SUPERVISE

WORK-
BASED
LEARNING
COMPETENCY – BASED LEARNING MATERIALS

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 HOW TO USE THIS COMPETENCY- BASED
LEARNING MATERIALS

Welcome!
The unit of competency, "Supervise Work-Based Learning", is one of
the competencies of TRAINERS METHODOLOGY LEVEL I (TM) 1, a course
which comprises the knowledge, skills and attitudes required for a TVET
trainer to possess.
The module, Planning Training Session, contains training materials
and activities related to identifying learner’s requirements, preparing
session plan, preparing basic instructional materials and organizing
learning and teaching activities for you to complete.
In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-Checks, Task Sheets and Job Sheets.
Follow and perform the activities on your own. If you have questions, do
not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheets and complete theself-checks. Suggested
references are included to supplement the materials provided in this
module.
 Perform the Task Sheets and Job Sheets until you are confident that
your outputs conform to 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. When you feel confident that you have had sufficient
practice, ask your trainer to evaluate you. The results of your
assessment will be recorded in your Progress Chart and
Accomplishment Chart.
You must pass the Institutional Competency Evaluation for this
competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.
You need to complete this module before you can perform the module
on Facilitating Learning Sessions.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 MODULE OF INSTRUCTION

UNIT OF COMPETENCY : Supervise Work-Based Learning

MODULE TITLE : Supervising Work-Based Learning

MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitude required
particularly establishing training requirements for trainees, monitoring work-
based training, and reviewing and evaluating work-based learning
effectiveness to supervise work-based learning process.

NOMINAL DURATION : 14 Hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, the trainees/ students should be

able to:

LO1. Establish training requirements for trainees

LO2. Monitor work-based training
LO3. Review and Evaluate Work-Based Learning Effectiveness

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
LO1. Establish Training Requirements for Trainees
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

CONTENTS:
 Objectives of Work-Based Training
 Policies and Guidelines underlying in Dual Training System
 Procedures in Establishing Industry Linkages
 Process to Determine Trainees’ Training Requirement
 Procedures in preparing a Training Plan

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Marker
- Manuals
- Competency Standards
- Training Regulations
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
METHODOLOGIES:
- Self-paced Learning
- Modularized Learning
- Individualized Learning
- Blended
- Demonstration

ASSESSMENT METHODS:
- Written
- Oral Questioning
- Portfolio
- Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
LO2. Monitor Work-Based Training

ASSESSMENT CRITERIA:
1. Visits to work-based training venue are conducted 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 performance s 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

CONTENTS:

 Different training facilities/venue for work-based learning

 Different tools use to monitor and record work-based training
 Ways to provide feedback

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
-Projector/ LCD
-Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Marker
- Manuals
- Competency Standards
- Training Regulations
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
METHODOLOGIES:
- Self-paced Learning
- Modularized Learning
- Individualized Learning
- Blended
- Demonstration

ASSESSMENT METHODS:
- Written
- Demonstration
- Oral questioning
- Portfolio

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
LO3. Review and Evaluate Work-Based Learning
Effectiveness

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 extent of attainment of the objectives
4. Improvements and changes to work-based learning are
recommended based on the review process

CONTENTS:
 Evaluation Tools for Work-Based Learning
 Interpretation and Analysis of Program Evaluation

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
-Projector/ LCD
-Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

METHODOLOGIES:
- Self-paced Learning
- Modularized Learning
- Individualized Learning
- Blended
Date Developed: July 2020 by NTTA
TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 - Demonstration

ASSESSMENT METHODS:
- Written/oral examinations
- Portfolio
- Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Plan Training Planning Training TVT232301

1.
Session Session

Facilitate Facilitating Learning TVT232302

2.
Learning Session Session

Supervise Work-Based Supervising Work-Based TVT23230

3.
Learning Learning 3

Conduct Conducting Competency TVT23230

4.
Competency Assessment 4
Assessment

Maintain Training Maintaining Training TVT23230

5.
Facilities Facilities 5

Utilize Electronic Utilizing Electronic

Media in Media in Facilitating TVT23230
6.
6
Facilitating Training Training

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

10

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 MODULE CONTENT

UNIT OF COMPETENCY: Supervise Work-Based Learning

MODULE TITLE: Supervising Work-Based Learning

MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitude required
particularly establishing training requirements for trainees, monitoring
work-based training, and reviewing and evaluating work-based learning
effectiveness to supervise work-based learning process.

NOMINAL DURATION:

LEARNING OUTCOMES:
At the end 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 learning effectiveness

ASSESSMENT CRITERIA:

 Relevant policies and guidelines are accessed and interpreted to guide

the development of work-based arrangements
 Goals for learning for the trainees are identified and discussed with
relevant personnel
 Training plan is prepared in accordance with agreed outcomes
 Training schedule is developed, discussed and agreed with relevant
personnel
 Support mechanisms are identified and arranged according to the
needs of the trainees
 Availability of materials is confirmed with relevant personnel within
the budget requirements
 The objectives for undertaking work-based training and the processes
involved are explained to the trainees
 Visits to work-based training venue are conducted in accordance with
requirements to ensure training arrangements are met
 Trainees progress is monitored and recorded against the training plan
and contingencies are addressed

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

11

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 Work performance s are observed and alternative approaches are
suggested
 OHS requirements are monitored to ensure health, safety and welfare
of the trainees
 Feedback is provided to trainees about work performance
 Work performance and learning achievement are analyzed in
accordance with requirements
 Trainees are encouraged to provide feedback on their learning
experience
 The effectiveness of the work-based learning is evaluated against the
extent of attainment of the objectives
 Improvements and changes to work-based learning are recommended
based on the review process

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

12

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 LEARNING OUTCOME 1: ESTABLISH TRAINING
REQUIREMENTS FOR TRAINEES
CONTENTS:
1. Objectives of Work-Based Training
2. Policies and Guidelines underlying in Dual Training System
3. Procedures in Establishing Industry Linkages
4. Process to Determine Trainees’ Training Requirement
5. Procedures in preparing a 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

CONDITION:

Students/trainees must be provided with the following

 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Marker
- Manuals
- Competency Standards
- Training Regulations
 Tools
- White Board
- CD’s

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

13

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 - Power point Presentation
 Workshop

ASSESSMENT METHODS

1. Written Test
2. Portfolio
3. Oral Questioning
4. Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

14

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 LEARNING EXPERIENCES
Learning Outcome 1
ESTABLISH TRAINING REQUIREMENTS FOR TRAINEES
Learning Activities Special Instructions
Read information Sheet 3.1-1 on
Objectives of Work-Based Training
Answer Self – Check 3.1-1

Compare answers to the Answer This Learning Outcome discusses

Key 3.1-1 how to establish learning
Read Information Sheet 3.1-2 on requirements which are bases in
Policies and Guidelines underlying planning work-based training.
in Dual Training System
You will be required to produce
Answer Self- Check 3.1-2
the following outputs:
Compare answers to the Answer 1. TNA forms
Key 3.1-2 2. Training Plan
Read Information Sheet 3.1-3 on Performance Criteria Checklists
Procedures in Establishing Industry are self evaluation tools. Use
Linkages
these tools to evaluate your own
Answer Self – Check 3.1-3
output before showing them to
your facilitator.
Compare answers to the Answer
Key 3.1-3 Submit your outputs to your
Read Information Sheet 3.1-4 on facilitator for evaluation and
Process to Determine Trainee’s recording.
Training Requirements
Answer Self – Check 3.1-4 Note: Your outputs in this LO shall
be a part of your portfolio for the
Compare answers to the Answer Institutional Competency
Key 3.1-4 Evaluation.
Perform Job Sheet 3.1-4 on
Determine Trainee’s Training
Requirements

Evaluate performance using

Performance Criteria Checklist 3.1-
4
Read Information Sheet 3.1-5 on
Procedures in Preparing a Training
Plan
Answer Self – Check 3.1-5

Compare answers to the Answer

Key 3.1-5
Date Developed: July 2020 by NTTA
TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

15

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
Perform Job Sheet 3.1-5 on Prepare Upon the accomplishment all the
Training Plan activities and task, and acquire the
desired result you can now proceed
Evaluate performance using to the next Learning Outcome on
Performance Criteria Checklist 3.1- Monitor Work-Based Training
5

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

16

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 INFORMATION SHEET 3.1-1
OBJECTIVES OF WORK-BASED TRAINING
Learning Objectives
After reading this information sheet, you must be able to:
1. Define work-based training
2. Enumerate the goals and objectives of work-based training
3. Identify the different types 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.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

17

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
Types of Work-Based Training
1. 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

2. 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.

3. 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

4. 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.

5. 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

6. School-Based Enterprise
School-based enterprises (SBEs) typically involve trainees in the

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 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

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.

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

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

19

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 SELF CHECK 3.1-1

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.

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.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 ANSWER KEY 3.1-1
Identification
1. Learnership Program
2. Dual Training System
3. Apprenticeship Program
4. Work-Based Training
5. Job shadowing
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.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

21

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 INFORMATION SHEET 3.1-2
POLICIES AND GUIDELINES UNDERLYING IN DUAL TRAINING
SYSTEM

Learning Objectives:

After reading this information sheet, you must be able to:

1. Define dual training system
2. Discuss the Dual Training System Act of 19944
3. Enumerate the policies and guideline in dual training system

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

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
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.

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.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 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.

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,

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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
(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;
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(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.

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

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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:

(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.
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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:

(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
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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 spouse, children or 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

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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 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
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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 2.1-2

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

Date Developed: July 2020 by NTTA

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 ANSWER KEY 2.1-2

1. b
2. a
3. c
4. d

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 INFORMATION SHEET 3.1-3
PROCEDURES IN ESTABLISHING INDUSTRY LINKAGES

Learning Outcomes:

After reading this information sheet, you must be able to:

1. Define the importance of establishing industry linkages

2. Explain the activities needed to establish linkages with the
industry for purposes of work-based training
3. 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
-

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

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 - 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.

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.
3. Appoint training coordinator who shall be responsible for the
assignment designation of trainers/supervisors in their respective
areas where the trainees will be assigned.
4. Provide training materials, tool/equipment during the training;
5. Remind supervisor about the work-based training activities;

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 6. Provide opportunity to learn by doing;
7. Provide trainees with professional skills, experience, techniques
and behavior in the real life situations; and
8. Organize work-based training station and programs.

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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 Date Developed: July 2020 by NTTA
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SAMPLE MEMORANDUM OF UNDERSTANDING

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 Date Developed: July 2020 by NTTA
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 SELF –CHECK 3.1-3

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 plan
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 the 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 2.1-3

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

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 INFORMATION SHEET 3.1-4
PROCESS TO DETERMINE TRAINEES’ TRAINING
REQUIREMENTS

Learning Objectives:
After reading this information sheet, you must be able to:
1. Define the significance of determining the current competencies
of the trainees
2. Determine the competencies of the trainees
3. Identify the trainees’ training requirements

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

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  performance report from supervisor

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

Identify Current Competencies acquired related to

Job/Occupation and Indicate
Proof of Evidence

Current competencies Proof of Evidence

Date Developed: July 2020 by NTTA

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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 Trade Skills Certificate 3rd

installation 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 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

Date Developed: July 2020 by NTTA

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  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/Learni Gaps/Requirements
ng Outcomes

SAMPLE: (for Trainees in Plumber NC II)

Current Required Units of Training

Competencies Competency/Learni Gaps/Requirements
ng Outcomes

Prepare pipes Prepare pipes for

for installation installation

Make piping Make piping joints

joints and and connections
connections
Perform minor Perform minor
construction construction
works works
Perform single unit Perform single unit
plumbing installation plumbing installation
and assemblies and assemblies

Perform Perform
plumbing repair plumbing repair
and maintenance and maintenance
works works
Conduct testing pipe Conduct testing pipe
leak leak

2. Translate the Training Gap into Appropriate Training Requirements

Date Developed: July 2020 by NTTA

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 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)

Module Title/Module
Gaps Duration
of Instruction
(hours)
Perform single unit Performing single 40
plumbing unit plumbing
installation and
assemblies
Perform Performing 20
plumbi plumbi
ng repair ng repair
and and
maintenance works maintenance works
Conduct testing pipe Conducting testing 10
pipe leak
leak

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 SELF – CHECK 3.1-4

Essay
How can the trainer determine the current competencies of the
trainees for them to determine the training gaps?

Date Developed: July 2020 by NTTA

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 ANSWER KEY 3.1-4
Model Answers
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

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 JOB SHEET 3.1-4
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

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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PERFORMANCE CRITERIA CHECKLIST 3.1-4
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

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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LEARNING Date: July 2020
 INFORMATION SHEET 3.1-5
PROCEDURES IN PREPARING A 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: July 2020 by NTTA

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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

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: July 2020 by NTTA

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Sample Training Plan Template

Date Developed: July 2020 by NTTA

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 SELF – CHECK 3.1-5
Enumeration:

What are the training plan must specify?

Date Developed: July 2020 by NTTA

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 ANSWER KEY 3.1-5

 the competencies to be obtained

 the time-frame for achieving the competencies
 the training to be undertaken
 the delivery modes to be employed
 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

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 JOB SHEET 3.1-5
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: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 PERFORMANCE CRITERIA CHECKLIST 3.1-5
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?

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 LEARNING OUTCOME 2: MONITOR WORK-BASED
TRAINING
CONTENTS:
1. Different training facilities/venue for work-based learning
2. Different tools use to monitor and record work-based training
3. Ways to provide feedback
ASSESSMENT CRITERIA
1. Visits to work-based training venue are conducted 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 performance s 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

CONDITION:
Students/trainees must be provided with the following
 Equipment
-Projector/ LCD
-Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Marker
- Manuals
- Competency Standards
- Training Regulations
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

ASSESSMENT METHODS

1. Written Test
2. Portfolio
3. Oral questioning
4. Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 LEARNING EXPERIENCES
Learning Outcome 2
MONITOR WORK-BASED TRAINING
Learning Activities Special Instructions
Read information Sheet 3.2-1 on
Different Training Facilities/Venue
for Work-Based Learning
Answer Self – Check 3.2-1

Compare answers to the Answer This learning outcome will deal with
Key 3.2-1 the use of the forms to monitor the
Read Information Sheet 3.2-2 on learning of trainees.
Different Tools use to Monitor and You will be asked to use a
Record Work-Based Training hypothetical data to produce your
Answer Self- Check 3.2-2 output in Job Sheet 3.2-2

Compare answers to the Answer

Demonstration of this skill will be a
Key 3.2-2
part of your performance test during
Perform Job Sheet 3.2-2a on
the Institutional Competency
Prepare Trainee’s Record Book
Evaluation for Facilitate Learning
Session.
Evaluate performance using
Performance Criteria Checklist 3.2-
2a
Perform Job Sheet 3.2-2b on
Prepare Trainees’ Progress Sheet

Evaluate performance using

Performance Criteria Checklist 3.2-
2b
Read Information Sheet 3.2-3 on
Ways to Provide Feedback
Answer Self-Check 3.2-3 Upon the accomplishment all the
activities and task, and acquire the
Compare answers to the Answer desired result you can now proceed
Key 3.2-3 to the next Learning Outcome on
Review and Evaluate Work-based
Learning Effectiveness

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 INFORMATION SHEET 3.2-1
DIFFERENT TRAINING FACILITIES/ VENUE FOR WORK-
BASED LEARNING
Learning Objectives:
After reading this information sheet, you must be able to:
1. Identify the training facilities required as per trainees training
requirement
2. Identify the training materials required as per trainees training
requirement
3. Classify the 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: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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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 wrench 2 Pressure 6 roll Pattern paper

unit pu
s mp devices
2 units Pressure 2 Pipe 2 box Pen and pencil
gauge unit vise(ch
s ain or
Yoke
6 units Flaring 2 Pipe reamer 6 Pipe
tools unit units syst
s em drawing
6 units Aligning 6 Pipe support 6 Plastic plugs
tools unit and braces units
s
6 units Bending 12 Drawing table 6 Plugs G.I.
tools unit units
s
4 units Steel 1 Welding 2 Drum
square unit machine units
s
6 units Reamer 1 Threading 12 Hard hat
(Pipe ) unit machine units
s
6 units Swaging 1 Cutting outfit- 12 Safety shoes
tools unit set units
s
12 units Chisel 1” 4 Blow torch 12 Goggles
to 1-1/2” unit units
s
6 units Flaring 6 Solder 24 Copper
tools unit units pip
s es fittings
6 units Cold chisel 2 Fire 2 Blue print
unit extinguisher units plan
s

Date Developed: July 2020 by NTTA

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 6 units Saw 2 Drill 24 PVC pipes
unit units joints
s
2 units Push cart 2 Concrete cutter 6 Welding mask
unit units
s
4 units Shovel 12 Gloves
units

6 units Pointing trowel 6 Soldering

units Paste

12 units Push pull 6 Brazing

rule units compound

6 units Spirit level or 12 Safety shoes

water hose units
level

12 Ear muff
units

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

AREAS METERS AREA IN
SQ.
METERS
Wash/ comfort room 2x 6.0
3
Tool and storage room 2.5 x 4 10.
0
Laboratory area (working 6x 24.
area) 4 0
Learning Resource 4x 20.
Center/ 5 00
conference area
Total Workshop Area 60.
0

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 SELF – CHECK 3.2-1
True or False
Identify the statement whether it is true or false

1. It is important to build a correct range of resources in conducting

work-based learning
2. Trainer should not identify the list of required tools, materials,
equipment and facilities needed
3. In the section 3 of TR which is the Training Standards, this
contains the list of tools, materials, equipment and facilities
4. Correct tools, materials and equipment helps to achieve the
possession of required competencies

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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 ANSWER KEY 3.2-1

1. T
2. F
3. T
4. F

Date Developed: July 2020 by NTTA

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 INFORMATION SHEET 3.2-2
DIFFERENT TOOLS USE TO MONITOR AND RECORD
WORK-BASED TRAINING

Learning Objectives:
After reading this information sheet, you must be able to:
1. Identify tools for monitoring work-based learning
2. Explain the importance of monitoring training activities in work-
based learning
3. Determine steps to prepare monitoring tools

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.
Date Developed: July 2020 by NTTA
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 Always remember that work-based training should also be self-
paced and individualized. Each trainee may have a different
training plan 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.

Date Developed: July 2020 by NTTA

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See sample of Trainees’ Record Book

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:

Date Developed: July 2020 by NTTA

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 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

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Multiple Choice: Choose the letter of the correct answer

1. It is a routinary assessment of ongoing activities and progress

a. Preparing
b. Monitoring
c. Designing
d. Implementing

2. Monitoring tool that serves as the basis of the training of each trainee
a. Trainees Progress Sheet
b. TRB
c. Training Plan
d. Progress Chart

3. This monitoring tool records the achievement of competencies agreed

within the training plan while in the industry
a. Trainees Record Book
b. Training Plan
c. Progress Chart
d. Trainees Progress Sheet

4. Alongside to the training plan, this is use to monitor individual’s

accomplishment
a. Trainees Record Book
b. Training Plan
c. Progress Chart
d. Trainees Progress Sheet

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 ANSWER KEY 3.2-2
1. B
2. C
3. A
4. D

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 JOB SHEET 3.2-2A
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/ : Training Plan

s 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

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PERFORMANCE CRITERIA CHECKLIST 3.2-2A

CRITERIA YES NO
1. Are all included? Competencies of the
qualification
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?

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 JOB SHEET 3.2-2B
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/ : Training Plan

s 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

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PERFORMANCE CRITERIA CHECKLIST 3.2-2B
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?

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 INFORMATION SHEET 3.2-3
WAYS TO PROVIDE FEEDBACK
Learning Objectives:
After reading this information sheet, you must be able to:
1. State the purpose of providing feedback
2. Identify the characteristics of an effective feedback
3. Discuss a necessary feedback to trainee

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

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 information sheet)

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

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 general comments indicating value judgements;
 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  Focus on general or
specific global achievements
accomplishm  Attribute success to
ent luck or other’s help
 Attribute success to  Praise predictably
effort and ability  Ignore prior achievement
 Praise spontaneously  Give the same praise
 Refer to prior to all students
achievement  Give praise much later
 Individualize and use  Ignore strategies
variety  Praise for under
 Give praise immediately performance
 Praise correct  Praise publicly
strategies leading to  Focus solely on
success current
 Praise accurately performance
with credibility
 Praise privately
 Focus on progress

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 SELF – CHECK 3.2-3

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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 ANSWER KEY 3.2-3

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 3: REVIEW AND EVALUATE
WORK-BASED LEARNING EFFECTIVENESS
CONTENTS:
1. Evaluation Tools for Work-Based Learning
2. Interpretation and Analysis of Program Evaluation
ASSESSMENT CRITERIA
1. Learners are properly oriented on the CBT delivery system
2. Appropriate training methods are used based on the level and
characteristics of the learners
3. Learners are assisted to achieve session outcomes
4. Work and learning activities are monitored based on training
plan
5. Feedback is provided to improve learners’ competence.

CONDITION:

Students/trainees must be provided with the following

 Equipment
-Projector/ LCD
-Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

ASSESSMENT METHODS

1. Written Test and Oral Questioning

2. Portfolio
3. Demonstration

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 LEARNING EXPERIENCES
Learning Outcome 3
REVIEW AND EVALUATE WORK-BASED LEARNING
EFFECTIVENESS
Learning Activities Special Instructions
Read information Sheet 3.3-1 on
Evaluation Tools for Work-Based
Learning This learning outcome deals on the
Answer Self – Check 3.3-1 review and evaluation of the
effectiveness of work-based
Compare answers to the Answer learning.
Key 3.3-1
Read Information Sheet 3.3-2 on You shall use the tools to gather
Interpretation and Analysis of data and evaluate it for future
Program Evaluation Results development of the practice.
Answer Self – Check 3.3-2

Compare answers to the Answer Note: Feel free to consult your

Key 3.3-2 facilitator for guidance. The output
Perform Task Sheet 3.3-2 on of this learning outcome is part of
Interpret and Analyze Program your portfolio.
Evaluation

Evaluate performance using

Performance Criteria Checklist 3.3-
2

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 INFORMATION SHEET 3.3-1
EVALUATION TOOLS FOR WORK-BASED LEARNING

Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Enumerate ways of evaluating the effectiveness of work-
based training
2. Discuss how to prepare work-based training evaluation tools
3. Identify the significance of evaluating a work-based learning

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 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

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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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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?

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 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?

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.

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 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,
1
the requirements and preparations needed
and its expectations?

Has (your institution) the provided the

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

Has (your institution)showed coordination

3 with the Industry partner in the design
and supervision of your SIT/OJT?

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 Has your in-school training adequate to
4 undertake Industry partner assignment
and its challenges?

Has (your institution) monitored your

5 progress in the Industry?

Has the supervision been effective in

6 achieving your OJT objectives and
providing feedbacks when necessary?

Did (your institution) conduct assessment

7 of your SIT/OJT program upon
completion?

Were you provided with the results of the

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

Comments/Suggestions:

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Item Question Ratings
No.

INDUSTRY PARTNER 1 2 3 4 5 NA

Was the Industry partner appropriate

1 for your type of training required and/or
desired?

Has the industry partner designed the

2 training to meet your objectives and
expectations?

Has the industry partner showed

3 coordination with (your institution) in
the design and supervision of the
SIT/OJT?
Has the Industry Partner and its staff
4 welcomed you and treated you with
respect and understanding?

Has the industry partner facilitated the

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

Has the Industry Partner assigned a

6 supervisor to oversee your work or
training?

Was the supervisor effective in

7 supervising you through regular
meetings, consultations and advise?

Has the training provided you with the

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

Has the training program allowed you to

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

Has the experience improved

10
your personal skills and human
relations?
Are you satisfied with your training in
11
the Industry?

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 Comments/Suggestions:

Signature: _____________________
Printed Name: ___________________ Qualification: __________________
Host Industry Partner: __________ Supervisor: ____________________
Period of Training: ______________ Instructor: _____________________

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 SELF – CHECK 3.3-1
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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 ANSWER KEY 3.3-1
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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 INFORMATION SHEET 3.3-2
INTERPRETATION AND ANALYSIS OF PROGRAM
EVALUATION RESULTS

Learning Objectives:
After reading this information sheet, you must be able to:
1. Determine gathered data results
2. Analyze the evaluation results
3. Identify the possible changes from gathered 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

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 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.

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

ranked "2", and 20 people ranked "3".
Sample range:

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 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
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.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

99

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 SELF – CHECK 3.3-2
Enumeration:
Enumerate ways where you can gather necessary
information to evaluate a program.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

100

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 ANSWER KEY 3.3-2

Enumeration:
 Questionnaires
 Interviews
 Focus groups

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

101

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 TASK SHEET 3.3-2
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

Equipme : PC, Printer with Ink

nt
Reference : Discussion on Work-Based
/s 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

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

102

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 Date Developed: July 2020 by NTTA
TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

103

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020
 PERFORMANCE CRITERIA CHECKLIST 3.3-2
CRITERIA YES NO
Did you..

Ask your facilitator for the hypothetical data that you

will interpret.
Interpret the data using simple averages.

Complete the summary table of results.

Analyze the data using the 5 point likert scale.

Make recommendations based on the results

Ask your facilitator for the hypothetical data that you

will interpret.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

104

SUPERVISE WORK-BASED Developed by: Crizyl P. Gonzaga and

Princess S. Pandes
LEARNING Date: July 2020