communication_and_teamwork.pdf

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Communication and Teamwork
Communication and
Teamwork
Get Skills Program
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Get SET

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Compliance
and Regulation
Communication
and Teamwork
Contents
Training delivery options
Even though, the topics can be delivered in any order.
Below is a suggested cluster:
Pre-Employment
• Community Services and Health Industries
• Workplace Health and Safety
• Communication and Teamwork
• Getting Ready for Work Placement
Note: Please see Get Skills Program Introductory Guide for more information.
Acknowledgement
Prepared for the Department of Trade, Business and Innovation, Northern
Territory Government.
Funded by the Australian Government Department of Social Services.
For more information visit www.dss.gov.au
Part 1
Page
What is Communication?
Part 2
Page
Teamwork and Communication
Part 3
Page
What is Culture?
Part 4
Page
What is Conflict?
Part 5
Page
Conflict Management
This topic has
been designed for
participants to develop
their knowledge and
understanding about
communication skills
and working as part of
a team.

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Mentors
Organisations, employment service providers, community groups and individuals
can use this program.
A mentor is anyone willing to work with participants and guide them through the
learning process. A mentor could be a team leader, a supervisor or a community
leader.
Tips for Mentors
Mentors can work on one topic/activity at a time.
To introduce each topic, participants watch a video or look at the images on an
activity card. Learning occurs by listening, observing and participating.
Information needs to be repeated and presented in several different ways to
reinforce concepts, address knowledge gaps and cater for different styles. Have a
chat about the content as talking about the information helps people to remember it.
Mentors need to guide participants in the use of computers, especially when looking
for information on the internet, printing and saving files. Computer literacy is part of
the learning experience.
Tailor the delivery to the participants and build on their knowledge gained through
previous work experience and/or training.
Encourage the participant to ask you anything they are unsure of or that they would
like more information about. If you are unable to help, tell the participant that you
will find out and get back to them later. This will help with the development of your
own knowledge as well.
What is Communication?
The word communicate is often used in conversation, for example, ‘She or he is a
great communicator’ or ‘We just can’t communicate’. When you hear this, do you
wonder what people mean?
It’s impossible not to communicate and we communicate all the time. Usually, when
we talk about someone being a ‘good communicator’, we mean they have good
communication skills and use them effectively.
When people say they are ‘not communicating’, they usually mean they are not
communicating effectively (not getting the right message across) or are not feeling
comfortable about their interaction with someone.
We can then join these two definitions together and define interpersonal
Communication
and Teamwork

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Communication
and Teamwork
Communication at Work
Two things need to happen to create communication.
A message needs to be sent from one person;
A message needs to be understood by the other person.
Communication happens in many ways like:
• writing
• talking
• email
• sms
• expressions of the face
• signs with our hands
Writing Social Media Hand Gestures
Talking
Talking Writing Social Media Hand
Interpersonal refers to an interaction between two people or between people in a
small group.
We can then join these two definitions together and define interpersonal
communication as being verbal and/or non-verbal interaction between two people
or in a small group, that involves sending and receiving messages with meaning.
Good communication skills are a bit like physical exercise. Even the most unfit
among us can improve our physical abilities with some learning and practice.
People with effective communication skills tend to do well in life—that is, in both
employment and in relationships. Good communication skills don’t just happen
and effective communicators are aware of the skills they use and work at improving
those skills; they work at becoming fitter communicators.
The word communication can be broadly defined as the sending or receiving of mes-
sages containing meaning. The message usually contains thoughts, ideas, opinions,
feelings and information.
Communication can be:
• verbal (spoken)
• written
• non-verbal (e.g. body language)
• making music
• painting a picture

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Communication
and Teamwork
Verbal communication involves all the messages that are sent using words.
Non-verbal communication refers to all those messages that are not expressed
in words. Non-verbal communication is sometimes called ‘body language’. Sign
language is also an example of non-verbal communication.
Communicating verbally (with words) is important when we are trying to give
someone information, for example, our address. We call the verbal part of a
message the content. The content of a message usually relates to our thoughts
and ideas about a particular issue, or it might refer to the information we provide
to someone.
Words, however, only convey part of the message. If we want to assess how
someone feels about what they are saying we look to the non-verbal cues such as
the tone of the voice. It is often the ability to read non-verbal cues accurately and
confidently that makes or breaks an interpersonal communication.
Source: State of New South Wales, Department of Education and Training, 2009

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Part 1 What is Communication?
Part 2 Teamwork and Communication
Part 3 What is Culture?
Part 4 What is Conflict?
Part 5 Conflict Management
Notes for Mentors
This topic assists participants to understand work placement and to
understand the process.
Activity Cards
The notes on each topic schedule provide some guidance on introducing
the topic and the information provided, activity cards include starters and
suggested responses.
Mentors need to read activity cards with participants and explain any
unfamiliar words. Activity cards include images to assist with understanding
and learning new knowledge.
Print all activity cards.
Additional information:
Activities are mapped against units of competency.
Each activity has a Reading, Writing, Digital and/or Numeracy component.
Resources: Videos, butcher paper, A3 paper, copies of activity cards,markers,
computers, access to the internet, projector, printer, scissors, glue, notebooks,
pencils, rubbers, sharpeners, pens, white-out.
TOPIC: Communication
and Teamwork

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Session: Communication Skills
PART 1: What is Communication?
Objective
Participants will know about basic communication skills.
Glossary
• verbal • non-verbal
Reading Writing Digital
Activity Card:
Verbal and Non-Verbal
Communication
Activity Card:
Types of Communication
Activity Card:
Communication at Work
Writing short sentences. n/a
Time: 15 mins
Mentor explains to participants that Australia is a diverse (varied) society
and this can be seen in our workplaces which employ people who come
from different backgrounds, different countries, have different languages
and different types of personalities. Sometimes there can be problems with
communication because of these differences.
Workers need to communicate well with co-workers and people to avoid
misunderstandings and gain trust. Refer to information on mentor’s notes.
Time: 15 mins
Activity Card: Types of Communication
Mentor explains concept and types of communication using activity cards.
Mentor and participants discuss the difference between verbal and non-verbal
communication and about good communication skills at work.
Time: 30 mins
Poster: What is communication?
Activity Cards: Verbal and Non-Verbal Communication
Activity Card: Communication at Work

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Working in pairs, participants makes their own posters on the different types
of communication and what they understand about communication in the
workplace. They can use images from the various activity cards or create their
own. Participants share their posters with group.
Suggested Time
1 hour
Mapping to VET
FSKWTG01, FSKOCM01, FSKRDG01
Session: Communication Skills

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Activity Card: What is communication?
Sending and receiving information

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Verbal Non-Verbal
Talking
Talking
Talking Writing Social Media Hand Gestures
Talking
Talking
Talking Writing Social Media Hand Gestures
Emails • Letters • Texts Body language Music • Painting • Dancing

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Activity Card: Communication at Work
Communication can be:
• talking
• writing
• texting
• body language.
Talking to your client in the Right Way:
• listen carefully
• be patient
• smile and relax
• don’t talk rough or bossy
• provide choices
• when something goes wrong, tell somebody
• show respect
• don’t gossip.
Talking with other staff, your manager and
other services the Right Way:
• smile, relax
• say hello and goodbye
• listen to others
• show respect
• be polite
• help others.

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Session: Active Listening
Objective
Participants will learn six (6) basic tips for active listening.
Glossary
• open questions • clarify • reflect summarise • words of encouragement
• react
Activity Card:
Tips for Active Listening
Writing short sentences. Acessing the Internet
and viewing digital
content.
Time: 5 mins
Mentor will play the following video:
6 Tips for Active Listening #LittleThings
https://www.youtube.com/watch?v=oWe_ogA5YCU
Note: The video has information about emergency contacts for the UK –
ignore this. Explain your local emergency numbers, including 000.
Time: 30 mins
Mentor writes glossary words on whiteboard.
Mentor accesses the internet and uses google images on a projector to look
for images which match glossary words.
Mentor prints images if available.
Time: 25 mins
Participants create their own chart using words from the glossary and printed
images if available from the activity card.
See completed chart in Mentor’s notes. Participants share their posters with
group.
Suggested Time
1 hour
Mapping to VET

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Mentor Notes: Tips for Active Listening
Ask open
questions
Summarise
Reflect
Clarify
Give words of
encouragement
React
6 tips to
Active Listening

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Activity Card: Tips for Active Listening
6 tips to
Active Listening

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Session: Listening Skills
Objective
The importance of showing people that we are physically and emotionally
connected in our conversation.
Glossary
• body language • empathy • sympathy • judgement
Activity Card:
How to Practice
Activity Card:
Using Questions
Activity Card:
Examples
Writing short sentences. Accessing the Internet
and viewing digital
content.
Time: 15 mins
Mentor explains that showing we are genuinely interested in a person and
their story is the first step in communicating effectively in the community
services industry. The way to show we are really listening to what someone is
telling us is to use our non-verbal behaviour, and to show empathy.
Watch the following video and then discuss what is meant by empathy.
What is Empathy?
https://www.youtube.com/watch?v=ttC0xOttY2c
Time: 15 mins
Mentor writes glossary words on whiteboard.
Mentor accesses the internet and uses google images on a projector to look for
images which match glossary words.
Mentor prints images if available.
Time: 15 mins
Activity Card: How to Practice
Activity Card: Using Questions
Activity Card: Questions
Mentor explains about active listening and asking questions practice.

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Session: Listening Skills
Time: 15 mins
Poster: What is good communication?
Working in pairs, participants create their own posters on What is Good
communication? Participants can use printed images and/or create their own.
Participants share their posters with group.
Suggested Time
1 hour
Mapping to VET

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Mentor Notes: Listening Skills
Use silence positively
If there is a moment of silence when someone is telling us a problem, we
may become uneasy and want to fill it up with words. We often think this
is the moment to give advice or solve the problem for the person. One of
the important things we need to learn in order to be a good listener is to
cope with these uneasy feelings when there is silence. We need to allow
the other person silent time to reflect and collect their thoughts, and
often they come up with their own solutions!
Don’t rush people
People are often upset, anxious or distressed in some way when they
have come to us for help and are trying to discuss a problem. They may
never have spoken about it before and not have a clear way of expressing
what they need or what the issue is. The best thing we can do for them is
give them time. If we rush them, this will only escalate the distress.
This takes tolerance, and awareness that we need to set aside time for
this to happen.
Asking questions
It is important to know how to ask questions. Even if you think you have
understood everything it is still a good idea to check that you have
understood correctly. Repeat what you think you heard and check that
this is correct.
What about when you didn’t understand? The questions you ask are
important. Your supervisor may be annoyed if they finish speaking and
you just say: ‘What?’ ‘Huh?’ ‘I didn’t get any of that.’
They might think you haven’t been listening to anything. Try to ask
questions that show which part you did understand and which part you
didn’t understand. For example: ‘Can you explain again please’.
Giving feedback
As listeners we need to support the speaker by giving positive feedback.
If the speaker is talking to us face-to-face we should look interested, lean
forward and give spoken feedback such as “mmm” and “right” to show
that we are listening. If we are listening on the telephone, we still need to
give verbal feedback to show that we are actively listening.
Source: State of New South Wales, Department of Education and Training

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Activity Card: How to Practice Good
Communication Skills
Be on the same eye level
as the other person
Allow personal space Maintain a relaxed
body posture
Use silence positively Give them time to talk
Communicate with warmth
and empathy

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Activity Card: Using Questions
Types of questions
Closed questions start with: Open questions start with:
Is? Are? Have? Has?
Do? Did? Does? Can?
What? Where? Who?
Why? How? When?
You can only get
yes or no
for an answer
They can help you
get a story
Another way of letting someone
know we are listening to them is to
ask them questions.
Only ask questions that will help
you get a story from the person
(open questions).
Too much questioning
can make the person feel
uncomfortable.

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Activity Card: Examples
Discuss examples about the ways to best communicate with clients
• smile and relax – this will create a safe
environment for the client
• tell them who you are, and where you are from
or which family you are from
• do not just do all the talking, listen to what
they have to say as they will provide hints at
what they would like to find out and limits them
having to repeat themselves all the time
• watch for different body language this will tell
you if they are comfortable with what you are
saying and doing
• Just because someone is not looking at you
does not mean they are not listening to you
• silence is okay and wait for your turn to speak
• establish a two way exchange and allow the
client to volunteer information of their own
• listen for hints at what they would like to find
out
• don't talk rough or bossy
• when something goes wrong, tell somebody
• some clients will repeat themselves over and
over, show respect and be patient
• try and ask open questions:
• tell me about where you grew up?
• tell me about your family?
• what was it like when you were young?
• accept that some of your clients will not be
comfortable with making eye contact
• think about how physically close you are to
them and if it makes them feel uncomfortable
• seek permission prior to touching, be respectful
of their body
• if you are unsure that they have understood
what you have said to them check again
• always allow time for information to be
understood
• provide each client with choices.

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Session: Communicating Information
Objective
To improve communication skills by learning how to use one’s voice to build
trust and to change negative sentences to positive sentences.
Glossary
• Intonation • engaging • flat voice
Activity Card:
Positive and Negative
Sentences
Activity Card:
Turning Negative into
Positive
n/a n/a
Time: 15 mins
Mentor explains to participants that to build trust with people and
colleagues, we need to ensure that we know how to use our voice. We need to
sound engaged or interested, excited when we are speaking.
If we talk with a flat, boring voice, people might feel we are not interested
and they will stop talking and telling their story.
We need to sound interested and positive.
Mentor writes glossary words on the board and explains meanings.
Time: 30 mins
Activity Card: Positive and Negative Sentences
Mentor explains that as well as sounding positive, we also need to use
positive words when speaking.
Mentor explains how to change negative (not good) sentences to positive
(good) ones.
Mentor practices some examples with participants.

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Session: Communicating Information
Time: 15 mins
Activity Card: Turning Negative into Positive
Working individually, participants identify the difference between positive
and negative sentences. Participants share their responses with the group.
Suggested Time
1 hour
Mapping to VET
FSKOCM01, FSKRDG01

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Activity Card: Positive and Negative
Statements
Negative Statements Positive Statements
The manager won’t be able to see you until 4pm.
There is no chance of an appointment with the
counsellor until Monday.
Cannot process this paperwork because it is missing a
signature.
The manager will be able to see you at 4pm.
I will make an appointment with the counsellor for you on
Monday.
Please sign here, so I can process this paperwork.
Note:
Be careful using negative words like never, must, no and not.
Think of positive words like maybe, could, perhaps and what if.

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Activity Card: Turning Negative
into Positive
Positive Negative
Don’t eat so much cake, you will get fat.
He is always on time.
I can’t meet you on Monday.
I know you like cake, but eating too much cake is not
healthy.
I have a meeting on Monday, but I can see you on
Tuesday.
You are never on time.
Maybe, you should try talking to your supervisor.

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Session: Teamwork Skills
PART 2: Team Work and Communication
Objective
To know about collaborating with co-workers and other people at work.
Glossary
• teamwork • collaboration
Activity Card:
Communicating with
Co-workers
and viewing digital
content.
Time: 15 mins
It is important to work cooperatively with people we work with to be able to
provide the best support for people accessing services.
Watch the following video and discuss ‘’what teamwork means to
participants?’’
Team Work - https://youtu.be/dqovzZeCJZY
Write glossary words, and any words or phrases from discussion on the
whiteboard.
Time: 30 mins
Activity Card: Communicating with Co-workers
Mentor discusses the different concepts with participants to explain the
importance of teamwork and communication with co-workers and colleagues.
Mentor looks for images using google images which match glossary words,
but also asks participants to provide other concepts and look for images to
match. Mentor prints images if available.
Time: 15 mins
Poster: What is Teamwork?
Working in pairs, participants make their own posters on their understanding
of teamwork. Participants can use printed images and/or create their own.
Suggested Time
1 hour
Mapping to VET

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Activity Card: Communicating with
Co-workers
Discuss examples about the way to talk with co-workers,
(much of this is the same as talking with clients).
• smile, relax and always say hello at the beginning of the day
• listen to what others say and always show respect
• be polite and try to help others when you have finished your work or they need a hand
• do what you are asked to do and speak to your manager or another worker if you are unsure
• make sure your body language is polite and respectful
• answer the phone respectfully, with ‘Good morning, Aged Care Centre, Molly speaking…’.
• if you have a problem with anyone in the workplace, speak to your Manager

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Session: Following Workplace
Instructions
Objective
To know about listening and carrying out instructions.
Glossary
• instructions • process
Activity Card:
Following Instructions
Time: 15 mins
When working in jobs or with others, you may be provided instructions about
work tasks to be completed. If you are unsure about what has been asked of
you, ask the person speaking to you, to repeat their instruction or explain in
more detail the task to be completed. Asking questions shows that you are
listening.
Time: 15 mins
Mentor gives participants an A3 paper and asks participants to draw how to
make toast in 6 steps.
Mentor will write any questions on the board, mentor will follow the
instructions: “draw how to make toast in 6 steps, you can write one word for
each step”.
Time: 15 mins
Mentor asks volunteers to share their drawings, asks participants if anyone
did the activity in less or more than 6 steps.
Mentor and participants discuss how easy and how difficult it was to perform
the task.
Time: 15 mins
Activity Card: Following Instructions
Mentor works with participants on the information on activity card.
When following instructions, it is important to listen for specific information.
When in doubt, it is important to ask and clarify information.
Suggested Time
1 hour
Mapping to VET

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Activity Card: Following Instructions
You need to listen carefully when you are given instructions at work.
Make sure you listen for specific information:
How many tasks you need to
complete.
If you need to take any notes.
What order you should
do the tasks in.
What materials you need.
How long the tasks should take.
Not sure? Ask!!

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Session: Sharing Information
About Services
Objective
Communicating service information in a clear manner.
Glossary
• information • knowledge
Activity Card:
Providing service
information
Activity Card:
Accuracy of information
Time: 30 mins
Activity Card: Providing Service Information
Activity Card: Accuracy of Information
Mentor explains the importance of providing clear information to ensure
the person we are communicating with or supporting, understands what the
service is about to avoid misunderstandings.
Mentor and participants discuss the importance of being respectful and
mindful when providing service information.
Suggested Time
30 minutes
Mapping to VET
FSKOCM01, FSKRDG01

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Activity Card: Turning Negative
into Positive
You need to listen carefully when you are given instructions at work.
Make sure you listen for specific information: For example
You will need to find out information to provide people with quality service.
If you don't have all the information:
Refer the person to someone who
has the information (for example
your supervisor, or someone who
has been working longer than you).
Don’t waste the person’s time by
trying to answer the questions
yourself. Say: ‘I will get the right
person for you’.
Keep all information given to
you by your supervisor, co-
workers and colleagues in a
safe place, so you can look it up
quickly.
Where people or places are
located.
What is included in a specific service and the dates and
times this is available.
I will get the
right person
for you

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Activity Card: Accuracy of Information
Accuracy of Information
You will often need to communicate important
information like
• medicine
• sickness
• doctor's orders
• personal care plan
• time of appointments
• how to contact that person
Discuss the importance of getting these things
right and the consequences of getting them
wrong like causing trouble, harm and upset for
your clients and their families.
Reassure you are not expected to know everything but you are expected to:
• never communicate information that you are not sure is right
• always say 'I'm not sure. I need to check that, if someone asks you
something and you are not sure of the answer.

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Session: Community Services
Objective
Participants will explore different community services which provide support
and assistance to people from different backgrounds and with different
needs.
Glossary
• for-profit • non-for-profit • governance • collaboration • partnership
• resources
Activity Cards:
A, B and C.
Writing short sentences. Searching the internet
for information.
Time: 15 mins
Activity Card: A
Mentor explains that there are different types of community services
organisations which provide support and assistance to people from a range
of backgrounds and needs. Mentor writes glossary words on whiteboard and
explains meanings.
Time: 15 mins
Activity Card: B
Mentor explains the importance of collaboration among community services
organisations. Mentor and participants discuss the benefits of working in
collaboration with other services and building partnerships. Participants
answer the question on the activity card. Mentor and participants discuss
answers.
Time: 15 mins
Activity Card: C
Mentor helps participants use the computer and look for four (4) community
services organisations in Australia. Participants need to locate the name of
four (4) different services, the type of organisation and services they offer.
Write answers on the activity card.
Time 15 mins
Participants share answers with the group.

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Session: Community Services
Suggested Time
1 hour
Mapping to VET
FSKWTG01, FSKOCM01, FSKRDG01, FSKDIG01, CHCCOM005 Element 2 PC 2.2

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Activity Card: A
Community Services organisations have many things in common:
Types of services Types of organisations
Governance/Management
Work to make people’s lives
better by providing services that
people need.
There is usually a manager and Board of Directors or a
Management Committee.
The Board or Committee makes sure that the
organisation uses its money well so they can meet the
needs of people.
Non-for-profit/Social Enterprises (funded services)
Can receive money (grants, funding) from the
government or people or companies could also give
(donate) money and services (pro-bono) to help the
organisation.
Non-for-profits do not work to make money for other
people, they use the money to help the people they
support.

35
Activity Card: B
Why is it good to work cooperatively with other community sector organisations?
Why is it important to cooperate with other community sector organisations? Give three reasons:
Usually people receive
services from several different
organisations.
You will be helping people if you
work in collaboration with the other
services that they visit.
It's helpful if services share what
they have with others.
Community organisations usually
don’t have a lot of money. Services
in the community sector put all
their resources into helping people
and the need for their services can
be high.
Cooperation with other services is
part of your work.
Finding out other services work,
and talking to workers from other
services, is a great way of learning.
Another service might have a
lot of experience dealing with a
person similar to the one you are
supporting – or you could also give
someone else a hand.

36
Activity Card: B
Why is it good to work cooperatively with other community sector organisations?
Name: Type of
Organisation:
Services:
Name: Type of
Organisation:
Services:
Name: Type of
Organisation:
Services:
Name: Type of
Organisation:
Services:

37
Session: What is Culture
PART 3: What is Culture?
Objective
Recognising individual and cultural differences and make any adjustments
needed to facilitate understanding in the workplace.
Glossary
• identity • connection
Internet Digital Content
Activity Card:
Poster, What is Culture
Writing word sentences. Accessing the Internet
and viewing digital
content.
Time: 15 mins
Watch the following video:
What is Culture?
https://youtu.be/q2Bj8OCmxb4
Discuss what participants understand as culture.
Write words or sentences provided by participants.
Time: 15 mins
Mentor explains that the term ‘culture’ is closely related to the term
‘community’. Culture includes the values and common behaviour of a group.
Culture is what defines or describes one community in contrast to what
defines or describes other communities.
Sometimes people confuse ‘culture’ with ethnic and/or religious background.
Ethnic background, age, and/or sexual preference are elements of culture.
Being part of one culture doesn’t stop you from being part of another. For
example, someone whose mother is Aboriginal and whose father is Greek
might relate to both the Aboriginal community and culture and the Greek
community and culture. Some people in such situations might feel a stronger
connection with one culture than another.
Mentor and participants share their experiences of culture.
Time: 30 mins
Poster: What is Culture
Using glossary words as well as other words from discussions participants
create their own posters on What is Culture? Participants can work
individually or in pairs. Participants share their posters with group.

38
Session: What is Culture?
Suggested Time
1 hour
Mapping to VET

39
Session: What is Workplace Culture?
Objective
Each workplace has its own culture, values and standards of behaviour that
are considered normal and appropriate.
Glossary
• values • leadership • community • relationships • beliefs
• environment • expectations • rules/norms • vision/mission
Activity Cards:
A and B
and viewing digital
content.
Time: 15 mins
Mentor uses google images and projector to look for images which match
glossary words to explain meanings. Mentor prints images.
Time: 15 mins
Activity Cards: A and B
Mentor and participants discuss their understanding of workplace culture.
Time: 30 mins
Poster: What is Workplace Culture?
Working in pairs, participants create their own posters on the meaning of
workplace culture. They can use printed images and/or create their own to
illustrate poster. Participants share their posters with group.
Suggested Time
1 hour
Mapping to VET

40
Activity Card: What is Workplace
Culture?
Values
Beliefs
Rules
leadership
community
relationships
environment
expectations
how to work norms to
achieve the vision
& mission
Each workplace has its own culture, values and expected
standards of behaviour and practices.
Workplace leaders and workers problem solve to get
positive results.

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Activity Card: Common Workplace
Practices
Level of expectation
Family friendliness
Level of customer service
For example, whether people
use very informal or formal
language.
Workplaces expect a level
of commitment from their
workers, for example, workers
always doing the job well.
For example, people who need
time off to care for sick children
receive support, flexible work
practices.
People are the most important
part of the organisation.
For example, whether people wear
uniforms or neat casual clothes.
Type and standard of dress
Language and level of politeness

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Session: Culture and Cross-cultural
Communication
Objective
Participants will develop their understanding that communication is much
more than words and language; and that how and what we communicate is
learned as part of our culture.
Glossary
• language • body language • history • diversity • traditions
Activity Cards:
A and B
and viewing digital
content.
Time: 15 mins
glossary words to explain meanings. Mentor prints images.
Time: 15 mins
Watch the following video –The English Language in 30 Accents (Animated)
https://youtu.be/NtB1W8zkY5A
Time: 30 mins
Activity Card: A
Activity Card: B
Mentor explains that it is common in most cultures to communicate in
different ways to people who are older or younger; with men and women;
with people we know well and with those we don’t know well. When we don’t
follow those rules, we show a lack of respect, and people get upset.
Using activity cards, mentor and participants discuss cross-cultural
communication.
Time: 30 mins
Mentor discusses with participants their ideas and understanding of culture.

43
Session: Culture and Cross-cultural
Communication
Poster: What is culture and cross-cultural communication?
Working in pairs, participants make their own posters on workplace culture.
They can use printed images and/or create their own to illustrate poster.
Suggested Time
1 hour 30 minutes
Mapping to VET
FSKWTG01, FSKOCM01, FSKRDG01, CHCDIV001 Element 3 PC 3.1, 3.2

44
Activity Card: A
When people from one culture, talk to people from another
culture is called cross-cultural communication
Most western cultures: People say ‘please’ whenever you ask for
something and ‘thank you’ when you receive the item.
Burundi culture (Africa): When you walk past a person you respect, you
must make your head lower than theirs.
Chinese culture: People from China think that drinking cold water can
make them sick, so they prefer drinking tea or hot water.
People from Europe and South America greet each other by kissing on
the cheek.
Japanese culture: Bow to each other and guests must bow lower than
the person they are visiting.
Maori culture: Maori people show respect by pressing their noses
together - this is called the ‘hongi’.
Native American cultures greet people by asking “Have you eaten?”
Aboriginal and Torres Strait Islander cultures: know a lot about cross-
cultural communication. There are so many different Aboriginal
languages, and each tribal group has different ways of doing culture
business. For example, following skin names and traditions when talking
to others. Sometimes certain family members cannot be talked to
directly.
What happens in your culture?

45
Activity Card: B
Cross-cultural communication is part of working in the
Community Sector
We need to communicate in a helpful
and polite way with people.
Some things that are acceptable
and polite in one culture may not be
appropriate for another culture.
When we don’t follow cultural rules, it
can cause conflict with others.
When we all understand and follow
cultural rules, we reduce conflict and
keep our community together.
This is the best way to communicate
and work through differences.

46
Session: Privacy and Confidentiality
Objective
When working in community services, friends and family will ask questions
about people and about what happens at work. Participants will explore the
right to Privacy and Confidentiality, one of our human rights.
Glossary
• privacy • confidentiality • gossip
Activity Cards:
A, B & C
Time: 15 mins
Mentor uses Google images and projector to search for images to match
glossary words. Explain meanings.
Time: 15 mins
Activity Card: A
Mentor and participants discuss case study. Mentor and participants discuss
what is privacy and confidentiality. Mentor writes phrases and words from
discussion.
Time: 15 mins
Activity Card: B
Mentor reads and discusses the meanings of privacy and confidentiality with
participants.
Time: 15 mins
Activity Card: C
Participants work individually to match meanings of privacy and confidentiality.
Print your Mentor’s note on A3 paper, or have it ready to be projected to show
the group to check answers. Participants share their answers with the group.
Suggested Time
1 hour
Mapping to VET
FSKWTG01, FSKOCM01, FSKRDG01, CHCCOM005 Element 1 , PC 1.5

47
Activity Card: A

48
Activity Card: B
What is privacy and confidentiality?
When working in community services, you find out lots of things
about people, sometimes they are very private things, this includes
information about their health, their family, their money, how they feel,
who they love and their worries.
Privacy Confidentiality
Confidentiality means privacy
(secret) but this word is used
more often when people are
talking about written documents
like a person’s files, care plans,
and doctors’ notes.
Keeping files in a filing cabinet
or having a password to access
files on the computer helps to
keep information
private. This is
called maintaining
confidentiality.
Privacy and confidentiality is
important business. When you
start work in the community
sector, you will be asked to
sign a paper, making a promise
that you will maintain privacy
and confidentiality. This is
called a Privacy
and Confidentiality
Declaration.
If you talk about a person’s
personal matters to other
people, or let the wrong people
read confidential files, you will
break laws about privacy and
confidentiality and you can get
into a lot of trouble.
You will also upset
the person and their
family.
People have the right to decide
who will know their personal
business. You can talk to other
workers about the person you are
supporting, only if they need to
know, but you cannot talk about
these things to other people.

49
Activity Card: C
WHAT TO DO AT WORK
WHAT NOT TO DO AT WORK
People have rights and they are entitled to confidentiality.
Do not gossip about people or other staff’s members.
Keep the person’s business private.
Do not humbug people.
Protect the person’s private details, property
and belongings.
Do not talk about the person’s business with
anyone outside of work.

50
Session: What is Conflict?
PART 4: What is Conflict?
Objective
Participants will explore the meaning of conflict, its consequences and some
tips for prevention.
Glossary
• conflict • clash/barrier • attitude • goodwill • disagreement • opinion
• consequence • complicated • misunderstanding • resolve/resolution •
prevention
Activity Card:
What is Conflict?
Activity Card:
Types of Conflict
Activity Card:
Preventing Conflict
and viewing digital
content.
Time: 15 mins
Mentor explains that conflict is a serious disagreement that has a severe
impact on the people involved. Conflict also arises from misunderstandings.
Misunderstandings can occur easily and are more likely when we talk to
people whose first language and culture are different to ours.
Participants watch the following video: What is Conflict
https://www.youtube.com/watch?v=DQsSd6rSvw8
Mentor and participants discuss the idea of conflict.
glossary words to explain meanings.
Time: 15 mins
Activity Card: What is Conflict?
Mentor and participants discuss what conflict is and the types of conflict.
Mentor asks participants to provide examples of conflict.
Time: 30 mins
Activity Card: Types of Conflict
Activity Card: Preventing Conflict
Mentor reads and discusses attitudes and ways of preventing conflict.

51
Session: What is Conflict?
Mentor asks participants if they can suggest other ways of preventing conflict.
Mentor writes ideas on the whiteboard.
Suggested Time
1 hour
Mapping to VET
FSKWTG01, FSKOCM01, FSKRDG01, CHCCOM005 Element 3, PC 3.2, 3.3

52
Activity Card: What is Conflict?
Conflict
Conflict is a serious disagreement that
has a severe impact on the people
involved.
Conflict happens when there is a
misunderstanding and especially
when people are suffering from stress.
Conflict also happens when people are
dealing with a difficult time in their life.
Carers are also under pressure to
look after their family member and
do other things.
Workplaces are usually busy, and
workers have to get a lot of things
done in a short space of time.

53
Activity Card: Types of Conflict
Types of Conflict
Workplace conflict
Conflict with people
you support
Conflict amongst
colleagues
Workplace conflict
occurs when people
have different ideas
or opinions. It can
involve staff or
people who are using
the services of the
organisation.
Many situations can
make people feel
unhappy and upset.
When people feel
this way, they can
show anger towards
you as a worker.
Workers
communicate every
day with a lot of
different people at
work and in different
situations.
Conflict in a
workplace happens
quite often.
But conflicts that
don’t get resolved
makes working very
difficult.
Very stressed people
can lose trust with
the organisation’s
service and workers
feel bad and even
confused.
Communication gets
more complicated
when workers create
barriers which lead
to more conflict.

54
Activity Card: Preventing Conflict
Preventing Conflict
Attitudes
The way you act towards people
and co-workers and how you deal
with their situation are important
parts of your role as a community
worker.
It is important to stay calm and to
show empathy and sympathy to
those who need support.
A positive and respectful attitude is one of the most helpful aids to
communication. If we have good will and respect towards someone, we
are much more likely to find better ways of communicating with them.
Respect and attitude are elements of active listening:
everyone wants to be listened to.
We respond to conflict based on our life experiences, culture, values, and
beliefs. These things shape how we react to different situations.
Tips for preventing conflict in the workplace:
Treat co-workers with the same
amount of respect that you
expect for yourself.
Help co-workers if they are busy
and you have some spare time.
Listen and talk about problems as
soon as they happen.
Find a solution to the problem
before it gets worse.

55
Session: Conflict Resolution
Objective
Develop knowledge and skills to reduce conflict in the workplace.
Glossary
• courtesy • co-operation
Activity Cards:
A and B
Writing short sentences. Accessing the internet to
view digital content.
Time: 15 mins
Mentor explains that there are many ways to resolve conflict, but there
are some basic rules which we can follow. These rules are called ‘conflict
resolution’.
Participants watch the following video:
What Is Conflict Resolution in the Workplace? - Skills, Techniques & Methods
https://study.com/academy/lesson/what-is-conflict-resolution-in-the-
workplace-skills-techniques-methods.html
Mentor and participants discuss the rules for conflict resolution.
Mentor uses google images with a projector to search for images which match
glossary words. Mentor explains meanings.
Time: 15 mins
Activity Card: A
Mentor and participants discuss what conflict is and the types of conflict.
Mentor asks participants to provide examples of conflict.
Time: 30 mins
Activity Card: B
Participants work individually to match ideas of what to do and not to do in
relation to conflict resolution.
Mentor discusses answers with participants.
Suggested Time
1 hour
Mapping to VET
FSKWTG01, FSKOCM01, FSKRDG01, CHCCOM005 Element 3

56
Activity Card: A
Preventing Conflict
It is important to know:
Remember
to maintain a
professional manner,
and be courteous
and always be
attentive to your
co-workers and the
people you support.
How to consider a
situation, so you can
act quickly to solve
the problem.
Which problems can
you solve.
Which situations are
urgent.
Which situations you
need to refer to your
supervisor.
Tips for working with people you support:
One of the best ways
to work with people
is to
listen to them
instead of telling
them what to do.
It is important to ask
helpful questions
and not blaming
them for something
that happened.
This way you are
more likely to gain
their cooperation
and you can solve
the problem quickly.

57
Activity Card: B
WHAT TO DO
WHAT NOT TO DO
Interrupt and tell the person “Sorry, I can’t help you”.
Listen and pay attention.
Remain calm and identify the problem.
Say “I hear you” “I can understand” Show that you are not
interested.
Tell the person you don’t know how to solve the problem.

58
Session: Problem Solving
Objective
Problem-solving skills are used when solving conflict and/or working as a
team to achieve goals.
Glossary
• alternative
Activity Card:
Problem Solving Steps
Activity Cards:
Peter’s Problem
Time: 30 mins
Activity Card: Problem Solving Steps
Mentor explains that there are many ways to resolve conflict and one of them
is to be able to negotiate and solve problems.
Time: 30 mins
Activity Card: Peter’s Problem
Mentor reads and uses images on activity card 1 – to explain Peter’s problem.
Mentor ensures participants understand the task.
Participants cut images on activity card 2 – Peter’s problem.
Mentor works with participants using problem-solving steps to resolve
Peter’s problem.
Working in pairs, participants place images in order to solve Peter’s problem
using either activity card 3, or an A3 paper or butcher’s paper. Participants
share their experience solving the problem.
Suggested Time
1 hour
Mapping to VET
FSKOCM01, FSKRDG01

59
Activity Card: Problem Solving Steps
Have a look at the following table containing problem-solving steps
Identify the problem
Clearly define the problem, sometimes there are several issues rather
than just one.
Investigate the problem
Confirm what information is available and identify the source. Consider
the information you have, decide what other information is required to
solve the problem.
Specify the problem Clarify exactly what you want to achieve.
Find solutions Do not allow for judgement or criticism to affect the result.
Use the best solution
Advise when the solution will take place and identify who is
responsible.
Generate solutions
Do not allow for judgement or criticism to affect the result. Implement
the best solution
Advise of when the solution will be
implemented and identify responsible
person
Monitor and evaluate its effectiveness
Check to make sure that everyone is happy with the resolution, people will always be impressed with a follow-up call
to make they are happy with the resolution to a problem.

60
Mentor's Notes: Peter's Problem
Work in small groups to solve Peter’s problem:
Peter has a fox, a chicken, a bag of corn. Peter has one small boat and needs to cross the river.
He can only take one thing at a time. If he leaves, the chicken will eat the corn and the fox will eat the
chicken. How does he cross the river and take everything with him?
Draw or write how to solve Peter’s problem:
1. Peter takes the chicken to the other side of the
river and leaves the chicken there
2. Peter returns in an empty boat and
collects the fox (or the corn)
3. Travelling again to the other side, Peter leaves the
fox (or the corn) and picks up the chicken to return
to the riverbank
4. Then, Peter leaves the chicken and
collects the corn (or the fox)
5. Peter leaves the fox and the grain
together on the other side.
6. Peter returns with an empty boat
and collects the chicken.

61
Mentor's Notes: Peter's Problem

62
Activity Card 1: Peter's Problem
Work in small groups and solve this problem
Peter has a fox, a chicken, a bag of corn.
Peter has one small boat and needs to cross the river.
He can only take one thing at a time.
If he leaves, the chicken will eat the corn and the fox will eat
the chicken.
How does he cross the river and take everything with him?

63

64

65
Session: Negotiation Skills
Objective
Negotiation skills are useful when solving conflict and/or working as a team
to achieve goals.
Glossary
• negotiation • bargaining
Activity Card:
Negotiation Skills
n/a n/a
Time: 15 mins
Mentor explains that there are many ways to resolve conflict and one of them
is to be able to negotiate and solve problems.
Mentor will explain the negotiation game.
Time: 45 mins
The Negotiation Game (see Mentor’s notes). Participants share their
experience playing the game.
Suggested Time
1 hour
Mapping to VET
FSKOCM01, FSKRDG01

66
Mentor's Notes: Theory Behind
the Game
The Theory Behind the Game
The nature of competition—“distributive” or “win-lose” bargaining—
in which the gain of one person is the loss of another. This kind of
bargaining is contrasted with collaborative (also known as “integrative”
or “win-win”) bargaining in which both parties win.
In real life it can be difficult to illustrate pure win-lose bargaining,
because true win-lose situations and pure win-win situations are
relatively rare. (Most negotiations are actually “mixed motive”
bargaining, including both distributive and integrative elements.
Pure win-lose bargaining is rare in part because intangible elements
like “relationship” enter into most negotiations. Pure win-win is rare
because resources are scarce).
The concept of a “bargaining range” which can be negative, if there is
no room for settlement—or positive, if there is room for settlement. It
also introduces the idea of a Resistance Point or a “Reservation Point”
(RP—the point at which a person will either stop bargaining, or move
their RP to achieve a settlement.
The idea of the RP also introduces the idea of a fallback position or
BATNA—the Best Alternative To a Negotiated Agreement, since this
best alternative usually defines where the RP will be. And it introduces
the idea of a “target”—the amount that a person wishes to get in the
process of bargaining.
How a player might be able to “diagnose” his or her own natural
strategies in negotiation (strengths in strategic play and also strategic
weaknesses). People who instinctively love the game (and many
students do love this game) usually have strong competitive skills.
Some players easily compromise ---in fact they will do this even if they
are told not to.
The importance of intangibles (such as relationship, trust, friendly
feelings) as well as tangibles (in this case money) as sources of value
in a negotiation.
The huge importance, in real life, of repeated interactions with the
same person—in building or losing a good relationship. (We do not
usually bargain just once with the same person. We often interact with
the same person more than once. This means that even a simple game
of dividing two dollars, in what is supposed to be a win-lose game,
is not in fact purely competitive. Because of the effect of successive
interactions, positive and negative feelings become part of the
intangibles that are won or lost in the interaction.)
Source: https://ocw.mit.edu/courses/sloan-school-of-management/15-667-negotiation-
and-conflict-management-spring-2001/lecture-notes/about_game.pdf

67
Mentor's Notes: The Negotiation Game
The Negotiation Game
Resources needed: You need a set of 3 or 4 tokens. A token
can be anything, pens, rubbers, sharpeners, textas, paper
clips. You can also print 3 or 4 pages of the tokens below, cut
them and make a set. You will need 3 or 4 pens, 3 or 4 rubbers,
3 or 4 paper clips.
Put these in plastic bags or envelopes.
Instructions:
1. Divide the participants into groups of 3 to 6 people.
2. Give each group one plastic bag or envelope with the group
of tokens.
3. Each group has to go around the room and negotiate
another token from another group.
4. The group which ends up with one different token in their
bag/envelope wins.
The aim of the game is to be able to negotiate the exchange of
their tokens in the fastest and friendliest way possible.

68
Activity Card: The Negotiation
Game Tokens

69
Session: Conflict Mangement Skills
PART 5: Conflict Management
Objective
Participants develop skills for resolving conflicts.
Glossary
• agreement • critical • objective • compromise • third party
Reading digital content
and Poster Actvity
and viewing digital
content.
Time: 30 mins
Watch the following video
What Is Conflict Management? - Definition, Styles & Strategies
https://study.com/academy/lesson/what-is-conflict-management-definition-
styles-strategies.html
Mentor uses google images and print images if available which match
glossary words.
Time: 30 mins
Poster: Mentor discusses with participants their concepts of culture.
Poster: What is conflict resolution?
Working in pairs, participants create their own posters. They can use printed
images and/or create their own to illustrate poster.
Participant share information on posters with the group.
Suggested Time
1 hour
Mapping to VET
FSKOCM01, FSKRDG01, FSKWTG01

70
Session: Case Study 1 Practice
Objective
Participants will develop their knowledge and understanding of
communication skills for work.
Case Study 1 Practice n/a n/a
Session 1 Time: 30 mins
Mentor reads Case Study 1 Practice. Mentor explains any new meanings.
Mentor asks for volunteers to replay the situation.
Mentor and participants discuss the problems and possible solutions.
Suggested Time
1 hour
Mapping to VET
FSKOCM01, FSKRDG01

71
Case Study 1 Practice: Martha's Story
Martha, a new worker from out of town came to work at Jo’s organisation
What do you say or do?
Hello Martha. I
am Jo, the support
worker
It is Martha’s first day of work
and Jo introduces herself.
Martha didn’t reply, just said:
"One of your girls
has stolen my
clothes. They are not
in my drawer. What
are you going to do
about it?"

72
Objective
Case Study 2 Practice n/a n/a
Suggested Time
1 hour
Mapping to VET
FSKOCM01, FSKRDG01

73
Case Study 2 Practice: Uncle
Croc's Story
Uncle Croc's Story
What do you say or do?
You are visiting a home You can hear very loud music
coming from the house
The neighbours come out as
soon as you arrive and they say:
"Uncle Croc’s music
is loud all the time.
We can’t sleep."

74
Objective
Case Study 3 Practice Writing short sentences. n/a
Suggested Time
1 hour
Mapping to VET
FSKOCM01, FSKRDG01

75
Case Study 3 Practice: Fred's Story
Fred and Sally work together at the
same organisation. Fred works in
Human Resources and Sally is a
senior support worker.
Fred and Sally come from the same
place, so they usually talk about
their family and friends over lunch.
Lately, Fred sees Sally talking to
John, who is also from the same
town, and stops having lunch with
Fred.
If you were Fred, what do you say or do?

76
Compliance
and Regulation
Communication
and Teamwork
Module Summary
By completing this module, participants have learnt about the importance of
good communication skills for work in community services and health industry.
Working with people of different ages and different cultural backgrounds
requires workers to have skills to communicate in their work with others. This
includes knowing about:
• the importance in being an active listener to those who are communicating
to us
• there are different ways to communicate
• You have practised using questions to find out more information from
another person
• know the importance of sounding positive when communicating, our tone of
voice can have different meanings to the receiver of our communication
• teamwork and collaborating with other workers from similar services has
lots of benefits for workers
• our responsibility at work to provide accurate information and maintaining
confidentiality when communicating with other services
• how our culture informs how we communicate with others
• developed skills to help when there is conflict in communication and
practised some strategies to reduce conflict in communication
• if you are unsure or want to check your learning, it’s ok to go back at any
time and read the information presented.
Thank you for completing this module. We wish you all the best for a successful
career in community services and health industries.

77
Glossary
Word Meaning
Agreement
Harmony or accordance in opinion or feeling; a
position or result of agreeing.
Alternative
One or more choices available as another
possibility.
Attitude
A settled way of thinking or feeling about
someone or something, typically one that is
reflected in a person's behaviour.
Bargaining
Negotiate the terms and conditions of a
transaction.
Barrier
An action or an attitude which keep people apart
and prevents communication or progress.
Beliefs
An acceptance that a statement is true or that
something exists.
Body language
The process of communicating non-verbally
through conscious or unconscious gestures and
movements.
Clarify
Make (a statement or situation) less confused
and more clearly comprehensible.
Clash A violent confrontation.
Collaboration
The action of working with someone to produce
or create something.
Community
A group of people living in the same place or
having a particular characteristic in common.
Complicated
Consisting of many interconnecting parts or
elements; intricate.
Compromise
An agreement or a settlement of a dispute that
is reached by each side making concessions.

78
Confidentiality
The state of keeping or being kept secret or
private.
Conflict
A serious disagreement or argument, typically a
protracted one.
Connection
A relationship in which a person, thing, or idea is
linked or associated with something else.
Consequence A result or effect of an action or condition.
Co-operation
The process of working together to the same
end.
Courtesy
The showing of politeness in one's attitude and
behaviour toward others.
Critical
Expressing adverse or disapproving comments
or judgments.
Disagreement Lack of consensus or approval.
Diversity Showing a great deal of variety; very different.
Empathy
The ability to understand and share the feelings
of another.
Encouragement
The action of giving someone support,
confidence, or hope.
Engaging Charming and attractive.
Environment
The surroundings or conditions in which a
person, animal, or plant lives or operates.
Expectations
A strong belief that something will happen or be
the case in the future.
Family
A group consisting of parents and children living
together in a household.
Flat voice
Someone's voice, that doesn't rise and fall in
pitch
Glossary

79
For profit
An organisation which aims to earn profit
through its operations and is concerned with its
own interests.
Good will
Friendly, helpful, or cooperative feelings or
attitude.
Gossip
Casual or unconstrained conversation or reports
about other people, typically involving details
that are not confirmed as being true.
Governance The action or manner of governing.
History
The study of past events, particularly in human
affairs.
Human Resources
A human-resources department (HR department)
of an organisation performs human resource
management, overseeing various aspects of
employment, such as compliance with labour
law and employment standards, administration
of employee benefits, and some aspects of
recruitment and dismissal.
Identity
The fact of being who or what a person or thing
is.
Information
Facts provided or learned about something or
someone.
Instructions A direction or order.
Intonation The rise and fall of the voice in speaking.
Judgement
The ability to make considered decisions or
come to sensible conclusions.
Knowledge
Facts, information, and skills acquired by a
person through experience or education; the
theoretical or practical understanding of a
subject.
Glossary

80
Language
The method of human communication, either
spoken or written, consisting of the use of words
in a structured and conventional way.
Leadership
The action of leading a group of people or an
organisation.
Mission
An important assignment carried out for
political, religious, or commercial purposes,
typically involving travel.
Misunderstanding A failure to understand something correctly.
Music
Vocal or instrumental sounds (or both)
combined in such a way as to produce beauty of
form, harmony, and expression of emotion.
Negotiation Discussion aimed at reaching an agreement.
Neighbours
A person living near or next door to the speaker
or person referred to.
Non-for-profit
An organisation that uses its surplus of the
revenues to further achieve its ultimate
objective, rather than distributing its income
to the organisation's shareholders, leaders, or
members.
Non-verbal Not involving or using words or speech.
Objective
Not influenced by personal feelings or opinions
in considering and representing facts.
Open questions
An open-ended question cannot be answered
with a "yes" or "no" response, the answer
provides information.
Opinion
A view or judgment formed about something, not
necessarily based on fact or knowledge.
Glossary

81
Organisation
An organised body of people with a particular
purpose, especially a business, society,
association, etc.
Partnership The state of being a partner or partners.
Prevention
The action of stopping something from
happening or arising.
Privacy
The state or condition of being free from being
observed or disturbed by other people.
Process
A series of actions or steps taken in order to
achieve a particular end.
React
Respond or behave in a particular way in
response to something.
Reflect Think deeply or carefully about.
Relationships
The way in which two or more concepts, objects,
or people are connected, or the state of being
connected.
Resolution A firm decision to do or not to do something.
Resources
A stock or supply of money, materials, staff, and
other assets that can be drawn on by a person or
organisation in order to function effectively.
Rules
One of a set of explicit or understood
regulations or principles governing conduct
within a particular activity or sphere.
Senior Of or for older or more experienced people.
Stolen
Take (another person's property) without
permission or legal right and without intending
to return it.
Summarise
Give a brief statement of the main points of
(something).
Sympathy
Feelings of pity and sorrow for someone else's
misfortune.
Glossary

82
Teamwork
The combined action of a group of people,
especially when effective and efficient.
Third party
A person or group besides the two primarily
involved in a situation, especially in a dispute.
Traditions
The transmission of customs or beliefs from
generation to generation, or the fact of being
passed on in this way.
Values
Consider (someone or something) to be
important or beneficial; have a high opinion of.
Verbal Relating to or in the form of words.
Vision The faculty or state of being able to see.
Worker
A person who does a specified type of work or
who works in a specified way.
Glossary

83
Notes

84
Notes

communication_and_teamwork.pdf

communication_and_teamwork.pdf

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