Trainers Methodology Im Tle

Trainers- Methodology-IM
Education Management (The Philippine Women's University)
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` CHAPTER 1
PRINCIPLES OF TRAINERS
METHODOLOGY 1
1. Who are Trainer and/ or Assessor?

2.1 Understanding the Training
2. C o m p e t encies of a Trainer and / or
Re gu l at io n s
3.UnCdoermstpanedteinngcyC-
2.2Assessor
oBmapseetdenTcryaiBnainsegd- (CBT)
Time Duration: 3 hours
Learning Outcomes
LO1. Distinguish a trainer from an assessor.

LO2. Determine roles of trainer and/ assessor in assuring quality technical-vocational
courses
LO3. Determine the skills and knowledge that a trainer or assessor should have.
LO4. Explain required skills as a trainer and or assessor
LO5. Define commonly used Competency-Based Training terminologies
LO6. Explain ten principles of Competency-Based-Training.
LO7. Differentiate traditional education with Competency-Based Training
Pre-Test
Direction: Test I. Multiple Choice Direction: Choose the letter and encircle the correct answer.
1. Is one of the six competencies to be mastered in Trainers Methodology I (TM I). But before we
focus on planning, let us have an overview of the whole training program.
a. Plan Training Session
b. Trainer
c. Assessor
d. TVET
2. Is a professional who enables a learner or a group of learners to develop competencies to
performing a particular trade or technical work?
a. TVI
b. Trainer
c. Plan Training Session
d. TVET Trainer
3. Is a person who enables group of learners to develop competencies toward performing a
particular trade or technical work while an Assessor is an individual accredited and authorized
to evaluate or assess competencies of a candidate applying for certification or any one of
the purpose of assessment.
a. Assessor
b. Trainer
c. Coordinator
d. Trainees

4. Is at least NC II holder and who has achieved all the required units of competency identified in
the Trainers Methodology Level I (TM Level I) under the PTTQF? He is also a holder of National
TVET Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor;
a. On the Job Trainee
b. TVET Trainer
c. Assesse
d. Trainer Assessor
5. The abbreviation TVET stands for?
a. Technical Vocational Education and Training
b. Technology Vocational Education and Training
c. Technical vocational Educational and Training
d. Technology Vocational Educational Trainee
6. The abbreviation CBT stands for?
a. Constitutional Basic Training
b. Competency Based Training
c. Complete Basic Training
d. Complete Based Training
7. Is the cognitive representation of ideas, events, activities or tasks derived from practical or
Professional experience as well as from formal instruction or study, e.g. memory, understanding,
Analysis
a. Knowledge
b. Competency
c. Task Skills
d. Training
8. Refers to the acquired and practiced ability to carry out a task or job
a. Complete training
b. Competency
c. Skill
d. Task skills
9. The application of knowledge, skills and attitude required to complete work activities to the
standard Expected in the workplace
a. Competency
b. Assesse
c. Trainer
d. TVET
. 10. Undertaking a specific workplace task.
a. Task skills
b. Assessment
c. Technology
d. TVI
11. Managing a number of different tasks to complete the entire work activity.
a. Assesse
b. Assessment
c. Task Management Skills
d. Technical Skills
12. Responding to problems, irregularities and breakdown in routine when undertaking the work
activity.
a. Task Management Skills
b. Training Assessment
c. Contingency Management Skills
d. Technology Skills

13. Dealing with the responsibilities and expectations of the work environment when undertaking
a work Activity.
a. Job/role Environment Skills
c. Training plan
d. Training Job Order
14. Are industry-determined specification of competencies required for effective work performance?
a. Assessor
b. assessment Trainer
c. Training order
d. Competency Standard
15. Is the acknowledgement of an individual’s skills, knowledge and attitudes gained from life and work
Experiences outside registered training programs.
a. Competency Standard
b. Recognition Prior Learning (RPL)
c. Training order
d. TVET
16. Is cluster of units of competency that meets job roles and is significant in the workplace?
a. Qualification
b. Assessor
c. Trainer
d. Candidates
17. Skills and knowledge that everyone needs for work
a. Core Competency
b. Job Competency Standard
c. Trainer
d. Basic Competency
18. Skills and knowledge needed by people working in a particular industry
a. Common Competency
c. Basic Competency
d. Core Competency
19. Specific skills and knowledge needed in a particular area of work-industry sector/occupation/job role
a. Core Competency
c. Basic Competency
d. Common Competency
20. Refers to the print and non-print instructional media used as guide in learning workplace activities.
a. Competency Based Learning Materials
b. Basic, Common Core
c. Basic Competency Learning Materials
d. Common Competency Learning Materials

Lesson Proper
Introduction
Plan Training Session is one of the six competencies to be mastered in Trainers Methodology I
(TM I). But before we focus on planning, let us have an overview of the whole training program. In
this lesson, you will learn the role as trainer or assessor. As a trainer or assessor, you need to know
what and how to teach, and how to work effectively with others. We look forward to see you
competent enough as you study this course. As you progress through this lesson, you should keep in
mind the skills and knowledge required to become a competent trainer. Remember that awareness of
your skills and capabilities will help you make informed choices.
Lesson 1: Who are Trainer and/ or Assessor?
Lesson 1: Who are Trainer and/or Assessor?
Trainee’s Entry Requirements
It is expected that you will be a Trainer and/or Assessor as you finish this course, Trainers
Methodology I (TM I).
What is a TVET Trainer?
TVET Trainer is a professional who enables a learner or a group of learners to develop

competencies to performing a particular trade or technical work. Towards this end, a TVET Trainer
may assume various roles such as training facilitator, competency assessor, training designer,
developer or training supervisor 1.
What are a Trainer / Assessor?
From the Training Regulation, a Trainer is a person who enables group of learners to develop
competencies toward performing a particular trade or technical work while an Assessor is an
individual accredited and authorized to evaluate or assess competencies of a candidate applying for
certification or any one of the purpose of assessment.
Trainer/Assessor is at least NC II holder and who has achieved all the required units of competency
identified in the Trainers Methodology Level I (TM Level I) under the PTTQF. He is also a holder of
National TVET Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor; an Assessor is a
Trainer 3.
To qualify for this course, a candidate or trainee must satisfy the following requirements:
• Graduate of baccalaureate degree or equivalent in training or experience along the field of

Technical Vocational Education and Training
• Certified at the same or higher NC Level in the qualification that will be handled (for technical
trainers)
• Able to communicate orally and in writing
• Physically fit and mentally healthy
• Proficient in quantitative and qualitative analysis
4

• Proficient in verbal reasoning
Lesson 2: Competencies of a Trainer and/or Assessor
Simple and Essential Skills
List are now the essential knowledge, skills and attitudes of Level I Trainer
Methodology (TM)
Simple abilities (or skills and experience everyone required for work):
• Lead Contact in the workplace

• Applying the ideals of math and science to academic training
• Implement environmental values and encourage conservation
• Using IT software as part of professional training
Relevant experience (or the basic competencies and knowledge needed in TM1):
• Sessions of training schedule
• Provide training workshops
• Oversee work-oriented training
• Execute skills evaluation
• Establish instruction facilities
Lesson 3: Skills Based Preparation (CBT)
CBT-Terminology
Before starting this courseware, the need to understand widely used terminologies is
important. Understanding those terminologies will help you to understand the next lessons easily.
1. Knowledge is the complete understanding of thoughts, events, tasks and activities

produced from practical or experience in the industry as well as structured instruction or study, e.g. r
ecollection, comprehension, analysis;
2. Skill is the ability to perform a task or job learned and practiced
The 3 dimensions of ability that characterize the aspect of success at work are.
I. Task Skills-perform a specific job task

II. Project Management Skills – Handle multiple activities to complete the whole job
Operation
III. Corrective action managerial skills – adjusting to challenges, anomalies and routine
breakdowns while carrying out the job
• Employment / Role Environmental SkillsCoping with the obligations and

demands of the work environment.
• Competency Level is industry-determined definition of skills.
5

required for successful performance of the work.
• Recognition of Prior Learning (RPL) is recognition of the skills, expertise, and

behaviors of a person acquired from life and work
experiences outside of approved training program.
• Qualification is a cluster of competence - based units which fulfill job roles and
are essential in the workplace.
* It also has three parts to it:

• Essential skills-skills and information that everyone wants for work.
• Popular skills-and knowledge required by people employed in a specific industry
• Core skills – basic skills and expertise required in a particular sector of the work /
industry / occupation / job position

Learning Insights
The most important I have learned in this lesson:
How will I use what I've learned in the future?
Does the lesson leave you with any questions?

Post Test
Direction:Test I. Multiple Choice Direction: Choose the letter and encircle the correct answer.
1. Skills and knowledge needed by people working in a particular industry

a. Common Competency
c. Basic Competency
d. Core Competency
2. Specific skills and knowledge needed in a particular area of work-industry
sector/occupation/job role
a. Core Competency
c. Basic Competency
d. Common Competency
3. Refers to the print and non-print instructional media used as guide in learning workplace
activities.
a. Competency Based Learning Materials
b. Basic, Common Core
c. Basic Competency learning Materials
d. Common Competency Learning Materials
4. Skills and knowledge that everyone needs for work
a. Core Competency
c. Trainer
d. Basic Competency
5. Refers to the acquired and practiced ability to carry out a task or job
a. Complete training
b. Competency
c. Skill
d. Task skills
6. The application of knowledge, skills and attitude required to complete work activities to the
standard .
Expected in the workplace
a. Competency
b. Assesse
c. Trainer
d. TVET
. 7. Undertaking a specific workplace task.
a. Task skills
b. Assessment
c .TVI
d. Technology
8. Managing a number of different tasks to complete the entire work activity.
a. Assesse
b. Assessment
c. Task Management Skills
d. Technical Skills
8

9. Responding to problems, irregularities and breakdown in routine when undertaking the work
activity.
a. Task Management Skills
c. Contingency Management Skills
d. Technology Skills
10. Dealing with the responsibilities and expectations of the work environment when undertaking
a work
Activity.
a. Job/role Environment Skills
c. Training plan
d. Training Job Order
11. Are industry-determined specification of competencies required for effective work
performance?
a. Assessor
b. assessment Trainer
c. Training order
d. Competency Standard
12. Is the acknowledgement of an individual’s skills, knowledge and attitudes gained from life
and work Experiences outside registered training programs .
a. Competency Standard
b. Recognition Prior Learning (RPL)
c. Training order
d. TVET
13. Is cluster of units of competency that meets job roles and is significant in the workplace?
a. Qualification
b. Assessor
c. Trainer
d. Candidates
14. Is one of the six competencies to be mastered in Trainers Methodology I (TM I). But before we
focus on planning, let us have an overview of the whole training program.
a. Plan Training Session
b.Trainer
c.Assessor
d.TVET
15. Is a professional who enables a learner or a group of learners to develop competencies to
performing a particular trade or technical work?
a. TVI
b. Trainer
c. Plan Training Session
d. TVET Trainer
16. Is a person who enables group of learners to develop competencies toward performing a
Particular trade or technical work while an Assessor is an individual accredited and
authorized to evaluate or assess competencies of a candidate applying for certification or any
one of the purpose of assessment.
a. Assessor
b. Trainer
9

c. Coordinator
d. Trainees
17. Is at least NC II holder and who has achieved all the required units of competency identified
in the Trainers Methodology Level I (TM Level I) under the PTTQF? He is also a holder of
National TVET Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor;
a. On the Job Trainee
b. TVET Trainer
c. Assesse
d. Trainer Assessor
18. The abbreviation TVET stands for?
a. Technical Vocational Education and Training
b. Technology Vocational Education and Training
c. Technical vocational Educational and Training
d. Technology Vocational Educational Trainee
19 The abbreviation CBT stands for?
a. Constitutional Basic Training
b. Competency Based Training
c. Complete Basic Training
d. Complete Based Training
20. Is the cognitive representation of ideas, events, activities or tasks derived from practical or
Professional experience as well as from formal instruction or study, e.g. memory, understanding,
Analysis
a. Knowledge
b. Competency
c. Task Skills
d. T raining
10

CHAPTER 2
PREPARING SESSION PLANS
4. Understanding the Training Regulations

2.5 Understanding the Training
5. U n d e r s t anding Competency Based
6.Re gu l a ti o n s
UnTdheerstSanedsisnigonCPo
2.6Curriculum
mlapnetency Based Curriculum
Learning Outcomes
LO1. Identify parts of a session plan.

LO2. Derive learning outcomes using Competency Standard (CS) and Module of
Instruction (MOI).
LO3. Determine guidelines in organizing learning content.
LO4. Distinguish training method and approaches according to learning activities,
purpose, learning style, and practice-based learning.
LO5. Organize learning activities using Present-Practice-Feedback and Nine Events of
Instruction.
LO6. Identify formative and summative assessment methods or tools.
LO7. Enumerate steps in preparing session plan.
LO8. Prepare an effective session plan.
LO9. Describe Competency-Based Learning Materials.
LO10. Identify advantage of using Competency-Based Learning Materials.
11

Pre-Test
Direction: Read the statement carefully then write your answer on the space provided before
the number and check the box under each question.
1. Is a framework or guide for the subsequent detailed development of

competencies associated methodologies, training and assessment resources.
a. Plan training Session
b. Competency Based Curriculum
c. National TVET Trainers
d. Curriculum guide
2. Is based on competency standards set by the industry or recognized industry
sector. Learning system is Driven by competencies written to the industry
standards.
a. Session Plan
c. Course design
d. Syllabus
3. Refers to the name of the program to be offered. It is usually derived from the
qualification title of the training regulations or it takes the qualification title of the
training regulations if the program is designed to cover the entire qualification2.
a. Course Title
c. Course design
d. Syllabus
4. Is a course matrix, and includes details on module title, learning outcomes and
nominal hours per unit of competency.
a. Module Title
b. Course Structure
c. Course design
d. Unit of Competency
5. Are the set of knowledge, skills and/or competencies an individual has acquire
and/or is able to demonstrate after completion of a learning process – formal, non
formal or informal.
a. Learning Out comes
b. Course Structure
c. Course design
6. Refers to the minimum and “must” qualifications of a trainee to a training
program that will ensure effective and efficient training.
a. Course Description
b. Course Structure
c. Entry requirement
7. Is the name of the module derived from the unit of competency?
a. Module Title
b. Nominal Duration
12

8. Refers to the estimated training period usually expressed in hours wherein the
learner is expected to complete a particular training module of program
a. Module Title
b. Nominal Duration
d. Nominal Hours
9. Refers to the ways of collecting evidence and when evidence should be
collected
a. Resource
b. Nominal Duration
c. Assessment Method
d. Self-Assessment Guide
10. Refers to the identified minimum experience and competencies the trainer for
the course must possess.
a. Trainers Qualification
b. Nominal Duration
11. Refers to the classroom teaching methodologies that can be applied for the
entire module instruction
b. Nominal Duration
d. Course Delivery
12. Is the description of training requirements for every unit of competency? A unit
of competency can make one or more modules of training. This part of the CBC is
used as point of reference in preparing session plan.
a. Module Descriptors
b. Nominal Duration
c. Module Instruction
d. Course Delivery
13. Outcomes refer to the consolidated statements of desired end result to be
attained after each session.
b. Nominal Duration
c. Summary of Learning
d. Course Delivery
14. Is the standards used to guide learning and to assess learner achievement?
and/or to evaluate and Certify competence
a. Assessment Criteria
b. Nominal Duration
d. Course Delivery
15. Are the topics and activities which make up what is learned by an individual?
or group of learners during a learning process
b. Nominal Duration
c. Contents
d. Course Delivery
13

16. Outlines situation and context under which learners will be assessed.
b. Nominal Duration
c. Conditions
d. Course Delivery
17. Refer to the list of methods to be used in a particular session
a. Methodologies
b. Nominal Duration
c. Training
d. Assessment methods
18. Refers to the technique/s used to gather different types of evidences.
b. Nominal Duration
c. Assessment Methods
d. Course Delivery
19. Identifies the industry where the job is classified (e.g. Information and
Communication Technology).
a. Industry Sector
b. Nominal Duration
c. Qualification
d. Course Delivery
20. Is the overall planning document for the assessment process and includes a
range of information to Guide trainer on the method of assessment to use and its
scope.
a. Industry Sector
b. Nominal Duration
c. Assessment Plan
d. Course Delivery
14

Lesson Proper
Introduction
Now that you have established the training gap of the learner, you are now ready to prepare
the session plan. In preparing session plan, it is essential to understand the structure of Training
Regulation.
Training Regulations contains the prescribed minimum program standards. It is developed by

experts and practitioners from public or private sector (or called as Experts Panel) and is
promulgated by the TESDA Board after national validation
Training Regulation (TR) is a TESDA promulgated document that serves as basis for which the
competency-based curriculum, instructional materials and competency assessment tools are
developed. This document represents specific qualification. How the competencies in this
qualification can be gained, assessed and be given recognition is detailed in this promulgated
document.
All training institution who wants to offer TVET program are required to register under Unified
TVET Program Registration and Accreditation System (UTPRAS) either With Training Regulation
(WTR) or No Training Regulation (NTR) to adhere in competency-based training requirements.
With Training Regulation (WTR) is described as programs that have appropriate promulgated
Training Regulations; examples of WTR program are Computer System Servicing, Food and
Beverage Service to name some. No Training Regulations (NTR) refers to the programs that include
skills which are not covered yet by any promulgated Training Regulations; example of NTR program
is those of interior designing
It has four sections:
Section 1 – Definition of Qualification refers to the group of competencies that

describes the different functions of the qualification. It enumerates the job titles of workers who
are qualified.
Section 2 - Competency Standards (CS) gives the specifications of competencies

required for effective work performance.
Section 3 - Training Standard (TS) contains information and requirements in designing

training program for certain Qualification. In includes curriculum design, training
delivery; trainee entry requirements; tools equipment and materials; training
facilities; trainer’s qualification and institutional assessment.
Section 4 – National Assessment & Certification Arrangement describes the policies

governing assessment and certification procedure.
15

Lesson 1: Understanding the Training Regulations
Competency Standards
Competency Standard (CS), as used in TESDA, is industry-determined specification of

competencies required for effective work performance. They are expressed as outcomes and they
focus on work place activity rather than training or personal attributes and capture the ability to apply
skills in new situations and changing work organization1. Refer to Section 2 of Training Regulations.
Defined below are the components of CS:
1. Unit of Competency (or Unit Title) is a component of the competency standards stating a
specific key function or role in a particular job or occupation; it is the smallest component of
achievement that can be assessed and certified under the PTQF.
2. Unit Descriptor outlines what is done in the workplace. It clarifies scope and intent of unit.
3. Elements are the building blocks of a unit of competency. They describe, in outcome terms,
the functions that a person performs in the workplace.
4. Performance Criteria are evaluative statements that specify what is to be assessed and the
required level of performance.
5. Required Knowledge (formerly known as Underpinning Knowledge) refers to the

competency that involves in applying knowledge to perform work activities. It includes specific
knowledge that is essential to the performance of the competency.
6. Required Skills (formerly known as Underpinning Skills) refers to the list of the skills
needed to achieve the elements and performance criteria in the unit of competency. It includes
generic and industry specific skills.
7. Range of Variables describes the circumstances or context in which the work is to be

performed.
8. Evidence Guide is a component of the unit of competency that defines or identifies the
evidences required to determine the competence of the individual. It provides information on:
8.1. Critical Aspects of Competency refers to the evidence that is essential for successful
performance of the unit of competency.
8.2. Resource Implications refers to the resources needed for the successful performance
of the work activity described in the unit of competency. It includes work environment and
conditions, materials, tools and equipment.
16

8.3. Assessment Method refers to the ways of collecting evidence and when evidence
should be collected.
8.4. Context of Assessment refers to the place where assessment is to be conducted or

carried out.
Lesson 2: Understanding Competency-Based Curriculum
Introduction
What is Competency-Based Curriculum (CBC)?

A competency-based curriculum is a framework or guide for the subsequent detailed development of
competencies, associated methodologies, training and assessment resources.
The CBC specifies the outcomes which are consistent with the requirements of the workplace as
agreed through the industry or community consultations.
CBC can be developed immediately when competency standards exist.
When competency standards do not exist, curriculum developers need to clearly define the learning
outcomes to be attained. The standard of performance required must be appropriate to industry and
occupational needs through the industry/enterprise or specified client group consultations.
Understanding the Course Design
Competency-Based Curriculum consists of Course Design and Module of Instruction. Course

Design serves as the blueprint and sets the structure in delivering the training program, while Module
of Instruction serves as the course outline, and is derived from the course design, and contains
detailed information on what and how to teach each unit of competency.
Course Design is based on competency standards set by the industry or recognized industry sector.
Learning system is driven by competencies written to the industry standards.
The first page includes the following:

1. Course Title refers to the name of the program to be offered. It is usually derived from the
qualification title of the training regulations or it takes the qualification title of the training
regulations if the program is designed to cover the entire qualification.
2. Nominal Duration refers to the estimated training period usually expressed in hours
wherein the learner is expected to complete the whole training program.
3. Course Description refers to the brief statement of scope, coverage and delimitation of
the course.
4. Entry Requirements refers to the minimum and “must” qualifications of a trainee to a
training program that will ensure effective and efficient training.
The following are listed on its next page:

1. Course Structure is a course matrix, and includes details on module title, learning
outcomes and nominal hours per unit of competency.
2. Unit of Competency is a component of the competency standard stating a specific key
function or role in a particular job or occupation serving as a basis for training an individual
to gain specific knowledge, skills and attitude needed to satisfy the special demands or
requirements of a particular situation.
17

3. Module Title is the name of the module derived from the unit of competency.
4. Learning Outcomes are the set of knowledge, skills and/or competencies an individual
has acquired and/or is able to demonstrate after completion of a learning process – formal,
non-formal or informal.
5. Nominal Hours refers to the estimated training period usually expressed in hours wherein
the learner is expected to complete a particular training module of program 2.
The following are listed on its next page:

1. Resource is the part where recommended tools, equipment and materials to be used are
listed.
2. Assessment Methods refers to the ways of collecting evidence and when evidence should be
collected.
3. Course Delivery refers to the classroom teaching methodologies that can be applied for the
entire module instruction.
4. Trainer’s Qualification refers to the identified minimum experience and competencies the
trainer for the course must possess.
Module of Instruction
Module of Instruction is the description of training requirements for every unit of competency.
A unit of competency can make one or more modules of training. This part of the CBC is used as
point of reference in preparing session plan.
The document consists of the following:

1. Unit Title is a learning outcome statement which describes the area of competency
related to the content of work. (e.g. Maintain Computer Systems)
2. Module Title describes the outcome of unit of competency. Gerund is used as subject.
(e.g. Maintaining Computer Systems)
3. Module Descriptor refers to the brief statement of scope, coverage and delimitation of
the module.
4. Nominal Duration refers to the estimated training period wherein the learner is
expected to complete a particular training module of program 1. (Procedures Manual on
Program Registration)
5. Summary of Learning Outcomes refers to the consolidated statements of desired end
result to be attained after each session.
The succeeding pages of Module of Instruction are the following:

1. Assessment Criteria is the standards used to guide learning and to assess learner
achievement and/or to evaluate and certify competence.
2. Contents are the topics and activities which make up what is learned by an individual or group
of learners during a learning process.
3. Condition outlines situation and context under which learners will be assessed.
4. Methodologies refer to the list of methods to be used in a particular session.
5. Assessment Method refers to the technique/s used to gather different types of evidences.
18

Learning Insights
19

Post Test
Direction: Read the statement carefully then write your answer on the space provided before the
number and check the box under each question.
1. Refers to the technique/s used to gather different types of evidences.

b. Nominal Duration
c. Assessment Methods
d. Course Delivery
2. Identifies the industry where the job is classified (e.g. Information and
a. Industry Sector
b. Nominal Duration
c. Qualification
d. Course Delivery
3. Is the overall planning document for the assessment process and includes a
range of information to Guide trainer on the method of assessment to use and its
scope.
a. Industry Sector
b. Nominal Duration
c. Assessment Plan
d. Course Delivery
4. Refers to the estimated training period usually expressed in hours wherein the
learner is expected to complete a particular training module of program
a. Module Title
b. Nominal Duration
d. Nominal Hours
5. Refers to the ways of collecting evidence and when evidence should be collected
a. Resource
b. Nominal Duration
6. Refers to the identified minimum experience and competencies the trainer for
the course must possess.
b. Nominal Duration
7. Refers to the classroom teaching methodologies that can be applied for the
entire module instruction.
b. Nominal Duration
d. Course Delivery
20

8. Is the description of training requirements for every unit of competency, A unit of
competency can make one or more modules of training. This part of the CBC is
used as point of reference in preparing session plan.
b. Nominal Duration
c. Module Instruction
d. Course Delivery
9. Outcomes refers to the consolidated statements of desired end result to be
attained after each session.
b. Nominal Duration
d. Course Delivery
10. Are the standards used to guide learning and to assess learner achievement?
and/or to evaluate and Certify competence
b. Nominal Duration
d. Course Delivery
11. Are the topics and activities which make up what is learned by an individual or
group of learners during a learning process
b. Nominal Duration
c. Contents
d. Course Delivery
12. Outlines situation and context under which learners will be assessed.
b. Nominal Duration
c. Conditions
d. Course Delivery
13. Refer to the list of methods to be used in a particular session
a. Methodologies
b. Nominal Duration
c. Training
d. Assessment methods
14. Is a framework or guide for the subsequent detailed development of
competencies associated Methodologies, training and assessment resources.
a. Plan training Session
c. National TVET Trainers
d. Curriculum Guide
15. Is based on competency standards set by the industry or recognized industry

sector. Learning system is Driven by competencies written to the industry standard.
a. Session Plan
c. Course design
21

d. Syllabus
16. Refers to the name of the program to be offered. It is usually derived from the
qualification title of the training regulations or it takes the qualification title of the
training regulations if the program is designed to cover the entire qualification.
a. Course Title
c. Course design
d. Syllabus
17. Is a course matrix, and includes details on module title, learning outcomes and
a. Module Title
b. Course Structure
c. Course design
18. Are the set of knowledge, skills and/or competencies an individual has acquired
and/or is able to demonstrate after completion of a learning process – formal, non
formal or informal.
a. Learning Out comes
b. Course Structure
c. Course design
19. Refers to the minimum and “must” qualifications of a trainee to a training
program that will ensure effective and efficient training.
a. Course Description
b. Course Structure
20. Is the name of the module derived from the unit of competency?
a. Module Title
b. Nominal Duration
22

CHAPTER 3
PREPARING INSTRUCTIONAL MATERIALS
3. Introduction to Competency-Based Learning Materials (CBLM)

4. Preparing Competency-Based Learning Module
5. Preparing Assessment Instruments
6. Organizing Learning and Teaching Resources
7. Categorizing Areas of Competency-Based Training
Learning Outcomes
LO1. Identify parts of a session plan.

LO2. Derive learning outcomes using Competency Standard (CS) and Module of Instruction (MOI).
LO3. Determine guidelines in organizing learning content.
LO4. Distinguish training method and approaches according to learning activities, purpose, learning
style, and practice-based learning.
LO5. Organize learning activities using Present-Practice-Feedback and Nine Events of Instruction.
LO6. Identify formative and summative assessment methods or tools.
LO7. Enumerate steps in preparing session plan.
LO8. Prepare an effective session plan.
LO9. Describe Competency-Based Learning Materials.
LO10. Identify advantage of using Competency-Based Learning Materials.
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Pre-Test
1. Refers to both the instrument and the instructions for gathering and
interpreting evidence.
a. Evidence
b. Instruction
c. Diagnostic Assessment
d. Assessment Tool
2. This serves as basis in test construction.
a. Table of specification
b. Table of speculation
d. Assessment Tool
3. Refers to the state of being true or factual, and not based on trainer’s
preference.
a. Instruction
b. Evidence
d. Fairness
4. Allows a person to obtain recognition and credit for their knowledge and skills.
a. Recognition Prior Learning
b. Related assessment
d. Institutional Assessment
5. Is the final assessment of competence? Assessor makes the final judgment
when the trainee feels Confident to demonstrate his performance
a. Summative Assessment
6. Use to test acquired knowledge
a. Demonstration
b. Portfolio
d. Written Test
7. Use to collect evidences of competencies
a. Demonstration
b. Portfolio
d. Written Test
8. Use to verify evidence if not clearly demonstrated during performance test
a. Oral Questioning
b. Portfolio
d. Written Test
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9. Refers to both the instrument* and the instructions** for gathering and
interpreting evidence.
a. Assessment Tool
b. Portfolio
d. Written Test
10. Are the specific questions or activity developed from the selected assessment
method/s.
a. Portfolio
b. Instrument
d. Written Test
11. Are the information/instructions given to the candidate and/or the assessor regarding
the conditions? Under which the assessment should be conducted and recorded?
a. Portfolio
b. Instruction
d. Written Test
12. Are the information/instructions given to the candidate and/or the assessor regarding
the conditions? Under which the assessment should be conducted and recorded?
a. Portfolio
b. Instruction
d. Written Test
13. Is the information gathered that serves as proof of competency, and has two forms –
direct evidence
a. Evidence
b. Instruction
d. Written Test
14. Experts in behaviorism believe that ‘learning consists of strengthening of the
relationship between Stimulus and response’.
a. Thorndike
b. Thorndike, skinner, and Watson
c. Skinner
d. Watson
15. Includes instructional materials and methods used in introducing the content which
serves as the Stimulus
a. Presentation
b. Stimulus
c. Skinner
d. feed back
16. Includes list of instruction sheets and self-check tests used by the learner to enhance
one’s competence and serves as the response of the learner
a. Presentation
b. Stimulus
c. Practice
d. feed back
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17. Includes reference to the answer key, as well as the evaluation of trainee’s
performance which serves as the reinforcement.
a. Presentation
b. Stimulus
c. Practice
d. Feed back
18. Is an assessment undertaken by the institution for its students to determine
their achievement of the learning outcomes in the module of instructions in given unit
of competency or clusters of competencies?
a. Institutional Assessment
c. Assessment
d. Competency
19. Assists learning by providing feedback about students’ performance and progress.
a. Formative Assessment
c. Assessment
20. Type of formative assessment used to diagnose areas of weaknesses and strengths.
It is used to Identify learner’s gap in knowledge.
26

Lesson Proper
Introduction
An organized training session is the key to meaningful learning; thus, a prepared session plan is
needed to make every lesson a success. Each session plan is derived on Competency-Based
Curriculum, and anchored on Competency Standard to ensure that the training provided is world-
class, high-quality skills education.
Listed below are the guides questions that we need to address at the end of the lesson:
• What are the elements or parts of a session plan?
• How to derive learning outcomes from MOI & CS?
• How to organize learning content?
• How to select appropriate training method according to learning activities? Purpose? Learning
styles? Practice-Based Learning?
• How do we transfer knowledge and skills?
• What learning activities are recommended in skills acquisition?
• What evidences will we use in assessment?
Grab your pen as we study the most important module in this competency. We assure that it will
empower you to prepare an effective session plan that efficiently addresses training gap.
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The Session Plan
Elements of a Session Plan
Session Plan, same as Training Plan or Lesson Plan, is a written document prepared by the trainer
that shows logical order of activities that he wants to happen in a training session.
It gives trainer and his learners an overview on where they are and where they are going. It serves as
record of training sessions and as a starting point for additional training. It is also extremely helpful for
a trainer who takes over another session.
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1. Industry Sector identifies the industry where the job is classified (e.g. Information and
2. Qualification Title and Level

a. Qualification Title refers to the name of the formal certification or recognition.
b. Qualification Level refers to the category of skills and knowledge required to do a job.
3. Unit of Competency is a component of the competency standards stating a specific key

function or role in a particular job or occupation; it is the smallest component of achievement that
can be assessed and certified under the PTQF.
4. Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g.
Maintaining Computer Systems)
5. Learning Outcomes are the set of knowledge, skills and/or competencies an individual has
acquired and/or is able to demonstrate after completion of a learning process – formal, non-formal
or informal. Each learning outcomes has its own set of learning activities.
6. Introduction contains information meant to motivate, and orient the student on the objective
and what will be expected of them. It also includes the correlation of the current lesson to the
previous session, and its relevance to the training program.
7. Learning Activities is used to support learning. It conveys content, create meaning, and
support development and transfer of skills/knowledge through practice and experience 3.
a. Learning Content refers to the topics and activities which make up what is learned by
an individual or group of learners during a learning process.
b. Teaching Methodology refers to the list of methods to be used in a particular learning
content.
c. Presentation shows instructional materials and or methods to be used in introducing
the content.
d. Practice shows instruction sheets and self-check test to be used by the learner in
applying and concretizing learning.
e. Feedback includes evaluation of performance and reference to the answer key.
f. Resources includes list of tools, materials and equipment to be used per learning
content.
g. Time refers to the estimated minimum training period usually expressed in hours
wherein the learner is expected to complete a particular learning activity.
2. Assessment Plan is the overall planning document for the assessment process and includes a
range of information to guide trainer on the method of assessment to use and its scope.
3. Teacher’s Reflection is the part where the trainer documents or records what has occurred during
training and includes notes on sufficiency of learning content, training method, instructional material
and evaluation methodology to improve session plan. It may also consist of observed skills
performed outstandingly, learners’ feedback while using Competency-Based Learning Materials
(CBLM), and teacher’s feedback regarding results of evaluation.
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The Session Plan
Derive Learning Outcome
Learning Outcome is the set of knowledge, skills and/or competencies an individual has acquire
and/or is able to demonstrate after completion of a learning process, either formal, non-formal or
informal
Where do we get these learning outcomes? The learning outcomes are lifted from the Module of
Instruction, derived from the Course Design, which are all anchored from the Competency Standards.
As a whole, we could infer that each unit of competency has numerous learning outcomes, and every
outcome has its own learning activities.
Determine and Organize Learning Content
Learning Content refers to the topics and activities which make up what is learned by an individual
or group of learners during a learning process.
Listed are guidelines in determining and organizing Course Content:
• Review Competency-Based Curriculum and determine essential topics and activities.

• Review required knowledge or skills and range of variables from the Competency Standards.
• List the content or topics gathered from CBC and CS. Include additional topics if necessary.
• Organize the content. This will help learners store information in their long-term memory.
Sort content or topics according to:

o simple to complex task
o known to unknown
o whole to part and back to whole
o concrete to abstract
o particular to general
o observations to reasoning
o point to point in logical order (or in sequential order)
Sorting the content will help learners store information in their long-term memory. It needs to be in
manageable chunks to let the learner process new information easily. It also needs to be progressive
leading down to a learning pathway. It is also important to link information so that learners could
understand the big picture together with its specific parts
Identify Appropriate Training Methodology and Techniques
It is essential to identify appropriate training methodology after determining the learning outcome and
content.
Training Methodology refers to how subject matter is going to be dealt with in a broad sense (e.g.
lecture, group discussion, role play, demonstration, etc.), while Techniques are the variation of the
method (e.g. under Small Group Discussion (SGDs), the methods could be fish bowl, brainstorming,
plenary, etc.)
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To select appropriate teaching method, a trainer should consider the following:
• learning outcomes is the primary basis for selection

• nature of the subject and types of performance specified
• needs, interests, abilities and level of maturity of the learner
• available time and resources
• capacity of the trainer
A trainer knows well that a single method will not be sufficient to make each adult learning session
successful. A skillful teacher must use various methods and techniques necessary to hold the
attention of adult learners to improve their learning efficiency.
Listed below are training methods according to learning activities, purpose, learning styles, and
practice-based learning:
According to Learning Activities

Learning Activities Methods & Techniques
Individual self-assessment, hands-on experience, self-paced hand-out or
modules
Group Activities simulation, role play, games, small group discussion (no more than 7
participants), brainstorming, buzz group (2-3 participants), debate,
group dynamics, group reporting, focus group discussion
Either Individual or Group case study, projects, demonstration, laboratory work, direct
Activities observation
According to Purpose:
Purpose Methods & Techniques
To give information and lectures, readings, written and oral instruction
knowledge
To give examples, To show demonstrations, slides, pictures, video, film, case study, discussion
task & attitudes
To enhance skills, To provide role play, return demonstration, supervised practice, writeshop
practice
According to Learning Styles:

Learning Style Methods & Techniques
Visual Learns by seeing the picture pages, film viewing, lecture packed with flowcharts, diagrams,
big picture pictures or graphs
Auditory Learns by listening read notes aloud, discussion pairs or groups, question and answer,
recorded lectures and stories
Read/Write Learns by lecture packed with list, glossaries and its definitions, learning activity
31

seeing words and lists that requires transcribing diagrams or pictures into writing
lecture, analogies, statistics, group activities, hands-on experience, note taking, write shop
stories Learns by doing
Pragmatist Putting theory laboratory work, case study, field work, problem solving
into practice
Activist Having an assimilation, role playing, small group discussion, problem solving,
experience brainstorming, puzzle competition
Reflector Reflecting on it time out, observing activities, paired discussion, feedback from
others, coaching, interviews
TheoristDrawing out own lecture, analogies, statistics, stories
conclusion
According to Practice-Based Learning:

Practice-Based Learning Methods & Techniques
On-the Job Training job instruction training, job rotation, apprenticeship, coaching,
internship
Off-the Job Training active lecture, laboratory training, role playing, case study, simulation
Recommendation in choosing appropriate training method:
Listed are methods in teaching CBT skills and competencies:2
• Most useful for acquisition of declarative knowledge

o reading
o lecture/talks
o modeling
• Most effective in enhancing procedural skills

o enactive learning like role-play, self-experiential work
o modeling
o reflective practice
• Helpful in improving reflective capability and interpersonal skills

o self-experiential work
o reflective practice
Presentation-Practice-Feedback: Ensure Student-Centered Learning Activities
The Presentation-Practice-Feedback part of the session plan ensures active learning. Active-learner
centered approach is one of the niches of CBT. This is influenced by the principles of learning
theories – Behaviorism, Cognitivist and Constructivism.
Experts in behaviorism - Thorndike, Skinner and Watson - believe that ‘learning consists of
strengthening of the relationship between stimulus and response’. Stimulus evokes and rouses a
specific reaction under the control of the trainer. Response is the reaction of the trainee to the
stimulus.
32

To apply this theory, the trainer presents or demonstrates a certain skill that serves as a stimulus.
Then the trainee, in response to the stimulus, will strengthen the connection through practice. Lastly,
the trainer will give either positive or negative reinforcement. Trainer can give positive feedback to
retain or increase frequency of behavior, and negative feedback to weaken and correct the behavior.
Remember, most of the activities are skills-based, and this mechanism can be applied to enhance
learners’ competencies.
Presentation includes instructional materials and methods used in introducing the content which
serves as the stimulus, Practice includes list of instruction sheets and self-check tests used by the
learner to enhance one’s competence and serves as the response of the learner,
while Feedback includes reference to the answer key, as well as the evaluation of trainee’s
performance which serves as the reinforcement.
Organizing these learning activities is also made easy with the use of Nine Events of
Instructions (Gagne).
Nine Events of Instructions The goal of teaching is to transfer knowledge, skills and attitude. We
are also teaching them how to learn, and not how to know. Take note that the transfer of information
is in a sequential manner, and can be done best using Gagne’s Nine Events of Instruction.
Gagne proposed “an instructional design that follows systematic approach”. Use these learning
events to produce engaging and meaningful instruction
The following are the nine steps:
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Plan the Assessment
Assessment is employed as means of collecting evidences that would help determine the individual’s
achievement of competencies required in the workplace or training needs to develop the
competencies required in the workplace.
Institutional Assessment is an assessment undertaken by the institution for its students to

determine their achievement of the learning outcomes in the module of instructions in given unit of
competency or clusters of competencies.
Forms of Assessment are
• Formative Assessment assists learning by providing feedback about students’ performance

and progress. This non-graded type of assessment keeps its record in the Progress Chart.
o Diagnostic Assessment is a type of formative assessment used to diagnose areas of

weaknesses and strengths. It is used to identify learner’s gap in knowledge.
o Recognition of Prior Learning (RPL) allows a person to obtain recognition and credit for
their knowledge and skills. This can include previous and or current competencies acquired
based on their work or life experiences.
• Summative Assessment is the final assessment of competence. Assessor makes the final
judgement when the trainee feels confident to demonstrate his performance. He records the
performance using the Achievement Chart.
These forms of assessment will make use of different assessment methods. Given are different
assessment methods with its evidence gathering tool:
Assessment Methods Type Evidence Gathering

Tool
(lifted from CBT Primer)
Written Test use to test acquired supply short answer, restricted essay, Self-Check/Model
knowledge extended essay, multiple choice, Answer, Short test
matching, completion, identification, questions
alternate answer, true-false
Demonstration use to assess checklist, rating scales, research task, Rating Sheet for
particular skill assignment Demonstration with
Oral Questioning
Portfolio use to collect evidences evidence from supervisors, colleagues Performance Criteria
of competencies and clients, qualification, supervisor Checklist
reports
Oral Questioning use to verify Interview, group assessment Rating Sheet for
evidence if not clearly Demonstration with
demonstrated during performance Oral Questioning
test
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Assessment method/s describes the approach that is used for collecting evidence required to prove
the competence of an individual while Evidence Gathering Tool or Assessment Tool refers to both
the instrument* and the instructions** for gathering and interpreting evidence.
*Instruments are the specific questions or activity developed from the selected assessment
method/s.
**Instructions are the information/instructions given to the candidate and/or the assessor regarding
the conditions under which the assessment should be conducted and recorded.
The Session Plan
Prepare the Session Plan
Summary in Preparing Session Plan

1. Prepare the following before writing a session plan:
• Summary of Trainees’ Needs
• Session Plan Template

2. Write the Learning Outcome
• Derive Learning Outcome from Module of Instruction

3. Determine and Organize Learning Content per Learning Outcome
• Derive learning content from Module of Instruction & Competency Standard
• List the required skills and knowledge and organize the content
4. Choose appropriate Training Methodology and Techniques
• Identify basis in selecting appropriate teaching methods and techniques
• Determine training methods according to either learning activities, purpose, learning styles
or practice-based learning
• Determine activities for Present-Practice-Feedback. Organize the learning activities with
the use of Gagne’s Nine Events of Instruction.
• identifying various assessment methods to complete assessment plan.
• Review the written session plan
Introduction to Competency-Based Learning Materials (CBLM)
Competency-Based Learning Materials (CBLM) refers to the print and non-print instructional
media which are used as guide in learning workplace activities.
These are tools used to support learning activities. Examples include: workplace practice,
worksheets, workbooks, prepared case studies, prepared task sheets, prepared topic/unit/subject
information sheets, prepared role-plays, prepared presentations and overheads, prepared scenarios,
projects, assignments, materials sourced from the workplace, e.g. workplace documentation,
operating procedures, specifications and prepared research tasks.
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These learning materials are used to make the task of a teacher possible - to make abstract ideas
concrete, teachable and understandable. This makes the media and materials a genuine tool in
making the independent learning process possible.
Preparing Assessment Instruments
Introduction
Developing assessment instruments follows after we prepare the learning materials. These
assessment instruments are important for both trainer and trainees. It is the tool used to verify
trainees’ competency and this is what we use to gauge effectiveness of our session plan and learning
materials.
In this lesson, we will focus not only on familiarizing template but more importantly on preparing
them.
Lesson 1: Preparing Assessment Instruments
Preparing Evidence Plan
In developing evidence plan, we need to identify the evidence to gather. Evidence is the information
gathered that serves as proof of competency, and has two forms – direct evidence (observed or
witnessed by the assessor) and indirect evidence (reviewed or examined by the assessor). It must be
valid, sufficient, current and authentic.
These evidences must be the scope in preparing the evidence plan. Evidence Plan is a document
checklist that identifies evidence requirements and assessment methods to be used. It is a guide for
the assessor to make sure that the appropriate method of assessment will be executed and will
produce all the needed evidence in assessing the candidate.
Procedure in preparing Evidence Plan:
1. Review Assessment Criteria in Module of Instruction.
2. List down all evidence requirements taking note of the following:
• All critical aspects of competencies included
• Evidence Requirement for Four (4) Dimensions of Competency
• Required Knowledge and Skills
3. Obtain the template
4. Write the evidence requirements on the first column.
5. Identify evidence gathering methods to use and place it in designated columns.
6. Place a check mark to specify what assessment method to use for each evidence requirements.
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To Establish corroboration of evidence; use at least two methods per criteria.
7. Review the output or consult other experts.

Preparing Evidence Gathering Tool
Evidence Gathering Tool or Assessment Tool refers to both the instrument and the instructions for
gathering and interpreting evidence.
Examples of evidence gathering tool are written test, questioning tool and performance test that
will be further discussed in this lesson
Preparing Table of Specification
“Hinuhulaan lang naman ng titser natin ang exam natin” (Our teacher is just guessing the content
of the exam), or “Hindi naman natin napag-aralan yan, bakit kasama sa exam?” (We haven’t studied
that topic, why is it included in the exam?) are some of the rants of students before and after taking
the exam. One strategy a teacher can use to rule out student’s doubt, increase consistency (reliability)
of exam and make accurate (valid) measurement is by preparing a table of specification.
Table of Specification (TOS), also called test blueprint, is an instrument used to align objectives,
instruction and assessment1. This serve as basis in test construction.
It has six (6) major elements intended to develop TOS for a comprehensive examination, which
includes2:
• Balance among goals selected for examination
• Balance among levels of learning
• The test format
• The total number of items
• The number of items for each goal and level of learning
• The enabling skills to be selected from each goal framework
Procedure in preparing Table of Specification for a UNIT TEST
1. Obtain and review evidence plan to determine what evidence gathering tool to use.
2. Review Assessment Criteria in Module of Instruction.
3. Obtain the template.
Lesson Nominal % of Number of Lower Higher

Objectives/ Duration class Test Items LevelsRecall/ LevelsApplication/
Learning (hrs) time for Comprehension Evaluation/ Synthesis
Outcomes the LO
37

4. Write the Learning Outcomes on the first column, and the Nominal Hours on the second column.
Lesson Objectives/ Nominal % of Number Lower Higher

Learning Outcomes Duration class of Test LevelsRecall/ LevelsApplication/
(hrs) time for Items Comprehension Evaluation/ Synthesis
the LO
LO1. Identify
Learner's Training
Requirements
LO2. Prepare
Session Plan
LO3. Prepare
Instructional
Materials
LO4. Prepare
Assessment
Instruments
(Institutional)
LO5. Organize
Learning and
Teaching
Resources
5. Compute for the percentage of class time per Learning Outcome by dividing Nominal Hours with
Nominal Duration, then multiply it to 100.
For example:
To get the percentage of class time of LO1, divide 4.5 Nominal Hours to 40 hrs. Nominal Duration (or
total number of Nominal Hours).
4.5 / 40 = 0.1125
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Then multiply it to 100 to get its percentage.
0.1125 * 100 = 11.25%
Lesson Objectives/ Nominal % of class Number Lower Higher

Learning Duration time for of Test LevelsRecall/ LevelsApplication/
Outcomes (hrs) the LO Items Comprehension Evaluation/ Synthesis
LO1. Identify 4.5 11.25%
Learner's Training
Requirements
LO2. Prepare 13 32.50%
Session Plan
Instructional
Materials
Assessment
Instruments
(Institutional)
LO5. Organize 4.5 11.25%
Learning and
Teaching
Resources
1. Compute for the number test items by multiplying the desired/total number of test item by
percentage of class time.
For example:
To get the number of test items for LO1, multiply 50 (or total number of test items) to 11.25%
(percentage of class time).
50 * 11.25% = 5.625
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To compute manually, multiply 50 by 11.25 then divide it by 100.
50 * 11.25 = 562.5 / 100 = 5.625
Lesson Objectives/ Nominal % of class Number Lower Higher

Learning Duration time for of Test LevelsRecall/ LevelsApplication/
Outcomes (hrs) the LO Items Comprehension Evaluation/ Synthesis
LO1. Identify 4.5 11.25% 5.625
Learner's Training
Requirements
LO2. Prepare 13 32.50% 16.25
Session Plan
LO3. Prepare 10 25.00% 12.5
Instructional
Materials
LO4. Prepare 8 20.00% 10
Assessment
Instruments
(Institutional)
LO5. Organize 4.5 11.25% 5.625
Learning and
Teaching
Resources
1. To determine the number of questions for each level of learning (lower/higher), refer to the
behavioral verb at the start of each Learning Outcomes and put the rounded up number of test items
in the specified column. Use Bloom’s Taxonomy of Educational Outcomes as reference.
Below are examples of Bloom’s Taxonomy of Educational Objectives:
Recall Comprehension Application Synthesis Evaluation

Define Distinguish Estimate Change Compute Categorize Compose Compare
Describe Explain Generalize Demonstrate Create Devise Conclude
Identify Label Infer Paraphrase Discover Modify Design Explain Explain Justify
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List Match Predict Rewrite Operate Prepare Generate Modify Interpret
Name Outline Summarize Produce Show Rearrange Relate Relate Support
Select State Solve Reorganize
Reconstruct
Number of items for Written Test, and even Questioning Tool and Performance Test, will be based on
the Table of Specification. Using Table of Specification guarantees that all aspect will be covered by
the test, as it increases the validity and reliability of the test.
Lesson 1: Preparing Assessment Instruments
Preparing Written Test
Written Test refers to the print or non-print evidence gathering tool used to measure trainees’
knowledge, skill and attitude. True or false, multiple choice, matching exercise, completion items, and
essay exam are examples of types of test.
Characteristics to consider in developing good test:

1. Validity refers to how well a test measures what it is purported to measure1. The test should
match the assessment criteria written in module of instruction.
2. Reliability refers to the degree to which an assessment tool produces stable and consistent
results1.
3. Fairness refers to the state of being true or factual, and not based on trainer’s preference.
Procedure in preparing written test:
1. Planning for the test:
• Outline the content and identify the learning outcome
• Review Competency Standard & Evidence Plan
• Prepare the table of specification
• Choose appropriate type of test (e.g. multiple choice, true or false, matching items etc.)
2. Preparing the test:
• Choose the items to be included according to the table of specification
• Construct the items based on the rules for the type/s chosen.
• Arrange the grouping and sequence of items
• Write the direction for the test and decide on the method of scoring
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3. Analyzing and revising the test:
• Perform test analysis to determine difficulty, discrimination and reliability Retain or discard
items based on the analysis outcomes.
Preparing Performance Test
Aside from the written test, a trainer can also use Performance Test to effectively measure the most
critical aspect of each learning outcomes. In CBT, performance test or demonstration is a standard
test to determine competence.
Performance Test is an evidence gathering tool used to assess trainee’s skills based on authentic
tasks. The actual performance of competency is the primary source of evidence a trainer needs to
gather to certify that the trainee has acquired the target technical skills. This type of test is used in
demonstration and on-the-job observation.
To collect such evidence, listed below are the guidelines in preparing Performance Test:
• Keep the general instruction detailed yet concise. It should contain the standard expected and
the allotted time for the performance to be done
• Work performance, written as Specific Instruction, must be evident and measurable
• List the complete and exact available equipment, supplies, materials and tools
• Note that Performance Criteria Checklist will be used after each performance test as an
assessment tool
Performance test enables the trainer to assess the procedure (or sequence of steps), the trainee’s
level of competency and the outcome based on standards.
Preparing Interview Questions
Questioning Tool is essential in expounding competencies not evidently demonstrated in written and
performance test. It is used in probing the breathe and depth trainees’ answers to ensure validity and
reliability of assessment result.
Guidelines in Preparing Interview Questions:
• Questions can be derived from the following:

o Dimensions of competency such as task, task management, contingency management
and job or role and environment management skills
o Vocational or technical knowledge
o Workplace procedure and regulations
o Safety requirements
• Keep the question brief, structured, and focused on one key concept
• Use language at the suitable level of the candidate
• Use open-ended probing questions to clarify, confirm or supplement evidence by asking
questions “what would you do if...”, “what if you were using... instead of..?” or “how do you...?”
rather than closed-ended questions
• Write a list of responses to ensure reliability of assessment.
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Categorizing Areas of Competency-Based Training
Areas in Competency-Based Training Facility must be organized. This planned workshop layout
makes learning activities systematize that will enable process of information easier than expected.
Categorizing Areas of Competency-Based Training
An organized workshop layout reflects how well-prepared a trainer is. He should ensure that the
workshop area is safe, well-sequenced and accessible for both him and trainee. Each area should
allow individualized, self-paced learning and permit the learner to enter and exit programs at different
times and levels.
Having a good workshop lay-out will enable the trainer to facilitate training sessions well. It only
means that competency-based training environment differs from the traditional one. In a traditional
set-up, teacher is positioned in front of the class, whereas in CBT, the trainer walks and observes
everyone.
Nine (9) areas in a competency-based training facility are the following:
1. Practical Work Area is an area where trainees rehearse specific skill. It is sectioned into
workstations that are arranged according to hierarchy of competencies.
2. Learning Resource Area is an area where trainees do their self-paced learning. It is where
learning materials - print or soft-copies - can be found. Projects can also be done in this area.
3. Institutional Assessment Area is an area where trainer assess trainees’ knowledge – either by
Recognition of Prior Learning, or upon gaining competency from the module/s given. Skills
assessment is done at the Practical Work Area. Note: Institutional Assessment Area and Practical
Work Area can be adjacent room so they can be merged depending on the layout of the room.
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4. Contextual Learning Laboratory is an area where lecture-discussion is done. This is where
learner would stay to study basic and common competency in the context of their qualification.
5. Quality Control Area is an area where metrology, calibration and in-process quality control are
being held.
6. 6. Trainers Resource Center is an area where trainer’s resources materials are kept. It is also
a place where trainer generates training materials.
7. Distance Learning is an area where trainees can access modules aside from the usual print
and non-print media. Example is studying the learning module by accessing TESDA website.
8. Computer Laboratory is an area where trainees are given chance to develop their IT
competencies, as recommended in CBC. Example of IT competency is the use of Microsoft Office
Application.
9. Support Service Area is an area that offers value-adding competencies to address required
skills.
Guidelines in Organizing CBT Training Facility:
• Equipment’s or machines should be installed by work station considering the unit of

competencies and movement of the trainees
• Trainer or Assessor Qualification and National Certificates of trainer, and shop layout shall be
posted inside the workshop area
• Labels, signage and posters like 5S, safety reminders, forms and schedules should observe
uniform size and color and should be posted appropriately and properly
• TRs, CBC, CBLMs should be available at the Resource Area and Learning Resource Center
Preparing Training Activity Matrix
Imagine a class where students do not know what to do, materials are inadequate and learning area
is disorganized. Would that learning activity be a success?
A trainer, once he enters the room, is assumed well-equipped and organized. Training will be a
success if the activities, materials and learning areas are carefully planned using the Training Activity
Matrix.
44

Facilitating a class which promotes self-paced learning and focuses on different learning activities is
one tough job for a trainer.
Thus, a trainer is expected to organize learning and teaching resources with the use of the Training
Activity Matrix. The Training Activity Matrix is a tool used to schedule training activities, tools or
equipment, and workstation area. It also serves as a guide for learners to know what to do and where
to go.
To prepare the Training Activity Matrix, the trainer must identify first the basis in organizing and
preparing resources. These are the following:
• Session Plan
• Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)
• Learning Guide
• Competency-Based Curriculum
Procedure in Preparing Training Activity Matrix:
1. Review the session plan and look for the common activities.
2. For each activity recognized, identify the teaching and learning resources specifications.
3. Assign an appropriate learning area for each activity.
4. List teaching-learning resources to use for each activity. Ensure that variety of materials will be
given to the fit one’s learning style.
5. Finalize and review the Training Activity Matrix.
A Strategy to Facilitate Different Activities
A trainer, as a facilitator of different activities, should have the ability to “withitness” or to be aware of
what’s going on in the class while doing something. It is compared to having eyeballs at the back of
your head. It is the ability of a trainer to continually monitor and manage the class at all times.
Following the Training Activity Matrix while having that ‘withit’ will help greatly in managing a class.
These and more will be taught on another unit of competency - ‘Facilitating Training Session’
45

Preparing Training Activity Matrix
Imagine a class where students do not know what to do, materials are inadequate and learning area
is disorganized. Would that learning activity be a success?
A trainer, once he enters the room, is assumed well-equipped and organized. Training will be a
success if the activities, materials and learning areas are carefully planned using the Training Activity
Matrix.
Facilitating a class which promotes self-paced learning and focuses on different learning activities is
one tough job for a trainer.
Thus, a trainer is expected to organize learning and teaching resources with the use of the Training
Activity Matrix. The Training Activity Matrix is a tool used to schedule training activities, tools or
equipment, and workstation area. It also serves as a guide for learners to know what to do and where
to go.
To prepare the Training Activity Matrix, the trainer must identify first the basis in organizing and
preparing resources. These are the following:
• Session Plan
• Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)
• Learning Guide
• Competency-Based Curriculum
Procedure in Preparing Training Activity Matrix:
1. Review the session plan and look for the common activities.
2. For each activity recognized, identify the teaching and learning resources specifications.
3. Assign an appropriate learning area for each activity.
46

4. List teaching-learning resources to use for each activity. Ensure that variety of materials will be
given to the fit one’s learning style.
5. Finalize and review the Training Activity Matrix.
A Strategy to Facilitate Different Activities
A trainer, as a facilitator of different activities, should have the ability to “withitness” or to be aware of
what’s going on in the class while doing something. It is compared to having eyeballs at the back of
your head. It is the ability of a trainer to continually monitor and manage the class at all times.
Following the Training Activity Matrix while having that ‘withit’ will help greatly in managing a class.
These and more will be taught on another unit of competency - ‘Facilitating Training Session
Learning Insights
47

PostTest
1. Experts in behaviorism believe that ‘learning consists of strengthening of the relationship

between stimulus and response’.
a. Thorndike
b. Thorndike, skinner, and Watson
c. Skinner
d. Watson
2. Includes instructional materials and methods used in introducing the content which serves
as the Stimulus
a. Presentation
b. Stimulus
c. Skinner
d. feed back
3. Includes list of instruction sheets and self-check tests used by the learner to enhance one’s
competence and serves as the response of the learner
a. Presentation
b. Stimulus
c. Practice
d. feed back
4. Includes reference to the answer key, as well as the evaluation of trainee’s performance
which serves as the reinforcement.
a. Presentation
b. Stimulus
c. Practice
d. Feed back
5. Is an assessment undertaken by the institution for its students to determine their
achievement of the learning outcomes in the module of instructions in given unit of
competency or clusters of competencies?
a. Institutional Assessment
c. Assessment
d. Competency
6. Assists learning by providing feedback about students’ performance and progress.
c. Assessment
7. Type of formative assessment used to diagnose areas of weaknesses and strengths. It is
used to Identify learner’s gap in knowledge.
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8. Allows a person to obtain recognition and credit for their knowledge and skills.
a. Recognition Prior Learning
9. Is the final assessment of competence? Assessor makes the final judgment when the trainee
feels confident to demonstrate his performance.
a. Summative Assessment
10. Use to test acquired knowledge
a. Demonstration
b. Portfolio
d. Written Test
11. Use to collect evidences of competencies
a. Demonstration
b. Portfolio
d. Written Test
12. Use to verify evidence if not clearly demonstrated during performance test
a. Oral Questioning
b. Portfolio
d. Written Test
13. Refers to both the instrument* and the instructions** for gathering and interpreting
evidence.
a. Assessment Tool
b. Portfolio
d. Written Test
14. Are the specific questions or activity developed from the selected assessment method/s.
a. Portfolio
b. Instrument
d. Written Test
15. Are the information/instructions given to the candidate and/or the assessor regarding the
conditions? Under which the assessment should be conducted and recorded?
a. Portfolio
b. Instruction
d. Written Test
16. Are the information/instructions given to the candidate and/or the assessor regarding the
conditions? Under which the assessment should be conducted and recorded?
a. Portfolio
b. Instruction
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d. Written Test
17. Is the information gathered that serves as proof of competency, and has two forms – direct
evidence.
a. Evidence
b. Instruction
d. Written Test
18. Refers to both the instrument and the instructions for gathering and interpreting evidence.
a. Evidence
b. Instruction
d. Assessment Tool
19. This serves as basis in test construction.
a. Table of specification
b. Table of speculation
d. Assessment Tool
20. Refers to the state of being true or factual, and not based on trainer’s preference.
a. Instruction
b. Evidence
d. Fairness
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CHAPTER 4
Maintaining Training Facilities
1 Planning Maintenance Activities

2 Implementing Maintenance and Housekeeping Activities
3 Implementing the Maintenance Program Book
4.Monitoring and Documenting Maintenance
TIME DURATION: 3 Hours
Learning Outcomes
LO1 Explain the importance of maintenance

LO2 Identify documents and forms relevant to maintaining facilities
LO3 Explain the importance of documenting maintenance activities;
LO4 Identify the different training equipment, tools and materials, and;
LO5 Identify the activities involved in implementing inventory controls.
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Pre-Test
Test I. Multiple Choice Direction: Choose the letter and encircle the correct answer.
1. It is an area of principle concerned with protecting the safety, health and welfare of people
engaged
In work or employment.
a. Maintenance Program
b. Maintenance Planning
c. Occupational Health and Safety
d. 5s of good housekeeping
2. This component of maintenance program serves as a guide for concerned personnel in
conducting the Procedures and practices intended to maintain workplace orderliness ad
cleanliness.
a. Maintenance Schedule
b. Inspections Checklist
c. Housekeeping Schedule
d. Technical Support Services
3. On the list below, which is not considered as a phase of 5S?
a. Systematized
b. Self-discipline
c. Safety
d. Sort
4. It is defined as the means of prolonging the usability of equipment and facilities by sustaining
their Condition.
a. Housekeeping
b. Self-discipline
c. Maintenance
d. Maintenance Program
5. It is the list of all the maintenance activities to be undertaken, manpower needed, maintenance
methods to be used and all the supplies and cost involved in the maintenance.
a. Inventory check
b. Self-discipline
c. Maintenance Program
d. Request
6. This component of a waste management plan defines a set of policies and procedures
involving cost- Effective and safe-handling of each type of waste.
a. Ecological Waste management
b. Waste management Plan
c. Waste Disposal Plan
d. Waste Disposal System
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7. It is used during and/or after the preparation or the fix to record information on devices or
operation.
a. Inspection Checklist
b. Incident Report
c. Work Order Report
d. Inspection Report
8. It is an extensive record of the proper waste management procedures that have been
established
a. Waste Segregation System
b. Ecological waste management
c. Waste disposal System
d. Waste Management Plan
9. This is sometimes called construction or engineering documents. This type of document shows
a complete list of all the equipment with corresponding number, description and location.
a. Historical records
b. Tag out
c. Technical Record
d. Equipment and Facilities Inventory
10. This basic filing method arranges files according to location.
a. Numerical
b. Alphabetical
c. Technical Record
d. Geographic
11. Which one of the below should appear on the inspection list?
a. All of the above
b. Person in charge of the are/ equipment being inspected
c. The qualification the equipment and being used for
d. Equipment Location
12. The trainees are able to improve their ICT skills in this area of a CBT training center.
May also include online modules for distance learning in this field.
a. Computer Laboratory and Distance Learning Area
b. Learning Resource Area and Contextual Learning Laboratory
c. Technical area of operation, are for administrative are, area for quality management.
d. Trainers Resource Center and Support Service Area
13. This type of document shows a complete list of all the equipment with
corresponding number, Description and location.
a. Equipment and Facilities Inventory
b. Historical Record
c. Tag out
d. Technical Report
14. It is defined as the means of maximizing or extending the useful life of equipment or a
facility by Sustaining its condition.
a. Maintenance
b. Housekeeping
c. Inventory
15. Which of the following best explains the difference between a mechanical training
equipment and a powered mechanical training equipment?
a. Mechanical training equipment is usually small and hand-held while powered training
equipment requires electricity, gas, or steam to work.
53
b. Mechanical training equipment have moving parts while powered training equipment do not.
c. Mechanical training equipment are usually hand-held to make certain
d. Mechanical training equipment require electricity, gas.
16. In this area of a CBT facility, trainees can develop their ICT competence and access online
module for distant learning.
a. Trainers Education Center, Program Support Area
b. Computer Laboratory and Distance Learning Area
c. Learning Resource Area and Contextual Learning Laboratory
d. Technical area of operation, area for administrative evaluation and area for
quality management
17. The following are common inventory practices, EXCEPT:

a. Reviewing Inventory Records
b. Outsourcing Manpower
c. Tracking Resources
d. Planning Security Measures
18. This document shows the written description of an item including the weight, size and
dimension, quality, safety requirements and product performance parameters.
a. Equipment Layout
b. Specifications
c. Inspection Form
d. Warranty
19. This form is an internal stock ordering form given to the person-in-charge of purchasing new
materials.
a. Job Order
b. Requisitioning Form
c. Work Request
d. Warranty
20. It’s used before and/or after the preparation to document findings on devices or
facility. or the repair.
a. Incident Report
b. Inspection Report
c. Job Order or Work Request
d. Inspection Checklist
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Lesson Proper
Introduction
As per Trainers Methodology Level 1 (TM-1) Training Regulations, the Core Competency Maintain
Training Facilities (MTF) is described as a, unit [that] covers the skills and attitude in maintaining
training facilities, includes implementing housekeeping activities and maintaining training systems,
equipment, tools, materials and documents."
Each chapter contains competencies, knowledge and awareness that you, as a trainer, must have in
order to implement a maintenance system/program effectively. Maintaining Training
Facilities includes maintaining training facilities, equipment, tools and materials and the procedures
involved in implementing housekeeping activities and maintenance systems. This also includes
documenting maintenance activities and keeping maintenance records.
Maintenance is a means of prolonging the usability of equipment and facilities by sustaining their
condition. Maintenance of facilities and equipment is greatly overlooked in many organizations. Its
importance is usually ignored until an equipment starts to deteriorate or breakdown.
As a trainer, you must ensure that all trainees and other staff will benefit from the facilities and
equipment in your institution by implementing proper maintenance.
Lesson 1: Planning Maintenance Activities
Why Maintain?
As a trainer, you must value maintenance to keep the optimum condition of facilities at a minimum
cost. It is also important that you know the proper procedures and practices in maintaining training
facilities due to the following reasons:
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• Technological development
More advanced equipment is being invented and bought to increase productivity. The upkeep of the
equipment can be more complicated and expensive, thus the need for more extensive maintenance.
• Increasingly expensive raw materials
It is sometimes more profitable to maintain existing equipment than purchase new ones due to the
steady rise in the cost of raw materials or even their by-products.
• Increased fixed costs
Fixed costs are expenses that do not change with the level of the output of goods or services.
Examples of these are the rent payment for facilities or loans for equipment. If training stops
because of inadequate maintenance, the fixed costs must still be paid.
• To reduce delayed activities and to eradicate uncompleted work
Many work processes depend on an uninterrupted flow of activities to produce the desired result. If all
the facilities and equipment are reliably working, work delay can be reduced.
• Environmental concern
The growing quantity of electronic wastes (monitors, cellular phones, other electronic gadgets and its
substances), the increasing use of chemicals such as cleaning agents, paints, fuel and its derivatives,
the by-products created from its use, and its disposal, pose danger to the environment and all living
things. Mass awareness of waste management brings the relevance of conserving the natural
resources and the products (machines, tools) thru proper maintenance.
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Why Maintain?
Benefits of Maintenance
Through maintenance, you and your institution can gain the following benefits:
• Tools and equipment are always ready for future use;

• The maximum possible return on investment is ensured;
• Hazardous wastes are properly discarded;
• Safety of staff and trainees is ensured;
• Morale of personnel/ staff is improved; and
• Increased level of production and improved service delivery.
Maintenance Documents and Forms
Complete, accurate and current documentation is essential to an effective maintenance program.

Documenting maintenance activities can help explain how your system works, how to use and
maintain facilities and equipment and how to dispose of them if their useful life has ended. The
following are important forms and documents relevant to maintenance that you, as a trainer should
keep in a file:
• Equipment Records
• Maintenance Records
• Organizational Policies
Lesson 2: Maintenance Documents and Forms
57

58

Maintenance Records
59

60

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Organizational Policies
These are relevant operational procedures established by the institution which may be influenced by
existing regulations and standards. As a trainer, you must be familiar with the policies of your
institution in order to implement the maintenance program appropriately.
Above is a simple functional chart of how maintenance components are related to each other. A way
of understanding a maintenance flowchart is by starting with the equipment and facilities inventory.
Together with the maintenance records which include the inspection report and breakdown report, the
inventory provides information such as the maintenance procedures from the user’s manual that is
useful for the long-term and short-term maintenance planning. Meanwhile, the maintenance plan and
the unplanned maintenance will be the basis for implementing the work order system.
A work order system is a process that usually includes three (3) steps – allocation, execution and
reporting:
• Allocation is the step where assigning manpower and other resources for a certain job
requirement is done;
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• The assigned personnel, using the allocated resources will perform or execute the required
activity; and
• The completed work will be recorded by means of a filed report. This will provide valuable
feedback for the improvement of the maintenance plan either directly or through the
maintenance records.
Components of a Maintenance Program
Creating a maintenance program starts with the conduct of an inventory check. This will help you
determine the activities necessary for each equipment. These tasks will be laid into a long-term
preventive maintenance schedule which will then be divided into short-term schedules for the
maintenance team.
A maintenance program usually has the following components:
• Maintenance Schedule
• Housekeeping Schedule
• Inspection Checklist
• Technical Support Services
Maintenance Schedule
A maintenance plan is drawn up to perform the maintenance of the relevant equipment. The best
source for the list of equipment’s maintenance task is the manual of its manufacturers/ users. In the
absence of this, the schedule can be extracted from the equipment’s established maintenance
methods and in compliance with the policies and procedures of the company.
Housekeeping Schedule
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The items to be inspected are stated in a question form as these serve as the criteria or standards of
maintenance.
Technical Support Services
Maintenance of facilities involves different personnel of varying skills and duties. As a trainer, you
must be familiar with these personnel and their responsibilities in order for you to properly perform
your role in the maintenance system
Implementing the Maintenance Program
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Generally, there two (2) types of maintenance: a planned and an unplanned maintenance.
• Planned
These are maintenance activities performed as scheduled/expected. Note that the best source of
information about scheduled maintenance is the manufacturer. The owner’s portfolio that comes with
the product should include a scheduled maintenance booklet. It may be incorporated with the owner’s
manual or it may be a separate booklet. If the maintenance schedule booklet cannot be found, most
manufacturers will have that information on their websites.
Example: Oiling locks and door hinges
• Unplanned
These are maintenance activities performed unexpectedly. Emergency maintenance repairs should
be requested as soon as you become aware of a problem to avoid serious consequences such as
loss of production, disrupted schedule and others. The maintenance staff should respond to
emergencies as soon as possible to make the necessary repairs with or without an appointment.
There are instances where you have to notify the security personnel, the fire department, or other
concerned offices if the emergency will cause serious damage to property and safety of personnel.
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Example: Replacing the broken selector knob of a washing machine
Maintenance Methods and Systems
Maintenance involves various practices and systems of different functions. Three common
maintenance methods and systems are:
• Maintenance Outsourcing;
• Tag-out System; and
• Work-Order System.
Maintenance Outsourcing
Outsourcing is a practice common in many industries. This procedure helps organizations save on
the activity cost by hiring external service providers. This is with the guarantee that the work required
will be accomplished efficiently. Most organizations consider outsourcing for certain non-core
functions such as equipment and facilities maintenance.
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Outsourcing maintenance includes having personnel with the technical knowledge to maintain
complex equipment and act on highly critical incidents. For this reason, an organization will be able
to:
• Reduce uncertainties in conducting maintenance activities;

• Adjust depending on the demand and the flow of the industry;
• Benefit from a custom solution to improve the condition of maintenance and equipment without
having higher costs;
• Increase reliability of existing resources and eliminate the need to spend capital on new
equipment/ facility; and
• Decrease the possibility of spending capital on unnecessary maintenance.
Maintenance Methods and Systems Tagging-Out
Tagging out is a warning system used to indicate caution on the use of certain equipment. This is a
system that makes use of tags to notify concerned personnel if an equipment needs to be operated
with extra care or not operated at all. This gives information on the status or abnormal condition of
the equipment or special instructions in its operation.
Materials used in tagging-out should/ be:
• Durable so that exposure to weather conditions or extreme environment will not cause the
device to deteriorate
• Printed in standard format and size
• Informative enough to prevent accidental removal;
• Have an attachment means that is equally durable;
• Contain legends such as: Do Not Start, Do Not Open, Do Not Close, Do Not Energize, and Do
Not Operate
• Contain the information on the personnel authorized to remove the tag, when the tag is
expected to be removed.
• Yellow tags are usually used to indicate caution.
• Orange tags identify parts of an equipment that poses a potential danger if used without
proper precaution.
• Blue show warning against using or operating equipment under repair.
67

• Purple indicates hazard related to radiation.
Job Order/ Work Request
There are times when fixing the defect of an equipment is beyond your expertise or jurisdiction as a
trainer. In this case, you will be required to submit a work order/ request or job order form.
Except for unusual circumstances such as emergencies, maintenance work should be planned
before the week starts. The workload must be controlled so that the work is balanced in relation to
manpower and the personnel is kept at minimum levels. Work order control system produces orderly
execution of the workload.
It has seven basic functions:
1. A means to request maintenance service

2. Classifies works and plans scope/ extent of work
3. Estimate labor and materials cost of work
4. Authorizes and assigns work priority
5. Schedules the work
6. Generates the work report
7. Measures and reviews the performance of the technician
Implementing the Maintenance Program
Maintenance Practices
Maintenance involves different practices for different purposes and equipment. The most common
are as follows:
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Implementing Housekeeping Activities
Introduction
This module will go into the details or the how’s of maintenance and housekeeping. It will tackle
housekeeping procedures and practices, the 5S housekeeping system, ways to manage different
kinds of wastes and ways to stay safe while performing maintenance activities.
Topic 1: 5S of Good Housekeeping
5s is an easy approach to securely and effectively coordinate the workplace to increase. It is a

systematized method for organizing work areas, enforcing rules and standard, and enforcing the
consistency required to do a good job. 5s relies on the premise that by arranging the work
environment, efficiency required to do a good job. 5s relies on the premise that by arranging the
environment, efficiency is accomplished it reduce the loss resources, such as time.
It traces its roots from the manufacturing techniques found in some of the leading manufacturing
companies worldwide. Seiri, Seiton, Seiso, Seiketsu, and Shitsuke split this process into five stages.
Stages is named after a Japanese term that recognizes the Japanese firms that lead the practice of
this method
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5S of Good Housekeeping
Seiri (Sort)
Seiri aims to eliminate hazard by DE cluttering spaces from unnecessary items that restrict physical
movement and interfere with productive work.
Sorting practices may include:
• Placing “red tags” to categorize items and identify the unnecessary;

• Moving the unnecessary items to a central storage area to free up valuable space; and
• Checking equipment and tools for functionality and any abnormalities.
Seiton (Systematize)
This step of 5S involves systematizing how tools, equipment and materials are arranged for easy
access.
Performing Seiton may include:
• Placing items into storage areas that are labeled, numbered and zoned for clear identification;
and
• Placing items into strategic locations and setting them according to the workflow to minimize
unnecessary movement and travel time.
Seiso (Sweep)
Seiso involves having a regular cleaning schedule to prevent workplaces from getting too dirty and
difficult to clean. This is about cleaning even if things are not dirty.
Seiso can be done through the following procedures:
• Mopping floors and wiping tables daily;

• Performing maintenance of equipment and tools regularly; and
• Observing proper personal hygiene and waste management.
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Seiketsu (Standardize)
Seiketsu involves maintaining the workplace in high standard housekeeping. This aims to make
everyone know what his or her responsibilities are in the regular housekeeping routines.
Observing practices of Seiso may include:
• Using visual materials to remind people of standard operating procedures or SOPs;

• Developing mechanisms and templates for regular procedures such as ordering supplies and
reporting activities and issues;
• Implementing color-coding for waste segregation;
• Standardizing common symbols
Shitsuke (Self-discipline)
This step of 5S is concerned about doing things correctly and continuously without having to be
told. Shitsuke refers to maintaining standards and keeping the facility in a safe and efficient order day
after day and year after year
Shitsuke procedures may include:
• Conducting refresher training and progress reporting regularly;

• Recognizing good 5S activities;
• Using bulletin boards or 5s corners to remind others of the 5S practices.
Guidelines for Implementing Good Housekeeping
Aside from preventing accidents, good housekeeping also encourages good habits among the staff
and trainees. The following are important guidelines when implementing good housekeeping.
• Keep aisles clear

• Improve storage facilities
• Keep floors, walls and the windows clean
• Maintain light fittings
• Get rid of dust and dirt and dispose of scraps
• Keep meal rooms and restrooms in clean and in order
• Keep tools tidy
• Look after your fire-safety and first aid gears
• Attend regularly to maintenance
• Assign responsibility for cleaning
• Prepare a checklist
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Waste Management:
Waste management is vital in the maintenance of training facilities. Waste management is the
collection, transport, processing, recycling or disposal of waste materials in an effort to reduce their
effect on human health or local aesthetics or amenity. In recent decades, there have been efforts to
reduce the effect of waste materials on the environment and to recover resources.
This lesson will discuss the waste management plan, laws other regulations related to waste
management and the proper disposal of hazardous chemicals.
What is Ecological Waste Management?
Ecological waste management is the proper handling of the thing we throw away in a manner that
does not harm anyone or anything, be it human, animal or the environment.
The waste hierarchy refers to the ‘3 Rs” reduction, reuse and recycling which classifies waste
management strategies in terms of waste minimization according to their desirability. The waste
hierarchy remains the cornerstone of most waste minimization strategies. The aim of waste hierarchy
is to extract the maximum practical benefit from products and to generate the minimum amount of
waste.
What is Ecological Waste Management?
Concerned Laws and Regulations
Presidential Decree (PD) 1152, “The Philippines Environment Code,” which took effect in 1997,
provides a basis for an integrated waste management regulation starting from waste source to
methods of disposal. PD 1152 has further mandated specific guidelines to manage municipal wastes
(solid and liquid), sanitary landfill and incineration, and disposal sites in the Philippines.
Recent laws and its implementing rules and regulations on environment and waste management
include:
72

What is a Waste Management Plan?
73

A waste management plan is a comprehensive record of the established procedures for proper waste
management. A waste management plan should answer the following considerations:
• Have all compulsory elements been included?

• Does the plan include full coverage of the institution concerned?
• Which types of waste management facilities are in place?
• Have responsibilities been distributed among concerned personnel?
• Have the cost of implementing the plan been estimated?
• Has a timetable been fixed for implementing new activities in the action plan?
• Does the plan include measures to support?
What is a Waste Management Plan?
Components of a Waste Management Plan
Proper Disposal of Hazardous Waste
The disposal of chemical waste must always adhere to the established local and national policies.
There are instances when your institution must coordinate with concerned agencies to dispose of
hazardous wastes. The following are examples of hazardous wastes and tips for their proper
disposal.
74

75

Learning Insights
76

Pre-Test
1. This document shows the written description of an item including the weight, size and dimension,
quality, safety requirements and product performance parameters.
a. Equipment Layout
b. Specifications
c. Inspection Form
d. Warranty
2. This form is an internal stock ordering form given to the person-in-charge of purchasing new
materials.
a. Job Order
b. Requisitioning Form
c. Work Request
d. Warranty
3. It is used to document findings before and/or after the conditioning or the repair on equipment.
a. Incident Report
b. Inspection Report
c. Job Order or Work Request
d. Inspection Checklist
4. This is sometimes called construction or engineering documents. This type of document shows
a complete list of all the equipment with corresponding number, description and location.
a. Historical records
b. Tag out
c. Technical Record
d. Equipment and Facilities Inventory
5. This basic filing method arranges files according to location.
a. Numerical
b. Alphabetical
c. Technical Record
d. Geographic
6. Which one of the below should appear on the inspection list?
a. All of the above
b. Person In charge of the are/ equipment being inspected
c. The qualification the equipment and being used for
d. Equipment Location
7. The trainees are able to improve their ICT skills in this area of a CBT training center. May also
include online modules for distance learning in this field.
a. Computer Laboratory and Distance Learning Area
b. Learning Resource Area and Contextual Learning Laboratory
c. Technical area of operation, area for administrative evaluation and area for quality
management.
d. Trainers Resource Center and Support Service Area
8. This type of document shows a complete list of all the equipment with corresponding number,
Description and location.
a. Equipment and Facilities Inventory
b. Historical Record
c. Tag out
d. Technical Report
77

9. It is defined as the means of maximizing or extending the useful life of equipment or a facility by
Sustaining its condition.
a. Maintenance
b. Housekeeping
c. Inventory
10. Which of the following best explains the difference between a mechanical training equipment
and a powered mechanical training equipment?
a. Mechanical training equipment is usually small and hand-held while powered training
equipmen require electricity, gas, or steam to work.
b. Mechanical training equipment have moving parts while powered training equipment do not.
c. Mechanical training equipment are usually hand-held to make certain tasks easier while
powered training equipment are not.
d. Mechanical training equipment require electricity, gas, or steam to work while powered training
equipment are usually small and easy to carry.
11. In this area of a CBT facility, trainees can develop their ICT competence and access online
modules for distant learning.
a. Trainers Education center, Program Support Area
b. Computer Laboratory and Distance Learning Area
c. Learning Resource Area and Contextual Learning Laboratory
d. Technical area of Operation, area for administrative evaluation and area for quality
management.
12. The following are common inventory practices, EXCEPT:
a. Reviewing Inventory Records
b. Outsourcing Manpower
c. Tracking Resources
d. Planning Security Measures
13. It is an area of principle concerned with protecting the safety, health and welfare of people
engaged In work or employment.
a. Maintenance Program
b. Maintenance Planning
c. Occupational Health and Safety
d. 5s of good housekeeping
14. This component of maintenance program serves as a guide for concerned personnel in
conducting the Procedures and practices intended to maintain workplace orderliness ad
cleanliness.
a. Maintenance Schedule
b. Inspections Checklist
c. Housekeeping Schedule
d. Technical Support Services
15. On the list below, which is not considered as a phase of 5S?
a. Systematized
b. Self-discipline
c. Safety
d. Sort
78

16. It is defined as the means of prolonging the usability of equipment and facilities by sustaining their
Condition.
a. Housekeeping
b. Self-discipline
c. Maintenance
17. It is the list of all the maintenance activities to be undertaken, manpower needed, maintenance
methods to be used and all the supplies and cost involved in the maintenance.
a. Inventory check
b. Self-discipline
c. Maintenance Program
d. Request
18. This component of a waste management plan defines a set of policies and procedures involving
cost- Effective and safe-handling of each type of waste.
a. Ecological Waste management
b. Waste management Plan
c. Waste Disposal Plan
d. Waste Disposal System
19. It is used to document findings before and/or after the conditioning or the repair on equipment.
a. Inspection Checklist
b. Incident Report
c. Work Order Report
d. Inspection Report
20. It is a detailed record of the proper waste management procedures that have been developed.
a. Waste Segregation System
b. Ecological waste management
c. Waste disposal System
79

CHAPTER 5
UTILIZE ELECTRONIC MEDIA IN FACILITATING TRAINING
1. Introduction to facilitating Training and Electronics Media
2. Integrating ICT in Teaching and Learning
3. Principles of Facilitating Training
TIME DURATION: 3 Hours
Learning Outcomes
LO1 Define information and Communication Technology (ICT).

LO2 Enumerate the principles of facilitating learning.
LO3 Determine some examples of electronic media equipment.
LO4 Enumerate some tips and techniques on effective presentation.
LO5 Define the Cognitive Theory of Multimedia Learning.
LO6 Describe the assumptions of the Cognitive Theory of Multimedia Learning.
LO7 Describe Dale’s Cone of Learning.
LO8 Enumerate some photo and video equipment used in facilitating training.
LO9 Enumerate some presentation equipment used in facilitating training.
LO10 Enumerate some audio equipment used in facilitating training.
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Pre-Test
1. It assists in learning by providing feedback about students' performance and progress.

c. Assessment
2. The principle states that “people learn more deeply from words and pictures than from words
alone".
a. E media
b. Multimedia
c. Multimedia principle
3. It is a device that can use to take images.
a. E media
b. Multimedia
c. Camera DSLR
d. Video camera
4. It is a device whose main function is to record videos?
a. Projector
b. Multimedia
c. Camera DSLR
d. Video camera
5. It is a device that can be used to create a document and presentation?
a. Projector
b. Multimedia
c. Camera DSLR
d. Personal Computer
6. It is a device that can be used to show/display the videos on a larger screen?
a. LCD
b. Multimedia
c. Camera DSLR
7. Audio technical standards, two different and incompatible standards. Its main purpose is for film
Viewing.
a. LCD
b. Audio Video Player
c. Camera DSLR
8. It is a device whose primary function is to produce audio output that can be heard by the listener.
a. LCD
c. Speaker
9. It is a device that converts sound waves into electrical waves.
a. Microphone
c. Speaker
81

10. It is a device that allows us to hear a sound coming from the microphone or any input
source such as CD/DVD.
a. Microphone
b. Amplifier
c. Speaker
11. It is a device that allows us to adjust levels, enhance the sound with equalization and
effects, create monitor feeds, record various mixes, etc.?
a. Sound Mixer
b. Amplifier
c. Speaker
12. It is a special library with a focused collection of digital objects that can include text, visual
material, audio material, video material.
a. Digital Library
b. Amplifier
c. Speaker
13. Who is the proponent of the Cone of Learning?
a. Edgar Dale
b. Richard Mayor
c. Edward Gale
d. Richard Meyer
14. It is a device that converts sound waves into electrical waves. One of its purposes is to amplify
voice so it can be heard louder.
a. Sound Mixer
b. Personal Computer
c. Microphone
d. Video camera
15. Which is not a basic video camera movement?
a. Sound Mixer
b. Zooming
c. Camera Swirl
d. Video camera
16. According to the Cognitive Theory of Multimedia Learning “people learn more deeply from
words and pictures ”
a. From words Alone
b. From observation alone
c. From Pictures Alone
d. From theory Alone
17. Which is not an assumption of the Cognitive Theory of Multimedia Learning?
a. Limited channel capacity can be increase through the use of Multimedia
b. That learning is an active process of filtering, selecting, organizing, and integrating information
c. There is limited channel capacity
d. There are two separate channels (auditory and visual) for processing information.
18. Which should not do in making a PowerPoint presentation?
a. Keep it simple
b. Choose fonts.
c. Use animation and slide transitions on every slide.
d. Use high-quality graphics
82

19. Which is not a benefit of using ICT for teachers?
a. Greater flexibility in when and where tasks are carried out.
b. Computer use during lessons motivated students to continue using learning outside school hours.
c. ICTs usually consume electricity.
d. Enhancement of professional image projected to colleagues
20. Which is not a tip/trick in using a video camera?
a. To achieve a good shot composition, follow the 'Rule of Thirds.'
b. Using zoom in and out all the time will keep the viewers focused and interested.
c. The recording of the video will be better if the shooting area is bright.
d. Use a tripod to stabilize and avoid exaggerated motion on video
83

LESSON PROPER
Lesson 1 Introduction to Facilitating Training and Electronics Media

Introduction
This course covers the knowledge and skills needed by a facilitator for an advanced training
environment. This lesson will discuss how to use electronic media to facilitate training, including the
equipment's operation and maintenance.
As a learning facilitator, one must acquire this knowledge and skills to operate and maintain
equipment vital to transfer learning effectively.
What is ICT?
Information and Communication Technologies or ICTs are "diverse set of technological tools and
resources used to communicate and create, disseminate, store, and manage information.” Some
examples of these technologies include computers, the Internet, broadcasting technologies (radio
and TV), and telephones.
Information and Communication Technology (ICT) in education is a way of education that uses
information and communications technology to support, enhance, and optimize information delivery.
Researches around the globe have shown that ICT can lead to improving student learning and
improve teaching methods. In Japan, a report was done by the National Institute of Multimedia to
prove that an increase in ICT use in education, integrating technology into the curriculum has a
significant and positive impact on students' achievements. The results explicitly showed that the
students who have continuously used technology through education have better 'knowledge,'
presentation skills, innovative capabilities, and are ready to take more effort into learning than those
of their counterpart.
Various devices/technology in ICT include:
1. Course materials that can be accessed through remote devices,

2. Online digital repositories like lectures, course materials, and digital library,
3. Online/ cloud-based academic management systems,
4. Employing the flipped classroom concept,
5. Use of handheld computers, tablet computers, audio players, projector devices
Lesson 2 Uses of ICT in Education
In this lesson, we are going to discuss the uses and effectiveness of ICT in education. Is ICT
effective? In certain areas around the country, ICTs provide a powerful tool for allowing educational
opportunities, both formal and non-formal, to people who cannot enroll on campus due to schedule
and limited resources. They are in urban and rural settings. Some groups traditionally were excluded
from education due to cultural or social reasons such as ethnic minorities, girls and women, persons
with disabilities, the elderly, and the lowest of the poor.
84

Due to these scenarios, the ICT is very useful every time and everywhere. It can transcend time and
space. It is one of the vital features of ICTs. When learning is characterized by a time lag between
instruction delivery and learners' reception, learners are made possible by ICTs. It makes the learning
materials accessible whenever students want to study wherever he is. It does not require both the
presence of the learners and the trainers in one location. ICT is needed now that asynchronous
learning is now an alternative way of learning in pandemics.
ICT makes access to remote learning resources. Before, printed books and other physical media in
libraries are the only sources for the teachers' and students' educational needs. Today, we have the
Internet and the World Wide Web (WWW), which technically can provide you accessible and
available learning materials in any subject matter and a variety of media. ICTs also facilitate access to
resource persons, mentors, experts, researchers, professionals, business leaders, and peers
worldwide. Students can now do research anytime without traveling or worrying that the libraries
were close already.
ICTs help prepare individuals for the workplace. Using ICTs in the classroom is useful in preparing the
students for a workplace where computers, the Internet, and other ICTs are used to simulate the
possible work they will encounter once they are working. The ability to effectively and efficiently use
ICTs is considered a competitive edge in the increasingly globalizing job market.
WHAT ARE THE ADVANTAGES OF ICTs?
1. ICTs help provides greater efficiency throughout the school.

2. These technologies can have a positive motivational influence on the learning of the learners.
3. Communication channels are apparent through email, discussion groups, and chat rooms.
Benefits for facilitators/teachers
1. It facilitates the sharing of resources, expertise, and advice thru different channels.
2. There is greater flexibility when and where tasks are carried out.
3. The facilitator/teacher acquired literacy skills, confidence, and enthusiasm.
4. It makes planning and preparation of lessons and designing materials easier.
5. There is access to the latest students and school data any time and anywhere.
6. It enhances the professional aspects projected to colleagues.
7. Learners are generally more attentive 'on task' and express more positive feelings when using
computers than when they are given other tasks to do.
8. The use of electronic devices during lessons motivated students to continue learning outside
even beyond school hours.
85

Lesson 3 Principles of Facilitating Training
Theory and practice should go hand in hand in teaching. This lesson will introduce the theories
related to using ICTs in education. These theories can help understand how learners learn and what
media can address learners' needs. As facilitators, we need to understand the different needs of the
learners carefully.
Theory of Multimedia Learning
1. Cognitive Theory of Multimedia Learning (Mayer)
One of these prominent theory is the cognitive theory of multimedia learning of Mayer. According to
him, developing and disseminating network technologies enables new forms of cooperation between
learners and teachers. Learners and teachers must understand each other to make learning possible.
There is a need to explore technologies to encourage learning among learners.
Richard Mayer wrote a book entitled "Multimedia learning (2nd edition)". He explained the multimedia
principle. It states that "people learn more deeply from words and pictures than from words alone."
However, it is not an effective way to simply add words to pictures to achieve multimedia learning. His
theory emphasizes how to utilize instructional media on the human mind works.
The Cognitive Theory of Multimedia Learning proposes three main assumptions:
In Mayer’s cognitive theory of multimedia learning presents “the idea that the brain does not interpret
a multimedia presentation of words, pictures, and auditory information in a mutually exclusive
fashion; rather, these elements are selected and organized dynamically to produce logical mental
86

constructs.” Therefore there is a need to organize every aspect to work together to enhance and
transfer learning quickly. It is not enough to have the technology. We must think of how these gadgets
can enhance learning.
This theory requires design principles, including coherent verbal, pictorial information, guiding the
learners to select relevant words and images, reducing the single processing channel's load. It is not
enough to use technology without considering the impact that it will create after the student used it. It
should help the learner process, filter, select, organize, and integrate vital information they need to
understand everything easily.
2. Dale’s Cone of Learning
Another theory is Dale's Cone of Learning in here, and we often heard someone "show me I may
forget, tell me I may remember but involve me I may understand". Students will probably remember
something by showing them how to do it? However, involving them in a meaningful way will more
likely make them understand more — this is the premise supported by Edgar Dale’s Cone of
Learning. He stated in his theory that the most effective way of learning involves the learner in a
meaningful way, and it would be best if it is through the availability of hands-on experience. Moreover,
we can make it possible by using available technology during discussion and presentation to give the
students the experiential learning we are trying to transfer.
Lesson 4 Electronic Media Equipment
In this lesson, we will discuss the different photo and video equipment. Its description as well as the
possible uses of each. Have you tried taking a picture of something which captures your interest
using your phone camera? Or capturing a momentous event using the video of your phone and
uploading it in social media? Those were some examples of photo and video equipment. However,
the professionals used something more advanced to capture every moment and show every aspect
that might aid the educational process and help them understand hard things if not seen or watch a
particular process
87

Photo and Video Equipment
EQUIPMENT DESCRIPTION WHEN TO USE
To capture
Camera/DSLR is a photographs
device that can is that are used to
used to take supplement
images. lessons.
EQUIPMENT DESCRIPTION WHEN TO USE
A Video Camera is To do a live feed

An LCD monitor is a To flash
EQUIPMENT a device; its
DESCRIPTION during
WHEN a lecture,
TO USE
device used to
primary function is which usually and
PowerPoint
show/display the videos document
toDLP
record videos.
Projector has project
many
on a larger screen. is a Topresentations
device that is usedaudiences.
PowerPoint
onUsea larger and
to give
to project images document
screen, usually
academic
and videos on a presentations
lectures which
larger screen. onduring
a largerlectures
Electronic Whiteboard isToin may enable
doaaclassroom
screen for a
an interactive whiteboardrecorded
and advanced
video
training
broad audience,
similar to a traditional demonstration
content
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usually during
arker board; only it has that interaction,
cannot
m lectures in be
a
touch recognition as its performed increased
live.
added function. classroom
audience and
training centers.
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sharing and
Audi o/Video Player is a storing of
Use it when
device that plays discs presentation
there is a need
prod uced under both the Totopresent
events, and
play videos
Audi o/Video-Video and documents
interactionorwith
on CDs, flash
Personal
Audio/Video-Audio networked
PowerPoint
drives, and
Computer
technical is a two presentations to
standards, memory sticks
device used to a larger screen
different and incompatible for one-on-one
create a document (with LCD
standards. Its primary training or
and presentation. Monitor or
purpose is for film training with a
projector) for a
viewing. small or large
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connected to an
monitor for one-
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on-one training.
such as
projectors and
LCD monitors. 88
Using and Selecting the Right Materials
The theory of multimedia learning principles is used in selecting and creating the media for
presentation. Teaching is like cooking. There is a need to gather the right and fresh ingredients to
produce a quality finished product. You need to consider what is learned in the theories on selecting
and using media resources and selecting the right materials to develop the desired output, quality
learning outcomes.
How to search for materials via e-library?
Let us first define what a digital library is? A digital library or e-library is an impressive library with a
focused collection of digital objects. It can include text, visual material, audio material, video material,
stored as electronic media formats, along with means for organizing, storing, and retrieving the files
and media contained in the library.
The following are the essential steps that are needed to access the resources. Visit
http://www.elib.gov.ph/downloads/eLib_User_Manual.pdf for complete instructions.
Refer to the figure below for simple instructions.
1. Connect the device to the Internet.

2. Open a web browser and type the server's URL in the address bar.
3. Register to avail of the SDI services and order full-test materials online.
4. After confirming the account, log in to connect to Philippine eLib.
5. Once logged in, explore the site and access online resources.
6. Log out after using the system to secure the account.
How to Search the World Wide Web: Using Search Engines?
Search Engine Optimization

89

Let us first define what a search engine is? Search engines are tools that use computer programs
called spiders and robots to gather information automatically on the Internet. With this information,
they create a database. While search Engine Optimization is a technique used by most companies,
so when a user searches for a keyword, their company would appear on top of the search results. It
can be paid sometimes. It means that it is not always proper to use the first result that will appear in
search. It is essential to read carefully to come up with a specific topic. Now let us try to do research.
Follow the simple instruction below.
Starting the Search:
Select a search engine. At the top of any page on the computer, type the phrase “search engines"
into the Search Bar to access several different internet sites that specifically aid in searching.
Standard search engines are Google and YouTube.
The computer-generated databases are frequently updated. It gives access to specific extensive
collections and provides the most comprehensive search results. If looking for a specific concept or
phrase, better start with using a search engine. To help shorten the searching time.
How to Utilize the World Wide Web?
Let us first discuss the world wide web. The World Wide Web (abbreviated as WWW or W3 and
commonly known as the Web) is a system of interlinked hypertext documents accessed via the
Internet. With a web browser, one can view web pages containing text, images, videos, and other
multimedia and navigate between them via hyperlinks.
There are two basic ways to find information on the World Wide Web.
1. Browse directories by subject

2. Search by keyword in search engines
Computer programmers create search engine databases while directories are created and
maintained by people. However, the directories do not cover the entire Web. Browsing directories are
a useful way of finding the resources, specifically general information that is needed. However, there
is still a need to read carefully to find the exact information needed in research.
Some of the WWW Directories
90

Techniques on using the World Wide Web in Teaching
In using the World Wide Web, the trainer can do the following.
1. The trainees can give an assignment, further readings, or videos to enhance the previous
lesson's learning and understanding.
2. WWW could be visited anytime if they wanted to review the contents. Assign a particular WWW
site for better understanding.
3. Give the trainees guide questions they can answer or activities they need to perform after
searching the WWW.
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Learning Insights
1. Why is ICT important in education?
2. Why is it necessary to understand the theory of multimedia learning?
3. What electronic media have you used already? Are there any other electronic media you can
suggest?
92

POST TEST
Name; Score;
Year and Section; Date:
1. Which is not a benefit of using ICT for teachers?
a. Greater flexibility in when and where tasks are carried out.
b. Computer use during lessons motivated students to continue using learning outside school hours.
c. ICTs usually consume electricity.
d. Enhancement of professional image projected to colleagues
2. Which is not a tip/trick in using a video camera?
a. To achieve a good shot composition, follow the 'Rule of Thirds.'
b. Using zoom in and out all the time will keep the viewers focused and interested.
c. The recording of the video will be better if the shooting area is bright.
d. Use a tripod to stabilize and avoid exaggerated motion on video
3. It is a device that converts sound waves into electrical waves.
a. Microphone
c. Speaker
4. It is a device that allows us to hear a sound coming from the microphone or any input source
such as CD/DVD.
a. Microphone
b. Amplifier
c. Speaker
5. It is a device that allows us to adjust levels, enhance the sound with equalization and effects,
create monitor feeds, record various mixes.
a. Sound Mixer
b. Amplifier
c. Speaker
6. It is a unique library with a focused collection of digital objects that can include text, visual
material, audio material, video material.
a. Digital Library
b. Amplifier
c. Speaker
7. Who is the proponent of the Cone of Learning?
a. Edgar Dale
b. Richard mayor
c. Edward Gale
d. Richard Meyer
8. This is a device that converts sound waves into electrical waves. One of its purposes is to
amplify voice so it can be heard louder.
a. Sound Mixer
b. Personal Computer
c. Microphone
d. Video camera
93

9. Which is not a basic video camera movement?
a. Sound Mixer
b. Zooming
c. Camera Swirl
d. Video camera
10. According to the Cognitive Theory of Multimedia Learning, "people learn more deeply from
words and pictures than ."
a. From words Alone
b. From observation Alone
c. From Pictures Alone
d. From theory Alone
11. Which is not an assumption of the Cognitive Theory of Multimedia Learning?
a. Limited channel capacity can increase through the use of Multimedia
b. That learning is an active process of filtering, selecting, organizing, and integrating information
c. There is a limited channel capacity.
d. There are two separate channels (auditory and visual) for processing information.
12. Which should not be done in making a PowerPoint presentation?
a. Keep it simple
b. Choose fonts.
c. Use animation and slide transitions on every slide.
d. Use high-quality graphics
13. It assists in learning by providing feedback about students' performance and progress.
b. Related Assessment
c. Assessment
14. The principle states that "people learn more deeply from words and pictures than from words
alone."
a. E media
b. Multimedia
c. Multimedia principle
15. It is a device used to take images.
a. E media
b. Multimedia
c. Camera DSLR
d. Video camera
16. It is a device; its primary function is to record videos.
a. Projector
b. Multimedia
c. Camera DSLR
d. Video camera
17. It is a device used to create a document and presenter presentation.
a. Projector
b. Multimedia
c. Camera DSLR
18. It is a device used to show/display the videos on a larger screen.
a. LCD
b. Multimedia
c. Camera DSLR
94

19. It is Audio technical standards, two different and incompatible standards. Its primary purpose
is for film viewing.
a. LCD
c. Camera DSLR
20. It is a device whose primary function is to produce audio output that can be heard by the
listener.
a. LCD
c. Speaker
95

CHAPTER 6
SURPERVISING WORK-BASED LEARNING
Lesson 1. Introduction to Work-Based Learning
Lesson 2. The Work-Based Training Plan
Lesson 3. Implementing and Monitoring the Work-Based Training
Lesson 4. Evaluating the Work-Based Training
Learning Outcomes
LO1. Define the modalities of work-based learning.

LO2. Describe the features of the DTS Law.
LO3. Explain the role of the stakeholders in work-based learning.
LO4. Identify the challenges in institutionalizing work-based learning.
LO5. Identify the bases in preparing the training plan.
LO6. Explain the essential parts of the training plan.
LO7. Prepare a work-based training plan.
Pre-Test
1. In this modality of WBL, providing the trainees with training allowance is left to the
discretion of the TVI and its industry partner
a. Dual Training Program
b. Internship
c. Dual training System
d. Apprenticeship
2. The following are reasons for the different challenges in implementing work-based
learning EXCEPT:
a. Trainees lacking proper training in operating workplace machinery.
b. Trainers lacking with industry experience and technical expertise.
c. The responsibility of the enterprise to provide the training allowance
prescribed by the DTS Law.
d. The additional workload brought about by the implementation of the t
raining program.
96

3. The following are regulations established by the Dual Training System Law EXCEPT:
a. Trainees should be provided with an allowance that is not less than 25% of the daily
wage.
b. The TVI and the enterprise have the shared responsibility of providing quality
work-based training
c. A work-based training program should not last longer the registered program of the TVI.
d. The enterprise is responsible for providing free training materials during
industry training.
4. The following are roles of the technical vocational institution (TVI) in work-based
training EXCEPT:
a. Provide the trainees with the resources required by the industry training
b. Identify the skills that the industry actually needs
c. Ensure that the staff involved in WBL can implement the program
properly.
d. Forge relationships with industry partners
5. These can be public or private organizations responsible for identifying the skills that
the industry actually requires and match it with the skills provided to the trainees.
a. TVIs
b. Industries
c. Enterprises
d. Trainees
6. This modality of work-based learning should be implemented according to the
DOLE Department Order No. 68-04 Series of 2004.
a. Dualized Training Program
b. Internship
c. Apprenticeship
d. Dual Training system
7. Which best explains the difference between a dual training and an apprenticeship
program?
a. Providing a prescribed training allowance is mandatory among enterprises under
an apprenticeship program while they may or may not in dual training
b. Dual training only involves the trainee and the enterprise while an apprenticeship
program also involves the TVIs.
c. An apprenticeship program only involves the trainee and the enterprise while dual
raining also involves the TVIs.
d. Providing a prescribed training allowance is mandatory among enterprises engaged
in dual training while they may or may not under an apprenticeship program.
8. Which best illustrates the relationship of the roles of the TVI and the enterprise in a
work- based training program?
a. A TVI requires its trainers to conduct site visits to partner establishments to check on
the progress of their trainees
b. An enterprise assigns personnel whose main function is to handle matters and
activities concerning their OJTs.
c. Trainees of a TVI have their training classes every Monday and reporting to a
company from Tuesday to Friday.
d. A TVI presents their work-based training plan to the GHI Group of Companies,
one of their industry partners.
97

9. Which is an effective way to encourage enterprises to participate in dual training?
a. Provide the personnel involved with the proper training about the dual
training system
b. Take the full responsibility of developing the training plan.
c. Let them know the benefits of participating in the training program.
d. None of the above.
10. Which of these practices violates a provision of the DTS Law?
a. A TVI assigns personnel to coordinate with a company regarding them
work-based training plan.
c. An enterprise orients the trainees about the company policies on the first
day of their work-based training.
d. A company provides a TVI an amount equivalent to 75% of the daily
minimum wage as the daily allowance of their trainees.
11. Is an official document intended to guide the public in the creation of
competency-based Curriculums (CBCs), instructional materials and assessment
tools.
b. Training Regulation
c. Apprenticeship
12. What is RA 7686?
b. Dual Training System
c. Apprenticeship
d. Labor Code of the Philippines
13. What is Department Order no. 68-04 s.2004?
b. DOLE
c. DENR
14. Are the skills and knowledge that every employee needs for work?
a. Basic competencies
b. Common competencies
c. Core competencies
d. Assessment
15. Are skills and knowledge required by a particular industry?
d. Assessment
16. Are the necessary knowledge and skills for a specific function/ job?
d. Assessment
17. 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.
a. Job Shadowing
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c. Mentoring / Coaching
d. Assessment
18. The process by which an expert person facilitates the learning through the
arrangement of Specific learning experiences.
a. Mentoring / Coaching
d. Assessment
19. An evidence-gathering method done during the performance of a training task
in the actual Workplace.
a. Observation
b. oral Questioning
c. Demonstration
d. Assessment
20. Is another method of gathering pieces of evidence characterized by the use
of a questioning tool?
a. Observation
b. oral Questioning
c. Demonstration
d. Assessment
99

Lesson Proper
ction
Introdu
This module will tackle the skills that you need to acquire in order to fulfil your duties as a
trainer involved in work-based training. Supervising Work-Based Learning will help you understand
work-based learning and its modalities as well as the activities involved in planning, implementing
and evaluating a work-based training program.
Listed below are the guides questions that we need to address at the end of the lesson:
• What is Work-based learning (WBL)?
• What are the bases in preparing the training plan?
• What is work-based training plan?
Lesson 1: Work-based Learning

Work-based learning (WBL) is a teaching approach that aims to provide the trainees with a
“learning through work” experience. This activity intends to prepare the trainees for the actual
industry work through a systematically planned training program.
Depending on the modality, a work-based training program may involve the training institution,
trainer, industry coordinator and the enterprise or the industry partner. The role of the training
institution is mostly on forging relationships with industry partners. The enterprise, on the other hand,
provides the resources for the actual work training. Meanwhile, the trainer and the industry
coordinator, as well as their industry counterparts (on-site supervisors) work together in developing
and implementing the work-based training plan.
Work-based learning also aims to attain the following objectives:
• To teach the environment of work;
• To help the trainees make the transition from school to work/ career easier;
• To increase the awareness of trainees;
• To make the trainees understand and appreciate the relevance of the basic, common and core
competencies;
• To provide the trainees with opportunities for potential career placement; and
• To project a positive image for trainees through their involvement in business and industry.
Modalities of Work-Based Learning
A work-based training plan is a schedule of the activities that the trainees should perform in
the course of their training. This includes the knowledge and skills the trainees should acquire in the
training facility and the actual tasks to be performed in the workplace.
This lesson will present the components of a training plan as well as the documents you can
refer to as bases in planning your work-based training program.
Bases in Preparing the Training Plan
A work-based training plan should be collaboratively prepared by the TVI and the industry
partner. Both should work together and consider the following bases in preparing the training plan:
• Trainee profile;
• Training regulation;
• National and organizational policies and procedures; and
• Current competencies of trainees.
A work-based training program may include various people of varying duties and
responsibilities. The DTS Law enumerated three key players in the dual training system. These are
the trainee, training center and the establishment or enterprise. Meanwhile, the Department of Labor
and Employment (DOLE) included the apprentice, enterprise and the concerned government
agencies as the actors in an apprenticeship program.
100

This lesson will present the stakeholders in work-based training as well as their roles in implementing
a work-based training program.
Role of Stakeholders in Work-Based Learning
1. Technical Vocational Institution (TVI) should provide full support and cooperation to work-
based training by means of:
• Forging relationships with industry partners;

• Appointing a qualified industry coordinator;
• Ensuring staff development of personnel involved in work-based training;
• Identify the skills actually needed or demanded by industry and match the skills offered
by the institution; and
• Provide comprehensive theoretical training and simulation for the trainee.
2. Enterprise/ Industry These are private firms authorized to implement the DTS Program/DTP
together with a partner TVI by:
• Providing the trainees with the determined requirements such as a proper job
orientation, a training coordinator and the required training resources;
• Maintaining a safe and appropriate work-based training environment for the trainees;
and
• Coordinating with the TVI to come up with an effective work-based training plan.
3. Trainees These are individuals qualified to participate in a dual or a dualized training program
in order to acquire the required skills of a certain qualification. The trainees in a work-based
learning program should:
• Exhibit proper work habits and attitude acceptable to the enterprise and the TVI;
• Cooperate with other trainees, employees and industry supervisor; and
• Observe company rules and regulations.
101

Challenges in Institutionalizing Work-Based Training
102

The responsibility of planning and implementing a work-based training program is shared by
the training institution and their industry partners. This shared responsibility of providing quality
training pose the following challenges in institutionalizing work-based training:
• Ent
erpr
ises
not
seeing training as part of their responsibilities;

• The cultural difference between enterprises and training institutions.
• Integrating and coordinating work-based and classroom learning:
• Deciding on the right type of work-based program for a specific purpose.
• Professional development and qualification of trainers;
• Having trainers that have both the technical expertise and the pedagogical skills.
Lesson 2: The Work-Based Training Plan
103

This
is the
information
about the
characteristics of the trainees who will participate in the work-based training program. This
information may include the total population, sex and age of the trainees. The trainee profile provides
information which can be used to:
• Determine the medium of instruction, mode of delivery and training schedule appropriate for
the trainees;
• Identify the resources (staff, facilities and equipment) required to ensure high standards of
work-based training delivery;
• Anticipate problems that may arise with regards to the demographics of the trainees and lay
the proper procedures and policies to avoid or address them; and
• Provide the staff that will be directly involved in the work-based training with the proper
orientation and briefing.
Bases in Preparing the Training Plan
104

1. Training Regulation
A training regulation (TR) is an official document intended to guide the public in the creation of
competency-based curriculums (CBCs), instructional materials and assessment tools.
Training regulations should be considered in planning the work-based training program as it
contains the following information:
• Specific competencies under a qualification;
• Requirements to gain the qualification;
• Appropriate assessment method for each qualification; and
• Training requirements of each qualification.
105

2. National and Organizational Policies and Procedures
These
are
established regulations pertaining to workplace procedures and work-based training. National policies
that should be considered in planning a work-based training program includes:
• Dual Training System (DTS) Law (RA 7686)
• Labor Code of the Philippines
• Department of Labor and Employment (DOLE) Department Order no. 68-04 s. 2004.
Meanwhile, organizational policies may vary from one enterprise to another. These set of rules
and regulations are usually detailed in:
• Company handbooks/ manuals;
• Contracts;
• Memorandums and circulars; and
• Bulletins.
106

Current Competencies of Trainees
A work-based training plan should include activities that will contribute new skills or improve
the skills of the trainees and not teach them of the skills and knowledge they have already learned.
For that reason, it is important that you, as a trainer know how to determine the current competencies
of the trainees to come up with an effective work-based training plan.
Determining the current competencies of the trainees can be done by:
• Checking with the trainee by conducting an oral interview or a simple written test;
• Analyzing the records of the trainees such as previous assessment results and resumes or
curriculum vitae and progress chart; or
• Having the trainees complete a self-assessment checklist or a pre-assessment.
Components of a Work-Based Training Plan
A work-based training plan consists of several components:
1. Competencies to be Obtained
2. Training Tasks
3. Modes of Delivery
4. Assessment Method
5. Resources Required
107

6. Timeframe
Competencies to be obtained
Basic competencies are the skills and knowledge that every employee needs for
work. Common competencies are skills and knowledge required by a particular industry. Lastly, core
competencies are the necessary knowledge and skills for a specific function/ job.
Training Tasks
These are the activities or workplace procedures that the trainees need to complete for each
competency. These activities should be anchored to the learning outcomes or the required skills and
knowledge of the determined competencies to be obtained.

Training tasks should be identified together with the industry representatives.
108

Modes of Delivery
Also referred to as the methodology, these are the approaches to be applied by the on-site
supervisor when implementing each training task.
Two common modes of delivery are:
• Job Shadowing - 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.
• Mentoring/ Coaching - is the process by which an expert person facilitates the learning
through the arrangement of specific learning experiences. A mentor is assigned to trainees in
order to effectively develop their skills and to act as role models with respect to ethics,
customer relations, and quality practices.
Assessment Method
This is the approach a trainer or a workplace supervisor may use to determine the progress of
the performance of trainees.
Two common methods of assessment are direct observation and interview/ oral questioning.
• Observation - is an evidence-gathering method done during the performance of a training
task in the actual workplace; and
• Interview/ Oral Questioning - is another method of gathering pieces of evidence
characterized by the use of a questioning tool. Trainees may be subjected to interview or oral
questioning after or during the performance of a training task.
Resources Required
Timeframe
109

This refers to the schedule/time allotted for each competency. For easier reference, the
timeframe can be further distributed among the training tasks.
Lesson 3: Implementing and Monitoring the Work-Based Training
Introduction
Trainees in a dual and dualized training program should undergo two types of training
orientation. These are the in-school training orientation and the in-plant or in-company training
orientation.
This lesson will guide you through the process of providing both types of orientation to the trainees.
Providing Training Orientation
1. In-School Orientation
Once the work-based learning plan has been accomplished, you must orient the trainees about
the training that they will undergo. Through this orientation, the trainees must understand the
following important information:
• Rationale and the objectives of the training program;

• The scope and limitation of the program;
• Requirements for the completion of the program such as performing all required tasks
and fulfilling the necessary documentary requirements (weekly journal); and
• The established support mechanism to help the trainees alleviate stress or get the
immediate technical or practical help they need. This support system may include the
trainer, guidance counselor and other trainees.
2. In-Company Orientation
Before the trainees start them in-company/ in-plant training, the on-site supervisor or any relevant
personnel must orient the trainees. As a trainer, you should attend this briefing or orientation to make
sure that the following important information will be given to the trainees:
• Information on workplace facilities
• Security policies and procedures
• Company values and culture
• Organizational structure
• Relevant personnel
Methods of Monitoring Work-Based Training

Monitoring is the systematic and continuous assessment to identify the strengths and weaknesses
of a program. It provides information which helps in making appropriate and timely decisions to
improve the program. The following are the most common methods of monitoring used in work-based
learning:
1. Observation. Direct observation can be both a monitoring and an assessment method. It

involves gathering pieces of evidence to formulate a conclusion. Observations can be formal
and informal and can be done by the:
• On-site supervisor during mentoring;

• Trainer and/or industry coordinators during site visits; and
• Other trainees.
110

2. Site visit. Conducting site visits is another monitoring tool which usually involves going to the
industry to talk to the trainees and the on-site supervisor. This is done to:
• Discuss concerns or additional training need with the on-site supervisor and the
trainees;
• Assess the quality of the training being offered by the enterprise; and
• Arrange adjustments to the work-based learning plan.
3. Weekly report. is a method which requires the trainees to share their experiences either
verbally or through a weekly journal or report duly noted or signed by the on-site supervisor.
This activity helps ensure:
• That the TVI and the industry partner are updated on the OJT experience of the
trainees; and
• That the program proceeds according to the work-based training plan.
Tools for Monitoring

The work-based learning plan is the basis of the learning process a trainee undergoes. The
on-site supervisor should have a copy of this plan to remind him/her of the competencies a trainee
must attain. Each trainee may have a different work-based learning plan from each other as a result
of reviewing the learner’s profile and their identified strengths and weakness.
1. Rotation Plan is used to ensure that the training is flexible and diverse by letting them
experience different jobs/tasks. This will show if the trainee is having difficulty
performing new tasks. Monitoring the plan will show if further training, break-in, and/or
accommodations can be made for trainees. Meetings with the trainees and the industry
coordinator may be done to evaluate the job rotation
On-the-Job Training Journal / Log Book The OJT journal contains the daily record of
OJT tasks/responsibilities accomplished. This may include the following data: list of tasks
performed and approximate time spent per task; significant learning/s for the day; and
signature of the immediate supervisor. This is commonly used in Dual Training System.
The trainer will assess using this monitoring tool if the experience of the trainees is
congruent with the work-based learning plan and learning objectives. This journal will help
in the continuous improvement of the Training Program.
111

2. Trainee’s Record Book (TRB) The objective of using a trainee’s record book (TRB) is
to record the trainee’s accomplished learning tasks and progress. This record is an
important document that must be kept by the trainee throughout the training.
The trainee’s record book should be given to the trainer/on-site supervisor, when requested,
for inspection and to have entries updated, on a regular basis. It should have the trainer/ supervisor’s
signature to certify that he has inspected the form and that the trainee was able to complete what
was being requested.
The TRB may also be used by the trainees to:
• Show to current or future employers the training they have completed
• Gain credits or exemptions in other training courses
• Serve as a reference in preparing for future job applications
• Determine their competency level thereby supporting eligibility for wage progression
• Confirm completion of the training program and their eligibility for the issuance of
training certificate; and
• Assess their skill levels should competency be the subject of dispute between the
trainee and his/her employer.
3. Trainee’s Progress Sheet Accomplished by the training supervisor and monitored by

the trainer or by the industry coordinator of the training institution, the trainee’s progress
sheet is used to monitor and rate the performance and the individual’s accomplishment
as per the work-based training plan.
4. Memorandum of Agreement This is the agreement between the TVI and the Industry.
This will be used as a monitoring tool to assess whether all clauses in the agreement
are being followed and implemented in the training proper.
Providing Constructive Feedback

Guidelines for Giving Constructive Feedback
• B
ase all your comments only on observable behavior, not on assumed motives or intents.
• Deliver positive comments first in order to give the trainees confidence and gain their
attention.
• Use descriptive language rather than general comments.
112

• Make sure that all parties have an opportunity to contribute to emphasize the sharing of
information.
• Keep your feedback clear but brief.
• Focus on the behavior that can be controlled or changed.
• Deliver positive feedback first before the negative remarks.
• Make sure to conclude the conversation on a positive note.
Lesson 4. Evaluation of Work-Base Training
Evaluating the performance of the trainees and the program should be done to have a
complete overview of how the training went. It will also provide you with information that you can use
in determining the effectiveness of the training program.
Meanwhile, assessing the program will help you identify the areas to be improved with regards the
delivery of the program and your partnership with the enterprise.
Bases for Evaluating the Performance of Trainees

Evaluating the performance of trainees includes measuring their progress and providing
performance feedback. Evaluation should be regularly done during and at the completion of the
training program. This can be done by reviewing the following:
• Trainee’s Progress Sheet accomplished by the training supervisor and monitored by the trainer
or by the industry coordinator of the training institution
• Trainee’s Record Book monitored by the training supervisor
• OJT Journal accomplished by the trainees
• Performance evaluation sheet
• Trainee assessment results
Preparing a Performance Evaluation Tool

As a trainer, it is important that you know the basics of crafting an effective evaluation tool.
This is to ensure that you will get the results you need from the assessment.
The following items should be included in the performance evaluation tool:
• Training details (name of trainee and trainer, duration of the training and the enterprise or
industry)
• Direction or rating mechanics
• Criteria (competencies to be obtained)
• General evaluation
• Observation from the on-site supervisor (strengths and weaknesses of the trainee)
Tips for Preparing a Performance Evaluation Tool

The following are important tips to be observed when creating an evaluation tool:
• Arrange items logically.
• State the mechanics clearly and briefly.
• Place items that require shorter answers at the beginning.
• Group items according to their response format (rating and short answers)
• Use section titles to help the respondents identify the area of focus.
113

Importance of Evaluating the Training Program
The main goal of program evaluation is to seek program improvement. Program evaluation is
integral to the improvement of your institution, program methods and your relationship with your
industry partner because:
• It identifies if the program is planned according to its objectives.
• It determines if the enterprise is performing its duties and responsibilities as stated in the
memorandum of agreement.
• It indicates if the personnel involved were able to execute their responsibilities in providing a
quality program and in maintaining an effective TVI to enterprise partnership.
Common Measures for Evaluating the Training Program

A work-based training program may be evaluated by means of any or all of the following
measures:
• Reviewing the work-based learning plan to identify the parts that were changed during the
implementation and the reasons why they were changed.
• Evaluating the progress of the performance of trainees to identify the weak and the strong
points of the training program.
• Gathering the feedback of trainees and mentors.
114

Learning Insights
115

Posttest
1. In this modality of WBL, providing the trainees with training allowance is left to the
discretion of the TVI and its industry partner
b. Internship
c. Dual training System
d. Apprenticeship
2. The following are reasons for the different challenges in implementing work-based
learning EXCEPT:
a. Trainees lacking proper training in operating workplace machinery.
b. Trainers lacking with industry experience and technical expertise.
c. The responsibility of the enterprise to provide the training allowance
prescribed by the DTS Law.
d. The additional workload brought about by the implementation of the t
raining program.
3. The following are regulations established by the Dual Training System Law EXCEPT:
a. Trainees should be provided with an allowance that is not less than 25% of the daily
wage.
b. The TVI and the enterprise have the shared responsibility of providing quality
work-based training
c.A work-based training program should not last longer the registered program of
the TVI.
d. The enterprise is responsible for providing free training materials during
industry training.
4. The following are roles of the technical vocational institution (TVI) in work-based
training EXCEPT:
a. Provide the trainees with the resources required by the industry training
b. Identify the skills that the industry actually needs
c. Ensure that the staff involved in WBL can implement the program properly.
d. Forge relationships with industry partners
5. These can be public or private organizations responsible for identifying the skills that
the industry actually requires and match it with the skills provided to the trainees.
a. TVIs
b. Industries
c. Enterprises
d. Trainees
6. This modality of work-based learning should be implemented according to the
DOLE Department Order No. 68-04 Series of 2004.
b. Internship
c. Apprenticeship
116

7. Which best explains the difference between a dual training and an apprenticeship
program?
a. Providing a prescribed training allowance is mandatory among enterprises
under an apprenticeship program while they may or may not in dual training
b. Dual training only involves the trainee and the enterprise while an apprenticeship
program also involves the TVIs.
c.An apprenticeship program only involves the trainee and the enterprise while dual
training also involves the TVIs.
d. Providing a prescribed training allowance is mandatory among enterprises engaged
in dual training while they may or may not under an apprenticeship program.
8. Which best illustrates the relationship of the roles of the TVI and the enterprise in a
work- based training program?
a. A TVI requires its trainers to conduct site visits to partner establishments to check
on the progress of their trainees
b. An enterprise assigns personnel whose main function is to handle matters and
activities concerning their OJTs.
c.Trainees of a TVI have their training classes every Monday and reporting to a
company from Tuesday to Friday.
d. A TVI presents their work-based training plan to the GHI Group of Companies, one
of their industry partners
9. Which is an effective way to encourage enterprises to participate in dual training?
a. Provide the personnel involved with the proper training about the dual
training system
c. Let them know the benefits of participating in the training program.
d. None of the above.
10. Which of these practices violates a provision of the DTS Law?
a. A TVI assigns apersonnel to coordinate with a company regarding their
work-based training plan.
c. An enterprise orients the trainees about the company policies on the first
day of their work-based training.
d. A company provides a TVI an amount equivalent to 75% of the daily
minimum wage as the daily allowance of their trainees.
11. Is an official document intended to guide the public in the creation of
competency-based Curriculums (CBCs), instructional materials and assessment tools.
b. Training Regulation
c. Apprenticeship
12. What is RA 7686?
b. Dual Training System
c. Apprenticeship
13. What is Department Order no. 68-04 s.2004?
b. DOLE
c. DENR
117

14. Are the skills and knowledge that every employee needs for work?
d. Assessment
15. Are skills and knowledge required by a particular industry?
d. Assessment
16. Are the necessary knowledge and skills for a specific function/ job?
d. Assessment
17. 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.
a. Job Shadowing
c. Mentoring / Coaching
d. Assessment
18. The process by which an expert person facilitates the learning through the
arrangement of Specific learning experiences.
a. Mentoring / Coaching
d. Assessment
19. An evidence-gathering method done during the performance of a training task
in the actual Workplace.
a. Observation
b. oral Questioning
c. Demonstration
d. Assessment
20. Is another method of gathering pieces of evidence characterized by the
use of a questioning tool?
a. Observation
b. oral Questioning
c. Demonstration
d. Assessment
118

Suggested Readings and Websites
"What Are Icts and What Types of Icts Are Commonly Used in....."
https://www.bartleby.com/essay/What-Are-Icts-and-What-Types-of-PKUJUZ43RYZS. Accessed 27
Aug. 2020.
"ICT enabled education:. The alchemy of mixing technology......" 19 Jan. 2017,
https://stories.linways.in/ict-enabled-education-d190bcc91bf0. Accessed 27 Aug. 2020.
"ICT in the Philippines - by Christian Borasca [Infographic]." https://venngage.net/p/132367/ict-in-the-

philippines. Accessed 27 Aug. 2020.
"What is ICTs and what types of ICTs are commonly used in....."
https://evaeducation.weebly.com/uploads/1/9/6/9/19692577/ict_for_teacher_professional_developme
nt_m.pdf. Accessed 27 Aug. 2020.
"**ADVANTAGES OF ICT - B.Ed (NaZ E-PoRTfOLIo)."

https://sites.google.com/site/bednazeportfolio/change-the-banner/advantages-of-ict. Accessed 27
Aug. 2020.
"The regular use of these technologies can give a beneficial......"

https://www.coursehero.com/file/pco7iqg/The-regular-use-of-these-technologies-can-give-a-
beneficial-motivational/. Accessed 27 Aug. 2020.
119

Glossary
Course Description refers to the brief statement of scope, coverage and delimitation of the course.
Corrective action managerial skills – adjusting to challenges, anomalies and routine
breakdowns while carrying out the job.
Core skills – basic skills and expertise required in a particular sector of the work
Course Title refers to the name of the program to be offered. It is usually derived from the
qualification title of the training regulations.
Course Structure is a course matrix, and includes details on module title, learning outcomes and
Competency Standards (CS) gives the specifications of competencies
required for effective work performance.
Competency Level is industry-determined definition of skills
required for successful performance of the work.
Definition of Qualification refers to the group of competencies that describes the different functions
of the qualification. It enumerates the job titles of workers who are
qualified.
Elements are the building blocks of a unit of competency. They describe, in outcome
terms, the functions that a person performs in the workplace.
Employment / Role Environmental SkillsCoping with the obligations and
demands of the work environment.
Entry Requirements refers to the minimum and “must” qualifications of a trainee to a
training program that will ensure effective and efficient training.
Evidence Guide is a component of the unit of competency that defines or identifies the
evidences required to determine the competence of the individual.
National Assessment & Certification Arrangement describes the policies
governing assessment and certification procedure.
Nominal Hours refers to the estimated training period usually expressed in hours
wherein the learner is expected to complete a particular training module
of program.
Project Management Skills – Handle multiple activities to complete the whole job
Operation
Qualification is a cluster of competence - based units which fulfill job roles and
are essential in the workplace.
Recognition of Prior Learning(RPL) is recognition of the skills, expertise, and
behaviors of a person acquired from life and work
experiences outside of approved training program
Require Skills (formerly known as Underpinning Skills) refers to the list of the skills needed
to achieve the elements and performance criteria in the unit of competency.
Task Skills-perform a specific job task
Training Regulation (TR) is a TESDA promulgated document that serves as basis for which the
competency-based curriculum
Unit Descriptor outlines what is done in the workplace. It clarifies scope and intent of unit.
120

KEY TO CORRECTION
Chapter I Principles of Trainers Methodology I
Pretest Post-Test
1.B 11.D 1.C 11.C
2.C 12.C 2.A 12.C
3.A 13.C 3.C 13.A
4.B 14.A 4.D 14.B
5.A 15.C 5.C 15.C
6.C 16.C 6.A 16.A
7.B 17.A 7.D 17.B
8.D 18.C 8.C 18.A
9.C 19.A 9.C 19.C
10.A 20.C 10.A 20.B
Chapter II Preparing A Session Plan

Pretest Post-Test
1.D 11.B 1.B 11.B
2.A 12.B 2.A 12.A
3.D 13.A 3.C 13.B
4.A 14.B 4.D 14.B
5.A 15.A 5.A 15.B
6.D 16.C 6.A 16.B
7.B 17.D 7.C 17.A
8.A 18.A 8.A 18.D
9.A 19.A 9.A 19.A
10.B 20.C 10.D 20.D
Chapter III Preparing Instructional Materials

Pretest Post-Test
1.A 11.B 1.C 11.A
2.C 12.A 2.B 12.C
3.C 13.A 3.A 13.A
4.D 14.C 4.B 14.C
5.D 15.C 5.A 15.C
6.D 16.A 6.A 16.D
7.B 17.A 7.A 17.D
8.C 18.C 8.C 18.D
9.A 19.C 9.C 19.B
121

10.B 20.B 10.A 20.C
Chapter IV Maintaining Training Facilities
Pretest Post-Test
1.A 11.C 1.B 11.A
2.D 12.C 2.D 12.B
3.B 13.D 3.A 13.C
4.C 14.A 4.D 14.A
5.A 15.A 5.C 15.A
6.D 16.D 6.C 16.D
7.B 17.C 7.A 17.A
8.A 18.B 8.A 18.B
9.B 19.C 9.D 19.C
10.A 20.A 10.C 20.B
Chapter V Utilized E-Media
Pretest Post-Test
1.A 11.B 1.A 11.B
2.A 12.B 2.A 12.B
3.A 13.B 3.A 13.B
4.A 14.B 4.A 14.A
5.A 15.B 5.A 15.B
6.C 16.C 6.C 16.C
7.C 17.C 7.C 17.A
8.C 18.C 8.C 18.A
9.C 19.C 9.C 19.A
10.C 20.C 10.C 20.B
Chapter VI Supervising Work-Based Training

Pretest Post-Test
1.A 11.C 1.A 11.C
2.D 12.B 2.D 12.D
3.B 13.B 3.A 13.B
4.C 14.C 4.C 14.D
5.A 15.A 5.B 15.A
6.D 16.B 6.C 16.B
7.C 17.A 7.B 17.A
8.A 18.D 8.B 18.B
9.A 19.B 9.A 19.C
10.A 20.C 10.B 20.D
122

REFENCES:
TESDA Competency Base Curriculum

TESDA Training Regulation
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Trainers- Methodology-IM

Education Management (The Philippine Women's University)

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1. Who are Trainer and/ or Assessor?

Time Duration: 3 hours

LO1. Distinguish a trainer from an assessor.

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Lesson 1: Who are Trainer and/ or Assessor?

Lesson 1: Who are Trainer and/or Assessor?

Trainee’s Entry Requirements

What is a TVET Trainer?

TVET Trainer is a professional who enables a learner or a group of learners to develop

What are a Trainer / Assessor?

• Graduate of baccalaureate degree or equivalent in training or experience along the field of

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Lesson 2: Competencies of a Trainer and/or Assessor

Simple and Essential Skills

• Lead Contact in the workplace

Lesson 3: Skills Based Preparation (CBT)

1. Knowledge is the complete understanding of thoughts, events, tasks and activities

2. Skill is the ability to perform a task or job learned and practiced

I. Task Skills-perform a specific job task

• Employment / Role Environmental SkillsCoping with the obligations and

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• Recognition of Prior Learning (RPL) is recognition of the skills, expertise, and

* It also has three parts to it:

• Popular skills-and knowledge required by people employed in a specific industry

industry / occupation / job position

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The most important I have learned in this lesson:

How will I use what I've learned in the future?

Does the lesson leave you with any questions?

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1. Skills and knowledge needed by people working in a particular industry

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4. Understanding the Training Regulations

Time Duration: 3 hours

LO1. Identify parts of a session plan.

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1. Is a framework or guide for the subsequent detailed development of

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Training Regulations contains the prescribed minimum program standards. It is developed by

It has four sections:

Section 1 – Definition of Qualification refers to the group of competencies that

Section 2 - Competency Standards (CS) gives the specifications of competencies

Section 3 - Training Standard (TS) contains information and requirements in designing

Section 4 – National Assessment & Certification Arrangement describes the policies

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Competency Standard (CS), as used in TESDA, is industry-determined specification of

Defined below are the components of CS:

5. Required Knowledge (formerly known as Underpinning Knowledge) refers to the

7. Range of Variables describes the circumstances or context in which the work is to be

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8.4. Context of Assessment refers to the place where assessment is to be conducted or

Lesson 2: Understanding Competency-Based Curriculum

What is Competency-Based Curriculum (CBC)?