHONE NO. / /
Continue on separate sheet if necessary / /
26 FATHER’S NAME / /
FIRST NAME / /
/ /
MIDDLE NAME
27 MOTHER’S / /
NAME
/ /
FIRST NAME
/ /
17 Date Developed:

Continue on separate sheet if necessary
MIDDLE NAME
III. EDUCATIONAL BACKGROUND
28 NAME OF SCHOOL DEGREE YEAR HIGHES INCLUSIVE SCHOLARSHIP/

LEVEL (Write in full) COURSE GRADUA TGRAD DATES OF ACADEMIC HONORS
(Write in full) TED E ATENDANCE RECEIVED
(if LEVEL
graduate UNITS
d) EARNE
D
(if not
graduat
ed
ELEMENTA
RY
SECONDAR
Y
COLLEGE
GRADUATE
STUDIES
I declare under oath that this Personal Data Sheet has been accomplished by me and is a true, correct ad complete statement
pursuant to the provisions of pertinent laws, rules and regulations of the Republic of the Philippines.
I also authorize the agency head/authorized representative to verify/validate the contents stated herein. I trust the information
shall remain confidential.
COMMUNITY TAX CERTIFICATE NO.

_______________________________
________
SIGNATURE (Sign inside the box)
ISSUED AT
/ / RIGHT
ISSUED ON (mm/dd/yy) DATE ACCOMPLISHED THUMB MARK PHOTO
CHAPTER II
UNIT OF COMPETENCY & MODULE # 2:
PRACTICING CAREER PROFESSIONALISM
Learning Outcome
1. Integrate personal objectives with organizational goals
2. Set and meet work priorities
3. Maintain professional growth and development
II.A LEARNING OUTCOME #1:

INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL GOALS
Definition of Terms :
Professional standards: the skill, competence, or character expected of a member of a highly
trained profession
Competence – the knowledge and ability in a given area.
Principles – the natural laws and fundamental truths.
Values – the worth or priority placed on people, things, ideas or principles.
Paradigms – the way an individual perceives, understands and interprets the surrounding world.
EBA – the amount of trusts that exists in a relationship.
18 Date Developed:

I. PROFESSIONALISM - THE MOST VALUABLE SKILL IN YOUR CAREER
What is true professionalism? We know it when we see it, and when we don't. It's easy to come up with a
laundry list of traits we consider unprofessional, but how do we capture the elements of what makes for a true
professional?
Many qualities demonstrate professionalism, but overall, professionalism is both an attitude and a lifestyle for
the workplace. From the way we answer the phone to the way we build relationships, it’s a set of standards and
values we uphold everyday and it shows in the way we work, the care we give and the contributions we make to
society.
It’s the foundation upon which we establish dependability within our work environments and communicate
competence to our clients. No amount of skill, talent, education, personality or ambition makes up for a lack of it.
That’s why professionalism is such an important goal.
II. CHARACTER AND PERSONALITYThe relationship between character and personality can be illustrated
with an iceberg. The tip of the iceberg (personality) is what people first see. Although image, techniques, and skills
can influence your outward success, the weight of real effectiveness lies in good character.
III. CHARACTER AND COMPETENCE
A person with high character exhibits

integrity, maturity and an Abundance Mentality TM.
A person with high competence has knowledge

and ability in a given area.
To be truly effective in any area, a person must have a balance of high character and high competence. As
people balance these two elements, they build their personal trustworthiness and their trust with others.
19 Date Developed:

IV. PRINCIPLES AND VALUES
Natural laws or fundamental truths.
 Universal, timeless.
 Produce predictable outcomes.
 External to ourselves.
 Operate with or without our understanding or acceptance.
 Self-evident and enabling when understood.
The worth or priority we place on people,

ideas, or principles
 Self-chosen beliefs and ideals.

 Internal, subjective, based on how we see the world.
 Influenced by upbringing, society, and personal reflection.
V. PARADIGM
The way an individual perceives,

understands, and interprets the
surrounding world.
A mental map.
Individuals are products of learning and experience, and no two individuals share the same knowledge base
or the same set of experiences. Consequently, no two people share identical paradigms.
PARADIGM SHIFT TM
If we want significant changes, first we mush change our paradigms. Thomas Kuhn, he author of a landmark
book, The Structure of Scientific Revolutions, made a point that almost every significant breakthrough in science
is first a break with tradition, old ways of thinking, or old paradigms.
VI. THE EMOTIONAL BANK ACCOUNT
The Emotional Bank Account is a metaphor for the amount of trust that exists in a relationship. It suggests
that every interaction with another human being may be classified as a deposit or withdrawal. Deposits build and
repair trust in relationships. Withdrawals lessen trust in relationships.
Making Deposits and Withdrawals

Think of an associate with whom you have regular contact. Then mark the box (withdrawal, neutral, or
deposit) that best indicates how you would perceive the other’s behavior if he or she:
20 Date Developed:

Deposits Withdrawals
Kindness and Courtesy Unkindness

andDiscourtesy
Keeping Promises Breaking Promises
Honoring Expectations Violating

Expectations
Loyalty to the Absent Disloyalty, Duplicity
Making Apologies Pride, Conceit,

Arrogance
VII. COMMITMENT
WHAT IS COMMITMENT
A great business leader once said:
"...the basic philosophy, spirit, and drive of an organization have far more to do with its relative achievements than do
technological or economic resources, organizational structure, innovation, and timing. All these things weigh heavily
in success. But they are, I think, transcended by how strongly the people in the organization believe in its basic
precepts and how faithfully they carry them out." (from Thomas J. Watson, Jr., A Business and its Beliefs - The ideas
that helped build IBM).
As true as this is for the success of a corporation, it is even more so for the individual. The most important
single factor in individual success is COMMITMENT. Commitment ignites action. To commit is to pledge yourself to a
certain purpose or line of conduct. It also means practicing your beliefs consistently. There are, therefore, two
fundamental conditions for commitment. The first is having a sound set of beliefs. There is an old saying that goes,
"Stand for something or you'll fall for anything." The second is faithful adherence to those beliefs with your behavior.
Possibly the best description of commitment is "persistence with a purpose".
WHERE TO PRACTICE
It appears that effective individual hold dearly to a half dozen commitments. The first, and most basic, of
these is a commitment to a set of values, principles or beliefs. These underlying principles define both the
organization's uniqueness and the fundamental direction in which it wants to head. This first commitment leads to a
common vision and purpose within the organization.
The second commitment is to oneself, to how one act as an individual. An effective individual possesses a
strong sense of personal integrity and self confidence. This leads to a willingness to share the credit for success.
Another side to this commitment is a deliberate emphasis on continual self-improvement.
The combination of a strong, positive commitment to self and to a set of principles serve as a foundation to effectively
maintain the remaining four commitments. These commitments are to: customers, results, employees, and the
organization.
Everyone has a customer and is a customer to someone else. Customers are usually thought of as external
to the organization who needs your product or service. A question worth asking is, "How much are others willing to
pay for my work?" The price your customers are willing to pay measures its values in their eyes.
21 Date Developed:

Besides serving customers, all organizations target specific results. Given the large number of demands placed on all
of us, it is important to concentrate on achieving the most important goals and objectives. Commitment to results is
largely determined by how clear priorities are, what actions get rewarded, and what risks are being taken to improve
intended results.
The next commitment is to the people. The quality of the organization's commitment to customers and results
is largely based upon the quality of its commitment to people. The simple reason for this is that it is these people who
serve the customer and achieve results. How are people treated in the organization? Commitment to people is
largely the product of treating people with respect, challenging them, and giving them effective feedback on how they
are doing.
The final individual commitment is to the larger organization. Other departments, higher management, the
organization's overall strategy & mission are important. Communication is the key with this commitment. How people
talk to, and about, each other greatly affects the quality of cooperation. How open are the channels of communication
up, down, and across? Can management be challenged? Will people support management decisions and changes?
Balancing all six commitments is the key to well directed individual. When management supports its
employees, they will be able and willing to achieve intended results, When these results support customer needs and
expectations, customers will support the organization with their business. A strong and healthy organization can then
continue to show commitment to its people. The glue that holds this process together is the values and leaders in the
organization.
II.B LEARNING OUTCOME #2:

SET AND MEET WORK PRIORITIES
First things – are those things that you, personally find most worth doing.
Important – an activity which you personally find it valuable.
Urgent – an activity which you or others feel that it requires immediate attention.
Mission Statement – a powerful document that expresses your personal sense of purpose and meaning in life. It
acts as a governing constitution by which you evaluate decisions and chose behaviors.
I. PERSONAL MISSION STATEMENT

WHAT’S IN MISSION STATEMENT?
Mission Statement. A powerful document that expresses your personal sense of purpose and meaning in life. It acts
a governing constitution by which you evaluate decisions and choose behaviors.
The process of writing a mission statement involves answering a series of questions.
 What things do I want to have that I feel are important?
 What am I about?
 What are the qualities of character I would like to emulate?
 What legacy do I want to live?
BENEFITS OF A PERSONAL MISSION STATEMENT

A personal mission statement:
 Encourages you to think deeply about your life.
 Helps you examine your innermost thoughts and feelings.
 Clarifies what is really important to you.
 Expands your perspective.
 Imprints self-determined values and purposes firmly in your mind.
 Provides direction and commitment to values.
 Enables you to make daily progress toward long-term goals.
 Provides the first or mental creation of your desired results for your life.
YOUR FIRST THINGS
22 Date Developed:

What are first things? First things are those things that you, personally, find most worth doing. They move
you in the right direction. They help you achieve the principle-centered purpose expressed in your mission
statement.
All activities can be classified by importance and urgency.
IMPORTANCE
An activity is important if you personally find it valuable, and if it contributes to your mission, values, and
high-priority goals.
URGENCY
An activity is urgent if you or others feel that it requires immediate attention.
“The key is not to prioritize your schedule but to schedule your priorities.”
-Stephen R. Covey
Six step process that helps us act on the basis of importance to organize and execute around priorities.
Step 1 – Connect to mission. Link your mind and heart to a worthwhile and principle-centered purpose.
Step 2 – Review roles. Reviewing roles will help you achieve balance and a positive Emotional Bank Account in
relationships.
Step 3 – Identify goals. Ask yourself, “What am I going to do within my roles to live my mission and realize my vision?
Step 4 – Organize weekly. In order to clarify your perspective and give you a manageable amount of time to
activities.
Step 5 – Exercise integrity in the moment of choice. Ask yourself, “Does this choice lead me toward I really want?”
Step 6 – Evaluate. Review for lessons learned, revisit the mission, and commit to apply evaluation results.
Life and Career Skills

Today’s life and work environments require far more than thinking skills and content knowledge. The ability to
navigate the complex life and work environments in the globally competitive information age requires students to pay
rigorous attention to developing adequate life and career skills.
Flexibility & Adaptability
Adapt to Change
 Adapt to varied roles, jobs responsibilities, schedules and contexts
 Work effectively in a climate of ambiguity and changing priorities
Be Flexible
 Incorporate feedback effectively
 Deal positively with praise, setbacks and criticism
 Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in
multi-cultural environments
Initiative & Self-Direction
Manage Goals and Time
 Set goals with tangible and intangible success criteria
 Balance tactical (short-term) and strategic (long-term) goals
 Utilize time and manage workload efficiently
Work Independently
 Monitor, define, prioritize and complete tasks without direct oversight
Be Self-directed Learners
 Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and
opportunities to gain expertise
 Demonstrate initiative to advance skill levels towards a professional level
 Demonstrate commitment to learning as a lifelong process
 Reflect critically on past experiences in order to inform future progress
Social & Cross-Cultural Skills
Interact Effectively with Others
 Know when it is appropriate to listen and when to speak
 Conduct themselves in a respectable, professional manner
Work Effectively in Diverse Teams
23 Date Developed:

 Respect cultural differences and work effectively with people from a range of social and cultural backgrounds
 Respond open-mindedly to different ideas and values
 Leverage social and cultural differences to create new ideas and increase both innovation and quality of work
Productivity & Accountability
Manage Projects
 Set and meet goals, even in the face of obstacles and competing pressure
 Prioritize, plan and manage work to achieve the intended result
Produce Results
 Demonstrate additional attributes associated with producing high quality products including the abilities to:
o Work positively and ethically
o Manage time and projects effectively
o Multi-task “One’s philosophy is not best
o Participate actively, as well as be reliable and punctual expressed in words; it’s
o Present oneself professionally and with proper etiquette expressed in the choices one
o Collaborate and cooperate effectively with teams makes. In the long run, we
o Respect and appreciate team diversity shape our lives and we shape
ourselves. The process end until
o Be accountable for results
we die. And the choices we
Quotes
“Things which matter most must never be at the mercy of things which matter least.” -GOETHE
“What is important to another person must be as important to you as the other person is to you.”
-STEPHEN R. COVEY
“You don’t invent your mission, you detect it.” -VICTOR FRANKL
“In all fields of human endeavor, 80 percent of the results flow from 20 percent of the activities.”
-PARETO
II.C LEARNING OUTCOME #3:

MAINTAIN PROFESSIONAL GROWTH AND DEVELOPMENT
Competent is an individual who has the knowledge and skills and successfully apply them.
Empowered is a process of learning about potential, opportunities for training and education.
I. INDIVIDUAL COMPETENCIES
An individual is “competent” when he or she is able to take certain knowledge and skills and successfully
apply them in an organization. Knowledge and skills are demonstrated as behaviors when they are applied.
Successful application is the key. Knowledge and skills have little or no impact if they are not applied successfully.
Each individual is personally responsible for developing the right competencies. Competencies help to define
a blueprint leading to successful performance.
Individual competencies follow:
 Ability to work in teams
 Client orientation
 Ability to do high-quality work
 Effective and efficient use of resources and time
 Ability to communicate
 Interpersonal relationship skills
 Problem-solving and decision-making skills
 Technical abilities and job knowledge
 Personal initiative
II. LEARNING PROCESS
24 Date Developed:

An individual can become competent through a variety of ways. The learning process starts with knowledge
as the foundation. Knowledge is gained mainly through self development and education. Skills are the next element
of the learning process. They can be gained by training and experimentation. Next, the person needs to apply the
knowledge and skills on the job. Facilitation and on-the-job training help this process. Finally, the learning process
involves experience. Coaching and mentoring can be used to improve the learning process at this stage. All this
learning takes place in the context of the organizational culture.
III. Seven steps to achieve personal continuous improvement:

1. Envision personal improvement. Before you can begin to improve, you have to decide that there is a need for
improvement then determine the general emphasis of your improvement effort. You will therefore build you
own self-awareness of the need to improve and your individual ability to improve.
2. Enable personal improvement. You then make your vision a reality by smoothing the road along which you
will travel. This effort starts with educating your self about which improvements are considered high priority.
“Enabling” or “empowering” oneself is a process of learning – learning about your own potential, about the
“big picture,” about opportunities for training and education.
3. Focus on improvement. You then focus your improvement effort through establishing goals for the effort and
then ensuring that your improvement activities are aligned with those overall goals.
4. Improve the job. Your job may be defined as the collection of processes you “own”. You should establish
control over your job by defining your processes and understanding how those processes interrelate and
relate to others.
5. Improve yourself. You can demonstrate leadership in the overall quality-improvement effort through your
commitment to personal improvement. This means that you establish and adhere to a structured, disciplined
approach to improvement that clearly defines your goals and requires steady, consistent improvement in your
personal performance.
6. Help others improve. Through your improvement effort, you will help your unit as a whole improve. An
essential part of your personal improvement effort should be to help others improve themselves and the
organization.
7. Evaluate your improvement progress. You then measure your success in your efforts to improve. By
measuring your performance against your vision and your plan, and by documenting your improvement
efforts. Ensure through your evaluation that the improvement effort itself is rewarding and provides further
incentive for the continuous improvement effort. Celebrate your success and the success of others.
CHAPTER III
UNIT OF COMPETENCY & MODULE #3: WORK IN TEAM ENVIRONMENT
Learning Outcome:
1. Described team role and scope.
2. Identify own role and responsibility within team.
3. Work as a team member.
25 Date Developed:

III.A. LEARNING OUTCOME #1:
DESCRIBE TEAM ROLE AND SCOPE
DEFINITION OF TERMS:
Team – is a group of people working together for a common goal.
Teamwork – is a technique where by individual team members work together to achieve a common goal.
I. TEAMS
A team is a group of people working together for a common goal. Teams should not be confused with groups.
A team shares responsibility, authority, and resources to achieve its collective mission. Team members feel
empowered to do whatever is necessary within their defined boundaries.
How to Work well in a team environment
In today’s fast paced world, you will hardly find any profile within an organization that requires you to work
individually. When you work in a team, it is important to know that the success of your team translates to your
success. It may not be rally easy to work in team, especially when the team comprises of people from different
backgrounds. But at the same time it is important to know that working in a team can be rewarding. To work well
as a team, there are some things that you must know.
Step 1
Understand your role in the team. Work within the boundaries of your role. If you happen to be very efficient in
your work and always finish your task ahead of others, as other members if they require help from you. By
helping others, you are helping the team inch closer to the goal.
Step 2
Respect the schedule that is set for the team and contribute effectively towards meeting the deadline. If for some
reason, you are not able to meet the deadline, ask for help. Others will appreciate your openness and be willing
to help. This way you will be owning responsibility for your actions as well as not putting the team in an awkward
position of missing the deadline.
Step 3
Treat other team members with respect and support them in whatever way you can. In any team discussions,
always be willing to give others a chance to talk and express their opinion.
Step 4
It is always important to remember that you are part of a team and the efforts in achieving the end result are not
just yours. Every member of the team has a significant role to play in making the project a success.
Step 5
If you are leader of the team or have to step into the leadership role in the absence of the team leader, ensure
that the responsibilities are communicated well to all team members. The results of each member should be
such that it can be measured objectively. Also it is important that you are open to listening to the issues faced by
team members as well as helping them find solutions.
Step 6
Teaming is a collaborative effort towards achieving a goal. Make every team member feel wanted and motivate
them to achieve the results.
Step 7
Avoid any type of gossiping or passing negative remarks about the team members. You must always remember
that you require the help of teammates to ensure your success. Maintain a positive outlook always and thrash
out any differences by discussing it face to face.
Also it is important that you are open to listening to the issues faced by team members as well as helping them
find solutions.
Tips & Warnings
 The success of a team largely depends on how well each member can communicate with each other. It is
important to have all team members involved in the work and hence it is more important to communicate.
The underlying principle of team working is to take advantage of each other’s strengths in achieving the end
result.
II. TEAMWORK
Teamwork is a technique whereby individual team members work together to achieve a common goal. Specifically,
effective teamwork involves:
26 Date Developed:

 Trust
 Effective communication, especially listening
 Motivation to perform and improve
 “We” mentality
 “Ownership” of work with pride
 Respect and consideration of others
 Keeping focus on total customer satisfaction
Principles of teamwork
 Keeping focused on the mission, not making it personal
 Encouraging open communication and active listening
 Yearning for constructive relationships
Benefits of Teamwork
 Better decisions and motivation
 Encourage participation by everyone
 Nurtures/ improved working relationships
 Encourages rewards in the work itself
 Increased communication
 Supports an organization wide perspective
Effective Working Relationships
Relationship is like a fragile thing. Building a lasting relationship takes a lot of time and trust. At work, we have
to consider how to maintain a good relationship with our colleagues as we will be working with them in the company day
in and day out. Through the actions we take, it can either be built to last or destroyed like a crystal ball. The profound
statement, ”People are the most important asset of organizations” is more evident in the Knowledge-Based
Economy (KBE). The success of an organization demands more than just having sound vision, strategy, good
products & brands and competitive prices. Organizations need quality people with effective human dynamics to
achieve its objectives.
Working with colleagues is a two-way street. Set aside your pre-conceived notions about them because this is not
important for you especially if you are the manager. As people are fundamentally different and such differences
often hinder effective human dynamics at work hence impeding organization effectiveness. Respect is a strong
foundation in a relationship. Along the way there may be some challenges that you will face. Develop a culture wherein
people can freely express their feelings. Learning to listen effectively without judging will pave the way to a harmonious
relationship.
III.B. LEARNING OUTCOME #2:

IDENTIFY OWN ROLE AND RESPONSIBILITY WITHIN TEAM.
Roles and responsibilities are the specific contributions expected from each team member in the attempt to
accomplish the mission.
Team mission is the intended result, the focus for all team activities.
How to Be a Successful Team Player at Work
27 Date Developed:

Be a Successful Team Player at Work
Playing well with others is a skill you develop like all other skills. You can be a more effective employee overall if you
get along well in a team environment. Here is how to increase your value with management.
Step 1
Do not promote conflict with fellow employees. Act like an adult in any team setting. Adults are the ones who get
noticed for their cooperative attitude and ability to get along with others. Be wary of trouble makers and don’t get
sucked into their bad mouthing and complaining.
Step 2
Try to help others in the group. You can do this by asking for their input, valuing their remarks and encouraging
them to go forward with their good ideas. If you can show an ability to motivate others, particularly the introverted
team members, you will be noticed.
Step 3
Have impeccable work habits. This means being on time, showing up every day, working to your potential and
not goofing off. Your managers will see you as worthy of development and further training if you have the right
attitude and follow through.
Step 4
Support your supervisor. You may have heard the expression “don’t bite the hand that feeds you.” This is
imperative if you want to get ahead at work. Getting ahead sometimes means that you get a larger pay raise than
others in your group as well as promotions.
Step 5
Be a problem solver in your team. This means that you are willing to take on hard tasks and see them to
completion. You may be surprised just how much you can accomplish if you set your mind to doing something.
Get the help you need from other team members or go outside your group for knowledge and expertise if
needed. You will become known as a worker who knows how to get things done.
I. ROLES AND RESPONSIBILITIES

Roles and responsibilities are the specific contributions expected from each team member in the attempt to
accomplish the mission. It includes:
 Clear understanding of the results and outcome(s) expected from each team member
 “Ownership” of the work, including the amount of control
 A grasp of the limits of resources, including funds, equipment and people
 Empowerment and the amount of authority it carries
 Standards focusing on customer satisfaction
II. EMPOWERMENT
It involves having the responsibility, authority, and resources to do whatever is required to satisfy the
customer and achieve the mission within defined boundaries. The key to empowerment is defined boundaries.
III. SPECIFIC TEAM ROLES AND RESPONSIBILITIES
Each team consists of a team leader, team members and sometimes a team facilitator. Each team player has a
specific role.
 Team leader guides the team to mission accomplishment.
 Team members contribute toward achieving the mission.
 Team facilitator assists the team with focus, teamwork, methodology, tools, and techniques.
Specific actions the team can use to motivate team members:
28 Date Developed:

 Make it clear that the goal is shared.
 Orient, develop, and integrate team members.
 Think and speak “we”
 Institute internal team rewards and recognitions.
 Value individual contributions.
 Avoid frequent changes of team members.
 Take time to develop relationships.
 Encourage a sense of belonging.
IV. UNDERSTAND TEAM DYNAMICS

Each team must understand that although it is unique, all teams normally go through four distinct stages
Stage1: Orientation. During the first stage, team members spend their time becoming acquainted with each other
and with the work of the team. Members attempt to build rapport, honesty, trust, and open communication. They try to
determine what it takes to fit in.
Stage 2: Dissatisfaction. The team members being overwhelmed by the information and the task. Sometimes power
struggles, emotions, and egos become evident. This stage is the most difficult to overcome, some teams never
progressing past it. Once the team understands that it can perform as a team, progression to the next stage is usual.
Stage 3: Resolution. The team moves toward accomplishing its mission. The team actually works as a team.
Stage 4: Production. The team becomes effective. The team member’s work together to achieve the mission. The
team is using the full potential of all team members as efficiently and effectively as possible toward mission
accomplishment.
V. BUILDING INDIVIDUAL SELF-ESTEEM.
There are actions that each team member can do to maintain and build a self-esteem of other team members. They
are as follows:
 Establish an environment in which an individual feels that his or her self-worth is important to performance.
 Stay focused on the mission; do not make it personal.
 Treat each personal as you would want to be treated.
 Encourage individual rewards and recognitions.
 Motivate, communicate, involve, and develop.
III.C. LEARNING OUTCOME # 3:

WORK AS A TEAM MEMBER
Definition of terms :
Decision Making Process is the process of making the selection.
Consensus means everyone in the group accepts and supports the decision.
I. EFFECTIVE COMMUNICATION
Being able to clearly identify and make observations about goals and objectives is the mark of a strong
communicator. While not all communication is effective, there are many merits to finding ways to use good
communication when dealing with or managing a team.
Function. Clear, concise communication should be used to address questions or concerns regarding team
goals, structural changes and the responsibilities of team members. By using clear, concise oral and written
communication, team members will have current, relevant and correct information.
Prevention/Solution. Teams that can express and identify challenges to the success of the team can better
communicate potential solutions and create a plan of action to implement any necessary changes or adjustment.
Potential. Team leaders must learn to effectively offer feedback that both reinforces the culture of the team as
well as guides the individual in any areas where improvement is necessary.
Significance. Good team communication builds a system of support for members of that team. From a
business team to a bowling team, good communication builds morale, eliminates inner conflict and provides a
clear sense of order and routine
Features. Good team communication sustains personal responsibility and encourages all members of the team
to own their mistakes and make the necessary effort to perform more efficiently or with greater competence in the
future.
29 Date Developed:

Considerations. A team is only as good as its weakest link. Thus, good team communication allows strong
players to lead weaker players and share actions and procedures that are effective
II. MEETINGS
Meetings are a way of bringing a team together to work for a common goal. By bringing together people in a
meeting to develop improvements for a common goal, better decisions can result. Meetings can be made effective
through the use of specific meeting tools, such as
 Rules of conduct
 Roles, responsibilities and relationships
 A focus statement
 An agenda
III. RULES OF CONDUCT
Rules of conduct provide guidance for team members on “how” meeting will be conducted. The rules of conduct
consider the following:
 Commitment of team members. A rule on the amount of participation that might be appropriate for each team
member.
 “Owners” of meeting roles. A rule to identify the specific meeting roles of the team leader, team members,
team facilitator, and meeting recorder.
 Negotiation process. A rule for outlining the negotiation process.
 Decision-making process. A rule for delineating the process of decision making.
 Unity issues. Rules for maintaining the team’s cohesiveness.
 Communications procedures. Procedures for allowing all members an opportunity to communicate on all
issues.
 Time management. Rules for the start and end of meetings. Also, rules for conformance to the agenda may
be needed by some teams.
IV. AGENDA
An agenda acts as a meeting guide. It gets the team to focus on the meeting’s desired outcomes. An agenda
encourages effective and efficient meetings because it provides a target for the meeting.
Roles, responsibilities, and relationships
The team leader guides the team to mission accomplishment and the team leader may guide the team during
team meetings. Team members are expected to prepare for, participate in, and perform during team meetings.
The team facilitator helps the team focus and apply methods, tools, and techniques during the meeting. The
recorder prepares all the administration documentation for the meeting. Each team member must understand the
relationships that exist.
Feedback
Feedback involves providing information back to the sender to verify the communication. Feedback can indicate
agreement, disagreement, or indifference. Feedback, like communication, can be verbal or nonverbal. Some
guidelines to effective feedback follow:
 Foster an environment conducive to sharing feedback.
 Encourage feedback as a matter of routine.
 Establish guidelines for providing feedback.
 Discuss all unclear communications, paraphrase, and summarize.
 Be to be direct with feedback.
 Ask questions to get better understanding.
 Consider “real” feelings of team members.
 Keep focused on the mission.
Listening
Listening is a technique for receiving and understanding information. Listening skills are critical to effective
teamwork. Listening is one of our most important communication needs, but it is the least developed skill. Effective
listening requires the following:
 Letting others convey their message.
 Involving yourself in the message.
 Summarizing and paraphrasing frequently.
 Talking only to clarify.
 Empathizing with other’s views.
 Nurturing active listening skills.
V. DECISION MAKING
30 Date Developed:

The decision making process is the process making the selection. In making a decision, the impact and the
support of the outcome should be considered. Although consensus is the recommended method for a team decision
making other method also exists. The team determines the alternate method of decision making from the following
methods:
 Decision by majority. This is a decision by more that half by representatives.
 Decision by leader. In some cases, the leader makes the decision.
 Decision by management. Management sometimes make the decision.
VI. CONSENSUS
Consensus means everyone in the group accepts and supports the decision. This does not mean that
everyone wants the selection but that everyone on the team agrees to the decision.
Considerations for making consensus are:
 Communicate; especially listen to others’ points of view.
 Open team members’ minds to new ideas.
 Nurture the feelings and ideas of all team members.
 Share information.
 Encourage participation.
 Nurture discussion; don’t vote or agree too quickly
 Support ideas that are best for everyone.
 Understand that differences are strength.
Seek a win/win solution
Communication is essential in teamwork!

Good team communication enables a team and its members to be more successful as individuals and as a unit.
Team members who communicate effectively are able to build upon one another's ideas and work processes to
create an active and goal-reaching environment for all.
1. Teams who communicate well are more likely to cooperate well. The results of this increased cooperation are
amazing.
2. Set expectations. Communication is an enabler to every member on the team understanding what is expected of
them and becoming more effective at their designated tasks.
3. Get everyone motivated. Individual team members are more motivated to succeed within an open-
communication environment. Individuals fully comprehend the importance of their duties, thus giving them the
motivation to see their parts through to completion.
4. Experience increased productivity. Being motivated and knowledgeable of the expectations placed upon them,
team members become more productive and effective in managing specific responsibilities.
5. Eliminate obstacles. Issues that may have diverted members from accomplishing the tasks necessary and
influenced their behaviors are no longer a problem when team members are communicating well with one
another. Problems are much more easily identified and eliminated.
CHAPTER IV
UNIT OF COMPETENCY & MODULE #4:
PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Learning Outcomes:
1. Identify hazards and risks.
2. Evaluate hazards and risks.
3. Control hazards and risks.
4. Maintain OHS awareness.
31 Date Developed:

IV.A. LEARNING OUTCOME # 1:
IDENTIFY HAZARDS AND RISKS
1. Hazard – potentially dangerous.
2. Risks - the danger that injury, damage, or loss will occur
I. Work Safely
Safety and health in the workplace covers a wide range of activities. You'll find information here on managing safety,
hazards in different work environments and general welfare considerations.
 Safety Management
 Hazards
 Health
 Welfare
Safety Statements
It is the duty of every employer” to provide systems of work that are planned, organized, performed and
maintained so as to be, so far as is reasonably practicable, safe and without risk to health" ... the 1989 Act, Section
6(2)d
A successful organization does not come about by chance, but as a result of a system. To get work done safely you
need a "safe system of work". Safety is part of management.
A Safe and Healthy System of Work
"Health" and "Safety" are not separate issues. Correct use of protective clothing and equipment, for example may
deal with both. To develop a safe system, think of both aspects, whether dealing with people, animals, machines or
substances.
Health
Would a worker know what might happen to his or her overalls or skin if they were splashed with chemicals?
 Could poor design of working areas, poor posture or repetitive movements lead to pain and soreness in a
keyboard operator's arms for instance?
 Is there any risk of animals transmitting diseases?
 What is the likely exposure when using a toxic solvent to clean a machine? Can exposure be reduced by
substitution or alterations to the process?
Safety
 Would an electrician working near a roof covering in fragile materials know of the danger unless told about it?
 What control methods or standards of housing would be required for the safety of an animal, it‘s handler and
the public, bearing in mind it‘s behavior and temperament?
 Would there be any hazard if a machine or it‘s guard failed, or if the operator chose to do the job in a different
way?
 Is there any fire hazard from the use and storage of a cleaning chemical, or from disposal of contaminated
cloths?
 Health risks may be less obvious than safety risks but are just as important. Once you have identified the
risks, a safe system will provide adequate protection against them, and workers should be encouraged to
keep it
Checklist
Ask yourself some questions about the various jobs in your firm.
 Who is in charge of the job?
 Do their responsibilities overlap with those of anyone else?
 Is there anything which is not someone's responsibility?
 Are there any established safe ways of doing the job?
 Are there any relevant codes of practice or guidance notes?
 Are there safe working procedures laid down for the job?
 Can the job be made safe so protective clothing is not needed?
 Have people been instructed in the use and limitations of protective clothing?
 Has anyone assessed whether equipment, tools or machines have the capacity for the job?
 What will be the consequences if you are wrong?
32 Date Developed:

 How will the person in charge deal with any problems?
 If things do go wrong, would your people know what to do?
 Could emergency services get to the site?
 If the job cannot be finished today, can it be left in a safe state? Are clear instructions available for the next
shift?
 Are your production people aware of what maintenance staff are doing, and vice-versa?
 Is there a system for checking that jobs are done safely in the way intended?
Permits to Work
Simple instructions may be adequate for most jobs, but some - particularly where the ordinary routine of work is
broken - require an extra level of care.
Maintenance activities or occasional working in confined spaces are examples. Issuing a safe written procedure is
good discipline, but when possible risks are high, a formal permit system may be needed.
A "Permit to Work" states exactly what work is done and when, and which parts are safe. A responsible person
should assess the work and check safety at each stage. The people doing the job should sign the permit to show
that they understand the hazards and necessary precautions.
People
Don‘t forget the needs of the individuals doing the job - for instance:
 People come in all shapes and sizes, with different capabilities and levels of fitness;
 Protective gear, seating, working space and machinery guarding which is suitable for each individual;
 Ability to work safely if they are affected by medication, drugs or alcohol, or have recently suffered illness or
injury;
 Ability to understand safety instructions, through difference of language or culture;
 Appropriate methods, facilities or emergency procedures for those who have partial sight, poor hearing or
some other impairment e.g. epilepsy
Maintenance
It‘s not only organization of the work which makes a safe system, it‘s also the condition of the equipment, building or
plant used. All need to be properly maintained.
Systems of maintenance range from daily inspections carried out by an operator, through to full tests and
examinations by a competent person, such as an engineering surveyor from an insurance company. It is good
practice to get the person carrying out any checks or maintenance to confirm the checks performed and record and
defects remedied. A record card hanging on a machine is useful for daily checks, a log book or computer records for
more detailed weekly inspections.
A written record should be kept following each visual inspection, thorough examination or major repair or modification
of the plant. Some thorough examinations and tests are required by law. In these cases there is usually a
requirement for details to be recorded on a certificate or in a register.
Monitoring the System

You cannot rely on your systems always being right. Review them periodically to ensure changes in staff, materials,
equipment, location or timing do not introduce new hazards.
Check the system works by seeing that the rules and precautions not only deal with all the risks, but are also being
followed by those doing the work - particularly if they are working outside 'normal hours' with less supervision than
usual.
Inspections are more effective if done systematically or regularly. Record the results so that progress or deterioration
in standards can be assessed. The information you collect should provide you with knowledge about levels of
supervision, adequacy of training and the systems of work actually being followed. Does your safety statement
reflect what is happening in practice?
Organize safety in the same way as you organize other systems. Delegate responsibility only to capable people.
Get a report back about any unexpected hazards encountered so that next time you can plan to deal with them.
6 Steps in preparing your Health and Safety Policy

1. Draw up a Health and Safety Policy
The Health and Safety Policy should be a simple statement of how the company is managing it's workplace safety. It
should include a commitment to comply with all relevant Health and Safety Legislation and provide a framework for
continual improvement by setting targets and objectives.
33 Date Developed:

'Hazard' means anything that can cause harm e.g. chemicals, electricity, working from ladders etc.
'Risk' is the chance, great or small, that someone will be harmed by the hazard.
2. Identify the Hazards
Don't be overcomplicated. In most firms in the commercial, service and light industrial sector, the hazards are few
and simple. Checking them is commonsense, but necessary.
If you are a small firm and you are confident you understand the work, you can do the hazards identification and risk
assessment yourself. If you are a larger firm, you could ask a responsible employee or safety officer to help you. If
you are not confident, get help from a competent source. Consult and involve all employees, including the safety
representative as necessary. But remember - you are responsible for seeing it is adequately done.
If you are doing the hazard identification and risk assessment yourself, walk around your workplace and look afresh
at what could reasonably be expected to cause harm. Ignore the trivial and concentrate only on significant hazards
which could result in serious harm or affect several people. Ask your employees or their representatives what they
think. They may have noticed things which are not immediately obvious. Manufacturers' instructions or datasheets
can also help you spot hazards and put risks in their true perspective, So can accidents and ill-health records.
3. Risk Assessment
'Risk' is the chance, great or small, that someone will be harmed by the hazard.
An assessment of risk is nothing more than a careful examination of what, in your work, could cause harm to people
so that you can weigh up whether you have taken enough precautions or should do more to prevent harm.
The aim is to make sure that no one gets hurt or becomes ill. Accidents and ill health can ruin lives and affect your
business too if output is lost, machinery is damaged, insurance costs increase or you have to go to court.
If you use dangerous chemicals, the assessment of the risks to health and precautions you need to take may have
already been set out on the label or safety data sheet. If so, you can consider them 'checked' and write that down
when making a written assessment. For other hazards, you probably already know whether you have machinery that
could cause harm, or if there is an awkward entrance or stair where someone could be hurt. If so, check that you
have taken what reasonable precautions you can to avoid injury.
Decide who might be harmed and how. Apart from employees, think about people who may not be in the workplace
all the time e.g. cleaners, visitors, contractors, maintenance personnel etc. Include members of the public or people
you share your workplace with, if there is a chance they could be hurt by your activities
4. Decide what precautions are needed
You may already have in place some safety measures. Your Risk Assessment will tell you whether these are
adequate or more should be done. You also need to ask yourself if you have done all the things that the law says
you have to. Remember, all Health and Safety laws provide guidance on how to assess the potential risks and the
appropriate safeguards. For example, there are legal requirements on prevention of access to dangerous parts of
machinery.
Then ask yourself whether generally accepted industry standards are in place. But don‘t stop there - think for
yourself, because the law also says that you must do what is reasonably practicable to keep your workplace safe.
Your real aim is to make all risks small by adding to your precautions if necessary.
Improving Health and Safety need not cost a lot. For instance, placing a mirror on a dangerous blind corner to help
prevent vehicle accidents, or putting some non-slip material on slippery steps, are inexpensive precautions
considering the risks.
If you find that something needs to be done, ask yourself:
 "Can I get rid of the hazard altogether?" - if not,
 "What safety precautions are necessary to control the risk?"
Controlling the risk means, and the law requires, that you do all that is reasonably practicable to ensure the hazard
will not injure anyone. Commonsense tells us that life cannot be totally risk free. However you are required to do all
that is reasonably practicable to minimize the risk of injury.
If you share a workplace, tell the other employers and self-employed people there about any risks your work could
cause them, and what precautions you are taking. Also, think about the risks to your workforce from those who share
your workplace.
5. Record your Findings
The Safety Statement is the place to record the significant findings of your risk assessment. This means writing
down the more significant hazards and recording your most important conclusions. For example:
 "Electrical installations - insulation and earthing checked and found sound"
 "Fumes from welding - local exhaust ventilation provided and regularly checked"
You must also inform your employees about your findings. Keep the written document for future reference or use. It
can help you if an HSA inspector questions your precautions, or if you become involved in any action for civil liability.
34 Date Developed:

It can also remind you to keep an eye on particular matters and helps to show that you have done what the law
requires.
6. Review your program and update as necessary
You will need to have some system of checking that your safety measures are working effectively. Monitor them on a
regular basis, sooner or later you will bring in new machines, substances and procedures which could lead to new
hazards. If there is any significant change, you should add to the assessment to take account of the new hazard. In
any case, it is good practice to review your assessment from time to time.
Don't amend your safety statement for every trivial change or for each new job. If a new job introduces significant
new hazards of it's own, you will want to consider them in their own right and do whatever you need to do to keep the
risks down.
Hazards
Hazards in the workplace can take many forms. The main categories of hazards to be mindful of are:
 biological
 chemical
 physical
 human behavior
 physical agents
 fire and explosion
The Safety, Health and Welfare at Work (Biological Agents) Regulations, 1994 as amended 1998.
These Regulations set down the minimum requirements for the protection of workers from health risks associated
with biological agents in the workplace. The Regulations must be applied to any activity where workers are actually or
potentially exposed to biological agents as a result of their work. Under the legislation biological agents are classified
into four risk categories according to their potential to cause disease and the possibility of prevention and treatment.
Under these Regulations, the employer must determine and assess the risks due to biological agents at the place of
work. If the work activity is likely to involve a risk of exposure to biological agents, then the nature, degree and
duration of exposure has to be determined in order to assess the risk to worker’s health and safety and determine the
control measures to be taken.
The main principles of the legislation are:
 Avoiding the use of the harmful biological agent – this will usually only be applicable where use of the
biological agent is deliberate.
 Elimination and substitution – by the use of a less dangerous agent.
 Exposure prevention and control – by the introduction of technical and organizational measures or ultimately
by the use of personal protective equipment for individual protection if necessary.
 Provision of information and training.
Whilst biological risk assessment shares many of the principles common to assessment of any risk, it can also prove
more difficult due to the intrinsic nature of micro-organisms themselves e.g. the fact that they are rarely visible and
their ability to reproduce. The risk assessment must be reviewed on a regular basis and revised when necessary e.g.
when significant changes in materials or equipment, personnel, place of work etc.
Chemical Hazards
Chemicals used in the workplace
Some chemicals used at work are obviously dangerous
Hairdressing Chemicals
Steps to ensure safety when working with chemicals used in hairdressing
Chemicals used in the workplace

Some chemicals used at work are obviously dangerous – concentrated sulphuric acid, for example. Many equally
dangerous substances are not so obvious. Think about the way materials are used and if anyone would be at risk if
anything should go wrong. An incorrect decision could lead to immediate injury or long-term illness.
Before Buying
 get the supplier’s safety data sheet (SDS) (keep a file of these documents) and any additional information if
received
 assess the risk from use or storage – if possible find a safer substitute
35 Date Developed:

 design safe work methods and storage arrangements
 choose protective equipment and clothing
 provide training and instruction
 arrange for any medical checks or health surveillance needed
 draw up emergency procedures
When Chemicals Arrive On Site
 give a copy of the safety sheet to anyone handling the substance
 provide an in-house worksheet, especially if the data sheet is complicated or difficult to understand
 check container labels and consignment notes to make sure the goods supplied are as ordered
 check the handling and storage arrangements are in accordance with the supplier’s warning labels and
instructions
 provide any special precautions, including trained supervision for emergencies during unloading or use
 make sure first aid and fire-fighting equipment is readily available at point of use
 display hazard warning signs at the entrance to your premises or at the store
If You Are a Supplier
 you must provide a safety data sheets and other information for users
 if manufacturing or importing a new substance see “Special Cases” section below
 arrange for any necessary testing and research so that substances can be used safely at work
 choose packaging which provides protection for users and during conveyance
 design labels to give adequate information about the risk and necessary precautions
See: EC (Classification, Packaging, Labeling and Notification of Dangerous Substances) Regulations, 2003 (S.I. No.
116 of 2003) EC (Classifications, Packaging and Labeling of Dangerous Preparations) Regulations, 2004 (S.I. No. 62
of 2004)
Storage
Certain Chemicals may be incompatible in that they can react together to form unstable or noxious products, or can
produce heat – which creates a fire risk. Classes of materials must be stored correctly in relation to each other,
oxidizing substances, for example, should be separated from flammable liquids or other flammable substances.
Use information from the supplier and the package label to decide storage arrangements. Materials can be
separated by distance, by a physical barrier (sometimes) by other non-reactive materials can provide segregation
without wasting space.
A safe storage system will:
 separate process area (where fire or leakage is more likely to occur) from storage areas
 provide specific conditions of storage necessary, such as isolation or separation distance
 prevent incompatible chemicals being mixed e.g. spillage, damage to packaging or by wetting during fire
fighting
 reduce risk or physical damage e.g. by fork lift truck
 prevent rapid spread of fire or smoke, or liquid or molten substance
 Minimize the amount of hazardous materials involved in any incident.
Special Cases
 if you use or store certain listed (“major hazard”) dangerous substances you may need to notify H.S.A. and
demonstrate that you are operating safely or submit a Safety Report
 if as a manufacturer of importer, you are supplying a new substance not on the EINECS* List), you should
contact H.S.A. for advice on notification. *European Inventory of Existing Commercial Chemical Substances.
Transport of Dangerous Substances
 label packages for road conveyance or as required for rail, air or sea transport.
 train vehicle drivers EC (Vocational Training of Drivers on the Transport of Dangerous Goods by Road
Regulations, 1997
 check compatibility of vehicle loads
 fit hazard marking on delivery vehicles and provide Trem Cards as required (Dangerous Substances Act,
1972 and associated Regulations on the conveyance of petroleum and other scheduled dangerous
substances by road).
Water Disposal
The discharge of effluent, disposal and transport of waste, and the emission of transport of waste, and the emission
of smoke and chemicals to the atmosphere, may need special precaution or authorization. Contact the local
authority for advice. Contaminated clothing or containers also need careful disposal.
Consider What Could Go Wrong
36 Date Developed:

 are you aware that smoking, eating or drinking at the same workplace where chemicals are used can
increase health risks?
 could soiled protective clothing or equipment contaminate clean clothing?
 could emergency water supplies freeze up in winter?
 are your suppliers’ emergency phone numbers (day and night) readily available?
 could staff inadvertently mix incompatible chemical – bleach with other cleaners, for instance?
 are you prepared for a large leak or spillage?
 what about hazardous by-products or intermediates?
 could mixing of waste chemicals in the drains cause a hazardous reaction or pollution?
 has any hazardous waste been buried or otherwise contaminated land or buildings?
 if maintenance workers suspected the presence of dangerous substances like asbestos or lead paint, could
you handle the problem?
Safe Use of Chemicals

Assess the Risk
Before using a toxic substance consider its possible effects and find out how it can be handled safely. Read the
"supply label" on the package and the supplier's safety data sheet to identify hazardous components - you can then
assess the risks as they apply in your workplace and in the way you use the substance.
The Hazard Label and Safety Data Sheet will tell you:-
 the hazards of the ingredients in, or formatted from, the product
 how it affects the body when breathed in, swallowed or absorbed through the skin
 the consequences of short or long-term exposure the concentration or conditions likely to cause to ill health
 the first symptoms of over exposure
 how to handle the product safely
Then decide whether the hazardous substance can be removed from use, substituted or controlled by other means.
The precautions you take must match the risk. They will defend on the substance, the quantities involved and the
way it is used (Safety, Health and Welfare at Work (Chemical Agents) Regulations, 2001).
Example of specific controls:
 workers handling lead may not eat, drink or smoke in the workplace EC (Protection of Workers)
(Exposures to Lead) Regulations 1988.
 workers handling dangerous chemicals in factory premises must wear approved eye protection.
 how to handle the product safely
Hairdressing Chemicals
Protect yourself
1. Identify if any health hazard exists
1. ask your employer
2. read label
3. read supplier information
2. Assess the likelihood of risk to health. Check for:
1. family history of asthma
2. difficulty breathing
3. rash on hands
4. eczema
3. Avoid use if possible or replace with safer product
4. Reduce handling:
1. use small quantities
2. don‘t forget to label containers!
5. Confine exposure
1. restrict area where mixing happens
2. ensure adequate ventilation
6. Wear suitable gloves and appropriate personal protective equipment
7. Reseal containers immediately after use
8. Store chemicals in safe, dry location away from direct sunlight and other sources of heat
Health
37 Date Developed:

 Report of the Health Effects of Environmental Tobacco Smoke in the Workplace
This detailed report gives the findings of the independent scientific working group that assessed the impact of
environmental tobacco smoke in the workplace. It outlines the characteristics and the health effects of
exposure, the control mechanisms required, and includes a conclusions and references section. A summary
of international position statements on the health effects of workplace ETS is included in the appendix.
 Summary of the Report on the Health Effects of Environmental Tobacco Smoke (ETS) In the Workplace.
This provides a summary of the main report on ETS in the Workplace.
General Working Environment
Use these checklists to find out what facilities you may need to make the workplace safe and healthy and to
provide a reasonable standard of welfare for workers and visitors alike.
Hygiene and Welfare

 separate toilets for each sex, marked appropriately
 toilets ventilated, kept clean, in working order and easily accessible
 ventilated space between toilet and any workroom
 wash basin with hot and cold (or warm) running water
 soap and towels (or electric hand dryer)
 barrier cream, skin cleansers and skin conditioning cream provided where necessary
 waste bins (emptied daily)
 special hygiene precautions where necessary (eg showers, or long
 handled taps where food is handled)
 adequate provision for workers away from base
 drying space for wet clothes
 lockers or hanging space for work/home clothing
 clean drinking water supply – clearly marked
 adequate facilities for taking food and drink, particularly for shift and night-time workers, with wash-up sink
and means of heating water.
Cleanliness
 premises, furniture and fittings kept clean
 good housekeeping to clear trade waste, dirt and refuse daily
 rubbish and food waste covered and regularly removed to keep premises clear of pests
 regular cleaning up of spillages
 floors and steps washed or swept regularly
 internal walls and ceilings washed printed regularly
Floors and Gangways
 kept clean, dry and not slippery
 good drainage in wet processes
 suitable footwear or working platforms provided where necessary
 ramps kept dry and with non-skid surfaces
 gangways and roadways well marked and kept clear
 level, even surfaces without holes or broken boards
 floor load capacities posted in lofts, storage areas etc.
 salting/sanding and sweeping of outdoor routes during icy or frosty conditions
 steps, corners and fixed obstacles clearly marked e.g. by black and yellow diagonal stripes
 floor openings, eg vehicle examination pits, kept covered when not in use and the edges clearly marked.
Design for Health
 seats and benches at a sensible height
 seats of suitable design, construction and dimensions with a back rest supporting the small of the back and,
if needed, a foot rest
 machine controls and instruments designed and arranged for best control and posture
 engineering controls, like local exhaust ventilation systems, to reduce health risks from dangerous
substances and noise
 special tools and good design of working areas to reduce hand and forearm injury caused by repetitive
movements.
Lighting
38 Date Developed:

 good general illumination with no glare
 regular cleaning and maintenance of lights and windows
 local lighting for dangerous processes and to reduce eye strain and fatigue
 no flickering from fluorescent tubes (it can be dangerous with some rotating machinery)
 adequate emergency lighting
 specially constructed fittings for flammable or explosive atmospheres e.g. during paint spraying
 outside areas satisfactorily lit for work and access during hours of darkness for security as well as safety
 light coloured wall finishes to improve brightness, or darker colours to reduce arc welding flash, for example.
A Safe Place to Work
 adequate space for easy movement and safe machine adjustment
 no tripping hazards (trailing wires, etc)
 handholds or guardrails where people might fall from floor edges
 emergency provisions e.g. life belts/jackets for work near water; means of escape from freezer rooms
 no glass, except ‘safety glass’, in spring doors and on busy gangways
 neat and tidy storage of tools
 furniture placed so that sharp corners don’t present a hazard to passers-by.
 comfortable working temperature – usually above 17.5°C for sedentary occupations
 suitable clothing in high or low temperatures (e.g. freezer rooms) or a heated
 rest room (e.g. tyre changing premises)
 good ventilation (avoiding draughts) particularly in high humidity
 mechanical ventilation where fresh air supply is insufficient
 an easily read thermometer in the workroom
 heating systems should not give off fumes into the workplace
 noise levels controlled to reduce nuisance as well as damage to health
 heat stress reduced by controlling radiant heat (especially near head level) and local ‘hot spots’
 rest areas (and arrangements to protect people from the discomfort of tobacco smoke)
 rest facilities for pregnant women and nursing mothers.
MATERIAL SAFETY DATE SHEET

 a detailed and comprehensive written description of a chemical product.
 Must be provided by chemical manufactures and importers automatically during initial shipment of a
hazardous chemical to a downstream distributor or user and during the next shipment if revisions were
made in any of its items. (US OSHA)
RESPONSIBILITIES
 Employer must provide MSDS and training in the interpretation of MSDS.
 Site supervisors must frequently provide on-the-job training sessions and inspect periodically work areas
for safe work practices and appropriate PPE use.
 Employees must read and understand the MSDS of chemical products being used on the job.
WHAT INFORMATION CAN WE FIND IN THE MSDS?
 Item 1: Chemical Identity

Material’s chemical and common names and list of all hazardous ingredients.
 Item 2: Physical Data
Physical and chemical characteristics e.g. vapor pressure, flash point, density, boiling point,
etc.
 Item 3: Physical Hazards
Fire and explosion data. Reactivity data.
- Usually appears as two separate sections.
 Item 4: Health Hazards
Signs and symptoms or exposure, and medical conditions aggravated by exposure to the
material.
 Item 5: Primary Route(s) of Entry
39 Date Developed:

The route(s) by which the material could most likely enter the body.
 Item 6: Exposure Limits
Legal exposure limits (OSHA and other recommended limits). This frequently includes
toxicity information.
 Item 7: Carcinogenicity Listing
Listing of hazardous chemicals found to cause cancer.
 Item 8: Precautions for Safe Handling and Use
Appropriate hygienic practices, protective measures required during handling of
contaminated equipment, and procedures for clean-up of spills and leaks.
 Item 9: Control Measures
Engineering controls, work practices or personal protective equipment.
 Item 10: Emergency / First Aid Measures
Instructions on how to respond to accidental chemical contact or spill.
 Item 11:Revision Data
Date of preparation of the MSDS, and the date of the last change to it.
 Item 12: Manufacturer Contact/Info
Name, address, and telephone number of the party who prepared the MSDS.
MSDS FILING PROCESS
STEP 1: Asset HazCom Coordinator reviews MSDS for completeness and distributes copies to MSDS
file keepers
Mak-Ban HazCom Coordinator: Anita Peh
Tiwi HazCom Coordinator: Elsie Capili
STEP 2: Asset HazCom Coordinator updates MSDS master list or Index every 6 months and
distributes to MSDS file custodians
MSDS general files located at:
Mak-Ban: Chemlab, Clinic, Warehouse, Plant Stn Tiwi: Chemlab, Clinic, Warehouse, Doc Center
Makati, HES
STEP 3: MSDS file custodians update MSDS file and sends task completion notification to HazCom
Coordinator w/in 2 weeks from distribution.
Note: Supervisors shall ensure that MSDS is readily available for each hazardous chemicals in their
control and/or use
hazards associated with the

material
40 Date Developed:

MSDS Contents:
Health
Flammability
Chemical
Reactivity
Labeling Manual PPE
Guide First Aid
Handling & Storage
Hazard / Warnings
IV.B. LEARNING OUTCOME # 2:

EVALUATE HAZARDS AND RISKS
1. OHS – Occupational Health and Safety
2. TLV – Threshold Limit Value
3. WEM – Work Environment Measurement
WORK ENVIRONMENT MEASUREMENT RULE 1077
 WEM – means sampling and analysis carried out in respect of the atmospheric environment and
other fundamental elements of working environment for the purpose of determining actual conditions
therein.
 Employer shall carry out the WEM periodically but not longer than annually.
PURPOSES OF WEM WORK ENVIRONMENT MEASUREMENT

 To determine the magnitude of harmful environment agents;
 To monitor worker’s exposure to harmful substances;
 To evaluate the effectiveness of environmental control measures adopted to improve the workplace
 To maintain favorable environment conditions
TYPES OF ENVIRONMENTAL MONITORING

 Area sampling
 Personal sampling
 Biological
 Ergonomics
TYPES OR CATEGORIES OF HEALTH HAZARDS
Chemicals Ergonomics
Biological
Physical
41 Date Developed:

PHYSICAL HAZARDS
 Temperature Extremes
 Pressure Extremes
 Radiation
 Noise
 Illumination
 Vibration
CHEMICAL HAZARDS
 Any chemical that has been classified as hazardous or for which relevant information exists to
indicate that it is hazardous
 Arise from excessive airborne concentration of chemicals in the form of gases, vapours, mists, dust
or fumes.
 Solvents / Vapors
 Dust / Particulars
 Heavy Metals/ Fumes
 Gasses / Smoke
 Acids / Mists
 In organic Chemicals
BIOLOGICAL HAZARDS
 Any virus, bacteria, fungus, parasite, or any living organism that can cause a disease in human beings.
 They can be a part of total environment or associated with certain occupations.
 Bacteria
 Fungi
 Viruses
 Enzymes
 Other micro-organisms
ERGONOMICS
 Is a multidisciplinary activity dealing with interaction between man and his total working environment
plus stresses related to such environmental elements as atmosphere, heat, light and sound as well as all
tools and equipment in workplace.
ERGONOMICS HAZARDS
 Improper lifting
 Poor visual condition
 Repeated motions in awkward positions
RECOGNITION OF THE DIFFERENT HAZARDS CAN BE ACCOMPLISHED BY:
 Walk-through survey / ocular inspection

 Review the processes involved
 Knowing the raw materials used, products and by-products
 Gather worker’s complaints
42 Date Developed:

 Chemical Safety Data Sheets/ MSDS
EXAMPLES OF IH EQUIPMENT
 Luximeter – illumination
 Dosimeter – noise
 Anomometer – velocity
 High / Low Volume Sampler – dusts, fumes, total suspended particulates
 Multigas Analyzer – different gases
THE NATURE AND STATES OF CHEMICAL HAZARDS
TYPE OF MATERIAL UNITS OF MEASURE
Dusts Millions of Particles per cubic foot

Mineral – Sand
Organic – grains Mass per unit of air (Miligram/ cubic meter of
air-mg/m3)
Dusts = Suspension of solid particles in the air.
Fumes Mass per unit of air
Welding Miligram/ cubic meter of air – mg/ m3
Fumes – solid particles formed from consideration of substances from condensation of

substances from the vapor state.
Fibers Mass per unit of air
Cotton Dust Miligram/ cubic meter of air – mg/ m3

Or
Asbestos Fibers per unit of air fibers/ cubic centimeter of

air – f/cc
Gases Parts per million parts of air - ppm
Carbon Monoxide Ppm
Gases = Substances in the gaseous state at room temperature and

pressure.
SAMPLE OF GASES
 CO, CO2, HCN, NH4, SO2, H2S, N2O, O3, Formaldehyde, phosgene, arsine, vinyl chloride
etc.
TYPE OF MATERIAL UNITS OF MEASURE
43 Date Developed:

Vapors Parts per million parts of air-ppm
or
Solvent Mass per unit of air (milligrams/ cubic meter of
air – mg/m3)
Solvent = gaseous form of liquids at room temperature and pressure.
SAMPLE OF GASES
 Toluene, xylene, alcohol, C2S, benzene, carbon tetrachloride etc.
COMPARISON OF RESULTS OF MEASUREMENT WITH STANDARDS
 Occupational Safety and Health Standards Rule 1070

 THRESHOLD LIMIT VALUES (TLV’s) are exposure guidelines that have been established
for airborne concentration of many chemical compounds.
CATEGORIES
 TLV/TWA – Time Weighted Average

 TLV/STEL – Short Term Exposures Limit
 TLV/C – Ceiling
EVALUATING THE RISK OF CHEMICAL EXPOSURES
TVL – STEL – is the short – term exposure limit where the maximum concentration to which workers can be
exposed continuously for 15 minutes without suffering from any of the following:
 Irritation
 Chronic or irreversible tissue damage
 Narcosis of sufficient degree to increase the likelihood of accidental injury, impair self-rescue or
materially reduce work efficiency.
EVALUATING THE RISK OF CHEMICAL EXPOSURES
 A limit that should not be exceeded during any part of the work-exposure.
PRE-SAMPLING ISSUES
 Therefore:
0.25 PPM = 1 microgram x 24.45
78 (mw) x air volume
Air volume = 1 microgram x 24.45 = 1.3 L

78 x 0.25 PPM
 15 minutes sample, need 87 ml/min.
 The degree of hazard form exposure to harmful environmental factors or stresses would depend on
the following:
 Nature of the material or energy involved

 Intensity of exposure
44 Date Developed:

 Duration of exposure
 Individual susceptibility
ENVIRONMENTAL CONTROL MEASURES
 Engineering Control
 Work Practices Control
 Administrative
 Personal Protective Equipment (PPE)
WORK PRACTICE CONTROL
Alter the manner in which a task is performed
 Following proper procedures/ SOP

 Proper maintenance of process & control equipment
 Implementing Good Housekeeping
 Providing good supervision
ADMINISTRATIVE CONTROL
Changes in how a worker accomplishes the necessary job tasks
 Reduction of work periods

 Adjusting work schedules
 Job rotation
 Education of supervisors
 Emergency response training and education
 Employee information and training
 Housekeeping and maintenance
IV. C. LEARNING OUTCOME # 3:

CONTROLS HAZARDS AND RISKS
2. PPE – Personal Protective Equipment
PESONAL PROTECTIVE EQUIPMENT (PPE)
Consists of devices provided to the worker and required to be worn while performing certain job tasks.
The use of PPE is a control directed to the receiver. This is considered as the last resort and is temporarily used
while pertinent engineering control is ongoing or not yet implemented.
PERSONAL PROTECTIVE EQUIPMENT
Examples:
 Dust/ Gas Respirators

 Safety Goggles/ Spectacles
 Gloves
 Aprons
 Safety Shoes
 Helmets
45 Date Developed:

 Ear plugs/ ear muffs
RECOGNITION – EVALUATION – CONROL
Fundamental concepts of providing all workers with a healthy working environment.
TEMPERATURE AND RELATIVE HUMIDITY
 A temperature suitable for the type of work performed shall be maintained in closed workplaces and
such temperature shall be increased and the degree or humidity varied in accordance with the kind
of work.
 Thermal comfort depends on air temperature, humidity and air movement. Acceptable ranges for
these factors are often referred to as comfort zone. Ideally a person wearing typical office clothing
should feel neither too cold nor too warm.
PERMISSIBLE HEAT EXPOSURE THRESHOLD LIMIT VALUES
WORK-REST WORKLOAD WORKLOAD WORKLOAD

REGIMEN LIGHT MODERATE HEAVY
Continuous 30.0 oC 26.7 oC 25.0 oC

75% work –
30.6 oC 28.0 oC 25.0 oC
25% rest
50% work –
31.4 oC 29.4 oC 27.9 oC
50% rest
25% work –
32.2 oC 31.1 oC 30.0 oC
75% rest
NOISE
Any Unwanted Sound
 When we measure the total amount of noise energy being emitted, we express the measure in
terms of C-weighted decibels (dBC)
 When we measure the energy that actually impacts the human ear, we call it A-weighted decibels
(dBC).
PERMISSIBLE NOISE EXPOSURE
Duration/day Hours (hr) Sound Level dB(A)

8 90
6 92
4 95
3 97
2 100
1½ 102
1 105
½ 110
¼ 115
46 Date Developed:

HEARING DAMAGE FROM NOISE EXPOSURE
 Acute: from loud noise such as blasts (140 – 160) dBA damages the eardrum)
 Chronic: due to long-term exposure to hazardous noise levels.
 Major risk factor: prolonged unprotected exposure to noise > 85 dBA.
TYPES OF NOISE – INDUCED HEARING LOSS
 Temporary threshold shift (auditory fatigue) – temporary loss of hearing acuity after exposure to loud
noise.
- Recovery within 16 – 48 hours
 Permanent threshold shift
- irreversible loss of hearing
- difficulty in understanding spoken words
- familiar sounds are muffled
- frequent tinnitus
HOW HEARING MAY BE IMPAIRED
 Infection of the ear
 Obstruction or Injury by physical agents (foreign bodies, trauma, rapid changes in altitude)
 Toxic agents and allergies (tobacco, aspirin, some antibiotics)
 Diseases (meningitis, tumors, infections)
NOISE MEASUREMENT
 Show the noise exposure as accurately as necessary to compare figures obtained with noise limits.
 Consider normal working conditions and conditions involving the highest noise levels.
 Consider effects of rapid fluctuations
INSTRUMENT
 SOUND LEVEL METER
- a device that measures the intensity of sound
 Decibel (dB) – unit of measurement for sound level meter
Sound Absorbing Materials
 “If you are unable to speak in a normal tone of voice standing at arm’s length from your
workmates, then the noise level is too high.
ILLUMINATION
47 Date Developed:

 Some other factors, together with the air quality, including lighting may affect the employee’s health,
moral and productivity. Although office work has not been proven to cause permanent vision or eye
problems, many office workers report eyestrain, a burning sensation in the eyes, blurred vision, eye
irritation or dryness, dry eyes and headache.
RECOMMENDED ILLUMINATION LEVELS

 A minimum of 50 lux – passageway, corridor, warehouse
 A minimum of 100 lux – engine and broiler rooms; toilets and washrooms
 A minimum of 200 lux – canning and preserving; planning of lumber and veneering
 A minimum of 300 lux – medium inspection office deskwork with intermittent reading and writing for
filing and mail sorting.
 A minimum of 500 lux – fine inspection, fine woodworking, accounting, drafting, stenographic work.
 A minimum of 1000 lux – extra fine assembling; jewelry and watch mfg; proofreading in printing
plants.
Note: LUX = 10 Candles (1foot)
CHEMICAL HAZARDS
 Chemicals have improved our QUALITY OF LIFE.
GENERAL CONCEPTS
Chemicals are found everywhere around us…
 In the food we eat

 The water we drink
 The consumer products we use
 And the air we breathe
Chemicals are either

 Naturally occurring or man – made.
 They have a wide range of possible health effects.
TLV of Airborne Contaminants

GASES VAPORS
CO 50ppm Acetone 1,000ppm
CO2 5,000ppm Benzene 25ppm-C
CI2 1ppm Toluene 100ppm
O2 19.5 % Methanol 200ppm
H2S 10 ppm Methyl 500ppm –C
Cloride
48 Date Developed:

PREVENTIVE MEASURES FROM EXPOSURE TO WORKPLACE CHEMICAL
Areas Where Hazards Can

Be Controlled
PATH
SOURCE RECEIVER
Generalized Diagram of Control Method
SOURCE RECEIVER
PATH
1. Substitution with a less 1. Housekeeping 1. Training and education

harmful material (water (immediate cleanup) (most important)
in place of organic
solvent) 2. General exhaust ventilation 2. Rotation of workers
(roof fans) (split up dose)
2. Change of process
(airless paint spraying) 3. Dilution ventilation 3. Enclosure of worker
(supplied air) (air conditioned crane
3. Enclosure of process cabs)
(glove - box) 4. Increase distance between
source and receiver 4. Personal monitoring
4. Isolation of process (semi -automatic or remote devices
(space or time) control) (dosimeters)
5. Wet methods (hydro 5. Continuous area monitoring 5. Personal protective
blast) (pre -set alarms) devices
(respirators)
6. Local exhaust ventilation 6. Adequate maintenance
(capture at source) program 6. Adequate maintenance
program
7. Adequate maintenance
program
49 Date Developed:

THE PREVENTIVE MEASURES
Engineering – changes to the process or equipment that reduces or eliminates exposure to an agent or
hazard.
Administrative – changes in how a worker accomplishes the necessary job tasks.
Personal Protective Equipment – Consists of devices provided to the worker and required to be worn while
performing certain job tasks.
INDUSTRIAL VENTILATION
The process of supplying or removing air by natural or mechanical means to and from any space.
PURPOSE:
 To ensure condition of thermal comfort.
 To renew the air in the workplace, therefore diluting eventual air contaminants to acceptable levels.
 To prevent hazardous air contaminants from reaching the workers breathing zone.
GENERAL VENTILATION
It aims the removal of air in the work environments so that the possible contaminants are diluted to levels
considered to be not harmful to health and/ or to provide workers comfort cooling.
MEANS
 Natural
 Exhaust Fans
 Local Cooling
 Air-condition
LOCAL EXHAUST VENTILATION (LEV)

It aims at the removal of the air contaminants from the working environment before they can reach the
breathing zone of the workers in harmful concentration.
Duct Air Cleaning Device
Hoods Fan
PANDACAN MANILAA Basic Elements
50 Date Developed:

GENERAL OR DILUTION VENTILATI
EXAMPLES OF LOCAL EXHAUST HOODS
TABLE OF RANGE OF CONTROL VELOCITIES
Range of Control Velocities:
Condition of Dispersion of Examples Control Velocity,

m/se
Contaminant c
Released with practically no Evaporation 0.25 – 0.50
velocity into quiet air from
tanks
Released at low velocity into Spray booth, 0.50 – 1.0
moderately still air plating, welding
Active generation into zone of Barrel filling, 1.0 – 2.5

rapid air motion crusher
s
Released of high initial velocity Grinding, abrasive 2.5 – 10.0
into zone of rapid air motion blasting
IV.D. LEARNING OUTCOME # 4:
MAINTAIN OHS AWARENESS
1. First Aid – is an immediate care given to an injured person or suddenly taken ill.
3. Wound – the break in the continuity of skin and mucus membrane.
FIRST AID
The immediate care given to a person who has been injured or suddenly taken ill. It includes self-care and
home care if medical assistance is not available or delayed.
RULES OF FIRST AID

 Bridge the gap between the victim and physician.
 Not intended to compete or takes place the service or the physician.
 Ends when the service of the physician begins.
OBJECTIVES OF FIRST AID

 Prolong life
 Alleviate suffering
 Prevent further injury
51 Date Developed:

GUIDELINE IN GIVING FIRST AID
GETTING STARTED
 Planning
 Gathering
 Initial Response
- A – Ask for help
- I – Intervene
- D – Do not further harm
 Instruct Helper
EMERGENCY ACTION PRINCIPLE

 Survey the Scene
 Assess
- A – Airway
- B – Breathing
- C – Circulation
 Arrange Transport Facility
HINDRANCES IN GIVING EMERGENCY CARE/ FIRST AID

 Unfavorable Surroundings
 Presence of crowd
 Pressure from victim or relative
CHARACTERISTICS OF A GOOD FIRST AID PROVIDER

 Gentle
 Observant
 Resourceful
 Tactful
 Sympathetic
AIRWAY OBSTRUCTION (CHOKING)

What to do…
 Assess the victim
 Perform Heimlich maneuver/ abdominal trust.
 Chest trust
 Back tap
 CPR (if necessary)
Rules when Lifting

 Correct Feet Position
 Firm hold with Palm
 Straight Flat Back
 Head Raise, Chin In
 Lift with Legs
 Use Body Weight
52 Date Developed:

FIRE PREVENTION & CONTROL
FIRE TRIANGLE
Fu
a
el
e
H
t
Oxygen
HAZARD COMMUNICATION
NFPA Diamond
Flammability from 0
Reactivity 0 -
Health Hazard from 0
OX
Special Hazard Symbols
PROTECTION AGAINST FIRE
 Structure Precautions
 Fire-resident structural elements
 Walls, doors & openings should contain fire
 Non – flammable roofs and walls
 30 minutes fire resistance and automatically closing doors
 Cavities & voids be separated by fire-resistant partition
 Insulated electrical cables
 Fire-resistant walls to separate compartments
 Control smoke by using ventilators
 FIRE DETECTORS AND ALAMS

 SPRINKLER SYTEMS
HOW TO PREVENT FIRES

 OBSERVE SMOKING RULES and remind others to do the same.
 INSPECT YOUR AREA and equipment frequently.
 REPORT unsafe condition.
 OBSERVE proper housekeeping.
 AVOID PILING UP TRASH and other flammable.
 KEEP fire exits clear.
53 Date Developed:

 USE EXTRA CAUTION around gas, flammable, and oxygen equipment.
KNOW WHAT TO DO IN CASE OF FIRE

DON’T PANIC!
KNOW
 … your evacuation plan.
 … your fire station.
 … where alarm boxes are located.
 … where extinguishers are located.
FIRE ESCAPE PLANNING

 Practice Escaping From Every Room
 Have two ways to get out o each room.
 Make sure that
 Windows are not stuck
 Screens can be taken out quickly
 Security bars can be properly opened
 Security Bars Require Special Precautions
 Must have quick release devices allow them o be opened immediately in an emergency.
 Get Out and Stay Out
 Remember to escape first.
 Never go back into a burning building for any reason.
 Tell the fire fighters if someone is missing.
 Designated A Meeting Place Outside and Take Attendance
MAJOR PARTS OF A FIR E EXTINGUISHER
Safety
Pin Head Cap
Assembly
Operating
Lever Discharge
Pipe
Cylinder
Nozzle
PASS
 Pull the pin.

 Aim at the base of the fire.
 Squeeze the lever.
 Swing the nozzle from side to side.
 It is best to have yearly training.

 Remember, a Fire Extinguisher can be used for small fire only.
54 Date Developed:


CBLM Basic

Uploaded by

Copyright:

Available Formats

CBLM Basic

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CBLM Basic

Uploaded by

Copyright:

Available Formats

CHAPTER I

UNIT OF COMPETENCY & MODULE # 1:

I.A LEARNING OUTCOME 1:

II. THE YES-NO QUESTIONS

ACTIVITY A: Transform the statements to yes-no questions.

COOKERY NC II Developed By:

ACTIVITY B: Transform the statements to simple yes-no questions.

III. TWO TYPES OF INFORMATION QUESTION

1. Type A information question

COOKERY NC II Developed By:

IV. OBTAINING INFORMATION THROUGH LETTER

123 Rizal Street

COOKERY NC II Developed By:

COOKERY NC II Developed By:

MR. RENATO L. RUIZ,

1. What information does the sender want to obtain?

 touch  glance  eye contact

The total impact of a message breaks down like this:

Types of Nonverbal Communication

COOKERY NC II Developed By:

 Slumped posture – low spirits, fatigued, inferior

1. A nonverbal cue that refers to the physical look of a person

Activity G: Discuss the relevance of nonverbal communication with others.

VI. COMMUNICATING WITH SUPERVISORS AND COLLEAGUES

Making Requests Offering Assistance

Some Forms and Uses of Modals

COOKERY NC II Developed By:

Shall is also used in laws, regulations or directives to express what is mandatory.

Examples: You shall live in peace.

Do you mind and would you mind

Pattern 1: The speaker requests permission to do something

Activity I: Do what is asked for.

COOKERY NC II Developed By:

Please stop that noise.

a. The residents in the lowlands suffer from flash floods.

The ground is very wet.

VII. PROCEDURES FOR THE LOCATION AND STORAGE OF INFORMATION

Manual Filing System

Direct Method Indirect Method

Traditional Filing Systems:

COOKERY NC II Developed By:

Types Combination Subject Files:

COOKERY NC II Developed By:

Name Indexing Order

DO’S AND DON’TS IN FILING

COOKERY NC II Developed By:

Agenda - is a formal list of things to be discussed at a meeting

I. PARTICIPATING IN WORKPLACE MEETINGS AND DISCUSSIONS

a. Introducing Motions c. Amending Motions

COOKERY NC II Developed By:

a. an addition b. an elimination c. a substitution

 After voting on the amendments, discussion on the pending resolution is resumed.

1. To call the meeting to order at the appointed time;

Practice Business Meeting

Chairman “The meeting will please come to order.”

B. READING OF THE MINUTES

COOKERY NC II Developed By:

Recognize the Chairman: “Mr. D.”