Entrepreneur

QUALIFICATIONS PACK - OCCUPATIONAL STANDARDS FOR
MANAGEMENT, ENTREPRENEURSHIP & PROFESSIONAL SKILLS
Contents
1. Introduction and Contacts..…………….…...………1
What are
2. Qualifications Pack……….……............................2
Occupational
Standards(OS)? 3. Glossary of Key Terms ………………………..………..3
4. OS Units……………………………………………………....5
 OS describe what 5. Annexure: Nomenclature for QP & OS..........47
individuals need
to do, know and 6. Assessment Criteria.......................................49
understand in
order to carry out
Introduction
a particular job
role or function Qualifications Pack- Trainer
 OS are SECTOR/S: MANAGEMENT, ENTREPRENEURSHIP & PROFESSIONAL SKILLS
performance
SUB-SECTOR: Training and Assessment
standards that
individuals must
OCCUPATION: Training Delivery
achieve when
carrying out REFERENCE ID: MEP/Q2601
functions in the
workplace, ALIGNED TO: NCO-2015/ 2424.0402; 2424.9900
together with
specifications of Brief Job Description: The Trainer trains the learners on the occupational
the underpinning standards, using pre-set lesson plans and training materials. They plan for and
knowledge and conduct sessions to impart competency based skills and knowledge.
understanding
Contact Us: Personal Attributes: The individual must have expertise in the
Management & technical/vocational domain of instruction. They must have strong
Entrepreneurship and communication, organisational and interpersonal skills. They must be quality
Professional Skills
focused and encourage learner engagement. Additionally, they should remain
Council (MEPSC)
abreast with the latest trends in their domain and upgrade their facilitation skills.
14 Management
House, Institutional,
Area, Lodhi Road, New
Delhi-110003
E-mail: [email protected]
Qualifications Pack for Trainer
Qualifications Pack Code MEP/Q2601

Trainer
Job Role
(Applicable for National Scenarios)
Job Details
Credits TBD Version number 1.0

Management, Entrepreneurship
Sector Drafted on 21/06/2018
and Professional Skills
Sub-sector Training and Assessment Last reviewed on 21/06/2018
Occupation Training Delivery Next review date 21/06/2022
NSQC Clearance on NA
Job Role Trainer
Plan and undertake skills and knowledge transfer sessions to facilitate

Role Description the desired level of competence in the learner as per pre-set
occupational standards.
NSQF level 5
Minimum Educational Certified on the technical/vocational standards that they will be training
Qualifications on, by competent authority (SSC, NCVT, AICTE, Industrial standards
body, Organizational Certification department, etc.)
Maximum Educational
Qualifications NA
Certified on the technical/vocational standards that they will be training
Prerequisite License or Training on, by competent authority (SSC, NCVT, AICTE, Industrial standards
As per competent authority (SSC, NCVT, AICTE, Industrial standards
Minimum Job Entry Age
As per competent authority(SSC, NCVT, AICTE, Industrial standards
Experience
Compulsory:
1. MEP/N2601 Plan and organize for facilitation of a training program
2. MEP/N2602 Deliver competency based, instructor-led training
sessions as per session plan
3. MEP/N2610 Demonstrate work skills on-the-job or in a simulated
work environment
Applicable National Occupational 4. MEP/N2603 Facilitate transfer of work skills on-the-job or in a
Standards (NOS) simulated work environment
5. MEP/N2604 Conduct assessment of competence as per required
standards
6. MEP/N9911 Apply health and safety practices applicable in a
training and assessment environment
7. MEP/N9912 Apply principles of professional practice at the
workplace
Performance Criteria As described in the relevant OS units
2
Keywords /Terms Description
Sector Sector is a conglomeration of different business operations having similar

Definitions
business and interests. It may also be defined as a distinct subset of the

economy whose components share similar characteristics and interests.
Sub-sector Sub-sector is derived from a further breakdown based on the
characteristics and interests of its components.
Occupation Occupation is a set of job roles, which perform similar/ related set of
functions in an industry.
Function Function is an activity necessary for achieving the key purpose of the
sector, occupation, or an area of work, which can be carried out by a
person or a group of persons. Functions are identified through functional
analysis and form the basis of OS.
Sub-function Sub-functions are sub-activities essential to fulfil the achieving the
objectives of the function.
Job role Job role defines a unique set of functions that together form a unique
employment opportunity in an organisation.
Occupational Standards OS specify the standards of performance an individual must achieve
(OS) when carrying out a function in the workplace, together with the
knowledge and understanding they need to meet that standard
consistently. Occupational Standards are applicable both in the Indian
and global contexts.
Performance Criteria Performance criteria are statements that together specify the standard of
performance required when carrying out a task.
National Occupational NOS are occupational standards which apply uniquely in the Indian
Standards (NOS) context.
Qualifications Pack (QP) QP comprises the set of OS, together with the educational, training and
other criteria required to perform a job role. A QP is assigned a unique
qualifications pack code.
Electives Electives are NOS/set of NOS that are identified by the sector as
contributive to specialization in a job role. There may be multiple
electives within a QP for each specialized job role. Trainees must select at
least one elective for the successful completion of a QP with Electives.
Options Options are NOS/set of NOS that are identified by the sector as additional
skills. There may be multiple options within a QP. It is not mandatory to
select any of the options to complete a QP with Options.
Unit Code Unit code is a unique identifier for an Occupational Standard, which is
denoted by an ‘N’
Unit Title Unit title gives a clear overall statement about what the incumbent
should be able to do.
Description Description gives a short summary of the unit content. This would be
helpful to anyone searching on a database to verify that this is the
appropriate OS they are looking for.
Scope Scope is a set of statements specifying the range of variables that an
individual may have to deal with in carrying out the function which have
a critical impact on quality of performance required.
3
Knowledge and Knowledge and understanding are statements which together specify the
Understanding technical, generic, professional and organisational specific knowledge
that individual needs to perform to the required standard.
Organisational Context Organisational context includes the way the organisation is structured
and how it operates, including the extent of operative knowledge
managers have of their relevant areas of responsibility.
Technical Knowledge Technical knowledge is the specific knowledge needed to accomplish
specific designated responsibilities.
Core Skills/ Generic Core skills or generic skills are a group of skills that are the key to learning
Skills and working in today’s world. These skills are typically needed in any
work environment in today’s world. These skills are typically needed in
any work environment. In the context of the OS, these include
communication related skills that are applicable to most job roles.
Keywords /Terms Description
NOS National Occupational Standard(s)
Acronyms
NSQF National Skills Qualifications Framework

QP Qualifications Pack
4
MEP/N2601 Plan and organize for facilitation of a training program
----------------------------------------------------------------------------------------------------------------------------- -----------
National Occupational
Standard
Overview
This unit is about planning before starting a training program to ensure that it is conducted
smoothly, meets the learning objectives for the program and is in alignment to the program
guidelines.
5|Page
Unit Code MEP/N2601

Unit Title
National Occupational Standard
Plan and organize for facilitation of a training program

(Task)
Description This unit is about planning before starting a training program to ensure that it is
conducted smoothly, meets the learning objectives for the program and is in
alignment to the program guidelines.
Scope This unit/ task covers the following:
 Interpret learning environment and delivery requirements
 Modify session plans and resources for delivery
 Organise training environment
Performance Criteria(PC) w.r.t. the Scope

Element Performance Criteria
Interpret learning To be competent, the user/ individual on the job must be able to:
environment and PC1. access, read, and interpret the training documentation to determine delivery
delivery requirements from authorised source
requirements Training documentation: Trainer’s guide, Occupational standards to be
achieved, Curriculum, Training schedule
PC2. provide recommendation for selection of candidates for training as per the
learning objectives of the program
PC3. obtain details of the learners from authorised sources
PC4. use available information and documentation to identify group and individual
learner needs, and relevant learner characteristics
PC5. identify training environment requirements like venue, tools, equipment,
materials, space, layout and seating arrangements, HVAC, stationery, etc.
PC6. identify constraints impacting training delivery and relevant risks
Modify session plans To be competent, the user/ individual on the job must be able to:
and resources for PC7. refine existing learning objectives according to program requirements and
delivery specific needs of individual learners
PC8. modify existing session plans received in line with special learner needs, time
and environment constraints, availability of materials, etc.
PC9. document session plans for each segment of the learning program in
prescribed and/or standard templates
PC10. contextualise learning materials to meet the needs of the specific learner
group
Organise training To be competent, the user/ individual on the job must be able to:
environment PC11. ensure availability of adequate training materials, facility, technology, tools
and equipment in time for delivery of learning sessions
PC12. organise training materials and equipment for easy access and use when
required during the course of the training
PC13. ensure the venue of training is conducive to learning and in line with
professional guidelines including those mentioned in the training
documentation
6|Page
PC14. ensure timely availability of support services as per requirement by co-
ordinating with training co-ordinator
Support services: Pantry service, logistic service, housekeeping and
maintenance
PC15. ensure training area is risk free and equipped with necessary health and
safety resources like fire extinguishers, safety signage, clean toilets, dry
flooring, security arrangements, etc.
PC16. confirm overall delivery arrangements with relevant personnel prior to
delivery commencement
Knowledge and Understanding (K)
A. Organizational The individual on the job needs to know and understand:
Context KA1. training organisation’s system policies and procedures such as candidate
(Knowledge of the selection, rationale and purpose of competency-based assessment, costs/
resourcing
company
KA2. organizational record-management systems with respect to training and
/organization and
reporting requirements
its processes) KA3. health safety and environment issues relating to delivery of competency
based training
KA4. work area inspection procedures and practices
KA5. waste and dangerous materials disposal procedures and practices
KA6. procedures for the recording, reporting and maintenance of workplace
equipment
B. Technical The individual on the job needs to know and understand:
Knowledge KB1. the learner group profile, including characteristics and needs of individual
learners in the group
KB2. the requirements of the learning program and/ or delivery plan, and the
content purpose
KB3. how to set up training facilities, training equipment and tools
Training facilities, training equipment and tools: eg. room/space appropriate
to the style of delivery, data projector and laptop/computer and speakers,
projection screen, flip charts with markers, whiteboard and whiteboard
markers, trainer manual, learner handbook/workbook and any other learning
materials and resources, other equipment specified in session plan
KB4. competency based curriculum documents and learning materials
KB5. specific resources, equipment and support services available for learners with
special needs
KB6. assessment and risk control measures relating to the facilitation of group-
based learning
KB7. policies and procedures relevant to the learning environment
KB8. how to create and modify session plan
KB9. prescribed and standard session plan template
Skills (S)
A. Core Skills/ Writing Skills
The user/ individual on the job needs to know and understand how to:
7|Page
Generic Skills Reading Skills
SA1. read and interpret training related documentation
Oral Communication (Listening and Speaking skills)
SA2. receive and ask for clarifications from content development team and seniors
on the job requirement
SA3. co-ordinate with training co-ordinator, design team, vendors, housekeeping
staff, etc. during the course of work in a polite, clear and in a language
understandable to them
SA4. work effectively as a team member to cultivate collaborative and participative
work relationships
B. Professional Skills Decision Making
The user/individual on the job needs to know and understand how to:
SB1. contextualise learning materials to meet the needs of the specific learner
group
Plan and Organize
SB2. plan and organise own work
SB3. plan a session in line with training program requirements and local
constraints, resources and learner requirements
Customer Centricity
SB4. ensure the environment is conducive to learner needs and is safe and
hygienic
Problem Solving
SB5. application of problem solving skills that require negotiation to resolve
problems of a difficult nature within organisation protocols
Analytical Thinking
SB6. analyse learner data to identify possible customization required in learning
environment and materials
Critical Thinking
SB7. identify the parts of the learning materials which are not conducive to local
arrangements and learner requirements
SB8. discuss with seniors and design team to customize as per requirements
8|Page
NOS Version Control
NOS Code MEP/N2601

Management,
Industry Entrepreneurship and Drafted on 08/03/2018
Professional Skills
Training and 08/03/2018
Industry Sub-sector Last reviewed on
Assessment
9|Page
MEP/N2602 Deliver competency based, instructor-led sessions as per session plan
----------------------------------------------------------------------------------------------------------------------------- -----------
Standard
Overview
This unit deals in detail with the delivery of competency based, instructor led sessions as per
session plan in letter and spirit.
10 | P a g e
MEP/N2602 Deliver competency based, instructor led sessions as per session plan
Unit Code MEP/N2602

Unit Title
Deliver competency based, instructor led sessions as per session plan

(Task)
Description This unit deals in detail with the delivery of competency based, instructor led sessions
as per session plan in letter and spirit.
 Deliver and facilitate training sessions
 Support and monitor learning

Deliver and facilitate To be competent, the user/ individual must be able to:
training sessions PC1. conduct each session according to the session plan, modify where
appropriate to meet learner needs
PC2. explain the objectives of the training session and how it would benefit the
trainees.
PC3. gather learners’ expectations and modify the session plan to incorporate the
valid ones in the delivery which were not covered
PC4. deliver training using a range of training methods and training processes as
instructed in trainer’s guide
Training methods: lecture, group discussion & presentation, group activities,
role-plays, demonstration and practice, field trips, case-studies, self-study
Training processes: connecting to previous learning, delivering information in
a step by step fashion, explanation with examples, two-way interaction, step
by step demonstration, guided learner practice and recap/consolidation to
optimise learner experiences
PC5. ensure effective participation and group management by using basic
facilitation techniques
Basic facilitation techniques: active listening, questioning, brainstorming,
setting ground rules, encouraging participation, not criticizing, use existing
knowledge in the group effectively
PC6. apply learning principles to make reasonable adjustments to delivery - and
session plans if required - according to individual and group learner needs
PC7. create and maintain a positive learning environment
PC8. be polite and courteous with all learners at all times
PC9. manage inappropriate behaviour professionally as per established
organisational policy
PC10. take measures to ensure that learning can take place in a safe and
comfortable environment
Support and monitor To be competent, the user/ individual must be able to:
learning PC11. monitor, and document, learner progress to ensure outcomes are being
achieved, and individual learner needs are being met
PC12. share feedback with learners on a regular basis to keep them updated on
11 | P a g e
MEP/N2602 Deliver competency based, classroom training sessions as per session plan
their progress and areas that require more focus
PC13. make adjustments to the delivery sessions to reflect specific needs and
circumstances
PC14. provide additional assistance to individual learners as required to achieve
session outcomes
PC15. maintain and store learner records according to organisational requirements
Undertake post To be competent, the user/ individual must be able to:
training activities PC16. securing equipment and tools in safe places in accordance with procedures
PC17. ensure that training equipment and tools are used and left in good condition
PC18. complete learner records accurately and in the required timeframes
Context KA1. Training Organisation’s system policies and procedures such as:
(Knowledge of the a. candidate selection
company b. rationale and purpose of competency-based assessment
/organization and c. costs/resourcing
its processes) KA2. organizational record-management systems and reporting requirements
KA3. Health Safety and Environment (HSE) issues relating to delivery of
competency based training
equipment
Knowledge KB1. principles of adult learning and how to apply them in training delivery
a. training needs to be learner-centred to engage learners
b. adults have a need to be self-directing and decide for themselves
what they want to learn
c. adults have a range of life experience, so connecting learning to
experience is meaningful
d. adults have a need to know why they are learning something
e. the learning process needs to support increasing learner
independence
f. emphasis on experimental and participative learning
g. use of modelling
h. the learning process should reflect individual circumstances
KB2. factors that affect learning such as:
a. physical e.g. temperature, health, personal concerns
b. social, emotional e.g. attitude, motivation, behaviour, cognitive,
environmental
KB3. techniques to create and maintain a positive learning environment such as:
c. encouraging learner participation
d. using interactive learning approaches to transfer skills and knowledge
to learners
e. using the diversity of the group as a resource to support learning
f. using facilitation skills to ensure effective participation and group
12 | P a g e
management
g. using presentation skills to convey understanding of key concepts and
central ideas
h. being aware of non-verbal and verbal communication of participants
i. using learning resources to enhance the learning experience for all
learners
j. delivering at appropriate pace
k. ensuring and encouraging two-way communication including provide
opportunities for learners to seek clarification on central ideas and
concepts, and adjust the presentation to meet participant needs and
preferences
l. summarising key concepts and ideas at strategic points to facilitate
learner understanding
m. monitoring learner progress with tasks and learning activities based
on session plan.
n. measuring the achievement of learning outcomes by formative
assessment
KB4. how to implement program delivery based on session delivery plans and
facilitation guides
KB5. commonly used training delivery methods, processes and facilitation
techniques appropriate to face-to-face group delivery
Training methods: lecture, group discussion & presentation, group activities,
role-plays, demonstration and practice, field trips, case-studies, self-study
Training processes: connecting to previous learning, delivering information in
a step by step fashion, explanation with examples, two-way interaction, step
by step demonstration, guided learner practice and recap/consolidation to
optimise learner experiences
Basic facilitation techniques: active listening, questioning, brainstorming,
setting ground rules, encouraging participation, not making anyone wrong,
use existing knowledge in the group effectively
KB6. various ways to handle inappropriate behaviour in a professional manner
Inappropriate behaviours: Abusing; violence; harassment; disruption of
session; pilfering; intentional mishandling of equipment and materials;
habitual absenteeism, etc
Various ways: Set ground rules at the beginning of the session and implement
strictly, identifying the reason for inappropriate behaviour and suggesting a
more appropriate method of expressing discontent; prepare and follow
escalation matrix for reporting inappropriate behaviour; discuss
consequences of inappropriate behaviour to self and others; counselling;
detention/suspension/rustication in accordance with the rules of the
organisation/institution, etc.
KB7. importance of monitoring and documenting learning progress of the learners
and providing them feedback
KB8. importance of ensuring safety, hygiene, tidiness before, during and after the
sessions
KB9. importance of completing learner records accurately and processing within
required timeframes
13 | P a g e
Skills (S)
Generic Skills
SA1. use white board/flipcharts to explain key points in a language/symbols
understandable to learners
SA2. make minor corrections/updates on presentation slides, handouts, etc
SA3. write emails to interact with design team, seniors and other stakeholders
Reading Skills
SA4. read presentation slides and trainer’s guides and participant handbook
SA5. explain and describe training related concepts and facts to learners in a
simple language that is understandable to the learners
SA6. use effective listening and probing /questioning skills to understand learners
and their queries
SA7. provide clear instructions to learners during the course of the trainings to
conduct training activities and guide their behaviour and conduct
work relationships
SA9. use assertive communication techniques and participative discussion
techniques to handle group discussions
SA10. use collaborative methods to handle conflict without losing calm
SB1. handle disruptions during trainings in a solution seeking and calm manner
SB2. identify which learner and learning environment related concerns are to be
dealt on their own and which must be reported and handled in consultation
with seniors
Plan and Organize

SB3. deliver training program smoothly, on time while meeting the session
objectives
SB4. ensure that all tools, materials, equipment are available at the appropriate
time and place, when and where they are needed
Customer Centricity
SB5. identify and meet client and learners’ needs
Problem Solving
SB6. apply problem solving skills that require negotiation to resolve problems of a
14 | P a g e
difficult nature within organisation protocols
Analytical Thinking
SB7. how to improve work process
Critical Thinking
SB8. how to spot potential disruptions and delays and what can be done to
prevent the same as well as handle the same if it occurs
15 | P a g e
NOS Version Control
NOS Code MEP/N2602

Management,
Professional Skills
Assessment
16 | P a g e
MEP/N2610 Demonstrate work skills on-the-job or in a simulated work environment
----------------------------------------------------------------------------------------------------------------------------- -----------
Standard
Overview
This unit is about conducting demonstration of work skills on-the-job or in a simulated work
environment
17 | P a g e
Unit Code MEP/N2610

Unit Title Demonstrate work skills on-the-job or in a simulated work environment
(Task)
Description This unit is about conducting demonstration of work skills on-the-job or in a simulated
work environment.
 Identify audience for demonstration
 Prepare for the demonstration
 Conduct demonstration
 Undertake post demonstration activities

Identify audience for To be competent, the user/ individual must be able to:
demonstration PC1. identify characteristics of audience to customize demonstration as per their
needs
PC2. confirm numbers and, if possible, names of individuals to ensure that all are
present
PC3. identify purpose of the demonstration
Purpose: To training the audience, to generate awareness, to demonstrate
competence, etc.
PC4. identify time allowed for demonstration
PC5. identify location and facilities where demonstration will take place
Prepare for the To be competent, the user/ individual must be able to:
demonstration PC6. identify topic/s for demonstration
PC7. research topic/s and clarify doubts with subject matter expert
PC8. develop order or sequence of demonstration, for overall coverage of topic/s
as well as coverage of each task within the topic to ensure ease of
understanding for audience and efficient use of resources
PC9. rehearse the demonstration without the audience and identify areas that
need specific attention
PC10. confirm all materials, tools and equipment is present and in working order,
including safety equipment for the demonstration
Conduct To be competent, the user/ individual must be able to:
demonstration PC11. conduct a site and safety briefing
PC12. conduct a group introduction session for names and stories of participants
PC13. clarify the planning of sessions for the audience
PC14. clarify each activity with respect to purpose, precautions and procedure
before performing it
PC15. conduct the demonstration while adapting to audience needs and ensuring
that the purpose of the demonstration is being achieved
PC16. ensure that all audience members can see the demonstration and hear the
instructions and explanations clearly
PC17. perform all the steps of the demonstration skilfully and in proper sequence
18 | P a g e
PC18. ensure that the demonstration is accurate and realistic
PC19. conduct review and summarization of activities as required
PC20. work safely at all times, complying with health and safety, environmental and
other relevant regulations and guidelines
Undertake post To be competent, the user/ individual must be able to:
demonstration PC21. collect feed-back information and address any issues identified
activities PC22. use feed-back in future demonstration planning
PC23. secure equipment and tools in safe places and leave them in good condition
in accordance with procedures
PC24. complete demonstration records accurately and submit or process and in the
required timeframes
Context KB1. organizational record-management systems and reporting requirements
(Knowledge of the KA1. Health Safety and Environment issues relating to delivery of competency
company based training
/organization and KA2. Work area inspection procedures and practices
its processes) KA3. Waste and dangerous materials disposal procedures and practices
KA4. Procedures for the recording, reporting and maintenance of workplace
equipment
Knowledge KB2. state some common purposes for which demonstration is done
Propose of demonstrations: to training the audience, to generate awareness,
to sell a product or service, to prove own competence, etc.
KB3. describe key characteristics of effective demonstrations
Characteristics of effective demonstrations: Purposefulness, Clarity,
Completeness, Speed and duration optimization, Correct sequencing,
freedom for errors, cost optimization
KB4. audience characteristics for which the demonstration is to be adapted
KB5. importance of knowing the audience and purpose of demonstration, before
starting
KB6. sources for information about audience, time, location, purpose and topic/s
for demonstration
KB7. importance planning how to conduct the demonstration and rehearsing it
before the actual demonstration
KB8. how to order or sequence a demonstration such that it ensures ease of
understanding for audience and efficient use of resources
KB9. importance of confirming that all materials, tools and equipment is present
and in working order, including safety equipment for the demonstration
KB10. how to conduct a site and safety briefing and why is it important
KB11. importance of briefing the audience on each activity with respect to it’s
purpose, precautions and procedure before demonstration
KB12. when is reviewing and revising of activities required after the demonstration
KB13. need for working safely at all times, complying with health and safety,
environmental and other relevant regulations and guidelines
KB14. feed-back to be collected that will benefit future demonstration planning
19 | P a g e
KB15. secure equipment and tools in safe places in accordance with procedures
KB16. importance of ensuring safety, hygiene, tidiness before, during and after the
sessions
KB17. demonstration records and the process of submitting the same
KB18. importance of completing demonstration records accurately and processing
within required timeframes
Skills (S)
Generic Skills
SA1. complete demonstration related documentation in simple word on pre-set
formats
Reading Skills
SA2. Read feedback in local language or simple English
SA3. Provide clear explanation of safety procedures, demonstration related steps
and site briefing
SA4. Provide answer to queries w.r.t to the demonstration
SB9. handle disruptions during demonstration in a solution seeking and calm
manner
SB10. identify audience and environment related concerns are to be dealt on their
own and which have to be reported and handled in consultation with seniors
Plan and Organize

SB11. deliver demonstration smoothly, on time while meeting the session
objectives
Customer Centricity
SB13. identify and meet client needs w.r.t demonstration
Problem Solving
Analytical Thinking
20 | P a g e
Critical Thinking
21 | P a g e
NOS Version Control
NOS Code MEP/N2610

Management,
Professional Skills
Assessment
22 | P a g e
MEP/N2603 Facilitate learning of work skills on-the-job or in a simulated work
environment
----------------------------------------------------------------------------------------------------------------------------- -----------
Standard
Overview
This unit deals in detail facilitation of learning of work skills on-the-job or in a simulated work
environment
23 | P a g e
environment
Unit Code MEP/N2603

Unit Title
Facilitate learning of work skills on-the-job or in a simulated work environment

(Task)
Description This unit deals in detail facilitation of learning of work skills on-the-job or in a
simulated work environment
 Organise for training of work skills on-the-job or in a simulated environment

 Impart training of work skills on-the-job or in a simulated environment
 Monitor and evaluate performance on-the job or in a simulated work
environment
 Carry out post-training activities
Organise for training To be competent, the user/ individual must be able to:
of work skills on-the- PC1. access, read and interpret the training documentation to determine
job or in a simulated acceptable standards of knowledge and performance required from the
environment learners as per the curriculum
PC2. obtain information of batch size, no. of batches and schedule of training from
authorised sources and documentation
PC3. estimate equipment, materials and physical and information resources
required to carry out demonstration and practice of work skills to be learnt
PC4. organise for necessary and adequate equipment, materials and physical and
information resources required with the support management and other
support functions
PC5. check and ensure that all equipment, materials and resources are ready to
use and placed in a safe and learner friendly manner
PC6. notify learners of details regarding the implementation of the learning
program and/or delivery plan
PC7. check and confirm a safe learning environment
Impart training of To be competent, the user/ individual must be able to:
work skills on-the-job PC8. share with the learners clearly, the acceptable standards of knowledge and
or in a simulated performance required from them at the end of the session
environment PC9. brief the learners on workplace health and safety requirements and the
consequences of not adhering to the same
PC10. ensure all learners have access to necessary equipment and materials for
practicing on and learning the work skills
PC11. explain each step in the task or procedure required to be learnt to all learners
and clarify their queries with respect to the same
PC12. demonstrate each step in the task or procedure required to be learnt to all
learner at a pace and manner that is easy for learners to follow
PC13. ensure that all learners can see the demonstration and hear the instructions
and explanations clearly
24 | P a g e
environment
PC14. perform all the steps of the demonstration skilfully and in proper sequence
PC15. ensure that the demonstration is accurate and realistic
PC16. explain unfamiliar terms and jargons as and when it is used in words that the
learners can understand easily
PC17. state the precautions to be taken while performing the various steps
PC18. provide opportunity for each learner to practice each step in the task or
procedure required to be learnt immediately after the demonstration if
possible
PC19. ensure steps are taken to protect the student as he or she performs each step
of the procedure from hazards
PC20. follow the learning program and/or delivery plan to cover all learning
objectives
Monitor and evaluate PC21. identify performance indicators that show achievement of performance
performance on-the standard or not
job or in a simulated PC22. identify processes and measures to be incorporated to observe performance
indicators of the learners while they work on the job or in a simulated work
work environment
environment
PC23. observe learner performance and evaluate as per performance criteria to be
achieved
PC24. record and share feedback on learner performance with management as well
as the learner to support learning
PC25. ensure the learners display competence repeatedly before signing off their
learning accomplishment
Carry out post- PC26. monitor the cleanliness and tidiness of the workshop area
training activities PC27. notify any special housekeeping requirements, maintenance requirements or
training equipment repair requirements to appropriate personnel
PC28. securing equipment and tools in safe places in accordance with procedures
PC29. ensure that training equipment and tools are used and left in good condition
PC30. complete learner records accurately and submit or process and in the
required timeframes
b. rationale and purpose of competency-based assessment
company
c. costs/resourcing
/organization and
KA2. organizational record-management systems and reporting requirements
its processes) KA3. Health Safety and Environment (HSE) issues relating to delivery of
equipment

Knowledge KB1. which types of learning are best achieved and supported through
25 | P a g e
environment
demonstrations
KB2. training documentation to determine acceptable standards of knowledge and
performance required from the learners
KB3. how to structure demonstrations and practice sessions
KB4. which factors are likely to prevent learning during demonstration and practice
sessions and how to overcome them
KB10. factors that affect learning such as:
a. physical e.g. temperature, health, personal concerns
b. social, emotional e.g. attitude, motivation, behaviour, cognitive,
environmental
KB11. techniques to create and maintain a positive learning environment such as:
a. encouraging learner participation
b. using interactive learning approaches to transfer skills and knowledge to
learners
c. using the diversity of the group as a resource to support learning
d. using facilitation skills to ensure effective participation and group
management
e. using presentation skills to convey understanding of key concepts and
central ideas
f. being aware of non-verbal and verbal communication of participants
g. using learning resources to enhance the learning experience for all
learners
h. delivering at appropriate pace
i. ensuring and encouraging two-way communication including provide
opportunities for learners to seek clarification on central ideas and
concepts, and adjust the presentation to meet participant needs and
preferences
j. summarising key concepts and ideas at strategic points to facilitate
learner understanding
k. monitoring learner progress with tasks and learning activities based on
session plan.
l. measuring the achievement of learning outcomes by formative
assessment
KB5. the sources and availability of relevant equipment, materials and physical and
learning resources and learning materials
KB6. various best practices for effectively facilitating learning of work skills on-the-
job or in a simulated work environment
KB7. key workplace health and safety (WHS) issues in the learning environment,
including:
 roles and responsibilities of key personnel
 responsibilities of learners
 relevant policies and procedures, including hazard identification, risk
assessment, reporting requirements, safe use of equipment and
26 | P a g e
environment
emergency procedures
 risk controls for the specific learning environment
 how to maintain the work area by ensuring safety and security
 how to handle hazardous materials, tools and equipment
 emergency procedures to be followed such as fire accidents, etc.
 long term value of good posture and use of appropriate handling
equipment
Skills (S)
Generic Skills
Reading Skills

and their queries
work relationships
with seniors
Plan and Organize

objectives
27 | P a g e
environment
Customer Centricity
SB21. identify and meet client and student needs
Problem Solving
Analytical Thinking
Critical Thinking
SB25. how to spot potential hazards at the workplace or simulated work place
28 | P a g e
environment
NOS Version Control
NOS Code MEP/N2603

Management,
Professional Skills
Assessment
29 | P a g e
MEP/N2604 Undertake assessment of competence as per required standards
----------------------------------------------------------------------------------------------------------------------------- -----------
Standard
Overview
This unit deals in detail with the assessment of competence as per required standards.
30 | P a g e
Unit Code MEP/N2604

Unit Title
Undertake assessment of competence as per required standards
(Task)
Description This unit deals in detail with the assessment of competence as per required standards.
 Prepare for undertaking assessment of competence as per standards
 Conduct assessment of competence

Prepare for To be competent, the user/ individual must be able to:
undertaking PC1. schedule the assessments in between the training schedule as per
assessment of requirement of the training plan
competence as per PC2. access and interpret units of competency that are to be used as benchmarks
standards for assessment, and the nominated assessment tools, to confirm the
requirements for the evidence to be collected
PC3. ensure availability of necessary and adequate tools, equipment and materials
for conducting assessment as per no. of candidates
PC4. ensure a safe and secure environment for the assessment to take place
PC5. explain to the learner the purpose of the formative assessment and what they
will be assessed on before conducting the assessment
Conduct assessment To be competent, the user/ individual must be able to:
of competence PC6. use assessment tools for various purposes
Various purposes: evaluate level of competence; evaluate learning retention;
monitor learner progress against program and session objectives; identify
learner learning needs against required curriculum; provide feedback to
learners on progress; create development plan for further learning; assess
learning styles; assess learner soft skills
PC7. gather evidence of performance applying the principles of assessment and
rules of evidence
PC8. evaluate the collected evidence to check whether it reflects the evidence
required to demonstrate competence
PC9. use judgement to infer whether competence has been demonstrated, based
on the available evidence and in line with agreed assessment procedures and
plan
PC10. record assessment decision whether competency mentioned in assessment
criteria has been achieved
PC11. identify level of competence achieved as per assessment criteria as well as
learning gaps
PC12. provide clear and constructive feedback to the candidate regarding the
assessment decision, and clearly document follow-up, if required
PC13. prepare development plan for the learner to cover the learning gaps as
identified in the assessment
31 | P a g e
Document To be competent, the user/ individual on the job must be able to:
assessment results PC14. complete learner assessment records accurately and submit or process as
and verify and submit required in the required timeframes
evidences PC15. use technology while conducting assessment activities such as video evidence
of skills/performance, recording of oral evidence, computer-based/on-line
testing; etc.
PC16. check and authenticate the video recordings and other evidences to see if
there are no shortcomings, else retake the recording and evidences
PC17. document the results on paper templates as well as online forms and
templates as prescribed accurately
PC18. complete candidate records accurately and process in the required time
frame
PC19. secure, label and pack the evidences accurately as per standard procedures
adopted by training organisation
Document and verify assessment results and evidences
A. Organizational The individual on the job needs to understand:
b. rationale and purpose of competency-based assessment
company
c. costs/resourcing
/organization and
its processes) KA3. Health Safety and Environment (HSE) issues relating to delivery of
equipment
Knowledge KB1. purpose of formative assessment and when is undertaken
KB2. how competency based assessment differs from other types of assessment
KB3. competency standards as the basis of qualifications
KB4. structure and application of competency standards
KB5. the principles of assessment and how they are applied
KB6. the distinction between assessment tools and assessment instruments
KB7. the rules of evidence and how they are applied
KB8. the range of assessment purposes and assessment contexts, including RPL
KB9. different assessment methods, including suitability for gathering various
types of evidence, suitability for the content of units, and resource
requirements and associated costs
KB10. how to apply assessment tools (in a formative assessment context) such as:
 the instrument and the procedures for gathering and interpreting
evidence in accordance with designated assessment methods
 instruments to be used for gathering evidence, such as:
 profile of acceptable performance measures
 templates and proformas
32 | P a g e
 specific questions or activities
 evidence and observation checklists
 checklists for evaluating work samples
 candidate self-assessment materials
 procedures, information and instructions for the assessor and
candidate relating to the use of assessment instruments and
assessment conditions.
KB11. reasonable adjustments and when they are applicable
KB12. types and forms of evidence, including assessment instruments that are
relevant to gathering different types of evidence used in competency-based
assessment
KB13. how to develop development plan for learner based on formative assessment
results
Skills (S)
C. Core Skills/ Writing Skills
Generic Skills
Reading Skills
and their queries
work relationships
D. Professional Skills Decision Making
with seniors
Plan and Organize
33 | P a g e
objectives
Customer Centricity
SB5. identify and meet client and student needs
Problem Solving
Analytical Thinking
Critical Thinking
SB9. how to spot potential hazards at the workplace or simulated work place
34 | P a g e
NOS Version Control
NOS Code MEP/N2604

Management,
Professional Skills
Assessment
35 | P a g e
MEP/N9911 Apply health and safety practices applicable in a training and assessment
environment
----------------------------------------------------------------------------------------------------------------------------- ---------
Standard
Overview
This unit deals in detail with application of health and safety practices in a training and
assessment environment.
36 | P a g e
environment
Unit Code MEP/N9911
Unit Title Apply health and safety practices applicable in a training and assessment
(Task) environment
Description This unit deals in detail with application of health and safety practices in a training and
assessment environment.
 Apply relevant health and safety practices in a training / assessment
environment
 Maintain a safe environment
 Maintain a healthy and hygienic environment
 Deal with emergency situations

Apply relevant health To be competent, the user/ individual on the job must be able to:
and safety practices PC1. promote a safe working environment and adhere to risk management
in a training / strategies for clients, colleagues and others who enter the workplace, in
assessment accordance with duty of care requirements
environment
PC2. identify, control and report health and safety issues relating to immediate
work environment according to procedures
PC3. work safely and apply health and safety practices in the training and
assessment environment including using appropriate personal protective
equipment (PPE) where required
PC4. document safety records according to organisational policies
Maintain a safe To be competent, the user/ individual on the job must be able to:
environment PC5. recognise health and safety related hazards in the training and assessment
area
PC6. follow procedures and instructions for dealing with hazards, within the scope
of responsibilities and competencies
PC7. document and report all hazards, accidents and near-miss incidents as per set
process
PC8. provide guidance and support to learners on the safe use and care of
equipment and resources
PC9. conduct displays and demonstrations according to work safety regulations
and school/centre procedures and guidelines
PC10. take appropriate steps, if required, to maintain personal safety of self and
others
Maintain a healthy To be competent, the user/ individual on the job must be able to:
and hygienic PC11. maintain the training and assessment area in a clean and tidy condition
environment PC12. respond appropriately to learners who require assistance with personal care
37 | P a g e
environment
or hygiene
PC13. ensure all learners or candidates follow personal hygiene and grooming
standards as required
PC14. provide assistance with the general care and wellbeing of learners, including
attending to learners with minor illnesses
PC15. assist learners in need of minor first aid in accordance with school or centre
procedures
Deal with emergency To be competent, the user/ individual on the job must be able to:
situations PC16. recognise emergency and potential emergency situations promptly and take
required actions within the scope of individual responsibility
PC17. follow emergency procedures correctly in accordance with school/centre
procedures
PC18. seek assistance promptly from colleagues and/or other authorities where
appropriate
PC19. report details of emergency situations accurately in accordance with
school/centre policy, including accurate completion of accident and incident
report forms
Context KA1. training organisation’s system policies and procedures such as candidate
(Knowledge of the selection, rationale and purpose of competency-based assessment,
company costs/resourcing
/organization and
KA3. health Safety and Environment issues relating to delivery of competency
its processes) based training
equipment
Knowledge KB1. Health Safety and Environment (HSE) practices including the appropriate use
of personal protective equipment- hand gloves, safety shoes, safety goggles,
masks, apron, Safe use of tools and equipment, taking action and reporting
hazardous events, Communication protocols for reporting risks and
hazardous events
KB2. relevant Occupational Health and Safety (OHS) regulations
KB3. relevant statutory legislation
KB4. relevant enterprise/site safety procedures
KB5. enterprise /site emergency procedures and techniques
KB6. environmental legislation
KB7. how to provide Health and Safety instructions to others
KB8. relevant enterprise/site safety procedures including identification of hazards
38 | P a g e
environment
and controlling of risks
Skills (S)
Generic Skills
The individual on the job needs to know and understand how to:
SA1. write Health and safety compliance report
Reading Skills
SA2. interpret general health and safety guidelines
SA3. communicate general health and safety guidelines to learners
SB1. act in case of any potential hazards observed in the work place
Plan and Organize
NA
Customer Centricity
SB2. take adequate measures to ensure the safety of students and visitors to
training venue
SB3. provide assistance with the general care and wellbeing of learners
Problem Solving
NA
Analytical Thinking
SB4. analyse what could constitute a health and safety Risk or Hazard
Critical Thinking
SB5. recognise emergency and potential emergency situations
SB6. identify what should or should not be done to protect from a health and
safety risk or hazard
39 | P a g e
environment
NOS Version Control
NOS Code MEP/N9911

Management,
Professional Skills
Assessment
Training, Assessment, 08/03/2022
Occupation Next review date
Training support
40 | P a g e
MEP/N9912 Apply principles of professional practice at the workplace
----------------------------------------------------------------------------------------------------------------------------- --------------
Standard
Overview
This unit deals in detail with the application of principles of professional practice like
professional image, professional competence, discipline, ethics and work effectiveness.
41 | P a g e
Unit Code MEP/N9912

Unit Title
Apply principles of professional practice at the workplace

(Task)
Description This unit deals in detail with the application of principles of professional practice like
professional image, professional competence, discipline, ethics and work
effectiveness.
 Maintain a professional image and behaviour
 Maintain and enhance professional competence
 Work in a disciplined and ethical manner
 Work effectively with all stakeholders

Maintain a To be competent, the user/individual on the job must be able to:
professional image PC1. display appropriate professional appearance for the workplace
and behaviour PC2. interact with team members, clients, vendors, visitors and other stakeholders
in a Professional manner
Maintain and To be competent, the user/individual on the job must be able to:
enhance professional PC3. develop personal and professional goals and objectives
competence PC4. identify strengths and weaknesses in relation to goals and objectives
PC5. evaluate own capacity to meet goals and objectives
PC6. determine personal development needs to perform role as per desired
standards
PC7. develop a professional development plan to enhance professional capabilities
PC8. document a professional practice plan designed to support the achievement
of goals
PC9. select and implement development opportunities to support continuous
learning and maintain currency of professional practice
PC10. research developments and trends impacting on professional practice and
integrate information into work performance
PC11. invite peers and others to observe, and provide feedback, on own
performance and practices
PC12. use feedback from colleagues and clients to identify and introduce,
improvements in work performance
Work in a disciplined To be competent, the user/individual on the job must be able to:
and ethical manner PC13. perform tasks to the required workplace standard
PC14. complete duties accurately, systematically and within required timeframes
PC15. follow organisational policies
PC16. protect the rights of the client and organisation when delivering services
PC17. ensure services are delivered equally to all clients regardless of personal and
cultural beliefs
42 | P a g e
PC18. recognise potential ethical issues in the workplace and discuss with an
appropriate person
PC19. recognise unethical conduct and report to an appropriate person
PC20. operate within an agreed ethical code of practice
PC21. apply organisational guidelines and legal requirements on disclosure and
confidentiality
Work effectively with To be competent, the user/individual on the job must be able to:
all stakeholders PC22. identify and obtain clarity regarding organisational, team and own goals
PC23. prioritise tasks at work as per organisational, team and own goals
PC24. plan to meet team performance targets and standards
PC25. monitor own and team performance as per agreed plan
PC26. share all relevant information with stakeholders in agreed formats and as per
agreed timelines
PC27. work collaboratively with colleagues through sharing information and ideas
and working together on agreed outcomes
PC28. recognise, avoid and/or address any conflict of interest
PC29. use of conflict resolution and negotiation skills to identify critical points,
issues, concerns and problems, identify options for changing behaviours
PC30. recognize and respond to inappropriate behaviour towards self or others in a
professional manner and as per organisational policy
Inappropriate behaviour: violence, inappropriate language, verbal or physical
abuse or bullying, insensitive verbal or physical behaviour in terms of cultural,
racial, disability and gender-based insensitivities, dominant or overbearing
behaviour, disruptive behaviour, non-compliance with safety instructions,
unethical behaviour
Context KA1. organisation’s HR systems, policies and procedures
(Knowledge of the KA2. organizational hierarchy and escalation matrix
KA3. organisational health safety and environment
company
/organization and
its processes)
Knowledge KB1. importance of displaying professional appearance behaviour at all times
KB2. importance of developing personal and professional goals and objectives
KB3. importance of identifying strengths and weaknesses in relation to goals and
objectives
KB4. how to identify strengths and weaknesses and evaluate own capacity to meet
goals and objectives
KB5. how to determine personal development needs
KB6. importance of continuous learning and developing professional development
plan
KB7. development opportunities to support continuous learning and maintain
currency of professional practice
43 | P a g e
KB8. developments and trends impacting on professional practice
KB9. importance of taking and using feedback from colleagues and clients to
identify and introduce, improvements in work performance
KB10. perform tasks to the required workplace standard
KB11. importance of discipline and ethics in a professional workplace
KB12. importance of recognising unethical conduct and reporting to appropriate
authority
KB13. guidelines and legal requirements on disclosure and confidentiality
KB14. importance of collaboratively with colleagues through sharing information
and ideas and working together on agreed outcomes
KB15. how to recognise, avoid and/or address any conflict of interest
KB16. types of inappropriate behaviours at the workplace and how to recognize
them
Inappropriate behaviour: violence, inappropriate language, verbal or physical
abuse or bullying, insensitive verbal or physical behaviour in terms of cultural,
racial, disability and gender-based insensitivities, dominant or overbearing
behaviour, disruptive behaviour, non-compliance with safety instructions,
unethical behaviour
KB17. how to respond to inappropriate behaviour towards self and others in a
professional manner
Skills (S)
Generic Skills
SA1. prepare a personal development plan
Reading Skills
SA2. read organisational guidelines and legal requirements
SA3. search and study from various information sources in order to learn about
latest updates for self-development
SA4. read and interpret feedback received from peers
SA5. receive feedback from clients or concerned stake holders
SA6. communicate development plan with superiors
SB1. contain inappropriate behaviour such as violent or inappropriate language
SB2. take appropriate actions in case of conflicts
Plan and Organize
44 | P a g e
SB3. plan to meet own and team performance targets and standards
SB4. describe own role in achieving the goal
SB5. describe others role in achieving the goal
SB6. list activities, milestones and timelines
SB7. identify the support and resources needed to help work towards the goal.
SB8. plan and organise a personal development plan for self
Customer Centricity
SB9. provide quality services to all clients
SB10. display professional appearance and behaviours to all internal and external
clients
Problem Solving
SB11. use of conflict resolution and negotiation skills to identify critical points,
issues, concerns and problems, identify options for changing behaviours
Analytical Thinking
SB12. recognise, avoid and/or address any conflict of interest
Critical Thinking
SB13. identify own strengths and weaknesses with respect achieving performance
standards on the job
SB14. identify inappropriate behaviour and how to deal with it
45 | P a g e
NOS Version Control
NOS Code MEP/N9912

Management,
Professional Skills
Assessment
Training, Assessment, 08/03/2022
Occupation Next review date
Training Support
46 | P a g e
Annexure
Nomenclature for QP and NOS
Qualifications Pack
9 characters
[ABC]/ Q 0101
[Insert 3 letter code for SSC] QP number (2 numbers)
Q denoting Qualifications Pack Occupation (2 numbers)
Occupational Standard
An example of NOS with ‘N’ 9 characters

[ABC] /N0101
[Insert 3 letter code for SSC] OS number (2 numbers)
N denoting National Occupational Standard Occupation (2 numbers)
Back to top…
47
The following acronyms/codes have been used in the nomenclature above:
Range of Occupation
Sub-sector
numbers
Training & Assessment 26-40
Office Management & Professional Skills 02-25
Entrepreneurship 51-70
Non-Teaching Segment - Education Sector 41-50
Private Security 71-80
Sequence Description Example
Three letters Industry Name MEP

Slash / /
Next letter Whether QP or NOS Q
Next two numbers Occupation code 01
Next two numbers OS number 01
48
Criteria For Assessment Of Trainees
Job Role: Trainer

Qualification Pack: MEP/Q2601
Sector Skill Council: Management & Entrepreneurship and Professional Skills Council
Guidelines for Assessment:
1. Criteria for assessment for each Qualification Pack will be created by the Sector Skill Council. Each Performance
Criteria (PC) will be assigned marks proportional to its importance in NOS. SSC will also lay down proportion of marks
for Theory and Skills Practical for each PC.
2. The assessment for the theory part will be based on knowledge bank of questions created by the SSC.
3. Assessment will be conducted for all compulsory NOS, and where applicable, on the selected elective/option
NOS/set of NOS.
4. Individual assessment agencies will create unique question papers for theory part for each candidate at each
examination/training center (as per assessment criteria below).
5. Individual assessment agencies will create unique evaluations for skill practical for every student at each
examination/training center based on this criterion.
6. To pass the Qualification Pack, every trainee should score a minimum of 70% of aggregate marks to successfully
clear the assessment.
7. In case of unsuccessful completion, the trainee may seek reassessment on the Qualification Pack.
Compulsory NOS Marks Allocation

Total Marks: 700
Assessment Total Skills
Assessment Criteria for outcomes Out of Theory
outcomes Marks Practical
MEP/N2601 Plan PC1.access, read, and interpret the training
and organize for documentation to determine delivery requirements from 7 3 4
facilitation of a authorised source
training program PC2.provide recommendation for selection of candidates
for training as per the learning objectives of the program 7 3 4
PC3.obtain details of the learners from authorised

5 2 3
sources
PC4.use available information and documentation to
identify group and individual learner needs, and relevant 100 7 3 4
learner characteristics
PC5.identify training environment requirements like
venue, tools, equipment, materials, space, layout and 6 2 4
seating arrangements, HVAC, stationery, etc.
PC6.identify constraints impacting training delivery and
6 2 4
relevant risks
PC7.refine existing learning objectives according to
program requirements and specific needs of individual 7 3 4
learners
49
PC8.modify existing session plans received in line with

special learner needs, time and environment constraints, 6 2 4
availability of materials, etc.
PC9.document session plans for each segment of the
learning program in prescribed and/or standard 6 3 3
templates
PC10.contextualise learning materials to meet the needs
6 3 3
of the specific learner group
PC11.ensure availability of adequate training materials,
facility, technology, tools and equipment in time for 5 2 3
delivery of learning sessions
PC12.organise training materials and equipment for easy
access and use when required during the course of the 7 3 4
training
PC13.ensure the venue of training is conducive to
learning and in line with professional guidelines including
those mentioned in the training documentation 7 3 4
PC14.ensure timely availability of support services as per

requirement by co-ordinating with training co-ordinator 6 2 4
PC15.ensure training area is risk free and equipped with

necessary health and safety resources like fire
6 2 4
extinguishers, safety signage, clean toilets, dry flooring,
security arrangements, etc.
PC16.confirm overall delivery arrangements with
6 2 4
relevant personnel prior to delivery commencement
Total 100 40 60
MEP/N2602 Deliver PC1.conduct each session according to the session plan,
7 3 4
competency based, modify where appropriate to meet learner needs
instructor-led PC2.explain the objectives of the training session and
training sessions as 6 3 3
how it would benefit the trainees.
per session plan PC3.gather learners’ expectations and modify the session
plan to incorporate the valid ones in the delivery which 5 2 3
were not covered
PC4.deliver training using a range of training methods
6 2 4
and training processes as instructed in trainer’s guide
PC5.ensure effective participation and group
100 5 2 3
management by using basic facilitation techniques
PC6.apply learning principles to make reasonable
adjustments to delivery - and session plans if required - 7 3 4
according to individual and group learner needs
PC7.create and maintain a positive learning environment
6 3 3
PC8.be polite and courteous with all learners at all times
4 2 2
PC9.manage inappropriate behaviour professionally as
6 2 4
per established organisational policy
50
PC10.take measures to ensure that learning can take

6 2 4
place in a safe and comfortable environment
PC11.monitor, and document, learner progress to ensure
outcomes are being achieved, and individual learner 5 2 3
needs are being met
PC12.share feedback with learners on a regular basis to
keep them updated on their progress and areas that 5 2 3
require more focus
PC13.make adjustments to the delivery sessions to
6 2 4
reflect specific needs and circumstances
PC14.provide additional assistance to individual learners
6 2 4
as required to achieve session outcomes
PC15.maintain and store learner records according to
5 2 3
organisational requirements
PC16.securing equipment and tools in safe places in
5 2 3
accordance with procedures
PC17.ensure that training equipment and tools are used
5 2 3
and left in good condition
PC18.complete learner records accurately and in the
5 2 3
required timeframes
Total 100 40 60
MEP/N2610 PC1.identify characteristics of audience to customize
5 2 3
Demonstrate work demonstration as per their needs
skills on-the-job or PC2.confirm numbers and, if possible, names of
in a simulated work 3 1 2
individuals to ensure that all are present
environment PC3.identify purpose of the demonstration 3 1 2
PC4.identify time allowed for demonstration 3 1 2
PC5.identify location and facilities where demonstration
3 1 2
will take place
PC6.identify topic/s for demonstration 3 1 2
PC7.research topic/s and clarify doubts with subject
5 2 3
matter expert
PC8.develop order or sequence of demonstration, for
overall coverage of topic/s as well as coverage of each
100 6 2 4
task within the topic to ensure ease of understanding for
audience and efficient use of resources
PC9.rehearse the demonstration without the audience
5 2 3
and identify areas that need specific attention
PC10.confirm all materials, tools and equipment is
present and in working order, including safety equipment 5 2 3
for the demonstration
PC11.conduct a site and safety briefing 5 2 3
PC12.conduct a group introduction session for names
5 2 3
and stories of participants
PC13.clarify the planning of sessions for the audience 5 2 3
PC14.clarify each activity with respect to purpose,
5 2 3
precautions and procedure before performing it
51
PC15.conduct the demonstration while adapting to

audience needs and ensuring that the purpose of the 5 2 3
demonstration is being achieved
PC16.ensure that all audience members can see the
demonstration and hear the instructions and 5 2 3
explanations clearly
PC17.perform all the steps of the demonstration skilfully
4 1 3
and in proper sequence
PC18.ensure that the demonstration is accurate and
4 1 3
realistic
PC19.conduct review and summarization of activities as
4 1 3
required
PC20.work safely at all times, complying with health and
safety, environmental and other relevant regulations and 4 2 2
guidelines
PC21.collect feed-back information and address any
4 1 3
issues identified
PC22.use feed-back in future demonstration planning 3 1 2
PC23.secure equipment and tools in safe places and
leave them in good condition in accordance with 3 1 2
procedures
PC24.complete demonstration records accurately and
3 1 2
submit or process and in the required timeframes
Total 100 36 64
MEP/N2603 PC1.access, read and interpret the training
Facilitate transfer of documentation to determine acceptable standards of
5 2 3
work skills on-the- knowledge and performance required from the learners
job or in a as per the curriculum
simulated work PC2.obtain information of batch size, no. of batches and
environment schedule of training from authorised sources and 4 2 2
documentation
PC3.estimate equipment, materials and physical and
information resources required to carry out 4 2 2
demonstration and practice of work skills to be learnt
PC4.organise for necessary and adequate equipment,
materials and physical and information resources
100 4 2 2
required with the support management and other
support functions
PC5.check and ensure that all equipment, materials and
resources are ready to use and placed in a safe and 4 2 2
learner friendly manner
PC6.notify learners of details regarding the
implementation of the learning program and/or delivery 4 2 2
plan
PC7.check and confirm a safe learning environment 4 1 3
PC8.share with the learners clearly, the acceptable
standards of knowledge and performance required from 4 2 2
them at the end of the session
52
PC9.brief the learners on workplace health and safety

requirements and the consequences of not adhering to 4 2 2
the same
PC10.ensure all learners have access to necessary
equipment and materials for practicing on and learning 4 1 3
the work skills
PC11.explain each step in the task or procedure required
to be learnt to all learners and clarify their queries with 4 2 2
respect to the same
PC12.demonstrate each step in the task or procedure
required to be learnt to all learner at a pace and manner 4 2 2
that is easy for learners to follow
PC13.explain unfamiliar terms and jargons as and when it

5 2 3
is used in words that the learners can understand easily
PC14.state the precautions to be taken while performing

5 2 3
the various steps
PC15.provide opportunity for each learner to practice
each step in the task or procedure required to be learnt 5 2 3
immediately after the demonstration if possible
PC16.ensure steps are taken to protect the student as he

5 2 3
or she performs each step of the procedure from hazards
PC17.follow the learning program and/or delivery plan to

5 2 3
cover all learning objectives
PC18.identify performance indicators that show
5 2 3
achievement of performance standard or not
PC19.identify processes and measures to be incorporated

to observe performance indicators of the learners while 5 2 3
they work on the job or in a simulated work environment
PC20.observe the performance of the learner against the

identified performance indicators and evaluate if 4 1 3
required performance standard has been achieved or not
PC21.dentify areas of improvement in the performance

4 1 3
of each learner
PC22.record and share feedback on learner performance
with management as well as the learner to support 4 1 3
learning
PC23.complete learner records accurately and submit or
4 1 3
process and in the required timeframes
Total 100 40 60
MEP/N2604 PC1.schedule the assessments in between the training
100 5 2 3
Conduct schedule as per requirement of the training plan
53
assessment of PC2.access and interpret units of competency and

competence as per performance criteria that are to be used as benchmarks
required standards for assessment, and the nominated assessment tools, to 5 2 3
confirm the requirements for the evidence to be
collected
PC3.ensure availability of necessary and adequate tools,
equipment and materials for conducting assessment as 5 2 3
per no. of candidates
PC4.ensure a safe and secure environment for the
5 2 3
assessment to take place
PC5.explain to the learner the purpose of the formative
assessment and what they will be assessed on before 5 2 3
conducting the assessment
PC6.use assessment tools for various purposes 6 2 4
PC7.gather evidence of performance applying the
6 2 4
principles of assessment and rules of evidence
PC8.evaluate the collected evidence to check whether it
reflects the evidence required to demonstrate 6 2 4
competence
PC9.use judgement to infer whether competence has
been demonstrated, based on the available evidence and 6 2 4
in line with agreed assessment procedures and plan
PC10.record assessment decision whether competency
5 2 3
mentioned in assessment criteria has been achieved
PC11.identify level of competence achieved as per
6 2 4
assessment criteria as well as learning gaps
PC12.provide clear and constructive feedback to the
candidate regarding the assessment decision, and clearly 5 2 3
document follow-up, if required
PC13.prepare development plan for the learner to cover
5 2 3
the learning gaps as identified in the assessment
PC14.complete learner assessment records accurately
and submit or process as required in the required 5 2 3
timeframes
PC15.use technology while conducting assessment
activities such as video evidence of skills/performance,
5 2 3
recording of oral evidence, computer-based/on-line
testing; etc.
PC16.check and authenticate the video recordings and
other evidences to see if there are no shortcomings, else 5 2 3
retake the recording and evidences
PC17.document the results on paper templates as well as
5 2 3
online forms and templates as prescribed accurately
PC18.complete candidate records accurately and process
5 2 3
in the required time frame
PC19.secure, label and pack the evidences accurately as
per standard procedures adopted by training 5 2 3
organisation
Total 100 38 62
54
MEP/N9911 Apply PC1.promote a safe working environment and adhere to

health and safety risk management strategies for clients, colleagues and
6 3 3
practices applicable others who enter the workplace, in accordance with duty
in a training and of care requirements
assessment PC2.identify, control and report health and safety issues
environment relating to immediate work environment according to 6 2 4
procedures
PC3.work safely and apply health and safety practices in
the training and assessment environment including using
5 1 4
appropriate personal protective equipment (PPE) where
required
PC4.document safety records according to organisational
5 2 3
policies
PC5.recognise health and safety related hazards in the
5 1 4
training and assessment area
PC6.follow procedures and instructions for dealing with
hazards, within the scope of responsibilities and 6 2 4
competencies
PC7.document and report all hazards, accidents and
6 2 4
near-miss incidents as per set process
PC8.provide guidance and support to learners on the safe
5 2 3
use and care of equipment and resources
PC9.conduct displays and demonstrations according to
work safety regulations and school/centre procedures 5 1 4
and guidelines 100
PC10.take appropriate steps, if required, to maintain
5 2 3
personal safety of self and others
PC11.maintain the training and assessment area in a
5 1 4
clean and tidy condition
PC12.respond appropriately to learners who require
5 1 4
assistance with personal care or hygiene
PC13.ensure all learners or candidates follow personal
5 1 4
hygiene and grooming standards as required
PC14.provide assistance with the general care and
wellbeing of learners, including attending to learners 6 2 4
with minor illnesses
PC15.assist learners in need of minor first aid in
5 1 4
accordance with school or centre procedures
PC16.recognise emergency and potential emergency
situations promptly and take required actions within the 5 2 3
scope of individual responsibility
PC17.follow emergency procedures correctly in
5 1 4
accordance with school/centre procedures
PC18.seek assistance promptly from colleagues and/or
5 1 4
other authorities where appropriate
PC19.report details of emergency situations accurately in

accordance with school/centre policy, including accurate 5 2 3
completion of accident and incident report forms
55
Total 100 30 70
MEP/N9912 Apply PC1.display appropriate professional appearance for the
3 1 2
principles of workplace
professional
practice at the PC2.interact with team members, clients, vendors,
3 1 2
workplace visitors and other stakeholders in a professional manner
PC3.develop personal and professional goals and

3 1 2
objectives
PC4.identify strengths and weaknesses in relation to
3 1 2
goals and objectives
PC5.evaluate own capacity to meet goals and objectives 3 1 2
PC6.determine personal development needs to perform
3 1 2
role as per desired standards
PC7.develop a professional development plan to enhance
4 1 3
professional capabilities
PC8.document a professional practice plan designed to
3 1 2
support the achievement of goals
PC9.select and implement development opportunities to
support continuous learning and maintain currency of 3 1 2
professional practice
PC10.research developments and trends impacting on
professional practice and integrate information into work 3 1 2
performance
PC11.invite peers and others to observe, and provide
3 1 2
feedback, on own performance and practices
100
PC12.use feedback from colleagues and clients to identify
3 1 2
and introduce, improvements in work performance
PC13.perform tasks to the required workplace standard 5 2 3
PC14.complete duties accurately, systematically and
3 1 2
within required timeframes
PC15.follow organisational policies 3 1 2
PC16.protect the rights of the client and organisation
4 1 3
when delivering services
PC17.ensure services are delivered equally to all clients
3 1 2
regardless of personal and cultural beliefs
PC18.recognise potential ethical issues in the workplace
4 2 2
and discuss with an appropriate person
PC19.recognise unethical conduct and report to an
3 1 2
appropriate person
PC20.operate within an agreed ethical code of practice 4 2 2
PC21.apply organisational guidelines and legal
3 1 2
requirements on disclosure and confidentiality
PC22.identify and obtain clarity regarding organisational,
3 1 2
team and own goals
PC23.prioritise tasks at work as per organisational, team
5 2 3
and own goals
PC24.plan to meet team performance targets and
4 2 2
standards
56
PC25.monitor own and team performance as per agreed

3 1 2
plan
PC26.share all relevant information with stakeholders in
3 1 2
agreed formats and as per agreed timelines
PC27.work collaboratively with colleagues through
sharing information and ideas and working together on 4 2 2
agreed outcomes
PC28.recognise, avoid and/or address any conflict of
3 1 2
interest
PC29.use of conflict resolution and negotiation skills to
identify critical points, issues, concerns and problems, 3 1 2
identify options for changing behaviours
PC30.recognize and respond to inappropriate behaviour
towards self or others in a professional manner and as 3 1 2
per organisational policy
Total 100 36 64
57

Entrepreneur

Uploaded by

Copyright:

Available Formats

Entrepreneur

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Entrepreneur

Uploaded by

Copyright:

Available Formats

QUALIFICATIONS PACK - OCCUPATIONAL STANDARDS FOR

MANAGEMENT, ENTREPRENEURSHIP & PROFESSIONAL SKILLS

Qualifications Pack Code MEP/Q2601

Credits TBD Version number 1.0

Job Role Trainer

Plan and undertake skills and knowledge transfer sessions to facilitate

Keywords /Terms Description

Sector Sector is a conglomeration of different business operations having similar

business and interests. It may also be defined as a distinct subset of the

NSQF National Skills Qualifications Framework

Unit Code MEP/N2601

Plan and organize for facilitation of a training program

Performance Criteria(PC) w.r.t. the Scope

NOS Version Control

NOS Code MEP/N2601

Credits TBD Version number 1.0

Unit Code MEP/N2602

Deliver competency based, instructor led sessions as per session plan

Performance Criteria(PC) w.r.t. the Scope

Plan and Organize

NOS Version Control

NOS Code MEP/N2602

Credits TBD Version number 1.0

Unit Code MEP/N2610

Performance Criteria(PC) w.r.t. the Scope

Plan and Organize

NOS Version Control

NOS Code MEP/N2610

Credits TBD Version number 1.0

Unit Code MEP/N2603

Facilitate learning of work skills on-the-job or in a simulated work environment

 Organise for training of work skills on-the-job or in a simulated environment

B. Technical The individual on the job needs to know and understand:

Oral Communication (Listening and Speaking skills)

Plan and Organize

NOS Version Control

NOS Code MEP/N2603

Credits TBD Version number 1.0

Unit Code MEP/N2604

Performance Criteria(PC) w.r.t. the Scope

Plan and Organize

NOS Version Control

NOS Code MEP/N2604

Credits TBD Version number 1.0

Performance Criteria(PC) w.r.t. the Scope

NOS Version Control

NOS Code MEP/N9911

Credits TBD Version number 1.0

Unit Code MEP/N9912

Apply principles of professional practice at the workplace

Performance Criteria(PC) w.r.t. the Scope

Plan and Organize

NOS Version Control

NOS Code MEP/N9912

Credits TBD Version number 1.0

Nomenclature for QP and NOS

[Insert 3 letter code for SSC] QP number (2 numbers)

Q denoting Qualifications Pack Occupation (2 numbers)

An example of NOS with ‘N’ 9 characters