Competency-Based Learning Materials

Supervising
Work-Based Learning
 HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the module in Supervising Work-Based Learning. This module

contains training materials and activities for you to complete.
The unit of competency "Supervising Work-Based Learning" contains
knowledge, skills and attitudes required for TRAINERS METHODOLOGY (TM) 1.
You are required to go through a series of learning activities in order to complete
each learning outcome of the module. In each learning outcome are Information
Sheets, Self-Checks, Task Sheets and Job Sheets. Follow these activities on
your own. If you have questions, don’t hesitate to ask your facilitator for assistance.
The goal of this course is the development of practical skills in supervising work-
based training. Tools in planning, monitoring and evaluation of work-based training shall be
prepared during the workshop to support in the implementation of the training program.
This module is prepared to help you achieve the required competency, in
"Supervising Work-Based Learning".
This will be the source of information for you to acquire knowledge and skills in this
particular competency independently and at your own pace, with minimum supervision or
help from your facilitator.

Remember to:

 Work through all the information and complete the activities in each section.
 Read Information Sheets and complete the self-check. Answers Keys are included in this
package to allow immediate feedback. Answering the self-checks will help you acquire
the knowledge content of this competency.
 Perform the Task Sheets and Job Sheets until you are confident that your output
conforms with the Performance Criteria Checklist that follows the sheets.
 Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation and
recording in the Accomplishment Chart. Outputs shall serve as your portfolio during the
Institutional Competency Evaluation.

A Certificate of Achievement will be awarded to you after passing the evaluation. You must
pass the Institutional Competency Evaluation for this competency before moving to another
competency.

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 Table of Contents

HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL .................................................. i

Table of Contents .................................................................................................................................. ii

List of Competencies ........................................................................................................................... iv

MODULE CONTENT ............................................................................................................................... v

LEARNING OUTCOME NO. 1 ESTABLISH TRAINING REQUIREMENT ............................................. 1

LEARNING EXPERIENCES ................................................................................................................... 3

INFORMATION SHEET 4.1-1 Work-Based Training ............................................................................ 5

SELF CHECK 4.1-1............................................................................................................................. 8
ANSWER KEY 4.1-1 ........................................................................................................................... 9

INFORMATION SHEET 4.1-2 Dual Training System ......................................................................... 10

Self-Check 4.1-2................................................................................................................................ 19
Answer Key 4.1-2 .............................................................................................................................. 20

INFORMATION SHEET 4.1-3 Industry Linkage ................................................................................. 21

Self-Check 4.1-3................................................................................................................................ 30
Answer Key 4.1-3 .............................................................................................................................. 31

INFORMATION SHEET 4.1-4 Trainees’ Training Requirement ....................................................... 32

JOB SHEET 4.1-4 DETERMINE TRAINEE'S TRAINING REQUIREMENT ......................................... 43

PERFORMANCE CRITERIA CHECKLIST 4.1-4 .............................................................................. 44

INFORMATION SHEET 4.1-5 Training Plan ....................................................................................... 45

JOB SHEET 4.1-5 TRAINING PLAN .................................................................................................... 49

PERFORMANCE CRITERIA CHECKLIST 4.1-5 .............................................................................. 50

LEARNING OUTCOME NO. 2 MONITOR WORK-BASED TRAINING ................................................ 51

LEARNING EXPERIENCES ................................................................................................................. 53

INFORMATION SHEET 4.2-1 Training Facilities for Work-Based Learning .................................... 54

INFORMATION SHEET 4.2-2 Monitoring Tools for Work-based Training....................................... 58

TRAINEE’S RECORD BOOK ............................................................................................................... 60

TRAINEE’S PROGRESS SHEET ......................................................................................................... 67

JOB SHEET 4.2-2a Prepare Trainee’s Record Book ........................................................................ 68

PERFORMANCE CRITERIA CHECKLIST 4.2-2a ............................................................................ 69

JOB SHEET 4.2-2b Prepare Trainee's Progress Sheet..................................................................... 70

PERFORMANCE CRITERIA CHECKLIST 4.2-2b ............................................................................ 71

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INFORMATION SHEET 4.2-3 Feedback.............................................................................................. 72
SELF CHECK 4.2-3........................................................................................................................... 75
MODEL ANSWER 4.2-3.................................................................................................................... 76

LEARNING OUTCOME NO. 3 REVIEW AND EVALUATE WORK-BASED LEARNING EFFECTIVENESS 77

LEARNING EXPERIENCES ................................................................................................................. 78

INFORMATION SHEET 4.3-1 Work-Based Training Evaluation Tools ............................................ 79

SELF-CHECK 4.3-2 .......................................................................................................................... 86
MODEL ANSWER 4.3-2.................................................................................................................... 87

INFORMATION SHEET 4.3-2 Program Evaluation Interpretation and Analysis ............................. 92

TASK SHEET 4.3-2 Interpret and Analyze Program Evaluation ...................................................... 96

BIBLIOGRAPHY ................................................................................................................................. 100

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 TRAINING METHODOLOGY 1
COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

1. Plan Training Session Planning Training Session TVT232301

2. Facilitate Learning Session Facilitating Learning Session

TVT232302

3. Supervise Work- Supervising Work-Based TVT232303

Based Learning Learning
4. Conduct Institutional Conducting Institutional Assessment TVT232304
Assessment
5. Maintain Training Maintain Training Facilities TVT232305
Facilities
6. Utilize Electronic Media in Utilizing Electronic Media in TVT232306
Facilitating Training Facilitating Training

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 MODULE CONTENT

Qualification Title : Trainers Methodology I

Unit of Competency : Supervise Work-Based Learning Module
Title : Supervising Work-Based Learning

MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes required in order to supervise
work-based learning process. This approach ensures learning through work activities,
strategies and to support workplace learning and work-based monitoring.

Learning Outcomes:
Upon completion of this module , you must be able to:
1. Establish training requirements for trainees
2. Monitor work-based training
3. Review and evaluate work-based training effectiveness

Assessment Criteria:

1. Relevant policies and guidelines are accessed and interpreted to guide the
development of work-based arrangements;
2. Goals for learning of trainees are identified and discussed with relevant
personnel;
3. Training plan is prepared in accordance with agreed outcomes;
4. Training schedule is developed , discussed and agreed with relevant personnel;
5. Orientation and Support Mechanism are identified and arranged according to the
needs of the trainees;
6. Availability of materials is confirmed with relevant personnel within the budget
requirement;
7. The objectives for undertaking work-based training and the processes involved are
explained to the trainees.
8. Visits to work-based training venue are conducted in accordance with trainers
qualification requirements and to ensure that training arrangement are met;

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9. Trainees progress is monitored and recorded against training plan and contingencies
are address;
10. Work performance are observed and alternative approaches are suggested;
11. OHS requirements are monitored to ensure health, safety and welfare of
trainees;
12. Feedback is provided to trainees concerning their work-based
learning performance.
13. Work performance and learning achievement are analyzed in
accordance with work-based learning requirements;
14. Trainees are encouraged to provide feedback on their learning experience for
documentation purposes
15. The effectiveness of work-based learning is evaluated against the objectives;
16. Improvements and changes to work based learning are
recommended based on review process.

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 LEARNING OUTCOME NO. 1:

ESTABLISH TRAINING REQUIREMENT

Contents:
1. Work-based Training
2. Dual Training System
3. Industry Linkage
4. Trainees’ Training Requirement
5. Training Plan
Assessment Criteria:
1. Relevant policies and guidelines are accessed and interpreted to guide the
development of work-based arrangements
2. Goals for learning for the trainees are identified and discussed with relevant
personnel
3. Training plan is prepared in accordance with agreed outcomes
4. Training schedule is developed, discussed and agreed with relevant personnel
5. Support mechanisms are identified and arranged according to the needs of the
trainees
6. Availability of materials is confirmed with relevant personnel within the budget
requirements
7. The objectives for undertaking work-based training and the
processes involved are explained to the trainees.
Conditions:
The student/trainee must be provided with the following:
1. Workplace location
2. Equipment
Computer
3. Training Materials
1. Learning Packages
2. Bond Papers
3. Ball Pens
4. Whiteboard Marker
5. Manuals
6. Competency Standard
7. Training Regulations

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Assessment Method:
1. Written examination
2. Demonstration with oral questioning
3. Portfolio

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 LEARNING EXPERIENCES

LEARNING OUTCOME (LO) 1

ESTABLISH LEARNING REQUIREMENTS FOR TRAINEES

Learning Activities Special Instructions

Read Information Sheet 4.1-1 on Work- based

Training

Answer Self-Check 4.1-1 This Learning Outcome discusses how to

establish learning requirements which are
Compare answers to Answer Key 4.1-1
bases in planning work-based training.
Read Information Sheet 4.1-2 on Dual You will be required to produce the
Training System following outputs:
1. TNA forms
Answer Self-Check 4.1-2
2. Training Plan
Compare answers to Answer Key 4.1-2
Performance Criteria Checklists are self
evaluation tools. Use these tools to
Read Information Sheet 4.1-3 on
evaluate your own output before showing
Industry Linkage
them to your facilitator.
Answer Self-Check 4.1-3 Submit your outputs to your facilitator for
Compare answers to Answer Key 4.1-3 evaluation and recording.
Your outputs in this LO shall be a part of
Read Information Sheet 4.1-4 on your portfolio for the Institutional
Industry Linkage Competency
Evaluation.
Answer Self-Check 4.1-4
Compare answers to Answer Key 4.1-4

Perform Job Sheet 4.1-4 how to

determine trainees training
requirements

Evaluate output using Performance

Criteria Checklist 4.1-4

Read Information Sheet 4.1-5 on

Training Plan

Answer Self-Check 4.1-5

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 Compare answers to Answer Key 4.1-5

Perform Job Sheet 4.1-5 how to prepare training

plan

Evaluate output using Performance

Criteria Checklist 4.1-5

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 INFORMATION SHEET 4.1-1
Work-Based Training

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. define and explain Work-Based Training; and
2. enumerate the objectives of work-based training.

Work-based training is one of the best components of Competency- based training. It

is a training approach that aims towards the acquisition of competencies that directly related
to the actual industry practices. Using this mode of training would enhance and concretize
skills that are learned in an in-house training.
Every trainer should be responsible for the on and off the job training of his trainees.
Discussions in this module will develop your skills and competency in planning,
implementing, monitoring and evaluating the work- based learning of your trainees.
This learning outcome requires you to learn how to establish trainee’s training needs
and develop a training plan for work-based training. To be able make a training plan, you
must learn how to establish training needs and consider guidelines of work-based training.
In this lesson, you will learn the objectives of work-based training and the different
types of work-based training.

Work Based Training

Work-Based Training is a training delivery
mode by which trainees are exposed in the workplace. Training shall be done in coordination
with Industry/Training Provider thru a Memorandum of Agreement / Training Agreement by
ILDO. It involves a Training Plan agreed and approved by both parties. A Training Plan shall
be provided as a guide in the conduct of training in the workplace. The paid or unpaid work
experience must be monitored by a qualified trainer/training coordinator.
Workplace refers to industry and school-based activities e.g. IGP, Training cum
Production, Entrepreneurial Actvities like production of pastries.

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 Types of Work-Based Training Job Shadowing
It is a school-supervised career exploration activity wherein trainees visit worksites
and “shadow” employees as they perform their jobs. Job shadows emphasize observing the
workplace, not participating as a productive worker. The job shadow provides the trainees a
meaningful introduction to the world of work and provides a context for understanding the
relationship and interaction between the competencies taught in the training institution and
the workplace.
Internship
Internships help trainees move from school to the workplace by offering “hands-on”
learning, in real work settings, over a relatively long period of time. They are school-
supervised and may be paid or unpaid. The internship is designed to give trainees a better
sense of the jobs within a particular business or industry; to provide trainees with information
about all aspects of the business; and to aid them in understanding, through experience, how
each part of a company aids another in meeting the goals and objectives of a business or
industry.

Apprenticeship Program
It is a training and employment program involving a contract between an apprentice
and an employer on an approved apprenticeable occupation. Generally, it aims to provide a
mechanism that will ensure availability of qualified skilled workers based on industry
requirements. The period of apprenticeship covers a minimum of four months and a
maximum of six months. Only companies with approved and registered apprenticeship
programs under TESDA can be hire apprentices.
Learnership Program
It is a practical training on-the-job for approved learnable occupations, for a period
not exceeding three months. Only companies with TESDA approved and registered
learnership programs can hire learners.
Dual Training System
It is an instructional mode of delivery for technology-based education and training in
which learning takes place alternately in two venues: the school or training center and the
company.
School-Based Enterprise
School-based enterprises (SBEs) typically involve trainees in the management of a
business that produces or sells goods and services as part of a school program. SBE activities
help trainees increase their skills in problem solving, business operations, time management,
and working in teams. The SBE is typically located at a school and is a popular work-based
strategy for school districts without access to many local employers.

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 Objectives of Work-Based Training
The objectives of the Work-Based Training are as follows:
 To expand and enhance the trainees’ learning through planned career
experiences in an actual work setting.
 To help the trainees make the transition from school to work and career.
 To teach the environment of work.
 To increase the trainees’ awareness and appreciation of the relevance of basic,
common and core competencies as they apply to their qualification/
occupational choice.
 To provide the trainees with opportunities for potential career placement in
their occupational choice.
 To project a positive image for trainees through involvement in business and
industry

Definition of Terms:
Career Experience is a planned and progressive educational program by combining
academic studies with on-the-job experience. It helps the
trainees gain the experience needed to obtain the job of their
choice. (http://www.fms.treas.gov/hrd/students/scep.html)
Career - The general course or progression of one's working life or one's professional
achievements.
Placement - The finding of suitable accommodation or employment for applicants.

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 SELF CHECK 4.1-1

IDENTIFICATION

Instruction: Identify the words or group of words described by the following

statements..
1. A practical training on-the-job for an approved occupation, for a period not
exceeding three months.
2. A training delivery mode for technology-based education and training, in which
learning takes place alternately in two venues: the school or the training center and
the company.
3. A training and placement programs involving a contract between a trainee and an
employer on the approved occupation. It covers a period of not less than four
months and not more than six months within the company.
4. The general term for a type training delivery mode by which trainees are exposed
in a work-place.
5. A school supervised career exploration activity wherein trainees visit worksites
and imitate employees as they perform their jobs. It emphasizes on observing the
workplace, not participating as a productive worker.

I. Enumeration
Instruction: Give what is asked for in the following statements.
1. What are the objectives of Work-Based Training?
a.
b.
c.
d.
e.
f.

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 ANSWER KEY 4.1-1

I. Fill in the Blanks

1. Learnership Program
2. Dual Training System
3. Apprenticeship Program
4. Work-Based Training
5. Job shadowing
II. Enumeration
 The objectives of the Work-Based Training are the following:
 To expand and enhance the trainees’ learning through planned career
experiences in an actual work setting.
 To help the trainees make the transition from school to work and career.
 To teach the environment of work.
 To increase the trainees’ awareness and appreciation of the relevance of basic
and common competencies as they apply to their qualification/occupational
choice.
 To provide the trainees with opportunities for potential career placement in
their occupational choice.
 To project a positive image for trainees through involvement in business and
industry.

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 INFORMATION SHEET 4.1-2
Dual Training System

Learning Objectives:
After reading this INFORMATION SHEET, you should be able to:
1. define dual training system;
2. enumerate the objectives of the dual training system Act of 1994;

The Dual Training system in the Philippines is a training modality that is guided by
Republic Act No. 7686. This Act provides legal guidelines in its implementation.
In this lesson, you will be provided by the relevant policies and guidelines of Work-
based Learning using the dual training system modality.

The dual training system in the Philippines

Exerpts from Tek-Bok BUZZ/Manila Bulletin/ May 7, 2010 as published
in the TESDA website
Adaptation from the German model
One of the more preferred training modality for enterprise-based training in the
Philippines today is the dual training system (DTS) being implemented by TESDA.
The DTS, as its name suggests, is a training modality that combines theoretical and
practical training. It is called dual training because learning takes place alternately in two
venues: the school or training center and the company or workshop.
In DTS, the school and workplace share the responsibility of providing trainees with
well-coordinated learning experiences and opportunities.
This close cooperation between the school and the company ensures that the trainees
are fully equipped with employable skills, work knowledge, and attitudes at the end of the
training.
The general and occupation-related theoretical instruction provided by the school is
complemented by on-the-job training in the workplace. Trainees under the DTS spend at least
40 percent of the training/learning time in school and 60 percent for practical training in the
company.

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 Dual approach in training
The dual approach in education and training has been put to work in such country
programs as apprenticeship, on-the-job training, supervised industry training, practicum and
internship.
The German model of the DTS was first introduced in the Philippines in the 1980s
through a joint project of the Southeast Asian Science Foundation and the Hanns Seidel
Foundation in the pioneer school- Dualtech Training Center.
The Dualtech experience was replicated in select public and private technical schools
nationwide by the then Bureau of Technical and Vocational Education in 1991.
In February 1994, President Fidel V. Ramos signed into law Republic Act No. 7686 or
the Dual Training System Act of 1994 which calls for the institutionalization of the DTS in
accredited public and private educational institutions, training centers, and agricultural,
industrial and business establishments.
Under the DTS Law, TESDA is mandated to promote, coordinate, and administer the
dual training system. The school-industry partnership component of the system is a vital
determinant of program success and effectiveness. They start working together in making the
training plan and determining the best way by which the trainee can learn as much knowledge
and skills during the training period.
Two training venues
In school, the trainee learns basic trade theory, work values, good citizenship, safety
and related theory subjects in mathematics, drawing and social sciences.
At the company or workshop, the trainees learn job skills through practical exercises
using state of the art technology. Aside from technical skills, the trainees also learn good work
habits and how to get along well with others.
The many benefits for the trainee, school or training institution, and the company made
the DTS click as a training modality.
The trainees’ access to the expertise and resources available and the well-coordinated
delivery of instructional activities in both learning venues guarantees quality and relevant
training.
DTS graduates are equipped with up-to-date and appropriate work knowledge, skills
and attitudes making them highly competitive and “wanted” in the labor market.
The companies’ participation in drawing up the DTS training plan helps ensure that the
workers being trained are the type and quality that industry requires. Optimum use of school
and company facilities and resources allows the admission of more trainees- mostly from poor
families who have no means of attending vocational training courses in fee-charging schools
and training centers.

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 The provisions of the Republic Act 7686 called the Dual Training System Act of 1994
will enlighten you with how government and the industry help in the industry training. Read
the provisions carefully so that you will have a guide in making your training plan required in
the succeeding lessons.

REPUBLIC ACT NO. 7686

February 25, 1994

DUAL TRAINING SYSTEM ACT OF 1994

AN ACT TO STRENGTHEN MANPOWER EDUCATION AND TRAINING IN
THE PHILIPPINES BY INSTITUTIONALIZING THE DUAL TRAINING SYSTEM
AS AN INSTRUCTIONAL DELIVERY SYSTEM OF TECHNICAL AND
VOCATIONAL EDUCATION AND TRAINING, PROVIDING THE MECHANISM,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES.
Section 1. Short title. This Act shall be known as the "Dual Training System Act of 1994".
Section 2. Declaration of policy. It is hereby declared the policy of the State to strengthen
manpower education and training in the country so that the latter may be assured of an ever-
growing supply of an educated and skilled manpower equipped with appropriate skills and
desirable work habits and attitudes. The dual training system, as successfully tested in some
highly developed countries, shall be adopted in duly accredited vocational and technical
schools, in cooperation with accredited agricultural, industrial and business establishments,
as one of the preferred means of creating a dependable pool of well-trained operators,
craftsmen and technicians for the economy.
Section 3. Objectives. This Act shall have the following objectives:
(a) encourage increasing utilization of the dual system in technical and vocational education
and training by both public and private schools within the context of the existing education
system;
(b) encourage increasing levels of investment in technical and vocational education and
training by both public and private sectors specially in the rural areas;
(c) enhance the employability and productivity of graduates by equipping them with
analytical and creative thinking and problem-solving abilities; manipulative competencies
which meet occupational standards and requirements; values and attitudes with emphasis on
work ethics, quality orientation, discipline, honesty, self-reliance and patriotism; and

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 (d) strengthen training cooperation between agricultural, industrial and business
establishments and educational institutions by designing and implementing relevant training
programmes in close coordination with concerned local government units.
Section 4. Definition of terms. For purposes of this Act, the following terms shall mean:
(a) "Appropriate authority" refers to the government entity in charge of formal technical and
vocational education training;
(b) "Dual training system" refers to an instructional delivery system of technical and
vocational education and training that combines in-plant training and in-school training based
on a training plan collaboratively designed and implemented by an accredited dual system
educational institution/training centre and accredited dual system agricultural, industrial and
business establishments with prior notice and advice to the local government unit concerned.
Under this system, said establishments and the educational institution share the responsibility
of providing the trainee with the best possible job qualifications, the former essentially
through practical training and the latter by securing an adequate level of specific, general and
occupation-related theoretical instruction. The word "dual" refers to the two parties providing
instruction: the concept "system" means that the two instructing parties do not operate
independently of one another, but rather coordinate their efforts;
(c) "Trainee" refers to a person qualified to undergo the dual training system for the purpose
of acquiring and developing job qualifications;
(d) "Accredited dual training system educational institution/training centre" refers to a
public or private institution duly recognized and authorized by the appropriate authority, in
coordination with business and industry, to participate in the dual training system;
(e) "Establishments" refer to enterprises and/or services of agricultural, industrial or
business establishments;
(f) "Accredited dual training system agricultural, industrial and business establishments"
hereinafter referred to as agricultural, industrial and business establishments, refer to a sole
proprietorship, partnership, corporation or cooperative which is duly recognized and
authorized by the appropriate authority to participate in the dual training system educational
institution.

Section 5. Institutionalization of the dual training system. The dual training system,
hereinafter referred to as the system, is hereby institutionalized in the Philippines in
accordance with the provisions of this Act.

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 Section 6. Coverage. This Act shall apply to all public and private educational
institutions/training centres and agricultural, industrial and business establishments duly
accredited to participate in the dual training system.
Section 7. Planning and coordination. The appropriate authority shall plan, set standards,
coordinate, monitor and allocate resources in support of the implementation of the system.
Every accredited educational institution/training centre shall establish an industrial
coordinating office which shall supervise the in-plant training: provided that the industrial
establishment shall be required to furnish the educational institution with the necessary
information for the purpose of supervision.
The industrial coordinating office shall be headed by an industrial coordinator with at least an
officer-level rank. The industrial coordinator may be assisted by such other personnel as may
be necessary for the effective discharge of the functions of the office.
Section 8. Status of trainee. For the duration of the training under the system, the trainee is
to be considered not an employee of the business/industrial establishment but rather a trainee
of both the accredited dual training system educational institution and the agricultural,
industrial and business establishments: provided that the union or the workers of the latter
have been duly informed in advance of such an agreement.
A trainee who has successfully completed a training programme in a particular agricultural,
industrial or business establishment shall be given priority of employment in that agricultural,
industrial or business establishment. The appropriate authority shall keep a roll of these
successful trainees for purposes of identifying them for employment.
Section 9. Incentives for participating establishments. To encourage agricultural,
industrial and business establishments to participate in the system, they shall be allowed to
deduct from their taxable income the amount of fifty (50) per cent of the system expenses
paid to the accredited dual training system educational institution for the establishment's
trainees: provided that such expenses shall not exceed five (5) per cent of their total direct
labour expenses but in no case to exceed twenty-five million pesos (P25,000,000) a year.
Donations for the operation of the system shall be deductible from the taxable income of the
donors.
The Department of Finance shall issue the necessary rules and regulations for the purpose of
tax incentives provided herein.
Section 10. Obligations of accredited agricultural, industrial and business
establishments. The agricultural, industrial and business establishments shall:

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 (a) ensure that the necessary abilities and knowledge for the trainee to achieve the
purpose of his training are imparted to him and shall provide such training
systematically in accordance with an approved training plan;
(b) appoint the training officer to implement the training plan;
(c) make available, free of charge, the consumable materials and basic hand tools and
equipment necessary for his training;
(d) allow the trainee to attend his in-school training and to sit for his examinations;
(e) require the trainee to keep his report book up to date and inspect such books;
(f) ensure that the trainee is encouraged to develop his personality and that he is
protected from physical or moral danger;
(g) entrust to the trainee such jobs as are related to the purpose of his training and are
commensurate with his capabilities;
(h) pay to the accredited educational institution/training centre the daily allowance of the
trainee; and
(i) allow the trainee the necessary time off for his in-school training.
Section 11. Obligations of the trainee. A trainee shall exert every effort to acquire the
abilities and knowledge necessary for him to achieve the purpose of his training. Towards this
end, he shall:
(a) carefully perform the jobs entrusted to him as part of his training;
(b) take part in training programmes for which he has been granted time off under this
Act;
(c) follow the instruction given to him as part of his training by the training officer or
any other person entitled to give him such instructions;
(d) observe rules of behaviour in the training premises;
(e) use tools, instruments, machines and other equipment with due care;
(f) not reveal any business or trade secrets that have come to his knowledge in the
course of his training; and
(g) keep his record books up to date.

Section 12. Obligations of the accredited educational institutions/training centres. The

educational institutions/training centres that have entered into a memorandum of agreement
with agricultural, industrial or business establishments to undertake training shall:

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 (a) design, implement and evaluate jointly the training plan with the accredited
establishments;
(b) provide specific, general and occupation-related theoretical instruction;
(c) appoint industrial coordinators to supervise the in-plant training;
(d) pay the trainee his daily allowance; and
(e) perform such other tasks and activities as may be necessary and in furtherance of
the objectives of the training.
Section 13. Non-diminution of incentives. Nothing in this Act shall be construed to
diminish or reduce any privilege already enjoyed by the parties concerned under existing
laws, decrees or executive orders.
Section 14. Signing of memorandum of agreements by the accredited dual training
system agricultural, industrial and business establishments, the accredited dual training
system, educational institution/training centre and the trainee. Before an individual
establishment begins with an accredited education institution/training centre and the trainee
or his representative, the individual establishment shall provide the accredited educational
institution/training centre and the trainee with a copy of the signed agreement.
The memorandum of agreement shall set forth, among others, the following:
(a) the training plan;
(b) the nature and objective of the training;
(c) the commencement and duration of the training period, including the total number of
in-school and in-plant training hours;
(d) the normal daily training hours;
(e) the trainee's allowance and the rate to be applied, which in no case shall start below
seventy-five (75) per cent of the applicable minimum daily wage for days spent in the
establishments;
(f) the rights and obligations of the parties concerned in addition to those provided in
Sections 10, 11 and 12;
(g) the definition of the status of the trainee according to Section 8 of this Act;
(h) the conditions for the termination of the training agreement;
(i) the performance, monitoring and evaluation system; and
(j) such other essential particulars as would mutually benefit all parties concerned.
Section 15. Insurance coverage of the trainee. Every agricultural, industrial and business
establishment undertaking training, in accordance with the provisions of this Act, shall sign a
life and/or accident insurance policy on the life of the trainee with the insured and the
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 parents of the trainee as the beneficiaries thereof: provided that the agricultural, industrial and
business establishments shall pay for the premiums of said insurance policy.
Section 16. Revolving fund. Any law, rule or regulation to the contrary notwithstanding, the
accredited dual training system educational institution/training centre is hereby authorized to
retain as a revolving fund the amount paid to it by the agricultural, industrial and business
establishments representing the actual dual training expenses. The fund shall be used to
improve the operation of the dual training system.
Section 17. Implementing rules. The appropriate authority and the Department of Finance,
upon prior consultation with the business and industry concerned, shall issue the necessary
rules and regulations for the effective implementation of this Act within a period of ninety
(90) days after its effectivity. Any violation of this section shall render the concerned
officials liable under R.A. No. 6713, otherwise known as the "Code of Conduct and Ethical
Standards for Public Officials and Employees" and other existing administrative and/or
criminal laws.
Section 18. Other exemption from taxes and duties. Any donation, contribution, bequest,
subsidy or financial aid which may be made for the operation of the system shall constitute an
allowable deduction from the income of the donors for income tax purposes and shall be
exempt from donor's tax, subject to such conditions as provided under the National Internal
Revenue Code, as amended. Essential equipment, apparatus and materials imported by
accredited dual training private educational institutions shall be exempt from taxes and
duties: provided that the importation of these items shall be subject to the following
qualifications:
(a) that the importation shall be certified by the appropriate authority;
(b) that they should be actually, directly and exclusively used in connection with the dual
training system and any unauthorized use shall subject the accredited dual training
private educational institutions to payment of taxes and duties thereon; and
(c) that they are not available locally in sufficient quantity of comparable quality, and at
reasonable prices:
Provided, however, that taxes and duties pertaining to the importations of accredited
government and dual training educational institutions are deemed automatically appropriated.
The Department of Finance shall accumulate the necessary rules and regulations to
implement the provisions of this section.

Section 19. Appropriations. For the initial implementation of this Act, an amount of one
million pesos (P1,000,000) shall be charged against the current year's appropriation of the
contingency fund. Thereafter, such sums

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 as may be necessary for its continued implementation shall be included in the annual General
Appropriations Act.
Section 20. Separability clause. If for any reason any provision of this Act is declared
invalid or unconstitutional, the rest shall not be affected thereby.
Section 21. Repealing clause. All laws, decrees, orders, rules and regulations or parts
thereof inconsistent with this Act are hereby repealed or modified accordingly.
Section 22. Effectivity. This Act shall take effect after completion of its publication in the
Official Gazette or in two (2) newspapers of general circulation.

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 Self-Check 4.1-2

Multiple Choice:
Choose the best answer. Write the letter of your choice on your answer sheet.
1. The Republic Act which aims to strengthen manpower education and training
in the Philippines by institutionalizing the dual training system as an
instructional delivery system of technical and vocational education and
training is the
A. Republic Act No. 7386
B. Republic Act No. 7686
C. Republic Act No. 7796
D. Republic Act No. 8676

2. In the Dual Training System Act, the responsibility of providing for free
training materials during industry training is of the
A. industry
B. trainer
C. Training institution
D. Government

3. In Dual Training System, the trainee is given an allowance of

A. 25% of the applicable daily wage
B. 50% of the daily wage
C. 75% of the daily wage
D. 100% of the daily wage

4. The industry participating in dual training system is allowed to deduct 50% of

their expenses for Dual Training System from their
A. tax balance
B. tax due
C. tax penalties
D. taxable income

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 Answer Key 4.1-2

1. B
2. A
3. C
4. D

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 INFORMATION SHEET 4.1-3
Industry Linkage

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. describe the activities needed to establish linkage with the industry for purposes of
work-based training;
2. enumerate the responsibilities of trainers in work-based training;

Work-based training is training in an actual work set-up. The training institution may
opt to establish an enterprise such as parlor, automotive shop or a small restaurant/canteen for
purposes of work-based training. In most cases however, you need to establish linkages with
the industry for purposes of work-based training. The previous information sheet gives you
the legal basis in establishing a working relationship with the industry for purposes of
training.
This lesson will discuss preparations that you need to do to establish industry linkage.

Establishing Industry Linkage

Industry partnership is a very important aspect of work-based training. As a trainer
you should be aware of the processes involved in establishing linkage. You should be
directly involved in these processes so that you will be able to plan the training of your
trainees.

Systematic Procedures in Establishing Industry Linkage

1. Search for prospective industry partners

- Choose an industry where training of about 60-70% of the course components can
be carried out
- Look for industries that has the potential to meet the standards of an organized work-
based training
- Willing to provide guided industry training or assign personnel to coordinate
activities

2. Send proposal letters (follow-up and visitation)

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 - With brief information on the Dual Training, the nature of the program and its
advantage to the company/industry

3. Set an Appointment for Presentation

- Explain clearly the concept and mission of work-based training

4. Presentation
- maybe in the form of slide presentation, video presentation, use of brochure or
posters

5. Conduct Site Visit for work-based training plan

– training plan aims to synchronize the curriculum of the school with the in-plant
training activities of the trainees

Note: The development of the training plan will be discussed in a separate Information Sheet
in the succeeding pages.

6. Finalize the Training Plan and Memorandum of Agreement (MOA) or

Memorandum of Understanding (MOU).
- MOA/MOU is a legal document which stipulates the condition and policies
governing the work-based training.
- In preparing for the MOA, you may refer to the Dual Training Act of 1994.

7. Present the Training Plan and MOA/MOU for approval

- Any clarification or changes in the Training Plan or MOA/MOU must be agreed upon
by both parties affixing their signatures.

8. Placement of the trainees in the Industry

- Orientation of the trainees should be done by the trainer or the institutions industry
linkage coordinator before going to the industry for training.
- Orientation on how the industry operates and how training should be undergone in the
industry should likewise be required of the supervisor in-charge of the training.

9. Coordination and Monitoring

- Conduct regular visits to the industry and monitor the activities in work-based
training. Any adjustments made on the training plan should be noted during
monitoring.

10. Work-based training Evaluation

- An evaluation of the conduct of the training should be done both on the attainment of
the objectives of the program and on program implementation.
- Monitoring and evaluation reports communicated for purposes of improving the
program and the performance of trainees.

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 In work-based training, the duties and responsibilities of both parties, the training
institution and the industry, should be clear and defined and should be a part of the
Memorandum of Agreement/Understanding.

Roles/duties of the institution:

1. Issue policies favorable to work-based training;
2. Give full support and cooperation to work-based training;
3. Designate an industrial coordinator;
4. Initiate staff development of personnel involved work-based
training;
5. Coordinate with the private sector in order to make work-based training
meaningful and fruitful;
6. Identify the skills actually needed or demanded by industry and match the
skills offered by the institution;
7. Provide comprehensive theoretical training and simulation for the trainees
8. Organize industry partners.

Duties/Role of the Industry:

1. Provide Job orientation training;
2. Provide practical training in areas which have been determined;
a) Activities within the training duration;
b) Distribution of trainees in the different department/division where training is
necessary.
2. Appoint training coordinator who shall be responsible for the assignment designation
of trainers/supervisors in their respective areas where the trainees will be assigned.
3. Provide training materials, tool/equipment during the training;
4. Remind supervisor about the work-based training activities;
5. Provide opportunity to learn by doing;
6. Provide trainees with professional skills, experience, techniques and behavior in the
real life situations; and
7. Organize work-based training station and programs.

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 Duties/Roles of Industry Supervisor
1. Orients the trainees about company rules and regulations;
2. Provides guidance and support;
3. Ensures safe training environment and activities for the trainees;
4. Prepares accident report whenever trainees are involved and
submit it to the company.
5. Endorses the trainees to proper training area;
6. Monitors Trainees Record Book;
7. Monitors the performance of the trainees, make recommendations concerning
discipline.
8. Issues certificate of completion to student who successfully finish their training.
9. Accomplish Performance Evaluation Report;

Duties/Roles of Trainees

1. Be physically fit for the work-based training;

2. Possesses the ability to comprehend and follow oral and written instructions;
3. Exhibit proper discipline at all times;
4. Exhibit proper work habits and attitudes acceptable to the
company;
5. Follow company rules and regulations;
6. Use only facilities allowed by the company to the trainees;
7. Be prompt and regular in attendance;
8. Be alert in following directions;
9. Cooperate with other trainees and industry supervisor;
10. Accomplish required forms;
11. Allow no instance for company to doubt honesty in workplace and company

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 For your reference sample signed Memorandum of Agreement or Memorandum of
Understanding are presented here.

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 Sample Memorandum of Understanding

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 Self-Check 4.1-3

Multiple Choice:
Choose the best answer. Write the letter of your choice on a separate sheet.

1. In choosing an industry partner, you choose an industry which can provide for the
training of at least components of the industry training of your
qualification.
A. 10-20%
B. 20-40%
C. 50-60%
D. 60-70%

2. The legal document of the agreement between the training institution and the industry
for purposes of work-based training is the
A. Session Plan
B. Training Plan
C. Proposal Letter
D. Memorandum of Agreement

3. Performance evaluation of trainees in work-based training is the responsibility

of the
A. In-house trainer
B. Industry technician
C. Industry coordinator
D. Training supervisor

4. Establishing training needs of trainees in work-based training is the responsibility of

the
A. Trainee
B. trainer
C. Industry coordinator
D. Industry supervisor

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 Answer Key 4.1-3

1. D
2. D
3. D
4. B

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 INFORMATION SHEET 4.1-4
Trainees’ Training Requirement

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. determine the current competencies of the trainees/group of trainees
2. identify trainees’ training requirement

Every training should be based on what was already learned and what is needed to be
learned or enhanced. Whether your work-based training is in conjunction with an in-house
training or a work-based training after an in-house training, you need to assess the training
needs of each of your trainees so that you will be able to plan the appropriate activities that
will enhance their competencies. Activities that will improve the skills rather than repeating
what is already learned should be the emphasis of a work- based training.
In this lesson, recommended steps in determining training needs are discussed as your
guide in accomplishing this end.

Determine trainees’ current competency

To be able to determine the trainees’ training requirement, it is very important to
determine first their current competencies, in order to determine the training gaps.
The trainer can determine trainees’ current competency by:
1. Checking with the trainee
When you meet the trainees, subject them to an oral interview or simple written test if
needed. If the learner is having a hard time to write or understand in English language, use a
simple language that the learner may easily understand like using a local dialect.
2. Research
Analyze any pre session information available like enrollment or pre application form
and other related documents such as:
 reports on previous competency assessment undertaken
 resume or curriculum vitae
 enterprise training and assessment records
 performance report from supervisor

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 The Trainer could also use self assessment checklist to determine the current
competencies of the trainees:

Self-Assessment Checklist
How to prepare the check list?
Using the form below, the trainer should:

1. List down all the competencies found in the Training Regulations of a particular
qualification
2. Let the trainees answer by checking the appropriate box. (YES if he/she can
perform the task and NO if he/she cannot perform the task)

CAN I?... YES NO

BASIC COMPETENCIES
1. (Unit of competencies)

1.1 (Learning Outcome)

COMMON COMPETENCIES

CORE COMPETENCIES

Notes:
1. All competencies (Basic, Common and Core) should be listed in the Trainees Self-
Assessment Checklist
2. Learning outcomes for each should also be included
3. Let the trainee answer the Self Assessment Checklist

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 4. The trainee must be guided by the trainer while answering the form
SAMPLE:

INSTRUCTION: This Self-Check Instrument will give your trainer data that
are essential in designing a Training Plan for you. Please
check appropriate box of your answer to each of the question
below.

CAN I?... YES NO

BASIC COMPETENCIES

COMMON COMPETENCIES

CORE COMPETENCIES
1. Prepare pipes for installation /
1.1 Identify and select materials, tools and /
equipment
1.2 Cut pipes /
1.3 Thread G.I. Pipes /
2. Make piping joints and connections /
2.1 Fit-up joint and fittings for PVC pipe /
2.2 Perform threaded pipe joints and connection /
2.3 Caulk joints /
3. Perform Construction Works /
3.1 …….. /
3.2 …….. /

Determining the current competency against Competency standards

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 Identify Current Competencies acquired related to Job/Occupation and Indicate
Proof of Evidence

Current competencies Proof of Evidence

Notes:
1. Identify the current competencies related to the program being enrolled by the
target group/individual in the form
2. Identify and review proof of evidence documents indicated to support the
claim of competency

SAMPLE: (for Trainees in Plumber NC II)

Identify Current Competencies acquired related to Job/Occupation and Indicate

Proof of Evidence

Current competencies Proof of Evidence

Prepare pipes for installation Trade Skills Certificate 3rd Class for
Plumbing

Make piping joints and

connections

Determine trainees’ training requirements After determining the

trainees’ current
competency, you may identify the gap between the required competencies as defined by the
unit of competency and the learners’ current competencies. The gap between the required
competencies and current competencies is the

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 portion of skills and knowledge the trainee needs to achieve to be recognized as competent in
a particular job.
The trainees’ training requirements can be validated with the following appropriate
personnel.
 Trainers/teachers and assessors
 Team leaders/supervisors/managers/employers
 Participant/employee/learner
 Technical experts
 Union/employee representatives
 Users of training information such as training providers,
employers, human resource departments

To determine trainees’ training requirements, the trainers may follow this procedure:

1. Compare and Cross Match Competencies Identified

Current Required Units of Training

Competencies Competency/Learning Gaps/Requirements
Outcomes

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 SAMPLE: (for Trainees in Plumber NC II)

Current Required Units of Training

Competencies Competency/Learning Gaps/Requirements
Outcomes

Prepare pipes for Prepare pipes for installation

installation

Make piping joints and Make piping joints and

connections connections

Perform minor Perform minor construction

construction works works

Perform single unit Perform single unit

plumbing installation and plumbing installation and
assemblies assemblies

Perform plumbing repair Perform plumbing repair

and maintenance works and maintenance works

Conduct pipe leak Conduct pipe leak

testing testing

2. Translate the Training Gap into Appropriate Training Requirements

Gaps Module Duration (hours)
Title/Module of
Instruction

Note: The training gap should be matched with the module title/module of instruction of the
units of competency and the nominal duration

SAMPLE: (for Trainees in Plumber NC II)

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 Module Title/Module of
Gaps Duration (hours)
Instruction

Perform single unit Performing single unit 40

plumbing installation and plumbing
assemblies

Perform plumbing Performing plumbing 20

repair and repair and
maintenance works maintenance works

Conduct pipe leak Conducting pipe leak 10

testing testing

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 JOB SHEET 4.1-4
Title : Determine Trainees Training Requirements

Performance Objective:
Given a the Competency Standards of your qualification, you should be able
to:
1. Prepare TNA forms 4.1-4.4;
2. determine the training requirements of one trainee, using a
hypothetical data following suggested procedures.

Supplies : Bond Paper

Equipment : PC, Printer with Ink

Reference/s :
 Competency Standards for a specific qualification
 Competency-Based Curriculum

Steps/Procedures :
This exercise will ask you to determine trainees training requirement for a work-
based training using a hypothetical data. You need to prepare the forms of your
qualification before filling it up with data of a hypothetical trainee who has just
finished in- house training in your qualification.
1. Prepare a self assessment checklist, please indicate the basic, common and
core competencies for the qualification being assessed (Form 1.1)
2. Use hypothetical data to fill-up Self Assessment Checklist(Form 1.1)
3. Prepare Form 1.2, fill-up the form using hypothetical data.
4. Determine training gaps by comparing and cross matching current
competencies with required units of competencies/learning outcomes (Form
1.3)
5. Translate the training gaps into appropriate trainees’ training requirement
(Form 1.4)

Assessment Method:
Portfolio Assessment, Questioning

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 FORM 1.1
SELF-ASSESSMENT CHECKLIST

INSTRUCTION: This Self-Check Instrument will give your trainer a data

that is essential in designing a Training Plan for you. Please
check the appropriate box of your answer to each of the
questions below.

CAN I?... YES NO

BASIC COMPETENCIES

COMMON COMPETENCIES

CORE COMPETENCIES

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 FORM 1.2 DETERMINING AND VALIDATING
TRAINEES CURRENT COMPETENCY/IES

Identify Current Competencies acquired related to Job/Occupation and Indicate

Proof of Evidence

Current competencies Proof of Evidence

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 FORM 1.3

COMPARING AND CROSS MATCHING OF COMPETENCIES

Required Units of
Current Training
Competency/Learning
Competencies Gaps/Requirements
Outcomes

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 FORM 1.4
TRAINEES TRAINING REQUIREMENT

Module
Gaps Title/Module of Duration (hours)
Instruction

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 PERFORMANCE CRITERIA CHECKLIST 4.1-4
DETERMINING TRAINEES TRAINING REQUIREMENTS

Trainee’s Name: Date :

In accomplishing the templates, did you do the following?

CRITERIA YES NO
1. Listed all the competencies and learning outcomes in the self
assessment checklist based on the Competency Standards

2. Filled-up all forms with hypothetical data

3. Determined trainees’ current competencies
4. Ways or means of validation are filled-up
5. Determined training gaps by comparing and cross matching
current competencies with the required
competencies/learning outcomes
6. Translated training gaps into appropriate trainees’ training
requirement form

Comments/Suggestions:

Trainer’s Signature: Date :

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Methodology Level I
Supervise Work-Based Revised by: Page xliv of vii
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 INFORMATION SHEET 4.1-5
TRAINING PLAN

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. define a training plan;
2. differentiate a training plan from session plan;
3. identify the parts of the training plan; and
4. describe how to accomplish each column of the training plan;

Before deploying your trainees to their industry training, a thorough planning based
on their training is very important. This plan shall serve as an agreement between the
industry and your training institution. This will serve as a guide in the implementation of the
industry training of the individual trainee.
In this lesson, you will learn how a training plan is accomplished.

What is a Training Plan?

Training plan is a description of how the training will be done, the flow of training
from input to end results, including the resources that will be used. The objective of the
Training Plan is to define the strategies, tasks, and methods that will be used to meet the
training requirements.
The training plan will outline who will deliver the training, and when and where your
apprentice or trainee needs to go to receive the structured component of the training.
Note that it should be treated as a working document. It should be flexible enough to
meet all the need of the industry, your institution and the trainee. Remember that you can talk
about this at any stage during the training.

What to include in the training plan

The training plan must specify the following:
 the competencies to be obtained
 the time-frame for achieving the competencies
 the training to be undertaken
 the delivery modes to be employed

\ Date Developed:
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  who is responsible for the delivery and/or assessment of each competency
 assessment details and arrangements
 the name of the qualification to be issued
 any other specific requirements to be met in accordance with the particular
training contract in question
(http://www.skills.vic.gov.au/for-business/recruiting/training/plan)

Steps in Preparing the Training Plan

1. Identify the trainees’ training requirement (refer to FORM 4.1)
 List the competencies or learning outcomes that the trainees need to learn
 List down the module’s title/module of instruction
 Determine the training duration
2. Sequence the training modules in a logical order so that each element of
the job is learned.
3. Identify the training activity or task that the trainee would perform to learn the
training requirement
4. Identify the person who will be involved in the training
(trainer/supervisor/etc…)
5. Identify the facilities/tools and equipment needed
6. Identify the venue of the training
7. Schedule the training (date and time)

Note:
 The trainer could use other forms as long as it would contain the information
needed
 In case that the training would be conducted outside the training center (OJT),
the Training Plan must be discussed with the Employer/Industry Trainer so as
not to hamper the production of the company.

\ Date Developed:
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Date Revised:
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 TRAINING PLAN

Qualification:

Trainees’ Training Facilities/T ools

Training Mode of Assessment Date and
Requirements Staff and Equipment Venue
Activity/Task Training Arrangement Time

These are the These are the activities This refers to The personnel The Resources The place Assessment and Schedule
competencies or / task that the trainees the involved in that would be where the judgment on of the
learning need to perform to medium used the training needed during training will quality of training
outcomes that learn the competencies to (trainer/ the conduct of be evidence in order
the trainees need or learning outcome. deliver the training the program. conducted to conclude
to learn (this should be training/faci coordinator/ . In this whether you
You could
discussed with the litate the supervisor/ etc). instance it achieved the
based on the use the
industry learning If could be a learning
results of the TR/CBC as
training needs trainer/supervisor of possible, the reference. simulated objectives or not
assessment. the company/ actual name of the workplace or
workplace.) person should the actual
be workplace
written. (industry/
company)

\
 JOB SHEET 4.1-5
Title : Prepare Training Plan

Performance Objective:
In reference to the output of the previous activity, prepare a Training Plan
using the attached template.

Supplies : Bond Paper

Equipment : PC, Printer with Ink

Reference/s :
Identified trainees’ training requirement (Form 4.1-4.4)

Steps/Procedures :
Using the list of identified trainees’ training requirement (output of previous Job
Sheet) prepare the Training Plan. Specifically, you must:
1. Identify training activity/task appropriate to practice/learn the required
competency/learning outcome (if the training will be conducted in a company,
this should be discussed with the industry trainer/supervisor)
2. Identify the staff responsible for the training
3. Identify the training delivery Mode
4. List down tools, equipment and materials needed per training activity
5. Determine trainees’ training requirement
6. Identify the venue of the training
7. Identify the assessment method to be employed
8. Schedule the training

Assessment Method:
Portfolio Assessment, Questioning

\ Date Developed:
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Date Revised:
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Issued by:
Methodology Level I
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 TRAINING PLAN
Qualification:

Date
Trainees’ Training Training Mode of Facilities/Tools and Assessment
Staff Venue and
Requirements Activity/Task Training Equipment Method
Time

Date Developed:
Document No.
July 2010
CBLMs on Trainers Date Revised:
Methodology Level I Issued by:
March 2012
Supervise Work-Based Revised by: Nomer NTTA
Page 49 of vii
Learning Pascual Redilyn C.
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 PERFORMANCE CRITERIA CHECKLIST 4.1-5

Trainee’s Name: Date :

CRITERIA YES NO
Did you…
1. Identify training activity/task appropriate to
practice/learn the required competency/learning outcome?

2. Identify the staff responsible for the training?

3. Identify the training delivery mode?

4. List down the tools, equipment and materials needed per

training activity?
5. Determine trainees’ training requirement?

6. Identify the venue of the training?

7. Identify the Assessment method to be employed?

8. Schedule the training activities?

Comments/Suggestions:

Trainer’s Signature: Date :

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology July 2010
Level I Date Revised: Issued by:
March 2012
Supervising Work- Based Developed by: NTTA Page 50 of 101
Learning Nomer Pascual
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 LEARNING OUTCOME NO. 2:

MONITOR WORK-BASED TRAINING

Contents:
1. Training Facilities for Work-Based Learning
2. Monitoring Tools for Work-Based Training
3. Feedback

Assessment Criteria:
1. Work-based training venue and facilities are prepared in accordance with
requirements to ensure training arrangements are met
2. Trainees progress is monitored and recorded against the training plan and
contingencies are addressed
3. Work performances are observed and alternative approaches are suggested
4. OHS requirements are monitored to ensure health, safety and welfare of the
trainees
5. Feedback is provided to trainees about work performance
Conditions:
The student/trainee must be provided with the following:
1. Workplace location (simulated workplace)
2. Equipment
a. Computer
3. Training Materials may include but not limited to:
b. Learning Packages
c. Bond Papers
d. Ball Pens
e. Whiteboard Marker
f. Manuals
g. Competency Standard
h. Training Regulations

Date Developed: Document No. NTTA-TM1-03

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Level I Date Revised: Issued by:

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Assessment Method:
1. Written examination
2. Demonstration with oral questioning
3. Portfolio
4. Third Party Report

Date Developed: Document No. NTTA-TM1-03

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 LEARNING EXPERIENCES

LEARNING OUTCOME (LO) 2 MONITOR

WORK-BASED TRAINING

Learning Activities Special Instruction

Read Information Sheet 4.2-1 on

Training Facilities for Work- Based This learning outcome is about monitoring of
Training work-based learning. You shall prepare
monitoring tools and practice how to use them.
Answer Self-Check 4.2-1
The outputs of this LO shall be the following:
Compare answers to Answer
Key 4.2-1 1. Trainees Record Book
2. Trainees Record Sheet
Read Information Sheet 4.2-2 on the Feel free to consult your facilitator while
Monitoring Tools in Work-Based preparing these monitoring tools. Use
Training Performance Criteria Checklist to evaluate your
own outputs.
Answer Self-Check 4.2-2
Soft copies of the templates needed for these
Compare answers to Answer activities are available from your facilitator.
Key 4.2-2
Submit your outputs to your facilitator for
Perform Job Sheet 4.2-2a on how to evaluation and recording in the achievement
prepare Trainees Record Book chart.

Evaluate own output using the

Performance Criteria Checklist 4.2-2a

Perform Job Sheet 4.2-2b on how to

prepare Trainee’s Progress Sheet

Evaluate own output using the

Performance Criteria Checklist 4.2-2b

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology
Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 53 of 101

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 INFORMATION SHEET 4.2-1
Training Facilities for Work-Based Learning

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to

1. identify the facilities for training based on the trainees training
requirement;
2. classify training facilities.

Going back to the definition of competency which is the possession and application of
knowledge, skills and attitude to perform work activities to the standard expected in the
workplace, all three related to work needs. A moment’s pause of reflection brings the
realization that these are unlikely to be met well unless the correct equipment or materials or
facilities are available. Thus, the preparation of training facilities for a work-based training is
very important.
For work-based training conducted within the industry/company it is assumed that the
necessary equipment and machineries are already available, although as a trainer, you have to
check whether all of which are in place and can be used by the trainees during training. It is
also important to discover, however, what additional materials will help. Books, pamphlets,
diagrams, models may help trainees to develop their knowledge and skills more quickly.
If the work-based training shall be conducted within the training center, then it is even
more important to build the correct range of resources. At this juncture the trainer’s
knowledge on the content of the training regulations will again come into use.
On earlier discussion about the Training Regulations, Section 3 of which is the
Training Standards wherein the List of Tools, Equipment and Materials as well as the
Training Facilities are included. These would serve as guide for trainers in the preparation of
the resources that is required for the trainee’s training requirement.
Note that trainers must identify from the list what are the required tools, equipment
and materials; and facilities that the trainees would use to attain the required competency/ies
based on the training plan. The trainer should also check with the person concerned the
availability of these resources before starting the training.
See sample of the list on the next page

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology
Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 54 of 101

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SAMPLE OF THE LIST FOR PLUMBING NC I
LIST OF TOOLS, EQUIPMENT AND MATERIALS
PLUMBING NC I

Recommended list of tools, equipment and materials for the training of 25 trainees for
Plumbing NC I.

TOOLS EQUIPMENT MATERIAL

Qty. Description Qty. Description Qty. Description

6 units Pipe 2 units Pressure pump 6 roll Pattern paper

wrench devices

2 units Pressure gauge 2 units Pipe vise(chain 2 box Pen and pencil
or
Yoke

6 units Flaring 2 units Pipe reamer 6 units Pipe system

tools drawing

6 units Aligning 6 units Pipe support and 6 units Plastic plugs

tools braces

6 units Bending 12 units Drawing table 6 units Plugs G.I.

tools

4 units Steel 1 units Welding machine 2 units Drum

square

6 units Reamer 1 units Threading machine 12 Hard hat

(Pipe ) units

6 units Swaging 1 units Cutting outfit-set 12 Safety shoes

tools units

12 units Chisel 1” 4 units Blow torch 12 Goggles

to 1-1/2” units

6 units Flaring 6 units Solder 24 Copper pipes

tools units fittings

6 units Cold chisel 2 units Fire extinguisher 2 units Blue print plan

6 units Saw 2 units Drill 24 PVC pipes joints

units

2 units Push cart 2 units Concrete cutter 6 units Welding mask

Date Developed: Document No. NTTA-TM1-03

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4 units Shovel 12 Gloves
units

6 units Pointing trowel 6 units Soldering Paste

12 units Push pull 6 units Brazing compound

rule

6 units Spirit level or 12 Safety shoes

water hose units
level

12 Ear muff
units

Date Developed: Document No. NTTA-TM1-03

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Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 56 of 101

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 TRAINING FACILITIES

The Construction – Civil Works (Plumbing) NC I workshop must be of concrete

structure. Based on class size of 25 students/trainees the space requirements for the
teaching/learning and circulation areas are as follows:

TEACHING/LEARNING SIZE IN TOTAL AREA

AREAS METERS IN SQ.
METERS

Wash/ comfort room 2x3 6.0

Tool and storage room 2.5 x 4 10.0

Laboratory area (working area) 6x4 24.0

Learning Resource Center/ 4x5 20.00

conference area

Total Workshop Area 60.0

Date Developed: Document No. NTTA-TM1-03

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Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 57 of 101

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 INFORMATION SHEET 4.2-2
Monitoring Tools for Work-based Training

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. identify tools for monitoring work-based training;
2. explain the importance of monitoring training activities in work- based
training.

Training design always involves gathering of data, planning, implementation,

monitoring and evaluation. In the previous lessons you learned how to gather training needs,
develop the training plan and prepare facilities for training.
In this lesson, you will be introduced to various monitoring tools that will be helpful
during work-based training.

Monitoring
Monitoring is the routine assessment of ongoing activities and progress. It is the
systematic and continuous assessment of the progress of a piece of work over time. It is a
basic and universal management tool for identifying strengths and weaknesses in a
programme. Its purpose is to help all the people involved make appropriate and timely
decisions that will improve the quality of the work.
It is the primary role of the trainer to monitor the training. This is to ensure that
trainees would attain the required competency at the end of the training program for them to
be ready for the assessment.
At this context, trainer must be able to prepare materials that can be used to closely
monitor the type of training program conducted.

Here are the two most commonly used monitoring tools:

1. Training Plan
The training plan is the basis of the training of individual trainee. The industry
supervisor should have a copy of this plan which shall serve as a reminder of
individual trainee activities in the industry.

Always remember that work-based training should also be self-paced and

individualized. Each trainee may have a different training plan

Date Developed: Document No. NTTA-TM1-03

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Level I Date Revised: Issued by:

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 from each other as a result of your activity in determining training needs. Work-based
training should always be based on the training needs of individual trainee.

2. Trainee’s Record Book (TRB)

The objective of the Training Record Book is to record the achievement of
competencies agreed within the training plan while in the industry.
This record is an important document that must be kept by the trainee
throughout the training and given to the trainer/industry trainer or supervisor,
when requested, for inspection and to have entries updated, on a regular basis.
This is a record of all training activities undergone by the individual trainee
based on the training plan. The TRB should contain the activities in the Training
Plan. Each trainee should keep his own TRB and lets the supervisor affix his
signature everyday so that all activities are monitored by the supervisor and are
recorded in the TRB.
The TRB may also be used to:
 Show to employers the training you have completed
 Gain credits or exemptions in other training courses
 Serves as reference in preparing for future job applications
 Determine your competency level thereby supporting eligibility for wage
progression
 Confirm completion of the training program and your eligibility
for the issuance of training certificate; and
 Assess your skill levels should competency be the subject of dispute
between you and your employer
In preparing the TRB, it may be more difficult to be preparing different
TRB per trainee. It is therefore recommended that you prepare one TRB for your
qualification then copy the activities required of individual trainees from the
training plan of each trainee.

See sample of Trainees’ Record Book

Date Developed: Document No. NTTA-TM1-03

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Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 59 of 101

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 Technical Education and Skills Development Authority
(your institution)

TRAINEE’S RECORD BOOK

I.D.

Trainee’s No.

NAME:

QUALIFICATION: PLUMBING NC II

TRAINING DURATION :

TRAINER:

Date Developed: Document No. NTTA-TM1-03

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Instructions:
This Trainees’ Record Book (TRB) is intended to serve as record of
all accomplishment/task/activities while undergoing training in the industry.
It will eventually become evidence that can be submitted for portfolio
assessment and for whatever purpose it will serve you. It is therefore
important that all its contents are viably entered by both the trainees and
instructor.
The Trainees’ Record Book contains all the required competencies
in your chosen qualification. All you have to do is to fill in the column
“Task Required” and “Date Accomplished” with all the activities in
accordance with the training program and to be taken up in the school and
with the guidance of the instructor. The instructor will likewise indicate
his/her remarks on the “Instructors Remarks” column regarding the
outcome of the task accomplished by the trainees. Be sure that the trainee
will personally accomplish the task and confirmed by the instructor.
It is of great importance that the content should be written legibly on
ink. Avoid any corrections or erasures and maintain the cleanliness of this
record.
This will be collected by your trainer and submit the same to the
Vocational Instruction Supervisor (VIS) and shall form part of the
permanent trainee’s document on file.

THANK YOU.

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology
Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 61 of 101

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 NOTES:

Date Developed: Document No. NTTA-TM1-03

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Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION Unit of Competency: 2 PERFORM MINOR CONSTRUCTION WORKS

NC Level I NC Level I

Learning Task/Activity Date Instructors Learning Task/Activity Date Instructors

Outcome Required Accomplished Remarks Outcome Required Accomplished Remarks
 Lay out  Perform
measurements piping lay
 Cut pipe outs
within the  Cut pipes
required length through
and according walls and
to job floors
requirements
 Thread pipes in
accordance with
standard thread Trainee’s Signature Trainer’s
engagement Signature

Trainee’s Signature Trainer’s Signature

Date Developed: Document No. NTTA-TM1-03

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Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 63 of 101

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Unit of Competency: 3 MAKE PIPING JOINTS AND Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING
CONECTIONS
INSTALLATION AND ASSEMBLES

NC Level I NC Level I
Learning Task/Activity Date Instructors Learning Task/Activity Date Instructor s
Outcome Required Accomplished Remarks Outcome Required Accomplishe d Remarks
 Fit-up
joints and
 Prepare for
fittings for
plumbing works
PVC pipe  Install pipe and
 Perform
fittings
threaded pipe  Install hot and cold
joints and water supply
connections  Install/assemble
 Caulk plumbing fixtures
joints\

Trainee’s Signature Trainer’s Signature Trainee’s Signature Trainer’s Signature

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology
Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 64 of 101

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 Unit of Competency: 5 PERFORM PLUMBING REPAIR AND MAINTENANCE
WORKS

NC Level I

Learning Task/Activity Date Instructors

Outcome Required Accomplished Remarks
 Clear
clogged
pipes
 clear
clogged
fixtures

Trainee’s Signature Trainer’s Signature

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology
Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 65 of 101

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 3. Trainee’s Progress Sheet

Progress chart can be for a) an individual trainee or b) for a group of trainees. For
individual trainees, use Trainee Progress Sheet. For a class, use the Class progress Chart.
The Class progress chart is more appropriately used in a workshop where all trainees
train. This is a record and monitor of the learning outcomes accomplished by the trainees.
In work-based training, the trainees progress sheet is more appropriately used. This is
a monitor of individuals accomplishments as per training plan. This is accomplished by the
training supervisor and is monitored by the trainer or the industry coordinator of the training
institution. Data on the progress sheet should summarize the data in the Trainees Record
Book.
Here are the steps in preparing and accomplishing the Trainees Progress Monitoring
Chart:
1. From the Training Plan, identify the training activities per unit of competency or
learning module;
2. Prepare a summary of competencies that the trainee has to attain/master; (These
are the series of competencies that the trainee has to perform/do to be able to
master the required competency. If the competency have to be mastered in
sequence, the listing should also be listed in sequence)
3. From the list, check from time to time the development of the trainees.
4. Indicate the nominal duration for each unit of competency/learning outcome
5. Indicate also the date when the training started and when it finished per activity.

See Sample Trainee Progress Monitoring Chart and Class Progress Chart.

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology
Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 66 of 101

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 TRAINEE’S PROGRESS SHEET

Name : JUAN DELA CRUZ Trainer :

Nominal
Qualification : Machining NC I :
Duration

Training Training Date Date Trainee’s Supervisor’s

Units of Competency Rating
Activity Duration Started Finished Initial Initial

Total

Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or simply indicating
competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for the performance of your trainees.
Please take note however that in TESDA, we do not use numerical ratings.

Date Developed: Document No. NTTA-TM1-03

Trainers Methodology
Level I Date Revised: Issued by:

Supervising Work- Based Developed by: Page 67 of 101

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 JOB SHEET 4.2-2a
Title : Prepare Trainee’s Record Book

Performance Objective:
In reference to the output of the previous activity which is the Training Plan,
prepare your Trainees Record Book following suggested Template.

Supplies : Bond Paper

Equipment : PC, Printer with Ink

Reference/s : Training Plan

Training Regulations

Steps/Procedures :
1. Secure a copy of the CBC of your qualification;
2. Prepare the template for each competency of your qualification. It is
recommended that you make a TRB for the qualification as a template.
3. List the learning outcomes for each competency;
4. Secure a copy of the Training Plan you accomplished in previous Job
Sheet.
5. To make a TRB for a particular trainee, copy the training activities
identified in the training plan.
6. Using hypothetical data, try to accomplish TRB for at least one competency.
7. Evaluate your output using the Performance Criteria Checklist.

Assessment Method:
Portfolio Assessment, Questioning

Date Developed: July Document No. NTTA-TM1-03

Trainers Methodology Issued by:
Date Revised:
Level I
Supervising Work- Based Developed by: Page 68 of 101
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 PERFORMANCE CRITERIA CHECKLIST 4.2-2a

Trainee’s Name: Date :

CRITERIA YES NO
1. Are all competencies of the qualification
included?
2. Are all learning outcomes included in the TRB?

3. Are tasks/activities listed in the LOs based on Training

Plan developed in the previous Job Sheet?

4. Is there an accomplished competency based on hypothetical

data?
5. Are columns to be accomplished by the training supervisor
accomplished and signed?
6. Are columns to be accomplished by the trainee filled up and
signed?

Comments/Suggestions:

Trainer’s Signature: Date :

Date Developed: July Document No. NTTA-TM1-03

Trainers Methodology Issued by:
Date Revised:
Level I
Supervising Work- Based Developed by: Page 69 of 101
Learning
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 JOB SHEET 4.2-2b
Title : Prepare Trainee’s Progress Sheet

Performance Objective:
In reference to the output of the previous activity which is the Training Plan,
prepare your Trainee’s Progress Sheet following suggested Template.

Supplies : Bond Paper

Equipment : PC, Printer with Ink

Reference/s : Training Plan

Training Regulations

Steps/Procedures :
1. Secure a copy of the CBC of your qualification;
2. Prepare the template for each competency of your qualification. It is
recommended that you make a TRB for the qualification as a template.
3. Secure a copy of the Training Plan you previously prepared.
4. Using the suggested template, prepare a trainees progress
sheet for one trainee.
5. Using hypothetical data, try to accomplish the Trainees
Progress Sheet.
6. Evaluate your output using the Performance Criteria Checklist.

Assessment Method:
Portfolio Assessment, Questioning

Date Developed: July Document No. NTTA-TM1-03

Trainers Methodology Issued by:
Date Revised:
Level I
Supervising Work- Based Developed by: Page 70 of 101
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 PERFORMANCE CRITERIA CHECKLIST 4.2-2b

Trainee’s Name: Date :

CRITERIA YES NO
1. Are all competencies of the qualification
included?
2. Are tasks/activities listed in the LOs based on Training
Plan?
3. Are hypothetical data correctly filled in the Trainee’s
Progress Chart?
4. Are columns to be accomplished by the training supervisor
accomplished and signed?
5. Are columns to be accomplished by the trainee filled up and
signed?

Comments/Suggestions:

Trainer’s Signature: Date :

Date Developed: July Document No. NTTA-TM1-03

Trainers Methodology Issued by:
Date Revised:
Level I
Supervising Work- Based Developed by: Page 71 of 101
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 INFORMATION SHEET 4.2-3
Feedback

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. provide the necessary feedback to trainees
2. state the purpose of feedback
3. identify the characteristic of an effective feedback
It is important for trainees to know how well they are doing as they learn. This is
because the knowledge that they are doing well gives trainees a sense of achievement which
motivates them to learn more. Similarly, it is also important to let trainees know when they
have made a mistake so that they will learn from it and take corrective measures. Hence, it is
absolutely essential for trainers to monitor trainees’ learning and give them feedback.
Feedback can be given to individual trainee, to a group of them, or to the whole class. It
would be more efficient if the whole class can share in the monitoring process and the
feedback.

Purpose of giving feedback:

1. Provide basis for maintaining or improving performance

2. Provide forum for assessing need and planning additional
experiences/activities

Characteristics of an Effective Feedback

1. Relates performance to the standards

Shows how the performance compares to the standard, exemplar or goal (John, your
session plan did not include the learning objective as shown here in the standard session
plan)

2. Relates performance to strategies

Give trainees feedback about how well they apply specific strategies or steps
(John, you set up the table correctly, I can see that you followed the guidelines in setting up
the table)

3. Indicates progress
By placing the feedback in the context of previous expected performance
(Mona, your session plan has improved by showing logical sequence in your
presentation. Now you need to improve in developing your information sheet)

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4. Indicates corrective procedures/action
Corrective action is pragmatic and possible. It gives students specific actions in which
they can manage to improve
(you have made errors in presenting your modules of instruction. Please refer to
module #1 and review how it should be presented)

5. Is given frequently & immediately

Provide more frequent, immediate feedback when you:

 Develop or select activities with built-in opportunities for feedback;
 Go around to monitor individual work making comments to trainees performance;
 Provide examples and directions to trainees so they can self assess
 Use examples of ongoing trainee’s work to show all trainees mistakes and
corrections
 Use techniques during discussion to monitor the progress of all learners

6. Is specific and descriptive

If your feedback is not specific and descriptive, it will not be helpful to the trainee.
It will only communicate a sense of goodness or badness to the performance of the
learner
(Mario, I want the way you develop your information sheet because it is very
informative)

7. Focuses on key errors

It is best to determine what the most significant error is or what changes will be
most helpful to the learner

8. Focuses on effort attribution

Effort attributions are helpful because they help establish a positive self efficiency
that communicate an ability to do work successfully. It is specifically important for
low performing trainees. Too often, these participants develop attribution that they
are successful for some external reason (luck, trainors help, co-trainees assistance)

Guidelines in Giving Constructive Feedback

 All comments shall be based on observable behaviour and not assumed
motives or intents;
 Positive comments should be made first in order to give the trainees confidence and
gain his/her attention;
 Language should be descriptive of specific behaviours rather than general
comments indicating value judgements;

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 Feedback should emphasize the sharing of information. There should be opportunities
for both parties to contribute
 Feedback should not be detailed and broad so as to overload the trainees
 Feedback should deal with the behaviours the trainees can control and change;
 Feedback requires the ability to tolerate the feeling of discomfort
Praise
Is a type of feedback that is very helpful to the trainee when it draws attention to the
trainees progress and performance in relation to standards. As trainer, we should often
use praise to our trainees’ performance so that he/she will be motivated to do the
activities consistently and with quality

Do’s and Don’ts of Effective Praise

DO’S DON’T
 Focus on specific  Focus on general or global
accomplishment achievements
 Attribute success to effort and  Attribute success to luck or
ability other’s help
 Praise spontaneously  Praise predictably
 Refer to prior achievement  Ignore prior achievement
 Individualize and use variety  Give the same praise to all
 Give praise immediately students
 Praise correct strategies  Give praise much later
leading to success  Ignore strategies
 Praise accurately with  Praise for under performance
credibility  Praise publicly
 Praise privately  Focus solely on current
 Focus on progress performance

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 SELF CHECK 4.2-3

Instruction: Answer each question briefly and responsively.

1. Why is it important to give feedback to trainees?

2. What are the different types of feedback?

3. Enumerate the 8 characteristics of an effective feedback?

4. Give one guideline of constructive feedback?

5. How will you motivate your learner to perform his activities

consistently and with quality?

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 MODEL ANSWER 4.2-3

1. Why is it important to give feedback to trainees?

Feedback is important to trainees for them to know how well they are doing as
they learn. This is because the knowledge that they are doing well gives trainees
a sense of achievement which motivates them to learn more. Similarly, it is also
important to let trainees know when they have made a mistake so that they will
learn from it and take corrective measures.
2. What are the different types of feedback?
Constructive Feedback and Praise
3. Enumerate the 8 characteristic of an effective feedback?
 Relates performance to standards
 Relates performance to strategies
 Indicates progress
 Indicates corrective procedures/action
 Given frequently and immediately
 Specific and descriptive
 Focus on key error
 Focuses on effort attributions

4. Give one guideline of constructive feedback?

Positive comments should be made first in order to give the students
confidence and motivation.
5. How will you motivate your learner to perform his activities
consistently and with quality?
To motivate the trainee to perform his activities consistently and with quality,
the trainer must continuously give feedback.

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 LEARNING OUTCOME NO. 3:

REVIEW AND EVALUATE WORK-BASED LEARNING

EFFECTIVENESS
Contents:
1. Work-based Evaluation Tools
2. Program Evaluation Analysis

Assessment Criteria:
1. Work performance and learning achievement are analyzed in accordance
with requirements
2. Trainees are encouraged to provide feedback on their learning experience
3. The effectiveness of the work-based learning is evaluated against the
objectives
4. Improvements and changes to work-based learning are
recommended based on the review process
Conditions:
The student/trainee must be provided with the following:
1. Workplace location (simulated work-place)
2. Equipment
3. Computer
Training Materials
a. Learning Packages
b. Bond Papers
c. Ball Pens
d. Whiteboard Marker
e. Manuals
f. Competency Standard
g. Training Regulations

Assessment Method:
1. Written examination
2. Demonstration with oral questioning
3. Portfolio

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 LEARNING EXPERIENCES

LEARNING OUTCOME (LO) 3

REVIEW AND EVALUATE WORK-BASED TRAINING EFFECTIVENESS

Learning Activities Special Instruction

Read Information Sheet 4.3-1 on Work-

based Evaluation Tools

Answer Self-Check 4.3-1

Compare your answer with
Answer Key 4.3-1

Read Information Sheet 4.3-2 on

Program Evaluation
Interpretation and Analysis

Answer Self-Check 4.3-2

Compare your answers with
Answer Key 4.3-2

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 INFORMATION SHEET 4.3-1
Work-Based Training Evaluation Tools

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to;

1. Enumerate ways of evaluating the effectiveness of work-based training;
2. explain how to prepare work-based training evaluation tools.

Program evaluation is very important in training because this will help you gauge the
success of the program. Evaluation will give information on what aspect of the program
needs improvement.
In this lesson, you will learn how to use questionnaires and other evaluation tools.

Training Evaluation
Evaluation should be regularly done during and at the completion of the training
program. Evaluation measures trainee progress and provides performance feedback to the
instructor and the trainees that served to reward success and identify needed improvement in
trainee performance. Trainees’s performance is also used to evaluate the effectiveness of the
training program.
One very important role of the trainer is to evaluate the training for its improvement.
The trainer should gather information for analysis of the learning experience.
Below are some items to be considered in the training evaluation:

Review of the Training Plan

The trainer must review and evaluate his/her Training Plan and identify the parts that
were changed during the implementation. State the reasons why these changes were
necessary. This is a very important step in improving your Training Plan for the succeeding
training sessions. Reflect these also in your session plan at the trainer’s reflection portion.
Evaluate Trainee’s Progress Report
The trainer shall evaluate the trainees’ performance and record learning achievements
in their individual progress sheet. From these, make a summary of the trainee’s progress
chart. Note the time required for the trainees to accomplish each task and identify the areas
where the trainees

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had the most difficulty. From these, you can identify learning strategies that can be used to
improve learning of trainees.
Feedback from the Trainees
Feedback from the trainees is a very good source of information regarding the
implementation of the work-based training. Although, it is very seldom that they would
openly make comments on the way the training was done, it would be very helpful if the
trainer could accomplish a questionnaire which the trainees answer at the end of the training
session.
The questionnaire must be made simple to accomplish but must include feedback
regarding the trainer, learning activities or tasks, the content, the resources provided and the
assessment process to make it more responsive to the areas to be assessed.
Sample evaluation questionnaires are recommended for use. You may improve these
questionnaires to include areas that may deem necessary for the improvement of industry
training.
For purposes of our discussion on how evaluate work-based training, we shall be
using these questionnaires as basis.

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 TRAINING SESSION EVALUATION FORM
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure how satisfactorily
your trainer has done his job during the whole duration of your training. Please give your
honest rating by checking on the corresponding cell of your response. Your answers will be
treated with utmost confidentiality.

TRAINERS/INSTRUCTORS 1 2 3 4 5

Name of Trainer:

1. Orients trainees about CBT, the use of CBLM and the

evaluation system

2. Discusses clearly the unit of competencies and

outcomes to be attained at the start of every module

3. Exhibits mastery of the subject/course he/she is

teaching

4. Motivates and elicits active participation from the

students or trainees

5. Keeps records of evidence/s of competency attainment

of each student/trainees

6. Instill value of safety and orderliness in the classrooms

and workshops

7. Instills the value of teamwork and positive work values

8. Instills good grooming and hygiene

9. Instills value of time

10. Quality of voice while teaching

11. Clarity of language/dialect used in teaching

12. Provides extra attention to trainees and

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 students with specific learning needs

13. Attends classes regularly and promptly

14. Shows energy and enthusiasm while teaching

15. Maximizes use of training supplies and materials

16. Dresses appropriately

17. Shows empathy

18. Demonstrates self-control

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 This post-training evaluation instrument is intended to measure how satisfactorily
your trainer prepared and facilitated your training. Please give your honest rating by checking
on the corresponding cell of your response. Your answers will be treated with utmost
confidentiality.
Use the following rating scales:
5 - Outstanding
4 - Very Good/Very Satisfactory 3 –
Good/Adequate
2 – Fair/Satisfactory
1 – Poor/Unsatisfactory

PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the components of a
CBT workshop
2. Number of CBLM is sufficient

3. Objectives of every training session is well explained

4. Expected activities/outputs are clarified

DESIGN AND DELIVERY 1 2 3 4 5
1. Course contents are sufficient to attain objectives

2. CBLM are logically organized and presented

3. Information Sheet are comprehensive in providing the

required knowledge
4. Examples, illustrations and demonstrations help
you learn
5. Practice exercises like Task/Job Sheets are sufficient
to learn required skills
6. Valuable knowledge are learned through the
contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation
system are suitable for the trainees and the
competency
9. Recording of achievements and competencies
acquired is prompt and comprehensive

10. Feedback about the performance of learners are

given immediately

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 TRAINING FACILITIES/RESOURCES 1 2 3 4 5

1. Training Resources are adequate

2. Training Venue is conducive and
appropriate
3. Equipment, Supplies, and Materials are
Sufficient
4. Equipment, Supplies and Materials are
suitable and appropriate
5. Promptness in providing Supplies and
Materials
SUPPORT STAFF 1 2 3 4 5

1. Support Staff are accommodating

Comments/Suggestions:

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1. Self Evaluation

The trainer shall design a self-evaluation questionnaire that he/she shall

answer after the conduct of the training. This shall serve as a checklist of what he/she
must do. A short sample is given below.

During the session, did I? Yes No

1. Establish an atmosphere of trust?
2. Encourage participation of the trainees?

3. Assist the trainees when they needed

assistance?
4. Consider the feedback of trainees?
5. Remain aware of non verbal communication?

6. Praise effort?
7. Summarize key points?
8. Vary activities and tasks to aid attainment of
competency?
9. Provide opportunities for practice?
10. Achieve the learning objectives?

Sample questions that the trainer could answer:

1. Were there any parts of the session which did not run as expected? Why?
2. Did any unexpected problem arise? Did I deal with them correctly?
3. Were the session outcomes achieved? If not, why?
4. Should anything be changed for the next training sessions?

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 SELF-CHECK 4.3-2

Instructions: Answer the following questions briefly and

responsively.

1. Why is Training Evaluation important?

2. What are the ways in evaluating training?

3. How can you encourage feedback from the trainees?

4. Why is there a need to summarize trainees progress

chart/report?

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 MODEL ANSWER 4.3-2

1. Why is Training Evaluation important?

Training evaluation is important because it measures trainee progress and
provides performance feedback to the instructor and the trainees and
identifies needed improvement in trainee performance. It would also serve
as input in the delivery of the training.

2. What are the ways in evaluating training?

 Review of the Training Plan

 Summarize Trainee’s Progress Report
 Feedback from the Trainees
 Self Evaluation

3. How can you encourage feedback from the trainees?

To encourage trainees to give their feedback, it would be very helpful if

the trainer could prepare a questionnaire which the trainees answer at the end
of the training session

4. Why is there a need to summarize trainees’ progress

chart/report?

The summary could provide the trainer the data on required time for the
trainees to accomplish each task and identify the areas where the trainees had
the most difficulty, thus learning strategies that can be identified to improve
learning of trainees.

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 The Supervised Industry Training or On the Job Training Evaluation Form below is a
sample evaluation for to evaluate the implementation of SIT and OJT. It is recommended
that this evaluation form be used and improved so that appropriate areas to be evaluated are
covered.

SUPERVISED INDUSTRY TRAINING OR ON THE JOB

TRAINING EVALUATION FORM

Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness of the Supervised
Industry Training (SIT) or On the Job Training (OJT) you had with the Industry Partners of
(your institution). Please check ( ) the appropriate box corresponding to your rating for each
question asked. The results of this evaluation shall serve as a basis for improving the design
and management of the SIT in SICAT to maximize the benefits of the said Program. Thank
you for your cooperation.
Legend:
5 – Outstanding
4 – Very Good/ Very Satisfactory 3 –
Good/Adequate
2 – Fair/ Satisfactory
1 – Poor/Unsatisfactory NA –
not applicable

Item Question Ratings

No.

N
INSTITUTIONAL EVALUATION 1 2 3 4 5
A

Has (your institution) conducted an orientation about

the SIT/OJT program, the requirements and
1
preparations needed and its expectations?

Has (your institution) the provided the necessary

assistance such as referrals or recommendations in
2
finding the company for your OJT?

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 Has (your institution)showed coordination with the
3 Industry partner in the design and supervision of your
SIT/OJT?

Has your in-school training adequate to undertake

4 Industry partner assignment and its challenges?

Has (your institution) monitored your

5
progress in the Industry?

Has the supervision been effective in achieving your

6 OJT objectives and providing feedbacks when
necessary?

Did (your institution) conduct assessment of your

7
SIT/OJT program upon completion?

Were you provided with the results of the Industry and

8 (your institution)’s assessment of your OJT?

Comments/Suggestions:

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Item No. Question Ratings

INDUSTRY PARTNER 1 2 3 4 5 NA

Was the Industry partner appropriate for your type

1 of training required and/or desired?

Has the industry partner designed the training to

2 meet your objectives and expectations?

Has the industry partner showed coordination with

3 (your institution) in the design and supervision of
the SIT/OJT?

Has the Industry Partner and its staff welcomed you

4 and treated you with respect and understanding?

Has the industry partner facilitated the training,

including the provision of the necessary resources
5 such as facilities and equipment needed to achieve
your OJT objectives?

Has the Industry Partner assigned a supervisor to

6 oversee your work or training?

Was the supervisor effective in supervising you

7 through regular meetings, consultations and advise?

Has the training provided you with the necessary

technical and administrative exposure of real world
8
problems and practices?

Has the training program allowed you to develop

9 self-confidence, self motivation and positive
attitude towards work?

Has the experience improved your

10
personal skills and human relations?

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 Are you satisfied with your training in the Industry?
11

Comments/Suggestions:

Signature:
Printed Name: Qualification:
Host Industry Partner Supervisor:
Period of Training: Instructor:

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 INFORMATION SHEET 4.3-2
Program Evaluation Interpretation and Analysis

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to

1. interpret the evaluation result; and
2. analyze evaluation results

Evaluation tools are effective instruments of evaluation. Its

interpretation and analysis are equally important.

In this lesson you will learn how to interpret and analyze data.

Analyzing and Interpreting Data

Once the evaluation tools has been administered, it is now the time to analyze and
interpret the data collected. Analyzing quantitative and qualitative data is often the topic of
advanced research and evaluation methods. There are certain basics which can help to make
sense of reams of data.
When analyzing data (whether from questionnaires, interviews, focus groups, or
whatever), always start from review of your evaluation goals, i.e., the reason you undertook
the evaluation in the first place. This will help you organize your data and focus your
analysis. For example, if you wanted to improve your program by identifying its strengths
and weaknesses, you can organize data into program strengths, weaknesses and suggestions
to improve the program. If you wanted to fully understand how your program works, you
could organize data in the chronological order in which clients go through your program. If
you are conducting an outcomes-based evaluation, you can categorize data according to the
indicators for each outcome.
1. Make copies of your data and store the master copy away. Use the Basic analysis
of "quantitative" information (for information other than commentary, e.g., ratings,
rankings, yes's, no's, etc.):
copy for making edits, cutting and pasting, etc.
2. Tabulate the information, i.e., add up the number of ratings, rankings, yes's, no's
for each question.
3. For ratings and rankings, consider computing a mean, or average, for each
question. For example, "For question #1, the average ranking was 2.4". This is
more meaningful than indicating, e.g., how many respondents ranked 1, 2, or 3.

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How to compute the average or the mean:
1. Add the points per item per rater
2. Divide the sum by the total number of raters

Example:

Rater Rating for Item 1 Rating for Item 2

Rater A 3
Rater B 4
Rater C 5
Rater D 2
Rater E 4

Total points = 18

Number of Rater = 5

Computing for the Average or Mean

Total Points
Average =
Number of Rater

18
Average =
5

Average =
3.6

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Consider conveying the range of answers, e.g., 20 people ranked "1", 30 ranked "2", and 20
people ranked "3".

Sample range:

0.00 - 1.49 = Poor/Unsatisfactory

1.50 - 2.49 = Fair/ Adequate

2.50 - 3.49 = Good/Satisfactory

3.50 - 4.49 = Very Good/Very Satisfactory

4.50 - 5.0 = Outstanding

Basic analysis of "qualitative" information (respondents' verbal answers in

interviews, focus groups, or written commentary on questionnaires):

1. Read through all the data.

2. Organize comments into similar categories, e.g., concerns, suggestions, strengths,
weaknesses, similar experiences, program inputs, recommendations, outputs,
outcome indicators, etc.
3. Label the categories or themes, e.g., concerns, suggestions, etc.
4. Attempt to identify patterns, or associations and causal relationships in the themes,
e.g., all people who attended programs in the evening had similar concerns, most
people came from the same geographic area, most people were in the same salary
range, what processes or events respondents experience during the program, etc.
5. Keep all commentary for several years after completion in case it shall be needed
for future reference.

Interpreting Information:

1. Attempt to put the information in perspective, e.g., compare results to what you
expected in the following categories: like trainers/instructors pre-training activity,
preparation of facilities, design and delivery, training facilities and resources,
management

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 of program staff like support staff; indicate the description of the program's
experiences, strengths, weaknesses, etc. (especially if you're conducting a process
evaluation).
2. Consider recommendations to help program staff improve the program,
conclusions about program operations or meeting goals, etc.
3. Record conclusions and recommendations in a report document, and associate
interpretations to justify your conclusions or recommendations.
4. Submit recommendations to the supervisor/administrator, as needed.

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 TASK SHEET 4.3-2
Title : Interpret and Analyze Program Evaluation

Performance Objective:
Given a hypothetical data, you should be able to interpret and analyze data,
using the 5 point likert scale.

Supplies : Bond Paper

Equipment : PC, Printer with Ink

Reference/s : Discussion on Work-Based Training

Steps/Procedures :
1. Ask your facilitator for the hypothetical data that you will interpret.
2. Interpret the data using simple averages.
3. Complete the summary table of results.
4. Analyze the data using the 5 point likert scale.
5. Make recommendations based on the results.

Assessment Method:
Portfolio Assessment, Questioning

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RATER A

PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the x
components of a CBT
workshop
2. Number of CBLM is sufficient x
3. Objectives of every training session is
x
well explained
4. Expected activities/outputs are clarified x

RATER B

PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the x
components of a CBT workshop

2. Number of CBLM is sufficient x

3. Objectives of every training x
session is well explained
4. Expected activities/outputs are x
clarified

RATER C

PREPARATION 1 2 3 4 5
1. Workshop layout conforms with x
the components of a CBT workshop

2. Number of CBLM is sufficient

x
3. Objectives of every training x
session is well explained
4. Expected activities/outputs are clarified x

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Average Ratings

PREPARATION Average
1. Workshop layout conforms
with the components of a CBT
workshop
2. Number of CBLM is
sufficient
3. Objectives of every training session
is well explained
4. Expected activities/outputs are
clarified
General Average

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Range:
0.00 - 1.49 = Poor/Unsatisfactory

1.50 - 2.49 = Fair/ Adequate

2.50 - 3.49 = Good/Satisfactory

3.50 - 4.49 = Very Good/Very Satisfactory

4.50 - 5.0 = Outstanding

General Interpretation:

Recommendation:

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 BIBLIOGRAPHY

Tinio, Eloisa P., ed. TM Learning Modules , Philippines

The Dual Training System in the Philippines.(May 7, 2010) Retrieved (March 2012)
from www.tesda.gov.ph

Republic Act. No. 7686.(February 25,1994) Retrieved (March 2012) from

http://www.chanrobles.com/republicactno7686.htm
“Basic Guide to Program Evaluation.” (n.d.) Retrieved (July 2010) from at
http://managementhelp.org/evaluatn/fnl_eval.htm

“Providing Feedback .”(n.d) Retrieved (January 2012) from

http://www.oucom.ohiou.edu/fd/feedback.htm

“What is a Training Plan? (n.d) Retrieved (January 2012) from

http://www.skills.vic.gov.au/for-business/recruiting/training/plan

“ Student Career Experience Program (SCEP)”. (n.d.) Retrieved (July 2011) from
http://www.fms.treas.gov/hrd/students/scep.html

Date Developed: July Document No. NTTA-TM1-03

Trainers Methodology Issued by:
Date Revised:
Level I
Supervising Work- Based Developed by: Page 100 of 101
Learning
Revision # 01
 Technical Education and Skills Development Authority
National TVET Trainers Academy

VALIDATION OF COMPETENCY-BASED LEARNING MATERIALS (CBLMs)

QUESTIONNAIRE

Introduction:
The National TVET Trainers Academy (NTTA) of the Technical Education and Skills
Development Authority (TESDA) is undertaking continuous validation of the herein contained
Competency-Based Learning Materials (CBLMs), through their actual use, for purposes of
improving the CBLMs.
The users of these CBLMs are encouraged to give their valuable comments and
recommendations to meet the given purpose. The patience and diligence of the users in
answering every item of the questionnaire are requested. All responses shall be treated with
confidentiality. As found acceptable, the indicated comments and recommendations would
be considered in the process of improvement of the materials.

Instruction:
The questionnaire is divided into two parts. Part I requires a more detailed and in-
depth analysis of the materials in order to obtain important notes which would greatly
contribute to their improvement. Part II is more general in approach in gathering comments
on the CBLMs.
Please tick the box corresponding to your answer. If you tick NO, please write your
comments, suggestions and observations on the space provided.
Please accomplish the Validation Instrument and submit to your trainer/facilitator at
the end of the training.

Module Title :
Name:
Last First M.I.
Position/Designation: No. of Years of Experience as Trainer
Title of Qualifications Earned:
Educational
Attainment:
Training Institution/ Company
Address:
Tel/CP Nos. E-mail Address:
Signature: Date:
PART I
Please check the appropriate box. Aside from the correctness and orderliness of the
materials, please write on the space provided your specific comments, suggestion
and observation especially when you check the box corresponding to the NO reply.

1) COVER PAGE:
Does the Cover Page supplies enough information to immediately recognize that
the material is a CBLM?

YES NO

If the answer is NO, please indicate your suggestion/observation.

COVER
PAGE:

2) Table of Content: Are all the materials inside the package

listed down in correct sequential order ? YES NO

3) CBLM User’s Guide: Does the CBLM User’s Guide give

clear direction on how to use the CBLM? YES NO

4) List of Competency: Does this page inform and guide

you on the scope of the material and give you a YES NO
comprehensive top down perspective of the whole program?
5) Module Content: Does this page help you understand the different activities
of the module which conforms to the requirement of the competency
standard/competency- based curriculum?

YES
If NO, please specify which part of the Module Content
NO NOT helpful to you and give us your suggestion.

6) Competency Summary: Does this material give you clear introduction and
description of the unit of competency you are about to learn, including the Learning
Outcomes and Assessment Criteria?

YES
If NO, please specify which part of the Competency
NO Summary not clear to you and give us your suggestion.

7) Learning Outcome Summary: Does the content of the Learning Outcome

Summary give you a clear outline of the Contents, Performance Criteria, Condition
and Assessment Method that would take place in a given Learning Outcome?

YES
If NO, please specify which part of the Learning Outcome
NO Summary is not clear to you and give us your suggestion.

8) Learning Experience: Does the content of this page give you a clear and
sequential guide to the activities in a specific Learning Outcome?
 YES
If NO, please specify which part of the Learning
NO Experience is not clear and in order.

9) Are the Information Sheets readable, easy to understand and address the
knowledge requirements of the specific Learning Outcome?

YES
If NO, please specify which Information Sheet is not an
NO appropriate learning content.

10) Are the Information Sheets sufficient to attain the knowledge required in the
assessment criteria of the specific Learning Outcome?
If not, please write the missing content on the spaces YES NO
provided below.

LO1:

LO2:

LO3:

11) Are the prepared Self-Checks have clear direction and relevant test items to
measure
the knowledge learned in the information sheet?

YES
If NO, please specify which Self-check do not have clear
NO direction and relevant test items.
12) Are the Task/Operation/Job Sheets in appropriate sequence, easy to
understand and
would help in the attainment of the skills necessary for the learning outcome?
YES
If NO, please specify which Task/Operation/Job Sheet is:
NO
NOT In appropriate
sequence.

NOT easy to understand

would NOT help in the attainment of the skills necessary for the learning outcome

13) Are the Task/Operation/Job Sheets sufficient to attain the skills required in the
assessment criteria of each learning outcome?

YES
If NO, please specify which Task/Operation/Job Sheet should be
NO included in the LOs below:

LO1:
LO2:
LO3:

14) Are the Procedural/Performance Criteria Checklists valid, sufficient and

available for
every Operation/Task/Job Sheets?
YES
If NO, please specify the appropriate Procedural/Performance
NO Criteria Checklist.
15) Is the list of references/ bibliography of materials for further readings or
Acknowledgement page included in this package?

YES
If NO, please specify which module does NOT
NO have the Bibliography or Acknowledgement page

PART II

Competency-Based Learning Unit of Competency:

Materials Checklist
Directions: Rate the CBLM against each of
the following criteria. Place a tick [ / ] in the Title of Module:
NO or YES box beside each item to indicate
how well the materials meet the criterion.
Title of LO:

Yes No Comments

1. The learning materials contain the

following basic components:

a. clear directions for using the learning

materials or self explanatory format

b. a rationale or introduction explaining the

purpose and importance of the skill or
knowledge being covered.

c. a competency statement of learning

outcomes

d. clear, complete explanations of the activities to

be completed in order to achieve each
learning outcomes

e. instructions sheet or reference to other

resources/references
 containing the needed information

f. device for immediate feedback

g. a performance checklist designed to measure

actual student performance of the
competency

2. The learning materials also contain the

following components:

a. listing of prerequisites

b. definition of terms

c. Job sheets/Task Sheets

d. Self-checks

d. assessment instrument

3. The learning material either includes all necessary

materials or clearly specifies what outside
materials are needed

4. The learning material contains a variety of

activities to suit a range of learning abilities and
style

5. The learning materials provides opportunities for

trainees to interact with peers, trainer, and others

6. Supplementary enrichment activities are provided

to meet the needs and interest of the trainees.

Other Comments/Suggestions:

Thank you for your patience and diligence in answering every item
of the questionnaire, as requested.