Supervise Work-Based Training

COMPETENCY BASED LEARNING MATERIAL
Sector
Qualification Title
TVET
TRAINING METHODOLOGIES
and ASSESSMENT
Unit of Competency
: Supervise Work-Based Learning
Module Title
: Supervising Work-Based Learning
Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS ACADEMY
Marikina City
LIST OF COMPETENCIES
No.
Unit of Competency
Module Title
Plan Training Session
Facilitate
Session
3.
Supervise
Work- Supervising
Based Learning
Learning
4.
Maintain
Facilities
5.
Utilize
Electronic Facilitating e-learning
Media in Facilitating (Distance Education Mode)
Training Session
6.
Conduct Competency Conducting Competency

Assessment
Assessment
Planning Training Session
Learning Facilitating Learning Session

Work-Based
Training Maintaining Training Facilities
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Supervise WorkBased Learning
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HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the module in Supervising Work-Based Learning. This module
contains training materials and activities for you to complete.
The unit of competency "Supervising Work-Based Learning" contains
knowledge, skills and attitudes required for TRAINING METHODOLOGY (TM) 1.
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. In each learning outcome are
Information Sheets, Self-Checks, Operation Sheets and Job Sheets. Follow
these activities on your own. If you have questions, dont hesitate to ask your
facilitator for assistance.
The goal of this course is the development of practical skills. To gain these
skills, you must learn basic concepts and terminologies. For the most part, you'll
get this information from the Information Sheets and TESDA Website,
www.tesda.gov.ph
This module is prepared to help you achieve the required competency, in
"Supervising Work-Based Learning".
This will be the source of information for you to acquire knowledge and
skills in this particular competency independently and at your own pace, with
minimum supervision or help from your instructor.
Remember to:
Work through all the information and complete the activities in each section.
Read information sheets and complete the self-check. Suggested references are
included to supplement the materials provided in this module.
Most probably your trainer will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things.
You will be given plenty of opportunity to ask questions and practice on the job.
Make sure you practice your new skills during regular work shifts. This way
you will improve both your speed and memory and also your confidence.
Use the Self-checks, Operation Sheets or Job Sheets at the end of each section
to test your own progress.
When you feel confident that you have had sufficient practice, ask your Trainer
to evaluate you. The results of your assessment will be recorded in your
Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module.
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MODULE CONTENT
UNIT OF COMPETENCY
Supervise Work-Based Training
MODULE TITLE
Supervising Work-Based Training
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitude in Supervising
Work-Based Materials. It includes identifying trainees requirements,
preparing training plan, monitoring work-based training and evaluating the
effectiveness of work-based training against its objectives. You will also learn
the importance of a Training Regulation in the implementation of the
Competency-Based TVET Quality Framework (PTQF).
NOMINAL DURATION:
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Establish training requirements for trainees;
2. Monitor work-based training; and
3. Review and evaluate work-based learning effectiveness;
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LEARNING OUTCOME NO. 1:

ESTABLISH TRAINING REQUIREMENT
Contents:
1. Work-Based Training
2. Trainees Training Requirement
3. Training Plan
Assessment Criteria:
1. Relevant policies and guidelines are accessed and interpreted to guide
the development of work-based arrangements
2. Goals for learning for the trainees are identified and discussed with
relevant personnel
3. Training plan is prepared in accordance with agreed outcomes
4. Training schedule is developed, discussed and agreed with relevant
personnel
5. Support mechanisms are identified and arranged according to the needs
of the trainees
6. Availability of materials is confirmed with relevant personnel within the
budget requirements
7. The objectives for undertaking work-based training and the processes
involved are explained to the trainees.
Conditions:
The student/trainee must be provided with the following:
1. Workplace location
2. Equipment
Computer
3. Training Materials
a.
b.
c.
d.
e.
f.
g.
Learning Packages
Bond Papers
Ball Pens
Whiteboard Marker
Manuals
Competency Standard
Training Regulations
Assessment Method:
1. Written examination
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2. Demonstration with oral questioning

3. Portfolio
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LEARNING EXPERIENCES
LEARNING OUTCOME (LO) 1
ESTABLISH LEARNING REQUIREMENTS FOR TRAINEES
Learning Activities
Special Instruction
Read Information Sheet 4.1-1

Work-Based Training
If you feel you can explain work-based

training and enumerate its objectives,
you can now answer Self Check 4.1-1
Answer Self Check 4.1-1
If you score 100% upon comparing your

answer to Answer Key of Self Check 4.1-1
you may now proceed to Information
Sheet 4.1-2. If not, return to Information
Sheet 4.1-1

Trainees Training Requirement
If you feel that you can already determine

the current competencies of the trainees
and identify their training requirements,
please proceed to Job Sheet 4.1-4
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Learning Activities
Special Instruction
Do Job Sheet 4.1-2
Prepare/ Fill up the forms a) Self

Assessment Checklist Form 4.1-4.1, b)
Determining and Validating Trainees
Current Competencies Form 4.1-4.2,
Comparing and Cross Matching of
Competencies Form 4.1-4.3 and d)
Trainees Training Requirement Form 4.11.4. Let your facilitator check and give
you feedback. If your output meets the
required performance criteria, you can
now proceed to Read Information Sheet
LO4.1-5 if not read again Information
Sheet 4.1-4.

Training Plan
If you feel that you can already prepare

the Training Plan, you may do the Job
Sheet LO4.1-5
Do Job Sheet 4.1-4
Prepare the Training Plan using Form

4.1-5.1. Let your facilitator check and
give you feedback. If your output meets
the required performance criteria, you
can now proceed to LO 2, if not read
again Information Sheet 4.1-5.
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INFORMATION SHEET 4.1-1

WORK-BASED TRAINING
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. explain Work-Based Training; and
2. enumerate its objectives.
Work Based Training
Work-Based Training is a training delivery mode by which trainees are
exposed in the workplace. Training shall be done in coordination with
Industry/Training Provider
thru a Memorandum of Agreement / Training
Agreement by ILDO. It involves a Training Plan agreed and approved by both
parties. A Training Plan shall be provided as a guide in the conduct of training in
the workplace. The paid or unpaid work experience must be monitored by a
qualified trainer/training coordinator.
Workplace refers to industry and school-based activities e.g. IGP, Training
cum Production, Entrepreneurial Actvities like production of pastries.
Types of Work-Based Training
Job Shadowing
It is a school-supervised career exploration activity wherein trainees visit
worksites and shadow employees as they perform their jobs. Job shadows
emphasize observing the workplace, not participating as a productive worker. The
job shadow provides the trainees a meaningful introduction to the world of work
and provides a context for understanding the relationship and interaction between
the competencies taught in the training institution and the workplace.
Internship
Internships help trainees move from school to the workplace by offering
hands-on learning, in real work settings, over a relatively long period of time.
They are school-supervised and may be paid or unpaid. The internship is designed
to give trainees a better sense of the jobs within a particular business or industry;
to provide trainees with information about all aspects of the business; and to aid
them in understanding, through experience, how each part of a company aids
another in meeting the goals and objectives of a business or industry.
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Apprenticeship Program
It is a training and employment program involving a contract between an
apprentice and an employer on an approved apprenticeable occupation. Generally,
it aims to provide a mechanism that will ensure availability of qualified skilled
workers based on industry requirements. The period of apprenticeship covers a
minimum of four months and a maximum of six months. Only companies with
approved and registered apprenticeship programs under TESDA can be hire
apprentices.
Learnership Program
It is a practical training on-the-job for approved learnable occupations, for a
period not exceeding three months. Only companies with TESDA approved and
registered learnership programs can hire learners.
Dual Training System
It is an instructional mode of delivery for technology-based education and
training in which learning takes place alternately in two venues: the school or
training center and the company.
School-Based Enterprise
School-based enterprises (SBEs) typically involve trainees in the
management of a business that produces or sells goods and services as part of a
school program. SBE activities help trainees increase their skills in problem
solving, business operations, time management, and working in teams. The SBE is
typically located at a school and is a popular work-based strategy for school
districts without access to many local employers.
Objectives of Work-Based Training
The objectives of the Work-Based Training are as follows:
To expand and enhance the trainees learning through planned career

experiences in an actual work setting.
To help the trainees make the transition from school to work and
career.
To teach the environment of work.
To increase the trainees awareness and appreciation of the relevance

of basic, common and core competencies as they apply to their
qualification/ occupational choice.
To provide the trainees with opportunities for potential career

placement in their occupational choice.
To project a positive image for trainees through involvement in

business and industry
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Definition of Terms:
Career Experience is a planned and progressive educational program by
combining academic studies with on-the-job experience. It
helps the trainees gain the experience needed to obtain the
job of their choice.
(http://www.fms.treas.gov/hrd/students/scep.html)
Career - The general course or progression of one's working life or one's
professional achievements.
Placement - The finding of suitable accommodation or employment for
applicants.
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SELF CHECK 4.1-1

I.
FILL IN THE BLANKS

Instruction: Identify the words or group of words described by the following
statements..
1. A practical training on-the-job for an approved occupation, for a period
not exceeding three months.
2. A training delivery mode for technology-based education and training, in
which learning takes place alternately in two venues: the school or the
training center and the company.
3. A training and placement programs involving a contract between a
trainee and an employer on the approved occupation. It covers a period of
not less than four months and not more than six months within the
company.
4. The general term for a type training delivery mode by which trainees are
exposed in a work-place.
5. A school supervised career exploration activity wherein trainees visit
worksites and imitate employees as they perform their jobs. It
emphasizes on observing the workplace, not participating as a productive
worker.
II.
Enumeration
Instruction: Give what is asked for in the following statements.

1. What are the objectives of Work-Based Training?
a.
b.
c.
d.
e.
f.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
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ANSWER KEY TO SELF-CHECK 4.1-1

I. Fill in the Blanks
1. Learnership Program
2. Dual Training System
3. Apprenticeship Program
4. Work-Based Training
5. Job shadowing
II. Enumeration
The objectives of the Work-Based Training are the following:
To expand and enhance the trainees learning through planned career

experiences in an actual work setting.
To help the trainees make the transition from school to work and
career.
To teach the environment of work.
To increase the trainees awareness and appreciation of the relevance

of basic and common competencies as they apply to their
qualification/occupational choice.
To provide the trainees with opportunities for potential career

placement in their occupational choice.
To project a positive image for trainees through involvement in

business and industry.
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TRAINEES TRAINING REQUIREMENT
Learning Objective:
1. determine the current competencies of the trainees/group of trainees
2. identify trainees training requirement
Determine trainees current competency
To be able to determine the trainees training requirement, it is very
important to determine first their current competencies, in order to determine the
training gaps.
The trainer can determine trainees current competency by:
1. Checking with the trainee
When you meet the trainees, subject them to an oral interview or simple
written test if needed. If the learner is having a hard time to write or understand in
English language, use a simple language that the learner may easily understand
like using a local dialect.
2. Research
Analyze any pre session information available like enrollment or pre
application form and other related documents such as:
reports on previous competency assessment undertaken
resume or curriculum vitae
enterprise training and assessment records
performance report from supervisor
The Trainer could also use self assessment checklist to determine the
current competencies of the trainees:
Self-Assessment Checklist
How to prepare the check list?
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Using the form below, the trainer should:

1. List down all the competencies found in the Training Regulations of a
particular qualification
2. Let the trainees answer by checking the appropriate box. (YES if he/she
can perform the task and NO if he/she cannot perform the task)
CAN I?...
YES
NO
BASIC COMPETENCIES
1. (Unit of competencies)
1.1 (Learning Outcome)
COMMON COMPETENCIES
CORE COMPETENCIES
Notes:
1. All competencies (Basic, Common and Core) should be listed in the
Trainees Self-Assessment Checklist
2. Learning outcomes for each should also be included
3. Let the trainee answer the Self Assessment Checklist
4. The trainee must be guided by the trainer while answering the form
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SAMPLE:
INSTRUCTION: This Self-Check Instrument will give your trainer
data that are essential in designing a Training Plan for
you. Please check appropriate box of your answer to each
of the question below.
CAN I?...
YES
NO
BASIC COMPETENCIES
COMMON COMPETENCIES
CORE COMPETENCIES
1. Prepare pipes for installation
1.1 Identify
equipment
and
select
/
materials,
tools
and
1.2 Cut pipes
1.3 Thread G.I. Pipes
2. Make piping joints and connections
2.1 Fit-up joint and fittings for PVC pipe
2.2 Perform threaded pipe joints and connection
2.3 Caulk joints
3. Perform Construction Works
3.1 ..
3.2 ..
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Determining the current competency against Competency

standards
Identify Current Competencies acquired related to Job/Occupation
and Indicate
Proof of Evidence
Current competencies
Proof of Evidence
Notes:
1. Identify the current competencies related to the program being enrolled
by the target group/individual in the form
2. Identify and review proof of evidence documents indicated to support the
claim of competency
SAMPLE: (for Trainees in Plumber NC II)

and Indicate
Proof of Evidence
Proof of Evidence
Prepare pipes for installation

Make
piping
connections
joints
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Trade Skills Certificate 3rd Class

for Plumbing
and
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Determine trainees training requirements

After determining the trainees current competency, you may identify the
gap between the required competencies as defined by the unit of competency and
the learners current competencies. The gap between the required competencies
and current competencies is the portion of skills and knowledge the trainee needs
to achieve to be recognized as competent in a particular job.
The trainees training requirements can be validated with the following
appropriate personnel.
Trainers/teachers and assessors
Team leaders/supervisors/managers/employers
Participant/employee/learner
Technical experts
Union/employee representatives
Users of training information such as training providers, employers,

human resource departments
To determine trainees training requirements, the trainers may follow this

procedure:
1. Compare and Cross Match Competencies Identified
Current
Competencies
Required Units of
Competency/Learning
Outcomes
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Current
Competencies
Required Units of
Competency/Learning
Outcomes
Prepare pipes for

installation
Prepare pipes for

installation
Make piping joints

and connections
Make piping joints and

connections
Perform minor
construction works
Perform minor
construction works
Training
Gaps/Requirements
Perform single unit

plumbing installation
and assemblies
Perform single unit

plumbing installation
and assemblies
Perform plumbing
repair and
maintenance works
Perform plumbing
repair and
maintenance works
Conduct
testing
pipe
leak Conduct
testing
pipe
leak
2. Translate the Training Gap into Appropriate Training Requirements

Gaps
Module
Title/Module of
Instruction
Duration (hours)
Note: The training gap should be matched with the module title/module of
instruction of the units of competency and the nominal duration
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Gaps
Module Title/Module
of Instruction
Duration (hours)
Perform single unit Performing single unit

plumbing installation plumbing
and assemblies
40
Perform
plumbing Performing plumbing
repair
and repair
and
maintenance works
maintenance works
20
Conduct
testing
10
pipe
leak Conducting pipe leak

testing
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JOB SHEET 4.1-2

Title
Determine trainees training requirements
Performance Objective:
Given the Competency Standard of a qualification, you must :
1. Prepare self assessment checklist for the trainees
2. Validate the current competency of trainees
3. Identify training gaps
4. Determine trainees training requirement
Supplies
: Bond Paper
Equipment
: PC, Printer with Ink
Reference/s
Competency Standards for a specific qualification
Competency-Based Curriculum
Steps/Procedures :
1. Prepare a self assessment checklist, please indicate the basic,
common and core competencies for the qualification being
assessed (Form 4.1-4.1)
2. Let the student answer the Self Assessment Checklist
3. Validate the answer of the trainee (Form 4.1-4.2)
4. Determine training gaps by comparing and cross matching
current
competencies
with
required
units
of
competencies/learning outcomes (Form 4.1-4.3)
5. Translate the training gaps into appropriate trainees training
requirement (Form 4.1-4.4)
Assessment Method:
Portfolio Assessment, Questioning
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FORM 4.1
SELF-ASSESSMENT CHECKLIST
INSTRUCTION: This Self-Check Instrument will give your trainer a
data that is essential in designing a Training Plan for
you. Please check the appropriate box of your answer to
each of the questions below.
CAN I?...
YES
NO
BASIC COMPETENCIES
COMMON COMPETENCIES
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CORE COMPETENCIES
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FORM 4.2
DETERMINING AND VALIDATING

TRAINEES CURRENT COMPETENCY/IES
and Indicate Proof of Evidence
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Proof of Evidence
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FORM 4.3
COMPARING AND CROSS MATCHING OF COMPETENCIES
Current
Competencies
Required Units of
Competency/Learning
Outcomes
Training
Gaps/Requirements
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FORM 4.4
TRAINEES TRAINING REQUIREMENT
Gaps
Module
Title/Module of
Instruction
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Duration (hours)
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PERFORMANCE CRITERIA CHECKLIST

JOB SHEET 4.1-2
DETERMINING TRAINEES TRAINING REQUIREMENTS
Trainees Name: ____________________________ Date : _____________________
CRITERIA
YES
NO
1. Listed all the competencies and learning

outcomes in the self assessment checklist based
on the Competency Standards
2. Explained the purpose of self-assessment
instrument to trainees
3. Assisted the trainees in answering the selfassessment checklist
4. Determined trainees current competencies
5. Validated trainees current competencies
6. Determined training gaps by comparing and
cross matching current competencies with the
required competencies/learning outcomes
7. Translated training gaps into appropriate
trainees training requirement
Comments/Suggestions:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Trainers Signature: _________________________ Date : _____________________
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TRAINING PLAN
Learning Objectives:
1. Prepare a training plan in accordance with the identified trainees
training requirement
The Training Plan
Now that the trainees training requirements are already identified, it is now
the time to prepare the Training Plan. The objective of the Training Plan is to
define the strategies, tasks, and methods that will be used to meet the training
requirements.
What is a Training Plan?
Training plan is a description of how the training will be done, the flow of
training from input to end results, including the resources that will be used.
The training plan will outline who will deliver the training, and when and
where your apprentice or trainee needs to go to receive the structured component
of the training.
Note that it should be treated as a working document. It should be flexible
enough to meet all your needs. Remember that you can talk about this at any
stage during the training.
What to include in the training plan
The training plan must specify the following:
the competencies to be obtained
the time-frame for achieving the competencies
the training to be undertaken
the delivery modes to be employed
who is responsible for the delivery and/or assessment of each

competency
assessment details and arrangements
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the name of the qualification to be issued
any other specific requirements to be met in accordance with the

particular training contract in question
(http://www.skills.vic.gov.au/for-business/recruiting/training/plan)
Steps in Preparing the Training Plan
1. Identify the trainees training requirement (refer to FORM 4.1)
List the competencies or learning outcomes that the trainees need to

learn
List down the modules title/module of instruction
Determine the training duration
2. Sequence the training modules in a logical order so that each element of

the job is learned
3. Identify the training activity or task that the trainee would perform to
learn the training requirement
4. Identify the person who
(trainer/supervisor/etc)
will
be
involved
in
the
training
5. Identify the facilities/tools and equipment needed

6. Identify the venue of the training
7. Schedule the training (date and time)
Note:
The trainer could use other forms as long as it would contain the
information needed
In case that the training would be conducted outside the training

center (OJT), the Training Plan must be discussed with the
Employer/Industry Trainer so as not to hamper the production of the
company.
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TRAINING PLAN
Qualification: _____________________________
Trainees
Training
Requirements
These are the
competencies
or learning
outcomes that
the trainees
need to learn
.You could
refer to form
____ to fill this
Training
Activity/Task
Mode of
Training
These are the

activities / task
that the trainees
need to perform to
learn the
competencies or
learning outcome.
(this can be
discussed with the
industry
trainer/supervisor
in case the training
would be
conducted in a
company/actual
workplace)
This refers
to
the
medium
used
to
deliver
the
training/faci
litate
the
learning
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Staff
The
personnel
involved
in
the training
(trainer/
training
coordinator/
supervisor/
etc).
If
possible, the
name of the
person
should
be
written.
Facilities/T
ools and
Equipment
The
Resources
that would
be needed
during the
conduct of
the program.
You could
use the
TR/CBC as
reference.
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Venue
The place
where the
training
will be
conducted
. In this
instance it
could be a
simulated
workplace
or the
actual
workplace
(industry/
company)
Assessment
Arrangement
Date and
Time
Assessment
and judgment
on quality of
evidence in
order to
conclude
whether you
achieved the
learning
objectives or
not
Schedule
of the
training
JOB SHEET 4.1-3

Title
: Preparing Training Plan
In reference to the output of the previous activity, prepare a
Training Plan using the attached template
Supplies
: Bond Paper
Equipment
: PC, Printer with Ink
Reference/s
:
Identified trainees training requirement (Form 4.1-4.4)
Steps/Procedures :
Using the list of identified trainees training requirement (output of
previous Job Sheet) prepare the Training Plan. Specifically, you must:
1. Identify training activity/task appropriate to practice/learn the
required competency/learning outcome (if the training will be
conducted in a company, this should be discussed with the
industry trainer/supervisor)
2. Identify the staff responsible for the training
3. Identify the training delivery Mode
4. List down tools, equipment and materials needed per training
activity
5. Determine trainees training requirement
6. Identify the venue of the training
7. Identify the assessment method to be employed
8. Schedule the training
Assessment Method:
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FORM 4.1-5.1
TRAINING PLAN
Qualification: ____________________________
Trainees Training
Requirements
Training
Activity/Task
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Mode of
Training
Date Developed:
Staff
Facilities/Tools
and Equipment
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Venue
Assessment
Method
Date
and
Time

JOB SHEET 4.1-3
PREPARING TRAINING PLAN
CRITERIA
YES
NO
1. Identified training activity/task appropriate to

practice/learn the required competency/learning
outcome
2. Identified the staff responsible for the training
3. Identified the training delivery mode
4. Listed down the tools, equipment and materials
needed per training activity
5. Determined trainees training requirement
6. Identified the venue of the training
7. Identified the Assessment method to be employed
8. Scheduled the training
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Trainers Signature: _________________________
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Date : _____________________
Date Developed:
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MONITOR WORK-BASED TRAINING
Contents:
1. Preparing Training Facilities
2. Monitor Work-Based Training
3. Training Delivery Methods/Approach
4. Occupational Health and Safety (OHS)
5. Providing Feedback
1. Work-based training venue and facilities are prepared in accordance with
requirements to ensure training arrangements are met
2. Trainees progress is monitored and recorded against the training plan
and contingencies are addressed
3. Work performance s are observed and alternative approaches are
suggested
4. OHS requirements are monitored to ensure health, safety and welfare of
the trainees
5. Feedback is provided to trainees about work performance
Conditions:
1. Workplace location (simulated workplace)
2. Equipment
a. Computer
3. Training Materials may include but not limited to:
b. Learning Packages
c. Bond Papers
d. Ball Pens
e. Whiteboard Marker
f. Manuals
g. Competency Standard
h. Training Regulations
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Assessment Method:
3. Portfolio
4. Third Party Report
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Learning Activities
Preparing Training Facilities
Special Instruction
If you feel that you can already identify
the required facilities for work-based
learning, do Job Sheet 4.2-1
Do Job Sheet 4.2-1
Prepare the List of the Required

Training Facilities for Work-Based
Training using form 4.2-1.1. Let your
facilitator check and give you feedback.
If your output meets the required
performance criteria, you can now
proceed reading Information Sheet 4.22
If you feel that you can already prepare

the materials for Monitoring WorkBased Training, do Job Sheet 4.2-2
Monitor Work-Based Training

Do Job Sheet 4.2-2
Prepare the Class Progress Chart and

the Trainees Record Book . Let your
facilitator check and give you feedback.
If your output meets the required
performance criteria, you can now
proceed reading the Information Sheet
4.2-3

Training Delivery
and Methods
Please refer to the Training Delivery

Modes Modes and Methods Information Sheet
1.2-1 in the Module Preparing Session
Plan. If you are done with the activities
in Training Delivery Methods proceed to
reading the Information Sheet 4.2-4
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Learning Activities
Occupational Health and Safety

Providing Feedback
Answer Self Check 4.2-5
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Special Instruction
Please refer to the Occupational Health and
Safety Information Sheet 5.3-2 in the Module
Maintaining Training Facilities. If you are
done with the activities in OHS proceed to
reading the Information Sheet 4.2-5
If you feel that you can already explain the
importance of feedback, state its purpose
and identify its characteristics, Answer Self
Check 4.2-5
If you score 100% upon comparing your
answers to the Model Answer for Self Check
4.2-5, proceed to LO3. If not please read
again Information Sheet 4.2-5
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PREPARING TRAINING FACILITIES
FOR WORK-BASED LEARNING
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to
1. Identify the
requirement
facilities for training based on the trainees training
2. Ensure availability of the training facilities (in case that the training shall
be done outside the training center)
Going back to the definition of competency which is the possession and
application of knowledge, skills and attitude to perform work activities to the
standard expected in the workplace, all three related to work needs. A moments
pause of reflection brings the realization that these are unlikely to be met well
unless the correct equipment or materials or facilities are available. Thus, the
preparation of training facilities for a work-based training is very important.
For work-based training conducted within the industry/company it is
assumed that the necessary equipment and machineries are already available,
although as a trainer, you have to check whether all of which are in place and can
be used by the trainees during training. It is also important to discover, however,
what additional materials will help. Books, pamphlets, diagrams, models may help
trainees to develop their knowledge and skills more quickly.
If the work-based training shall be conducted within the training center,
then it is even more important to build the correct range of resources. At this
juncture the trainers knowledge on the content of the training regulations will
again come into use.
On earlier discussion about the Training Regulations, Section 3 of which is
the Training Standards wherein the List of Tools, Equipment and Materials as well
as the Training Facilities are included. These would serve as guide for trainers in
the preparation of the resources that is required for the trainees training
requirement.
Note that trainers must identify from the list what are the required tools,
equipment and materials; and facilities that the trainees would use to attain the
required competency/ies based on the training plan. The trainer should also check
with the person concerned the availability of these resources before starting the
training.
See sample of the list on the next page
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SAMPLE OF THE LIST FOR PLUMBING NC I

LIST OF TOOLS, EQUIPMENT AND MATERIALS
PLUMBING NC I
Recommended list of tools, equipment and materials for the training of 25
trainees for Plumbing NC I.
TOOLS
EQUIPMENT
Qty.
Description
Qty.
Description
6 units
Pipe wrench
2 units
Pressure
devices
2 units
Pressure gauge
2 units
Pipe
or
MATERIAL
Qty.
Description
pump 6 roll
Pattern paper
vise(chain 2 box
Pen and pencil
Yoke
6 units
Flaring tools
2 units
Pipe reamer
6 units
Aligning tools
6 units
Pipe support and 6 units

braces
Plastic plugs
6 units
Bending tools
12
units
Drawing table
6 units
Plugs G.I.
4 units
Steel square
1 units
Welding machine
2 units
Drum
6 units
Reamer (Pipe )
1 units
Threading
machine
12
units
Hard hat
6 units
Swaging tools
1 units
Cutting outfit-set
12
units
Safety shoes
12
units
Chisel 1 to 1- 4 units
1/2
Blow torch
12
units
Goggles
6 units
Flaring tools
6 units
Solder
24
units
Copper
fittings
6 units
Cold chisel
2 units
Fire extinguisher
2 units
Blue print plan
6 units
Saw
2 units
Drill
24
PVC
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6 units
Pipe
system
drawing
pipes
pipes
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2 units
joints
6 units
Welding mask
2 units
Push cart
4 units
Shovel
12
units
Gloves
6 units
Pointing trowel
6 units
Soldering Paste
12
units
Push pull rule
6 units
Brazing
compound
6 units
Spirit level or
water hose level
12
units
Safety shoes
12
units
Ear muff
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Concrete cutter
units
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TRAINING FACILITIES
The Construction Civil Works (Plumbing) NC I workshop must be of
concrete structure. Based on class size of 25 students/trainees the space
requirements for the teaching/learning and circulation areas are as follows:
TEACHING/LEARNING
AREAS
SIZE IN
METERS
TOTAL
AREA IN SQ.
METERS
2x3
6.0
2.5 x 4
10.0
Laboratory area (working area)
6x4
24.0
Learning Resource
conference area
4x5
20.00
Wash/ comfort room

Tool and storage room
Center/
Total Workshop Area
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60.0
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JOB SHEET 4.2-1

Title
Preparing Training Facilities for Work-Based Learning
In reference to the output of the previous activity which is the Training Plan,
prepare the list of the required tools, equipment and materials including the
facilities needed to deliver the training
Supplies
Bond Paper
Equipment
Reference/s
PC, Printer with Ink
Training Plan
Steps/Procedures :
In reference to the Training Plan, you must identify the tools, equipment and
materials needed to accomplish the activities/task indicated in the trainees
training requirement using form 4.2-1.1
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
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FORM 4.2-1.1
REQUIRED TRAINING FACILTIES FOR WORK-BASED TRAINING

Trainees
Training
Requirements
Training
Activity/Task
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Tools
Equipment Materials Facilities
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JOB SHEET 4.2-1
PREPARING FACILITIES FOR WORK-BASED TRAINING
CRITERIA
YES
NO
1. Identified required tools per task/activity

2. Identified required equipment per task/activity
3. Identified required materials per task/activity
4. Identified required facilities per task/activity
5. Checked the availability of the resources with
the assigned personnel
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Trainers Signature: _________________________
NTTATESDA
Training
Methodology I
QA
SYSTEM
Date : _____________________
Date Developed:
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Issued by:
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Learning Objective:
1. prepare materials in monitoring work-based training
2. monitor work-based
competency.
training
to
ensure
attainment
of
required
Monitoring
Monitoring is the routine assessment of ongoing activities and progress. It is
the systematic and continuous assessment of the progress of a piece of work over
time. It is a basic and universal management tool for identifying strengths and
weaknesses in a programme. Its purpose is to help all the people involved make
appropriate and timely decisions that will improve the quality of the work.
It is the primary role of the trainer to monitor the training. This is to ensure
that trainees would attain the required competency at the end of the training
program for them to be ready for the assessment.
At this context, trainer must be able to prepare materials that can be used
to closely monitor the type of training program conducted.
Here are the two most commonly used monitoring tools:
1. Progress Chart
A progress chart is a monitoring and assessment tool that can be used for
training. Creating a progress chart enables you, the trainers, to track the
development of trainees over time in a manner that is visual and easy to
understand. A progress chart can be a line graph, a bar graph, a spreadsheet, or
any other format that enables you to convey information about the process whose
progress you are measuring and to assemble the data in a clear and concise
format.
Note that Progress chart can be for a) an individual trainee or b) for a group
of trainees. For individual trainees, use Trainee Progress Sheet. For a class, use
the Class progress Chart.
Here are the steps in preparing and accomplishing the Trainee/Trainees
Progress Monitoring Chart:
1. From the Training Plan, identify the unit of competency or learning
module;
2. Prepare
summary
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of
competencies
Date Developed:
that
the
trainee
has
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to
attain/master; (These are the series of competencies that the trainee has
to perform/do to be able to master the required competency. If the
competency have to be mastered in sequence, the listing should also be
listed in sequence)
3. From the list, check from time to time the development of the trainees
4. Indicate the nominal duration for each unit of competency/learning
outcome
5. Indicate also the date when the training started and when it finished per
activity
See Sample Trainee Progress Monitoring Chart and Class

Progress Chart.
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TRAINEE PROGRESS SHEET

Name
: JUAN DELA CRUZ
Trainer
Qualification
: Machining NC I
Nominal
Duration
Units of Competency
Training
Duration
Date
Started
Date
Finished
Adjectival
Grade
Numerical
Grade
Perform Benchwork
(Basic)
B1- Lay out dimensions and
features on workpiece
B2- Cut, chip and fill flat,
rectangular or round blocks
B3- Drill, ream and lap holes
B4- Cut threads using tap,
and stock and die
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Students
Initial
Instructors
Initial
Training
Duration
Units of Competency
Date
Started
Date
Finished
Adjectival
Grade
Numerical
Grade
Turn Workpieces (Basic)

L1- Perform facing, straight
turning and parting off
L2- Cut recess, shoulders,
grooves and chamfers
L3- Perform drilling, reaming
and countersinking
L4- Perform
counterboring
boring
and
L5- Perform knurling.

L6- Cut external taper using
compound slide and formed
tool
L7- Cut single-start external
Vee and ACME thread
Total
Average :
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Students
Initial
Instructors
Initial
Note: The student and the instructor must have a copy of this form. The Numerical Grade will indicate the level of
competence of the trainee. The Adjectival Grade describes the skills competence of the trainee (competent /not
competent)
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TRAINEE PROGRESS SHEET

Name
: JUAN DELA CRUZ
Trainer
Qualification
: Machining NC I
Nominal
Duration
Units of Competency and

Module Titles
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Training
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Training
Duration
Date
Started
Date Developed:
Date
Finished
Adjectiva
l Grade
Numerical
Grade
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Students
Initial
Instructors
Initial
Total
Average:
Note: The student and the instructor must have a copy of this form. The Numerical Grade will indicate the level of
competence of the trainee. The Adjectival Grade describes the skills competence of the trainee (competent /not
competent)
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CLASS PROGRESS CHART

Qualification
: Machining NC I
Date Started
Trainer
Target
Date
:
to Finish
Unit of Competency/Module Title

Perform
Benchwork
(Basic)
Student Name
B1 B2
1. Juan Dela Cruz
2. Pedro Tunasan
3. Arsenio Medina
B3
B4
Turn Workpieces
(Basic)
5. Carlos Ramos
Training
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QA
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Grind Workpieces
(Basic)
L1 L2 L3 L4 L5 L6 M1 M2 M3 M4 M5 G1 G2 G3 G4 G5
4. Joseph Tuason
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Mill Workpieces
(Basic
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X
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LEGENDS
L2- Cut recess, shoulders, grooves and

chamfers
B1- Lay out

dimensions and L3- Perform drilling, reaming and
features on
countersinking
workpiece
L4- Perform boring and counterboring
B2- Cut, chip and L5- Perform knurling.
fill flat,
L6- Cut external taper using compound
rectangular or
slide and formed tool
round blocks
B3- Drill, ream
and lap holes
L7- Cut single-start external Vee and

ACME thread
B4- Cut threads

using tap, and
stock and die
L1- Perform
facing, straight
turning and
parting off
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CLASS PROGRESS CHART

Qualification
Date Started
Trainer
Target
Date
:
to Finish
Unit of Competency/Module Title

Student Name
LEGENDS
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2. Trainees Record Book

The objective of the Training Record Book is to record the achievement of
competencies agreed within the training plan while in the industry. It may
also be used to:
Show to employers the training you have completed

Gain credits or exemptions in other training courses
Serves as reference in preparing for future job applications
Determine your competency level thereby supporting eligibility for wage
progression
Confirm completion of the training program and your eligibility for the
issuance of training certificate; and
Assess your skill levels should competency be the subject of dispute
between you and your employer
This record is an important document that must be kept by the trainee

throughout the training and given to the trainer/industry trainer or
supervisor, when requested, for inspection and to have entries updated, on a
regular basis.
See sample of Trainees Record Book
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Technical Education and Skills Development Authority

_________________________
TRAINEES RECORD BOOK
I.D.
Trainees No._______________
NAME: ___________________________________________________
QUALIFICATION:
PLUMBING NC II_______
TRAINING DURATION :____________________________

TRAINER: __________________________________________________
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Instructions:
This Trainees Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence
that can be submitted for portfolio assessment and for
whatever purpose it will serve you. It is therefore important
that all its contents are viably entered by both the trainees
and instructor.
The Trainees Record Book contains all the required
competencies in your chosen qualification. All you have to do
is to fill in the column Task Required and Date
Accomplished with all the activities in accordance with the
training program and to be taken up in the school and with
the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the Instructors Remarks
column regarding the outcome of the task accomplished by
the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.
It is of great importance that the content should be
written legibly on ink. Avoid any corrections or erasures and
maintain the cleanliness of this record.
This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainees document on file.
THANK YOU.
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NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION
Unit of Competency: 2 PERFORM MINOR CONSTRUCTION

WORKS
NC Level I
Learning
Outcome
Task/Activity
Required
Date
Instructors
Accomplished Remarks
Lay out
measurements
Cut pipe
within the
required
length and
according to
job
requirements
Thread pipes
in accordance
with standard
thread
engagement
Learning
Outcome
Task/Activity
Required
Date
Instructors
Perform
piping lay
outs
Cut pipes
through
walls and
floors
____________________
Trainees Signature
__________________
___________________
Trainees Signature
Trainers Signature
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NC Level I
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______________________
Trainers Signature
Unit of Competency:
CONECTIONS
MAKE
PIPING
JOINTS
AND
INSTALLATION AND ASSEMBLES
NC Level I
Learning
Outcome
NC Level I
Task/Activity
Required
Date
Instructors
Fit-up
joints and
fittings for
PVC pipe
Perform
threaded
pipe joints
and
connections
Caulk
joints\
Learning
Outcome
Task/Activit
y Required
Date
Accomplishe
d
Instructor
s Remarks
Prepare for
plumbing works
Install pipe and
fittings
Install hot and
cold water supply
Install/assemble
plumbing fixtures
_____________________
Trainees Signature
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Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING
______________________
Trainers Signature
Date Developed:
___________________________
____________________
Trainees Signature
Signature
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Trainers
Unit of Competency: 5 PERFORM PLUMBING REPAIR AND

MAINTENANCE WORKS
NC Level I
Learning
Outcome
Task/Activity
Required
Date
Instructors
Clear
clogged
pipes
clear
clogged
fixtures
___________________________
____________________
Trainees Signature
Signature
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Trainers
Date Developed:
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JOB SHEET 4.2-2

Title
Monitoring Work-Based Training
In reference to the output of the previous activity which is the Training
Plan, prepare your Monitoring Instrument specifically the Trainees Progress
Sheet and Class Progress Chart
Supplies
Bond Paper
Equipment
Reference/s
Training Plan
Steps/Procedures :
In reference to the Training Plan, you must identify the following per
task or activity
1. List training requirement based on training plan
2. Identify tasks/activities required to attain a specific Learning
Outcomes
3. Monitor development of the class using Class Progress Chart
4. Monitor the development of trainees using the Trainee Progress Sheet
5. Review and monitor the development of trainees using
Record Book if necessary
Trainees
Assessment Method:
NTTA-TESDA
QA
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Training
Methodologies &
Assessment (TQ1)
Date Developed:
July 2010
Document No.
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JOB SHEET 4.2-2
MONITORING WORK-BASED TRAINING
Trainees Name: ___________________________
Date : _____________________
CRITERIA
YES
NO
1. Listed training requirements based on training

plan
2. Identified tasks/activities required to attain
a specific Learning Outcomes
3. Prepared and accomplished Class Progress
Chart
4. Prepared and accomplished Trainees Progress
Sheet
5. Reviewed and monitored the development of
trainees using
Trainees Record Book if
necessary
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Trainers Signature: ________________________ Date : _____________________
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Providing Feedback
Learning Objective:
1. provide the necessary feedback to trainees
2. state the purpose of feedback
3. identify the characteristic of an effective feedback
It is important for trainees to know how well they are doing as they learn.
This is because the knowledge that they are doing well gives trainees a sense of
achievement which motivates them to learn more. Similarly, it is also important to
let trainees know when they have made a mistake so that they will learn from it
and take corrective measures. Hence, it is absolutely essential for trainers to
monitor trainees learning and give them feedback. Feedback can be given to
individual trainee, to a group of them, or to the whole class. It would be more
efficient if the whole class can share in the monitoring process and the feedback.
Purpose of giving feedback:
1. Provide basis for maintaining or improving performance
2. Provide forum for assessing need and planning
experiences/activities
additional
Characteristics of an Effective Feedback

1. Relates performance to the standards
Shows how the performance compares to the standard, exemplar or goal
(John, your session plan did not include the learning objective as shown
here in the standard session plan)
2. Relates performance to strategies
Give trainees feedback about how well they apply specific strategies or
steps
(John, you set up the table correctly, I can see that you followed the
guidelines in setting up the table)
3. Indicates progress
By placing the feedback in the context of previous expected performance
(Mona, your session plan has improved by showing logical sequence in your
presentation. Now you need to improve in developing your information sheet)
4. Indicates corrective procedures/action
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Corrective action is pragmatic and possible. It gives students specific actions

in which they can manage to improve
(you have made errors in presenting your modules of instruction. Please refer
to module #1 and review how it should be presented)
5. Is given frequently & immediately
Provide more frequent, immediate feedback when you:

Develop or select activities with built-in opportunities for feedback;
Go around to monitor individual work making comments to trainees
performance;
Provide exemples and directions to trainees so they can self assess
Use examples of ongoing trainees work to show all trainees mistakes and
corrections
Use techniques during discussion to monitor the progress of all learners
6. Is specific and descriptive

If your feedback is not specific and descriptive, it will not be helpful to the
trainee. It will only communicate a sense of goodness or badness to the
performance of the learner
(Mario, I want the way you develop your information sheet because it is
very informative)
7. Focuses on key errors
It is best to determine what the most significant error is or what changes
will be most helpful to the learner
8. Focuses on effort attribution
Effort attributions are helpful because they help establish a positive self
efficiency that communicate an ability to do work successfully. It is
specifically important for low performing trainees. Too often, these
participants develop attribution that they are successful for some external
reason (luck, trainors help, co-trainees assistance)
Guidelines in Giving Constructive Feedback
All comments shall be based on observable behaviour and not assumed

motives or intents;
Positive comments should be made first in order to give the trainees
confidence and gain his/her attention;
Language should be descriptive of specific behaviours rather than general
comments indicating value judgements;
Feedback should emphasize the sharing of information. There should be
opportunities for both parties to contribute
Feedback should not be detailed and broad so as to overload the trainees
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Feedback should deal with the behaviours the trainees can control and
change;
Feedback requires the ability to tolerate the feeling of discomfort
Praise
Is a type of feedback that is very helpful to the trainee when it draws
attention to the trainees progress and performance in relation to standards.
As trainer, we should often use praise to our trainees performance so that
he/she will be motivated to do the activities consistently and with quality
Dos and Donts of Effective Praise
DOS
DONT
Focus on specific
accomplishment
Attribute success to effort
and ability
Praise spontaneously
Refer to prior achievement
Individualize and use variety
Give praise immediately
Praise correct strategies
leading to success
Praise accurately with
credibility
Praise privately
Focus on progress
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Training
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Focus on general or global

achievements
Attribute success to luck or
others help
Praise predictably
Ignore prior achievement
Give the same praise to all
students
Give praise much later
Ignore strategies
Praise for under performance
Praise publicly
Focus solely on current
performance
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SELF CHECK 4.2-5

Instruction: Answer each question briefly and responsively.
1. Why is it important to give feedback to trainees?
2. What are the different types of feedback?
3. Enumerate the 8 characteristics of an effective feedback?
4. Give one guideline of constructive feedback?
5. How will you motivate your learner to perform his activities consistently and
with quality?
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MODEL ANSWER TO SELF-CHECK 4.2-5

1. Why is it important to give feedback to trainees?
Feedback is important to trainees for them to know how well they are
doing as they learn. This is because the knowledge that they are doing
well gives trainees a sense of achievement which motivates them to
learn more. Similarly, it is also important to let trainees know when
they have made a mistake so that they will learn from it and take
corrective measures.
2. What are the different types of feedback?
Constructive Feedback and Praise
3. Enumerate the 8 characteristic of an effective feedback?
Relates performance to standards
Relates performance to strategies
Indicates progress
Indicates corrective procedures/action
Given frequently and immediately
Specific and descriptive
Focus on key error
Focuses on effort attributions
4. Give one guideline of constructive feedback?
Positive comments should be made first in order to give the students
confidence and motivation.
5. How will you motivate your learner to perform his activities consistently and
with quality?
To motivate the trainee to perform his activities consistently and with
quality, the trainer must continuously give feedback.
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REVIEW AND EVALUATE WORK-BASED LEARNING EFFECTIVENESS
Contents:
1. Training Evaluation
2. Interpretation and Analysis of Evaluation Result
3. Feedback
1. Work performance and learning achievement are analyzed in accordance
with requirements
2. Trainees are encouraged to provide feedback on their learning experience
3. The effectiveness of the work-based learning is evaluated against the
objectives
4. Improvements and changes to work-based learning are recommended
based on the review process
Conditions:
1. Workplace location (simulated work-place)
2. Equipment
3. Computer
Training Materials
a. Learning Packages
b. Bond Papers
c. Ball Pens
d. Whiteboard Marker
e. Manuals
f. Competency Standard
g. Training Regulations
Assessment Method:
3. Portfolio
4. Third Party Report
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REVIEW AND EVALUATE WORK-BASED TRAINING EFFECTIVENESS
Learning Activities
Special Instruction
If you feel that you can already

Work Based Training Evaluation explain the importance of WorkBased Training Evaluation and the
Tools
ways on doing evaluation, please
answer Self-Check 4.3-1
Answer Self-Check 4.3-1
If you score 100% on the Self

Check 4.3-1 you may now do Task
Sheet 4.3-1. If not read again
Information Sheet 4.3-1
Do Task Sheet 4.3-1
Administer Evaluation Instrument.

Let your facilitator check and give
you feedback. If your output meets
the required performance criteria,
you can now read Information
Sheet 4.3-2

Analysis
Evaluation
of
Refer to the Learning Outcome on

Program Facilitating Learning Session. After
finishing the activities under this
LO, proceed the next Module
(Maintaining Training Facilities)
Answer Self-Check 4.3-2
If you score 100% on the Self

Check 4.3-2 you may now read
Information Sheet 4.3-3
Refer to the Information Sheet 4.25 on Providing Feedback.
Providing Feedback
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WORK-BASED TRAINING EVALUATION TOOLS
Learning Objective:
evaluate the effectiveness of the work-based training.
Training Evaluation
Evaluation should be regularly done during and at the completion of the
training program. Evaluation measures trainee progress and provides performance
feedback to the instructor and the trainees that served to reward success and
identify needed improvement in trainee performance. Traineess performance is
also used to evaluate the effectiveness of the training program.
One very important role of the trainer is to evaluate the training for its
improvement. The trainer should gather information for analysis of the learning
experience.
Below are some items to be considered in the training evaluation:
Review of the Training Plan
The trainer must review and evaluate his/her Training Plan and identify the
parts that were changed during the implementation. State the reasons why these
changes were necessary. This is a very important step in improving your Training
Plan for the succeeding training sessions. Reflect these also in your session plan
at the trainers reflection portion.
Evaluate Trainees Progress Report
The trainer shall evaluate the trainees performance and record learning
achievements in their individual progress sheet. From these, make a summary of
the trainees progress chart. Note the time required for the trainees to accomplish
each task and identify the areas where the trainees had the most difficulty. From
these, you can identify learning strategies that can be used to improve learning of
trainees.
Feedback from the Trainees
Feedback from the trainees is a very good source of information regarding
the implementation of the work-based training. Although, it is very seldom that
they would openly make comments on the way the training was done, it would be
very helpful if the trainer could accomplish a questionnaire which the trainees
answer at the end of the training session.
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The questionnaire must be made simple to accomplish but must include

feedback regarding the trainer, learning activities or tasks, the content, the
resources provided and the assessment process to make it more responsive to the
areas to be assessed.
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TRAINING SESSION EVALUATION FORM

INSTRUCTIONS:
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer has done his job during the whole duration of your
training. Please give your honest rating by checking on the corresponding cell of
your response. Your answers will be treated with utmost confidentiality.
TRAINERS/INSTRUCTORS
Name of Trainer:
________________
Poor/
Unsatis
fac-tory
Fair/
Satisfac
tory
Good/
Adequa
te
Very
Good/
Very
Satisfac
tory
Outsta
nding
5
4
1. Orients trainees about

CBT, the use of CBLM and
the evaluation system
2. Discusses clearly the unit
of competencies and
outcomes to be attained at
the start of every module
3. Exhibits mastery of the
subject/course he/she is
teaching
4. Motivates and elicits active
participation from the
students or trainees
5. Keeps records of
evidence/s of competency
attainment of each
student/trainees
6. Instill value of safety and
orderliness in the
classrooms and workshops
7. Instills the value of
teamwork and positive
work values
8. Instills good grooming and
hygiene
9. Instills value of time
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10. Quality of voice while

teaching
11. Clarity of
language/dialect used in
teaching
12. Provides extra attention
to trainees and students
with specific learning
needs
13. Attends classes
regularly and promptly
14. Shows energy and
enthusiasm while teaching
15. Maximizes use of
training supplies and
materials
16. Dresses appropriately
17.
Shows empathy
18. Demonstrates selfcontrol
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This post-training evaluation instrument is intended to measure how

satisfactorily your trainer prepared and facilitated your training. Please give your
honest rating by checking on the corresponding cell of your response. Your
answers will be treated with utmost confidentiality.
PREPARATION
Poor/
Unsatis
factory
Fair/
Satisfac
tory
Good/
Adequa
te
Poor/
Unsatis
factory
Fair/
Satisfac
tory
Good/
Adequa
te
Very
Outstan
Good/
ding
Very
Satisfac
tory
5
4
1. Workshop layout conforms

with the components of a
CBT workshop
2. Number of CBLM is
sufficient
3. Objectives of every training
session is well explained
4. Expected
activities/outputs are
clarified
DESIGN AND DELIVERY
Very
Good/
Very
Satisfac
tory
Outsta
nding
1. Course contents are

sufficient to attain objectives
2. CBLM are logically
organized and presented
3. Information Sheet are
comprehensive in
providing the required
knowledge
4. Examples, illustrations
and demonstrations help
you learn
5. Practice exercises like
Task/Job Sheets are
sufficient to learn required
skills
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Date Developed:
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6. Valuable knowledge are

learned through the
contents of the course
7. Training Methodologies are
effective
8. Assessment Methods and
evaluation system are
suitable for the trainees
and the competency
9. Recording of achievements
and competencies acquired
is prompt and
comprehensive
10. Feedback about the
performance of learners
are given immediately
TRAINING
FACILITIES/RESOURCES
Poor/
Unsatis
factory
Fair/
Satisfac
tory
Good/
Adequa
te
Very
Good/
Very
Satisfac
tory
Outsta
nding
1. Training Resources are

adequate
2. Training
Venue
is
conducive and appropriate
3. Equipment, Supplies, and
Materials are Sufficient
4. Equipment, Supplies and
Materials are suitable and
appropriate
5. Promptness in providing
Supplies and Materials
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SUPPORT STAFF
Poor/
Unsatis
factory
Fair/
Satisfac
tory
Good/
Adequa
te
Very
Good/
Very
Satisfac
tory
Outsta
nding
1. Support Staff are

accommodating
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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1. Self Evaluation
The trainer shall design a self-evaluation questionnaire that he/she
shall answer after the conduct of the training. This shall serve as a
checklist of what he/she must do. A short sample is given below.
During the session, did I?
Yes
No
1. Establish an atmosphere of trust?

2. Encourage participation of the
trainees?
3. Assist the trainees when they needed
assistance?
4. Consider the feedback of trainees?
5. Remain aware of non verbal
communication?
6. Praise effort?
7. Summarize key points?
8. Vary activities and tasks to aid
attainment of competency?
9. Provide opportunities for practice?
10.
Achieve the learning objectives?
Sample questions that the trainer could answer:

1. Were there any parts of the session which did not run as expected? Why?
2. Did any unexpected problem arise? Did I deal with them correctly?
3. Were the session outcomes achieved? If not, why?
4. Should anything be changed for the next training sessions?
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SELF-CHECK 4.3-2
Instructions: Answer the following questions briefly and responsively.
1. Why is Training Evaluation important?
2. What are the ways in evaluating training?
3. How can you encourage feedback from the trainees?
4. Why is there a need to summarize trainees progress chart/report?
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Training
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Date Developed:
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MODEL ANSWER TO SELF-CHECK 4.3-2
1. Why is Training Evaluation important?

Training evaluation is important because it measures trainee
progress and provides performance feedback to the instructor and the
trainees and identifies needed improvement in trainee performance.
It would also serve as input in the delivery of the training.
2. What are the ways in evaluating training?
Review of the Training Plan

Summarize Trainees Progress Report
Feedback from the Trainees
Self Evaluation
3. How can you encourage feedback from the trainees?

To encourage trainees to give their feedback, it would be very
helpful if the trainer could prepare a questionnaire which the trainees
answer at the end of the training session
4. Why is there a need to summarize trainees progress chart/report?

The summary could provide the trainer the data on required time
for the trainees to accomplish each task and identify the areas where
the trainees had the most difficulty, thus learning strategies that can
be identified to improve learning of trainees.
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TASK SHEET 4.3-1

Title
Training Program Evaluation
In reference to the discussion about Work-Based Training Program
Evaluation, utilize the program evaluation instruments that would
evaluate the effectiveness of the work-based training.
Supplies
Bond Paper
Equipment
Reference/s
Discussion on Work-Based Training
Steps/Procedures :
In reference to the discussion of work-based training evaluation
tools administer the evaluation instruments to the trainees to measure
effectiveness of work-based training.
Assessment Method:
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The Supervised Industry Training or On the Job Training Evaluation Form

below is a sample evaluation for to evaluate the implementation of SIT and OJT. It
is recommended that this evaluation form be used and improved so that
appropriate areas to be evaluated are covered.
SUPERVISED INDUSTRY TRAINING OR ON THE JOB TRAINING

EVALUATION FORM
Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness of the
Supervised Industry Training (SIT) or On the Job Training (OJT) you had with the
Industry Partners of (your institution). Please check ( ) the appropriate box
corresponding to your rating for each question asked. The results of this
evaluation shall serve as a basis for improving the design and management of the
SIT in SICAT to maximize the benefits of the said Program. Thank you for your
cooperation.
Legend:
5 Outstanding
4 Very Good/ Very Satisfactory
3 Good/Adequate
2 Fair/ Satisfactory
1 Poor/Unsatisfactory
NA not applicable
Item
No.
Question
Ratings
INSTITUTIONAL EVALUATION
Has (your institution) conducted an

orientation about the SIT/OJT program,
the
requirements
and
preparations
needed and its expectations?
Has (your institution) the provided the

necessary assistance such as referrals or
recommendations in finding the company
for your OJT?
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Date Developed:
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N
A
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Has (your institution)showed coordination

with the Industry partner in the design
and supervision of your SIT/OJT?
Has your in-school training adequate to

undertake Industry partner assignment
and its challenges?
Has (your institution) monitored your

progress in the Industry?
Has the supervision been effective in

achieving your OJT objectives and
providing feedbacks when necessary?
Did (your institution) conduct assessment

of
your
SIT/OJT
program
upon
completion?
Were you provided with the results of the

Industry
and
(your
institution)s
assessment of your OJT?
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Item
No.
Question
Ratings
INDUSTRY PARTNER EVALUATION

1
Was the Industry partner appropriate for

your type of training required and/or
desired?
Has the industry partner designed the

training to meet your objectives and
expectations?
Has the industry partner showed

coordination with (your institution) in the
design and supervision of the SIT/OJT?
Has the Industry Partner and its staff

welcomed you and treated you with
respect and understanding?
Has the industry partner facilitated the

training, including the provision of the
necessary resources such as facilities and
equipment needed to achieve your OJT
objectives?
Has the Industry Partner assigned a

supervisor to oversee your work or
training?
Was
the
supervisor
effective
in
supervising you through regular meetings,
consultations and advise?
Has the training provided you with the

necessary technical and administrative
exposure of real world problems and
practices?
Has the training program allowed you to

develop self-confidence, self motivation
and positive attitude towards work?
10
Has the experience improved your

personal skills and human relations?
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Date Developed:
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11
Are you satisfied with your training in the

Industry?
Signature: ________________
Printed Name: __________________________ Qualification: _______________________
Host Industry Partner __________________ Supervisor:
Period of Training: _____________________
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________________________
Instructor: ___________________________
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TASK SHEET 4.3-1
WORK-BASED TRAINING EVALUATION
Trainees Name: ___________________________
Date : _____________________
CRITERIA
YES
NO
1. Reviewed the Training Plan

2. Evaluated the Trainees Progress
3. Administered feedback instrument
4. Performed self evaluation
5. Conducted
data
analysis
and
interpretation
6. Provided feedback and recommendation
_________________________________________
_____________________________________________________________________
_____________________________________________________________________
Trainers Signature: _________________________ Date : _____________________
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ANALYSIS OF PROGRAM EVALUATION
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to
interpret the evaluation result

make adjustments if necessary
Analyzing and Interpreting Data

Once the evaluation tools has been administered, it is now the time to
analyze and interpret the data collected. Analyzing quantitative and qualitative
data is often the topic of advanced research and evaluation methods. There are
certain basics which can help to make sense of reams of data.
When analyzing data (whether from questionnaires, interviews, focus
groups, or whatever), always start from review of your evaluation goals, i.e., the
reason you undertook the evaluation in the first place. This will help you organize
your data and focus your analysis. For example, if you wanted to improve your
program by identifying its strengths and weaknesses, you can organize data into
program strengths, weaknesses and suggestions to improve the program. If you
wanted to fully understand how your program works, you could organize data in
the chronological order in which clients go through your program. If you are
conducting an outcomes-based evaluation, you can categorize data according to
the indicators for each outcome.
Basic analysis of "quantitative" information (for information other than
commentary, e.g., ratings, rankings, yes's, no's, etc.):
1. Make copies of your data and store the master copy away. Use the copy
for making edits, cutting and pasting, etc.
2. Tabulate the information, i.e., add up the number of ratings, rankings,
yes's, no's for each question.
3. For ratings and rankings, consider computing a mean, or average, for
each question. For example, "For question #1, the average ranking was
2.4". This is more meaningful than indicating, e.g., how many
respondents ranked 1, 2, or 3.
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How to compute the average or the mean:

1. Add the points per item per rater
2. Divide the sum by the total number of raters
Example:
Rater
Rater
Rater
Rater
Rater
Rater
Rating for Item 1

3
4
5
2
4
A
B
C
D
E
Rating for Item 2
Total points
18
Number of Rater
Computing for the Average or Mean

Total Points
Average
Number of Rater
18
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Average
Average
Training
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3.6
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1. Consider conveying the range of answers, e.g., 20 people ranked

"1", 30 ranked "2", and 20 people ranked "3".
Sample range:
0.00 - 1.49 =
Poor/Unsatisfactory
1.50 - 2.49 =
Fair/ Adequate
2.50 - 3.49 =
Good/Satisfactory
3.50 - 4.49 =
Very Good/Very Satisfactory
4.50 - 5.0
Outstanding
Basic analysis of "qualitative" information (respondents' verbal answers

in interviews, focus groups, or written commentary on questionnaires):
1. Read through all the data.
2. Organize comments into similar categories, e.g., concerns, suggestions,
strengths,
weaknesses,
similar
experiences,
program
inputs,
recommendations, outputs, outcome indicators, etc.
3. Label the categories or themes, e.g., concerns, suggestions, etc.
4. Attempt to identify patterns, or associations and causal relationships in
the themes, e.g., all people who attended programs in the evening had
similar concerns, most people came from the same geographic area, most
people were in the same salary range, what processes or events
respondents experience during the program, etc.
5. Keep all commentary for several years after completion in case it shall be
needed for future reference.
Interpreting Information:
1. Attempt to put the information in perspective, e.g., compare results to
what you expected in the following categories: like trainers/instructors
pre-training activity, preparation of facilities, design and delivery,
training facilities and resources, management of program staff like
support staff; indicate the description of the program's experiences,
strengths, weaknesses, etc. (especially if you're conducting a process
evaluation).
2. Consider recommendations to help program staff improve the program,
conclusions about program operations or meeting goals, etc.
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3. Record conclusions and recommendations in a report document, and

associate interpretations to justify your conclusions or recommendations.
4. Submit recommendations to the supervisor/administrator, as needed.
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TASK SHEET 4.3-2

Title
Interpretation and Analysis of Program Evaluation
In reference to the discussion about Analysis of Program
Evaluation, interpret and analyze the program evaluation.
Supplies
Bond Paper
Equipment
Reference/s
Discussion on Work-Based Training
Steps/Procedures :
In reference to the discussion about Analysis of Program
Evaluation, interpret and analyze the program evaluation examples.
Assessment Method:
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RATER A
PREPARATION
Poor/
Unsatis
factory
Fair/
Satisfac
tory
Good/
Adequa
te
1. Workshop layout
conforms with the
components of a CBT
workshop
sufficient
4. Expected
clarified
Very
Outstan
Good/
ding
Very
Satisfac
tory
5
4
x
x
x
RATER B
PREPARATION
Poor/
Unsatisf
actory
Fair/
Satisfact
ory
Good/
Adequat
e
1. Workshop layout
conforms with the
components of a CBT
workshop
sufficient
4. Expected
clarified
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Very
Outstand
Good/
ing
Very
Satisfact
ory
4
x
x
x
Date Developed:
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RATER C
PREPARATION
Poor/
Unsatisfactory
Fair/
Satisfactory
1. Workshop layout
conforms with the
components of a CBT
workshop
sufficient
4. Expected
clarified
Good/
Adequate
Very
OutstanGood/
ding
Very
Satisfactory
x
x
x
Average Ratings
PREPARATION
Average
1. Workshop layout
conforms with the
components of a CBT
workshop
sufficient
4. Expected
clarified
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Range:
0.00 - 1.49 =
Poor/Unsatisfactory
1.50 - 2.49 =
Fair/ Adequate
2.50 - 3.49 =
Good/Satisfactory
3.50 - 4.49 =
Very Good/Very Satisfactory
4.50 - 5.0
Outstanding
General Interpretation:__________________________________________________
_____________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Recommendation: ______________________________________________________
______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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BIBLIOGRAPHY
Basic Guide to Program Evaluation. Available at
http://managementhelp.org/evaluatn/fnl_eval.htm
Providing Feedback . Available. at
http://www.oucom.ohiou.edu/fd/feedback.htm
What is a Training Plan? Available at http://www.skills.vic.gov.au/forbusiness/recruiting/training/plan
Student Career Experience Program (SCEP) Available at
http://www.fms.treas.gov/hrd/students/scep.html
Tinio, Eloisa P., ed. TM Learning Modules , Philippines
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