Ethiopian TVET System

Basic clerical works Level I

Learning guide
Unit of Competence: Receive and respond to work place communication
Module Title: Receiving and responding to work place
communication

MODULE Code: EIS BCW1 M12 0812

TTLM Code: EIS BCW1 12 0812

Lo 1: Follow Routine Spoken Messages

Lo 2: Perform Work Place Duties Following Written Notices

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LO 1: Follow routine spoken messages
Introduction Learning Guide
This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –
 Gathering & recording
 Analyzing & Interpreting
 Clarification and acting

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
 Gathering required information by listening and interpreting
 Recording required information
 Asking clarification the information is not clear

Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets”.
3. After reading the information sheets go back to your instructor and gets the copy of
self check
4. Submit your accomplished Self-check. This will form part of your training portfolio.
5. Accomplish the “Self-check” in page 4
6. If you earned a satisfactory evaluation proceed to LO 2. How ever, if you rating is
unsatisfactory, see your teacher for further instructions.
7. Submit your accomplished self check this will form part of your training portfolio.
8. Read the “Operation Sheet” and try to understand the procedures discussed.

Information Sheet-1 Follow routine spoken messages

1. Gathering Information

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In order to communicate effectively in the workplace, information needs to be gathered from a
variety of sources and passed on to other people. Sometimes the information will have to be
prepared in various ways before it is passed on.
Information can be gathered from many sources depending on the organization and the types of
information being dealt with:
A supervisor co-workers
Customers telephone messages
E-mail messages diaries
Calendars databases
Record systems policy and procedure manuals
Electronic and paper files journals and newspapers
Newsletters and magazines the internet
Giving Information
It may be our duty to be as helpful as possible but this does not mean we can
pass on any explicit information of a confidential business or personal nature.
This can only be done with permission and in accordance with privacy law and
with company policies and procedures.
Taking Messages
 Have a printed message pad handy, with your notebook and pencil
 (If you type a message instead of writing, there is a risk of accidentally
deleting the information before it is passed on)
 Write the message as you take the call
 (If you write the message after the call it may not be accurate)
 Names and numbers should be verified
 Every message should include: date and time of call, caller’s name and
name of organization, telephone number, content or message, initials of
person who took the message

2 Conveying instructions accurately

If you need to give instructions, give them clearly and accurately. How you give the instructions
will depend on the workplace procedures of your worksite. You may give instructions to another

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person by: speaking t ƒ. o them in person or over the telephone writing the instructions down or
providing printed instructions.
Written instructions may be brief dot points or detailed information depending on the situation
and these may be faxed or emailed to the other person.
When conveying information or instructions you need to:
 know what you want to say before you start talking
 know the required outcome
 know any procedures or policies that need to be considered
 consider any communication problems the listener may have such as:
 English as a second language
 literacy and numeracy problems
 Physical problems such as hearing impairment.
Team members who have English as a second language may have a variety of communication
problems due to cultural differences. These differences need to be discussed with the person
involved. During this discussion, speak openly about the issues related to the person’s ability to
understand the instructions. Ask how you can improve your communication to assist the person
to understand. It may be something as simple as speaking more slowly or writing the instructions
down. If you are unsure if a team member has understood your instruction, ask questions until
you know the instruction has been understood. If necessary, write the instructions, so the person
can refer to them as necessary. You need to convey the information and instructions accurately to
ensure the task is completed correctly and safely.
Use the right listening techniques.
Active listening includes repeating words or phrases, and clarifying information to show you
have heard and understand the meaning.
Use the right tone of voice.
This is not so much what is said, but how it is said. Using the wrong tone of voice, for example
speaking angrily, may result in others misunderstanding you as they try to work out why you are
angry rather than listening to what you say.
Revision
Gathering, receiving or responding to instructions is an everyday activity at all

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 Instructions must be given clearly and accurately to ensure the correct information is
understood.
Signs and safety requirements are governed by legislation, regulations and organizational
requirements.
English is the language used on worksites to convey written and verbal information.
Questions can be used to gain further information and clarify understanding of the information.
Listening and Clarifying
Listening and clarifying are also necessary for successful communication. It is just as important
as talking. Through listening it is possible to learn:
 the needs of the customer
 the most effective and efficient ways to assist the customer
 the knowledge level of the customer
Through clarifying it is possible to learn:
 Whether the other person has understood the message the way it was intended.
For example, Tony could have asked his customer questions like ‘Do you know what I mean by
SDRAM?’ or ‘Do you need me to explain what a mini tower chassis is?
Body Language
Body language also helps with communication. Body language is using the body or facial
expressions when communicating. Sometimes, people use body language without being aware of
it.
For example:
 if a teller smiles at you while talking, it may communicate that they are happy to
assist you
 if the teller does other things while talking and / or does not look you in the eye,
you may think that they are not interested in helping you.

Following and clarifying instructions

Part of most people’s work will involve following instructions. The critical factors in being able
to follow instructions accurately are:
 Concentrated listening
 Clarifying anything you do not understand

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  Make sure you know the what, why, when, where, with whom and how of the
instructions
 Sking to be shown what to do if your are unsure
Asking someone to observe you and give you feedback on your performance in carrying out the
instructions
Making notes or drawing diagrams if it helps you remember gather any additional information
you may need to complete the task making sure you understand the meaning of any technical
terms
If the instructions are written, reading through all the instructions before you start and seeking
clarification on areas of uncertainty Seeking assistance if you encounter any difficulties
Checking your job after it has been completed.
It is also important to be sure that what you have been asked to do falls within your job role and
responsibilities. If you have some concerns about this seek clarification from your supervisor or
colleagues.

Name: _________________________ Date: _______________

Self-Check 1 Written Test
Part 1 Choose the most appropriate answer for questions.
1. If you are receiving instructions and do not know what some of the terms mean, you
should:
A. Ignore them
B. Guess what they mean
C. Ask your supervisor what they mean
D. All the above
2. You may give instructions to another person by:
A. Writing the instructions down or providing printed instructions
B. Speaking to them in person or over the telephone
C. All of the above
D. None of the above
3. At your workplace, you will be expected to:
A. Gather information
B. Receive information and instructions
C. Convey or give information and instructions to others
D. Ask questions and clarify information
E. All of the above
4. Which the following that NOT consider as the problem of communication in listening
A. The procedures and polices that written on a second language

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 B. English as a second language
C. Literacy and numeracy problems
D. Physical problems such as hearing impairment
5. Which of that indicate written form of gathering information
A. Faxes
B. E-mail
C. Data base
D. Polices and procedure manuals

Note: Satisfactory rating – 3 points Unsatisfactory - below 3 points

You can ask you teacher for the copy of the correct answers.

Operation Sheet Follow routine spoken messages

I. Operation Title: Gathering and Recording information by listening

II. Purpose : To gather ,analyzing and clarify information
III. Condition or situation for Operation:
This is to be performed in electro technology workshop or in industry
which is to be Gather.
IV. Supplies and materials:
o Workshop

o Industry

Procedure:
1. Gather required information by listening
2. Information are properly recorded
3. Clarification is sought from supervisor the information is not clear

V. Precaution
You should perform gather-record, analyze-interpret clarify-acting
information.

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 VI. Quality Criteria
The trainee should understand and perform gather, analyze and
clarify information.

LAP Test Practical Demonstration

Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________

Instructions:

You are required to perform any of the following: give short answer for the
following questions.
1. Consider your workplace or a workplace you know well.
2. Write one short paragraph to explain how information is gathered in your workplace.
3. Write one short paragraph to explain how information is received in your workplace.
4. Explain how your worksite ensures instructions are communicated accurately.
5. Give at least three examples.
6. Questions are useful for clarifying information and instructions. Do you agree or
disagree with this comment. Explain your answer.
7. List three things you could do if you were giving instructions to a co-worker who did
not speak English well.

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LO 2: perform workplace duties following written notices

Introduction Perform work place duties following written notices

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –

 Work place duties

 Ethical work practices
 Communication processes

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able

 Read and interpret written notice and instruction

 Follow routine written instruction in sequence

 Taking Feedback and given to work place supervisor

Learning Activities
4. Read the specific objectives of this Learning Guide.
5. Read the information written in the “Information Sheets 1
6. After reading the information sheet go to your instructor and get the copy of self
check.
7. Accomplish the “self-check”
8. If you earned a satisfactory evaluation proceed to information sheet 2”.how ever, if
your rating is unsatisfactory, see your teacher for further instruction.
9. Submit your accomplished Self-check. This will form part of your training portfolio.
7. Read the “operation sheet” and try to understand the procedures discussed
Note:
1. You can ask the assistance of your trainer/instructor to show you and explain further
the topic you can’t understand.

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2. You can check your answer in self-check by using the answer key

Information Sheet-1 Workplace duties

Work place duties

General duty of care’ and ‘general duties’ are terms used to refer to the duties that the
Act places upon people to ensure their own safety at work and that of others who are at the
workplace or who might be injured by the work. These general duties are aimed at preventing
anyone being killed, injured or contracting an illness because of work or activities at a workplace,
including using plant or equipment.
Examples of general duties
• Employers must provide a workplace where employees are not exposed to hazards.
• Employers must provide a safe system of work.
• Employees must take reasonable care for their own safety and health and that of others affected
by their work.
• Employers and self-employed people must, as far as practicable, look after their own safety and
health and ensure that their work does not affect the safety and health of others.
• Designers, manufacturers, importers and suppliers must provide plant which is safe to install,
maintain and use at workplaces.
• All plant must be installed or erected so it can be used safely.
• Safety and health information must be supplied with all plant and substances used at work.
• Employees and safety and health representatives must consult and co-operate in matters related
to safety and health at work.
• Employers must provide employees with information, instruction, training and supervision to
allow them to work in a safe manner.
Duties of employers (towards their employees)
General duties

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Employers must, so far as is practicable, provide and maintain a working environment where
their employees are not exposed to hazards.
General duties include:
• Safe systems of work;
• Information, instruction, training and supervision;
• Consultation and co-operation;
• Provision of personal protection; and
• Safe plant and substances.
• Reporting of fatalities, injuries and disease
Duties of employees
General duties
Employees must take reasonable care for their own safety and health at work and avoid harming
the safety and health of other people through any act or omission at work.
General duties include:
• following the employer’s safety and health instructions;
• using personal protective clothing and equipment;
• taking good care of equipment;
• reporting hazards;
• reporting work-related injuries or harm to health; and
• co-operating with employers so that employers are able to carry out their duties under the Act.
Duties of manufacturers, suppliers and others
General duties
Designers, manufacturers, importers and suppliers of plant for use at a workplace must comply,
so far as is practicable, with the following:
• design and construct plant so that people who install, maintain or use it are not exposed to
hazards;
• test and examine the plant before it is used;
• provide information; and
• ensure plant is installed or erected so it can be used safely.

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Manufacturers, importers and suppliers of substances for use at workplaces must, so far as is
practicable, provide information on the results of any testing and other safety and health
information relating to these products.
Designers or builders of any building or structure for use at a workplace must ensure, so far as is
practicable, that persons constructing, maintaining, repairing, servicing or using it are not
exposed to hazard
2.1 Written instruction
Writing is one of the most important forms of communication used in society. This also applies
in the industry. You need to be able to read and write at an appropriate level for your position
because:
 safety warnings and advice are often written
 instructions on how to mix things, what to do
in an emergency, prepare a quote for a customer, purchase a list of items, complete forms are all
things you may be required to do Other people may be required to read your writing so write or
print neatly and make what you are writing simple and easy for others to read and understand.
There are a lot of written documents on the worksite and in the industry. Written materials and
documents cover such things As Written instruction are also a form of legal protection because
what is written and signed is legally binding. Try to make it a common
Practice.
 plans specification
 materials safety
 orders
 time sheets
 safety information
 work instructions
 accident reports
Interpretation of written instructions

 specifications, contracts, orders, installation instructions, safety warnings, mixing

instructions and operating instructions are just a few of the things you will be
required to read and interpret

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  take your time, read one point at a time and make sure you understand before
going on to the next point
If you have problems with a word, sentence or meaning you must check with your Trainer or
Supervisor to see that what you think it says, is what it really means.
These could include, certificates, licences, union cards, references, sickness certificates,
schedules, qualifications, timesheets, etc.
Instructions
These often come with products detailing how to use them, install them, prepare them, dispose of
them mix them, protect yourself etc.
 ‘Safety instructions’ and ‘health warnings’ often accompany products, materials,
tools and equipment.
 ‘Instructions’ also come in the form of signs that warn of danger, the need to do
something or avoid something.
It is important that you read carefully all instructions and that you follow the instructions.
Work Schedules
Could be a:
• Timetable
• a plan of action
• a program
These are prepared in order to structure a job, activity or event. They are often attached to a
notice board for the information of all concerned.
Bulletin
This is an official report, public news or progress report. Its usual purpose is one of
communication of information for all concerned. It could be related to work, personnel or safety
issues.
Time Sheets
These are a legal record showing when a worker was on the job. They are used to:
 Prove you were at work.
 Calculate weekly or fortnightly pay.
 Solve disputes over hours worked.
 Calculate sick leave or long service leave entitlements.

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It is your responsibility to see that you complete them in the way required. It is for your benefit
as well as for the benefit of those who employ you.

2.2 Workplace policies and guide lines

Policies and procedures may need to be developed and implemented, in consultation with
employees and the safety and health representative, if there is one. These require effective planning
and should include:
• Consultative mechanisms;
• Safe work practices;
• Accident investigation procedures (including involvement of the safety and health
representative);
• Induction and training programs;
• Dealing with unique characteristics of the work;
• Policies and procedures to monitor performance and to review control measures;
• Resolution of issues procedures;
• Means of access to additional hazard specific information;
• Emergency evacuation procedures in the event of an accident, rescue or fire; and
• Record keeping.
The Act provides for a formal mechanism for consultation and co-operation through safety and
health representatives and committees. This workplace consultation is an
2.3 Feedback
How do you know that you have gathered the correct information, prepared it to the required
standard and used the appropriate equipment and methods to convey it to the required people?
How can you be sure that effective listening and speaking skills have been used to pass on
information? You need to ask for feedback from relevant people such as a supervisor, customers
and team members to know for sure.
Feedback can be verbal, such as comments, tips and helpful suggestions discussed while work is
being carried out, or written, such as notes, instructions or brief reports explaining where to make
changes and improvements.
Feedback should be used to improve work, refine ideas and establish new and better

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Sometimes a message or correspondence should be drafted and shown to a supervisor before the
final version is prepared. This is particularly important if the information is to be sent outside the
organization. If the communication is verbal, it may be useful to check if the communication is
appropriate and if there is any way to improve the method of communication.
To be effective, communication must allow opportunities for feedback.
Feedback can take several forms, each with a different intent.
There are three different forms of feedback:
 descriptive
 evaluative
 prescriptive
Descriptive feedback.
Feedback that identifies or describes how a person communicates. For instance, Manager A asks
Manager B to comment on her behaviour at a staff meeting. B indicates that A was specific,
clear, and instructive on introducing the staff to the computer database for managing patient
accounts. B provides a descriptive feedback of A’s behaviour at the staff meeting.
Evaluative feedback.
Feedback that provides an assessment of the person who communicates. In the above case, if
Manager B evaluates Manager A’s behaviour and concludes that she is instructive and helpful,
and that causes the staff to feel comfortable when going to A for help or asking questions, then B
has provided positive evaluative feedback of A’s interaction with the staff.
Prescriptive feedback
Feedback that provides advice about how one should behave or communicate. For example,
Manager A asks Manager B how she could have made changes to better communicate her
message to her staff. B suggests for A to be friendlier and more cooperative by giving the staff
specific times that A is available for help with the new computer database. This type of advice is
prescriptive feedback.
Working ethically
Values, beliefs and attitudes
We use the term ‘values’ to describe that which we ‘hold dear’ or regard as important. We have
personal values and we can identify group, organisational or societal values. Differences in

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values occur between people and groups and can lead to conflict. Tolerance implies recognition
of other people’s rights to have different values (although that is a value in itself!).
Your values will influence the way you work as a volunteer. Indeed they have influenced your
choice to work as a volunteer and the organisation you chose to work with. ‘Beliefs’ are what we
hold to be true and often we can hold beliefs in the face of contradictory evidence (although this
borders on ‘faith’). An ‘attitude’ can be described as a predisposition towards a person, object or
situation.
Values, beliefs and attitudes influence the way we respond to people and situations, what we
choose to do and how we undertake action. When working in any organisation you are likely to
encounter situations where you have to work with people whose values, beliefs and attitudes are
different from yours. What is meant by ‘ethics’?
The term ethics is used to describe codes or standards of behaviour that are based on a shared
understanding of what is right and wrong. They are derived from values and belief systems and
can vary from one culture to another or from one group to another.
Ethics are often expressed as principles or codes of practice. They are underpinned by values.
.
Self-Check 1 Written Test

Name: _________________________ Date: _______________

Directions: choose the best answer

1. ___________ used to describe codes or standards of behavior that under standing

right or wrong

A. Behavior

B. Ethics

C. Morale

D. Feedback

2. Which the following that NOT included on ethical working

A. Values

B. Ethics

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 C. Attitudes

D. All

3. 3. Identify the one who differ from the other

A. Descriptive

B. Evaluative

C. Relational

D. Prescriptive

4. 4. Are legal record that showing when a workers as on the job

A. Timesheet

B. Abbreviation

C. Bulletin

D. Graphs

5. That often come with products detailing how to use them, install them, prepare them

A. Instruction

B. Policy

C. Procedure

D. None

Note: Satisfactory rating – 3 points Unsatisfactory - below 3 points

You can ask you teacher for the copy of the correct answers.

Information Sheet-2 Communication processes

Workplace Communication Techniques

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Communication is the sending or exchanging of information between people. People exchange
information all the time. In its simplest form communication can be described as a process,
which is demonstrated in the following simple model:
Using this model, think about the different types of mediums with which you can communicate a
message to someone. Examples of different kinds of medium for communication
Conversation Demonstration
Telephone Observation
Fax Diagrams
Mail Symbols
Meetings Body language
Letters Video
Memos Audio tape
Reports Advertisement
A receiver needs to understand what they are supposed to do with the information they are being
given. A sender needs to make sure they clearly explain the information that they are passing on.
This is all part of communicating effectively. Without effective communication, a team or an
organization would not be able to function.
Workplace communication can be:
 Internal – involving people who work within the organization
 external – involving people outside the organization
 oral/verbal- talking face-to-face or on the telephone
 non-verbal – body language, gestures and facial expressions
 Written – letters, forms, notes, reports, memoranda, faxes, and e-mails.
Working in any organization involves dealing with people and information. Communicate in the
Workplace.
Oral / Verbal Communication
When communicating verbally, the information is exchanged instantly. It is very efficient and
fast. The two people exchanging information respond to each other immediately. In contrast,
people communicating through writing don’t exchange information at the same time. An
exception is when e-mail is used; a response to an e-mail message can be almost immediate (if

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the recipient is online at the time the message was sent). Common examples of when verbal
communication is used in the workplace:
 answering the telephone
 receiving visitors
 passing messages from one person to another
 receiving instructions from your supervisor and clarifying what you need to do
 making or confirming arrangements, for example phoning clients to confirm
appointments
 meetings
When communicating face to face, watch the speaker’s gestures and expressions. Listen to what
they are saying and listen to their tone of voice to help understand their message.
Written Communication
When written information is received, the written words should convey the meaning of the
message. Words on the page must be prepared very carefully and thoughtfully. The writer must
think about the message and write it clearly so that it is easy for the reader to understand. This
saves everyone time and helps people avoid making mistakes. Most people have experienced
illegible writing in a handwritten message, or had difficulty understanding what the writer was
trying to say.
In business, written information can be used:
 to provide evidence of business activities, for example proof of telephone calls or
letters sent
 to act as a reminder, for example instructions to follow when preparing pay slips
or due dates for accounts payable
 to clarify or explain information, for example information about new working
conditions or policies and procedures
 to request information, for example requesting employee’s attendance at a
meeting, requesting a file or other information
 to publicize an event, activity or achievement, for example details of new training
opportunities, expected visitors or new staff appointments
 to report information, for example monthly sales figures, meeting minutes or
meeting outcomes

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  To keep as a permanent record.
Listening

Listening is an important part of successful communication. It is just as important as

speaking. By listening carefully, you are able to find out a lot of information. Some of the
information you will discover when you listen carefully can include:

What information the other person wants you to know;

What the other person thinks and feels about a job, a task or an idea;
Any assistance the other person may need;
If the person understands what you have said about something
Listening Behaviours

When you focus only on yourself, you often forget to listen, and as a result, the chances for
successful communication are poor. Listening is the basis of effective communication and entails
much more than just hearing sound.

Hearing vs. Listening

Hearing is the special sense by which noises and tones are received as stimuli.
Hearing
is a sensory experience that gathers sound waves indiscriminately. We can hear
something without choosing to listen.
Active Listening
When you listen empathically, you don’t just hear words. You hear thoughts, beliefs and
feelings. Empathic listening is highly active and requires hard work. Following the steps
below will help you to improve your listening skills.
1. The first step is to decide to listen and concentrate on the speaker.
2. Then, use your imagination and enter the speaker’s situation. Concentrate and try to
imagine his or her frame of reference and point of view.
3. Observe the speaker’s vocal inflection, enthusiasm or lack of it, and style of delivery.
These are essential components of the message. If you are speaking face-to-face, pay
attention to the speaker’s facial expressions and other nonverbal cues for more insight
into the message.

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5. Use paraphrasing or clarifying questions to confirm that you received the intended message.
Check your perceptions of how the speaker is feeling to put the text of the message in emotional
context.

Practice Active Listening Tips

Like other skills, listening skills improve with practice. Ask a trusted friend to rate you honestly
on the listening self-assessment that you conducted earlier in this unit. Then, the next time
someone comes to you with a problem, work on the listening skills that need improvement.
Practice empathic listening by attending, paraphrasing, and asking questions

Roadblocks to Effective Listening

Roadblocks to effective listening can be external or internal. External roadblocks can
include distracters such as: noise, an uncomfortable temperature or seating, or an
inappropriate location. Try to be aware of external roadblocks and offset them if
possible.

Internal roadblocks include a variety of conditions or reactions within the speaker or audience,
such as:

 Emotional interference
 Defensiveness
 Hearing only facts and not feelings

 Not seeking clarification.

 Hearing what is expected instead of what is said.

 Stereotyping.
 Automatic dismissal (e.g., “We’ve never done it that way before.”)

Tips for Active Listening

The following are additional techniques to help ensure active listening:

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Make eye contact. Eye contact increases the chances of “getting” the message and
demonstrates interest and attention. When listening to someone on the phone, try not to
look at things that will take attention away from the speaker.
 Adjust your body posture.
Posture ⎯facing the speaker and slightly leaning in⎯ suggests that you are
paying attention and helps you to stay tuned in. When on the phone, position
yourself so that you’re comfortable but not so relaxed that you lose the ability to
attend to the speaker.

Give verbal or nonverbal acknowledgment. Acknowledging the speaker helps

involve you in the communication process and shows you are paying attention.

 Clear your mind

 Avoid distracting behaviour

Self-Check 1 Written Test

Name: _________________________ Date: _______________

Directions: choose the best answer

1. Special sense by which noses and tones are received as stimuli

A. Listening

B. Hearing

C. Talking

D. Speaking

2. Which of that NOT included internal road blocks of listening

A. Emotional interference

B. Defensiveness’s

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 C. Not seeking clarification

D. None

3. An example of work place communication in talking face to face or on telephone

A. Internal

B. External

C. Oral/verbal

D. Written

4. Which of the following that indicate when a person giving instruction

A. Accurate

B. Clear

C. Concise

D. All

5. Which the following that NOT included with in the other

A. Notices

B. Hand signals

C. Gestures

D. Mime

Say true or false

1. Industry terms & vocabulary words that included in non verbal communication

2. A good listener faces the speaker and acknowledges they understand ,or explains
that they do not

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3. Eye contact decreases the chances of “getting” the message and demonstrates
interest and attention

Operation Sheet Sorting

VII. Operation Title: perform work place duties

VIII. Purpose : To perform how follow work place duties and written notices
IX. Condition or situation for Operation:
This is to be performed in industrial workshop which is to perform
Duties & instruction
X. Supplies and materials:
o Work shop

o classroom

Procedure:
1. Perform the duties and follow the written notices and instruction
2. Routine written instruction are followed in sequence
3. Perform good communication processes

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XI. Precaution
You should perform and interpret instruction and notices
XII. Quality Criteria
The trainee should understand how to perform work place duties and
following instruction

Page 24 of 23 Queens’ College TTLM Development