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Image: Sarina Brady,

Teachers Conference,

2011, Flickr

Unit 1, Lesson 5, Good Communication Skills at Work

"A lot of problems in the world

would disappear if we

talk to each other instead of

about each other." – Ronald Reagan

Level Objectives

Beginning Literacy

Understand the concept of customer service by responding to

complaints in a positive tone.

Find ways to collect correct information in order to solve a

problem.

Find common ground.

Understand one's responsibilities in coming to work on time.

Complete vocabulary and word identification easily and without

much prompting.

Find ways to advocate for oneself.

Level College Career Readiness Standards

A Speaking and Listening Anchor 1: Prepare for and participate effectively in

a range of conversations and collaborations with diverse partners, building

on others’ ideas and expressing their own clearly and persuasively.

Ask questions to clear up any confusion about the topics and

text under discussion. (SL 1c)

Speaking and Listening Anchor 3: Evaluate a speaker’s point of view,

reasoning, and use of evidence and rhetoric.

Ask and answer questions in order to seek help, get

information, or clarify something that is not understood. (SL3)

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Speaking and Listening Anchor 6: Adapt speech to a variety of contexts

and communicative tasks, demonstrating command of formal English

when indicated or appropriate.

Speak audibly and express thoughts, feelings, and ideas clearly.

(SL 6)

Produce complete sentences when appropriate to task and

situation. (SL 6)

Introduction

The purpose of this lesson is to examine good communication skills at work. So far the lesson in

this unit have included a variety of communication strategies: understanding body language, using

proper language in the right context, and developing active listening skills.

In this lesson, you will help students to recognize the variety of settings and media for

communicating at work. Employees are expected to communicate with customers and employees

of other businesses, and with co-workers at meetings and through emails or phone calls in a

professional and civil way.

Discuss: Distribute the student handout, Workplace Categories for Communication.

Have students look at the handout as you go over the following categories. Pre-teach

vocabulary.

Workplace settings and categories for communication

include

Interpersonal communication, or face-to-face communication

between people.

Group communication either in person at meetings (interpersonal)

or virtually online.

Organizational communication, such as a formal announcement

sent by the head of the department or firm, or office policies published in an office

manual.

Mass communication, like emails, bulletins, and announcements sent via regular mail

and text messages.

Social media and online communication, in which the communication policy from

the firm or business apply to the content on websites, Facebook, Twitter, Instagram,

and more.

Intercultural communication between groups of people from different backgrounds

and cultures, in which issues of diversity apply.

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Gender communication and the firm's policy on sexual harassment and job

equality.

Intergenerational communication, or communication among people of different

generations, which we discussed in the previous lesson.

Critical thinking question. “Can you think of some instances in which the above

categories overlap?”

Give students time to come up with an answer and problem solve. If they have

difficulty with the question, provide a simple example by thinking aloud.

(Interpersonal communication can also include intercultural, intergenerational,

gender, and group communication; group communication can include online and

group communication among a variety of people from different classes, races,

countries, and gender.)

Discuss: Ask students about the term ‘neutral’ and its meaning. When is neutrality

applied? Why is it important? Then ask them to think back to the active listening role

plays in the previous lesson and the videos they have watched so far. Have them think

about the skillful communication they observed.

Ask: Suppose you are an angry customer, how would you expect the manager of the store

to handle your complaint? Why? Can you think of a time when you had to diffuse a

situation? What did you do? How did you behave? What did your body language look

like? (If your students have difficulty answering the questions, use the bulleted

communication skills listed above and think about your reasoning aloud to get the

conversation started.)

In the next video, you will see how a skillful communicator can resolve a situation.

Video: Conflict in the Workplace, 2:16 min

video

https://www.youtube.com/watch?v=plw8tZr9RIc

This video provides an example of two employees

who are unable to come to an agreement. Their

supervisor is helping them to resolve their conflict.

As you watch this video, look for:

Body language

Facial expressions

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Tone of voice

The setting

How the conflict is resolved

Discuss: Observations on watching the video Note: A transcript of this video is available in the last tab marked “Additional

Materials”. Ask students to look for specific information in the text, unless

otherwise noted. Explain that at work they will be asked to look for information

on their own or in teams, and that this skill is an important one to learn.

What was the supervisor's demeanor as she gets to the root of the conflict?

(Neutral, lines 3&4; reasonable, lines 27-32.)

How did both employees come to realize that they must compromise in

order to resolve the situation? (Both were finally willing to give up

something in return for the bonus, lines 21-35.)

How did the co-workers’ body language and facial expressions and their

unwillingness to see the other person's point of view add to the barrier to

communicate? Students might have to rewatch the video. (He crossed his

arms, her tone was rigid, and neither were willing to budge.)

How did the two employees feel about their compromise? (Grateful to Amy,

lines 36-42.)

Role play activity

We will next examine two communication skills: asking questions to receive specific information,

and negotiating for a resolution that satisfies both parties. Students will learn these skills through

two role play activities that are designed for a multi-level class. The two role play scripts are also

taped, so that students who are unable to read the text independently can join in on the discussion.

The objectives of the role play activities are

to model proper communication skills in workplace situations that meet employer

expectations when missing work, coming in late, or leaving early for an

appointment.

to practice clear communication in order to improve customer service

to help students learn to read with fluency and expression

to help students practice workplace communication skills in a safe (classroom)

environment

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Choose one of the two role play handouts

1) Role play #1 – Pleasing the Customer (Grade Level 2)

2) Role play #2 – Arriving on Time (Grade Level 3)

Note to the Teacher:

1. As with the other exercises in this unit, teach the vocabulary explicitly before asking

students to read the text. If they are at too low a level, read the story and script out

loud as they read along or ask them to listen to the audio podcast.

2. Allow students to choose which role play activity to study. Read both situations in the

text box above the scripts to help them decide.

3. After students have chosen an activity, read the situation a second time and have them

read along. Discuss vocabulary words they do not know.

4. Read the script. Take on the roles of the manager and Bill or Jade and Mr. Z, changing

your voice if you can. Ask students to read along.

5. An audio is available for both role plays. If students need more reading practice, have

them read along to the audio.

6. Teach students to read their roles with fluency and expression.

Ask for two volunteers to read the roles out loud or enact the scenario. If more student pairs

want to attempt the role plays, let them. This is a good opportunity to point out that one text

can be read with many different interpretations. It might be fun and educational to ask your

more confident students to enact the role plays with different attitudes or another tone of voice

(angry, smart-allecky, or submissive).

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After the role play

After the role play, brainstorm good communication in other scenarios The activities discuss communication in terms of good customer service and the ability

to negotiate in good faith, make conversation clear, diffuse a situation, and maintain a

neutral and positive attitude. Ask students to brainstorm ways that properly

communicate to the employer:

Missing work for personal reasons

Coming in late

Leaving for an appointment early

After discussion, ask more advanced students to write the scenarios.

(Phoning, texting, emailing, and checking the proper procedure with their supervisor

and human resources ahead of time)

Time Slip Activity

Distribute the time slip and ask students to fill out the days and hours they

came to class and the days and hours they completed extension activities or

homework.

If students still need help, provide it.

Conclusion of lesson five

Through effort and practice, successful employees develop good communication skills that help

them know when to be

friendly

formal

firm

professional

neutral

helpful

Successful employees know what their employers and customers expect of them in various

settings and situations. They also know when it is proper to speak and when not to speak, as well

as what they can say and what they cannot say in the workplace. When communication breaks

down, conflict often results.

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In the next lesson, you will review all the lessons we have covered in this unit about

communication in the workplace. You will consider what you have learned and discuss with your

teacher/tutor what you still need to learn on this topic.

Handout Teacher Notes for Lesson 5 Activities

1

2

3

4

5

6

7

8

9

10

11

12

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Different forms of communication

Speaking tips

Role Play #1 Pleasing the Customer

Role Play #1 Questions

Role Play #1 Vocabulary Words

Role Play #1 Syllable Practice

Role Play #1 Reading Comprehension Exercise

Role Play #2 Arriving on Time

Role Play #2 Questions

Role Play #2 Vocabulary Words

Role Play #2 Syllable Practice

Role Play #2 Story Outline

Time slip activity

Handout Student Handouts for Lesson 5 Activities

1

2

3

4

5

6

7

8

9

10

11

12

13

Different forms of communication

Speaking tips

Role Play #1 Pleasing the Customer

Role Play #1 Questions

Role Play #1 Vocabulary Words

Role Play #1 Syllable Practice

Role Play #1 Reading Comprehension Exercise

Role Play #2 Arriving on Time

Role Play #2 Questions

Role Play #2 Vocabulary Words

Role Play #2 Syllable Practice

Role Play #2 Story Outline

Time slip activity

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Unit 1, Lesson 5

Activity Handouts

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Different Forms of Communications

Verbal

Aural

Non-verbal

Written

Visual

Mass

Interpersonal

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Speaking tips

If students have lost this handout given in a previous section, redistribute it to them.

Face the listener

Slow down your speech and give the listener time to hear you

Speak loud enough to be heard

Pronounce each word clearly; do not mumble

Use short sentences and emphasize important words

Speak logically, so that if you are giving directions or

instructions, you do not leave out an important step

Use common English; do not use slang or jargon

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Role Play #1 - Pleasing the Customer (Student Handout)

1. Jade has her first job mowing lawns. She has worked for three

2. weeks for a landscaping company. She loves being outside,

3. and likes to work on her own. Today, Jade arrives a little early

4. at Mr. Zane's house. He is her first customer of the day. He

5. looks unhappy as he waits for her at the front door.

1. Mr. Z.: You’re finally here!

2. Jade: Hi, Mr. Zane. Yes, I’m ready for work.

3. Mr. Z.: You didn’t do a very good job last week!

4. Jade: That wasn't me, Mr. Zane. Another person mowed your lawn. Please tell 5. me what you didn't like so I can do a better job for you.

6. Mr. Z.: It was a mess!

7. Jade: Can you tell me exactly what you didn't like? How was it a mess?

8. Mr. Z.: It looked awful.

9. Jade: Mr. Zane, I really want to make sure that I can mow your lawn just 10. the way you like it. Please describe what you want done.

11. Mr. Z.: The cut grass was left on the lawn and the edges weren’t straight.

12. Jade: Let me see if I understand - besides mowing the lawn, you want me to 13. rake up, remove the cut grass, and carefully straighten the edges.

14. Mr. Z.: Yes, that's exactly right!

15. Jade: Got it! Thanks for being so clear, Mr. Zane. I'll do those things today and 16. will tell my boss how you want your lawn taken care of from now on.

17. Mr. Z.: Thank you very much.

Very, very easy to read - Grade level 2

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Role Play #1 – Questions

Note to the teacher: If your student/s are unable to

read the question, read it to them first. Tell them that they can find the answers in the text.

Questions: Ask students to refer to the text to find the answers.

1. How many jobs has Jade had before this one?

2. When does Jade arrive at Mr. Zane's house?

3. Why is Mr. Zane unhappy?

4. How can Jade do a better job for Mr. Zane?

5. After she finishes the job for Mr. Zane, what else does Jade promise to do?

Critical thinking questions: These questions synthesize your students’

knowledge.

1. What is the important lesson you have learned from this discussion?

2. Can you think of other situations in which Jade's communication skills would be

helpful?

Good Customer Service

Discuss: What are good customer service skills? What are some good customer service

skills that Jade uses with Mr. Zane?

(Answers: pleasant manner, shows up a little early or on time, patient, asks questions in a

non-threatening way, persistent, finds ways to calm her customer down, promises to make

things better)

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Vocabulary Words

mowing

lawns

arrives

customer

unhappy

besides

landscaping

company

exactly

awful

describe

carefully

outside

own

edges

straight

understand

Create flash cards with index cards for each word

Ww

word WORD

Dd

1. Print the word in the center of the card (or have your student do this).

2. Print the beginning letter in upper case and lower case, upper left.

3. Print the ending letter in upper case and lower case, lower right.

4. Write the definition on the back; or write a sentence using the word.

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Teachers: As with all skills work practice, teach the skills below explicitly and make sure

your students understand what they are asked to do before letting them complete the activities on

their own.

Syllable Practice - count the syllables in each word. Place the number of syllables next to

the word. Remind students that each syllable has a vowel. Underline the vowels, count them, and

you have the number of syllables in the word.

mowing 2 unhappy 3

customer exactly

edges carefully

landscaping awful

wn sound - read these words from the story: own lawn. Sound out the “wn” sound. Read the

sound of the letters below. Add these letters in front of “own” and read the new words.

m bl sh

Read the sound of the letters below. Add these letters in front of “awn” and read the new words.

d f p

m own awn

own awn

own awn

Add endings to the words: Add the endings, then read the words.

s ed ing n

Mow

Blow

Show

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Story Outline - reading comprehension exercise

This activity helps your students to look for information in the text. This skill is useful for taking

the GED exam, reading at school, and locating information in the workplace. It is important for

students to refer to the text to fill this outline.

Teachers: For details about how to teach this comprehension exercise, consult Strategy 24,

Story Outline, p. 117, in LITSTART

Setting Characters Goal Events Resolution

Place: Mr. Z's lawn

Time: Early in the day

Jade

Mr. Zane

Mr. Zane wants his lawn mowed just right, with the grass cuttings taken away

and the edges straightened.

Jade arrives early.

Mr. Zane is waiting for her, angry.

Jade does not understand the problem.

Mr. Zane is not very clear.

Jade has to ask several questions before understanding the problem

Jade promises to do the job right and to tell her boss how Mr. Zane likes his

lawn cared for, so this problem will not happen again.

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Role Play #2 -Arriving on Time

1. Bill works as an office clerk. After school, he rushes to work,

2. but he is usually late. His tasks include filing, making

3. copies, and answering the telephone. Today, the office

4. manager is waiting to speak with him about his frequent

5. lateness.

1. Manager: Hello, Bill. We need to speak.

2. Bill: Yes, ma'am?

3. Manager: I’ve looked over your time sheets and I’m concerned.

4. Bill: I'm so sorry. Could you please tell me why?

5. Manager: You’ve arrived late almost every day this week.

6. Bill: I know and I'm sorry.

7. Manager: You were supposed to be here by 3:15 p.m., but it's 8. almost 3:30. We all depend on you to be here on time. 9. Bill: I understand. I try to get here as fast as I can, but classes end 10. at the same time and the school buses slow me down. Would you 11. mind if I started work at 3:30? I'll make up the time at the end of the

day. 12. Manager: Are you sure you can get here by 3:30 every day?

13. Bill: Yes, ma'am.

14. Manager: Well, then, let's try the new time. If you're running late, 15. I expect you to call me as soon as possible. 16. Bill: Yes, ma'am. I promise.

17. Manager: Good. Let's see how this works out. (Very easy to read, grade 3)

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Role Play #1 - Arriving on Time

Note to the teacher: If your student/s are unable to read

the question, read it to them first. Tell them that they will find the

answer in the text.

Questions:

1. Why does the office manager want to talk to Bill?

2. Why does Bill have difficulty getting out of the parking lot? What does he do at

school?

3. If Bill cannot show up on time, what does the office manager ask him to do? Why is

this important?

4. Is the change in Bill's new hours permanent? Why or why not?

Critical thinking questions:

1. Assess Bill's communication skills. What would you do differently?

2. The other employees depend on Bill to show up on time. Why is this? What effect do

you think his chronic lateness has on his co-workers?

3. Why do you think that calling in late for work is crucial to a business?

4. What would happen to the business if everyone arrived to work late without telling the

officer manager?

Coming up with a solution:

Brainstorm: If the office manager tells Bill that he cannot start work later, what other

solutions could Bill come up with to come to work on time?

(Possible answers: Ask the teacher if he can leave school a little early, before the traffic

rush. Are there other jobs he could do that are not time dependent?)

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Vocabulary Words

Office

School

Tasks

Filing

Depend

possible

Answering

Telephone

Manager

Frequent

Understand

usually

Lateness

Concerned

Arrived

Supposed

Ma'am

Create flash cards with index cards for each word

Ww

word WORD

Dd

1. Print the word in the center of the card.

2. Print the beginning letter in upper case and lower case, upper left.

3. Print the ending letter in upper case and lower case, lower right.

4. Write the definition on the back; or write a sentence using the word.

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Teachers: As with all skills work practice, teach the skills below explicitly and make sure

your students understand what they are asked to do before letting them complete the activities on

their own. Ask students to underline the vowels in each word. Number of vowel sounds =

number of syllables in a word.

Count the Syllables

tasks 1 manager 3

filing understand

depend late

answering sorry

Practice word endings

+s + d - e + ing

telephone

suppose

Notice how adding an "ing" to words ending in a silent e is different. These two words end in a

silent e too. Practice removing an ing ending in order to find their root word.

- ing + e Root word +s Root word +d

filing

arriving

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Story Outline - reading comprehension exercise

This activity helps your student to look for information in the text. This skill is useful for taking

the GED exam, at school, and in the workplace.

Teachers: For details about this comprehension exercise, consult Strategy 24, Story Outline,

p. 117, in LITSTART

Setting Characters Goal Events Resolution

Place: at the office

Time: after 3:30 p.m.

Manager

Bill

The manager is concerned that Bill has arrived late to work almost every day

this week. She wants to resolve it.

Bill arrives 15 minutes late.

His manager is waiting for him, wanting to talk about his frequent absences.

Bill explains that he has trouble getting out of the school parking lot since all

the classes end at the same time.

He wants to know if he can start work 15 minutes later and leave work 15

minutes later.

The manager is willing to try this new time for a short while.

She tells Bill that he must call in late immediately any time he is delayed.

Bill is sure that he can make it to work by 3:30 pm and promises the manager

that he will call in late if he is delayed.

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Weekly Time Slip Activity

Name: Weekly Time Slip 2016

Starting Date:

Day Job Time Start Time Stop Daily Hours

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Signature: Week Total

1. Write your name

2. Write the starting date of this week

3. Under duties fill in "class" or "homework." On the correct day, write class on the

day/s you attended class. On the correct day, write homework on the day/s you

did your homework.

4. Under Time Start and Time Stop, fill in the time that you attended class and the

time that you started and stopped your homework.

5. Add up the total time of both activities for the week.

6. Sign your name in the signature column.

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Unit 1, Lesson 5

Assessment

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Unit 1, Lesson 5, Good Communication Skills, Informal Assessment Student Name _______________

Topic/skill

Knowledge/Skill Gained

5 4 3 2 1

1. After watching the video on conflict in the workplace, the

student discussed the barriers to good communication and how

the conflict was resolved through compromise.

2. After the role play activity, the student learned how to ask

questions to negotiate better terms for her situation or advocate

for herself.

3. After the role play activity, the student learned how to ask

questions to find out specifically what a customer needs or

wants.

4. The student chose vocabulary words to learn and could

complete the activities associated

5. The student filled out a time slip activity.

Check one - 5: mastered the topic/skill; 4: good understanding of the topic/skill; 3: some understanding of the topic/some mastery pf the skill; 2:

gaps in understanding of the topic/unable to learn the skill adequately; 1: no mastery of the topic or skill.