Workplace Writing Knowledge and Skills of Local Government Unit Immersion Supervisors: Basis for Communication Enhancement Program
DOI:
https://doi.org/10.5281/zenodo.21725588Keywords:
workplace writing, immersion supervisors, professional communication, grammar and mechanics, local government unit, Project KADAAbstract
This study assessed the workplace writing knowledge and skills of immersion supervisors in the Local Government Unit (LGU) of Aurora, Isabela, as the basis for developing Project KADA (Knowledge and Application of Documentation for Advancement), a workplace writing and communication enhancement program. A descriptive-survey design was employed, involving all 30 qualified immersion supervisors through total enumeration. Data were gathered using the 30-item Workplace Writing Knowledge Test (WWKT) and the Workplace Writing Skills Test (WWST), which required participants to prepare a memorandum, a request letter, and a weekly accomplishment report. Written outputs were evaluated using the American Association of Colleges and Universities Written Communication VALUE Rubric. Frequency counts, percentages, and crosstabulation were used for analysis. Most respondents were administrative or clerical personnel (70.0%), had six to ten years of service (46.7%), and were permanent employees (76.7%). Workplace writing knowledge was generally moderate to proficient in content and relevance, organization and coherence, vocabulary and word choice, and format and structure; however, grammar and mechanics was consistently the weakest domain. Workplace writing skills ranged from approaching proficiency to proficiency, with weekly accomplishment reports showing the strongest performance and grammar and mechanics remaining the principal competency gap. Based on these findings, Project KADA was developed to strengthen grammatical accuracy, document preparation, mentoring practices, and standardized professional communication within the LGU.
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