QATAME - Contents

Handouts
1. Principles and Conditions for Learning in Adult Education1 (Appendix VII-A)
2. L&D Delivery Program Management Structures for different L&D modalities
(Appendix VII-B)
3. L&D Delivery Logistics Support Checklist (Appendix VII-C)
4. Memorandum of Agreement Template (Appendix VII-D)
5. Program/Intervention Completion Report template (Appendix VII-E)
6. Session Room Seating Arrangements (Appendix VII-F)
Tools are used in carrying out LDD QAME
7. Program/Intervention Implementation Readiness Checklist (Appendix VII-G)
8. L&D Pre-Delivery Quality Assurance Guide (Appendix VII-H)
9. Session Evaluation Form (Appendix VII-I)
10. On-site Monitoring and Evaluation Form (Appendix VII-J)
11. End-of-Program/Intervention Evaluation Form (Appendix VII-K)
1
For full text, refer to: G. Pine and P. Horne. 1999. Principles and Conditions of Adult Learning. In C. Ortigas. Group
Process and the Inductive Method. Quezon City: Ateneo de Manila University.
Chapter VII: L&D Program Delivery 1

Appendix VII-A
PRINCIPLES AND CONDITIONS FOR LEARNING IN ADULT EDUCATION2
Principles of Learning
Learning is an experience, which occurs inside the learner and is activated by the
1
learner. No one directly teaches anyone anything of significance.
2 Learning is the discovery of the personal meaning and relevance of ideas.
3 Learning (behavioral change0 is a consequence of experience.
4 Learning is a cooperative and collaborative process.
5 Learning is an evolutionary process.
6 Learning is sometimes a painful process.
7 One of the richest resources for learning is the learner himself.
8 The process of learning is emotional as well as intellectual.
9 Problem solving and learning are highly unique and individual processes.
Conditions which Facilitate Learning
1 Learning is facilitated in an atmosphere that encourages people to be active.
2 Learning is facilitated in an atmosphere that promotes and facilitates the

individual’s discovery of the personal meaning of ideas.
2
For full text, refer to: G. Pine and P. Horne. 1999. Principles and Conditions of Adult Learning. In C. Ortigas. Group
Process and the Inductive Method. Quezon City: Ateneo de Manila University.

3 Learning is facilitated in an atmosphere that emphasizes the uniquely personal and
subjective nature of learning.
4 Learning is facilitated in an atmosphere in which difference is good and desirable.
5 Learning is facilitated in an atmosphere that consistently recognizes people’s right

to make mistakes.
6 Learning is facilitated in an atmosphere that tolerates ambiguity.
7 Learning is facilitated in an atmosphere in which evaluation is a cooperative

process with emphasis on self-evaluation.
8 Learning is facilitated in an atmosphere that encourages openness of self rather

than concealment of self.
9 Learning is facilitated in an atmosphere where people are encouraged to trust

themselves as well as external sources.
10 Learning is facilitated in an atmosphere where people feel respected.
11 Learning is facilitated in an atmosphere where people feel they are accepted.

Appendix VII-B
LEARNING AND DEVELOPMENT PROGRAM MANAGEMENT STRUCTURES
The type of program management structure for learning and development programs/
interventions depends on the delivery modality as well as the coverage of the
program/intervention implementation (i.e., national, regional, school or unit level),
duration, location, and the size of target group of learners.
Below are typical program management structures for the different modalities.
A. Job-Embedded Learning (JEL)
 Since JEL covers L&D interventions that are integrated in the employees’ workplace
performance and practices, the management structure for this type of modality
involves the employee’s direct supervisor as the Program and Learning Manager.
As the Program and Learning Manager, the supervisor has the primary
responsibility for planning and designing, developing learning resource materials
(including job aids), implementing, monitoring and evaluating the intervention
and the employees’ learning progress. The supervisor collaborates with his/her
superior for the review and approval of the interventionBox 1. provides

design, Typical Program
Management Structure
for JEL
feedback on progress, and submits completion report at the end of the
intervention.

Box 1 shows a typical JEL program management structure. This structure applies
to job expansion, stretch assignments and informal JEL interventions, where the
supervisor intervenes spontaneously as part of his/her supervision over the
employee. In some instances, the supervisor may delegate supervision of the JEL
intervention to a JEL lead person or adviser.
 For Committee Work, if the employee is assigned to a committee chaired by another
person, the supervisor coordinates with the committee chair to brief him/her on the
Box 2. Program Management Structure for
Committee Work objective of the employee’s
assignment to the committee,
and to get feedback on the

Committee Chair
employee’s performance. The
committee chair supervises
and coaches the employee on matters related to the committee work. The
supervisor also coaches the employee, as necessary, and facilitates processing of the
employee’s experience during and after the assignment. Box 2 shows the program
management structure for Committee Work.
The Committee Work program management structure also applies for Special
Projects, if the immediate supervisor is not the lead person for the project.
 In the case of Job Shadowing, the typical JEL program management structure applies
if the employee will shadow the

Job Shadowing
immediate supervisor. If the
Chapter VII: L&D Program Delivery Senior Employee

6
employee will shadow another senior employee within or from another unit, the
immediate supervisor coordinates with identified senior employee to discuss the
purpose of the Job Shadowing intervention, and to get feedback on the employee’s
progress along the learning objectives.
Please see Box 3 for the Job Shadowing program management structure.
 Job Rotation involves cross - posting of employees to other work stations. Aside from
having the head of office approve the temporary transfer of employees, the
supervisor also informs the office’s human resource unit on the movement of
people, and prepares necessary documentation. The supervisor likewise collaborates
with the units to which the employees will be cross-posted to discuss the purpose of
the intervention, and to get feedback on the employees’ progress and performance.
The supervisor may provide additional coaching and facilitates processing of
employees’ learning progress.
Box 4 shows the program management structure for Job Rotation.
Box 4. Program Management Structure for Job Rotation

HR Office Work Station Supervisor(s)
B. Relationship and Discussion-Based Learning
 Like JEL, most Relationship and Discussion-based Learning interventions happen in
the workplace. As such, the employee’s immediate supervisor acts as the Program
and Learning Manager.
 The typical JEL program management structure applies if the immediate supervisor is
the coach or the mentor. In cases when another person is identified as the coach or
mentor, the supervisor as the Program and Learning Manager collaborates with this
person to ensure that the purpose of the intervention is clear, and to get feedback
on the learning progress of the employee as the coachee or mentee.
Box 5 shows the program management structure for coaching and mentoring (where
the coach or mentor is not the Box 5. Program Management Structure for
Coaching and Mentoring
employee’s supervisor).
Mentor or Coach

Employee 1 Employee 2
 For Peer-assisted Learning, the
supervisor as the Program and Learning Manager works with both employees to

Peer-assisted Learning

clarify the intervention’s purpose, provide guidance if necessary, and monitor their
learning progress. The program management structure for Peer-assisted Learning is
shown in Box 6.
 A Community of Practice that is exclusive to an office, unit or school will also have
the supervisor or a designate as the program manager. However, since employees
may join communities of practice that are outside of the agency, the supervisor or a
designated person may perform the role of a learning facilitator who will process,
monitor and evaluate the employees’ learning as a result of their participation in
communities of practice.
C. Formal Learning Activities
 Formal learning interventions like training courses, conferences, seminars, etc. have
a more defined program management structure, owing to the multiple tasks that
need to be orchestrated, especially if these are to be implemented in-house in a
face-to-face setting.
Box 7 shows a typical program management structure for training courses, seminars
and conferences. The team composition may be adjusted depending on the coverage
of the program/intervention and number of learners. (For example, the roles of
Logistics Officer and Welfare Officer may be performed by one person, the Project
Manager may also take on role of Learning Manager, or the task of documentation

may be performed by the secretariat, if the program/ intervention has a short
duration and small number of learners.)
Box 7. Program Management Structure for Face-to Face Training Courses,

Seminars and Conferences
Table XX presents the key tasks included in the LDD Program Management Team (PMT)
members’ terms of reference, clustered along three phases: pre-delivery, actual delivery
and post-delivery.3
3
For brevity, “intervention” will be used throughout Table XX, instead of “program/intervention,” except when referring to the
Program Owner, the Program Management Team (PMT), Program Manager, and Program Secretariat.

LDD PMT Terms of Reference
Team Members Pre-Delivery Actual Delivery Post-Delivery

 Finalizes composition and  Collaborates with Program  Facilitates post- intervention
Program Manager (PM)
mobilizes LDD PMT and team Secretariat to ensure smooth de-brief with LDD PMT and LSP
of learning service providers flow of learner registration team to discuss post-
Oversees the (resource persons, etc.)  Partners with Learning intervention evaluation and
implementation of the  Orients learning service Manager in ensuring that LSPs discuss improvement areas
entire intervention, i.e., providers (LSP) and LDD PMT are prepared, and all learning  Leads in crafting the
from pre-delivery, on their terms of reference, and delivery materials are Intervention Completion
actual conduct, and and initiates contracting ready for their use Report in collaboration with
post-delivery. The PM process with external LSPs  Collaborates with Learning LDD PMT
supervises the LDD PMT  Collaborates with LSPs and Manager in monitoring  Ensures uploading of all
to ensure that all Learning Manager in the performance of LSPs relevant intervention data to
processes are carried review of intervention design  Supervises and monitors the Learning and Development
out and outputs and walk-through of the performance of LDD PMT to Information System (LDIS)
delivered according to learning resource package ensure that all delivery logistics  Ensures complete inventory of

standards  Supervises communication are available and in order, and materials and other related
with learners and their needs of learners and LSPs are documents
supervisors, LSP, and invited attended to  Coordinates with Finance
guests regarding intervention  Collaborates with the Learning Officer to ensure that all
details Manager, QAME Coordinator financial reports are prepared
 Collaborates with Finance and Documenter in ensuring and financial obligations are
Officer to ensure purchase that intervention is settled
requests and fund documented, monitored, and  Accomplishes Intervention
disbursements are in order evaluated Closure Checklist
 Oversees preparation of
 Conducts end-of-day
learning resources, supplies,
debriefing with LDD PMT and
and other delivery logistics
LSPs to assess conduct and
 Accomplishes Pre-Program
learners’ responses, etc.,
Delivery Checklist with the
address issues, and plan for
assistance of the QAME
succeeding day/s
Coordinator

Learning Manager  Collaborates with LSPs and  Prepares and maintain  Analyzes results of learning
Program Manager in the conducive learning evaluation in collaboration with
review of intervention design environment by facilitating the QAME Coordinator
Ensures that the and walk-through of the unfreezing, expectation and  Participates in post-
intervention is carried learning resource package norm-setting activities intervention debrief and
out as designed based
 Ensures that activities, (including use of gender fair presents learning evaluation
on the detailed design mechanisms and resources and socially inclusive language)  Prepares report on
in collaboration with needed to support learning  Monitors LSP’s delivery of intervention highlights,
learning facilitators and management are planned and sessions according to observations, insights, and
resource persons. S/he prepared intervention design and use of recommendations related to
monitors learning effective presentation and learning management, and
progress of learners, facilitation skills submits to PM for inclusion in
collaborates with
 Collaborates with LSPs in the Intervention Completion
learning facilitators and
ensuring that learners are able Report
resource persons to
to meet learning objectives,  Prepares and sends
ensure that emerging
and any emerging learning communication to learners’
learning needs are
needs are addressed supervisors regarding L&D

addressed, and  Facilitates management of intervention completion and
facilitates management learning activities as scheduled importance of implementing
of learning activities. and as needed Workplace Application Projects
 Facilitates integration session
at the end of the intervention,
including preparation of
Workplace Application Project
plan
 Participates in or facilitates
end-of-day debriefing sessions
 Ensures that Level 2 (Learning)
evaluation is conducted
 Checks safety and security  Ensures that provisions for  Prepares report on critical
Welfare Officer
provisions in the session inclusion, safety, security, incidents related to inclusion,
Ensures that provisions venue, billeting places and health, and wellness are always safety, security, health, and
for inclusion, safety, other learning sites in place wellness, and submits to PM

security, health, and  Coordinates with PM, Finance  Ensures that meals are of good for inclusion in the Intervention
wellness of learners, Officer and Logistics Officer in quality, adequate quantity, and Completion Report
LDD PMT and LSPs are menu selection, considering served in a timely manner  Participates in post-
adequate and available needs of individuals with intervention debrief
 Attends to emerging inclusion,
at all times in the venue special dietary requirements
safety, security, health, and
(session halls,
 Checks availability and wellness concerns of learners,
accommodation and
accessibility of facilities and LDD PMT and LSPs (including
field visit sites)
services for individuals with incidents of social exclusion,
special needs in the session sexual harassment, tec.)
venue and billeting places
 Participates in end-of-day
 Checks the availability of
debriefing sessions
health personnel, first aid kit
and commonly used medicines
in the venue, billeting places
and other learning sites
 Prepares report on critical
Logistics Officer  Coordinates with Learning  Ensures availability of vehicles
incidents related to logistics

Manager on intervention when needed
Ensures the quality, and submits to PM for inclusion
logistic requirements  Checks that session halls are
adequacy, and in the Intervention Completion
 Coordinates with Program always ready for use, and
availability of facilities, Report
Manager and Welfare Officer conducive to learning
equipment, supplies  Participates in post-
on facilities, billeting and meal  Checks that equipment,
and materials, vehicles intervention debrief
requirements of learners, LDD technology support, etc. are
and other resources to
PMT, and LSPs always available when needed
support the successful
 Leads ocular inspection of
implementation of the L  Participates in end-of-day
venues, billeting areas and
and D intervention debriefing sessions
other facilities to ensure
 Collaborates with Program
adherence to standards and
Secretariat in ensuring that all
specifications
delivery and learner materials
 Coordinates with Program
are available when needed
Manager on transportation
requirements, and makes
necessary arrangements to
ensure vehicle availability

 Coordinates with venue
regarding session hall set-up
including ventilation, lighting,
and provisions for sound-
system, multi-media
equipment, etc.
Finance Officer  Assists Program Manager in  Reimburses travel and other  Liquidates all fund
the preparation of the budget related expenses associated disbursements and prepare
Oversees all finance- proposal and other needed with participation of learners, financial report as input to
related concerns of the financial documents LDD PMT, and LSP team Intervention Completion
L&D intervention,  Ensures availability of funds for  Oversees efficient allocation Report
including the efficient venue, meals, and other and timely release of funds  Compiles feedback and critical
allocation and timely logistics  Monitors and documents all incidents related to
release of funds as well  Initiates procurement disbursements against budget intervention’s financial
as the documentation processes of resources, to support liquidation management and submit to

for liquidation materials and relevant services, PMT as input to Intervention
and follows up fund Completion Report
debriefing sessions
disbursement with appropriate  Follows up status of payment
offices for suppliers and external
learning service providers
 Participates in post-
intervention debrief
QAME Coordinator  Collaborates with LDD PMT in  Applies process observation  Analyzes Level 1 evaluation
ensuring that pre-delivery and prescribed tools to results and prepares report for
processes and standards are monitor and evaluate presentation during post-
Implements the L&D observed intervention delivery intervention debrief
intervention QAME plan  Assists the Program Manager  Prepares daily QAME report  Assists Learning Manager in
in collaboration with in accomplishing the Pre- and submits to PM for analyzing Level 2 evaluation
the PMT Intervention Delivery Checklist discussion during end-of-day results
debriefing sessions  Prepares Post- Intervention

 Administers Level 1 post- QAME Report and submits to
session and post- intervention PM for inclusion in the
evaluation Intervention Completion
 Assists Learning Manager in Report
administering Level 2  Assists PM in accomplishing
evaluation Intervention Closure Checklist
 Participates in post-
intervention debrief
debriefing sessions
 Attends pre-delivery meeting
Learning facilitators  Applies effective presentation  Prepares and submits
and collaborates with Program
and facilitation techniques in Facilitator’s insights and
Manager and Learning
Facilitate learning conducting assigned sessions recommendations to be
Manager in the review of
sessions and/or deliver based on the L&D design included in the Intervention
intervention design and walk-
session content  Responds to learners’ Completion Report
through of the learning
according to design, and questions and concerns during  Compiles feedback and critical
resource package
collaborate with the sessions incidents related to learning
 Collaborates with Learning
Learning Manager to  Manages challenging learning management and submits to
Manager in reviewing profile

ensure that planned and needs of learners situations (e.g., withdrawn PM as input to Intervention
learning objectives are learners) Completion Report
met and emerging  Ensures that outputs and  Participates in post-
Manager to ensure that
learning needs of learning objectives are met by intervention debrief
physical set-up of session halls
learners are addressed the end of assigned session/s
is appropriate to planned
(Learning facilitators  Provides feedback to Learning
learning sessions
may be internal or Manager and Program
external to the Manager re critical incidents
Manager to ensure that all
organization) and participates in end-of-day
delivery and learning materials,
de-briefing sessions
as well as equipment, supplies,
etc. are available and in good
quality

Resource Persons  Applies effective presentation  Participates in post-
Manager and/or Learning
skills in delivering session intervention debrief, if
Manager in reviewing
Provides expert content based on intervention design appropriate
intervention design and
input during learning  Responds to learners’

sessions specific learning objective/s of questions and concerns during
(Resource persons may assigned session/s session/s
be internal or external  Collaborates with Learning  Ensures that learning
to the organization.) Manager in reviewing profile objectives are met by the end
and needs of learners of the assigned session/s
 Collaborates with PM to ensure  Provides feedback to Learning
that all delivery and learning Manager re critical incidents
materials, and equipment are and participates in end-of-day
available and in good quality de-briefing sessions, if
appropriate
Secretariat  Participates in pre-delivery  Attends to registration needs  Assists the Program Manager in
meeting with the LDD PMT to of learners preparing the Intervention
Provides clerical and run through detailed  Ensures that learners fill up Completion Report
administrative support intervention design and attendance sheets every day  Compiles feedback and critical
to learners and the identify needed secretariat  Prepares directory of learners incidents related to secretariat
Program Management support based on registration forms support and submits to

Team, and maintains  Assists in the reproduction of  Assists in the distribution of Program Manager as input to
repository of records, learning resource materials learning materials and supplies Intervention Completion
documents and learning  Ensures that all needed  Assists in posting and Report
resource materials materials, supplies, and collection of session and  Participates in post-
equipment needed to provide intervention outputs intervention debrief
effective and efficient  Compiles intervention
secretariat support are documents and learning
available and in good quality resource materials
 Provides feedback to Program
Manager on critical incidents
related to secretariat support
debriefing sessions
Documenter
 Participates in pre-delivery  Documents session  Prepares summary of
Records proceedings,
meeting with the LDD PMT to proceedings including proceedings
takes photo and/or
run through activity activities, inputs, learners’  Participates in post-
video documentation,
implementation plan and responses and outputs intervention debrief

and prepares summary identify needed  Participates in end-of-day
of proceedings documentation support debriefing sessions

Appendix VII-C
L&D DELIVERY LOGISTICS SUPPORT CHECKLIST4
Program/Intervention Title
Implementation Date/s
Venue
Venue Details Status

 * Attach illustration of room set-up
* Remember to plan for:
- Area for Project Management
Team (PMT) and learning service
providers (LSP)
Room layout
- Coffee or snack area (if to be
served inside room)
- Other special areas such as a
reading area, gallery viewing
Session Hall
area, supplies area, etc.

 * Number of rooms needed, for when,
for what activity and number of
Break-out rooms persons per room
* Attach illustration of room set-up
 Audio/ video * Number and types (wireless or
system corded) of microphones needed
* Indicate sessions where music and
4
List may be modified depending on the L&D program modality.

video players are needed
 * Adequacy of lighting
Lighting
Session Hall
 * Temperature control
Ventilation
 * Location of comfort rooms

Comfort rooms
 L&D equipment * Equipment needed to deliver

planned L&D sessions; refer to
- Projector
detailed L&D activity plan to identify
- Laptop
these requirements.
- Screen
- Presenter
- Whiteboard
- Easel stand/s
- Others
 Rooming * Sleeping arrangements during
arrangement activity if residential
* Attach rooming list
 Hotel and room * Services and facilities available to
amenities
Accommodation
learners, PMT, and LSP free of charge

* Expenses to be charged to learners,
PMT, and LSP
 Others
Details Status
 Meal * Meals to be served (AM/PM snacks,
requirements
Meals
lunch, etc.)

* Number of learners, PMT, LSP,
guests, etc.
 Special dietary * Names of individuals and dietary
needs requirements
 Menu * Food to be served for each meal

* Reminder to supplier re special
dietary needs
Meals
* Arrangement for flowing coffee/tea

 Schedule of * Time for coffee breaks, lunch, and
serving other meals
 Meal service area * Service area or location of coffee

breaks, lunch, and other meals
 Others
 Reservation for * Name, address of L&D venue

venue
* Name of contractor
Venue Reservation
* Dates reserved
 Contract for venue * Contract fee
* Payment schedule
 Arrangement for * Venue and set-up for socials
socials
* Food and drinks requirement
L&D Aids, Supplies and Details Status

Materials

 L&D kit/Bag * Contents of kit
 Binder
 Notebook * Attach template for the nametags
 Nametag
 Ball pen
 Others (e.g., USB
drive, etc.)
 Presentation * Titles of presentations
Slides
 Handouts and
Learning Resource Materials
* Titles of handouts and worksheets

worksheets
* Attach template that would be used
in developing these materials
 Structured * Worksheets and supplies needed
Learning Exercise
materials * Quantity and specification
 Other visual aids * Titles of visual aids
* Attach design of visual aids, if to be
prepared
 Attendance sheet
Other Forms
* Format
* Level 1 and 2 evaluation tools
 Registration form * Documentation template
 Level 1 evaluation
 Level 2 evaluation
it
ersK
n

 L&D program
documentation
 Certificate of * Attach a template for the certificates

Participation
 Certificate of
Appearance
Items Details Status

 Easel sheets/ * Quantity and specifications of supply
Manila paper requirements
 Cartolina paper
 Copy/Bond paper
 Colored paper
 Markers
 Masking tape
Supplies and Materials
 Meta-strips/cards
 Map pins
 Puncher
 Paper clips
 Stapler/ staple
wire
 Scissors
 Cutter

 Glue
Supplies and Materials
 Folders
 Envelopes
 Prizes
 First-aid kit
 Extension cords
 USB/thumb drives
 National anthem/s
(audio)
 Flag
 Others
 Printer * Quantity and specifications

Other Equipment
 Camera
 Recorder
 Others
Travel and
Details Status
Transportation
 Transportation * Travel requirements of learners, PMT

requirements and LSP
* Attach travel/transportation plan
 Payment for * Transportation providers and cost

transportation
* Payment schedule
 Per diem / * Allowances for learners and Project
allowances Management Team
* Indicate names and amount
Communication/ Details Status

Documentation
 Invitation to * List of learners
learners
Guests
* Means of communication (e.g.,

memorandum, email, etc.)
* Date for release of communication
 Communication to
Learners/Learning Service Providers/

learners’ head of memorandum, email, etc.)
office/ school
 Invitation to * Means of communication (e.g.,
Learning Service memorandum, email, etc.)
Providers
 Terms of * Terms of reference and contract for
reference/ signing of external learning service
Contract providers
 Payment for * Professional fees
learning service
providers * Payment schedule
 Invitation to * Names of guests for opening, closing
guest/s and other important activities during

program
memorandum, email, etc.)
Source: Adapted from Philippines–Australia Human Resource and Organisational

Development Facility and Provincial Government of Aklan (n.d.). PGAklan Learning and
Development Manual (Volume 3). Manila, Philippines.

Appendix VII-D
Memorandum of Agreement (MoA)
Purpose of the Agreement
This section clarifies the purpose of the MoA: why and how the parties came together. It
includes:
a) Name of parties involved
b) Brief description of the scope of work
c) Financial obligations of each party, if applicable
d) Date agreement is in effect
e) Key contacts for each party involved
Detailed Description of Roles and Responsibilities
This section identifies the mutual and joint responsibilities (collaborative tasks) and the
expected result of those joint efforts. In addition, it lists the specific roles and
responsibilities of each entity.
Payment Schedule if Applicable

This section details the amount of fees that one party will pay the other and the timing of
the payment. The payment schedule should include a timeline of specific deliverables that
will trigger payment.
Duration of the Agreement
This section states the effective date of the agreement, and how the agreement can be
modified or terminated.
Signatures of Parties’ Principals
Spaces are provided for the names and signatures of an official from each party who is
authorized to approve agreements on the party’s behalf. A space for the date the
agreement was signed is also required.
Note: The MoA is not in effect until all parties have signed the document. Each party should
then be provided with a signed original copy of the agreement.
Source: National Education Academy of the Philippines. Series of workshops and write-
shops on preparing the L&D System Manual (2016-2017). Unpublished

Appendix VII-E
L&D PROGRAM/INTERVENTION COMPLETION REPORT
Program/Intervention
Indicate full title of the L&D program/intervention.
Title
Indicate location and specific venue; e.g. Cebu City, DepEd
Location and Venue
Ecotech Center
Indicate duration (number of days) and dates (from dd/mo/yr
Duration and Dates
- dd/mo/yr) of the L&D program/intervention.)
Program Manager Indicate Program Manager’s name, position and office/unit.
Learning Service
Indicate names of facilitators/trainers and their positions.
Providers
Male (Indicate Female (Indicate Total (Indicat

number) number) e total
Number of Learners number)
List of Learners Attach list of invited and confirmed learners. (Attachment 1)
Attendance Record Attach attendance sheets. (Attachment 2)
Provide brief summary of the program/intervention to include:
 Background and rationale

 Workplace development objectives
Executive Summary  Major content areas

 Highlights of the program/intervention
 Critical incidents
Indicate terminal objective(s) as stated in the

Program/Intervention program/intervention design.
Objectives
Attach detailed L&D intervention design. (Attachment 3)
Schedule
List down outputs produced by learners during the

Program/Intervention program/intervention.
Outputs
Learning Resource List the resource materials used to conduct the
Package program/intervention; e.g. session guides, references, etc.
Program M&E Results Identify key results of the L&D program/intervention, based on
analysis of monitoring and evaluation data. (Refer to Monitoring
and Evaluation Plan.)
Level 1 (Reaction): Post-program/intervention evaluation

 Summary of participants’ post-program/intervention
evaluation
 Summary of Program Manager’s review and evaluation
 Summary of learning service providers’ review and
evaluation
Level 2 (Learning):

 Summary of pre- and post-test results
 Summary of outputs produced by the learners during the
program
Attach post-program/intervention evaluation results (Attachment
4), and pre-and post-test results. (Attachment 5)
Provide comments related to elements of program/intervention

design:
 Selection of learners
 Appropriateness and attainability of learning objectives
 Adequacy and organization of content
 Appropriateness of delivery methodologies
General Comments  Adequacy and appropriateness of learning resource
materials
 Effectiveness of learning service providers
 Others
Provide comments related to program management:

 Pre-delivery preparation
 Delivery
 Post-delivery
Present recommendations to improve program/intervention

Recommendations
design and management.
Provide brief summary of expenditure vis-à-vis budget. Discuss

any deviations.
Financial Report Attach breakdown of expenses vis-à-vis budget: board and
lodging, honoraria, training materials, administrative cost, etc.
(Attachment 6)

1. List of learners
2. Attendance sheets
3. Detailed L&D design
Program Report
4. Post-program/intervention evaluation results
Attachments
5. Pre-and post-test results
6. Financial report
7. Program documentation
Appendix VII-F
SESSION ROOM SEATING ARRANGEMENTS5
The physical setup of chairs, tables, and presentation in a session room can significantly
influence learning. Instructional communication theory suggests that seating
arrangements can impact how the learning facilitator or trainer communicates with
learners and how learners interact with one another, impacting engagement,
motivation, and focus (McCorskey and McVetta, 1978).
More recent research also suggests that learners tend to prefer more flexible seating
arrangements (Harvey and Kenyon, 2013). In particular, learners have been shown to be
5
Adapted from Yale Center for Teaching and Learning. Classroom Seating Arrangements. Retrieved from
https://ctl.yale.edu/ClassroomSeatingArrangements (22 March 2018)

more partial towards classrooms with mobile vs. fixed chairs, and trapezoidal tables
with chairs on casters as opposed to rectangular tables with immobile chairs.
In general, spaces designed in a learner-centered manner, focusing on
learner construction of knowledge, can support learning (Rands and Gansemer-Topf,
2017). Facilitators can consider ways to modify seating arrangements and match
arrangements with the demands of learning activities to help maximize learning.
Examples
Figure 21. Traditional, Roundtable and Horseshoe Seating Arrangements
Traditional Roundtable Horsehoe or
Semicircle
 Traditional (also known as classroom set-up)- The traditional lecture setup typically
consists of rows of fixed seating. Learners face the trainer with their backs to one
another. This seating arrangement is historically common in colleges and universities,
minimizing learner-learner communication and largely supporting a “sage on the stage”
learning environment. The highest communication interactions between facilitators

(trainers or resource persons) and learners typically occurs with learners in the first
row or along the middle of the classroom. Learners in back rows are more likely to be
less engaged.
This can be used for formal presentations and lectures, rather than for facilitated
activities.
 Roundtable - Many room arrangements may consist of facilitator (trainer) and learners
sitting around a single large table. This seating arrangement can also be formed using
individual desks. Learners and trainer all face one another in this setup, which can
support whole-class as well as pair-wise dialogue.
Appropriate for small size of learners where group discussion or small conversations is
the predominant methodology.
 Horseshoe or Semicircle (also known as U-shape or case room set-up) - The horseshoe
or semi-circle offers a modified roundtable setup, where all participants face each other
while the facilitator (trainer) can move about the room. The horseshoe encourages
discussion between learners and with the trainer, although this setup tends to
encourage more engagement between the facilitator and learners directly opposite,
with slightly lesser amounts for learners immediately adjacent to facilitator. A
horseshoe setup can be particularly effective when the facilitator wishes to project and
discuss course-related material in the front of the class.

Figure 22. Double Horseshoe and Pods Seating Arrangements
Double Horsehoe Group Pods Pair Pods
 Double Horseshoe - This seating arrangement involves an inner and outer horseshoe,
and similar to the conventional horseshoe, invites greater discussion than the
traditional format. It is more limited by the backs of learners within the inner circle
facing learners in the outer circle. However, learners may also more easily interact with
those nearest to them or turn around and face learners behind them for group work.
 Pods (also known as cluster set-up)- The pod or pair arrangement can be designed with
rectangular, circular or trapezoidal tables, or individual desks. With regards to stations,
facilitators can place several tables together to form learner groups (e.g. 3 - 4 learners),
or pairs. This arrangement can be especially advantageous when learners will work in
groups or pairs with their classmates for a large portion of class time. More generally,
this arrangement communicates a learning community where learners are expected to
work with one another.
Recommendations

 Align arrangement with sessions - Facilitators should match classroom seating
arrangement to session objectives. For instance, classes involving group work might
utilize group pods, while whole class discussion might benefit from a horseshoe.
Facilitators can also strategically change arrangements during class to suit shifting
learning goals.
 Bolster arrangement with engagement - When dynamic change to seating
arrangements proves difficult, facilitators can bolster the physical space
through intentional engagement. For example, in a typical horseshoe arrangement
where learners along the sides may experience less attention, an instructor may be
more deliberate in their interactions with those particular learners. In a traditional
classroom setup where the facilitator cannot change the seating arrangements, they
can maximize learner engagement by implementing “Think-Pair-Share” or other active
learning activities conducive to learners working with a neighbor. They can also
encourage learner groups to work in other spaces of the classroom as needed (e.g.
corners of the room, break out spaces, etc.).
 Set up early - Rooms should be set-up early before sessions. A short stretch break may
be called if succeeding activities require new room arrangements. Learners may also be
requested to help.
References
Harvey EJ, Kenyon MC. (2013). Classroom Seating Considerations for 21st Century
Learners and Faculty. Journal of Learning Spaces, 2(1).

McCorskey JC and McVetta RW. (1978). Classroom Seating Arrangements: Instructional
Communication Theory Versus Learner Preferences. Communication Education, 27, 99-
111.
Rands ML and Gansemer-Topf AN. (2017). The Room Itself is Active: How Classroom
Design Impacts Learner Engagement. Journal of Learning Spaces, 6(1).

Appendix VII-G
L&D PROGRAM/INTERVENTION IMPLEMENTATION PREPAREDNESS CHECKLIST
Purpose and To guide the L&D Program Management Team in ensuring that all critical
users of the program/intervention delivery requirements are available and in place
tool prior to implementation.
A. L&D Program Brief

Title
Competencies for
Development
Terminal Objective
Target Participants
Number of Target
Participants
Region Division
School
Venue
Duration Dates
Budget Requirement
Implementing Office
Program Manager

B. Assessment
Direction: Please assess your office’s readiness to implement the L&D program along each
of the program delivery requirements.
o Tick (✓) the box opposite item if this is complete or fully complied with.
o Note down under “Remarks” the gaps and status of items that are incomplete.
Readiness to implement means all of the items have been
checked and validated.
Requirements Please Remarks/Status

Check
1
Authority to Conduct/ Activity
.
Request
2
.
Training Program Design
3
.
Financial Requirements
4
.
Logistical Requirements
5 Registration and Confirmation

.
Mechanism

6
.
Communication Strategy
7
Orientation of Program
.
Management Team
8
Orientation and Training of
.
Trainers and Facilitators
9
Trainers’/Learning Facilitators’
.
Delivery Package
1
0
Learners’ Resource Package
.
1
1
Program Evaluation tools
.
1 Venue Inspection and

2
Certification of Compliance with
.
Training Requirements
Prepared by: Name, position, and signature Date:
Verified by: Name, position, and signature Date:

Appendix VII-H
L&D PRE-DELIVERY QUALITY ASSURANCE

ASSESSMENT GUIDE
Purpose and To guide the L&D Delivery Program Management Team in preparing for
users of the program/intervention implementation according to L&D Delivery
tool standards.
A. L&D Program Brief
Title of L&D Program/Intervention

 Training  Benchmarking
 Seminar  Field visit
 Conference  Coaching
L&D Modality  Workshop  Mentoring
 Symposium  Learning Action Cell
 Others (Please specify)
Duration of L&D Program/

Intervention
Dates of Conduct of L&D
Venue
Program Owner
Program Management Team Leader

B. Assessment
Direction: Evaluate the L&D program/intervention in all standards applicable to the L&D
modality. Tick (✓) the box corresponding to the assessment rating of each standard:
o F - Full compliance
o S - Substantial compliance
o P - Partial compliance
o N - No compliance
Note down specific comments for items that did not fully meet standards.
Assessment
Standards
F S P N Comments
Team Management
1. Program Management Team (PMT) structure and
composition is adequate in number and competency
mix to perform roles.
2. Roles and expectations from PMT members are
clearly defined and documented in a terms of
reference (TOR) and agreed on.
3. PMT members possess the required competencies
to perform assigned roles.
4. Learning service providers (e.g., learning facilitators,
resource persons, etc.) are adequate in number and
meet competency requirements for assigned roles
based on NEAP’s screening and accreditation
process.
5. TOR and contracts (including honorarium) of
external learning service providers are approved and
signed by both parties (DepEd and external service
providers) before actual conduct of the

program/intervention.
Program Management
1. Planned program/intervention implementation is
officially communicated to concerned offices/units
and learners in electronic and print media.
2. Target learners identified in the design are the ones
invited.
3. Number of invited learners appropriate to L&D
modality
4. Substitution of learners is communicated to LDD
Program Management Team in electronic or print
media.
5. Attendance is confirmed by learners and their
supervisors in a timely manner.
6. Registration forms sent out to confirmed learners
and accomplished forms received in a timely
manner.6*
7. Confirmation of attendance notices are sent out to
learners containing pertinent program details and
logistical arrangements (e.g., transportation, per
diem, accommodation, etc.) in a timely manner.*
8. Identified guests are invited and attendance is
confirmed in a timely manner.*
9. Arrangements for program documentation
completed
Resources and Welfare Support Management
*
Mandatory for formal knowledge and skills transfer modalities.
*
Mandatory for formal knowledge and skills transfer modalities.

1. Welfare and administrative arrangements for
lodging, venues for learning sessions, meals, per
diem, transportation, and technology support are
made in a timely manner based on L&D program
requirements.7*
2. Contracting is done according to DepEd guidelines,
Republic Act 9184 (Government Procurement
Reform Act), and COA rules.
3. Venue
o accessible to all including individuals with special
needs
o provides reasonable accommodation to
individuals with special needs
o in a safe, secure, and peaceful location
o has facilities for individuals with disabilities or
special needs (e.g., ramps, signposts, parking,
elevator, etc.)
o session rooms well-lighted, well-ventilated,
spacious, and appropriately set-up for learning
sessions
o breakout and open spaces available for small
group activities and informal interactions
o has clean and accessible hygiene and sanitary
facilities
4. Accommodation
o clean, well-lighted, and ventilated
o spacious for maximum of four occupants to a
room with at least one toilet and bathroom

o has facilities and amenities for individuals with
disabilities
5. Meals
o proposed menu with variety of healthy and
nutritious food
o proposed menu considers dietary requirements
and restrictions of learners, learning service
providers, and PMT
6. Equipment, tools, supplies, and technology
o arrangements for availability of equipment and
tools completed
o arrangements for availability of wi-fi connection
and other technology support completed
o all supplies and learning aids prepared at the
right quality and quantity
o learners’ kit assembled and ready for distribution
7. Learning resource packages at the right quality and
quantity prepared
8. Emergency plan and first-aid kit are ready
Learning Management
1. Tools and materials that will support learning
management are prepared.
2. Team members who will monitor learning
management and handle management of learning
activities are clear about their roles.
Overall Comments: Recommendations:

Prepared by Internal QAME Associate (Signature, Name and Date:
Position):
Noted by L&D Program Manager (Signature, Name and Position): Date:
Reviewed and Endorsed by PDC (Signature, Name and Position): Date:
Approved by Head of Office (Signature, Name and Position): Date:

Appendix VII-I
LEARNING SESSION EVALUATION FORM
 Level 1 (Reaction) evaluation tool to be accomplished by learners at the

Purpose and end of each session.
user of the  Data will be used by Program Management Team as input to de-
tool briefing session at the end of the day to evaluate program
implementation, and plan for improvement.
Session Title (or Topic):
Session Facilitator: Date:
To the participant: Your inputs are vital in ensuring that each learning session meets your
learning objectives.
Please rate each item by checking the appropriate box.
SA - Strongly Agree A - Agree D - Disagree SD - Strongly Disagree
Items SA A D SD
1. My learning objectives for the session were met.
2. The information I got from the session is relevant and
applicable to my work.
3. The organization and sequence of topics facilitated my
learning.
4. The time allotted for the session was sufficient for me to
absorb inputs or accomplish outputs.
5. The session started and ended on time.
6. The activities and exercises aided my learning.

7. The learning materials were adequate and aided my
learning.
8. I was given adequate opportunity to demonstrate what I
was learning.
9. The facilitator’s clear and substantive presentation of the
topic contributed to my learning.
10. I was fully engaged because of the facilitator’s skill in
facilitating activities, exercises, and discussions.
11. I felt comfortable to participate in discussions and activities
because of the facilitator’s skill in attending to learners’
needs.
12. The facilitator’s adeptness in use of delivery support
materials aided my learning.
Comments and suggestions
Region/Bureau/School Name and Position (optional)

Appendix VII-J
 On-site Monitoring and Evaluation Form to be accomplished by External

QAME Associate to validate whether the L&D intervention is
Purpose and
implemented as planned.
user of the
 Data will be used by the External QAME Associate to provide feedback
tool
to the L&D Program Management Team and learning service providers
on issues that need to be addressed.
ON-SITE MONITORING AND EVALUATION FORM8
BASIC INFORMATION
Region
Division
Learning Service Provider
Activity/Event Monitored
Address
Inclusive Dates
Date Monitored
8
This form was developed by NEAP and is currently used by QAME associates certified by NEAP.

No. of Trainers and No. of Participants
Class Grade _ Grade _
Participants Trainers Participants Trainers
Please rate the conduct of the program delivery along the following areas.
SA: Strongly Agree A: Agree D:

Disagree SD: Strongly Disagree
Activities SA A D SD
A. Conduct of the Program Delivery (Daily Monitoring)
1. Operational concerns
 Activities start and end according to schedule
 Attendance is systematically monitored and should reflect

gender/sex
 Modifications in activities and schedule are consulted with the
participants and are given ahead of time
 Provision of the following consistently follows agreed
standards
- Food
- Training Venue
- Accommodation
 Medical personnel and medical provisions for emergencies

e.g. common medicines, first aid kit, are available
 Training/Learning materials are available and adequate
 Support materials and equipment are available and

serviceable
 Issues and possible courses of action are identified in the
briefing and debriefing sessions
 Ground rules were clear and compliance was monitored
2. Sessions and Trainers
 The trainers used the approved resource package (session

guide, PowerPoint presentation, video presentations, etc.)
 Trainers and sessions are evaluated using standard tools
 Participants were given competency assessment before and

after the session/s, if applicable

 The expected outputs are gathered and properly accounted
for
 Accomplished evaluation tools are collected from participants
immediately for processing and feedback
 Feedback is given as may be needed
B. Post Program Activities (At the end of the Program)
1. Certification of Participants
 Certification is conferred upon completion of the program and

upon satisfaction of requirements
 Certification is issued at the end of the program
2. Program Evaluation
 Program evaluation is administered immediately after the last

session
 Results of the evaluation is used and incorporated in the End
of the Program Report
 The participants were given assessed as regards their learning
(Rapid Competency Assessment)
CRITICAL INCIDENTS: If you have encountered any remarkable event/situation
(either positive or negative) that needs to be detailed here, please accomplish the
STAR form. You may need extra sheets to accomplish this.

Situation/Task- Describe the specific situation and/or task that needed to be
accomplished.
Action – Describe how the person/s or the team responded to the situation or acted
on the task at hand.
Result – Describe the effect of the action or lack of action.
Comments and Suggestions:
Name and Signature of

Monitor
Date
CRITICAL INCIDENTS

(This STAR form will be used to document critical incidents that are not captured
in the QAME Forms and may be accomplished as may be needed)
Title of Training: ___________________
DATE SITUATION/TASK ACTION RESULT
Prepared by: _____________________________

Appendix VII-K
END OF PROGRAM EVALUATION9
Dates conducted
To the participant: Please help us assess the conduct of this learning intervention by checking
the appropriate cell opposite each item.
1: Strongly Disagree 2: Disagree 3: Agree 4: Strongly Agree
ITEMS 1 2 3 4
A. Learning Objectives
1. Learning objectives were clearly presented at the start of the
intervention.
2. Learning objectives were responsive to my competency
development needs.
3. Learning objectives were achieved by the end of intervention.
Remarks/Observations:
9
Adapted from STRIVE (2010). Training and Development System, Volume 5:
Program Delivery System.

B. Learning Management
1. An environment conducive to learning was established and
maintained.
2. Learning methodologies were appropriate and helped meet
3. Content of learning sessions was relevant to the learning
objectives.
4. Content was updated and based on reliable sources.
5. Questions and contributions from all learners were

encouraged.
6. Learners were assisted in processing learning through
appropriate and timely “management of learning” activities.
C. Program Management
1. Organization of learning sessions facilitated achievement of
2. Learning sessions were delivered according to planned
schedule of activities.
3. Learning resources and support materials provided helped
meet learning objectives.
4. Adequate learning resources and support materials were
provided in a timely manner.
5. Learning sessions were adjusted to meet any emerging
needs of learners.

D. Welfare Support
1. Learning venue was in a safe and accessible location.
2. Learning venue was clean, comfortable, and spacious.
3. Learning venue was well-lighted and well-ventilated.
4. Learning venue has provisions for individuals with special

needs.
5. Learning venue has adequate comfort rooms for women and
men.
6. Room accommodation was comfortable and spacious for the
assigned number of occupants.
7. Meals were nutritious and sufficient in quantity and quality.
8. Meals were served in a timely manner.
E. Program Management Team (PMT)

1. PMT members were attentive and responsive to needs of
learners.

2. PMT members showed competence in performing their roles.
F. Learning Service Providers (LSP) i.e., Resource Persons, Facilitators, etc.

1. LSPs were competent in their assigned sessions.
2. LSPs engaged all learners effectively.
3. LSPs responded to learners’ questions and concerns

effectively.
Name (Optional)
Sex Female Male
Office/School

Appendix VII-L
L&D PROGRAM/INTERVENTION CLOSURE CHECKLIST
ITEM Please REMARKS

Check
1. Conducted program/intervention debriefing and
submitted debriefing documentation
2. Paid all financial obligations

Honoraria
Board and lodging
Travel expenses
Etc. (specify)
3. Liquidated cash advances and submitted to head of

office/school for approval
4. Submitted financial reports, whenever necessary
5. Submitted Program/Intervention Completion Report

(including QAME report and results of end-of-
program/intervention evaluation)
6. Submitted performance evaluation of Program

Management Team
7. Submitted inventory of materials, if any
8. Submitted list of participants issued with certificate of

participation indicating control number
Note: provide Means of Verification for each item.

Prepared by: Program Manager Name and Signature) Date:
Reviewed by: Head of Office/School (Name and Signature) Date:

Appendix VII-M
Daily Debriefing Documentation
Date
Facilitators/Resource
Persons
Program Manager
What took place?

(Highlights of the day’s activities)
What went well?
What did not go so well? How can we improve on these?

What are our next steps?

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Handouts

1. Principles and Conditions for Learning in Adult Education1 (Appendix VII-A)

2. L&D Delivery Program Management Structures for different L&D modalities

3. L&D Delivery Logistics Support Checklist (Appendix VII-C)

4. Memorandum of Agreement Template (Appendix VII-D)

5. Program/Intervention Completion Report template (Appendix VII-E)

6. Session Room Seating Arrangements (Appendix VII-F)

Tools are used in carrying out LDD QAME

7. Program/Intervention Implementation Readiness Checklist (Appendix VII-G)

8. L&D Pre-Delivery Quality Assurance Guide (Appendix VII-H)

9. Session Evaluation Form (Appendix VII-I)

10. On-site Monitoring and Evaluation Form (Appendix VII-J)

11. End-of-Program/Intervention Evaluation Form (Appendix VII-K)

Chapter VII: L&D Program Delivery 1

PRINCIPLES AND CONDITIONS FOR LEARNING IN ADULT EDUCATION2

2 Learning is the discovery of the personal meaning and relevance of ideas.

3 Learning (behavioral change0 is a consequence of experience.

4 Learning is a cooperative and collaborative process.

5 Learning is an evolutionary process.

6 Learning is sometimes a painful process.

7 One of the richest resources for learning is the learner himself.

8 The process of learning is emotional as well as intellectual.

Conditions which Facilitate Learning

1 Learning is facilitated in an atmosphere that encourages people to be active.

2 Learning is facilitated in an atmosphere that promotes and facilitates the

Chapter VII: L&D Program Delivery 3

4 Learning is facilitated in an atmosphere in which difference is good and desirable.

5 Learning is facilitated in an atmosphere that consistently recognizes people’s right

6 Learning is facilitated in an atmosphere that tolerates ambiguity.

7 Learning is facilitated in an atmosphere in which evaluation is a cooperative

8 Learning is facilitated in an atmosphere that encourages openness of self rather

9 Learning is facilitated in an atmosphere where people are encouraged to trust

10 Learning is facilitated in an atmosphere where people feel respected.

11 Learning is facilitated in an atmosphere where people feel they are accepted.

Chapter VII: L&D Program Delivery 4

LEARNING AND DEVELOPMENT PROGRAM MANAGEMENT STRUCTURES

interventions depends on the delivery modality as well as the coverage of the

program/intervention implementation (i.e., national, regional, school or unit level),

duration, location, and the size of target group of learners.

A. Job-Embedded Learning (JEL)

responsibility for planning and designing, developing learning resource materials

(including job aids), implementing, monitoring and evaluating the intervention

superior for the review and approval of the interventionBox 1. provides

Chapter VII: L&D Program Delivery 5

supervisor intervenes spontaneously as part of his/her supervision over the

intervention to a JEL lead person or adviser.

 For Committee Work, if the employee is assigned to a committee chaired by another

assignment to the committee,

and to get feedback on the

committee chair supervises

management structure for Committee Work.

if the employee will shadow the

Chapter VII: L&D Program Delivery Senior Employee

immediate supervisor coordinates with identified senior employee to discuss the

progress along the learning objectives.

people, and prepares necessary documentation. The supervisor likewise collaborates

The supervisor may provide additional coaching and facilitates processing of

employees’ learning progress.

Box 4 shows the program management structure for Job Rotation.

Box 4. Program Management Structure for Job Rotation