Unit of Competency : LEAD WORKPLACE COMMUNICATION Unit Code : 500311109 Unit descriptor : This unit covers the knowledge, skills and attitudes required to lead in the dissemination and discussion of ideas, information and issues in the workplace. Context of this unit : This unit is adopted from the basic competencies for National Certificate Level III. In the context of the Trainers Methodology (TM), the term “workplace” in this unit would be understood to mean “training/learning environment.” ELEMENT PERFORMANCE CRITERIA Italicized are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED 1. Communicate information about workplace processes 1.1 Appropriate communication method is selected 1.2 Multiple operations involving several topics areas are communicated accordingly 1.3 Questions are used to gain extra information 1.4 Correct sources of information are identified 1.5 Information is selected and organized correctly 1.6 Verbal and written reporting is undertaken when required 1.7 Communication skills are maintained in all situations Organization requirements for written and electronic communication methods Effective verbal communication methods Non-verbal gestures Face to face Speaking to groups Using telephone Written Internet Organize information Convey intended meaning Participate in variety of workplace discussions Comply with organization requirements for the use of written and electronic communication methods 2. Lead workplace discussion 2.1 Response to workplace issues are sought 2.2 Response to workplace issues are provided immediately 2.3 Constructive contributions are made to workplace discussions on such Facilitating workplace discussion Action planning in the workplace Managing workplace dynamics Communication skills required for leading teams Informal performance counseling skills Team building skills Negotiating skills
the course content and the workplace math and science content 1.2 Situations in the workplace and in everyday life are related to the course or program are identified for inclusion or mention in the training 1.3 Training aids, lesson plans or session notes are prepared, adopted or customized incorporating or highlighting applications of math and science principles Learning Self-paced materials Job sheets Related theory Audio-visual aids Charts Graphs Diagrams Interactive video training materials in the workplace technology skills to use software associated with numeracy skills 2. Relate math and science concepts to common and workplace situations 2.1 Practical applications of math and science related to the desired learning outcomes are incorporated, explained and stressed during the training 2.2 Trainees are aided and encouraged to identify and apply math and science concepts in their work and everyday life 2.3 Class examples/ cases, exercises, and assignments are given for trainees to explore and reflect on the applications/ manifestations of math and science along the course content arithmetic (four fundamental operations) Elementary algebra Basic science General science Natural sciences Physical and biological sciences Social sciences Basic training methodology skills Training development and management skills Observing safety and health requirements in the classroom, laboratory and workshop Instructional skills on based
3. Assess trainees’ internalization of math and science concepts 3.1 Trainees’ retention of basic math and science concepts are reviewed to identify areas needing further intervention 3.2 Trainees’ appreciation of math and science principles along the trade area or subject matter is determined using applicable assessment methodology. 3.3 Simple mathematical and scientific models/ representations are discussed to aid in the understanding and application of principles and theories language, style and format that are readily understood 3.4 Poorly-understood of math and science relevant to the course are given extra attention and explained in terms in accordance with trainees’ interests and learning styles. Assessment methodology: Projects Case problems Written tests Oral questioning Interviews 3.2 Models/ Representations: Simple quantitative models Mathematical formulas using elementary algebra Constants and variables Functions and relations laws and principles in science Graphs and diagrams Charts and flowcharts Learning Styles skills safety and health requirements in the classroom, laboratory and workshop skills 4. Introduce further enhancements 4.1 Personal knowledge, experiences and observations of self and others in the area Of math and science applications are cited and incorporated in the lessons and 4.2 Results of application of math and science on friendly
ELEMENT PERFORMANCE CRITERIA Italicized terms are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED SKILL 1. Follow environmental workplace practices 1.1 Workplace practices and work instructions relating to potential environmental impacts are recognized and followed, and clarification is sought where necessary. 1.2 Relevant legislation, codes and national standards that impact workplace environmental practices are recognized and followed. 1.3 Changes to work practices and procedures are responded to positively and promptly in accordance with organizational requirements. 1.4 Individual roles/ responsibilities are determined and performed the program/ activities identified Practices and work instructions: Environmental hazard identification and risk analysis Avoiding or minimizing environmental risks, Improving environmental performance, Waste minimization and segregation, Environmental monitoring, Signs and labels (e.g., chemical labels), Emergency procedures, Hazard and incident recording and reporting procedures Environmental data recording and reporting procedures applicable. instructions from persons with responsibility related to environmental work practices. codes, national and international standards Agreement on Climate Change Clean-Air Act of 1999 (RA 8749) Act of 2004 (RA 9275) Performing research and analysis Reading / interpreting data and information Problem solving Communicate with supervisors and workplace colleagues Recognize environmental hazards and threats Follow workplace directions and instructions Keep simple records. Water
Waste Management Act of 2000 (RA 9003) Protocol Protocol Awareness and Education Act of 2008 (RA 9512) Act of 2009 (RA 9729) of Practice relating to environment-critical jobs 2. Contribute to improve environmental work practices 2.1 Suggestions are made to designated personnel for improvements to workplace practices possible. 2.2 Information is gathered and improvements are suggested to support the development of improved workplace approaches to environmental practices. 2.3 Environmental issues and their relationship to workplace practices are discussed in the workplace with colleagues and designated personnel. 2.4 Contributions to the review of environmental practices and policies are made within limits of responsibility 2.1 Strategies and approaches concerning the ff.: Minimize hazards and risks, Reduce and dispose of waste, Efficient use energy Conserve water Reduce air and pollution Make more efficient use of resources and improve environmental performance, Reduce soil disturbance and improve habitat resources. Environmental practices and policies Waste minimization and management, Performing research and analysis Reading / interpreting data and information Problem solving Communicate with supervisors and workplace colleagues Recognize environmental hazards and threats follow workplace directions and instructions Keep simple records.
Unit of Competency : LEAD SMALL TEAM Unit Code : 500311110 Unit descriptor : This unit covers the knowledge, skills and attitudes to lead small teams including setting and maintaining team and individual performance standards. This unit is adopted from the basic competencies for National Certificate Level III. In the context of the Trainers Methodology (TM), the small teams here would refer to groups of trainees, audience or participants in a training situation, or a group of fellow trainers. ELEMENT PERFORMANCE CRITERIA Italicized terms are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED SKILL 1. Provide team leadership 1.1 Work requirements are identified and presented to team members 1.2 Reasons for instructions and requirements are communicated to team members 1.3 Team members’ queries and concerns are recognized, discussed and dealt with Company policies and procedures Relevant requirements Trainee expectations Work requirements Trainee Profile Assignment instructions Trainees’ concerns Communication skills required for leading teams Informal performance counseling skills Team building skills Negotiating skills 2. Assign responsibilities 2.1 Duties, and responsibilities are allocated having regard to the skills, knowledge and aptitude required to properly undertake the assigned task and according to company policy 2.1 Team member’s duties and responsibilities skills required for leading teams performance counseling skills building skills skills
2.2 Duties are allocated having regard to individual preference, domestic and personal considerations, whenever possible 3. Set performance expectations for team members 3.1 Performance expectations are established based on client needs and according to assignment requirements 3.2 Performance expectations are based on individual team members duties and area of responsibility 3.3 Performance expectations are discussed and disseminated to individual team members performance expectations are set skills required for leading performance counseling skills building skills skills 4. Supervised team performance 4.1 Monitoring of performance takes place against defined performance criteria and/or assignment instructions and corrective action taken if required 4.2 Team members are provided with feedback, positive support and advice on strategies to overcome any deficiencies 4.3 Performance issues which cannot be rectified or addressed within the team are referenced to appropriate personnel Methods of Monitoring Performance Monitor performance Formal process Informal process Providing Feedback Formal process Informal process Performance issues Work output Work quality Team participation Compliance with workplace protocols Safety Communication skills required for leading Informal performance counseling skills Team building skills Negotiating skills
accessed, used, complied and ensured in accordance work practices and policy requirements. 1.4 Sources of information and advice on vocational education and training policy and operating context are accessed on a regular basis and changes are noted as appropriate. 1.5 Opportunities are up to contribute to vocational education and training in accordance with organizational policy developments. 1.6 Vocational education and training terminology is used to communicate effectively in accordance with sector. Dual Training System training K to 12 Law Vocational education and training organizations and stakeholders Department of Labor and Employment (DOLE) Technical Education and Skills Development Authority (TESDA) Industry Skills Councils (ISCs) Training organizations Chambers of commerce and industry Industry associations Relevant legal and policy requirements, codes of practice, national standards and legislations: Specific industry/ workplace legal/compliance and licensing requirements Duty of care under common law discrimination procedures and guidelines Write documents for a range of vocational education and training audiences and purposes Language skills to: Communicate with personnel across all levels of the organization and with clients Understand and use vocabulary and terminology specific to the vocational education and training environment Listen and summarize key points, make evaluative judgments and articulate verbally or in writing to a client or colleague Facilitate discussions to encourage problem solving, sharing of
Contribution to online consultations Vocational education and training terminology Acronyms Language of the profession Language styles commonly used in vocational education and training environments 2. Work within the training organization’s quality framework 2.1 Relevant organizational documentation is accessed, used, supported and ensured in accordance work and responsibilities. 2.2 Work is conducted in accordance with the training organization’s quality assurance strategies, processes, policies and procedures 2.3 Ethical and legal responsibilities are adhered to in accordance with work practices. 2.4 Work is undertaken in accordance with the prevailing industrial and employee relations Relevant organizational documentation Strategic plans Business plans Policies and procedures Position descriptions Responsibility statements Quality arrangements for clients covering: enrolment and complaints, grievances and appeals assessment, including skills recognition, and appeals identification of training support requirements, for example, language, literacy Recognizing and being sensitive to individual difference and diversity, for example: Being sensitive to and valuing culture Acting without bias/ discrimination Responding to individuals with particular needs Recognizing the importance of religion
guidance/support is sought from relevant personnel where work issues arise and in accordance with existing organizational policies and guidelines. 3.3 Relevant technological skills are used to enhance work outcomes and in accordance with prevailing industrial systems and practices. 3.4 Work is undertaken in a collaborative manner with colleagues through sharing of information and ideas and working together on work outcomes in accordance with the prevailing industrial and employee relations systems and practices. 3.5 Feedback on managing work and professional relationships is obtained from clients and colleagues and is evaluated and acted upon. Technology problems Relations with other personnel Client issues/relations Clients and colleagues Individual learners, apprentices and trainees, employees Enterprises/ industry Other parts of the training organization Government departments/ agencies, or other organizations training policies, frameworks, legislation and guidelines Participate in opportunities to contribute to vocational education and training organizational policy developments Manage work and work relationships Relevant technological skills Using computer word processing software to produce documents, reports and learning materials Using computer presentation applications Using computer data processing software to produce statistical information Using
systems to support online learning Conducting web searches Participating in Internet/video conferencing Using chat rooms Managing email Operating computer projection equipment Operating overhead projectors Operating other business equipment, e.g. fax machines, photocopiers and telephone systems 4. Demonstrate a client-focused approach to work 4.1 Clients and their needs and expectations form the basis for developing effective work practices and outcomes in accordance with operational limits. 4.2 Effective communication strategies are developed, utilized, established and Clients and their needs and expectations A focus on individual learner objectives such as: New skills Specific competencies Target qualifications New career
Italicized terms are elaborated in the Range Statement 1. Practice inclusivity 1.1 Individual differences and clients with particular needs are acknowledged, respected and valued in accordance with existing work practices and learning culture. 1.2 Personal perceptions and attitudes about difference are examined and revised to improve communication and professionalism in accordance with existing work practices and learning culture. 1.3 Principles underpinning inclusivity are integrated into all work practices. 1.4 The training organization’s access and equity policy is used in accordance to work practices. 1.5 Individuals' rights and confidentiality are respected at all times. The diversity of clients, client needs, client backgrounds and differing expectations for vocational education and training services are valued and relayed in the learning and practice of inclusivity. The concept of the power of paradigm/ perception, in relation to attitudes and behavior is elaborated to improve communication and professionalism The principles, underpinning, inclusivity and how to integrate them into work practices Recognizing and being sensitive to individual difference and diversity, for example: Being sensitive to and valuing culture Acting without bias/ discrimination Responding to individuals with particular needs Improve/ use language and communication skills that reflect inclusive language, address cross cultural communication, indirect communication, participation of others (family/ community/elders), appropriate time and communication protocols, encourage expression by all individuals, involve a variety of mediums, religion
2. Promote and respond to diversity 2.1 The ground rules for participation and behavior with colleagues and clients are established in accordance with a cooperative and agreed process/es. 2.2 Individuals are encouraged to express themselves and to contribute to the work and learning environment in accordance with cooperative and agreed process/es. 2.3 Individuals are provided with opportunities to indicate specific needs to support their participation in learning and work in accordance with a cooperative and agreed process/es. 2.4 Relevant research, guidelines and resources are accessed to support inclusivity in accordance with existing guidelines and procedures. 2.5 Verbal and body language is sensitive to different cultures and backgrounds and differences in physical and intellectual abilities and as appropriate. Ethical and inclusive behaviors expected of professional relationships with clients and colleagues Availability and of supports for clients with specific needs Relevant policies, legal requirements, codes of practice on: Disability, discrimination, inclusiveness, human rights, equal opportunity, racial discrimination Duty of care responsibilities Access and equity policies Understanding the verbal and body language relative to different cultures and backgrounds and differences in physical and intellectual abilities and as appropriate is critically inclusive in learning and teaching solving skills to: Identify specific needs Respond appropriately to cultural diversity skills to identify and increase knowledge of individual differences and how these impact on individuals good practice in active listening, appropriate eye contact, tone, appropriate volume, clarity of diction and plain English 3. Develop and implement work strategies to 3.1 Documented resources to support and guide inclusive practices are identified and used to Sources of information to support inclusive practices of work strategies and implementation to cover the
accordance with learning opportunities. 4.2 The benefits of learning are explored with colleagues and clients in accordance with a culture of learning. 4.3 Learning and competency achievement is recognized and rewarded in accordance with the work and/or learning environment. 4.4 Opportunities to develop own and others generic skills are identified in accordance with the work and/or learning environment. 4.5 Multiple pathways to achieve own and others future learning goals are discussed in accordance with the work and/or learning environment. inclusive learning are identified to incorporate the performance criteria mentioned and in accordance with internationally accepted practices and standards accordance with internationally accepted practices and standards 5. Monitor and improve work practices 5.1 Effective work practices to enhance inclusivity and a learning culture are identified in accordance with the work and/or learning environment 5.2 Conscious actions are taken to modify and improve in accordance with work practices. 5.3 Strategies and policies to support inclusivity are regularly reviewed in accordance with continuous Organizational work systems, practices are identified to enhance inclusivity as well as adapted to be part of the learning culture in accordance with work and learning environment Strategies and policies are identified to enhance inclusivity as well as adapted to be part of the learning culture in system and work practices improvement system are developed of Re-entry plan incorporating strategies and policies to implement inclusivity in the work place
Unit descriptor : This unit covers the knowledge, skills and attitude required to ensure the health, safety and welfare of learners and candidates. ELEMENT PERFORMANCE CRITERIA Italicized are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED SKILL 1. Identify Occupational Health and Safety (OHS) responsibilities 1.1 The purpose and approaches of OHS in the learning environment are defined in accordance with OHS standards. 1.2 Documentation outlining the OHS legal responsibilities of the various parties in the learning environment is accessed, read and interpreted in accordance with OHS standards 1.3 Organizational OHS documentation is identified and accessed in accordance with standard operating procedures. Basics of a systematic approach to OHS Relevant policies, legal requirements, codes of practice and national, for example: Legislative requirements for information and consultation relevant to safety Legislative requirements for record keeping related to OHS Legislative requirements for safe workplaces skills to: Access a range of sources of OHS information read and understand OHS Interpret OHS legal requirements Write hazard and incident reports to the development of a risk control action plan (if required) skills to: Communicate and consult with a of people from different levels and backgrounds Listen and summarize key points, make evaluative judgments
and articulate verbally skills to: Use computer hardware and relevant software Use equipment skills to access relevant OHS information skills 2. Identify hazards in the learning environment 2.1 Sources of information are researched and accessed to identify hazards common within the industry in which the learning will take place. 2.2 Learning environment is inspected prior to use in consultation with various parties in order to identify hazards. 2.3 Any specific OHS needs of learners and/or candidates are in accordance with OHS standards. 2.4 Any potential hazards created by learners and/or candidates with specific needs are identified in accordance with OHS standards. Sources of information on OHS requirements relevant to the specific industry where learning will take place OHS roles and responsibilities of employers, the training/ learners and/or candidates, managers and supervisors Duty of care obligations for training and/or trainers/facilitators Literacy skills to: 2.1.1 Access a range of sources of OHS information Read and understand OHS Interpret OHS legal requirement Write hazard and incident reports Contribute to the development of a risk control action plan (if required) Language skills to: Communicate and consult with a range
2.5 Personal limitations and responsibilities in identifying hazards are recognized and specialist advisers are consulted in accordance with OHS standards of people from different levels and backgrounds Listen and summarize key points, make evaluative judgments and articulate verbally Technology skills to: Use computer hardware and relevant software Use equipment Research skills to access relevant OHS information Negotiation skills 3. Assess risks in the learning environment 3.1 Likelihood of injury as a result of exposure to identified hazard/s is assessed in accordance with OHS standards. 3.2 Severity of any potential injury, illness or negative/adverse outcome arising from the identified hazard is assessed for risk in and risks in the specific industry where learning will take place risk control strategies applicable to the industry where learning and/or will take place OHS documentation including policies, procedures and Literacy skills to: Access a range of sources of OHS information Read and understand OHS Interpret OHS legal requirements
accordance with OHS standards. 3.3 Hazards are prioritized for action in consultation with various parties in accordance with OHS standards. 3.4 Personal limitations in assessing risks are recognized and specialist advisers are consulted in accordance with OHS standards. risk control strategies Write hazard and incident reports Contribute to the development of a risk control action plan (if required) Language skills to: Communicate and consult with a range of people from different levels and backgrounds Listen and summarize key points, make evaluative judgments and articulate verbally Technology skills to: Use computer hardware and relevant software Use equipment Research skills to access relevant OHS information Negotiation skills 4. Develop and implement actions to ensure the health safety 4.1 Risk controls are developed based on the hierarchy of control in Hierarchy of control as it applies to risks encountered in the Literacy skills to: 4.1.1 Access a of sources of OHS information
and welfare of learners and/or candidates accordance with OHS standards. 4.2 Risk control action plan is identified and accessed or formulated in consultation with various parties. 4.3 Actions within the control and responsibility of the trainer/facilitator are implemented in accordance with OHS standards. 4.4 Outstanding risk control actions are referred to the various parties for implementation. 4.5 Supervisory arrangements appropriate to learners and/or candidates levels of knowledge/skill/ experience are monitored to ensure their health and safety. learning environment Substitution with a lesser hazard Isolation of the hazard from people at risk Engineering controls Administrative means (eg, safe work practices, procedures and training) Use of personal protective equipment Supervisory arrangements of knowledge Level of experience responsibilities and obligations of the various parties code of conduct in the learning environment of potential hazardous and required responses and their control in the learning environment, including the use and maintenance of personal protective equipment Read and understand OHS Interpret OHS legal requirements Write hazard and incident reports Contribute to the development of a risk control action plan (if required) Language skills to: Communicate and consult with a range of people from different levels and backgrounds Listen and summarize key points, make evaluative judgments and articulate verbally Technology skills to: Use computer hardware and relevant software Use equipment
Research skills to access relevant OHS information Negotiation skills 5. Provide appropriate Occupational Health and Safety (OHS) requirements to learners and/or candidates 5.1 Learners and/or candidates are provided with appropriate information related to OHS 5.2 Learners and/or candidates are assessed for knowledge of OHS requirements. 5.3 Learners and/or candidates are supplied with personal protective equipment in accordance with OHS standards Knowledge of the learning environment sufficient to be able to identify hazards and conduct simple risk assessment Appropriate information safe access and egress work procedures aid provisions arrangements in the learning environment for the management of OHS, including: Reporting procedures for hazards, incidents, injuries and faulty equipment Processes to use when injury does occur Policies and procedures, including handbooks Literacy skills to: Access a of sources of OHS information Read and understand OHS Interpret OHS legal requirements Write hazard and incident reports Contribute to the development of a risk control action plan (if required) Language skills to: Communicate and consult with a range of people from different levels and backgrounds Listen and summarize key points, make evaluative judgments
and articulate verbally Technology skills to: Use computer hardware and relevant software Use equipment Research skills to access relevant OHS information Negotiation skills 6. Monitor Occupational Health and Safety (OHS) arrangements in the learning environment 6.1 Achievement against the risk control action plan is monitored and any issues addressed as appropriate 6.2 The effectiveness and reliability of existing risk controls are confirmed with relevant parties. 6.3 Effective hazard and incident reporting and investigation processes are confirmed on a continuing Organizational OHS documentation including policies, procedures and risk control strategies 6.1Literacy skills to: 6.1.1 Access a range of sources of OHS information Read and understand OHS documentation Interpret OHS requirements Write hazard and incident reports Contribute to the development of a risk control action plan (if required) Language skills to: Communicate and consult with a of people from
Portfolio Assessment 4. Context of Assessment Competency must be assessed on actual job or accredited assessment center Competency assessment must be undertaken in accordance with endorsed TESDA assessment guidelines Unit of Competency : MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE Unit Code : 500232108 Unit descriptor : This unit covers the knowledge, skills and attitude required for individuals to manage personal professional performance and to take responsibility for their professional development in relation to the provision of training and services. ELEMENT PERFORMANCE CRITERIA Italicized are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED 1. Model high standards of performance 1.1 Personal performance is consistent with the organization’s goals and objectives. 1.2 Appropriate professional techniques and strategies are modeled in accordance with existing organizational policies and guidelines. 1.3 Personal work goals and plans reflect individual responsibilities and accountabilities in accordance with Organizational goals/objectives Organizational processes, procedures and opportunities relating to professional development Continuous improvement techniques and processes and their application requirements Leadership skills Self-evaluation skills Research skills Literacy skills
are discussed with relevant personnel for inclusion in accordance with the professional development plan. 3. Participate in professional development activities 3.1 Development opportunities suitable to personal learning style/s are selected and used in accordance with continuous support of learning and maintenance of current professional practice/s. 3.2 Professional networks are participated in accordance with continuous support of learning and maintenance of current professional practice/s. 3.3 Own performance and professional competency is continuously improved through engagement in accordance with professional development activities. 3.4 Technology is used to maintain regular communication in accordance with relevant networks, organizations and individuals. Networks relevant to professional practice Industry awards/ enterprise agreements Relevant OHS knowledge relating to the work role/work context OHS when managing own professional practice and performance Communication skills Interpersonal skills Literacy skills Time management skills 4. Reflect on and evaluate professional practice 4.1 Developments and trends impacting on professional practice are researched and integrated in Trends related to work performance Organization’s recording and reporting systems Self-evaluation skills Research skills Communication skills
related to professional development Ability to analyze organizational financial performance 3. Monitor conduct and results of training 3.1 Simple formative and summative evaluations of training are done to evaluate achievement of learning outcomes 3.2 Quality training programs are monitored and noted/documented for best practices and results replication 3.3 Benefits and returns on training investments are studied using relevant data 3.4 Cost-effective training programs are identified and recommended for documentation, replication and further enhancement. Approaches in measuring organizational and individual performance Benefits and returns on training investment: Long-term impact such as: of firm Industrial peace Immediate results such as: Positive customer feedback Less product recalls/reject Consistent/ increasing school enrolment Higher absorption rate of graduates Lower rates research skills to: 3.1.1 keep up with trends in vocational education and training to obtain current information identify relevant industry affiliations keep up with in the vocational area of competency Communication skills to: Obtain feedback from colleagues and clients Participate in professional networks Consult with colleagues and clients Interpersonal skills to:
Lower worker attrition rate Relevant training data Data from graduate tracer studies Enrolment data Trainee drop-out Trainee learning evaluation rate evaluation Trainee skills rate Per-capita training costs utilization rate Participate in industry events and activities Build professional relationships Networking skills to build an industry network Literacy skills to: Document personal learning needs Read and interpret vocational education and training information such as legal/ organizational policy documents Complete and maintain records related to professional development Ability to analyze organizational financial performance 4. Promote awareness of costs and benefits of training 4.1 Benefits of training as investment rather than cost center are explained and stressed to trainees, fellow trainers and Way of cascading organizational milestones and performance Ways of engaging stakeholders in innovating Research skills to: Keep up with trends in vocational education and training to
administrators where applicable 4.2 Economy in use of training supplies and materials and care in use of training equipment and facilities are stressed continually 4.3 Model/best practices in optimum and judicious use of training resources are documented, practiced and demonstrated organizational practices obtain current information Identify relevant industry affiliations Keep up with in the vocational area of competency Communication skills to: Obtain feedback from colleagues and clients Participate in professional networks Consult with colleagues and clients Interpersonal skills to: 4.3.1 Participate in industry events and activities 4.3.2 Build professional relationships Networking skills to build an industry network Literacy skills to: Document personal learning needs Read and interpret vocational
Competency assessment must be undertaken in accordance with endorsed TESDA assessment guidelines Unit of Competency : Develop and promote understanding of global labor markets Unit Code : 500232110 Unit descriptor : This unit describes the outcomes required in understanding, analyzing and disseminating information on global trends and concerns as they affect the TVET, labor and employer sectors. ELEMENT PERFORMANCE CRITERIA Italicized are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED SKILL 1. Identify current and future trends/ concerns 1.1 Relevant and reliable sources of information (LMI) are identified and accessed based on needs 1.2 Global and local relevance of (LM) trends are studied and analyzed for their implications in the labor and training market 1.3 Relevant events, including positions and interests of trainees, clients and training providers are studied and considered in the design and delivery of training paradigm Supply side – TVET providers and schools Demand side – employers and private sector) Labor variations and seasonality in the LM Researching LMI Analyzing the relevance, accuracy and shortcomings of information Researching skills anticipations systems market market
Skills anticipation systems TVET sector knowledge – work regime, systems, technologies and unique aspects relevant to sector or geographic area Profile of TVET sector stakeholders, opinion leaders and players Legislations and regulations that impact on the TVET sector 2. Assess new developments 2.1 Emerging issues of potential significance to the local and global labor markets are identified and studied 2.2 Research findings are assessed for significance to the technical and vocational education and training (TVET) sector 2.3 Opportunities and risks of new developments are identified and assessed 2.4 Views of trainees, training providers and other stakeholders are identified and assessed for their potential benefit or impact 2.5 Where necessary responses and strategies for LM Events and trends that have shaped the global over time Trends in customer expectations and buying patterns Responses and strategies Retraining Search for new markets and partners Skills updating/ upgrading Refresher courses Updating of competency standards Competency assessment and certification Discerning trends, issues and implications Assessing threats and opportunities Communication and presentation skills
threats and opportunities are developed in consultation with other TVET partners 2.6 New and emerging concepts, technologies, products and processes are noted and evaluated based on their implications for the TVET and labor Adoption of new training methods and technologies Redesign of training programs/ courses 3. Utilize labor market information to best effect 3.1 Awareness of LM situation and related concerns are promoted through lectures and other training opportunities 3.2 Relevant information on LM and new technologies are incorporated in the curriculum and during the training 3.3 Mention/ Presentations of LMI and trends are made during meetings, fora and training situations using language and delivery styles adapted to the audience 3.4 necessary, responses and strategies to global labor-market developments are developed and recommended using analytical tools and current LMI Analytical tools SWOT analysis analysis tree diagram Research skills to: Keep up with trends in vocational education and training to obtain current information Identify relevant industry affiliations Keep up with in the vocational area of competency communication skills to: Obtain feedback from colleagues and clients Participate in professional networks
ELEMENT PERFORMANCE CRITERIA Italicized are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED SKILL 1. Establish initial job profile 1.1 Scope of job is listed based on company operation and standards 1.2 Duties and tasks are enumerated and sequenced based on company operation and standards 1.3 Initial job profile is submitted following workplace procedures. Nature and content of a Job profile Competencies of the job being analyzed Writing reports Job role definition Planning and organizational skills Identifying duties and responsibilities Identifying specific tasks performed for each duty Identifying general knowledge and skills, worker behaviors needed Sequencing duty and task statements Report writing skills 2. Improve job profile 2.1 Job profile is reviewed through consultation with relevant personnel. 2.2 Result of the review is consolidated following workplace procedures. 2.3 Job profile is finalized and submitted for approval based on the result of consultation. Validation criteria Process of validation Consolidation methods Technical Writing Knowledge on existing standards of a specific skills Consultation and validation skills Consolidation and organizing skills Technical writing skills 3. Perform task analysis 3.1 Steps for each task are identified according to finalized job profile. 3.2 Knowledge, skills and attitude are listed Methods of analysis Parameters for defining knowledge, Analytical skills Identifying tools, equipment, supplies, and materials Technical writing skills
competencies are addressed. 3.5 Learning events are identified and sequenced based on course brief. 3.6 Formative assessment method are identified based on training objectives. 3.7 Finalized training plan is presented to the relevant personnel for approval. The training rotation plan venue duration 4. Prepare learning materials and other resources 4.1 Availability of learning materials and other resources are confirmed with relevant personnel if within the budget requirements 4.2 Learning materials are prepared in accordance to training objectives. 4.3 Resource requirements are prepared in accordance with the organization‘s procedures. Instructional Materials development Concepts and Principles of Learning materials Planning, communication and organizational skills Costing skills Negotiation skills Preparing presentation materials Preparing learning materials 5. Prepare training facilities 5.1 Training locations are identified and arranged according to the training needs. 5.2 Training Activities are coordinated with relevant personnel 5.3 Training facilities are set-up according to the training 5.4 Safety and housekeeping practices are observed following Occupational Safety and Health Standards Factors to consider in preparing learning stations OSHS Preparing learning stations Practicing safety and housekeeping
Unit of Competency : CONDUCT END-OF-TRAINING ASSESSMENT Unit Code : TVT232317 Unit descriptor : This unit covers the knowledge, skills and attitudes in conducting assessment. It details the requirements for reviewing evidence requirements and assessment methods, organizing assessment activities, facilitating end-of-training and evaluating assessment activities. ELEMENT PERFORMANCE CRITERIA Italicized terms are elaborated in the Range Statement REQUIRED KNOWLEDGE AND ATTITUDE REQUIRED SKILL 1. Review evidence requirements 1.1 Required evidences are revisited from company standards with reference to the outcome of job analysis 1.2 Sufficiency of evidences are checked with reference to evidence plan. 1.3 Required evidences are compiled according to company standards. Competency Standards based assessment Evidence requirements Assessment criteria Evidence gathering process, method and tools Rules of evidence Critical aspect of competence Purpose of assessment Accessing and interpreting industry and company standards Understanding of the evidence requirements skills Evaluation and analytical skills Skills in gathering evidence Planning and organizational skills 2. Review assessment 2.1 Assessment methods are checked for Assessment Methods Strategies for determining appropriate
methods and tools appropriatness according to evidence requirements. 2.2 Evidence plan is checked for sufficiency based on evidence requirements. 2.3 Reasonable adjustments in the assessment methods are proposed according to trainees’ profile. 2.4 Assessment tools are reviewed for validity and technical correctness 2.5 Assessment criteria are reviewed based on identified performance criteria Evidence requirements Evidence Plan Principles of Assessment Types of Assessment Formative Summative Work integrated Diagnostic Dynamic Synoptic Appropriate assessment for a given assessment method. Identification of Assessment Criteria assessment methods Analytical skills Skills in making assessment decisions Preparation of Rating scale 3. Organize assessment activities 3.1 Assessment activities are coordinated in accordance with the assessment plan. 3.2 Resources required for assessment are organized according to assessment plan. 3.3 Relevant personnel are informed of the assessment activity in line with industry policy and procedures. Assessment plan, Assessment methods, Characteristics of assessment venue Principles of assessment Equipment and materials specification Calculation of costs Environment safety and Health management system Identifying assessment activities Preparing request for purchase with justification skills Add topics from element & performance criteria
Organizational policy and procedures on acceptable cost range Organizational policy on conduct of end of training assessment. Roles of personnel in assessment in organizing required resources: Obtaining Checking Arranging 4. Facilitate assessment 4.1 Trainees are oriented on the conduct of assessment based on assessment plan 4.2 Needs of the trainee are determined to establish any allowable adjustments in the assessment procedure 4.3 Evidences are collected and documented in accordance with the assessment procedures specified in the relevant Assessment Plan Assessment procedure, assessment plan, allowable adjustment, Context of assessment Evidence Verbal and non verbal language Supportive assessment environment Evidence gathering methods, observation etiquette, reasonable adjustment, assessment tools Conduct Orientation Note taking Use of rating sheets Observation skills Decision making skills Use of organization assessment records Skills to provide feedback
EVIDENCE GUIDE 1. Critical Aspects of Competency Assessment requires evidence that the candidate: Organized assessment activities Facilitated end-of-training assessment Evaluated assessment activities 2. Resource Implications The following resources should be provided: Simulated workplace Tools, materials, and equipment relevant to the task to be demonstrated Relevant curriculum document References and manuals 3. Method of Assessment Competency in this unit may be assessed through: Demonstration/ with oral questioning Written examination Portfolio Third party report 4. Context of Assessment Competency must be assessed on actual job or accredited assessment center Competency assessment must be undertaken in accordance with endorsed assessment guidelines
BASIC COMPETENCIES 124 Unit of Competency Learning Outcomes Learning Activities Methodology Assessment Approach Nominal Duration 1. Lead workplace Communication 1.1 Communicate information about workplace processes Usage of various communication methods in workplace processes Demonstrate use of questions to gain information Explain how to validate correctness of information Describe how to organize information Role play Interview 8 hours 1.2 Lead workplace discussions Explain communication skills for leading Role Play Interview 1.3 Identify and communicate issues arising in the workplace Describe how performance gaps in the workplace are addressed Role play Interview 2. Apply math and science principles in technical training 2.1 Identify math and science manifestations in the course content and the workplace Describe math and science requirements in the training plan Portfolio 2.2 Relate math and science concepts to Prepare class example and assignments for application of math and Portfolio
Discuss environmental practices and policies related to: Waste minimization and management, Sustainability, Local, regional, state and national strategies on weed and pest management, Protection of land and habitat and conservation of resources, Energy use, Greenhouse gas emissions, Use of chemicals, and equipment. 3.3 Recognize and report potential environmental threats Discuss potential environmental threat or hazards that include: spills, leaks, pollution, planned and unplanned emissions, soil compaction, disturbance and erosion, Accidents and disposal of and Group Work Focus Group Discussion Presentation Case Studies Written Observation Question and answer Presentation (Practical demonstration) 4
Assess trainee’s skill level in software operating systems Practice proper usage of printer and other productivity tools and office equipment Practice session Written test 4.2 Utilize word processing application Enumerate the types of office documents i.e. reports, information sheets, etc. Discuss the standards in document formats Complete various exercises in creating documents using standard software and computer applications Practice processing documents using software application and printer Lecture - Study Individual Exercise Individual Project Interview Portfolio (with Questioning) Written test Evaluate case study results 4.3 Utilize presenter application Differentiate the various presenter software available in the market Demonstrate how the presenter software operates, their features and applications Individual Study Group Project Group Exercise/role play Interview Portfolio (with Questioning) Written test
5.3 Set performance expectations for team members Define performance expectation Explain the factors to consider in setting performance expectations Draft a KRA indicating negotiated individual performance expectations Lecture Demonstration Group Work Demonstration Case studies 5.4 Supervised team performance Identify methods of monitoring performance Explain importance of performance monitoring Explain various performance issues Explain different ways of providing feedback Role play how to provide feedback Lecture Demonstration Role Play Demonstration Case studies 6. Apply work ethics, values and quality principles 6.1 Observe workplace policies and guidelines Explain Nature of Work Discuss Dignity of Work Explain the relationship between Values and Work Ethics Compare and contrast Core Values and Personal Values Discuss the importance of Work Ethics Role-playing/ simulation Case studies Demonstration Case studies discussion
Identify and discuss the organization’s ethical and legal responsibilities 7.3 Manage work and work relationships Discuss and share work issues related to: time pressures work overload competing demands unexpected contingencies technology problems relations with other personnel Discuss planning and relevant technological skills to manage and address client issues/relations Group Work Focus Group Discussion Presentation Sharing of experiences Written Question and answer 4 hours 7.4 Demonstrate a approach to work Discuss clients and needs and expectations Discuss effective communication strategies in accordance with building better client relationships. Focus Group Lectures Video presentation Written Oral questioning 4 hours
OHS relating to the work role/work context, Internal policies and procedures to meet OHS requirements 8.4 Promote a culture of learning Identify and discuss strategies, policies and systems of promoting a culture of inclusive learning emphasizing internationally accepted practices and standards. Lecture Writeshop Written test Oral questioning 4 hours 8.5 Monitor and improve work practices Identify and discuss work practice improvement systems to enhance inclusivity Lecture Writeshop/ workshop Written test 4 hours 9. Ensure healthy and safe learning environment 9.1 Identify Occupational Health and Safety (OHS) responsibilities Explain the concepts on Occupational Health and Safety Understand the safety practices Discuss the importance of Occupational Health and Safety (OHS) in the workplace Describe the purpose and approaches of Occupational Health Case studies Demonstration with oral questioning Case problems Interview
9.4 Develop and implement actions to ensure the health safety and welfare of learners and/or candidates the importance and of risk controls Apply the concepts of hierarchy of control Analyze the importance and proper application of risk control action plan Explain the outstanding risk control actions to concerned parties Demonstrate the use of personal protective equipment (PPEs) Apply proper responses to potential hazards Explain communication skills to the of Occupational Health and Safety (OHS) Case studies Demonstration with oral questioning Case problems Interview 9.5 Provide appropriate Occupational Health and Safety (OHS) requirements to learners and/or candidates Discuss the concepts of Occupational Health and Safety (OHS) Analyze the hazards in entrance and exit points Apply proper first aid requirements Differentiate the concepts or hazards, Case studies Demonstration with oral questioning Case problems Interview
incidents, injuries and faulty equipment Identify proper actions when injury occur 9.6 Monitor Occupational Health and Safety (OHS) arrangements in the learning environment Explain the effective risk controls Prepare the important in writing incident and accident reports Practice proper flow of investigation process Draft investigation, incident and accident reports the monitoring system Document and analyze the risk control and action plan Case studies Demonstration with oral questioning Case problems Interview 10. Maintain and enhance professional practice 10.1 high standards of performance Describe standards of professional performance Elaborate on organizational processes, procedures and legal requirements Discuss ethical and inclusive practices Role-playing Case studies Reporting/ presentation Demonstration with oral questioning Interview Written test Written report
10.2 Determine personal development needs Perform individual TNA Discuss importance of Feedback for professional development Role-playing Case studies Reporting/ presentation Demonstration with oral questioning Interview Written test Written report 10.3 Participate in professional development activities Explain professional networking Discuss relevant OHS in Management of professional practice and performance Role-playing Case studies Reporting/ presentation Demonstration with oral questioning Interview Written test Written report 10.4 Reflect on and evaluate professional practice Discuss trends and development in the professional field Role-playing Case studies Reporting/ presentation Demonstration with oral questioning Interview Written test Written report 11. Develop and promote appreciation for costs and benefits of technical training 11.1 Study training cost components Identify the features of the training Identify the different costs related to the training Identify the different benefits related to the training Analyze the different cost and benefit components Case studies Case problems Written exam Interview Written report
Conduct cost and benefit analysis Perform computation skills to compute for the cost and benefit 11.2 Evaluate training costs and benefits Analyze and interpret the results of the cost and benefit Compare and contrast the results Provide recommendations and action items related to the results of the study Identify measures to optimize training Explain the result of the study Case studies Case problems Written exam Interview Written report 11.3 Monitor conduct and results of training Discuss and appreciate the importance of regular monitoring Identify cost-effective training programs for replication Prepare re Identify the long term and short term results Case studies Case problems Written exam Interview Written report 11.4 Promote awareness of costs and benefits of training Report and explain the results of the study Field Visits Case problems Written exam
12.4 Demonstrate a approach to work Discuss clients and their needs and expectations Discuss effective communication strategies in accordance with building better client relationships. Identify and discuss processes for evaluating and improving client satisfaction Group Lectures Video presentation Written Oral questioning 2 hours CORE COMPETENCIES 80 Hours Unit of Competency Learning Outcomes Learning Activities Methodology Assessment Approach Nominal Duration 1. Perform job analysis 1.1 Establish initial job profile Identify job role List scope of job Enumerate and sequence duties and Identify general knowledge and skills, tools, equipment, supplies, and materials, Lecture/ Discussion presentation Focus group discussions Group work Written Demonstration with oral questioning 4 hrs
2.4 Prepare learning materials and other resources Prepare inventory of existing learning materials Prepare procurement plan for learning materials Prepare communications for training location and reservations Apply concepts and principles of Instructional Materials Development Allocate resources- manpower, equipment and materials Individual study Demonstration Interview Portfolio (with Questioning) Written test 5 hrs 2.5 Prepare training facilities Choose the training room layout on the identified training activities Prepare training room layout Describe a learning station Prepare learning stations Demonstrate housekeeping and Individual study Group project Demonstration Interview Written test Portfolio (with Questioning) 5 hrs
safety practice in training 3. Conduct training 3.1 Prepare for implementation of training Explain trainees’ profile analysis and trainee entry level requirements Discuss adjustment of training plan Describe training delivery Identify resources for the conduct of training Prepare for implementation of training Demonstration Lecture Discussion Role play Written exam Interview 6 hrs 3.2 Implement learning sessions Explain the flow of a specific CBT delivery system Demonstrate training session learners on their specific task performance Demonstration Demonstration Interview 8 hrs 3.3 Monitor and support trainee's learning process Describe monitoring procedure Enumerate common learning difficulties Explain feedback procedure Role play Demonstration with oral questioning Written examination Interview 5 hrs
Read and interpret performance standards 4.2 Review assessment methods Discuss assessment methods Discuss evidence plan Explain evidence plan Review assessment methods Discussion Lecture presentation Demonstration Written examination Demonstration with oral questioning 4 hrs 4.3 Organize assessment activities on the Assessment plan prepared; appropriate venue is identified, checklist of equipment, materials, consumables and tools are developed. Safety and health management plans are formulated. Costing are computed based on the identified venue and the checklist for the logistics, S&H plan including the personnel required in the conduct of assessment. Lecture Discussion Workshop / Writeshop Rating on written output of workshops / writeshops Demonstration with Oral questioning Cost Calculation 2 hrs 4.4 Facilitate end-of-training assessment A simulation is conducted in orienting trainees in preparation for the assessment. Lecture on the conduct of assessment orientation Demonstration with oral questioning 10 hrs
The orientation should include the following information: Context and purpose of Assessment Any allowable adjustments in the Procedure Performance to be assessed and the evidence to be collected The Assessment procedure The Grading or Rating system Role play of evidence gathering according to the prepared evidence plan and using the prepared assessment tools. Role play on making assessment decisions by corroborating evidences gathered in the simulation of evidence gathering. Practice filling up forms to record the assessment Simulation on the conduct of orientation Simulation or Role play on the Orientation of candidates. Role play on gathering of evidences Role play on decision making Discussion on corroboration of evidences and making decisions Role play on decision making Group on how to provide feedback. Role play on how to provide feedback for learning to take Observation of role plays Use of the performance rating Written Test Interview
Microfinance Council and FDE STE, Taguig City MRS. ELIZABETH M. LOPEZ Banilad Center for Professional Development (BCPD), Cebu City MS. HERMINIA Q. AÑAGO Ahon sa Hirap, Inc., Cubao, Quezon City DR. FAUSTINO A. LANGAHIN, JR. Center for Industrial Technology and Enterprise (CITE), Cebu City MS. FRANCESCA D. RUEDAS Ahon sa Hirap Incorporated, Cubao, Quezon City ENGR. STEVE Y. BANZON Primary Structures Educational Foundation, Inc. (PSEFI), Cebu City MR. RONNIE R. GALICIA Ahon sa Hirap, Inc., Cubao, Quezon City MR. BRYAN M. ARANETA AFOS – K to 12 Plus Project, Cebu City The Members of the TESDA Board and Secretariat The MANAGEMENT and STAFF of the TESDA Secretariat Qualification and Standards Office TESDA – QSO Technical Facilitators Competency Standards Development Division MS. BERNADETTE N. SERVAZ- AUDIJE Ms. CHERRY l. TORALDE Ms. MELCHRIS A. ATIS Competency Programs and Standards Development Division