TR - TM Level I (In-Company Trainer) PDF

F
TRAINING
REGULATIONS
TRAINERS METHODOLOGY LEVEL I

(IN-COMPANY TRAINER)
TVET SECTOR
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila
TABLE OF CONTENTS
TVET SECTOR
TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER)
Page/s
Section 1 TRAINERS METHODOLOGY LEVEL I (IN-COMPANY 2-3

TRAINER)
Section 2 COMPETENCY STANDARDS 3- 107

• Basic Competencies 3 - 89
• Core Competencies 90 - 106
Section 3 TRAINING ARRANGEMENTS 107 - 150

3.1. Curriculum Design
3.1.1. Basic 108- 133
3.1.2. Core 134-145
3.2. Training Delivery 146 - 147
3.3. Trainee Entry Requirements 148
3.4. List of Tools, Equipment and Materials 148 - 149
3.5. Training Facilities 149
3.6. Trainers’ Qualifications 150
3.7. Institutional Assessment 150
Section 4 NATIONAL ASSESSMENT AND CERTIFICATION 151 - 152

ARRANGEMENTS
COMPETENCY MAP 153
DEFINITION OF TERMS 154 - 155
ACKNOWLEDGEMENTS 156- 158
TR- TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) February 27,2018 1

TRAINING REGULATIONS FOR
Section 1 IN-COMPANY TRAINER METHODOLOGY LEVEL I (IN-COMPANY

TRAINER) QUALIFICATION
The TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) Qualification

consists of competencies that a person must achieve to perform the duties and
responsibilities of In-Company Training in the implementation of various work-based
training delivery mode, such as DTS, dualized, and apprenticeship.
This Qualification is packaged from the competency map of the TVET Sector as shown in
Annex A.
The units of competency comprising this qualification includes the following:
Code BASIC COMPETENCIES

500311109 Lead workplace communication
500232101 Apply math and science principles in technical training
500232102 Apply environmental principles and advocate conservation
500232103 Utilize IT applications in technical training
500311110 Lead small teams
500232104 Apply work ethics, values and quality principles
500232105 Work effectively in vocational education and training
500232106 Foster and promote a learning culture
500232107 Ensure healthy and safe learning environment
500232108 Maintain and enhance professional practice
500232109 Develop and promote appreciation for cost-benefits of technical
training
500232110 Develop and promote understanding of global labor markets
Code CORE COMPETENCIES

TVT232314 Perform job analysis
TVT232315 Prepare for training
TVT232316 Conduct training
TVT232317 Conduct end-of-training assessment
A person who has achieved this Qualification is competent to be:
• In-Company trainer
• Training officer
• Industry trainer
• Training and development officer
• Workplace trainer
• Technology specialist

SECTION 2 COMPETENCY STANDARDS
These guidelines are set to provide the Technical Vocational Education and
Training (TVET) providers with information and other important requirements to consider
when designing training programs for TRAINERS METHODOLOGY LEVEL I
(IN-COMPANY TRAINER).
BASIC COMPETENCY
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.”
PERFORMANCE
CRITERIA REQUIRED
ELEMENT Italicized terms are KNOWLEDGE AND REQUIRED SKILL
elaborated in the ATTITUDE
Range Statement
1. Communicate 1.1 Appropriate 1.1 Organization 1.1 Organize
information communication requirements for information
about method is selected written and 1.2 Convey intended
workplace 1.2 Multiple operations meaning
electronic
processes involving several 1.3 Participate in
topics areas are communication variety of
communicated methods workplace
accordingly 1.2 Effective verbal discussions
1.3 Questions are used to communication 1.4 Comply with
gain extra information methods organization
1.4 Correct sources of 1.2.1 Non-verbal requirements for
information are the use of written
gestures
identified and electronic
1.5 Information is 1.2.2 Face to face communication
selected and 1.2.3 Speaking to methods
organized correctly groups
1.6 Verbal and written 1.2.4 Using
reporting is telephone
undertaken when 1.2.5 Written
required
1.2.6 Internet
1.7 Communication skills
are maintained in all
situations

PERFORMANCE
CRITERIA REQUIRED
Range Statement
2. Lead 2.1 Response to 2.1 Facilitating 2.1 Communication
workplace workplace issues are workplace skills required for
discussion sought discussion leading teams
2.2 Response to 2.2 Action planning in 2.2 Informal
workplace issues are the workplace performance
provided immediately 2.3 Managing counseling skills
2.3 Constructive workplace 2.3 Team building
contributions are dynamics skills
made to workplace 2.4 Negotiating skills
discussions on such
issues as production,
quality and safety
2.4 Goals/objectives and
action plan
undertaken in the
workplace are
communicated
3. Communicate 3.1 Issues and problems 3.1 Defining 3.1 Communication
issues arising are identified as they performance gaps skills required for
in the arise 3.2 Identifying causes leading teams
workplace 3.2 Information regarding of performance 3.2 Performance
problems and issues gaps counseling skills
are organized 3.3 Gathering 3.3 Team building
coherently to ensure quantitative and skills
clear and effective qualitative data
communication 3.4 Consultation
3.3 Dialogue is initiated strategies
with appropriate 3.5 Solutions
personnel screening and
3.4 Communication selection
problems and issues
are raised as they
arise

RANGE OF VARIABLES
VARIABLE RANGE
1. Methods of communication May include:
1.1 Non-verbal gestures
1.2 Verbal
1.3 Face to face
1.4 Two-way radio
1.5 Speaking to groups
1.6 Using telephone
1.7 Written
1.8 Internet
EVIDENCE GUIDE
1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Dealt with a range of communication/information
at one time
1.2 Made constructive contributions in workplace
issues
1.3 Sought workplace issues effectively
1.4 Responded to workplace issues promptly
1.5 Presented information clearly and effectively
written form
1.6 Used appropriate sources of information
1.7 Asked appropriate questions
1.8 Provided accurate information
2. Resource Implications The following resources should be provided:
2.1 Variety of Information
2.2 Communication tools
2.3 Simulated workplace
3. Method of Assessment Competency in this unit may be assessed through:
3.1 Direct Observation
3.2 Interview
4. Context of Assessment 4.1 Competency must be assessed on actual job or
accredited assessment center
4.2 Competency assessment must be undertaken in
accordance with endorsed TESDA assessment
guidelines

Unit of Competency : APPLY MATH AND SCIENCE PRINCIPLES IN
TECHNICAL TRAINING
Unit Code : 500232101
Unit descriptor : This unit covers the outcomes required to integrate math
and science concepts in the content and delivery of
technical training programs and to motivate trainees in
learning and applying such concepts in the workplace.
PERFORMANCE
CRITERIA REQUIRED
REQUIRED
ELEMENT Italicized terms are KNOWLEDGE
SKILL
elaborated in the Range AND ATTITUDE
Statement
1. Identify math and 1.1 Course content and 1.1 Knowledge on 1.1 numeracy
science learning outcomes are training aids: skills needed
manifestations in reviewed and studied for 1.1.1 Curriculum/m in the
the course math and science odules workplace
content and the content 1.1.2 Learning 1.2 technology
workplace 1.2 Situations in the materials/acti skills to use
workplace and in vities software
everyday life are related associated
to the course or program • Self-paced with
are identified for materials numeracy
inclusion or mention in • Job sheets skills
the training • Related
1.3 Training aids, lesson theory
plans or session notes
1.1.3 Audio-visual
are prepared, adopted or
customized aids
incorporating or • Charts
highlighting applications • Graphs
of math and science • Diagrams
principles 1.1.4 Interactive
video
1.1.5 Computer-
based
training
materials
2. Relate math and 2.1 Practical applications of 2.1 Basic arithmetic 2.1 Communicati
science math and science (four on skills
concepts to related to the desired fundamental 2.2 Training
common and learning outcomes are operations) development
workplace incorporated, explained 2.2 Elementary and
situations and stressed during the algebra management
training 2.3 Basic science skills
2.2 Trainees are aided and 2.4 General science 2.3 Observing
encouraged to identify 2.5 Natural sciences safety and
and apply math and health

PERFORMANCE
CRITERIA REQUIRED
REQUIRED
SKILL
Statement
science concepts in their 2.6 Physical and requirements
work and everyday life biological in the
2.3 Class examples/ cases, sciences classroom,
exercises, and 2.7 Social sciences laboratory
assignments are given 2.8 Basic training and workshop
for trainees to explore methodology 2.4 Instructional
and reflect on the skills
applications/
manifestations of math
and science along the
course content
3. Assess trainees’ 3.1 Trainees’ retention of 3.1 Assessment 3.1 Communicati
internalization of basic math and science methodology: on skills
math and concepts are reviewed 3.1.1 Projects 3.2 Observing
science to identify areas needing safety and
3.1.2 Case
concepts further intervention health
3.2 Trainees’ appreciation of problems
requirements
math and science 3.1.3 Written tests in the
principles along the 3.1.4 Oral classroom,
trade area or subject questioning laboratory
matter is determined 3.1.5 Interviews and workshop
using applicable 3.3 Instructional
assessment 3.2 Models/ skills
methodology. Representations:
3.3 Simple mathematical 3.2.1 Simple
and scientific models/ quantitative
representations are models
discussed to aid in the 3.2.2 Mathematical
understanding and
application of principles formulas
and theories using using
language, style and elementary
format that are readily algebra
understood 3.2.3 Constants
3.4 Poorly-understood areas and variables
of math and science
3.2.4 Functions
relevant to the course
are given extra attention and relations
and explained in user- 3.3 Basic laws and
friendly terms in principles in
accordance with science
trainees’ interests and 3.4 Graphs and
learning styles. diagrams
3.5 Charts and
flowcharts
3.6 Learning Styles

PERFORMANCE
CRITERIA REQUIRED
REQUIRED
SKILL
Statement
4. Introduce further 4.1 Personal knowledge, 4.1 Methods 4.1 Citing and
enhancements experiences and evaluation of self incorporation
observations of self and and others personal
others in the area Of 4.2 Citation and knowledge,
math and science incorporation of experiences
applications are cited personal and
and incorporated in the knowledge, observations
lessons and lecture- experiences and of self and
discussions observations on others
4.2 Results of application of math and 4.2 Evaluating
math and science science and
concepts are evaluated 4.3 Evaluation and documenting
and documented for documentation results of
replication and of results of application of
enhancement application of math and
4.3 Logical, systematic and math and science.
scientific thinking and science 4.3 Introducing
methods are introduced 4.4 Replication and and
and developed for enhancement of developing
trainees to assimilate application of logical,
and apply in their own math and systematic
work and study science and scientific
4.4 Contextual and concepts thinking and
experiential learning 4.5 Introduction and methods.
methods are utilized to development of 4.4 Utilizing
aid in appreciation of logical, contextual
math and science systematic and and
concepts. scientific thinking experiential
and methods learning.
4.6 Contextual and
experiential
learning

RANGE OF VARIABLES
VARIABLE RANGE
1. Training aids May include:
1.1 Curriculum/modules
1.2 Learning materials/activities
1.2.1 Self-paced materials
1.2.2 Job sheets
1.2.3 Related theory
1.3 Audio-visual aids
1.3.1 Charts
1.3.2 Graphs
1.3.2 Diagrams
1.4 Interactive video
1.5 Computer-based training materials
2. Assessment methodology May include:
2.1 Projects
2.2 Case problems
2.3 Written tests
2.4 Oral questioning
2.5 Interviews
3. Models/representations May include:
3.1 Simple quantitative models
3.1.1 mathematical formulas using elementary
algebra
3.1.2 constants and variables
3.1.3 functions and relations
3.2 Basic laws and principles
3.2.1 Ohm’s law
3.2.2 Newton’s laws of motion
3.2.3 Boyle’s law
3.3 Graphs and diagrams
3.3.1 Charts and flowcharts
3.3.2 Characteristic curves
3.3.3 Refrigeration cycle
3.3.4 Schematic/block diagrams
3.3.5 Free-body diagrams
4. Learning styles May include:
4.1 Kolb-model styles
4.1.1 Converger
4.1.2 Diverger
4.1.3 Assimilator
4.1.4 Accommodator
4.2 Honey-Mumford model styles
4.2.1 Activist
4.2.2 Reflector
4.2.3 Theorist
4.2.4 Pragmatist
4.3 Fleming-model styles
4.3.1 Visual learners
4.3.2 Auditory learners
4.3.3 Reading/writing-preference learners
4.3.4 Kinesthetic/tactile learners

VARIABLE RANGE
5. Contextual and experiential May include:
learning methods 5.1 Case studies and problems
5.2 Project-based instruction
5.3 Field trips
5.4 Company visits
5.5 Interviews
5.6 Institutional attachments/immersion
5.7 Community service
EVIDENCE GUIDE

Competency 1.1 Demonstrated understanding of basic math and
science concepts relevant to the competency or
qualification
1.2 Demonstrated ability to apply math and science
principles to the competency or tasks being
performed
1.3 Demonstrated ability to integrate and contextualize
math and science concepts in the design and
delivery of technical training
2.1 Access to math and science lab or similar workshop
2.2 Access to real or simulated work area
2.3 Case problems in math and science applications
3.1 Observation or demonstration with oral questioning
3.2 Written exam
3.3 Case problems
3.4 Interview
3.5 Portfolio
3.6 Third-party report
guidelines

Unit of Competency : APPLY ENVIRONMENTAL PRINCIPLES AND
ADVOCATE CONSERVATION
Unit Code : 500232102
Unit descriptor : This unit covers the knowledge, skills and attitudes required
to apply/adopt environmental principles and advocate
conservation in diverse technical-vocational training
environments, including observing and contributing to
positive environment work practices. This covers the
following: environmental work practices, contributing to
improvements of environmental practices, and reporting
potential environmental threats.
PERFORMANCE
CRITERIA REQUIRED
REQUIRED
ELEMENT Italicized terms are KNOWLEDGE AND
SKILL
Range Statement
1. Follow 1.1 Workplace practices Practices and work 1.1 Performing
environmental and work instructions: research and
workplace instructions relating 1.1 Environmental analysis
practices to potential hazard identification 1.2 Reading /
environmental and risk analysis interpreting data
impacts are 1.2 Avoiding or and information
recognized and minimizing 1.3 Problem solving
followed, and environmental risks, 1.4 Communicate
clarification is sought 1.3 Improving with supervisors
where necessary. environmental and workplace
1.2 Relevant legislation, performance, colleagues
codes and national 1.4 Waste minimization 1.5 Recognize
standards that and segregation, basic
impact on workplace 1.5 Environmental environmental
environmental monitoring, hazards and
practices are 1.6 Signs and labels threats
recognized and (e.g., chemical 1.6 Follow
followed. labels), workplace
1.3 Changes to work 1.7 Emergency directions and
practices and procedures, instructions
procedures are 1.8 Hazard and incident 1.7 Keep simple
responded to recording and records.
positively and reporting
promptly in procedures
accordance with 1.9 Environmental data
organizational recording and
requirements. reporting
1.4 Individual roles/ procedures where
responsibilities are applicable.
determined and 1.10 Verbal instructions
performed based on from persons with
the program/ activities responsibility related
identified

PERFORMANCE
CRITERIA REQUIRED
REQUIRED
SKILL
Range Statement
to environmental
work practices.
1.11 Legislation, codes,
national and
international
standards
1.12 Paris Agreement on
Climate Change
1.13 Philippine Clean-Air
Act of 1999 (RA
8749)
1.14 Philippine Clean-
Water Act of 2004
(RA 9275)
1.15 Ecological Solid
Waste Management
Act of 2000 (RA
9003)
1.16 Montreal Protocol
1.17 Kyoto Protocol
1.18 Environmental
Awareness and
Education Act of
2008 (RA 9512)
1.19 Philippine Climate-
Change Act of 2009
(RA 9729)
1.20 Codes of Practice
relating to
environment-critical
jobs
2. Contribute to 2.1 Suggestions are 2.1 Strategies and 2.1 Performing
improve made to designated approaches concerning research and
environmental personnel for the ff.: analysis
work practices improvements to 2.1.1 Minimize hazards 2.2 Reading /
workplace practices and risks, interpreting
where possible. 2.1.2 Reduce and data and
2.2 Information is information
dispose of waste,
gathered and 2.3 Problem
improvements are 2.1.3 Efficient use
solving
suggested to support energy
2.4 Communicate
the development of 2.1.4 Conserve water with
improved workplace 2.1.5 Reduce air and supervisors
approaches to noise pollution and
environmental 2.1.6 Make more workplace
practices. colleagues
efficient use of
2.3 Environmental 2.5 Recognize
issues and their resources and
basic

PERFORMANCE
CRITERIA REQUIRED
REQUIRED
SKILL
Range Statement
relationship to improve environmental
workplace practices environmental hazards and
are discussed in the performance, threats
workplace with 2.6 follow
2.1.7 Reduce soil
colleagues and workplace
designated personnel. disturbance and
directions and
2.4 Contributions to the improve habitat instructions
review of resources. 2.7 Keep simple
environmental 2.2 Environmental records.
practices and practices and
policies are made policies
within limits of
2.3 Waste minimization
responsibility
and management,
2.4 Sustainability,
2.5 Local, regional,
state and national
strategies on weed
and pest
management,
2.6 Protection of land
and habitat and
conservation of
resources,
2.7 Energy use,
2.8 Greenhouse gas
emissions,
2.9 Use of chemicals
and plant and
equipment.
3. Recognize 3.1 Signs or symptoms of 3.1 Potential 3.1 Performing

and report the potential environmental threat research and
potential environmental threat or hazards analysis
environmental are recognized. 3.2 Reading /
threats 3.2 Information about or 3.2 This includes spills, interpreting
observations of a leaks, pollution, data and
potential planned and information
environmental threat unplanned 3.3 Problem
are reported to emissions, soil solving
supervisors and/or compaction, 3.4 Communicate
appropriate disturbance and with
authorities. erosion, supervisors and
3.3 Location and extent of 3.3 Accidents and workplace
the potential disposal of waste, colleagues
environmental threat and damage or

PERFORMANCE
CRITERIA REQUIRED
REQUIRED
SKILL
Range Statement
is accurately disruption to 3.5 Recognize
recorded. ecosystems basic
3.4 Reports on the resulting from work environmental
potential practices. hazards and
environmental threat 3.4 Also includes plants, threats
are completed animals or diseases 3.6 Follow
according to that are classified as workplace
organizational an environmental directions and
guidelines. threat or problem in instructions
an area, 3.7 Keep simple
3.5 Unauthorized records.
changes in land use
3.6 Fire risks and
threats, and
inappropriate human
interaction on the
environment.
3.7 This may include
damage to habitat
resources,
disruption of animal
behavior and
territorial use, illegal
vegetation
clearance, seed
collection, firewood
gathering, nest
disturbance and egg
collecting.

RANGE OF VARIABLES
VARIABLE RANGE
1. Workplace practices and work May include:
instructions 1.1 Environmental hazard identification and risk
analysis
1.2 Avoiding or minimizing environmental risks,
1.3 Improving environmental performance,
1.4 Waste minimization and segregation,
1.5 Environmental monitoring,
1.6 Signs and labels (e.g., chemical labels),
1.7 Emergency procedures,
1.8 Hazard and incident recording and reporting
procedures
1.9 Environmental data recording and reporting
procedures where applicable
1.10 Verbal instructions from persons with
responsibility related to environmental work
practices
2. Legislation, codes and May include:
national standards 2.1 Philippine Clean-Air Act of 1999 (RA 8749)
2.2 Philippine Clean-Water Act of 2004 (RA 9275)
2.3 Ecological Solid Waste Management Act of 2000
(RA 9003)
2.4 Montreal Protocol
2.5 Kyoto Protocol
2.6 Environmental Awareness and Education Act of
2008 (RA 9512)
2.7 Philippine Climate-Change Act of 2009 (RA 9729)
2.8 Codes of Practice relating to environment-critical
jobs
3. Suggestions May include:
3.1 Minimize hazards and risks,
3.2 Reduce and dispose of waste,
3.3 Efficient use energy
3.4 Conserve water
3.5 Reduce air and noise pollution
3.6 Make more efficient use of resources and improve
environmental performance,
3.7 Reduce soil disturbance and improve habitat
resources
4. Designated personnel May include:
4.1 Administrators/ Managers,
4.2 Supervisors
4.3 People who are responsible for work area or who
may be assigned to act as a mentor/trainer to a
person
5. Workplace approaches to May include:
environmental practices 5.1 Preventing and minimizing the production of
pollution (e.g., discharges to air, land and
water, hazardous waste,
5.2 Reducing 'burning off',
5.3 Composting,

VARIABLE RANGE
5.4 Recycling materials,
5.5 Conservation practices), and
5.6 Improving workplace maintenance practices
(e.g., using a broom instead of a hose, using
environment-friendly cleaning agents)
6. Environmental issues May include:
6.1 Sustainability,
6.2 Reduction and disposal of waste,
6.3 Water quality,
6.4 Energy efficiency,
6.5 Biodiversity and habitat protection,
6.6 Conservation of natural resources,
6.7 Air quality,
6.8 Land contamination,
6.9 Noise,
6.10 Soil and salinity management
6.11 Fire management.
7. Environmental practices May include:
and policies 7.1 Waste minimization and management,
7.2 Sustainability,
7.3 Local, regional, state and national strategies
on weed and pest management,
7.4 Protection of land and habitat and
conservation of resources,
7.5 Energy use,
7.6 Greenhouse gas emissions,
7.7 Use of chemicals and plant and equipment.
8. Signs or symptoms May include:
8.1 Observation of the presence of weeds,
8.2 Pest animals or chemicals;
8.3 Damage caused to plants, animals or the
environment,
8.4 Changes in plant (e.g., dieback of trees) and
animal health,
8.5 Erosion of soils,
8.6 Soils in water suspension,
8.7 Presence of salt
9. Potential environmental May include:
threat 9.1 This includes spills, leaks, pollution, planned
and unplanned emissions, soil compaction,
disturbance and erosion,
9.2 Accidents and disposal of waste, and damage
or disruption to ecosystems resulting from
work practices.
9.3 Also includes plants, animals or diseases that
are classified as an environmental threat or
problem in an area,
9.4 Unauthorized changes in land use

VARIABLE RANGE
9.5 Fire risks and threats, and inappropriate
human interaction on the environment.
9.6 This may include damage to habitat
resources, disruption of animal behavior and
territorial use, illegal vegetation clearance,
seed collection, firewood gathering, nest
disturbance and egg collecting.
10. Reported Includes how the reports are made:
10.1 Verbally (face-to-face or through
communication equipment)
10.2 In writing (memo, notes, faxes, email or
electronic messages)
11. Recorded May include:
11.1 Environmental data,
11.2 Maintenance and inspection reports,
11.3 Incident or accident reports,
11.4 Complaints from the public.

EVIDENCE GUIDE

Competency 1.1 Demonstrated knowledge of workplace
practices and work instructions.
1.2 Described relevant legislations, codes and
national standard environmental practices
according to the different environmental
issues/concerns.
1.3 Followed environmental workplace practices
1.4 Contributed to improve environmental work
practices
1.5 Recognized and reported on a potential
environmental threat
1.6 Maintained environmental records
2.1 Workplace/Assessment location
2.2 Legislation, policies, procedures, protocols and
local ordinances relating to environmental
protection
2.3 Case studies/scenarios relating to
environmental protection
3.1 Written/ Oral Examination
3.2 Interview/Third Party Reports
3.3 Portfolio (citations/awards from GOs and
NGOs, certificate of training – local and
abroad)
3.4 Simulations
4. Context of Assessment 4.1 Competency must be assessed on actual job
or accredited assessment center
4.2 Competency assessment must be undertaken
in accordance with endorsed TESDA
assessment guidelines

Unit of Competency : UTILIZE IT APPLICATIONS IN TECHNICAL TRAINING
Unit Code : 500232103
Unit descriptor : This unit covers the knowledge, skills and attitude required
to utilize IT applications in training. Specifically, it covers
setting-up of work environment, utilization of word
processing, spreadsheet, presentation applications and
utilization of internet and www to communicate and collect
information.
PERFORMANCE
CRITERIA REQUIRED
elaborated in the Range ATTITUDE
Statement
1. Set-up work 1.1 Work folder is 1.1 Hardware setup, 1.1 Hardware
environment configured in configuration and servicing skills
accordance with setting 1.1 Operating system
enterprise IT utilization
1.2 Office equipment skills
guidelines.
1.2 Desktop and Product
shortcuts settings are knowledge
configured in-line with 1.3 Operating system
personal preference. basic usage
1.3 Connectivity to printer
are checked and tested
in accordance with
equipment user guide.
2. Utilize word 2.1 Document layout and 2.1 Productivity tools 2.1 Encoding and
processing formatting are applied and software basic computing skills
application in line with document knowledge
formatting 2.2 Software and
requirements. application
2.2 Application features features
are utilized to enhance 2.3 Office documents
productivity in line with and forms
application guide/ help standard
instructions formatting
2.3 Printing of documents
is performed in line with
guidelines
3. Utilize 3.1 Presentation layout, 3.1 Principles of 3.1 Presentation Skills
presenter formatting and theme Communication
application utilization are applied in 3.2 Basic Principles of
line with target Marketing and
audience requirements Promotions
3.2 Animation and slide through
transitions are applied presentations and
to enhance viewing and printed collaterals
interactivity experience

PERFORMANCE
CRITERIA REQUIRED
Statement
in-line with best 3.3 Visualization
practices in utilizing Concepts and
presentation package. Best Practices
3.3 Printing of
presentation
materials are
performed in line with
user requirements and
guidelines
3.4 Packaging and
exporting of
presentation is
application help
instructions/wizard.
3.5 Presentation of
information is
best practices in
utilizing presentation
package.
4. Utilize spread 4.1 Workbook and 4.1 Basic knowledge 4.1 Data input skills
sheet worksheet settings in bookkeeping 4.2 Basic accounting
application and formatting are and record skills
applied in line with keeping
printing requirements. 4.2 Basic knowledge
4.2 Formula and in worksheet
conditional formatting applications
are utilized to enhance 4.3 Applications and
productivity in line with proper usage of
the application help charts and graphs
instructions.
4.3 Charts are utilized to
enhance data
presentation in line with
the application help
instructions.
4.4 Printing of worksheet is
document layout
requirements and
guidelines.
5. Utilize internet 5.1 Chat and email facility 5.1 Principles of 5.1 Computer
and www to is utilized to exchange Information hardware and
communicate information and Technology and software skills
the basic 5.2 IT skills

PERFORMANCE
CRITERIA REQUIRED
Statement
and collect resources in line with applications of
information chat help instructions. electronic
5.2 Browser is configured communication
to enhance productivity 5.2 Understanding of
in line with the basic internet
application help technology i.e.
instruction browsing,
5.3 www is utilized to searching and
research and acquire information
resources in line with extraction
guidelines.

RANGE OF VARIABLES
VARIABLE RANGE
1. Work folder is configured May include:
1.1 Folder creation
1.2 Folder copy and transfer
1.3 Folder sharing
2. Desktop and shortcuts May include:
settings are configured 2.1 Desktop background and screen saver settings
2.2 Screen resolution settings
2.3 Shortcut and link creation
3. Document layout and May include:
formatting 3.1 Page settings
3.2 Font Settings
3.3 Formatting styles
3.4 Table utilization
4. Application features May include:
4.1 Footer and header setting
4.2 Mail merge
4.3 Review and editing tools
4.4 Reference features
4.5 Form creation features
5. Best practices in utilizing May include:
presentation package 5.1 Number of text lines, font size and fore and back
colors
5.2 Optimal utilization of animation and transition effects to
enhance learning experience not to distract audience
5.3 Awareness in unconscious actions during presentation
6. Printing of presentation May include:
materials 6.1 Slide
6.2 Notes
7. Workbook and worksheet May include:
settings 7.1 Page setup
7.2 Header setup
7.3 Worksheet organization
8. Formula May include:
8.1 Summation
8.2 Division
8.3 Multiplication
8.4 Division
8.5 Average
8.6 Rounding off
8.7 If
8.8 Concatenate
9. Browser configuration May include:
9.1 Cookie settings
9.2 Plug-in setup
9.3 Accessibility adjustments

EVIDENCE GUIDE

Competency 1.1 Set-up work environment
1.2 Utilized word processing application
1.3 Utilized presenter application
1.4 Utilized spreadsheet application
1.5 Utilized internet and www to communicate and
collect information
2.1 Computer with network and internet access
2.2 Printer and printing consumables
2.3 Specification of sample document, worksheet,
presentation materials
3.1 Demonstration / Observation and with oral
questioning
3.2 Portfolio
guidelines

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.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Provide team 1.1 Work requirements 1.1 Company policies 1.1 Communication
leadership are identified and and procedures skills required for
presented to team 1.2 Relevant legal leading teams
members
requirements 1.2 Informal
1.2 Reasons for
instructions and 1.3 Trainee performance
requirements are expectations counseling skills
communicated to 1.4 Work 1.3 Team building
team members requirements skills
1.3 Team members’ 1.4.1 Trainee Profile 1.6 Negotiating skills
queries and 1.4.2 Assignment
concerns are
instructions
recognized,
discussed and dealt 1.5 Trainees’
with concerns
2. Assign 2.1 Duties, and 2.1 Team member’s 2.1 Communication
responsibilities responsibilities are duties and skills required for
allocated having responsibilities leading teams
regard to the skills,
knowledge and 2.2 Informal
aptitude required to performance
properly undertake counseling skills
the assigned task 2.3 Team building
and according to skills
company policy
2.4 Negotiating skills
2.2 Duties are allocated
having regard to
individual preference,
domestic and
personal
considerations,
whenever possible

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3. Set 3.1 Performance 3.1 How performance 3.1 Communication
performance expectations are expectations are skills required for
expectations established based on set leading teams
for team client needs and 3.2 Informal
members according to performance
assignment counseling skills
requirements 3.3 Team building
3.2 Performance skills
expectations are 3.4 Negotiating skills
based on individual
team members duties
and area of
responsibility
3.3 Performance
expectations are
discussed and
disseminated to
individual team
members
4. Supervised 4.1 Monitoring of 4.1 Methods of 4.1 Communication
team performance takes Monitoring skills required for
performance place against defined Performance leading teams
performance criteria 4.2 Monitor 4.2 Informal
and/or assignment performance performance
instructions and 4.3 Formal process counseling skills
corrective action 4.4 Informal process 4.3 Team building
taken if required 4.5 Providing skills
4.2 Team members are Feedback 4.4 Negotiating skills
provided with 4.6 Formal process
feedback, positive 4.7 Informal process
support and advice on 4.8 Performance
strategies to issues
overcome any 4.9 Work output
deficiencies 4.10 Work quality
4.3 Performance issues 4.11 Team
which cannot be participation
rectified or addressed 4.12 Compliance with
within the team are workplace
referenced to protocols
appropriate personnel 4.13 Safety
according to employer 4.14 Customer
policy service
4.4 Team members are
kept informed of any
changes in the priority
allocated to
assignments or tasks
which might impact

PERFORMANCE
CRITERIA REQUIRED
Range Statement
on client/customer
needs and
satisfaction
4.5 Team operations are
monitored to ensure
that employer/client
needs and
requirements are met
4.6 Follow-up
communication is
provided on all issues
affecting the team
4.7 All relevant
documentation is
completed in
accordance with
company procedures

RANGE OF VARIABLES
VARIABLE RANGE
1. Work requirements May include:
1.1 Client Profile
1.2 Assignment instructions
2. Team member’s queries May include:
and concerns 2.1 Roster details
2.2 Shift details
3. Monitoring of performance May include:
3.1 Formal process
3.2 Informal process
4. Feedback May include:
4.1 Formal process
4.2 Informal process
5. Performance issues May include:
5.1 Work output
5.2 Work quality
5.3 Team participation
5.4 Compliance with workplace protocols
5.5 Safety
5.6 Customer service

EVIDENCE GUIDE

Competency 1.1 Maintained or improved individuals and/or
team performance given a variety of possible
scenario
1.2 Assessed and monitored team and individual
performance against set criteria
1.3 Represented concerns of a team and
individual to next level of management or
appropriate specialist and to negotiate on
their behalf
1.4 Allocated duties and responsibilities, having
regard to individual’s knowledge, skills and
aptitude and the needs of the tasks to be
performed
1.5 Set and communicated performance
expectations for a range of tasks and duties
within the team and provided feedback to
team members
2.1 Access to relevant workplace or appropriately
simulated environment where assessment
can take place
2.2 Materials relevant to the proposed activity or
task
3.1 Direct observations of work activities of the
individual member in relation to the work
activities of the group
3.2 Observation of simulation and/or role play
involving the participation of individual
member to the attainment of organizational
goal
3.3 Case studies and scenarios as a basis for
discussion of issues and strategies in
teamwork
guidelines

Unit of Competency : APPLY WORK ETHICS, VALUES AND QUALITY
PRINCIPLES
Unit Code : 500232104
Unit descriptor : This unit covers the outcomes required in demonstrating

and living out desirable work ethics, values and principles in
the workplace and training environment.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Observe 1.1 Attendance and 1.1 Nature of Work 1.1 Applying work
workplace punctuality are 1.2 Dignity of Work ethics
policies and observed in line with 1.3 Values and Work 1.2 Applying quality in
guidelines enterprise policies
Ethics performing work
and guidelines.
1.2 Work functions are 1.4 Core Values function
performed in line with 1.5 Personal Values
work position/ 1.6 Work Ethics
delegation and 1.7 Excellence and
according to Quality of Work
enterprise goals and 1.8 Work Functions
objectives.
1.3 Communication,
request, and
complaints are
channelled through
authority in line with
enterprise policies
and procedures.
1.4 Academic freedom
is exercised in line
with enterprise goals
and objectives
1.5 Quality work
instructions are
delivered in
accordance with work
deadlines and training
calendars.
2. Value self- 2.1 Best practices in 2.1 Personal 2.1 Respecting the
worth and teaching are Leadership individuality of
profession demonstrated at all 2.2 Personal Learners and co-
times.
Management workers
2.2 Personal and
professional 2.3 Professional 2.2 Practicing
upgrading is Image and Professionalism at
exercised in line with practice work
personal goals and

PERFORMANCE
CRITERIA REQUIRED
Range Statement
enterprise guidelines
and policies.
2.3 Confidentiality of
records and other
documents are
maintained in line with
enterprise policies
and guidelines.
2.4 Professional courtesy
is exercised at all
times
2.5 Professional role and
image as technical
trainer are maintained
in the
classroom/training
environment and
related situations.
3. Observe 3.1 Promotion of learners 3.1 Nature of Man 3.1 Dealing with
proper is performed based Learners and
conduct in on non-prejudice 3.2 Dignity -Inherent various individuals
dealing with decision and actual Value of man
learners and accomplishments and 3.3 Inclusive
parents performance of Environment for
learners. equal opportunity
3.2 Learners were given
equal opportunities to
learn and utilize
school facilities in line
with the enterprise
objective and goals.
3.3 Parent consultations
are performed in line
with enterprise
policies and
guidelines

RANGE OF VARIABLES
VARIABLE RANGE
1. Work functions May include:
1.1 Teaching
1.2 Guiding
1.3 Managing events and school activities
2. Academic freedom May include:
2.1 Selection of teaching methods
2.2 Implementation of remedial classes
2.3 Changing methods of collecting evidence of
learning
3. Best practices in teaching May include:
3.1 Teaching with teaching aids
3.2 Employing learner-centered activities
4. Non-prejudice decision May include, but not limited to:
4.1 Decision made from favour
4.2 Decision came from political reason
EVIDENCE GUIDE

Competency 1.1 Observed workplace policies and guidelines
1.2 Valued self-worth and profession
1.3 Observed proper conduct in dealing with
learners and parents
2.1 Case study
3.1 Written test/ Interview
3.2 Portfolio
guidelines

Unit of Competency : WORK EFFECTIVELY IN VOCATIONAL EDUCATION
AND TRAINING
Unit Code : 500232105
to work effectively in the policy and operating environment
of the vocational education and training sector.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Work within 1.1 Relevant national 1.1 International and 1.1 Literacy skills to:
the vocational vocational National vocational 1.1.1 Read and
education and education and education and understand
training policy training policies
training policies and vocational
framework and frameworks
are accessed, frameworks education and
analyzed, applied 1.1.1 Philippine TVET training policy
and guided in Trainers and other
accordance with Qualification documents,
work practices and Framework vocational
responsibilities. (PTTQF) education and
1.2 Key vocational
1.1.2 ASEAN training
education and
training Qualifications terminology
organizations Referencing and language
and stakeholders Framework styles
are identified, (AQRF) 1.1.2 Interpret legal
accessed and 1.1.3 Training requirements
informed in Packages of vocational
accordance with
1.1.4 User Choice education and
updated work
practices. 1.1.5 Traineeship and training
1.3 Legislation and apprenticeship policies,
guidelines are arrangements procedures
accessed, used, 1.1.6 Dual Training and guidelines
complied and System 1.1.3 Write
ensured in
1.1.7 Enterprise- documents for
accordance work
practices and based training a range of
policy 1.1.8 K to 12 Law vocational
requirements. 1.2 Vocational education and
1.4 Sources of education and training
information and training audiences and
advice on organizations and purposes
vocational
stakeholders 1.2 Language skills to:
education and
training policy and 1.3 Department of 1.2.1 Communicate
operating context Labor and with personnel

PERFORMANCE
CRITERIA REQUIRED
Range Statement
are accessed on a Employment across all
regular basis and (DOLE) levels of the
changes are noted 1.4 Technical Education organization
as appropriate.
and Skills and with clients
1.5 Opportunities are
taken up to Development 1.2.2 Understand
contribute to Authority (TESDA) and use
vocational 1.5 Industry Skills vocabulary and
education and Councils (ISCs) terminology
training in 1.6 Training specific to the
accordance with organizations vocational
organizational
1.7 Chambers of education and
policy
developments. commerce and training
1.6 Vocational industry environment
education and 1.8 Industry 1.2.3 Listen and
training associations summarize key
terminology is 1.9 Relevant legal and points, make
used to policy requirements, evaluative
communicate
codes of practice, judgments and
effectively in
accordance with national standards articulate
sector. and legislations: verbally or in
1.10 Specific industry/ writing to a
workplace client or
legal/compliance colleague
and licensing 1.2.4 Facilitate
requirements discussions to
1.11 Duty of care encourage
under common problem
law solving,
1.12 Anti- sharing of
discrimination strategies, and
including equal exploring
opportunity, racial different
vilification and solutions to
disability problems
discrimination 1.2.5 Work
1.13 Workplace effectively as a
relations, team member
industrial awards
and enterprise
agreements
1.14 Privacy/security of
information

PERFORMANCE
CRITERIA REQUIRED
Range Statement
1.15 copyright/plagiaris
m
1.16 Sources of
information and
advice
1.17 Web-based
information from
vocational
education and
training
organizations and
stakeholders such
as the National
Training
Information
Service (NTIS)
1.18 Printed policies,
newsletters,
bulletins,
publications of
vocational
education and
training
organizations and
stakeholders
1.19 Products
including revised
Training
Packages,
support materials
and professional
development
materials
implementation
guidelines
1.20 Research journals
1.21 Conference
papers
1.22 Opportunities
1.23 Attendance at
workshops and
consultations

PERFORMANCE
CRITERIA REQUIRED
Range Statement
conducted by
relevant
vocational
education and
training
organizations and
stakeholders
1.24 Individual or
organizational
written
submissions and
feedback to
relevant
vocational
education and
training
organizations and
stakeholders
1.25 Participation in
forums, networks,
conferences
training
organization
meetings
validation
meetings
1.28 Research/consult
ancy
1.29 Contribution to
online
consultations
1.30 Vocational
education and
training
terminology
1.31 Acronyms
1.32 Language of the
profession
1.33 Language styles
commonly used in

PERFORMANCE
CRITERIA REQUIRED
Range Statement
vocational
education and
training
environments
2. Work within 2.1 Relevant 2.1 Relevant 2.1 Recognizing and
the training organizational organizational being sensitive to
organization’s documentation is documentation individual
quality accessed, used, 2.2 Strategic plans difference and
framework supported and 2.3 Business plans
ensured in diversity, for
2.4 Policies and
example:
accordance work procedures
roles and 2.1.1 Being sensitive
2.5 Position
responsibilities. descriptions to and valuing
2.2 Work is conducted culture
2.6 Responsibility
in accordance with 2.1.2 Acting without
statements
the training
2.7 Quality bias/
organization’s
arrangements for discrimination
quality assurance
clients covering: 2.1.3 Responding to
strategies,
processes, 2.8 enrolment and individuals with
policies and induction/orientati
particular
procedures on
2.9 complaints, needs
2.3 Ethical and legal 2.1.4 Recognizing
responsibilities grievances and
appeals the importance
are adhered to in
accordance with 2.10 assessment, of religion
work practices. including skills
2.4 Work is recognition, pre-
undertaken in assessment and
accordance with appeals
the prevailing 2.11 identification of
industrial and training support
employee relations requirements, for
systems and example,
practices. language, literacy
2.5 Feedback and and/or numeracy
advice on work needs
quality is actively 2.12 fees
sought from 2.13 privacy
colleagues and 2.14 access and equity
clients in 2.15 welfare and
accordance with guidance
the prevailing 2.16 issuance of
industrial and qualifications
employee relations 2.17 mutual
systems and recognition of
practices. qualifications,

PERFORMANCE
CRITERIA REQUIRED
Range Statement
Statements of
Attainment, credit
and articulation
arrangements
2.18 Internal quality
policies and
procedures
covering:
2.19 risk management
2.20 continuous
improvement
2.21 OHS
2.22 equal
employment
opportunity (EEO)
2.23 discrimination and
workplace
harassment
2.24 Ethical and legal
responsibilities
2.25 compliance with
relevant
legislation
including:
2.25.1 OHS
legislation
2.25.2 EEO
legislation
2.25.3 Anti-
discriminatio
n legislation
2.25.4 Legislation
relating to
overseas
learners
2.26 Compliance
with industrial
awards,
enterprise
agreements and
employment
contracts

PERFORMANCE
CRITERIA REQUIRED
Range Statement
2.27 Meeting
environmental
standards
2.28 Duty of care
2.29 Recognizing
and being
sensitive to
individual
differences and
diversity
2.30 Provision of
accurate
information,
advice and
services
2.31 Providing
support to
learners
appropriate to
their needs
2.32 Maintaining
client privacy
and
confidentiality
2.33 Code of
practice
3. Manage work 3.1 Work is planned, 3.1 Work issues 3.1 Planning skills to:
and work prioritized and 3.2 Time pressures
relationships organized to 3.3 Work overload 3.1.1 Identify and
achieve agreed 3.4 Competing access relevant
and expected demands sources of
outcomes. 3.5 Unexpected national
3.2 Workloads are contingencies vocational
assessed and education and
3.6 Technology
guidance/support training
problems
is sought from policies,
3.7 Relations with frameworks,
relevant personnel
other personnel legislation and
where work
issues arise and 3.8 Client guidelines
in accordance with issues/relations 3.1.2 Participate in
existing 3.9 Clients and opportunities to
organizational colleagues
contribute to
policies and 3.10 Individual
learners, vocational
guidelines.

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3.3 Relevant apprentices and education and
technological trainees, training
skills are used to employees organizational
enhance work 3.11 Enterprises/ policy
outcomes and in industry
accordance with developments
3.12 Other parts of
prevailing the training 3.1.3 Manage work
industrial systems organization and work
and practices. 3.13 Government relationships
3.4 Work is departments/ 3.2 Relevant
undertaken in a agencies, or technological skills
collaborative other 3.2.1 Using
manner with organizations
colleagues through computer word
sharing of processing
information and software to
ideas and working produce
together on work documents,
outcomes in reports and
accordance with
learning
the prevailing
industrial and materials
employee relations 3.2.2 Using
systems and computer
practices. presentation
3.5 Feedback on applications
managing work
3.2.3 Using
and professional
relationships is computer data
obtained from processing
clients and software to
colleagues and is produce
evaluated and statistical
acted upon. information
3.2.4 Using
computers/com
munication
systems to
support online
learning
3.2.5 Conducting
web searches
3.2.6 Participating in
Internet/video
conferencing

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3.2.7 Using chat
rooms
3.2.8 Managing
email
3.2.9 Operating
computer
projection
equipment
3.2.10 Operating
overhead
projectors
3.2.11 Operating
other business
equipment, e.g.
fax machines,
photocopiers
and telephone
systems
4. Demonstrate a 4.1 Clients and their 4.1 Clients and their

client-focused needs and needs and
approach to expectations form expectations
work the basis for
developing 4.2 A focus on
effective work individual learner
practices and objectives such
outcomes in as:
accordance with 4.2.1 New skills
operational 4.2.2 Specific
limits.
competencies
4.2 Effective
communication 4.2.3 Target
strategies are qualifications
developed, 4.2.4 New career
utilized, 4.2.5 Career
established and advancement
maintained in
accordance with 4.3 improved
client relationships. language
4.3 Processes for 4.4 literacy and
evaluating and numeracy skills
improving client 4.5 preference for
satisfaction are particular learning
developed and styles
built in accordance

PERFORMANCE
CRITERIA REQUIRED
Range Statement
with work 4.6 individualized
practices. learning support
systems
4.7 individualized
organizational
training
4.8 client centered
approaches
4.9 information and
advice on
courses, learning
programs and
qualifications
4.10 Operational limits
4.11 Level of
responsibility,
autonomy,
classification level
4.12 Staffing resource
limitations
4.13 Physical
environment
limitations
4.14 Cost
4.15 Time
4.16 Scheduling
difficulties
4.17 OHS
4.18 Effective
communication
strategies
4.19 Establishing
clarity of purpose
4.20 Ongoing liaison
4.21 Effective reporting
arrangements
4.22 Continuous
feedback
mechanisms

RANGE OF VARIABLES
VARIABLE RANGE
1. National vocational May include:
education and training 1.1 Philippine TVET Trainers Qualification Framework
policies and frameworks (PTTQF)
1.2 Training Packages
1.3 User Choice
1.4 traineeship and apprenticeship arrangements
2. Vocational education and May include:
training organizations and 2.1 Department of Labor and Employment (DOLE)
stakeholders 2.2 Technical Education and Skills Development
Authority (TESDA)
2.3 Industry Skills Councils (ISCs)
2.4 training organizations
3. Legislation and guidelines May include:
3.1 guidelines on program/project funding
3.2 User Choice
3.3 apprenticeships/traineeships
3.4 implementation of Training Packages
3.5 registration
3.6 course accreditation
3.7 access and equity
3.8 anti-discrimination including equal opportunity,
racial vilification and disability discrimination
3.9 industrial relations
3.10 code of practice
3.11 occupational health and safety (OHS)
4. Sources of information and May include:
advice 4.1 web-based information from vocational education
and training organizations and stakeholders such as
the National Training Information Service (NTIS)
4.2 printed policies, newsletters, bulletins, publications
of vocational education and training organizations
and stakeholders
4.3 products including revised Training Packages,
support materials and professional development
materials implementation guidelines
4.4 research journals
4.5 conference papers
5. Opportunities May include:
5.1 attendance at workshops and consultations
conducted by relevant vocational education and
training organizations and stakeholders
5.2 individual or organizational written submissions and
feedback to relevant vocational education and
training organizations and stakeholders
5.3 participation in forums, networks, conferences
5.4 participation in training organization meetings

VARIABLE RANGE
5.5 participation in validation meetings
5.6 research/consultancy
5.7 contribution to online consultations
6. Vocational education and May include but not limited to:
training terminology 6.1 Acronyms
6.2 language of the profession
6.3 language styles commonly used in vocational
education and training environments
7. Relevant organizational May include:
documentation 7.1 strategic plans
7.2 business plans
7.3 policies and procedures
7.4 position descriptions
7.5 responsibility statements
8. Training organization’s May relate to:
quality assurance 8.1 quality arrangements for clients covering:
strategies, processes, 8.1.1 enrolment and induction/orientation
policies and procedures 8.1.2 complaints, grievances and appeals
8.1.3 assessment, including skills recognition,
pre-assessment and appeals
8.1.4 identification of training support
requirements, for example, language,
literacy and/or numeracy needs
8.1.5 fees
8.1.6 privacy
8.1.7 access and equity
8.1.8 welfare and guidance
8.1.9 issuance of qualifications
8.1.10 mutual recognition of qualifications,
Statements of Attainment, credit and
articulation arrangements
8.2 internal quality policies and procedures covering:
8.2.1 risk management
8.2.2 continuous improvement
8.2.3 OHS
8.2.4 equal employment opportunity (EEO)
8.2.5 discrimination and workplace harassment
8.2.6 staff disciplinary procedures
8.2.7 financial management
8.2.8 records management
8.2.9 management processes for learning
resources and learning materials
8.2.10 recruitment and induction of personnel
8.2.11 staff qualifications
8.3 learning and professional/staff development
opportunities
8.4 training organization staff development programs
8.5 participation in networks

VARIABLE RANGE
8.6 individual learning initiatives
8.7 membership of professional associations/networks
8.8 relevant university courses
9. Ethical and legal May include:
responsibilities 9.1 compliance with relevant legislation including:
9.1.1 OHS legislation
9.1.2 EEO legislation
9.1.3 anti-discrimination legislation
9.1.4 legislation relating to overseas learners
9.2 compliance with industrial awards, enterprise
agreements and employment contracts
9.3 meeting environmental standards
9.4 duty of care
9.5 recognizing and being sensitive to individual
differences and diversity
9.6 provision of accurate information, advice and
services
9.7 providing support to learners appropriate to their
needs
9.8 maintaining client privacy and confidentiality
9.9 code of practice
10. Work issues May include:
10.1 time pressures
10.2 work overload
10.3 competing demands
10.4 unexpected contingencies
10.5 technology problems
10.6 relations with other personnel
10.7 client issues/relations
11. Relevant technological May include checking that the idea:
skills 11.1 using computer word processing software to
produce documents, reports and learning materials
11.2 using computer presentation applications
11.3 using computer data processing software to
produce statistical information
11.4 using computers/communication systems to support
online learning
11.5 conducting web searches
11.6 participating in Internet/video conferencing
11.7 using chat rooms
11.8 managing email
11.9 operating computer projection equipment
11.10operating overhead projectors
11.11operating other business equipment, e.g. fax
machines, photocopiers and telephone systems
12. Clients and colleagues May include:
12.1 individual learners, apprentices and trainees,
employees

VARIABLE RANGE
12.2 enterprises/industry
12.3 other parts of the training organization
12.4 government departments/agencies, or other
organizations
13. Clients and their needs May include:
and expectations 13.1 a focus on individual learner objectives such as:
13.1.1 new skills
13.1.2 specific competencies
13.1.3 target qualifications
13.1.4 new career
13.1.5 career advancement
13.1.6 improved language
13.1.7 literacy and numeracy skills
13.2 preference for particular learning styles
13.3 individualized learning support systems
13.4 individualized organizational training
13.5 client centered approaches
13.6 information and advice on courses, learning
programs and qualifications
14. Operational limits May include:
14.1 level of responsibility, autonomy, classification level
14.2 staffing resource limitations
14.3 physical environment limitations
14.4 cost
14.5 time
14.6 scheduling difficulties
14.7 OHS
15. Effective communication May include:
strategies 15.1 establishing clarity of purpose
15.2 ongoing liaison
15.3 effective reporting arrangements
15.4 continuous feedback mechanisms

EVIDENCE GUIDE

Competency 1.1 Worked within the vocational education and
training policy framework
1.2 Worked within the training organization’s
quality framework
1.3 Managed work and work relationships
1.4 Demonstrated a client-focused approach to
work
2.1 access to business, organizational, legislative
and vocational education and training
documentation
2.2 access to clients
2.3 access to colleagues
2.4 access to a TVET operating environment
3.1 Demonstration with questioning
3.2 Interview
3.3 Written Test
3.4 Third Party Report
guidelines

Unit of Competency : FOSTER AND PROMOTE AN INCLUSIVE LEARNING
CULTURE
Unit Code : 500232106
foster and promote an environment which supports inclusive
work practices and learning culture.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Practice 1.1 Individual 1.1 The diversity of 1.1 Recognizing and
inclusivity differences and clients, client being sensitive to
clients with needs, client individual
particular needs are
backgrounds and difference and
acknowledged,
respected and valued differing diversity, for
in accordance with expectations for example:
existing work vocational 1.1.1 Being sensitive
practices and learning education and to and valuing
culture. training services culture
1.2 Personal perceptions are valued and 1.1.2 Acting without
and attitudes about
relayed in the bias/
difference are
examined and revised learning and discrimination
to improve practice of 1.1.3 Responding to
communication and inclusivity. individuals with
professionalism in 1.2 The concept of the particular
accordance with power of paradigm/ needs
existing work perception, in 1.2 Improve/ use
practices and learning
relation to attitudes language and
culture.
1.3 Principles and behavior is communication
underpinning elaborated to skills that reflect
inclusivity are improve inclusive
integrated into all communication and language, address
work practices. professionalism cross cultural
1.4 The training
1.3 The principles, communication,
organization’s access
and equity policy is underpinning, indirect
used in accordance to inclusivity and how communication,
work practices. to integrate them participation of
1.5 Individuals' rights and into work practices others (family/
confidentiality are community/elders),
respected at all times. appropriate time
and
communication
protocols,

PERFORMANCE
CRITERIA REQUIRED
Range Statement
encourage
expression by all
individuals, involve
a variety of
mediums, religion
2. Promote and 2.1 The ground rules for 2.1 Ethical and 2.1 Problem solving
respond to participation and inclusive behaviors skills to:
diversity behavior with expected of 2.1.1 Identify
colleagues and clients specific needs
professional
are established in 2.1.2 Respond
accordance with a relationships with
clients and appropriately
cooperative and
agreed process/es. colleagues to cultural
2.2 Individuals are 2.2 Availability and diversity
encouraged to types of supports
express themselves 2.2 Research skills to
for clients with
and to contribute to identify and
specific needs increase
the work and learning
environment in 2.3 Relevant policies, knowledge of
accordance with legal requirements, individual
cooperative and codes of practice differences and
agreed process/es. on: how these impact
2.3 Individuals are 2.3.1 Disability, on individuals
provided with 2.3 Reflect good
discrimination,
opportunities to practice in active
inclusiveness, listening,
indicate specific
needs to support their human rights, appropriate eye
participation in equal contact, friendly
learning and work in opportunity, tone, appropriate
accordance with a racial volume, clarity of
cooperative and discrimination diction and plain
agreed process/es. English
2.3.2 Duty of care
2.4 Relevant research,
guidelines and responsibilities
resources are 2.3.3 Access and
accessed to support equity policies
inclusivity in 2.4 Understanding the
accordance with verbal and body
existing guidelines language relative to
and procedures.
different cultures
2.5 Verbal and body
language is sensitive and backgrounds
to different cultures and differences in
and backgrounds and physical and
differences in physical intellectual abilities
and intellectual and as appropriate

PERFORMANCE
CRITERIA REQUIRED
Range Statement
abilities and as is critically inclusive
appropriate. in learning and
teaching
3. Develop and 3.1 Documented 3.1 Sources of 3.1 Development of

implement resources to support information to work strategies
work and guide inclusive support inclusive and
strategies to practices are implementation to
practices
support identified and used to cover the
inclusivity inform work strategies 3.2 Duty of care of the
performance
in accordance with training and trainer criteria mentioned
existing guidelines for the learner and to support
and procedures. others who may be inclusivity.
3.2 Support persons are affected by actions 3.2 Involve
identified and of others within or consultation and
included in the work liaison with clients,
attending the
and learning process other colleagues,
where appropriate training
counselors,
and agreed to. 3.3 Learning concerns experts and
3.3 Relevant professional and issues are specialists on
support services are studied and learning concerns/
identified and understood through issues
accessed, as professional
appropriate.
support services as
3.4 Any physical
environment appropriate.
support needs are 3.4 Needs for physical
acknowledge and environment
incorporated into work support is vital to
practices, where inclusive learning
practicable and
and teaching and
approved by
appropriate should be
personnel. incorporated into
3.5 OHS issues work practices.
associated with 3.5 OHS relating to the
inclusivity are work role/work
identified and context, and OHS
addressed in
considerations
accordance with
existing guidelines when fostering and
and procedures. promoting an
3.6 Inclusiveness is inclusive learning
modeled in culture including:
accordance with work 3.6 Internal policies
performance. and procedures to

PERFORMANCE
CRITERIA REQUIRED
Range Statement
meet OHS
requirements
3.7 Hazards commonly
found in the work
environment
4. Promote a 4.1 Support and advice is 4.1 Strategies, 4.1 Strategies, policies
culture of provided to policies and and systems of
learning colleagues and clients systems of promoting a
to encourage new culture of inclusive
promoting a
and ongoing learning are
participation in culture of developed in
accordance with inclusive learning accordance with
learning opportunities. are identified to internationally
4.2 The benefits of incorporate the accepted practices
learning are explored performance and standards
with colleagues and criteria mentioned
clients in accordance
with a culture of and in accordance
learning. with
4.3 Learning and internationally
competency accepted
achievement is practices and
recognized and standards
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.
5. Monitor and 5.1 Effective work 5.1 Organizational 5.1 Monitoring system
improve work practices to enhance work systems, and work practices
practices inclusivity and a practices are improvement
learning culture are system are
identified to
identified in developed
enhance inclusivity

PERFORMANCE
CRITERIA REQUIRED
Range Statement
accordance with the as well as adapted 5.2 Development of
work and/or learning to be part of the Re-entry plan
environment learning culture in incorporating
5.2 Conscious actions are strategies and
accordance with
taken to modify and policies to
improve in work and learning
implement
accordance with work environment inclusivity in the
practices. 5.2 Strategies and work place
5.3 Strategies and policies are
policies to support identified to
inclusivity are enhance inclusivity
regularly reviewed in
as well as adapted
accordance with
continuous to be part of the
improvement of work learning culture in
processes. accordance with
5.4 Proposed changes to work and learning
relevant strategies environment
and policies are
documented and
reported in
accordance with
organizational
structure.

RANGE OF VARIABLES
VARIABLE RANGE
1. Individual differences May include:
1.1 learning difficulties
1.2 literacy and numeracy needs
1.3 language other than English (LOTE)
1.4 cultural background, images and perceptions
1.5 socio-economic background
1.6 age, gender, sexuality
1.7 religious practices
1.8 intellectual impairment or disability
1.9 medical conditions such as arthritis, epilepsy,
diabetes and asthma
1.10 physical impairment or disability involving
hearing vision, voice or mobility
1.11 psychological or psychiatric impairment
2. Clients with particular May include:
needs 2.1 women where under-represented
2.2 rural and remote learners
2.3 people with disabilities, either permanent or
temporary
2.4 people from non-English speaking
backgrounds
2.5 youth at risk
3. Principles May include:
3.1 supporting equal opportunity for participation
3.2 fostering and advocating independence
3.3 ensuring cooperative approaches to learning
3.4 using client-centered approaches to learning
3.5 supporting, encouraging and valuing
individual contributions
3.6 motivating learners
3.7 creating opportunities for participation and
success
3.8 making reasonable adjustments to
procedures, activities and assessment for
equity
3.9 acknowledging current strengths and skills
as a basis for further learning
4. Ground rules May include:
4.1 guidelines of behavior and acceptance
4.2 common understandings between learners
about group interaction, respect and
acceptance
4.3 expectations of working relationships
4.4 safety of learners and others
4.5 comfort of learners and others

VARIABLE RANGE
4.6 agreed consequences for breaching ground
rules
5. Specific needs May include:
5.1 physical environment adjustments
5.2 adjustments to learning and assessment
activities
5.3 OHS issues to be addressed
5.4 language requirements
5.5 literacy and numeracy issues
5.6 more time/additional support to learners
5.7 need for a broad general education
6. Verbal and body language May refer to:
6.1 language that recognizes and values
individual differences
6.2 language that supports inclusivity
6.3 language that is non-discriminatory
6.4 language that does not devalue, denote or
derogate
6.5 language that does not suggest fear, mistrust
or lack of understanding
6.6 language that does not label or suggest
assumptions about capabilities
7. Documented resources May include:
7.1 journals
7.2 information technology resources such as
the web, hardware and software
7.3 texts and references
8. Support persons May include:
8.1 family members
8.2 government officers in specialist support
services
8.3 case workers and personal careers
8.4 advocates for a person or group
8.5 peer support
8.6 interpreters
8.7 community representatives
8.8 note takers
8.9 library personnel
8.10 technical support
8.11 human resources personnel
8.12 administrative personnel
8.13 career counselors
8.14 student services officers
8.15 equity liaison officers
9. Physical environment May include:
support needs 9.1 modifications to layout of premises
9.2 equipment modifications
9.3 use of adaptive technologies

VARIABLE RANGE
9.4 changes to work schedules
9.5 modifications to job design
10. OHS issues May include:
10.1 issues relating to the learner
10.2 issues relating to the OHS impact on others
11. Generic skills May include:
11.1 Employability Skills including:
11.1.1 communication
11.1.2 teamwork
11.1.3 problem solving
11.1.4 initiative and enterprise
11.1.5 planning and organizing
11.1.6 self-management
11.1.7 learning
11.1.8 technology
11.2 innovation
11.3 language, literacy, numeracy and
communication skills

EVIDENCE GUIDE

Competency 1.1 Practiced inclusivity
1.2 Promoted and respond to diversity
1.3 Developed and implement work strategies to
support inclusivity
1.4 Promoted a culture of learning
1.5 Monitored and improve work practices
2.1 access to relevant policies, legislation,
guidelines and resources to support inclusivity
2.2 access to clients/colleagues
2.3 access to workplace environment
3.2 Interview
3.3 Written Test

Unit of Competency : ENSURE HEALTHY AND SAFE LEARNING
ENVIRONMENT
Unit Code : 500232107
to ensure the health, safety and welfare of learners and
candidates.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Identify 1.1 The purpose and 1.1 Basics of a 1.1 Literacy skills to:
Occupational approaches of systematic 1.1.1 Access a
Health and OHS in the learning approach to OHS range of
Safety (OHS) environment are
1.2 Relevant policies, sources of
responsibilities defined in
accordance with legal requirements, OHS
OHS standards. codes of practice information
1.2 Documentation and national, for 1.1.2 read and
outlining the OHS example: understand
legal 1.2.1 Legislative OHS
responsibilities of requirements documentatio
the various parties
for information n
in the learning
environment is and 1.1.3 Interpret OHS
accessed, read and consultation legal
interpreted in relevant to requirements
accordance with safety 1.1.4 Write hazard
OHS standards 1.2.2 Legislative and incident
1.3 Organizational requirements reports
OHS
for record 1.2 Contribute to the
documentation is
identified and keeping related development of a
accessed in to OHS risk control action
accordance with 1.2.3 Legislative plan (if required)
standard operating requirements 1.3 Language skills
procedures. for safe to:
workplaces 1.3.1 Communicate
and consult
with a range
of people
from different
levels and
backgrounds
1.3.2 Listen and
summarize
key points,

PERFORMANCE
CRITERIA REQUIRED
Range Statement
make
evaluative
judgments
and articulate
verbally
1.4 Technology skills
to:
1.4.1 Use computer
hardware and
relevant
software
1.4.2 Use
office/busines
s equipment
1.5 Research skills to
access relevant
OHS information
1.6 Negotiation skills
2. Identify hazards 2.1 Sources of 2.1 Sources of 2.1 Literacy skills to:
in the learning information are information on
environment researched and OHS requirements 2.1.1 Access a
accessed to identify relevant to the range of sources of
hazards common specific industry OHS information
within the industry in where learning will 2.1.2 Read and
which the learning take place understand
will take place. 2.2 OHS roles and OHS
2.2 Learning responsibilities of
environment is documentatio
employers, the
inspected prior to training/ n
use in consultation trainers/facilitators 2.1.3 Interpret OHS
with various parties , learners and/or legal
in order to identify candidates, requirement
hazards. managers and 2.1.4 Write hazard
2.3 Any specific OHS supervisors
needs of learners and incident
2.3 Duty of care
and/or candidates reports
obligations for
are in accordance training and/or 2.2 Contribute to the
with OHS trainers/facilitators development of
standards. a risk control
2.4 Any potential action plan (if
hazards created by
required)
learners and/or
candidates with 2.3 Language skills
specific needs are to:

PERFORMANCE
CRITERIA REQUIRED
Range Statement
identified in 3.6.1 Communicate
accordance with and consult
OHS standards. with a range
2.5 Personal limitations
of people
and responsibilities
in identifying from different
hazards are levels and
recognized and backgrounds
specialist advisers 3.6.2 Listen and
are consulted in summarize
accordance with key points,
OHS standards
make
evaluative
judgments
and articulate
verbally
3.7 Technology
skills to:
3.7.1 Use computer
hardware and
relevant
software
3.7.2 Use
office/busines
s equipment
3.8 Research skills
to access
relevant OHS
information
3.9 Negotiation
skills
3. Assess risks in 3.1 Likelihood of injury 3.1 Hazards and risks 3.1 Literacy skills to:
the learning as a result of in the specific 3.1.1 Access a
environment exposure to industry where range of
identified hazard/s is learning will take sources of
assessed in place
accordance with OHS
3.2 Common risk
OHS standards. control strategies information
3.2 Severity of any applicable to the 3.1.2 Read and
potential injury, industry where understand
illness or learning and/or will OHS
negative/adverse take place documentatio
outcome arising 3.3 Organizational n
from the identified OHS

PERFORMANCE
CRITERIA REQUIRED
Range Statement
hazard is assessed documentation 3.1.3 Interpret OHS
for risk in including policies, legal
accordance with procedures and requirements
OHS standards. risk control
3.1.4 Write hazard
3.3 Hazards are strategies
prioritized for action and incident
in consultation with reports
various parties in 3.2 Contribute to the
accordance with development of a
OHS standards. risk control action
3.4 Personal limitations plan (if required)
in assessing risks
3.3 Language skills
are recognized and
specialist advisers to:
are consulted in 3.3.1 Communicate
accordance with and consult
OHS standards. with a range
of people
from different
levels and
backgrounds
3.3.2 Listen and
summarize
key points,
make
evaluative
judgments
and articulate
verbally
to:
3.4.1 Use computer
hardware and
relevant
software
3.4.2 Use
office/busines
s equipment
access relevant
OHS information

PERFORMANCE
CRITERIA REQUIRED
Range Statement
4. Develop and 4.1 Risk controls are 4.1 Hierarchy of 4.1 Literacy skills to:
implement developed based on control as it
actions to the hierarchy of applies to risks 4.1.1 Access a range
ensure the control in encountered in the of sources of
health safety accordance with learning OHS
and welfare of OHS standards. environment information
learners and/or 4.2 Risk control action 4.2 Substitution with a 4.1.2 Read and
candidates plan is identified and lesser hazard understand
accessed or 4.3 Isolation of the OHS
formulated in hazard from documentatio
consultation with people at risk
n
various parties. 4.4 Engineering
4.3 Actions within the controls 4.1.3 Interpret OHS
control and 4.5 Administrative legal
responsibility of the means (eg, safe requirements
trainer/facilitator are work practices, 4.1.4 Write hazard
implemented in procedures and and incident
accordance with training)
reports
OHS standards. 4.6 Use of personal
4.4 Outstanding risk protective 4.2 Contribute to the
control actions are equipment development of
referred to the 4.7 Supervisory a risk control
various parties for arrangements action plan (if
implementation. 4.8 Level of required)
4.5 Supervisory knowledge 4.3 Language skills
arrangements 4.9 Level of
to:
appropriate to experience
learners and/or 4.10 rights, 4.3.1 Communicate
candidates levels of responsibilities and consult
knowledge/skill/ and obligations of with a range
experience are the various parties of people
monitored to ensure 4.11 the code of from different
their health and conduct in the levels and
safety. learning
backgrounds
environment
4.12 types of potential 4.3.2 Listen and
hazardous summarize
events/emergenci key points,
es and required make
responses evaluative
4.13 hazards and their judgments
control in the
learning and articulate
environment, verbally
including the use 4.4 Technology
and maintenance skills to:
of personal 4.4.1 Use computer
hardware and

PERFORMANCE
CRITERIA REQUIRED
Range Statement
protective relevant
equipment software
4.4.2 Use
office/busines
s equipment
4.5 Research skills
to access
relevant OHS
information
4.6 Negotiation
skills
5. Provide 5.1 Learners and/or 5.1 Knowledge of the 5.1 Literacy skills to:
appropriate candidates are learning 5.1.1 Access a
Occupational provided with environment range of
Health and appropriate sufficient to be sources of
Safety (OHS) information related able to identify
requirements to to OHS OHS
hazards and
learners and/or 5.2 Learners and/or conduct simple information
candidates candidates are risk assessment 5.1.2 Read and
assessed for 5.2 Appropriate understand
knowledge of OHS information OHS
requirements. 5.3 safe access and documentatio
5.3 Learners and/or egress n
candidates are 5.4 work procedures
supplied with 5.1.3 Interpret OHS
5.5 first aid provisions legal
personal protective
5.6 arrangements in
equipment in requirements
the learning
accordance with 5.1.4 Write hazard
environment for
OHS standards and incident
the management
of OHS, including: reports
5.6.1 Reporting 5.2 Contribute to the
procedures development of a
for hazards, risk control action
incidents, plan (if required)
injuries and 5.3 Language skills
faulty to:
equipment 5.3.1 Communicate
5.6.2 Processes and consult
to use when with a range
injury does of people
occur from different
5.6.3 Policies and levels and
procedures, backgrounds

PERFORMANCE
CRITERIA REQUIRED
Range Statement
including 5.3.2 Listen and
staff summarize
handbooks key points,
make
evaluative
judgments
and articulate
verbally
to:
5.4.1 Use computer
hardware and
relevant
software
5.4.2 Use
office/busines
s equipment
access relevant
OHS information
6. Monitor 6.1 Achievement 6.1 Organizational 6.1Literacy skills to:

Occupational against the risk OHS 6.1.1 Access a
Health and control action plan is documentation range of
Safety (OHS) monitored and any including policies, sources of
arrangements issues addressed as procedures and OHS
in the learning appropriate risk control information
environment 6.2 The effectiveness strategies 6.1.2 Read and
and reliability of understand
existing risk controls OHS
are confirmed with
documentation
relevant parties.
6.3 Effective hazard and 6.1.3 Interpret OHS
incident reporting legal
and investigation requirements
processes are 6.1.4 Write hazard
confirmed on a and incident
continuing basis. reports
6.2 Contribute to the
development of
a risk control
action plan (if
required)

PERFORMANCE
CRITERIA REQUIRED
Range Statement
6.3 Language skills
to:
6.3.1 Communicate
and consult
with a range
of people
from different
levels and
backgrounds
6.3.2 Listen and
summarize
key points,
make
evaluative
judgments
and articulate
verbally
6.4 Technology
skills to:
6.4.1 Use computer
hardware and
relevant
software
6.4.2 Use
office/busines
s equipment
6.5 Research skills
to access
relevant OHS
information
6.6 Negotiation
skills

RANGE OF VARIABLES
VARIABLE RANGE
1. Approaches of OHS May include:
1.1 the establishment and maintenance of a
healthy and safe learning environment through:
1.1.1 a consultative approach
1.1.2 a systems approach
1.2 shared responsibilities for OHS
1.3 trainer/facilitator familiarization with OHS
requirements of the specific learning
environment
2. OHS legal responsibilities May include:
2.1 requirements under legislation relating to OHS
and common law duty of care
2.2 legislative requirements for consultation
2.3 requirements under hazard-specific and other
OHS regulations
2.4 legislative requirements for reporting and
record keeping related to OHS
3. Various parties May include:
3.1 managers/supervisors
3.2 designated person for OHS
3.3 employee OHS representatives
3.4 other people with prior OHS knowledge, for
example:
3.4.1 trainers/facilitators and assessors
3.4.2 program coordinators
3.5 training and/or assessment organization
4. Organizational OHS The training organization and/or workplace in which
documentation the training services take place, and may include:
4.1 policies and procedures
4.2 incident reports
4.3 emergency procedures
4.4 induction information
4.5 risk assessment
4.6 safety reports
5. Sources of information May include:
5.1 OHS regulatory authorities
5.2 industry bodies
5.3 subject and technical specialists including OHS
professionals
5.4 hazard and injury reports from similar learning
environments
6. Hierarchy of control The preferred priority for risk control, emphasizing
hazard elimination and, where this is not possible,
risk minimization by such means as:
6.1 substitution with a lesser hazard
6.2 isolation of the hazard from people at risk

VARIABLE RANGE
6.3 engineering controls
6.4 administrative means (eg, safe work practices,
procedures and training)
6.5 use of personal protective equipment
7. Supervisory arrangements May include:
7.1 Level of knowledge
7.2 Level of experience
7.3 rights, responsibilities and obligations of the
various parties
7.4 the code of conduct in the learning environment
7.5 types of potential hazardous
events/emergencies and required responses
7.6 hazards and their control in the learning
environment, including the use and
maintenance of personal protective equipment
8. Appropriate information May include:
8.1 safe access and egress
8.2 work procedures
8.3 first aid provisions
8.4 arrangements in the learning environment for
the management of OHS, including:
8.4.1 reporting procedures for hazards,
incidents, injuries and faulty equipment
8.4.2 processes to use when injury does
occur
8.4.3 policies and procedures, including staff
handbooks

EVIDENCE GUIDE

Competency 1.1 Identified OHS responsibilities
1.2 Identified hazards in the learning environment
1.3 Assessed risks in the learning environment
1.4 Developed and implement actions to ensure the
health safety and welfare of learners and/or
candidates
1.5 Provided appropriate OHS requirements to
learners and/or candidates
1.6 Monitored OHS arrangements in the learning
environment
2.1 access to resources and equipment to establish
and maintain the safety, health and welfare of
the learner and/or candidate
2.2 access to legislative and training organization
documentation on OHS
3.2 Case Study/Situation
3.3 Interview
3.4 Portfolio Assessment
guidelines

Unit of Competency : MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE
Unit Code : 500232108
for individuals to manage their personal professional
performance and to take responsibility for their professional
development in relation to the provision of training and
services.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Model high 1.1 Personal performance 1.1 Organizational 1.1 Leadership skills
standards of is consistent with the goals/objectives 1.2 Self-evaluation
performance organization’s goals 1.2 Organizational skills
and objectives. 1.3 Research skills
processes,
1.2 Appropriate 1.4 Literacy skills
professional procedures and
techniques and opportunities
strategies are relating to
modeled in professional
accordance with development
existing 1.3 Continuous
organizational policies
improvement
and guidelines.
1.3 Personal work goals techniques and
and plans reflect processes and
individual their application
responsibilities and 1.4 Organizational/leg
accountabilities in al requirements
accordance with 1.5 Ethical and
organizational/legal
inclusive
requirements.
1.4 Ethical and practices
inclusive practices
are applied in
professional practice
and in accordance
with existing
organizational policies
and guidelines.
2. Determine 2.1 Personal knowledge 2.1 Training 2.1 Self-evaluation
personal and skills are packages, skills
development assessed against competency 2.2 Research skills
needs units of competency standards, other 2.3 Literacy skills
and other relevant relevant
benchmarks in benchmarks
accordance with the 2.2 Trends in
vocational

PERFORMANCE
CRITERIA REQUIRED
Range Statement
development needs education,
and priorities. training policies
2.2 Changes in vocational and operating
education, training environments
policy and operating 2.3 Workplace
environments are relations
identified in 2.4 Tools to identify
accordance with the personal learning
impact on needs/areas of
professional practice professional
and personal development
development needs.
2.3 Feedback from
colleagues and clients
is identified and used
in accordance with
personal learning
needs/areas of
professional
development.
2.4 Future career options
are identified as
appropriate.
2.5 Personal learning
needs are
documented and
updated in
accordance with
existing policies and
procedures.
2.6 Personal
development needs
are discussed with
relevant personnel for
inclusion in
accordance with the
professional
development plan.
3. Participate in 3.1 Development 3.1 Networks relevant 3.1 Communication
professional opportunities to professional skills
development suitable to personal practice 3.2 Interpersonal
activities learning style/s are 3.2 Industry awards/ skills
selected and used in enterprise 3.3 Literacy skills
accordance with agreements 3.4 Time
continuous support of 3.3 Relevant OHS management
learning and knowledge skills
maintenance of relating to the

PERFORMANCE
CRITERIA REQUIRED
Range Statement
current professional work role/work
practice/s. context
3.2 Professional 3.4 OHS when
networks are managing own
participated in professional
accordance with practice and
continuous support of performance
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.
4. Reflect on and 4.1 Developments and 4.1 Trends related to 4.1 Self-evaluation
evaluate trends impacting on work performance skills
professional professional practice 4.2 Organization’s 4.2 Research skills
practice are researched and recording and 4.3 Communication
integrated in reporting systems skills
accordance with work 4.4 Interpersonal
performance. skills
4.2 Feedback from 4.5 Literacy skills
colleagues/clients is
used to identify and
introduce
improvements in
accordance work
performance.
4.3 Innovative and
responsive
approaches for
improving
professional practice
are identified and

PERFORMANCE
CRITERIA REQUIRED
Range Statement
used in accordance
with continuous
support to improve
techniques and
processes.
4.4 Records, reports and
recommendations for
improvement are
managed in
accordance with the
organization’s
systems and
processes.

RANGE OF VARIABLES
VARIABLE RANGE
1. Organization’s goals and May include:
objectives 1.1 business plan
1.2 strategic plan
1.3 operational plan/s
1.4 organization’s code of conduct
1.5 flexibility and client responsiveness
1.6 client satisfaction
1.7 financial performance
1.8 people management
1.9 marketing and client service
1.10 quality and quality assurance
2. Professional techniques May include:
and strategies 2.1 techniques for initiating action and directing
decision making
2.2 strategies for presenting a confident and
assured manner in challenging situations
2.3 maintaining ethical practice in the face of
opposition
2.4 modeling behavioral and personal presentation
standards
2.5 motivation strategies
2.6 time management
2.7 strategies for acknowledging and respecting
the attitudes and beliefs of others
2.8 techniques for promoting active participation
3. Organizational/legal May include:
requirements 3.1 customer complaints, grievances and appeals
3.2 risk identification and management, including
OHS
3.3 quality and continuous improvement processes
and standards, including validation systems
3.4 financial management, including refund
policies and systems to protect fees paid in
advance (if appropriate)
3.5 recognition of qualifications issued by other
training organizations
3.6 access and equity
3.7 client selection, enrolment and
induction/orientation
3.8 staff recruitment, induction and ongoing
development and monitoring
3.9 availability of policies and procedures to all
personnel and learners/clients
3.10 collaborative/partnership arrangements
3.11 confidentiality and privacy requirements
3.12 ethical standards

VARIABLE RANGE
3.13 defined resource parameters
3.14 administrative and records management
system, for example:
3.14.1 reporting/recording requirements and
arrangements
3.14.2 maintenance, retention, archiving,
retrieval, storage and security of
information
3.14.3 document version control
4. Ethical and inclusive May include:
practices 4.1 demonstrating probity in all areas of
responsibility
4.2 modeling organizational/professional codes of
conduct
4.3 reinforcing ethical conduct in interactions with
and between other people
4.4 showing respect for individual diversity, culture
and religion
4.5 recognizing and utilizing difference to develop
both the individual and the organization
4.6 demonstrating sensitivity to the circumstances
and background of others
4.7 fostering a culture of inclusiveness
4.8 new/revised policy directions in vocational
education and training
5.1 formal/informal performance appraisals
5.2 obtaining comments from supervisors and
colleagues
5.3 obtaining comments from clients
5.4 personal reflective behavior strategies
5.5 routine organizational methods for monitoring
service delivery
6. Professional development May include:
plan 6.1 the organization’s professional development
plan for each individual staff member,
outlining:
6.2 work and personal career objectives
6.3 identified areas requiring development
6.4 learning opportunities/activities
6.5 relevant work activities/projects
6.6 links to organizational training needs profile
7. Development opportunities May include:
7.1 undertaking further higher education
7.2 undertaking professional development in
specific areas of practice
7.3 internal training/development programs

VARIABLE RANGE
7.4 relevant conferences, seminars and
workshops
7.5 reading relevant journals and literature
7.6 networking with internal/external colleagues
7.7 coaching and/or mentoring
8. Current professional May include:
practice/s 8.1 vocational competency and/or technical
expertise in subject matter
8.2 professional practice as a trainer/facilitator,
9. Professional networks May include:
9.1 informal networks with:
9.1.1 other trainers/facilitators
9.1.2 people working in industry/vocational
area
9.1.3 contacts in vocational education and
training
9.2 formal networks such as:
9.2.1 local/ trainer networks
9.2.2 interest and support groups
9.2.3 regional, specialist and peak
associations
9.2.4 professional/occupation associations
9.2.5 communities of practice
10. Technology May include:
10.1 computer-based communication, e.g. email,
Internet, Extranet and Intranet
10.2 facsimile machines
10.3 telephone
10.4 video conferencing
11. Developments and trends May include:
11.1 new/revised Training Packages in vocational
area of expertise
11.2 legislative/regulatory changes in vocational
area of competency
11.3 new developments/directions/trends in
vocational education and training
11.4 policy changes in vocational education and
training
12. Continuous support to May include:
improve techniques and 12.1 limited and systemic evaluation
processes 12.2 records review and maintenance
12.3 self-assessment
12.4 strategic business/operational planning
12.5 ongoing education and training
12.6 team meetings and networking

EVIDENCE GUIDE

Competency 1.1 Modeled high standards of performance
1.2 Determined personal development needs
1.3 Participated in professional development
activities
1.4 Reflected on and evaluate professional
practice
2.1 relevant organizational/legal documentation
2.2 access to relevant benchmarks
2.3 access to networks, technology,
communication
3.2 Interview
3.3 Written Test
guidelines

Unit of Competency : DEVELOP AND PROMOTE APPRECIATION FOR COSTS
AND BENEFITS OF TECHNICAL TRAINING
Unit Code : 500232109
Unit descriptor : This unit covers the outcomes required in estimating and
evaluating costs and benefits of training, determining its
cost-effectiveness and returns, and identifying,
recommending and advocating cost-efficient training
practices.
PERFORMANCE
CRITERIA REQUIRED
ELEMENT Italicized terms are KNOWLEDGE REQUIRED SKILL
elaborated in the AND ATTITUDE
Range Statement
1. Study training 1.1 Features and 1.1 Basic arithmetic 1.1 Communication
cost benefits of training – four skills
components programs are fundamental 1.2 Computer literacy
identified and 1.3 Computational and
operations
analyzed based on accounting skills
financial and 1.2 Basic cost 1.4 Observing safety
customer accounting and and health
requirements bookkeeping precautions
1.2 Cost components 1.3 Basic training 1.5 Instructional and
are analyzed to methodology facilitation skills
determine those including training
which deliver the
costs and
desired training
features and benefits
benefits 1.4 Training system
1.3 Wastages or evaluation
excesses are concepts
determined for 1.5 Positive work
possible reduction traits and values
or elimination
(attention to
detail,
persistence,
cost-
consciousness,
safety- and time-
consciousness,
quality-
consciousness)
2. Evaluate 2.1 Variances in 2.1 Knowledge of 2.1 Research skills to:

training costs training Business 2.1.1 Keep up with
and benefits performance and Analytics trends in
results are studied
2.2 Financial Ratios vocational
education and

PERFORMANCE
CRITERIA REQUIRED
Range Statement
to determine good training to
and bad practices obtain current
2.2 Planned information
performance is
2.1.2 Identify
compared with
actual performance relevant
to identify future industry
enhancements in affiliations
conduct of training 2.1.3 Keep up with
2.3 Cost reduction and trends/changes
control measures /developments
that do not impact
in the
greatly on training
results are vocational area
recommended of competency
2.4 Usage of training 2.2 communication skills
resources is to:
analyzed for 2.2.1 Obtain
optimization or feedback from
reduction
colleagues and
clients
2.2.2 Participate in
professional
networks
2.2.3 Consult with
colleagues and
clients
2.3 interpersonal skills to:
industry events
and activities
2.3.2 Build
professional
relationships
2.3.3 Networking
skills to build
an industry
network
2.4 literacy skills to:
2.4.1 Document
personal
learning needs
2.4.2 Read and
interpret

PERFORMANCE
CRITERIA REQUIRED
Range Statement
vocational
education and
training
information such
as legal/
organizational
policy
documents
2.4.3 Complete and
maintain records
related to
professional
development
2.4.4 Ability to analyze
organizational
financial
performance
3. Monitor 3.1 Simple formative 3.1 Approaches in 3.1 research skills to:
conduct and and summative measuring 3.1.1 keep up with
results of evaluations of organizational trends in
training training are done to and individual
vocational
evaluate performance
achievement of education and
3.2 Benefits and
learning outcomes returns on training to
3.2 Quality training training obtain current
programs are investment: information
monitored and 3.3 Long-term 3.1.2 identify
noted/documented impact such relevant
for best practices as:
and results industry
6.6.1 Increase
replication affiliations
d
3.3 Benefits and 3.1.3 keep up with
profitabilit
returns on training trends/changes
investments are y of firm
/developments
studied using 6.6.2 Industrial
in the
relevant data peace
vocational area
3.4 Cost-effective 3.4 Immediate results
training programs of competency
such as:
are identified and 3.2 Communication skills
3.4.1 Positive
recommended for to:
documentation, customer
3.2.1 Obtain
replication and feedback
feedback from
further colleagues and
enhancement.
clients

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3.4.2 Less 3.2.2 Participate in
product professional
recalls/reject networks
3.4.3 Consistent/ 3.2.3 Consult with
increasing colleagues and
school clients
enrolment 3.3 Interpersonal skills
3.4.4 Higher to:
absorption 3.3.1 Participate in
rate of industry events
graduates and activities
3.4.5 Lower drop- 3.3.2 Build
out rates professional
3.4.6 Lower relationships
worker 3.3.3 Networking
attrition rate skills to build
3.4.7 Relevant an industry
training data network
3.4.8 Data from 3.4 Literacy skills to:
graduate 3.4.1 Document
tracer personal
studies learning needs
3.4.9 Enrolment 3.4.2 Read and
data interpret
3.4.10 Trainee vocational
drop-out education and
3.4.11 Trainee training
learning information
evaluation such as legal/
3.4.12 Employme organizational
nt/absorpti policy
on rate documents
3.4.13 Reaction- 3.4.3 Complete and
level maintain
evaluation records related
3.4.14 Trainee to professional
skills development
certificatio 3.4.4 Ability to
n rate analyze
3.4.15 Per-capita organizational
training
costs

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3.4.16 Skill financial
utilization performance
rate
4. Promote 4.1 Benefits of training 4.1 Way of cascading 4.1 Research skills to:
awareness of as investment organizational 4.1.1 Keep up with
costs and rather than cost milestones and trends in
benefits of center are performance
vocational
training explained and 4.2 Ways of
stressed to engaging education and
trainees, fellow stakeholders in training to
trainers and innovating obtain current
administrators organizational information
where applicable practices 4.1.2 Identify
4.2 Economy in use of relevant
training supplies
industry
and materials and
care in use of affiliations
training equipment 4.1.3 Keep up with
and facilities are trends/changes
stressed continually /developments
4.3 Model/best in the
practices in vocational area
optimum and
of competency
judicious use of
training resources 4.2 Communication skills
are documented, to:
practiced and 4.2.1 Obtain
demonstrated feedback from
colleagues and
clients
professional
networks
4.2.3 Consult with
colleagues and
clients
4.3 Interpersonal skills to:
industry events
and activities
4.3.2 Build
professional
relationships
4.3.3 Networking
skills to build

PERFORMANCE
CRITERIA REQUIRED
Range Statement
an industry
network
4.4 Literacy skills to:
4.4.1 Document
personal
learning needs
4.4.2 Read and
interpret
vocational
education and
training
information
such as legal/
organizational
policy
documents
4.4.3 Complete and
maintain
records related
to professional
development
4.4.4 Ability to
analyze
organizational
financial
performance

RANGE OF VARIABLES
VARIABLE RANGE
1. Benefits and returns on May include:
training investment 1.1 Long-term impact such as:
1.1.1 Increased profitability of firm
1.1.2 Industrial peace
1.1.3 Recruitment costs (e.g. cost in advertising)
1.1.4 Cost in hiring manpower that will process the
application of the new employees (e.g.
human resources personnel), both internal
and external
1.1.5 Costs in the orientation of the new
employees covering both manpower used in
the orientation and materials
1.2 Immediate results such as:

1.2.1 Positive customer feedback
1.2.2 Less product recalls/rejects
1.2.3 Consistent/increasing school enrolment
1.2.4 Higher absorption rate of graduates
1.2.5 Lower drop-out rates
1.2.6 Lower worker attrition rate
2. Relevant training data May include:
2.1 Data from graduate tracer studies
2.2 Enrolment data
2.3 Trainee drop-out
2.4 Trainee learning evaluation
2.5 Employment/absorption rate
2.6 Reaction-level evaluation
2.7 Trainee skills certification rate
2.8 Per-capita training costs
2.9 Skill utilization rate
2.10 Surveys

EVIDENCE GUIDE

Competency 1.1 Demonstrated ability to identify, estimate and
evaluate training cost components
1.2 Demonstrated ability to assess training
programs according to their cost-
effectiveness and return on investment
1.3 Demonstrated ability to explain training costs
and benefits and advocate cost-effective
training
2.1 Access to training and enrolment data, e. g.,
collection, expenses, trainee performance
data
2.2 Access to an ongoing training program
2.3 Case problems in cost-effective training
3.1 Case problems
3.2 Written exam
3.3 Interview
3.4 Submission and presentation of written
report or case study
3.5 Portfolio
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 labor-
market trends and concerns as they affect the TVET, labor
and employer sectors.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Identify 1.1 Relevant and reliable 1.1 Labor-market 1.1 Researching LMI
current and sources of labor- paradigm 1.2 Analyzing the
future trends/ market information 1.1.1 Supply side relevance,
concerns (LMI) are identified – TVET accuracy and
and accessed based providers shortcomings of
on needs information
and schools
1.2 Global and local 1.3 Researching
relevance of labor- communitie skills needs
market (LM) trends s anticipations
are studied and 1.1.2 Demand systems
analyzed for their side –
implications in the employers
labor and training (governmen
market
t and private
1.3 Relevant events,
including positions sector)
and interests of 1.1.3 Labor
trainees, clients and requirement
training providers are s variations
studied and and
considered in the seasonality
design and delivery of
in the LM
training
1.1.4 Skills needs
anticipation
systems
1.2 TVET sector

knowledge – work
regime, systems,
technologies and
unique aspects
relevant to sector
or geographic
area
1.3 Profile of TVET
sector

PERFORMANCE
CRITERIA REQUIRED
Range Statement
stakeholders,
opinion leaders
and major players
1.4 Legislations and
regulations that
impact on the
TVET sector
2. Assess new 2.1 Emerging issues of 2.1 Events and trends 2.1 Discerning
developments potential significance that have shaped trends, issues
to the local and global the global labor and implications
labor markets are market over time 2.2 Assessing
identified and studied 2.2 Trends in threats and
2.2 Research findings are customer opportunities
assessed for expectations and 2.3 Communication
significance to the buying patterns and presentation
technical and 2.3 Responses and skills
vocational education strategies
and training (TVET) 2.3.1 Retraining
sector
2.3.1 Search for
2.3 Opportunities and
risks of new new markets
developments are and partners
identified and 2.3.1 Skills
assessed updating/
2.4 Views of trainees, upgrading
training providers and
other stakeholders 2.3.1 Refresher
are identified and courses
assessed for their 2.3.1 Updating of
potential benefit or competency
impact standards
2.5 Where necessary
2.3.1 Competency
responses and
strategies for LM assessment
threats and and
opportunities are certification
developed in 2.3.1 Adoption of
consultation with new training
other TVET partners methods and
2.6 New and emerging
concepts, technologies
technologies, 2.3.1 Redesign of
products and training
processes are noted programs/
and evaluated based courses
on their implications
for the TVET and
labor market

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3. Utilize labor 3.1 Awareness of LM 3.1 Analytical tools 3.1 Research skills to:
market situation and related 3.1.1 SWOT 3.1.1 Keep up with
information to concerns are analysis trends in
best effect promoted through
3.1.2 Force-field vocational
talks, lectures and
other training analysis education
opportunities 3.1.3 Problem/Obje and training
3.2 Relevant information ctives tree to obtain
on LM and new 3.1.4 Fishbone/cau current
technologies are se-and-effect information
incorporated in the diagram 3.1.2 Identify
curriculum and during
relevant
the training
3.3 Mention/ industry
Presentations of LMI affiliations
and trends are made 3.1.3 Keep up with
during meetings, fora trends/chang
and training situations es/developme
using language and nts in the
delivery styles
vocational
adapted to the
audience area of
3.4 Where necessary, competency
responses and 3.2 communication
strategies to global skills to:
labor-market 3.2.1 Obtain
developments are
feedback
developed and
recommended using from
analytical tools and colleagues
current LMI and clients
professional
networks
3.2.3 Consult with
colleagues
and clients
3.3 Interpersonal skills
to:
industry
events and
activities
3.3.2 Build
professional
relationships

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3.3.3 Networking
skills to build
an industry
network
3.4 literacy skills to:
3.4.1 Document
personal
learning
needs
3.4.2 Read and
interpret
vocational
education
and training
information
such as legal/
organizational
policy
documents
3.4.3 Complete and
maintain
records
related to
professional
development
3.4.4 Ability to
analyze
organizational
financial
performance

RANGE OF VARIABLES
VARIABLE RANGE
1. LMI sources May include:
1.1 Professional literature and journals
1.2 Industry associations
1.3 Resource persons
1.4 Internet sites, e. g., Jobs DB
1.5 Industry/trade meetings/conferences
1.6 Trade fairs
1.7 Network of contacts or key informants
1.8 Statistical reports
1.9 Government agencies, e. g., NSCB/NSO,
DOLE (BLE, POEA, BLES, DILG, LGUs)
1.10 Chambers of Commerce and Industry
2. Responses and strategies May include:
2.1 Retraining
2.2 Search for new markets and partners
2.3 Skills updating/upgrading
2.4 Refresher courses
2.5 Updating of competency standards
2.6 Competency assessment and certification
2.7 Adoption of new training methods and
technologies
2.8 Redesign of training programs/courses
3. Analytical tools May include:
3.1 SWOT analysis
3.2 Force-field analysis
3.3 Problem/Objectives tree
3.4 Fishbone/cause-and-effect diagram

EVIDENCE GUIDE

Competency 1.1 Demonstrated ability to understand and
analyze global labor markets
1.2 Demonstrated ability to identify and take
advantage of opportunities in the global LM
1.3 Demonstrated ability to respond to potential
threats to TVET arising from LM trends
1.4 Demonstrated ability to adapt technical
training to global LM trends
2.1 TVET situationers and/or LMI research
reports
2.2 Case problems
3.1 Interview and oral questioning based on case
problems
3.2 Demonstration with oral questioning of an
oral presentation made by the candidate
3.4 Portfolio (includes reports,
recommendations, research and information
relating to the global LM written by
candidate)
4.2 Competency assessment must be
undertaken in accordance with endorsed
TESDA assessment guidelines

CORE COMPETENCY
Unit of Competency : PERFORM JOB ANALYSIS
Unit Code : TVT232314
Unit descriptor : This unit covers the knowledge, skills and attitudes
required to establish initial job profile, improve job profile
and perform task analysis.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Establish 1.1 Scope of job is listed 1.1 Nature and 1.1 Planning and
initial job based on company content of a Job organizational
profile operation and profile skills
standards
1.2 Competencies of 1.2 Identifying duties
1.2 Duties and tasks are
enumerated and the job being and
sequenced based on analyzed responsibilities
company operation 1.3 Writing reports 1.3 Identifying
and standards 1.4 Job role specific tasks
1.3 Initial job profile is definition performed for
submitted following each duty
workplace
1.4 Identifying
procedures.
general
knowledge and
skills, worker
behaviors
needed
1.5 Sequencing duty
and task
statements
1.6 Report writing
skills
2. Improve job 2.1 Job profile is 2.1 Validation 2.1 Consultation and
profile reviewed through criteria validation skills
consultation with 2.2 Consolidation
2.2 Process of
relevant personnel. and organizing
2.2 Result of the review is validation
skills
consolidated following 2.3 Consolidation 2.3 Technical writing
workplace methods skills
procedures. 2.4 Technical
2.3 Job profile is finalized Writing
and submitted for
approval based on

PERFORMANCE
CRITERIA REQUIRED
Range Statement
the result of 2.5 Knowledge on
consultation. existing
standards of a
specific skills
3. Perform task 3.1 Steps for each task 3.1 Methods of 3.1 Analytical skills
analysis are identified analysis 3.2 Identifying tools,
according to finalized equipment,
3.2 Parameters for
job profile. supplies, and
3.2 Knowledge, skills and defining
materials
attitude are listed knowledge,
3.3 Technical writing
according to finalized skills, and skills
job profile. attitudes
3.3 Resources are listed 3.3 Technical writing
according to finalized
3.4 Resources of
job profile.
each job profile

RANGE OF VARIABLES
VARIABLE RANGE
1. Relevant personnel May include:
1.1 HR
1.2 Workplace supervisor
1.3 Training manager
1.4 Industry coordinator
EVIDENCE GUIDE

Competency 1.1 Prepared written communication following
standard format of the organization
1.2 Accessed information using communication
equipment
1.3 Made use of relevant terms as an aid to
transfer information effectively
1.4 Identified initial job profile
1.5 Reviewed and finalized job profile
1.6 Performed task analysis
1.7 Identified resources based on finalized job
profile
2.1 Fax machine
2.2 Telephone
2.3 Writing and printing materials
2.4 Internet
2.5 Conference room
2.6 Facilitation materials
2.8 References and manuals
3.1 Written exam
3.2 Demonstration with oral questioning
3.3 Portfolio with interview
guidelines

Unit of Competency : PREPARE FOR TRAINING
Unit descriptor : This unit covers the knowledge, skills and attitudes in
planning and preparing for training plan for an in-
company training. It includes competencies to identify
training requirements, prepare course brief, training
plan, learning materials and other resources and training
facilities.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Identify 1.1 Relevant policies 1.1 Company 1.1 Accessing and
training and guidelines are standards interpreting
requirements accessed and 1.2 Data gathering relevant policies
interpreted to guide and guidelines
methods
the development of 1.2 Identifying
work-based 1.3 Report writing current
arrangements based 1.4 Office competencies of
on standards. productivity target group
1.2 Current competencies tools: word 1.3 Identifying
of the target group processing and training gaps
are identified based spreadsheet 1.4 Computer skills
on the gathered data. 1.5 Analyzing
1.5 Quality
1.3 Training gaps are training need
identified based on Environmental
current competencies Health and
and company Safety (QEHS)
standards. 1.6 Concepts and
Principles of
TNA
1.7 Analysis tools
2. Prepare 2.1 Working and learning 2.1 Components of 2.1 Planning and
course brief tasks are determined course brief: organizational
for specific target 2.1.1 Goal skills
group based on the 2.2 Technical writing
2.1.2 course
identified training 2.3 Instructional
gaps. description
Designing
2.2 Learning Goals of the 2.1.3 objectives
trainees are 2.1.4 participant
discussed and 2.1.5 course
coordinated with outline
relevant personnel 2.1.6 training
2.3 Course outline is
duration
drafted based on

PERFORMANCE
CRITERIA REQUIRED
Range Statement
identified learning 2.2 Relevant
goals and objectives. provisions of
DTS Law
2.3 Relevant
provisions of
Apprenticeship
Law
2.4 Magna Carta for
Women and
Children
2.5 ID theories and
principles
2.6 Factors to
consider in
selecting
learning
contents
2.7 Training/Learnin
g methods and
strategies
3. Prepare 3.1 Rotation plan is 3.1 Training 3.1 Instructional

training plan conferred with Delivery Modes Designing
relevant personnel 3.2 Assessing
3.2 Adult learning
3.2 Support Learning
mechanisms are principles
3.3 Arranging
identified and 3.3 Types of learning
arranged according to Training support events/activities
the needs of the mechanism 3.4 Sequencing
trainees 3.4 Sequencing skills
3.3 Training delivery
Learning
modes are identified
3.4 Training methods Events/Activities
that pertains to the 3.5 Types of
required Assessment
competencies are 3.6 The training
addressed. rotation plan
3.5 Learning events are
3.6.1Training
identified and
sequenced based on venue
course brief. 3.6.2Training
3.6 Formative duration
assessment method
are identified based
on training objectives.

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3.7 Finalized training plan
is presented to the
relevant personnel
for approval.
4. Prepare 4.1 Availability of learning 4.1 Instructional 4.1 Planning,
learning materials and other Materials communication
materials and resources are development and
other confirmed with organizational
Concepts and
resources relevant personnel if skills
within the budget Principles 4.2 Costing skills
requirements 4.2 Types of 4.3 Negotiation skills
4.2 Learning materials Learning 4.4 Preparing
are prepared in materials presentation
accordance to training materials
objectives. 4.5 Preparing
4.3 Resource learning
requirements are materials
prepared in
accordance with the
organization‘s
procedures.
5. Prepare 5.1 Training locations 5.1 Factors to 5.1 Preparing
training are identified and consider in learning stations
facilities arranged according to preparing 5.2 Practicing safety
the training needs. and
learning stations
5.2 Training Activities are housekeeping
coordinated with 5.2 OSHS
relevant personnel
5.3 Training facilities are
set-up according to
the training needs.
5.4 Safety and
housekeeping
practices are
observed following
Occupational Safety
and Health Standards
(OSHS) and relevant
environmental laws.

RANGE OF VARIABLES
VARIABLE RANGE
1. Policies and May include:
guidelines 1.1 Relevant acts or legislations governing
apprenticeships/learnerships
1.2 Laws on gender advocacy and development (GAD) and
persons with disabilities (PWD)
1.3 Requirements stated in the training contract
2. Standards Standards May include:
2.1 National Competency standards
2.2 Industry specific competency standards
2.3 International Labor Organization (ILO) regional
competency standards
2.4 Occupational Health and Safety Standards specific to the
preparation of learning stations
3. Relevant May include:
personnel 3.1 Workplace supervisor
3.3 Other trainer/facilitator/assessor
3.4 Training or assessment personnel
3.5 Workers whose own jobs may be affected by the
proposed changes
4. Course outline May include:
4.1 Content
4.2 Methods
4.3 Materials
4.4 Training duration
5. Support Mechanisms may include:
mechanisms 5.1 Contact numbers for help or guidance
5.2 On-line or e-mail tutoring
5.3 Work-based mentoring
5.4 Learning partners
5.5 Contact numbers of other trainees
5.6 Equipment/tools/material needs
6. Training May include but are not limited to the following:
delivery modes 6.1 Dual training
6.2 On- the-job / off- the- job training
6.3 Distance delivery
6.4 Self-paced individualized delivery
6.5 Community training
7. Training May include but are not limited to the following:
methods 7.1 Oral presentations
7.2 Simulation activities
7.3 Group work
7.4 Demonstration
7.5 Laboratory work
7.6 Assignments
7.7 Computer-based learning

VARIABLE RANGE
7.8 Group discussion
7.9 Lecture
8. Preparation of May include reservation and procurement of:
resource 8.1 supplies,
requirements 8.2 materials
8.3 equipment for the training
9. Training May include:
locations 9.1 Lecture room
9.2 Training facilities
9.3 Workshop/laboratories
10. Training plan Training Plan to include:
10.1 Competencies to be obtained
10.2 Timeframe for achieving competencies
10.3 Training to be undertaken
10.4 Delivery modes
10.5 Details for structured training
10.6 Assessment details and arrangements
10.7 Parties responsible for training delivery and assessment
10.8 Title of qualification to be awarded
EVIDENCE GUIDE
1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Identified training requirements
1.2 Prepared course brief
1.3 Prepared training plan
1.4 Prepared learning materials and other resources
1.5 Prepared training facilities
2. Resource The following resources should be provided:
Implications 2.1 Simulated workplace
2.2 Learning materials and other resources
2.3 Tools, materials, and equipment relevant to the task to be
demonstrated
2.5 Relevant PPEs
3. Method of Competency in this unit may be assessed through:
Assessment 3.1 Work related project
3.2 Portfolio with interview
3.3 Third party report
3.4 Written exam
4. Context of 4.1 Competency must be assessed on actual job or
Assessment accredited assessment center
accordance with endorsed TESDA assessment guidelines

Unit of Competency : CONDUCT TRAINING
Unit descriptor : This unit covers the knowledge, skills and attitudes
required to prepare for implementation of training,
implement learning sessions, monitor and support
trainee's learning process and evaluate learning session
PERFORMANCE
CRITERIA REQUIRED
Statement
1. Prepare for 1.1 Training delivery is 1.1 Analyzing profile 1.1 Learners data
implementation customized based on of learners batch analysis skills
of training work and training 1.2 Checking 1.2 Anticipating
environment factors availability of potential issues
1.2 Trainees’ profile is administrative and concerns in
analyzed in reference and logistics administrative
to the trainee entry support for and logistics
level requirements conducting support during
1.3 Availability of specific training specific conduct
resources for conduct batch of training
of training batch 1.3 Work and training 1.3 Customizing
confirmed according to environment training delivery
training requirements factors
1.4 Training plan is 1.4 Training delivery
adjusted in accordance
with the trainees’ profile
2. Implement 2.1 Learners are oriented 2.1 CBT Delivery 2.1 Facilitating
learning on the flow of the System Learning individual and
sessions Competency-based principles group learning
Training (CBT) delivery 2.2 Learning styles 2.2 Conducting pre-
system 2.3 Learning process assessment of
2.2 Training is facilitated 2.4 Training learners
following the training strategies 2.3 Conducting
plan. 2.5 Workplace formative
2.3 Learners are guided to decorum assessment
perform tasks
according to work
requirements
3. Monitor and 3.1 Learners’ performance 3.1 Learning process 3.1 Process
support are monitored based on monitoring observation
trainee's work requirement techniques skills
learning 3.2 Learners’ difficulties are 3.2 Approaches to 3.2 Addressing CBT
process addressed based on addressing CBT learning gaps
work requirement learning gaps and challenges
3.3 Feedback is provided and challenges 3.3 Administering
to improve learners feedback
sessions

PERFORMANCE
CRITERIA REQUIRED
Statement
performance based on 3.3 Dynamics of 3.4 Conducting
work requirement feedback-giving formative
and receiving assessment
3.4 Preparation of 3.5 Preparing
activity checklist activity checklist
4. Evaluate 4.1 Orientation on training 4.1 Orientation of 4.1 Conducting
learning evaluation procedures training orientation on
session is done according to evaluation training
company standards. procedures evaluation
4.2 Evaluation data are 4.2 Tools and procedures
gathered according to techniques for 4.2 Administering
company standards. evaluating and analyzing
4.3 Data gathered from training sessions training session
evaluation are analyzed 4.3 Training evaluation tools
against training plan. Evaluation Data 4.3 Gathering
4.4 Relevant parts of the analysis evaluated data
Competency-based 4.4 Adjustment of 4.4 Adjusting
Training (CBT) delivery CBT delivery Competency-
system are adjusted system based Training
based on session (CBT) delivery
evaluation results system
RANGE OF VARIABLES
VARIABLE RANGE
1. Training delivery May include:
1.1 Time allocation
1.2 Resources
1.3 Strategies
1.4 Content
1.5
2. Trainees’ profile May include:
2.1 Age
2.2 Gender
2.3 Education
2.4 Work experience
2.5 Language
3. Resources May include:
3.1 physical
3.2 financial
3.3 administrative resources

EVIDENCE GUIDE

Competency 1.1 Prepared for implementation of training
1.2 Analyzed trainees’ profile
1.3 Implemented training sessions
1.4 Monitored and supported trainee's learning
process
1.5 Evaluated training session
2.2 Tools, materials, and equipment relevant to the
task to be demonstrated
2.3 Relevant curriculum document
3.2 Written exam
3.3 Portfolio

Unit of Competency : CONDUCT END-OF-TRAINING ASSESSMENT
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.
PERFORMANCE
CRITERIA REQUIRED
Range Statement
1. Review 1.1 Required 1.1 Competency 1.1 Accessing and
evidence evidences are Standards interpreting
requirements revisited from based industry and
company standards assessment company
with reference to 1.2 Evidence standards
the outcome of job requirements 1.2 Understanding
analysis 1.3 Assessment of the evidence
1.2 Sufficiency of criteria requirements
evidences are 1.4 Evidence 1.3 Communicatio
checked with gathering n skills
reference to process, 1.4 Evaluation and
evidence plan. method and analytical skills
1.3 Required evidences tools 1.5 Skills in
are compiled 1.5 Rules of gathering
according to evidence evidence
company standards. 1.6 Critical aspect 1.6 Planning and
of competence organizational
1.7 Purpose of skills
assessment
2. Review 2.1 Assessment 2.1 Assessment 2.1 Strategies for
assessment methods are Methods determining
methods checked for 2.2 Evidence appropriate
and tools appropriatness requirements assessment
according to 2.3 Evidence Plan methods
evidence 2.4 Principles of 2.2 Analytical skills
requirements. Assessment 2.3 Skills in making
2.2 Evidence plan is 2.5 Types of assessment
checked for Assessment decisions
sufficiency based 2.5.1 Formative 2.4 Preparation of
on evidence 2.5.2 Summative Rating scale
requirements. 2.5.3 Work
2.3 Reasonable integrated
adjustments in the 2.5.4 Diagnostic
assessment 2.5.5 Dynamic

PERFORMANCE
CRITERIA REQUIRED
Range Statement
methods are 2.5.6 Synoptic
proposed according
to trainees’ profile. 2.6 Appropriate
2.4 Assessment tools assessment
are reviewed for tools for a given
validity and assessment
technical method.
correctness 2.7 Identification of
2.5 Assessment criteria Assessment
are reviewed based Criteria
on identified
performance criteria
3. Organize 3.1 Assessment 3.1 Assessment 3.1 Identifying
assessment activities are plan, assessment
activities coordinated in Assessment activities
accordance with the methods, 3.2 Preparing
assessment plan. 3.2 Characteristics request for
3.2 Resources required of assessment purchase with
for assessment are venue justification
organized according 3.3 Principles of 3.3 Communicatio
to assessment plan. assessment n skills
3.3 Relevant 3.4 Equipment and 3.4 Add topics
personnel are materials from element &
informed of the specification performance
assessment activity 3.5 Calculation of criteria
in line with industry costs
policy and 3.6 Environment
procedures. safety and
Health
management
system
3.7 Organizational
policy and
procedures on
acceptable cost
range
3.8 Organizational
policy on
conduct of end
of training
assessment.
3.9 Roles of
personnel in
assessment

PERFORMANCE
CRITERIA REQUIRED
Range Statement
3.10 Procedure in
organizing
required
resources:
3.10.1 Obtaining
3.10.2 Checking
3.10.3 Arranging
4. Facilitate 4.1 Trainees are 4.1 Assessment 4.1 Conduct

end-of- oriented on the procedure, Orientation
training conduct of assessment 4.2 Note taking
assessment assessment based plan, allowable 4.3 Use of rating
on assessment plan adjustment, sheets
4.2 Needs of the 4.2 Context of 4.4 Observation
trainee are assessment skills
determined to 4.3 Evidence 4.5 Decision
establish any 4.4 Verbal and non making skills
allowable verbal language 4.6 Use of
adjustments in the 4.5 Supportive organization
assessment assessment assessment
procedure environment records
4.3 Evidences are 4.6 Evidence 4.7 Skills to
collected and gathering provide
documented in methods, feedback
accordance with the observation
assessment etiquette,
procedures reasonable
specified in the adjustment,
relevant assessment
Assessment Plan tools
4.4 Evidences are 4.7 Dimensions of
evaluated following competency
the designed rubrics 4.8 Use of rubrics
and the 4.9 Rules of
requirements of the evidence
industry standards 4.10 Evaluation of
4.5 Assessment evidences
decision is made 4.11 Record
based on evaluation management
of the gathered guidelines
evidences.
4.6 Assessment result
is recorded and
secured in

PERFORMANCE
CRITERIA REQUIRED
Range Statement
accordance with
approved record
keeping guidelines
of the organization.
4.7 Feedback is given
to the trainee in line
with the relevant
Assessment Plan
5. Evaluate 5.1 Assessment 5.1 Principles of 5.1 Evaluating
assessment activities are assessment assessment
activities reviewed according 5.2 Procedure of activities
to industry assessment 5.2 Preparing
standards. evaluation evaluation
5.2 Consistency of report
assessment
decision is reviewed
with reference to
performance
standards
5.3 Discrepancies and
inconsistencies are
recorded based on
industry standards
5.4 Reviewed activities
and approach are
documented based
on industry
standards
5.5 Recommendation
for improvement is
prepared based on
the result of
evaluation

RANGE OF VARIABLES
VARIABLE RANGE
1. Relevant personnel May include:
1.1 HR
1.2 Workplace supervisor
1.4 Other trainer/facilitator/assessor
1.5 Training or assessment personnel
1.6 Workers whose own jobs may be affected by
the proposed changes
2. Evidences Evidences may include both:
2.1 Direct evidence
2.2 Indirect evidence
2.3 Historical evidence
3. Assessment Methods Assessment methods may include but are not
limited to:
3.1 Observation
3.2 Questioning
3.3 Demonstration
3.4 Third Party Reports
3.5 Portfolio
3.6 Written test
3.7 Simulation
4. Record keeping Record keeping may include:
4.1 Forms designed for the specific assessment
result
4.2 Checklist for recording
4.3 Observations/process
4.4 Records of the assessment procedure
4.5 Evidence collected
4.6 Combination of the above
5.1 Assessment decision
5.2 Gaps
5.3 Remediation
5.4 Observations (strengths and weaknesses)

EVIDENCE GUIDE

Competency 1.1 Organized assessment activities
1.2 Facilitated end-of-training assessment
1.3 Evaluated assessment activities
2.2 Tools, materials, and equipment relevant to
the task to be demonstrated
2.3 Relevant curriculum document
3. Method of Assessment Competency in this unit may be assessed
through:
3.1 Demonstration/ with oral questioning
3.2 Written examination
3.3 Portfolio
4. Context of Assessment 4.1 Competency must be assessed on actual
job or accredited assessment center
4.2 Competency assessment must be
undertaken in accordance with endorsed
TESDA assessment guidelines

SECTION 3. TRAINING ARRANGEMENTS
These guidelines are set to provide the Technical and Vocational Education and
Training (TVET) providers with information and other important requirements to consider
when designing training programs for TRAINERS METHODOLOGY LEVEL I (IN-
COMPANY TRAINER).
3.1 CURRICULUM DESIGN
Course Title: TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER)

NC Level: LEVEL I
Nominal Training Duration:

124 hrs – Basic Competencies
80 hrs – Core Competencies
-----------
204 hrs – Total
Course Description:
This course is designed to enhance the knowledge, desirable attitudes and skills of
an, in-company trainer, training officer, industry trainer, training and development officer,
technical trainer, workplace trainer, training specialist, technology specialist, and training
facilitator. It includes competencies in performing job analysis, preparing for training,
conducting training, planning end-of-training assessment, and conducting end-of-training
assessment.
To obtain this, all units prescribed for this qualification must be achieved.

BASIC COMPETENCIES
124 Hours
Unit of Assessment Nominal

Learning Outcomes Learning Activities Methodology
Competency Approach Duration
1. Lead workplace 1.1 Communicate • Usage of various • Lecture- • Interview 8 hours
Communication information about communication discussion
workplace processes methods in workplace • Role play
processes
• Demonstrate use of
questions to gain
information
• Explain how to validate
correctness of
information
• Describe how to
organize information
1.2 Lead workplace • Explain communication • Lecture- • Interview
discussions skills for leading teams discussion
• Role Play
1.3 Identify and • Describe how • Lecture- • Interview
communicate issues performance gaps in the discussion
arising in the workplace workplace are • Role play
addressed
2. Apply math and 2.1 Identify math and • Describe math and • Lecture- • Portfolio 8 hours
science science manifestations science requirements in discussion
principles in in the course content the training plan
technical and the workplace
training
2.2 Relate math and • Prepare class example • Lecture- • Portfolio
science concepts to and assignments for discussion

common and workplace application of math and
situations science along the
course content
2.3 Assess trainees’ • Describe assessment • Lecture- • Interview
internalization of math methods to identify discussion
and science concepts gaps in understanding
2.4 Introduce further math and science
enhancements principles along the
trade area or subject
matter
3. Apply 3.1 Follow environmental • Identify Environmental • Lecture/ • Written 2 hours
environmental workplace practices hazard and risk analysis Discussion • Demonstration
principles and • Discuss ways to • Video with oral
advocate avoiding or minimizing presentation questioning
conservation environmental risks and • Focus group
improving discussions
environmental • Group work
performance
• Discuss methods of
waste minimization and
segregation
• Read and interpret data
related to environmental
monitoring
• Read signs and labels
• Identify emergency
procedures
• Discuss and perform
hazard and incident

recording and reporting
procedures
• Recognize and discuss
basic environmental
hazards and threats
• Discuss legislation,
codes, national and
international standards
related to environment
protection.
3.2 Contribute to improve • Discuss strategies and • Focus group • Written 2 hours
environmental work approaches concerning discussions • Question and
practices the ff.: Answer
- Minimize hazards and
risks,
- Reduce and dispose
of waste,
- Efficient use energy
- Conserve water
- Reduce air and noise
pollution
- Make more efficient
use of resources and
improve
environmental
performance,
- Reduce soil
disturbance and
improve habitat
resources.

• 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,
plant and equipment.
3.3 Recognize and report • Discuss potential • Group Work • Written 4 hours
potential environmental environmental threat or • Focus Group • Observation
threats hazards that include: Discussion • Question and
- spills, leaks, pollution, • Presentation answer
planned and • Case Studies • Presentation
unplanned emissions, (Practical
soil compaction, demonstration)
disturbance and
erosion,
- Accidents and
disposal of waste, and

damage or disruption
to ecosystems
resulting from work
practices.
- Also includes plants,
animals or diseases
that are classified as
an environmental
threat or problem in an
area,
- Unauthorized changes
in land use
- Fire risks and threats,
and inappropriate
human interaction on
the environment.
- This may include
damage to habitat
resources, disruption
of animal behavior
and territorial use,
illegal vegetation
clearance, seed
collection, firewood
gathering, nest
disturbance and egg
collecting.
4. Utilize IT 4.1 Set-up work • Review trainee’s • Discussion • Interview 8 hours
applications in environment knowledge in basic • Demonstration • Portfolio (with
computer operations • Return-demo Questioning)

technical • Assess trainee’s skill • Practice session • Written test
training level in software
operating systems
• Practice proper usage
of printer and other
productivity tools and
office equipment
4.2 Utilize word processing • Enumerate the types of • Lecture - • Interview
application office documents i.e. discussion In • Portfolio (with
reports, information dividual Study Questioning)
sheets, etc. • Individual • Written test
• Discuss the standards Exercise • Evaluate case
in document formats • Individual study results
• Complete various Project
exercises in creating
documents using
standard software and
computer applications
• Practice processing
documents using
software application and
printer
4.3 Utilize presenter • Differentiate the various • Individual Study • Interview
application presenter software • Group Project • Portfolio (with
available in the market • Group Questioning)
• Demonstrate how the Exercise/role • Written test
presenter software play
operates, their features
and applications

• Relate how instructors
can utilize the presenter
software in their
trainings
• Convert/export
presentation into
various formats to be
utilized in different
media
• Practice the use of
animation and
transitions in the
presentation
4.4 Utilize spread sheet • Review the basics in • Lecture- • Interview
application record keeping and discussion • Portfolio (with
book keeping • Individual study Questioning)
• Understand the features • Group Project • Written test
of the work sheet
software, its features
and its applications
• Apply formulas in the
work sheet software
• Learn the importance
and proper application
of charts and graphs
• Practice utilizing other
functions of the work
sheet software relevant
to the trainee’s work
environment

4.5 Utilize internet and • Review knowledge on • Lecture- • Interview
www to communicate internet browsing, email discussion • Written test
and collect information and other electronic • Individual study • Portfolio (with
communication • Group project Questioning)
application / software.
• Exercise in configuring
browser settings,
privacy and security
• Discuss best practices
in avoiding data risks,
malware and other
security concerns
related to internet usage
• Learn the basics in
internet network
hardware and software
connectivity
5. Lead small 5.1 Provide team • Explain work • Lecture • Demonstration 8 hours
teams leadership requirements • Demonstration • Case studies
• Define role of team • Structured
members Learning
• Explain the factors to Exercise
consider in performance
counselling
5.2 Assign responsibilities • Perform teambuilding • Lecture • Demonstration
exercises • Demonstration • Case studies
• Role play team • Structured
negotiation and Learning
performance Exercise
counselling

5.3 Set performance • Define performance • Lecture • Demonstration
expectations for team expectation • Demonstration • Case studies
members • Explain the factors to • Group Work
consider in setting
performance
expectations
• Draft a KRA indicating
negotiated individual
performance
expectations
5.4 Supervised team • Identify methods of • Lecture • Demonstration
performance monitoring performance • Demonstration • Case studies
• Explain importance of • Role Play
performance monitoring
• Explain various
performance issues
• Explain different ways
of providing feedback
• Role play how to
provide feedback
6. Apply work 6.1 Observe workplace • Explain Nature of Work • Lecture- • Demonstration 8 hours
ethics, values policies and guidelines • Discuss Dignity of Work discussion • Case studies
and quality • Explain the relationship • Role-playing/
principles between Values and simulation
Work Ethics • Case studies
• Compare and contrast
Core Values and
Personal Values

• Discuss the importance
of Work Ethics
• Explain how Excellence
and Quality are
practiced at Work
• Analyze Work Functions
of a person
6.2 Value self-worth and • Compare and contrast • Lecture- • Demonstration
profession Personal Leadership discussion • Case studies
and Personal • Role-playing/
Management simulation
• Describe how • Case studies
Professional Image and
practice are observed at
work
Respect the individuality
of Learners and co-
workers
• Analyze how
Professionalism is
applied at work
6.3 Observe proper • Describe the Nature of • Lecture- • Demonstration
conduct in dealing with Man and how it discussion • Case studies
learners and parents influence our behavior • Role-playing/
towards others simulation
• Explain Dignity as • Case studies
Inherent Value of man

• Describe how Inclusive
Environment promotes
equal opportunity
• Describe situations on
how to Deal with
Learners and various
types individuals
7. Work 7.1 Work within the • Read and discuss the • Lecture/ • Written 4 hours
effectively in vocational education various international Discussion • Questioning
vocational and training policy and national vocational • Focus group
education and framework education and training discussions
training policies and frameworks
• Identify and discuss the
various vocational
education and training
organizations and
stakeholders
relevant legal and policy
requirements, codes of
practice, national
standards and
legislations
• Identify and learn
vocational education
and training terminology

7.2 Work within the training • Identify and discuss • Focus group • Written 4 hours
organization’s quality relevant organizational discussions • Question and
framework documentation • Lecture Answer
• Identify and discuss • Video • Written
internal quality policies presentation
and procedures
organization’s ethical
and legal
responsibilities
7.3 Manage work and work • Discuss and share • Group Work • Written 4 hours
relationships work issues related to: • Focus Group • Question and
• time pressures Discussion answer
• work overload • Presentation
• competing demands • Sharing of
• unexpected experiences
contingencies
• technology problems
• relations with other
personnel
• Discuss planning and
relevant technological
skills to manage and
address client
issues/relations
7.4 Demonstrate a client- • Discuss clients and their • Focus Group • Written 4 hours
focused approach to needs and expectations discussion • Oral
work • Discuss effective • Lectures questioning
communication

strategies in • Video
accordance with presentation
building better client
relationships.
• Identify and discuss
processes for
evaluating and
improving client
satisfaction
8. Foster and 8.1 Practice inclusivity • Identify principles • Lecturette • Written Test 2 hours
promote an underpinning inclusivity • Simulation/ role • Demonstration
inclusive • discuss how to integrate playing
learning culture inclusivity into learning,
teaching and work
practices
• Describe the diversity of
clients, client needs,
client backgrounds and
differing expectations
for vocational education
and training services.
• Perform role-play to
improve communication
skills to reflect inclusive
language and
addressing cross-
cultural communication.
• Emphasize
communication
protocols

8.2 Promote and respond • Discuss relevant • Lecture • Demonstration 2 hours
to diversity policies, legal • Demonstration • Oral
requirements, codes of questioning
practice on: disability,
discrimination,
inclusiveness, human
rights, equal
opportunity, racial
discrimination, duty of
care responsibilities and
access and equity
policies.
• Perform role-play on
verbal and body
language relative to
different cultures and
backgrounds and
differences in physical
and intellectual abilities.
• Discuss availability and
types of supports for
specific needs
responding to diversity
by stakeholders.
8.3 Develop and implement • Discuss issues • Lecture • Oral 4 hours
work strategies to identified to support • Writeshop/ questioning
support inclusivity inclusivity that are workshop • Written test
incorporated into work
practices such as:

- Availability of
Documented
resources
- Needs for physical
environment support
- OHS relating to the
work role/work
context,
- Internal policies and
procedures to meet
OHS requirements
8.4 Promote a culture of • Identify and discuss • Lecture • Written test 4 hours
learning strategies, policies and • Writeshop • Oral
systems of promoting a questioning
culture of inclusive
learning emphasizing
internationally accepted
practices and
standards.
8.5 Monitor and improve • Identify and discuss • Lecture • Written test 4 hours
work practices work practice • Writeshop/
improvement systems workshop
to enhance inclusivity
9. Ensure healthy 9.1 Identify Occupational • Explain the concepts on • Lecture- • Demonstration 16 hours
and safe Health and Safety Occupational Health discussion with oral
learning (OHS) responsibilities and Safety • Case studies questioning
environment • Understand the safety • Case
practices problems
• Discuss the importance • Interview
of Occupational Health

and Safety (OHS) in the
workplace
• Describe the purpose
and approaches of
Occupational Health
and Safety (OHS)
responsibilities
• Organize
documentation of the
Occupational Health
and Safety (OHS)
documents
• Analyze the safety
policies and
responsibilities
9.2 Identify hazards in the • Examination of the • Lecture- • Demonstration
learning environment learning environment discussion with oral
• List down all potential • Case studies questioning
hazards in the learning • Case
environment problems
• Discuss potential • Interview
hazards with the
specialist advisers
9.3 Assess risks in the • Describe the different • Lecture- • Demonstration
learning environment potential hazards in the discussion with oral
learning environment • Case studies questioning
• Role play potential • Role playing • Case
hazards and the problems
countermeasures • Interview

• Explain factors to
consider in risk
assessment
• Assess the hierarchy of
risks in the learning
environment
9.4 Develop and implement • Learn the importance • Lecture- • Demonstration
actions to ensure the and of risk controls discussion with oral
health safety and • Apply the concepts of • Case studies questioning
welfare of learners hierarchy of control • Case
and/or candidates • Analyze the importance problems
and proper application • Interview
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 person-in-
charge of Occupational
Health and Safety
(OHS)

9.5 Provide appropriate • Discuss the concepts of • Lecture- • Demonstration
Occupational Health Occupational Health discussion with oral
and Safety (OHS) and Safety (OHS) • Case studies questioning
requirements to • Analyze the hazards in • Case
learners and/or entrance and exit points problems
candidates • Apply proper first aid • Interview
requirements
• Differentiate the
concepts or hazards,
incidents, injuries and
faulty equipment
• Identify proper actions
when injury occur
9.6 Monitor Occupational • Explain the effective risk • Lecture- • Demonstration
Health and Safety controls discussion with oral
(OHS) arrangements in • Prepare the important • Case studies questioning
the learning items in writing incident • Case
environment and accident reports problems
• Practice proper flow of • Interview
investigation process
• Draft investigation,
incident and accident
reports
• Apply the monitoring
system
• Document and analyze
the risk control and
action plan

10. Maintain and 10.1 Model high standards • Describe standards of • Lecture- • Demonstration 8 hours
enhance of performance professional discussion with oral
professional performance • Role-playing questioning
practice • Elaborate on • Case studies • Interview
organizational goals, • Reporting/ • Written test
processes, procedures presentation • Written report
and legal requirements
• Discuss ethical and
inclusive practices
10.2 Determine personal • Perform individual TNA • Lecture- • Demonstration
development needs • Discuss importance of discussion with oral
Feedback for • Role-playing questioning
professional • Case studies • Interview
development • Reporting/ • Written test
presentation • Written report
10.3 Participate in • Explain professional • Lecture- • Demonstration
professional networking discussion with oral
development activities • Discuss relevant OHS • Role-playing questioning
in Management of • Case studies • Interview
professional practice • Reporting/ • Written test
and performance presentation • Written report
10.4 Reflect on and • Discuss trends and • Lecture- • Demonstration
evaluate professional development in the discussion with oral
practice professional field • Role-playing questioning
• Case studies • Interview
• Reporting/ • Written test
presentation • Written report
11. Develop and 11.1 Study training cost • Identify the features of • Lecture- • Case 16 hours
promote components the training discussion problems

appreciation for • Identify the different • Case studies • Written exam
costs and costs related to the • Interview
benefits of training • Written report
technical • Identify the different
training benefits related to the
training
• Analyze the different
cost and benefit
components
• Conduct cost and
benefit analysis
• Perform computation
skills to compute for the
cost and benefit
11.2 Evaluate training costs • Analyze and interpret • Lecture- • Case
and benefits the results of the cost discussion problems
and benefit study • Case studies • Written exam
• Compare and contrast • Interview
the results • Written report
• Provide
recommendations and
action items related to
the results of the study
• Identify measures to
optimize training
• Explain the result of the
study

11.3 Monitor conduct and • Discuss and appreciate • Lecture- • Case
results of training the importance of discussion problems
regular monitoring • Case studies • Written exam
• Identify cost-effective • Interview
training programs for • Written report
replication
• Prepare re
• Identify the long term
and short term results
11.4 Promote awareness of • Report and explain the • Lecture- • Case
costs and benefits of results of the study discussion problems
training • Present good practices • Field Visits • Written exam
of having a training • Role-playing • Interview
• Prepare information and • Case studies • Written report
promotion materials
• Discuss the importance
of training
present the costs and
positive benefits of
training
12. Develop and 12.1 Identify current and • Identify and access • Lecture/ • Written 2 hours
promote future trends/concerns relevant and reliable Discussion • Questioning
understanding sources of labor-market • Focus group
of global labor information (LMI) discussions
markets • Research on global and • Research work
local relevance of labor- • Case studies
market (LM)

• Analyze the implications
of global labor market
trends and information
and their implications in
the labor and training
market
• Study relevant events,
including positions and
interests of trainees,
clients and training
providers
12.2 Assess new • Identify and discuss • Focus group • Written 2 hours
developments emerging issues of discussions • Question and
potential significance to • Lecture Answer
the local and global • Video • Written
labor markets presentation
• Discuss and evaluate
new and emerging
concepts, technologies,
products and based on
their implications for the
TVET and labor market
• Discuss events and
trends that have shaped
the global labor market
over time
trends in customer
expectations and buying
patterns

12.3 Utilize labor market • Discuss relevant • Group Work • Written 2 hours
information to best information on LM and • Focus Group • Question and
effect new technologies as Discussion answer
they apply to the
company
• Discuss analytical tools
related to Labor Market
Information and trends
• Discuss planning and
relevant technological
skills to manage and
address client
issues/relations
12.4 Demonstrate a client- • Discuss clients and their • Focus Group • Written 2 hours
focused approach to needs and expectations discussion • Oral
work • Discuss effective • Lectures questioning
communication • Video
strategies in presentation
accordance with
building better client
relationships.
processes for
evaluating and
improving client
satisfaction

CORE COMPETENCIES
80 Hours

1. Perform job 1.1 Establish initial job • Identify job role • Lecture/ • Written 4 hrs
analysis profile • List scope of job Discussion • Demonstration
• Enumerate and • Video with oral
sequence duties and presentation questioning
tasks • Focus group
• Identify general discussions
knowledge and skills, • Group work
tools, equipment,
supplies, and materials,
worker behaviors
needed
• Prepare job profile
• Enumerate Steps in
Planning and
organizational skills
1.2 Improve job profile • Discuss validation • Focus group • Written 4 hrs
criteria discussions • Question and
• Discuss the process of • Presentations Answer
validation
consolidation methods
• Discuss technical
writing
consultation and
validation skills

• Discuss consolidation
and organizing skills
• Discuss technical
writing skills
1.3 Perform task analysis • Discuss methods of • Group Work • Written 4 hrs
analysis • Focus Group • Observation
• Identify parameters for Discussion • Question and
defining knowledge, • Presentation answer
skills, and attitudes • Case Studies • Presentation
• Discuss technical (Practical
writing demonstration)
• Identify resources of
each job profile
• Identify tools
equipment, supplies,
and materials
• Describe elements of
analytical skills
2. Prepare for 2.1 Identify training • Discuss policies and • Lecture - • Interview 4 hrs
training requirements procedures in standard discussion • Portfolio (with
operating protocols • Individual Study Questioning)
• Analyze policies and • Group Exercise/ • Written test
procedures in standard Group Project
operating protocols • Case study
• Explain concepts and
principles of TNA
• Use concepts and
principles of TNA

use of various method
of data gathering
• Prepare TNA based on
company standards
• Utilize the concept and
practice of various
methods of data
gathering
analysis tools
• Use analysis tools in
identifying training gaps
such as mind maps and
fishbone diagrams
• Perform data analysis to
establishing current
competencies
2.2 Prepare course brief • List down work tasks • Lecture – • Interview 5 hrs
that the trainee is not discussion • Portfolio (with
able to achieve based • Individual Study Questioning)
on company standards • Case Study • Written test
• Draft learning tasks that • Group Exercise • Evaluate case
will address training • Group Project study results
gaps
• Explain the different
components of course
brief

• Describe the
procedures in preparing
course brief
• Use concepts and
procedures in preparing
course brief
• Explain the provisions
of existing policies and
laws in relevant to in-
company training/work
based learning
• Analyze provision of
existing Policies and
Laws governing
enterprise based
training
principles of
Instructional Design (ID)
• Write down training
objectives for the
course brief to address
training gaps
• Explain factors to
consider in selecting
learning contents
• Prepare learning
contents based on the
course objectives

different training
modalities
different training
methods
• Apply the concepts and
principles of ID in
creating course brief
• Draft course brief for the
training of a target
group
2.3 Prepare training plan • Describe safety • Individual Study • Interview 5 hrs
procedures and • Group Project • Portfolio (with
practices • Group Questioning)
• Apply safety procedures Exercise/role • Written test
in handling equipment play
and machinery, waste,
environment, health and
hygiene practices
• Explain the concept and
principles of ID,
didactics/methodologies
and adult learning
• Apply the concept and
principles of ID,
didactics/methodologies
and adult learning
• Illustrate the correct
application of the

principles of
assessment
• Apply the concepts and
principles of
assessment
• Draft formative and
summative assessment
activities
• Plot training rotation
plan
• Identify the important
components of a
training activity matrix
• Draft training activity
matrix
•
2.4 Prepare learning • Prepare inventory of • Lecture- • Interview 5 hrs
materials and other existing learning discussion • Portfolio (with
resources materials • Individual study Questioning)
• Prepare procurement • Demonstration • Written test
plan for learning
materials
• Prepare
communications for
training location and
venue reservations
• Apply concepts and
principles of

Instructional Materials
Development
• Allocate resources-
manpower, equipment
and materials
2.5 Prepare training • Choose the training • Lecture- • Interview 5 hrs
facilities room layout based on discussion • Written test
the identified training • Individual study • Portfolio (with
activities • Group project Questioning)
• Prepare training room • Demonstration
layout
• Describe a learning
station
• Prepare learning
stations
• Demonstrate
housekeeping and
safety practice in
training
3. Conduct 3.1 Prepare for • Explain trainees’ profile • Demonstration • Written exam 6 hrs
training implementation of analysis and trainee • Lecture • Interview
training entry level requirements Discussion
• Discuss adjustment of • Role play
training plan
• Describe training
delivery
• Identify resources for
the conduct of training
batch

• Prepare for
implementation of
training
3.2 Implement learning • Explain the flow of a • Demonstration • Demonstration 8 hrs
sessions specific CBT delivery • Lecture- • Interview
system discussion
• Demonstrate training
session
• Guide learners on their
specific task
performance
3.3 Monitor and support • Describe monitoring • Role play • Demonstration 5 hrs
trainee's learning procedure • Lecture- with oral
process • Enumerate common Discussion questioning
learning difficulties • Written
• Explain feedback examination
procedure • Interview
• Monitor learners’
performance
• Address learning
difficulties
• Provide feedback to
learners as they
practice and try to
achieve performance
based on work
requirements
3.4 Evaluate learning • Describe training • Exercise • Written 5 hrs
session evaluation procedure examination

• Analyze training • Lecture- • Interview
evaluation data discussion
• Explain training
adjustment procedure
4. Conduct end- 4.1 Review evidence • Discuss industry • Discussion • Written 4 hrs
of-training requirements standards • Lecture examination
assessment • Identify evidence • Video • Demonstration
requirements presentation with oral
• Differentiate evidence • Demonstration questioning
gathering methods and
tools
• Discuss the dimension
of competency
• Explain rules of
evidence
• Identify performance
standards
• Read and interpret
performance standards
4.2 Review assessment • Discuss assessment • Discussion • Written 4 hrs
methods methods • Lecture examination
• Discuss evidence plan • Video • Demonstration
• Explain evidence plan presentation with oral
• Review assessment • Demonstration questioning
methods
4.3 Organize assessment • Based on the • Lecture • Rating on 2 hrs
activities Assessment plan Discussion written output of
prepared; appropriate • Workshop / workshops /
venue is identified, Writeshop writeshops

checklist of equipment, • Demonstration
materials, consumables with Oral
and tools are questioning
developed. • Cost Calculation
• 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.
• A simulation is • Lecture on the • Demonstration 10 hrs
4.4 Facilitate end-of-training conducted in orienting conduct of with oral
assessment trainees in preparation assessment questioning
for the assessment. orientation • Observation of
The orientation should • Simulation on role plays
include the following the conduct of • Use of the
information: orientation performance
− Context and purpose • Simulation or rating
of Assessment Role play on the • Written Test
− Any allowable Orientation of • Interview
adjustments in the candidates.
Procedure • Role play on
− Performance to be gathering of
assessed and the evidences

evidence to be • Role play on
collected decision making
− The Assessment • Discussion on
procedure corroboration of
− The Grading or Rating evidences and
system making decisions
• Role play of evidence • Role play on
gathering according to the decision making
prepared evidence plan • Group
and using the prepared discussion on
assessment tools. how to provide
• Role play on making feedback.
assessment decisions by • Role play on how
corroborating evidences to provide
gathered in the feedback for
simulation of evidence learning to take
gathering. place.
• Practice filling up forms to
record the assessment
results following record
keeping guidelines.
• Role play in providing
clear and constructive
feedback on the
performance of a
trainee in the
assessment activity.
Feedback is done on a
on a one-on –one basis.

• Role play on providing
advice to the trainees on
strategies that can reduce
gaps in the required
competencies.

3.2 TRAINING DELIVERY
1. The delivery of training shall adhere to the design of the curriculum.

Delivery shall be guided by the principles of competency-based TVET.
a. Course design is based on competency standards set by the industry or

recognized industry sector; (Learning system is driven by competencies
written to industry standards)
b. Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
c. Training can be done on an actual workplace setting, simulation of a
workplace and/or through adoption of modern technology.
d. Assessment is based in the collection of evidence of the performance of
work to the industry required standards;
e. Assessment of competency takes the trainee’s knowledge and attitude
into account but requires evidence of actual performance of the
competency as the primary source of evidence.
f. Training program allows for recognition of prior learning (RPL) or current
competencies;
g. Training completion is based on satisfactory performance of all specified
competencies.
2. The competency-based TVET system recognizes various types of

delivery modes, both on-and off-the-job as long as the learning is
driven by the competency standards specified by the industry. The
following training modalities and their variations/components may be
adopted singly or in combination with other modalities when
designing and delivering training programs:
School/Institution- Based:
• Dual Training System (DTS)/Dualized Training Program (DTP) which

contain both in-school and in-industry training or fieldwork components.
• Supervised Industry Training (SIT) or on-the-job training (OJT) is an

approach in training designed to enhance the knowledge and skills of the
trainee through actual experience in the workplace to acquire specific
competencies as prescribed in the training regulations. It is imperative that
the deployment of trainees in the workplace is adhered to training programs
agreed by the institution and enterprise and status and progress of trainees
are closely monitored by the training institutions to prevent opportunity for
work exploitation.
• Project-based instruction is an authentic instructional model or strategy in

which students plan, implement and evaluate projects that have real world
applications.

Enterprise-Based:
Enterprise-based training may also be taken to mean a school or training

center with one or more partner enterprise or an enterprise or group of enterprises
setting up a common training facility or partnering with a school or training center.
• Enterprise-based Training - where training is implemented within the

company in accordance with the requirements of the specific company.
• Formal Apprenticeship – Training within employment involving a contract

between an apprentice and an enterprise on an approved apprenticeable
occupation.
• Informal Apprenticeship - is based on a training (and working) agreement

between an apprentice and a master craftsperson wherein the agreement may
be written or oral and the master craftsperson commits to training the
apprentice in all the skills relevant to his or her trade over a significant period
of time, usually between one and four years, while the apprentice commits to
contributing productively to the work of the business. Training is integrated into
the production process and apprentices learn by working alongside the
experienced craftsperson.
Community-Based –refers to a short program conducted or coordinated by NGOs,

LGUs, training centers and other TVET providers which are intended to address the
specific needs of a community. Such programs are usually conducted in informal
settings such as barangay hall, basketball courts and other available venues in a
community.

3.3 TRAINEE ENTRY REQUIREMENTS
Trainees or students wishing to gain entry into this course should possess
the following requirements:
• Certificated in any of the following mode

▪ For WTR, NC Holder of a qualification OR for non-NC holder, certifications from
the company and any established industry association with at least 5-year
relevant industry experience
▪ For NTR, certifications from the company and any established industry
association with at least 5-year relevant industry experience
• Completed Grade 10
• Able to read and write
• Can perform basic mathematical computation
• Ability to communicate verbally and non-verbally
3.4 LIST OF TOOLS, EQUIPMENT AND MATERIALS
Recommended list of tools, equipment and materials for the training of 16

trainees for TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER).
TOOLS EQUIPMENT MATERIALS

QTY. QTY QTY.
5 pcs Scissors, ordinary 1 unit Desktop Computer 16 pcs Permanent
/ Laptop Computer markers, various
colors
5 pcs Stapler, ordinary 1 unit Printer 1set Various colored
papers
1 unit Digital light 5 pcs White board
projection marker
1 unit Audio system 1 ream Bond papers
1 unit Flip chart 16 pcs Notebook
1 unit White board 10 pcs Manila paper
1 unit Presenter/Laser 2 sets White board pens
Pointer and eraser
1 lot Internet connection 1 roll Masking tape
Books related to
TVET, Training
and Development
Competency
Based Education
and Training
References
− Company
Manuals

TOOLS EQUIPMENT MATERIALS
QTY. QTY QTY.
Codes and
regulations
1 set Tools, equipment 1set Various colored
and materials as papers
required by the
Trade Area
3.5 TRAINING FACILITIES
Based on a class size of 16 students/trainees
SPACE REQUIREMENT SIZE IN AREA IN TOTAL GRAND TOTAL

METERS SQ. AREA IN AREA IN SQ.
METERS SQ. METERS
METERS
A. Building (permanent) 70.00
• Trainee Lecture 1.00 x 2.00 per 2.00 per 32.00
Area trainee trainee
• Learning Resource 2.00 x 4.00 8.00 8.00

Center
• Learning venue 30.00
amenities:
▪ wash room 2x1 2
▪ store room 4x4 16
▪ rest room (male, 3x4 12
female and PWD)
NOTE: Access to and use of equipment /facilities can be provided through cooperative
arrangements or learning venue rentals.

3.6 TRAINER’S QUALIFICATIONS FOR TVET SECTOR
Trainers who will deliver the training on TRAINERS METHODOLOGY LEVEL I

(IN-COMPANY TRAINER) should have the following:
New trainer
• Must be a holder of National TVET Training Certification Level I in TM I (In-

Company Trainer)
• NC in any area
• Must have at least 1-year experience (within the last 5 years) as In-Company
Trainer certified by the company
OR
Existing trainer
• Must be a holder of National TVET Training Certification Level I in TM I (In-

Company Trainer)
• NC in any area
• Must have at least 2 years experience (within the last 5 years) as TVET
Trainer
3.7 INSTITUTIONAL ASSESSMENT
Institutional assessment is undertaken by trainees to determine their

achievement of units of competency . A certificate of achievement is issued for
each unit of competency.

SECTION 4 ASSESSMENT AND CERTIFICATION ARRANGEMENTS
Competency Assessment is the process of collecting evidence and making

judgments whether competency has been achieved. The purpose of assessment is
to confirm that an individual can perform to the standards expected at the workplace
as expressed in relevant competency standards.
The assessment process is based on evidence or information gathered to prove

achievement of competencies. The process may be applied to an employable unit(s)
of competency in partial fulfillment of the requirements of the national qualification.
4.1 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
4.1.1. To attain the qualification of TRAINERS METHODOLOGY LEVEL I (IN-

COMPANY TRAINER), the candidate must demonstrate competence in all
units listed in Section 1. Successful candidates shall be awarded a Certificate
signed by the TESDA Director General.
4.1.2. Assessment shall cover all competencies, with basic and common integrated
or assessed concurrently with the core units of competency.
4.1.3 Any of the following are qualified to apply for assessment and certification:
4.1.3.1 Graduate of schools/institution-based and enterprise-based training

programs in Trainers Methodology Level I (In-Company Trainer)
4.1.3.2 Individuals with certification as in-company trainer for at least 2 years

within the last 5 years.
4.1.3 Recognition of Prior Learning (RPL). Candidates who have gained

competencies through informal training, previous work or life experiences
may apply for recognition in a particular qualification through competency.
4.1.4 The industry shall determine assessment and certification requirements for
each qualification with promulgated Training Regulations. It includes the
following:
4.1.4.1 entry requirements for candidates
4.1.4.2 evidence gathering methods
4.1.4.3 qualification requirements of competency assessors
4.1.4.4 specific assessment and certification arrangements as by industry.

4.2 COMPETENCY ASSESSMENT REQUISITE
4.2.1 Self-Assessment Guide. The self-assessment guide (SAG) is

accomplished by the candidate prior to actual competency assessment.
SAG is a pre-assessment tool to help the candidate and the assessor
determine what evidence is available, where gaps exist, including
readiness for assessment.
This document can:
a. Identify the candidate’s skills and knowledge

b. Highlight gaps in candidate’s skills and knowledge
c. Provide critical guidance to the assessor and candidate on the
evidence that need to be presented
d. Assist the candidate to identify key areas in which practice is needed
or additional information or skills that should be gained prior
4.2.2 Accredited Assessment Center. Only Assessment Center accredited by

TESDA is authorized to conduct competency assessment. Assessment
centers undergo a quality assured procedure for accreditation before they
are authorized by TESDA to manage the assessment for National
Certification.
4.2.3 Accredited Competency Assessor. Only accredited competency assessor

is authorized to conduct assessment of competence. Competency
assessors undergo a quality assured system of accreditation procedure
before they are authorized by TESDA to assess the competencies of
candidates for National Certification.

Supermarket of Competencies
Supermarket of Competencies
TVET Sector
Apply math and Apply environmental Utilize IT

Lead workplace
science principles principles and applications in
communication
in technical advocate technical
training conservation training
COMPETENCIES
Apply work Work effectively Foster and

Lead small
BASIC
ethics, values in vocational promote a

teams and quality education and learning culture
principles training
Ensure healthy Maintain and Develop and promote Develop and

and safe enhance appreciation for cost- promote
learning professional benefits of technical understanding of
environment practice training global labor
markets
COMPETENCIES
CORE
Perform job Conduct end-of-

Prepare for Conduct
analysis training
training training
assessment
TR- TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) February 27, 2018 153
GLOSSARY OF TERMS
ASSESSMENT Includes projects/problems, methods, duration and instructions

ACTIVITIES to be used during assessment.
ATTITUDE An innate or learned ability or distinguishing quality that allows

an individual to complete a job.
DUTY General area of competence that successful workers in the

occupation must demonstrate or perform on an ongoing basis.
JOB Defined as a set of tasks and duties executed, or meant to be

executed, by one person.
JOB PROFILE A description of a particular work function that includes the

elements deemed necessary to perform the post effectively.
Specifically, a job profile might include such things as job
responsibilities, required qualifications, advancement
prospects, and the initial hourly pay or salary associated with
the position.
KNOWLEDGE An understanding and familiarity with facts and information.
OCCUPATION A set of jobs whose main tasks and duties are characterized by
a high degree of similarity constitutes an occupation.
REASONABLE Are variations to assessment tasks including providing

ADJUSTMENTS IN examination questions in alternative formats, provision of
THE ASSESSMENT specialized equipment, substitution of one assessment task for
METHODS another of equivalent assessment task, and use of different
vernaculars.
SKILL Defined as the ability to carry out the tasks and duties of a
given job.
TASK A work activity that has a definite beginning and ending, is

observable, consist of two or more definite steps, and leads to
a product, service, or decision.
TASK ANALYSIS Is the analysis of how a task is accomplished, including a

detailed description of both manual and mental activities, task
and element durations, task frequency, task allocation, task
complexity, environmental conditions, necessary clothing and
equipment, and any other unique factors involved in or
required for one or more people to perform a given task.
TRAINING PLAN a.k.a Rotation plan.
TRAINING REGULATIONS (TR)
DOCUMENT REVISION HISTORY
Qualification Title : Trainers Methodology Level I (In-Company Trainer)

Qualification Code: _TVEICT118__
Replaces New Version

Revision Document Version (TESDA Board Deployment
No. Description Types* (TESDA Board Resolution Circular
Resolution No./ No./ Date)
Date)
00 Document Created – Not Applicable TB No. 2018-06 TESDA
Trainers Methodology Circular No. 20
Level I (In-Company s. 2018
Trainer)
Legend: *Description Types

-Document Created
-Document Amended
ACKNOWLEDGEMENTS
The Technical Education and Skills Development Authority (TESDA) wishes to

extend gratitude and appreciation to the many representatives of business, industry,
academe and government agencies and labor groups who donated their time and
expertise to the development and validation of these Training Regulations.
• THE TECHNICAL EXPERT PANEL (TEP)
DR. CARLA DIVINA S. VIRTUDAZO MR. RODOLFO C. MENGUITA

Technical Expert Technical Expert
Independent Consultant DMCI
MR. MARLON P. MIÑA MS. MARJORIE G. MENDENILLA

Philippine Chamber of Commerce and Asian Entrepreneurs Technological
Industry Institute, Inc.
MS. MARICRIS V. CAPISTRANO MS. MARIA REGINA R. AMORES

Philippine Chamber of Commerce and Asian Entrepreneurs Technological
Industry Institute, Inc.
MS. MARIA VANESSA R. VALENCIA MR. JOHN PAUL P. BRIONES

PCCI-HRDF AFOS Foundation for Entrepreneurial
Development
• THE VALIDATORS:
MR. RODOLFO C. MALLARI MR. ROMULO M. VILLAMIN

Foreign Buyers Association of the MASS-SPECC (Mindanao Association
Philippines (FOBAP), Makati City of FIs and Coops) Cooperative
Development Center, Cagayan de Oro
City
DR. BENJAMIN R. QUIÑONES MR. PERCIVAL V. YAYA

Asian Solidarity Economy Council Peoples Credit and Finance
(ASEC), Batasan Hills, Quezon City Corporation and FDE STE, CARAGA,
Mindanao, trainer, Makati City
MR. NORMAN M. CAMUNGOL MR. FREDIERIC S. COSTA

Production and Operations Management Mindanao Trainer, Peoples Credit and
Association of the Philippines (PROMAP), Finance Corporation, Misamis
Mandaluyong City Occidental
MR. LITO R. MADERAZO MS. CZARINA JOYCE C. BANDONG

Mactan Rock Ind., Inc., Cebu City South Luzon and South Mindanao
trainer, Savings Banks Foundation for
International Cooperation, South Luzon
Microfinance Council and FDE STE,
Taguig City
MRS. ELIZABETH M. LOPEZ MS. HERMINIA Q. AÑAGO

Banilad Center for Professional Ahon sa Hirap, Inc., Cubao, Quezon
Development (BCPD), Cebu City City
DR. FAUSTINO A. LANGAHIN, JR. MS. FRANCESCA D. RUEDAS

Center for Industrial Technology and Ahon sa Hirap Incorporated, Cubao,
Enterprise (CITE), Cebu City Quezon City
ENGR. STEVE Y. BANZON MR. RONNIE R. GALICIA

Primary Structures Educational Ahon sa Hirap, Inc., Cubao, Quezon
Foundation, Inc. (PSEFI), Cebu City 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

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F

TRAINERS METHODOLOGY LEVEL I

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Section 1 TRAINERS METHODOLOGY LEVEL I (IN-COMPANY 2-3

Section 2 COMPETENCY STANDARDS 3- 107

Section 3 TRAINING ARRANGEMENTS 107 - 150

Section 4 NATIONAL ASSESSMENT AND CERTIFICATION 151 - 152

COMPETENCY MAP 153

DEFINITION OF TERMS 154 - 155

ACKNOWLEDGEMENTS 156- 158

TR- TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) February 27,2018 1

Section 1 IN-COMPANY TRAINER METHODOLOGY LEVEL I (IN-COMPANY

The TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) Qualification

The units of competency comprising this qualification includes the following:

Code BASIC COMPETENCIES

Code CORE COMPETENCIES

A person who has achieved this Qualification is competent to be:

TR- TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) February 27,2018 2

Unit of Competency : LEAD WORKPLACE COMMUNICATION

Unit Code : 500311109

TR- TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) February 27,2018 3

TR- TRAINERS METHODOLOGY LEVEL I (IN-COMPANY TRAINER) February 27,2018 4

1. Critical Aspects of Assessment requires evidence that the candidate:

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Unit Code : 500232101

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1. Critical Aspects of Assessment requires evidence that the candidate:

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Unit Code : 500232102

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3. Recognize 3.1 Signs or symptoms of 3.1 Potential 3.1 Performing

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1. Critical Aspects of Assessment requires evidence that the candidate:

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Unit Code : 500232103

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1. Critical Aspects of Assessment requires evidence that the candidate:

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Unit Code : 500311110

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1. Critical Aspects of Assessment requires evidence that the candidate:

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Unit Code : 500232104

Unit descriptor : This unit covers the outcomes required in demonstrating

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