Na - Course Module - Sem 2

LMCE 2012
WORKPLACE
COMMUNICATION I
SEMESTER 2 SESSION 2017/2018
COURSE MODULE
Norma aida Abdullah
Wan nur’ashiqin Wan MohaMad
Sithaletchemy S Krishnaiyer
Harieza Hussin
PUSAT CITRA UNIVERSITI

UNIVERSITI KEBANGSAAN MALAYSIA
LMCE2012 Workplace Communication I Course Module
Semester 2 Session 2017/2018
COURSE SYNOPSIS
This course is designed for students who have passed the compulsory 2- or 4-unit
English language courses. The course equips students with both oral and written
communication skills to meet the needs of the workplace. It provides opportunities for
students to use the language in given situations and adopts a learner-centred approach
and is interactive in nature.
COURSE OUTCOMES
At the end of the course, students should be able to:
● participate effectively in meetings

● give effective presentations
● write a structured learning reflection
COURSE EVALUATION
No. Evaluation Component Weighting (%) Week
1 Progress Meeting 35
a. Meeting 20 8
b. Project Portfolio 10
c. Conferencing 5 6
2 Poster Presentation 40
a. Oral presentation 20 14
b. Poster 15
12
c. Conferencing 5
3 Reflection 15 13 - 14
4 10
Participation
2 – 14
a) Online Participation 5
13 - 14
b) Group Participation 5
©Wan Nur’ashiqin Wan Mohamad Page 2

INTERNAL CIRCULATION ONLY
THE PREMISE

AN OVERVIEW
This course is all about one project that you will undertake together with your team
members. Let’s start with the right footing.
In completing the task, you will have series of discussions. Be smart. Use the class
hour to accomplish as much weekly assignment as possible. This is feasible if you do
sufficient preparation before coming to class. Be efficient. Be responsible and be fair
to your team.
As the first part of the project will be evaluated in the

form of a progress meeting (20%), it is recommended
that you conduct each group discussion as meetings. As
such, your group discussions are your practice sessions
in preparation for the actual evaluation. One or two of
these meetings should be done in the presence of your
instructor, who will help check your language use,
content, and relevance. In other words, this is your own formative assessment to
check your learning progress with your instructor, who is very happy to provide you
with feedback and feedforward.
On the subsequent page is a form for you to record the

activities during each meeting session. Keep one neat
copy for submission in your project portfolio (10%).
Take a minute to study the form. Discuss with your team.

Ask your instructor if you need any clarification.
Another evaluation component is group participation

(5%), where your performance in accomplishing your
project will be appraised by your team members. Study
the criteria listed therein. It is important that you handle
the process with the highest level of integrity. The
assessment is done once in Week 13 or 14.
Conferencing sessions (10%) are another component

that you need to be aware of. These sessions would
allow the students to share their suggested ideas and
show the teacher how they operate as a team in
achieving the same goal. This session is done twice; one before the progress meeting
evaluation and the other is before the poster presentation assessment.

This course is experiential in nature. But we can’t learn much from experience unless
we reflect upon it. This is why the reflection (15%) component is included as part of
the course evaluation. It is for you to be aware of your learning
experience and record it in a structured manner for you to evaluate
how much you have understood the learning process, the value of
the experience and if you need to do anything differently in the
future.
Take a look at the Reflection Form. The questions serve as guide to

keep you on track. Like group participation evaluation, there is only
ONE reflection to be handed in either in Week 13/ 14. Your
instructor will inform you of the deadline.
The end product of this project is a poster (15%) printed on A1 size paper. As an
overview, the major subheadings for the poster are:
1. Introduction / Problem Statement / Study Background

2. Methodology
3. Findings
4. Discussion
5. Conclusion
6. What’s Next / Implementation
7. Reference
8. Acknowledgement
Some the subheadings can be combined. Your

choice of label and combination depends on
your topic selection and nature of your
research. Please consult your instructor for
feedback.
Finally, for the poster presentation (20%),

each team member will take turn to present
your project as depicted in the poster. Tell a
story. The rule of thumb is to keep it short and
simple but please share your information as
adequately as possible.
We really hope you’ll enjoy the journey while doing this course and reap the benefits
as intended.
Best wishes from LMCE2012 Committee. .

COURSE SCHEDULE
Poster
Presentation
Poster (W14)
Preparation • Tell, inform
Fieldwork* (W11-W13) and show
(W9-W10) • The story where
Progress • Data • Information necessary
Meeting Collection Ranking
Problem- (W8) • Data Analysis • Prioriti-
Solution Fit • Project zation
Problem & (W5-W7) Review
Solution • Conferencing
• Project • Group
Course Identification • Problem- Progress Participation
Induction (W3-W4) Solution Fit • What's Next? Assessment
(W1-W2) • Brainstorm • Key
• The Power of • Select • Practice
Resources
Mind • Why3x • Key Partners
• The Premise How3x • Key
• Deep • NGT & Activities
Listening Common • Poster Layout
• Course Interest • Conferencing
Briefing • Research
• Course Solution &
Objectives Share
• The Game • NGT &
Plan Common
Ground

ACTIVITY FLOW
Course Overview
• Course Overview *Go through the Worksheets
• Course Schedule *Study Group Participation Form to
• Activity Flow understand your role as a team player
• The Module at a Glance
Identify Problem
• Brainstorm & list problems (Ind)
• Select three & Describe (Ind)
• Share with team (Group) *Record all meetings in Worksheet A
• W3xH3x Technique *Start compiling Portfolio
• List & NGT (Group)
• Your Solution (Ind)
• Research
Select Solution
• Share solution with team (Group)
*Continue compiling Portfolio
• List, Cluster & NGT
• Describe group solution
Problem-Solution Fit
• Identify client, their pains and gains
• Match proposed solution to the pains and gains *Compile Portfolio
• List Key Resources, Partners, and Activities
• Prepare early draft of your poster layout
• Conferencing session before progress meeting evaluation
Progress Meeting Evaluation (20%)
• Evaluation (progress meeting)
• Submit Project Portfolio (10%)
Field Work
• Tools for data collection
*Start thinking about Reflection (Appendix 1)
• Data colection & analysis
*
Poster Preparation
• Tell your story in text and diagrams
• Research Poster
*Work on / write final Reflection (Appendix 1)
• Printed on A1
Poster Presentation Evaluation (20%)
• Group Presentation of Project (20-25 mins per group)
• Submit Poster (15%)
• Submit Reflection - Appendix 1 (15%)
• Submit Group Participation - Appendix 2 (5%)

WORKSHEET A
PROGRESS RECORD (Group Work)
Meeting Members Date

No Matters Discussed Action to be taken and owner Deadline
Date Present/Absent completed
*Please reprint multiple pages as needed

LMCE2012 Workplace Communication I
Activity 1 Homework (before Week 3)

Worksheet B & C
Individually brainstorm and list 20-25 problems.

Use the form provided.
Ref: Worksheet B
Shorlist three (3) problems from your list.
Describe these 3 problems above in writing. Use full

sentences.
Ref: Worksheet C
Choose one that you will present orally to your

team.
*All these should be documented and compiled in your group project portfolio.

WORKSHEET B
BRAINSTORM the PROBLEMS (Individual)
1. What are the problems faced by students / graduates / youths / community / others that require immediate solution?”
List down in the table below a total of at least 25 (you need to do some mind gymnastics) problems that you care about:
Students Fresh Graduates Youths Community Others

WORKSHEET C
DESCRIPTIONS OF SELECTED PROBLEMS (Individual)
Choose three (3) problems from the above list and describe them briefly in the space
below. Your description should indicate how the problem is a problem.
a.
b.
c.

Activity 2 In Class (Weeks 3 – 4 )

Worksheet C & D
Pin up your
individual Silently read all your
Worksheet C on the team members' When done, sit in a
wall together with write-ups on the circle.
your other team wall.
members.
Take turns to
conduct W3xH3x as Take turns to
a member present verbally share your
Cluster and classify
his/her problem. individual chosen
the keywords.
problem with your
Record the team members
keywords.
Conduct NGT to Propose your

List the problems in
select a problem solution. Do your
the NGT form.
commonly agreed research!
(Worksheet D) by all members. Worksheet E

WORKSHEET D
SELECTING THE PROBLEM TO SOLVE (Group Work)
Carry out Nominal Group Technique (NGT) with your team. Rank the problem listed: each member has a total of six points to rank the best
three problems based on each member’s choice ~ the most important gets 3 points, the least gets 1. The problem with the highest points should
be the choice the group has collectively agreed to work on as your class project.
Name of Team Member

Total
Idea #
1
2
3
4
5
6
7
8
9
10
Total 6 6 6 6 6 6
*You may start using your name initial for recording purpose; i.e., A.J. for Aida Jasmin,
Activity 3 Homework (Before Week 4)
WORKSHEET E
PROPOSE A SOLUTION (Individual)
1. What do you think are the solutions to the problem your group has collectively
chosen?
2. Please conduct some research to find out.
3. Take one or combined solution that you think is the most viable to solve the
problem.
4. Describe the solution in the space below.
Activity 4 In class (Week 4)
Take turns to present

Sit in a circle.
your solution.
Take turns to conduct

Cluster and classify.
W3xH3x
(Worksheet F)
Record keywords.
If more than one

solutions, conduct
Rewrite your NGT to select the
solution. most viable one.
(Worksheet G)

WORKSHEET F
CLUSTERING & CLASSIFYING THE SOLUTIONS (Group Work)

WORKSHEET G
SELECTING THE SOLUTION (Group Work)
Name of Team Member
Total
Idea #
1
10
Total 6 6 6 6 6 6

Activity 5 In Class (Week 5-7)

NOTES AND SAMPLE
PROBLEM-SOLUTION FIT (Group Work)

Do I have a problem worth solving?
Proposed
Solution Client
1. First, state your problem again.

2. Then, based on your observation, describe your target client.
* Client refers to the people for whom the proposed solution is intended. They are the
people affected by the problem.
Example
Problem: BBBangi residents find it difficult to get a taxi
A. Client Side
1. Select Customer Segment

Taxi passengers BBBangi

2. Identify Customer Jobs 3. Identify Customer Pains 4. Identify Customer Gains
What are tasks to perform What difficulty they face? What outcomes and benefits
/accomplish? • Wait a long time do clients want?
• Call taxi • Overcharged by taxi • Easy mode of payment
• Give directions • Unsafe driver • Taxi to arrive on time
• Find taxi • Compete with other • Professional driver
• Pay customers
What problems to solve? What are the undesired costs What are the positive
• Getting a taxi to reach / situations? emotions required / desired /
destination on time • Wasting time expected?
• Available taxi to where • Dangerous • Happy
customer wants to go • Pay extra • Satisfied
What are need to satisfy? What are the negative What are the savings
• Need to reach my destination emotions they experience? required / desired /
without being cheated • Irritation expected?
• Anger • Saves time
• Frustration

B. Proposed Solution Side
1. Proposed Solution 2. Pain Relievers 3. Gain Creators
How does the What are the

proposed specific positive
solution outcomes &
specifically benefits
eliminate or
reduce customer created?
Taxi • Saves time
SmartPhone pains?
• Rating system
App • No cash
for drivers
• Assigned driver • Professional
• Instant booking drivers
• Less • Visual map
competition
with others
C. Problem-Solution Fit
3. Now, let’s see if you have a problem-solution fit. Meaning, you need to check if
your proposed solution match your intended client.

4. Arrange your responses as shown in the diagram below and match the pain
relievers to pains and gain creators to gains
4. If the benefits (pain relievers and gains creators) your solution offer do not match
the needs of the client, then you need to reiterate (repeat) the process. You may
step back to re-examine the proposed solution or even go back to the problem
you are trying to offer solution.
Identify Propose Problem-

Action Plan Field work
problem Solution Solution Fit

WORKSHEET H – PROBLEM SOLUTION FIT DIAGRAM (Group Work)

Problem: ___________________________________________________________________________________________________________
1. Customer Segment:________________________________________________________________________________________________
2. Identify Customer Jobs 3. Identify Customer Pains 4. Identify Customer Gains
What are tasks to perform What difficulty they face? What outcomes and benefits do
/accomplish? clients want?
What problems to solve? What are the undesired costs / What are the positive emotions
situations? required / desired / expected?
What are need to satisfy? What are the negative emotions What are the savings required /
they experience? desired / expected?

1. Proposed 2. Pain 3. Gain

Solution Relievers Creators
How does the What are the specific

proposed solution positive outcomes &
specifically eliminate benefits created?
or reduce customer
pains?
Problem-Solution Fit

Activity 6 In Class (Week 6-7)

WORKSHEET I
ACTION PLAN (Group Work)
When your solution fits the problem, work on the plans to carry out to get your solution off the ground.
Key Resources Key Activities Key Partners

Who / What required to get more information What need to be done to get proposed solution Who are the people / authority who can help
on the proposed solution? accomplished? you get the proposed solution be realised?
*The list may grow as you advance into solid solution to your proposed problem. Keep all evidence of reading materials, fact finding notes,
communication, activities, etc that you use while carrying out your plan as listed. Remember to attach all the evidence when submitting your
project portfolio.

YOUR POSTER DRAFT (The Box below is scaled down from A1 size). Your poster can be in portrait or landscape layout.

PROJECT PORTFOLIO CHECKLIST
CONTENT (8 MARKS) CHECK
1. Cover Page, Table of Content, Divider
2. Progress Record (Group Work) – WORKSHEET A
3. Brainstorm the Problems (Individual) – WORKSHEET B
4. Descriptions of Selected Problems (Individual) – WORKSHEET C
5. Selecting the Problem to Solve (Group Work) – WORKSHEET D
6. Propose A Solution (Individual) – WORKSHEET E
7. Clustering & Classifying The Solutions (Group Work) – WORKSHEET F
8. Selecting the Solution (Group Work) – WORKSHEET G
9. Problem Solution Fit Diagram (Group Work) – WORKSHEET H
10. Action Plan (Group Work) – WORKSHEET I
PRESENTATION (2 MARKS) CHECK
1 Organised – Forms are arranged according to sequence & page number
2 Handwriting - Legible handwriting / Suitable digital font styles
3 Neatness – Quality & condition of the forms
4 Creativity - Presentation of ideas

NOTES ON REFLECTIVE WRITING
 Reflection is an exploration and an explanation of events – not just

a description of them. It is also more personal than other kinds of
academic writing.
 Reflective writing often involves ‘revealing’ anxieties, errors and

weaknesses, as well as strengths and successes. This is fine, as long
as you show some understanding of possible causes, and explain
how you plan to improve.
 Normally necessary to select just the most significant parts of the

event or idea on which you’re reflecting. If you try to ‘tell the whole
story’ you’re likely to use up your words on description rather than
on interpretation.
 It is often useful to ‘reflect forward’ to the future as well as

‘reflecting back’ on the past.
 Always write about yourself and your experiences (although you can
involve other people).
There is ONLY one reflection to be handed in by Week 13 / 14.
VOCABULARY HELP
The following are just a few suggestions for words and phrases that might be useful
in reflective writing. Using any of these words and phrases will not in itself make you
a good reflective writer, of course!
1. DESCRIPTION (the short bit!)
We are not suggesting specific vocabulary for any descriptive elements of your
reflective writing, because the range of possible events, ideas or objects on which you
might be required to reflect is so great.
Do remember, though, that if describing an idea, for example a theory or model, it is

usually best to use the present tense e.g. ‘’Invitation to treat is……….’ (not ‘was’).
Events, of course, are nearly always described using the past tense.

2. INTERPRETATION (probably the most important bit)
For me, the [most] significant aspect(s) was…

important element(s) were…
relevant experience(s)
useful issue(s)
idea(s)
learning arose from…

happened
when…
resulted
from…
_____________________________________________________________________
Previously, thought [did not think]

At the time, felt [did not feel]
At first , I knew [did not know]
Initially, noticed [did not notice]
Subsequently, questioned [did not question]
Later, realised [did not realise]
_____________________________________________________________________
[Alternatively,] This might be because of
[Equally,] is perhaps due to…

could be explained by…
is probably related to…
_____________________________________________________________________
[This] is similar to [x] because…

is unlike [x]
_____________________________________________________________________
[Un]Like [x], This reveals…

demonstrates…
3. EVALUATE (OUTCOME)
Having read [x], feel…

think…
experienced
applied I now realise…
discussed wonder…
analysed question
a learned know…

_____________________________________________________________________
Additionally, I have learned that…

Furthermore,
Most importantly,
_____________________________________________________________________
I have significantly developed my skills in…

slightly improved my understanding of…
my knowledge of…
my ability to…
However, I have not [sufficiently]
_____________________________________________________________________
This means that…

This makes me feel…
_____________________________________________________________________
This knowledge is essential to me as a learner

[because…]
This understanding could be important
This skill will be useful

_____________________________________________________________________
Because I did not [x], I will now need to…

have not yet [x],
am not yet certain about [x],
am not yet confident about [x],
do not yet know [x],
do not yet understand [x],
_____________________________________________________________________
As a next step, I need to…

APPENDIX 1
REFLECTION – PROJECT (15 %)
“We do not learn from experience... we learn from reflecting on experience”
– John Dewey
There is ONLY one reflection to be handed in. The questions in italics only serve as a
guide to help you direct your thoughts in writing your answers.
1. Description
What happened?
How did you
react?
2. Interpretation
What was most

important /
interesting to
you?
What skills /
qualities /
abilities did you
like?
What can you
improve / do
better / do
differently?
3. Outcome
What have you

learned from
this?
What does this
mean for the
future?

APPENDIX 2
GROUP PARTICIPATION (5%)

PREPARATION FOR GROUP PROJECT
Your team members will appraise your performance in preparing for the success of
the project. Circle the number given in each box.
Score Key
0: Poor 1: Fair 2: Satisfactory 3: Good 4: Excellent
Name of
team members
(Evaluators)
Descriptors
1. My peer actively
contributed knowledge ideas 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
to the project.
2. My peer was quick to

suggest solutions to 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
problems as they occurred
3. My peer respectfully
participated in all group 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
discussions.
4. My peer was always

available to spend time 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
working on the project.
5. My peer was able to

perform all duties of
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
assigned role without
reminders.
TOTAL (n)
5% = (n/20)
Name of Evaluator: ______________________________________
Matric No: __________

POSTER PREPARATION AND PRESENTATION

The findings of your research on the problems and the proposed solutions will be
presented in a form of poster presentation. Each member will take turns to present
different information as depicted in the poster.
The poster falls under Research Poster category, which is different from Information
Poster. Here is the summary:
RESEARCH POSTER INFORMATION POSTER

TYPE OF POSTER:
(Empirical Research) (General Information)
Narrow focus with reduced Wider, more comprehensive,

NATURE OF CONTENT
technical details. with adequate background.
LENGTH OF
5-10 minutes 20 - 25 minutes
PRESENTATION:
AMOUNT OF TEXT: Limit of 300 – 800 words Twice more, but still concise
SIZE / SPACE
A0 (3 x 4 feet)* A1 (2 x 3 feet)
AVAILABLE:
SUBTOPIC SEPARATION Column & empty space Colour of Textboxes

Credit: Michi Farida Abdul Halim
*However, taking into consideration the cost of an AO size poster, for the purpose of
this course, the poster can be printed on A1 size. One of the cheapest printers in Bangi
is Purple Print. Do check them out in Google.
The major subheadings for the poster are suggested as below:
1. Introduction / Problem Statement / Study Background

2. Methodology
3. Findings
4. Discussion
5. Conclusion
6. What’s Next / Implementation
7. Reference
8. Acknowledgement
You may consider combining some of the subheadings, depending on the “story” that
you would like to convey to your audience.
Here are some useful links:
https://youtu.be/vMSaFUrk-FA
http://guides.nyu.edu/posters
https://youtu.be/hgUK2rTINck
http://shc.stanford.edu/sites/default/files/Designing%20your%20Poster%20-
%20Tips%20on%20Visual%20Storytelling.pdf

Reference
1. Hampton, M. N.D. Reflective Writing: A Basic Introduction. University of

Portsmouth. http://www.port.ac.uk/media/contacts-and-departments/student-
support-services/ask/downloads/Reflective-writing---a-basic-introduction.pdf
2. Marescal, P., Guercio, A., & Stanganelli, L. 2012. ETCplus: A Project for the
Creation of Innovative Universities. Proceedings of the VII Workshop of the
Eclipse Italian Community (Eclipse-IT 12), At Pozzuoli (NA) , IT, September
20-21, 2012
3. National Education Association. Year Unknown. Preparing 21st Century

Students for a Global Society: An Educator’s Guide to the “Four Cs”
http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf
4. Osterwalder, A., Pigneur, Y., Clark, T., & Smith, A. 2010. Business model
generation: a handbook for visionaries, game changers, and challengers.
Hoboken, NJ: John Wiley & Sons
5. Osterwalder, A., Pigneur, Y., Bernarda, G., Smith, A., & Papadakos, T. 2014
Value Proposition Design: How to Create Products and Services Customers
Want. Hoboken, NJ: John Wiley & Sons
6. Saif, E. 2016. Value Proposition Canvas 101.

http://www.slideshare.net/esaife/value-proposition-canvas-101
7. World Economic Forum. 2016. The Future of Jobs. Report 18 January 2016.
https://www.weforum.org/reports/the-future-of-jobs


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LMCE 2012

SEMESTER 2 SESSION 2017/2018

PUSAT CITRA UNIVERSITI

At the end of the course, students should be able to:

● participate effectively in meetings

No. Evaluation Component Weighting (%) Week

©Wan Nur’ashiqin Wan Mohamad Page 2

©Wan Nur’ashiqin Wan Mohamad Page 3

As the first part of the project will be evaluated in the

On the subsequent page is a form for you to record the

Take a minute to study the form. Discuss with your team.

Another evaluation component is group participation

Conferencing sessions (10%) are another component

©Wan Nur’ashiqin Wan Mohamad Page 4

Take a look at the Reflection Form. The questions serve as guide to

1. Introduction / Problem Statement / Study Background

Some the subheadings can be combined. Your

Finally, for the poster presentation (20%),

Best wishes from LMCE2012 Committee. .

©Wan Nur’ashiqin Wan Mohamad Page 5

©Wan Nur’ashiqin Wan Mohamad Page 6

©Wan Nur’ashiqin Wan Mohamad Page 7

Meeting Members Date

*Please reprint multiple pages as needed

©Wan Nur’ashiqin Wan Mohamad Page 8

Activity 1 Homework (before Week 3)

Individually brainstorm and list 20-25 problems.

Shorlist three (3) problems from your list.

Describe these 3 problems above in writing. Use full

Choose one that you will present orally to your

©Wan Nur’ashiqin Wan Mohamad Page 9

Students Fresh Graduates Youths Community Others

©Wan Nur’ashiqin Wan Mohamad Page 10

©Wan Nur’ashiqin Wan Mohamad Page 11

Activity 2 In Class (Weeks 3 – 4 )

Conduct NGT to Propose your

©Wan Nur’ashiqin Wan Mohamad Page 12

Name of Team Member

Activity 3 Homework (Before Week 4)

Activity 4 In class (Week 4)

Take turns to present

Take turns to conduct

If more than one

©Wan Nur’ashiqin Wan Mohamad Page 14

CLUSTERING & CLASSIFYING THE SOLUTIONS (Group Work)

©Wan Nur’ashiqin Wan Mohamad Page 15

Name of Team Member

©Wan Nur’ashiqin Wan Mohamad Page 16

Activity 5 In Class (Week 5-7)

PROBLEM-SOLUTION FIT (Group Work)

1. First, state your problem again.

Problem: BBBangi residents find it difficult to get a taxi

1. Select Customer Segment

©Wan Nur’ashiqin Wan Mohamad Page 17

2. Identify Customer Jobs 3. Identify Customer Pains 4. Identify Customer Gains

©Wan Nur’ashiqin Wan Mohamad Page 18

B. Proposed Solution Side

1. Proposed Solution 2. Pain Relievers 3. Gain Creators

How does the What are the

©Wan Nur’ashiqin Wan Mohamad Page 19

Identify Propose Problem-

©Wan Nur’ashiqin Wan Mohamad Page 20

WORKSHEET H – PROBLEM SOLUTION FIT DIAGRAM (Group Work)

2. Identify Customer Jobs 3. Identify Customer Pains 4. Identify Customer Gains