Research CBLM

COMPETENCY-BASED LEARNING MATERIALS
SECTOR: TVET
QUALIFICATION: TRAINERS METHODOLOGY LEVEL I
UNIT OF COMPETENCY WORK EFFECTIVELY IN VOCATIONAL EDUCATION
AND TRAINING
MODULE TITLE: WORKING EFFECTIVELY IN VOCATIONAL
EDUCATION AND TRAINING
PREPARED BY: OLLCF
Our Lady of Lourdes College Foundation

Daet, Camarines Norte
Document No
Date Developed:
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Issued by:
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Developed by: OLLCF
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome to the Module WORKING EFFECTIVELY IN VOCATIONAL

EDUCATION AND TRAINING. This module contains training materials for and
activities for you to complete.
The unit of competency “WORK EFFECTIVELY IN VOCATIONAL

EDUCATION AND TRAINING” contained the knowledge and skills and attitudes
required for TRAINERS METHODOLOGY. It is one of the specialized modules at
TRAINERS METHODOLOGY LEVEL I.
You are required to do through a series of learning activities in order to

complete each learning outcomes of the module. In each learning outcome there
are Information Sheets to help you better understand the required activities.
Follow these activities on your own and answer the Self Check at the end of each
learning outcome. You may provide a blank Answer Sheet to write your answers
for each self-check. If you have questions, don’t hesitate to ask your facilitator for
assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
learners guide because you have:
 Been working for some time

 Already completed training in this area
If you can demonstrate to your trainer that you are competent in a

particular outcome, you don’t have to do the same training again. Talk to your
trainer about having them formally recognized. If you have a qualification or
certificate of competence from previous training, show it to your trainer. If the
skills you acquired are still current and relevant to the unit/s of competency they
may become part of evidence you can present to RPL. If you are not sure about the
currency of your skills discuss this with your trainer.
After completing this module ask your trainer to assess your competency.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
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TRAINERS METHODOLOGY LEVEL I
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

Lead workplace Leading workplace
1. communication communication 500311109
Apply math and Applying math and 500232101

2. science principles in science principles in
technical training technical training
Apply environment Applying environment 500232102
3. principles and principles and advocate
advocate conservation conservation
Utilize IT applications Utilize IT applications in 500232103
4. in technical training technical training
Lead small teams Leading small teams 500311110
5
Apply work ethics, Applying work ethics, 500232104
6 values and quality values and quality
principles principles
Work effectively in Working effectively in 500232105
7 vocational education vocational education
and training and training
Foster and promote an Fostering and 500232106
8 inclusive learning promoting an inclusive
culture learning culture
Ensure a healthy and Ensuring a healthy and 500232107
9 safe learning safe learning
environment environment
Maintain and enhance Maintaining and 500232108
10 professional practice enhancing professional
practice
Develop and promote Developing and promote 500232109
appreciation for cost appreciation for cost
11 and benefits of and benefits of technical
technical training training
Develop and promote Developing and 500232110
understanding of promoting
12 global labor markets understanding of global
labor markets
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MODULE CONTENT
UNIT OF COMPETENCY : WORK EFFECTIVELY IN VOCATIONAL

MODULE TITLE : WORKING EFFECTIVELY IN VOCATIONAL

MODULE DESCRIPTOR : The module covers the knowledge, skills and

attitude required to work effectively in the policy and
operating environment of the vocational education and
training sector.
NOMINAL DURATION : 16 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:

LO1. Work within the vocational education and training policy framework
LO2. Work within the training organization’s quality framework
LO3. Manage work and work relationships
LO4. Perform a client-focused approach to work
ASSESSMENT CRITERIA
1. Relevant national vocational education and training policies and

frameworks are accessed, analyzed, applied and guided in accordance
with work practices and responsibilities.
2. Key vocational education and training organizations and stakeholders are
identified, accessed and informed in accordance with updated work
practices.
3. Legislation and guidelines are accessed, used, complied and ensured in
accordance work practices and policy requirements.
4. Sources of information and advice on vocational education and training
policy and operating context are accessed on a regular basis and changes
are noted as appropriate.
5. Opportunities are taken up to contribute to vocational education and
training in accordance with organizational policy developments.
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6. Vocational education and training terminology is used to communicate
effectively in accordance with sector.
7. Relevant organizational documentation is accessed, used, supported and
ensured in accordance work roles and responsibilities.
8. Work is conducted in accordance with the training organization’s quality
assurance strategies, processes, policies and procedures.
9. Ethical and legal responsibilities are adhered to in accordance with work
practices.
10. Work is undertaken in accordance with the prevailing industrial and
employee relations systems and practices.
11. Feedback and advice on work quality is actively sought from
colleagues and clients in accordance with the prevailing industrial and
12. Work is planned, prioritized and organized to achieve agreed and
expected outcomes.
13. Workloads are assessed and guidance/support is sought from relevant
personnel where work issues arise and in accordance with existing
organizational policies and guidelines.
14. Relevant technological skills are used to enhance work outcomes and
in accordance with prevailing industrial systems and practices.
15. Work is undertaken in a collaborative manner with colleagues through
sharing of information and ideas and working together on work outcomes
in accordance with the prevailing industrial and employee relations
systems and practices.
16. Feedback on managing work and professional relationships is
obtained from clients and colleagues and is evaluated and acted upon.
17. Clients and their needs and expectations form the basis for developing
effective work practices and outcomes in accordance with operational
limits.
18. Effective communication strategies are developed, utilized, established
and maintained in accordance with client relationships.
19. Processes for evaluating and improving client satisfaction are
developed and built in accordance with work practices.
LEARNING OUTCOME NO. 1

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WORK WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICY
FRAMEWORK
Content:
 Training Regulations, including the purpose and structure of:

o units of competency
o Assessment Guidelines
o qualifications
o Employability Skills
o support materials
 Philippine TVET Trainers Qualification Framework (PTTQF)
 Education and training stakeholders
 Legislations guidelines:
o guidelines on program/project funding
o User Choice
o apprenticeships/traineeships
o implementation of Training Packages
o registration
o course accreditation
o access and equity
o anti-discrimination including equal opportunity, racial vilification
and disability discrimination
o industrial relations
o code of practice
o occupational health and safety (OHS)
 Sources of information on vocational education and training
opportunities:
o attendance at workshops and consultations
o individual or organizational written submissions and feedback to
relevant vocational education and training organizations and
stakeholders
o participation in forums, networks, conferences
o participation in training organization meetings
o participation in validation meetings
o research/consultancy
o contribution to online consultations
ASSESSMENT CRITERIA:
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1. Relevant national vocational education and training policies and
frameworks are accessed, analyzed, applied and guided in accordance
with work practices and responsibilities.
2. Key vocational education and training organizations and stakeholders are
identified, accessed and informed in accordance with updated work
practices.
3. Legislation and guidelines are accessed, used, complied and ensured in
accordance work practices and policy requirements.
4. Sources of information and advice on vocational education and training
policy and operating context are accessed on a regular basis and changes
are noted as appropriate.
5. Opportunities are taken up to contribute to vocational education and
training in accordance with organizational policy developments.
6. Vocational education and training terminology is used to communicate
effectively in accordance with sector.
CONDITION:
The students/ trainees must be provided with the following:
 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Legislation, codes, frameworks, guidelines, on vocational education and
training handbook or manuals
 organizational manuals, documents, publications
METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation
ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration
Learning Experiences
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Learning Outcome 1:
WORK WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICY

FRAMEWORK
Learning Activities Special Instructions
Read Information Sheet No. 7.1-1 on Go through the Information Sheets and
Training Regulations answer the self-checks to ensure that
Answer Self-check 7.1-1 knowledge on selecting the remedial
therapeutic massage principles to
View multimedia presentation determine treatment strategy are
acquired.
Read Philippine TVET Trainers
Qualification Framework (PTTQF)
Answer Self-check 7.1-2 Use a separate sheet of paper when
answering the Self-check. This module
Read Information Sheet No. 7.1-3 on is the property of the training center.
Education and training stakeholders Please do not write anything on it.
Answer Self-check 7.1-3
Read Information Sheet No. 7.1-4 on Make sure you do not look at the
Legislations guidelines Answer Key when answering the self-
Answer Self-check 7.1-4 checks.
View multimedia presentation

Be sure that you are well-versed in the
Read Information Sheet No. 7.1-5 on contents of the Information Sheet
Sources of information on vocational before proceeding to the next
education and training opportunities Information Sheet.
View multimedia presentation After doing all activities in this

Learning Outcome, you are ready to
proceed to the next Learning Outcome
Information Sheet 7.1-1
TRAINING REGULATIONS
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Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Explain TESDA Training Regulations
In the implementation of Competency Based Training delivery, you were

introduced to its basic principles. The Training Regulation has a significant role in
vocational education and training. It is the basis of formulation of competency
assessment and the development of curriculum and instructional materials for
CBT.
The Training Regulation (TR) is the document that serves as a basis in the
formulation of competency assessment and the development of curriculum and
instructional materials for competency based technical education and skills
development (TESD).
Components of the Training Regulations

1. Occupational skills standard
2. Training standards
Purpose
The Training Regulation serve as a basis for the:
1. Competency assessment and certification;

2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.
Every qualification has its own TR. You can download the TR of your qualification
from the TESDA website www.tesda.gov.ph.
 Sections of the TR
Section 1:
Definition of the Qualification – refers to the group of competencies that
describes different functions of the qualifications.
This section enumerates the Basic Competencies, Common Competencies and

Core competencies of the Qualification. It also enumerates the job titles of
workers who qualified for this qualification.
Section 2:
Competency Standards – gives the specifications of competencies required for
effective work performance. This section will be further discussed in the
succeeding information sheets.
Section 3:
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 Training Standards
Contains information and requirements in designing training program
for certain qualification. It includes:
1. Curriculum design;
2. Training delivery;
3. Trainee entry requirements;
4. Tools, equipment and materials;
5. Training facilities;
6. Trainer‘s qualification and
7. Institutional assessment. Section 4:
 National Assessment and Certification Arrangement

describes the policies governing assessment and certification procedure.
Self- Check 7.1-1
TEST I: MATCHING TYPE

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Direction: Match column A to column B. Write only the
letter of the correct answer on your answer sheet.
A B
1. Section which describes the A. Occupational skills

policies governing assessment and standard
certification procedure.
B. Definition of the
2. It gives the specifications of
qualification
competencies required for effective
work performance.
C. Training
3. It refers to the group of
standards
competencies that describes different
functions of the qualifications.
4. Section which contains D. Competency
information and requirements in standards
designing training program for
certain qualification.
E. Training
5. It serves as a basis in the
regulation
formulation of competency
assessment and the development of
curriculum and instructional
materials.
F. National assessment
6. Component part of the
and certification
training regulation.
arrangement
G. Curriculum
7.This section enumerates the
design
job titles of workers who are
competent in the qualification
described in the TR.
8. This section enumerates the H. Competency-
based curriculum
Basic Competencies,
9.It comprises with the I. Competency
information requirements of the assessment
training standards.
10. This section includes J. Assessment and
information such as training Certification
facilities, tools, equipment and
materials.
ANSWER KEY 7.1-1
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1. F
2. D
3. B
4. C
5. E
6. A
7. B
8. B
9. G
10. C
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Philippine TVET Trainers Qualification Framework (PTTQF)
Learning Objective:
1. Understand the Philippine TVET Trainers Qualification Framework
(PTTQF)
INTRODUCTION
 Rationale
Technical Education and Skills Development Authority ‘s (TESDA ‘s) mandate

is to manage and supervise technical education and skills development in the
Philippines. As part of this mandate, TESDA uses competency assessment and
certification as both the means and the end of competency and skills development.
TESDA ‘s vision is being the leading partner in the development of the Filipino
workforce with world-class competence and positive work values.
 Objectives:
Over-all Objectives:
To ensure consistent delivery of quality technical-vocational education and
training services through the training, assessment, qualification and creation of a
pool of technical trainers-assessors competent in trade qualifications and training
and assessment methodologies.
 Objectives for TESDA:
1. Specify the competency standards of TVET Trainers given different roles and
qualification levels.
2. Establish a structure that will ensure the systematic and purposive
development of TVET Trainers.
3. Certify the competence of TVET Trainers at different roles and levels of technical
training.
 Objectives for TVET Trainers:
1. Enumerate the competency requirements at different qualification levels of

TVET Trainers.
2. Be motivated to pursue continuous self-development in competencies related to
the competency requirements at various qualification levels of the technical-
vocational education and training.
3. Demonstrate and be certified on the required competencies of a given
qualification level prior to performing role specific to that level.
 TVET Trainer
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A TVET Trainer is a professional who enables a learner or a group of learners to
develop competencies to performing a particular trade or technical work. Towards
this end, a TVET Trainer may assume various roles such as training facilitator,
competency assessor, training designer and developer and training supervisor.
 Coverage:
1. Targets all TVET Trainers of with Training Regulation (WTR) registered

programs such as those in the private TVET Institutions, Public Schools and
Training Centers, enterprises providing learnership and apprenticeship programs
and TESDA Technology Institutions
2. Includes definition of qualification, competency standards, curriculum, training
standards, and assessment and certification procedures
3. Competency standards based on the functions of training delivery, competency
assessment, training design/development and training supervision.
 GUIDING PRINCIPLES:
1. Learning is defined as a change in the individual that is not attributable to

biological changes. Such change is manifest in terms of behaviors that is
observable and measurable. Learning outcomes are therefore measurable and can
be assessed against established standards. The ability to achieve consistent
learning outcomes is indicative of training effectiveness.
2. For learning to be effective in the workplace, there must be an alignment of the
organization ‘s business/institutional needs, performance needs, capability needs
and environmental needs (Blanchard, Robinson and Robinson). This implies that
addressing the capability needs through workplace learning must be anchored on
the performance that will enable achievement of the organization ‘s over-all needs
and objectives. Likewise, learning interventions must be based on environmental
infrastructures and support systems to enable application of learning in the
workplace.
3. There are several concepts and principles that enable effective learning such as
the adult learning principle (Knowles), constructivism, information theory,
multiple intelligences, whole brain approach, etc. Facilitators of adult learners
must be well-versed in the appropriate learning concepts, principles and theories
to be able to apply the appropriate methodologies that will be effective in various
learning situations and learner profile and to ensure consistent delivery of learning
outcomes that enable performance improvements.
4. The training cycle consists of: training needs analysis; training design and
development; training delivery (training administration and facilitation); and,
training evaluation. All these training functions, including the management of
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these functions, contribute to training effectiveness. Trainers need to perform
various roles and be competent in the function of such roles.
5. There are three domains of learning outcomes: cognitive, affective and
psychomotor skills (Bloom). To be effective, the learning interventions must
consider these three domains as the goals of the training process and as the basis
for assessing learning outcomes.
6. There is a zone of proximal development which implies that learning occurs just
above the learner‘s current competency (Vygotsky). Scaffolding, or step-by-step
approach, facilitates learning and development. Knowledge, skills and prior
experience provide the foundation for the scaffolding. The zone of proximal
development also implies that the learner must work with a more capable person
or the more knowledgeable other‖ to learn effectively.
7. To facilitate the acquisition of competencies effectively, trainers must be a

specialist in the area of competency being facilitated. However, as the trainer
assumes broader responsibilities, particularly through the exercise of management
responsibilities, there is a need for said trainer to be a specialist and a generalist
at the same time.
8. Learning is not always facilitated by an individual. Team teaching enables

holistic development through the pooled expertise of two or more facilitators. Team
teaching likewise enables trainer development as the junior trainers learn from the
more senior trainers.
9. Learning is a lifelong process that is acquired through formal and non- formal
education as well as from personal experiences and exposure. Formal education
has its equivalence in terms of both non-formal education and personal
experiences, which can be measured and validated in terms of acquired
competencies.
10. The delivery of training should adhere to the design of the curriculum.
Delivery shall be guided by the 10 basic principles of competency-based

TVET:
a. The training shall be based on curriculum developed from the competency

standards;
b. Learning is modular in its structure;
c. Training delivery is learner-centered and should accommodate individualized
and self-paced learning strategies;
d. Training is based on work that must be performed;
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e. Training materials are directly related to the competency standards and the
curriculum modules;
f. Assessment is based on the collection of evidence of the
performance of the work to the industry standard;
g. Training is based both on and off-the-job components;
h. Training program allows for recognition of prior learning (RPL) or current
competencies;
i. Training allows for multiple entry and exit; and,
j. Training programs are nationally accredited.
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Philippine TVET Trainer’s Qualification Framework (PTTQF) Series of 2009
Qualification Trainer Trainer Trainer Trainer

Levels Qualification I: Qualification II: Qualification III: Qualification IV:
Trainer/Assess Training Training Master Trainer
or Designer/ Mentor
Developer
Definition Conducts Designs and Supervises, Extends the
technical develops develops and body of
training and curriculum, mentors knowledge in
competency courses and technical the field of
assessments instructional trainers technical
materials vocational
education and
training.
Entry  BS Graduate  BS Graduate  BS Graduate  MS Graduate
Requirements or Equivalent or Equivalent or or
 Certified in  Certified in Equivalent Equivalent
NC Level that the  Certified in  Certified
will be NC Level that the highest highest
handled will be available NC available NC
handled Level in the Level in the
 With portfolio Training Training
of relevant Regulation Regulation
actual work  With  With
outputs portfolio of portfolio of
relevant relevant
actual work actual work
outputs outputs
1. Communication
Basic
2. Apply math and science principles in technical training
Competency
3. Apply environmental principles and advocate conservation
Requirements
4. Utilize IT Applications in technical training
5. Work in teams
6. Apply work ethics, values and quality principles
7. Work effectively in vocational education and training
8. Foster and promote a learning culture
9. Ensure a healthy and safe learning environment
10. Maintain and enhance professional practice
11. Appreciate cost-benefits of technical training
12. Understand and analyze global labor markets
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Qualification Trainer Trainer Trainer Trainer
Levels Qualification I: Qualification II: Qualification III: Qualification IV:
Trainer/Assess Training Training Master Trainer
or Designer/ Mentor
Developer
1. Plan Training 1. Facilitate 1. Facilitate 1. Institutional
Core
Sessions Developmen development ize TVET
Competency
2. Facilitate t of and review of systems
Requirement s
learning competency training and
Sessions standards policies and processes
3. Supervise 2. Conduct procedures institutions
Work-Based Training 2. Develop and /enterprises
Learning Needs execute 2. Conduct
4. Conduct Analysis training plans research on
Competency 3. Develop 3. Prepare and TVET
Assessment training manage 3. Promote,
5. Maintain curriculum training advocate
Training 4. Develop budgets and
Facilities learning 4. Nurture and strengthen
6. Utilize materials capacitate industry
electronic trainers/ and TVET
5.Develop
media in assessors linkages
assessment
facilitating 5. Evaluate 4. Provide
tools
training trainers/asses professional
6. Design and sors developmen
Develop performance t t to TVET
maintenance 6. Lead and experts
e system of Coordinate
training training/
facilities assessment
7. Develop evaluation
7. Facilitate
Learning
Materials for assessment
e-learning moderation
8. Lead and
coordinate
training/asses
sment
Trainer’s Course on Course on Course on Continuing
Training Training Supervision and Professional
Curriculum
Methodologies Design and Development of Education
and Development Trainers
Assessment
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Self- Check 7.1-2
MULTIPLE CHOICE : Write the letter of the best answer in you answer sheet
1. A person certified in Trainers Methodology Level II is called:

A. Assessor C. Master
B. Developer D. Mentor
2. The Philippine Qualifications Framework has how many levels?
A. 5 C. 10
B. 8 D. 12
3. There are how many competencies in TM Level 1?
A. 6 C. 16
B. 8 D. 18
4. A person in possession of a certificate in TM Level I is called a
.
A. Master trainer C. Training Designer/Developer
B. Trainer/Assessor D. Training Mentor
5. The Philippine TVET Trainer Qualifications Framework has how many levels?
A. 4 C. 8
B. 6 D. 10
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ANSWER KEY 7.1-2
1. B
2. B
3. D
4. B
5. A
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EDUCATION AND TRAINING STAKEHOLDERS

Learning Objective:
1. Identify Technical Vocational Education and training stakeholders
Stakeholder
Stakeholder typically refers to one who is associated with the welfare and success
of a school and its students. They may also be collective entities, such as local
businesses, organizations, committees, media outlets…more.
Franchisors should understand the importance of stakeholders as they can take
leadership responsibilities, or lend voice to ideas, opinions, and perspectives. They should
understand that the role of every stakeholder is crucial for the development of an
education empire.
Who Are Stakeholders in Education?
What is a stakeholder? One might think of a person holding a wooden stake, like the
kind driven through the hearts of vampires in folklore. But the word stakeholder refers to
a person who has an interest or concern in the organization at hand. So, in terms of
education, a stakeholder is someone who has a vested interest in the success and welfare
of a school or education system. This includes all parties that are directly affected by the
success or failure of an educational system, as well as those indirectly affected.
Examples of Stakeholders in Education
Let's take a moment to brainstorm who some of these stakeholders may be. School
board members, administrators, and teachers immediately come to mind. They each want
their work to have a positive impact on children, and their jobs are directly affected by the
success of the school system. Parents desire a successful education system for their
children, while the students themselves have an interest in receiving a good education. It's
also easy to imagine the influence the education system has on government officials, like
city councilors and state representatives, as voters may base their decisions on the way
such officials support the school system.
In fact, the community as a whole is a stakeholder in its education system. This is

because local schools educate future employees, business owners, and community
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leaders. A solid education program builds a stronger community by better preparing its
students to be successful community members.
Since all members of a community are stakeholders in its education system, you may be
wondering how each individual stakeholder is important. Every different stakeholder plays
a different, significant role in support of the education system. Let's explore those roles.
School administrators
School administrators, who monitor the implementation of the curriculum, play a

vital role in structuring and developing the school and students. Furthermore, they are
responsible for the purchasing of learning materials which are essential for curriculum
implementation. They are usually informed by teachers, students, and the community
about the success of their curriculum. They can also employ the services of professional
for evaluating the performance of the curriculum.
Parents
Parents influence the implementation of the curriculum by playing a vital role in

monitoring the lessons taught at schools, filling the gap between their children and the
school administration by providing various resources which are not available in school.
Teachers often take help of parents for monitoring the social and behavioral development
of a child, especially for special educational needs.
Professionals
Psychologists and social workers are known for their contribution towards special
schools and their children. These stakeholders provide useful options for dealing with
students of foreign origin or those with disabilities. Often acting as school board
members, community members are usually seen contributing to the various resources
which are not found at school premises.
Government and the professional regulation commission are other stakeholders providing
a license to graduates of different universities and colleges.
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Self- Check 7.1-3
MULTIPLE CHOICE: Write the letter of the best answer in you answer sheet
1. Refers to one who is associated with the welfare and success of a school and its
students
A. Community
B. Stakeholder
C. Teacher
D. Student
2. Influence the implementation of the curriculum by playing a vital role in monitoring
the lessons taught at schools
A. Community
B. Professional
C. Parent
D. School
3. Who monitor the implementation of the curriculum, play a vital role in structuring and
developing the school and students?
A. Community
B. Parent
C. Professionals
D. School administrators
4. Who is a Stake Holder in education?
A. refers to a community that has an interest in the organization to developed skills
B. refers to organization who task to develop various skills
C. refers to a professional who has qualification or concern in the school at their
hands
D. refers to a person who has an interest or concern in the organization at hand
5. These stakeholder filling the gap between children and the school administration by
providing various resources which are not available in school
A. Advisor
B. Professional
C. Parent
D. School Administrator
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ANSWER KEY 7.1-3
1. B
2. C
3. D
4. D
5. C
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LEGISLATIONS GUIDELINES
Learning Objective:
1. Explain Legislations guidelines related to technical and vocational education
QUALIFICATION FRAMEWORK:
General Guidelines
1. The Framework shall consist of four (4) levels corresponding to the different roles
assumed by trainers. These are: Trainer Qualification Level I for Trainer/Assessors;
Trainer Qualification Level II for Training Designers/Developers; Trainer Qualification
Level III for Training Supervisors and Mentors; and, Training Level IV for Master Trainer.
2. Those being certified in Levels I and II must be specialists in the areas of competencies
they will facilitate while those being certified in Levels III and IV must be both specialists
and generalists.
3. The trainer curriculum specified in this program is an enabler and is intended to

facilitate trainer development through the various qualification levels. Taking the various
courses under the curriculum is not a strict requirement as the trainer may acquire the
required competencies through other means.
4. While there is an implied progression in the qualification levels, any trainer who feels
competent and qualified for a particular level may, without necessarily being certified in
the previous levels, apply for assessment and certification for that level, provided that the
level ‘s entry requirements for certification has been satisfied.
5. The educational requirement as entry requirement for certification may be waived

through demonstration of the following equivalent competencies:
a. Bachelor ‘s Degree
i. Oral and written English communication
ii. Quantitative and Qualitative Analysis
iii. Verbal Reasoning
b. Masteral Degree
i. Leadership
ii. Research Project
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What is PQF?
• It is a national policy describing the levels of educational qualifications and sets the
standards for qualification outcomes.
• A quality assured national system for the development, recognition and award of
qualifications based on standards of knowledge, skills and values acquired in
different ways and methods by learners and workers of a certain country
• It is competency-based and labor market driven.
• It is assessment- based qualification recognition.
The PQF Logo is composed of

a stylized rendering of the
The PQF Logo
initials PQF rendered in the
blue and red colors of the
Philippine flag. The letters
are in front of a yellow sun,
similar to the Philippine
flag‘s. Surrounding this are
eight circles, representing
the eight levels of the
framework, which are in a
circular pattern to show the
idea that the levels are not
hierarchical.
Objectives of the PQF
• To establish national standards and levels for outcomes of education and
training, skills and competencies
• To support the development and maintenance of pathways and
equivalencies which provide access to qualifications and assist people to
move easily and readily between the different E & T sectors and between
these sectors and the labour market
• To align the PQF with international qualifications framework to support
the national and international mobility of workers thru increased
recognition of the value and comparability of Philippine qualifications
What is Qualification?
Qualification is a formal certification, issued by an official agency, in
recognition that an individual has been assessed as achieving learning
outcomes or competencies to the standard specified for the qualification title.
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It is a package of competencies describing a particular function or job role
existing in an economic sector. It covers the work activities required to
undertake a particular life/job role.
Benefits of the PQF

For the Person
• Encourages lifelong learning allowing the person to start at the level that
suits him and then build-up his qualifications as his needs and interests
develop and change over time
• Certificates and licenses recognized by government
For the Employers
• Assures that standards and qualifications are consistent to job
requirements/demand
• Provides common understanding on standards, qualifications and levels
For the education and training providers
• Ensures transparency in training provision, conformance to standards
and preciseness of accountability for learning outcomes
• Provides common understanding of policies and guidelines on credit
transfers, articulation, portability, bridges pathways and RPL
For the authorities
• Provides the standards, taxonomy and typology of qualifications as bases
for granting approvals to providers and stakeholders
• Harmonizes qualifications in E & T across Philippines
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The Development of the PQF
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The Philippine Qualifications
Framework
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EIGHT (8) LEVEL DESCRIPTOR
LEVEL 1
KNOWLEDGE, SKILLS Knowledge and skills that are manual or

AND VALUES concrete or practical and/or
operational in focus.
APPLICATION Applied in activities that are set in a limited range
of highly familiar and predictable contexts; involve
straightforward, routine issues which are
addressed by following set rules, guidelines or
procedures.
DEGREE OF In conditions where there is very close support,
INDEPENDENCE guidance or supervision; minimum judgment or
discretion is needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE I
LEVEL 2
KNOWLEDGE, SKILLS Knowledge and skills that are manual, practical

AND VALUES and/or operational in focus with a variety of
options.
APPLICATION Applied in activities that are set in a range of

familiar and predictable contexts; involve routine
issues which are identified and addressed by
selecting from and following a number of set rules,
guidelines or procedures.
DEGREE OF In conditions where there is substantial support,

INDEPENDENCE guidance or supervision; limited judgment or
discretion is needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE II
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LEVEL 3
KNOWLEDGE, SKILLS Knowledge and skills that are a balance of

AND VALUES theoretical and/or technical and practical.
Work involves understanding the work process,
contributing to problem solving, and making
decisions to determine the process, equipment
and materials to be used.
Applied in activities that are set in contexts with
APPLICATION
some unfamiliar or unpredictable aspects; involve
routine and non-routine issues which are identified
and addressed by interpreting and/or applying
established guidelines or procedures with some
variations.
DEGREE OF Application at this level may involve individual

INDEPENDENCE responsibility or autonomy, and/or may involve
some responsibility for others. Participation in
teams including team or group coordination may
be involved.
QUALIFICATION TYPE NATIONAL CERTIFICATE III
LEVEL 4
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical

AND VALUES and/or abstract with significant depth in one or
more areas; contributing to technical solutions of a
non-routine or contingency nature; evaluation and
analysis of current practices and the development
of new criteria and procedures. (supported by
theoretical and practical)
Applied in activities that are set in range of
APPLICATION
contexts, most of which involve a number of
unfamiliar and/or unpredictable aspects;
involve largely non-routine issues which are
addressed using guidelines or procedures which
require interpretation and/or adaptation.
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DEGREE OF Work involves some leadership and guidance
INDEPENDENCE when organizing activities of self and others.
QUALIFICATION TYPE NATIONAL CERTIFICATE IV
LEVEL 5
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical

AND VALUES and/or abstract with significant depth in some
areas together with wide-ranging, specialized
technical, creative and conceptual skills.
Perform work activities demonstrating breadth,
depth and complexity in the planning and
initiation of alternative approaches to skills and
knowledge applications across a broad range of
technical and/or management requirements,
evaluation and coordination.
APPLICATION Applied in activities that are supervisory,
complex and non-routine which require an
extensive interpretation and/or adaptation/
innovation.
DEGREE OF In conditions where there is broad guidance and
INDEPENDENCE direction, where judgment is required in planning
and selecting appropriate equipment, services and
techniques for self and others.
Undertake work involving participation in the
development of strategic initiatives, as well as
personal responsibility and autonomy in
performing complex technical operations or
organizing others
QUALIFICATION TYPE DIPLOMA
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LEVEL 6 (as per PQF-NCC Resolution No.
2014-01 adopted on 22 July 2014)
KNOWLEDGE, SKILLS Demonstrated broad and coherent knowledge

AND VALUES and skills in their field of study for professional
work and lifelong learning
APPLICATION Application in professional/creative work or

research in a specialized field of discipline
and/or further study
DEGREE OF Substantial degree of independence and

INDEPENDENCE or/in teams of related fields with
minimal supervision
QUALIFICATION TYPE Baccalaureate Degree
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LEVEL 7(as per PQF-NCC Resolution No. 2014-01
adopted on 22 July 2014)
KNOWLEDGE, SKILLS Demonstrated advanced knowledge and skills

AND VALUES in a specialized or multi-disciplinary field of
study for professional practice, self-directed
research and/or lifelong learning
APPLICATION Applied in professional/creative work or
research that requires self-direction and/or
leadership in a specialized or multi-disciplinary
professional work/research
DEGREE OF High substantial degree of independence that

INDEPENDENCE involves exercise of leadership and initiative
individual work or in teams of multi-disciplinary
field
QUALIFICATION TYPE Post-Baccalaureate Program
LEVEL 8 (as per PQF-NCC Resolution No.

2014-01 adopted on 22 July 2014)
KNOWLEDGE, SKILLS Demonstrated highly advanced systematic

AND VALUES knowledge and skills in highly specialized
and/or complex multi-disciplinary field of
learning for complex research and or
professional practice and/or for the
advancement of learning.
APPLICATION Applied for professional leadership for
innovation, research and/or development
management in highly specialized or multi-
disciplinary field
DEGREE OF Full independence in individual work and/or in
INDEPENDENCE teams of multi-disciplinary and more complex
setting that demands leadership for research
and creativity for strategic value added.
Significant level of expertise-based autonomy
and accountability
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EIGHT (8) LEVEL DESCRIPTOR
This table shows the elements and level of learning and its
corresponding qualification type under the Philippine Qualification
Framework (PQF) as implemented by the virtue of Executive Order
No. 83 S. 2012 dated October 1, 2012.
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Self- Check 7.1-4
MULTIPLE CHOICE: Write the letter of the best answer in you answer sheet
1. It is the national database of quality assured qualifications which
contains information on the qualifications and their corresponding
competency standards, learning outcomes and the authorized
licensing and certification arrangements.
A. Pathways and Equivalences
B. Philippine Qualification Framework
C. Philippine Qualifications Register
D. Quality Assurance
2. It created the PQF National Coordinating Committee for
implementation which composes of Secretary of the Department of
Education (DepEd) as Chairman.
A. Executive Order No. 83 Sec. 2, s.2012
B. Republic Act No. 7722
C. TESDA Act of 1994
D. TESDA Circular Order No.2 s. 2011
3. Working group which conducts researches/ studies for
comparability/ benchmarking of Philippine qualifications with other
countries and regional/international groupings.
A. WG on Quality Assurance, CHED
B. WG on Information and Guidelines, DepEd
C. WG on International Alignment, PRC
D. WG on Qualifications Register, TESDA
4. The PQF National Coordinating Committee was signed for
implementation by the virtue of Executive Order No. 83 Sec. 2, s.2012. It
was created with the following composition as Member of the Committee
EXCEPT:
A. Chairperson, Commission on Higher Education (CHED
B. Secretary of the Department of Education (DepEd)
C. Secretary, Department of Labor and Employment (DOLE)
D. Chairperson, Professional Regulations Commission (PRC)
5. Working group which develops a National System of Credit Grant
and Transfer inter and intra qualification
A. WG on Quality Assurance, CHED
B. WG on Information and Guidelines, DepEd
C. WG on International Alignment, PRC
D. WG on Qualifications Register, TESD
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ANSWER KEY 7.1-4
1. C
2. A
3. C
4. B
5. A
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SOURCES OF INFORMATION ON VOCATIONAL EDUCATION AND TRAINING

OPPORTUNITIES
Learning Objective:
1. Identify sources of information on vocational education and
training opportunities
VOCATIONAL EDUCATION
Vocational education is the training and retraining of individuals for
particular crafts or trades, including training for mechanical and technical
careers. This instruction can take place at the secondary or postsecondary level, or
as part of on-the-job training and retraining programs. Vocational educators seeks
to train workers for jobs that do not require degrees from four-year colleges—
which account for 65 to 70 percent of all the jobs in the United States.
HISTORY AND BACKGROUND

Vocational education in America can be traced back to the colonial era,
when youngsters learned skilled trades through apprenticeship programs.
Congressional support of vocational education as part of the public school system
emerged in 1862, with the passage of the Morrill Tariff Act, which encouraged the
establishment of land grant colleges to teach agricultural and mechanical skills.
Vocational education began to filter down to the secondary level shortly thereafter,
led by Professor Calvin Woodward (1837-1914) of St. Louis's Washington
University. Woodward discovered that his engineering students were "woefully
inept at the use of simple tools," and therefore urged secondary schools to add
training in carpentry, printing, drafting, bricklaying, machine work, and home
economics. Woodward hoped to arrive at a curriculum that balanced theoretical
and practical knowledge, but the system actually evolved separately from
academic schools in the form of manual training and trade schools.
In 1895 the National Association of Manufacturers was founded. This group

promoted vocational education as a technique for making the United States
globally competitive. The association's leaders based their logic on the performance
of the global economic leader of the time, Germany, which supported trade schools
and apprenticeship programs. Labor leaders hoped that vocational education
would keep children in school longer, thereby protecting them from harsh work
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environments and simultaneously shrinking the labor force, leading to wage
increases. Agriculturists continued to encourage a curriculum that included
scientific and technological courses that would help students advance in their
field. Social reformers, largely proponents of the Progressive movement, hoped that
vocational education would imbue destitute people with the Protestant work ethic
and help lift them from poverty. Educational leaders were often trapped in the
midst of these diverse interests: many worried that vocational education would
interfere with the public school goal of "providing a common education for all
students."
In the first decade of the 20th century, forces in these diverse groups formed
the National Society for the Promotion of Industrial Education. They lobbied for,
and were successful in having Congress pass, legislation launching a public
vocational education system in America. The Smith-Hughes Act of 1917
appropriated $1.7 million for secondary-level programs and established a Federal
Board of Education. States that chose to participate in the federal vocational plan
had to match federal contributions, appoint state directors and boards of
vocational education, and formulate local guidelines for use of the funds.
Charles A. Prosser (1871-1952), the first federal administrator of vocational
education, had a lasting influence on the program. Prosser maintained that
courses at vocational high schools should be job specific, and that the enabling
legislation limited training to the fields of agriculture, trade and industry, and
home economics. Prosser also encouraged the division of vocational training
programs from mainstream public education, thereby creating a system that
vocational educator and author Charles Law later characterized as separate and
unequal, in part because vocational and academic teachers even had separate
certification programs. Over the ensuing six decades, secondary vocational
programs grew separately and focused on specific skill training, taking priority
over academics. By the late 1970s, combined federal, state, and local expenditures
on such programs totaled over $6.6 billion, and enrollment topped 19.5 million.
Skills and Vocational Education and Training
Quality and relevant vocational education and training, or VET, can provide
people, and especially youth, with the knowledge, skills and competencies required
for the jobs of today or tomorrow. The provision of relevant job skills can therefore
be a robust means of empowering people to seize employment opportunities or
equip them for self-employment.
Better skills training can help support decent work, more equitable and inclusive
growth and be the bridge between education and the labor market, supporting the
transition from youth into adulthood. The world’s population is younger than ever,
with 1.2 billion people aged 16-24. Therefore, providing pathways into the world of
work for young people is one of the greatest development challenges of our era.
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Recognizing the pivotal role of skills training, especially for young people, to
increase their chances for employment, the 2030 Agenda for Sustainable
Development has set a number of ambitious targets under Sustainable
Development Goal (SDG) 4 on quality education and SDG 8 on decent work and
economic growth.
SDG 4 – Ensure inclusive and equitable

quality education and promote lifelong
learning opportunities for all
Target 4.3: By 2030, ensure equal access for

all women and men to affordable and quality
technical, vocational and tertiary education,
including university
Target 4.4: By 2030, substantially increase the

number of youth and adults who have relevant skills, including technical and
vocational skills, for employment, decent jobs
and entrepreneurship
SDG 8 – Promote sustained, inclusive and

sustainable economic growth, full and
productive employment and decent work for
all
In many countries, VET is undervalued and the integration of effective VET

strategies into wider employment policies is still a work in progress. The EU is
currently supporting the reform of VET systems in many partner countries
worldwide, providing knowledge, technical capacity and financial support.
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As VET does not create employment, the close-involvement of the private sector is
necessary to ensure that training is in line with labor market needs and
opportunities. The best VET model and type of skills training will depend on the
country context. Special attention should also be paid to the specific needs of girls
and women and vulnerable groups.
In order to support this approach, a new VET Toolbox (link is external), offered
jointly with Member States, delivers, rapidly and on-demand, high quality
expertise and capacity building to public and private stakeholders with a view to
enhance labor market intelligence, enhance the involvement of the private sector
in VET as well as to foster inclusion of women and of vulnerable groups in VET
programs.
Vocational education—sometimes referred to as alternative education—is

practical education geared towards developing the skills needed for any number of
trades and careers. The length of vocational training varies depending on the skills
required to perform a particular job.
The issue was thrust upon the general public when the National Commission on
Excellence in Education published A Nation at Risk in 1983. The report criticized
America's public education system (including vocational education) for "offering
little or no direction or assistance" to the 50 percent of high school graduates who
either did not go on to college or dropped out. Dubbed "forgotten youths," these
students were characterized by: having poor basic skills (including
communication, math, problem-solving, and teamwork skills), the incapability to
link theory and practice, the lack of participation and interest in school activities,
and lack of movement from high school to college or the workplace.
Other factors—including military and corporate downsizing, a shrinking labor

pool, intensifying international competition, and rising college tuition costs—have
combined with public calls for change, to prompt reform efforts at all levels of
education. In order to revitalize vocational education, schools and industries
launched new programs or revamped traditional approaches.
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VOCATIONAL EDUCATION IN THE 1990S
Generally, there have been three methods of improving vocational education:
integration of academic and vocational high schools, renewed interest in
apprenticeship programs and community and technical colleges, and a plethora of
private initiatives across the country.
INTEGRATION OF ACADEMIC AND VOCATIONAL PROGRAMS.
Integration of academic and vocational high schools was promoted by the
Carl D. Perkins Vocational Education and Applied Technology Act of 1990. This
legislation encouraged the combination of academic and vocational curricula so
that students could obtain both academic and occupational knowledge and
abilities. The objective of such programs reflect the goal established by Calvin
Woodward for his 19th-century manual-training schools: the union of the finest
curricular and instructional practices of academic and vocational education into a
single learning experience. Pilot integration programs funded by the Perkins Act
generally have four themes in common: promotion of academic and generic skills
through an engaging curriculum, activity-based motivational and practical
teaching methods, interdisciplinary cooperation, and a focus on skills and
knowledge needed by students to make the transition to employment or college.
Such programs have been undertaken in Ohio, Kentucky, California, Oregon, and
Virginia.
APPRENTICESHIPS.
Apprenticeships, which have existed in the United States since the colonial
era, have also received increased attention among today's vocational educators.
Due to shortages of skilled workers in many fields, apprenticeships became a
method for industries to help ensure they had a sufficient supply of skilled
workers. Apprenticeship is a contractual relationship between an employer and an
employee that lasts a specific length of time during which the apprentice worker
learns all aspects (including techniques and theory) of a trade. Apprenticeships
range in length from one to six years, averaging four years, and may be
cosponsored by trade unions. An apprentice's pay usually amounts to half that of
an experienced skilled worker, and increases over the course of the program.
Individuals who successfully complete one of over 830 federally registered
apprenticeships receive certification. According to the Occupational Outlook
Quarterly, "About 100,000 new apprentices are registered each year," mostly in
construction.
Although a high school diploma or its equivalent is usually a prerequisite to

entry into an apprentice program, complaints from industries that high school
students lacked sufficient skills for certain jobs prompted the growth of school-to-
apprenticeship programs in which high school students split their days between
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academics and part-time apprenticeships. They are graduated to full-time
apprenticeships and eventually reach the skilled tradesperson status. In 1990 the
U.S. Department of Labor (USDL) inaugurated Apprenticeship 2000, a series of
pilot school-to-work programs based on Germany's dual-educational system. The
USDL also set up state and regional bureaus of apprenticeship and training
around the country. These have expanded the application of the apprenticeship
concept from traditional blue-collar fields such as plumbing and bricklaying, to
areas including food services, health care, and the hospitality industry.
SCHOOL-TO-WORK PROGRAMS.
The School-to-Work Opportunity Act of 1994 officially ushered in the
federal government's promotion of school and industry partnerships through five-
year grants. Since the enactment of this legislation, 37 states, about 2,000
schools, 135,000 employers, and 500,000 students have participated in school-to-
work programs sponsored by the act. Nevertheless, numerous school-to-work
programs predated the act. For example, the Boston Private Industry Council's
"Project Protech" began matching four urban high schools with some of the city's
most renowned teaching hospitals in 1991. With funding from the U.S.
Department of Labor's Office of Work-Based Learning, the four-year program
begins in a student's junior year in high school, gradually phases in on the-job
training, and then segues into community college coursework after high school
graduation. In addition, many other employers participate in school-to-work
programs, including high-tech companies in the computer and communications
industries.
Other aspects of school-to-work programs entail having students visit work sites,
attend career seminars and workshops, take inventory of their skills and interests,
and shadow workers. Through these programs, participating employers provide
information sessions at schools and schools conduct various career workshops
and seminars and offer courses on cultivating different work skills. Schools and
participating employers also arrange student visits to work sites and allow
students to shadow workers—or observe and follow workers as they perform their
tasks.
COMMUNITY COLLEGES AND TECHNICAL COLLEGES.

Community and technical colleges have also become important centers
of preparatory and remedial vocational education. The first community colleges
opened around the turn of the century and by 1990s there were roughly 900
public two-year colleges with over 4 million students enrolled. Community
colleges, especially in the second half of the century, have played an instrumental
role in training students for a host of vocations. Technical colleges such as DeVry,
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Inc. developed later in the 20th century. DeVry, for instance, was established in
1931 as an electronics trade school with two campuses, in Chicago and Toronto. It
began a period of rapid expansion in the late 1960s, and by the early 1980s the
DeVry chain of schools boasted 30,000 students. Displacement of workers from
the military and the defense industry, combined with rising tuition costs at liberal
arts colleges have benefited community colleges such as DeVry. In the 1990s, the
chain responded to industries needs for remedial worker education with on-site
training programs.
Some businesses have taken vocational education upon themselves to survive. For
example, the Will-Burt Co., a steel manufacturing and assembly concern in
Orrville, Ohio, was faced with a myriad of problems. Declining profits and sales,
employee turnover of more than 30 percent, and a product reject rate of 35
percent threatened the company's future. Remediating faulty work, in fact,
consumed about 25,000 hours annually at the plant. In cooperation with Wayne
College, a branch campus of the University of Akron, CEO Harry Featherstone
(1929-) developed a mandatory educational course that included practical
applications of math, blueprint reading, geometry, and statistics. The program was
undertaken on company time at full pay. Featherstone reflected on the project's
success, noting that within a few years, employee turnover was reduced to 2.5
percent, product rejects plummeted to 7 percent, and manufacturing efficiency
increased over 95 percent. He estimated that the program cost $200,000.
SKILLED WORKER SHORTAGES.

Because of many factors, including a low national unemployment rate and
public perception of skilled trade jobs, there was shortage of skilled trade workers
in the 1990s. Consequently, companies, labor unions, and schools considered
ways of making the skilled trades more appealing and attracting more people to
them, as well as ways of training workers to perform tasks in high-tech
environments. For example, the National Tooling and Machining Association
reported that related job vacancies totaled about 20,000 in 1998, and the National
Institute of Metalworking Skills predicted that this number would reach 40,000 by
2003.
Some solutions to the shortage include:

(1) joint apprenticeship and training programs where students work as apprentices
for companies while completing courses at community colleges,
(2) skilled trade certification programs through community colleges, and
(3) augmented high school metalworking and machine shop courses. Like other
apprenticeship programs, this one allows students to hold a job in fields they are
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learning and gain hands on experience. In addition, it provides students with
necessary classroom training in math, science, and shop skills.
Proposals for certification in the skilled trades recommend four-year cooperative

programs modeled after the joint apprenticeship programs that provide students
with academic preparation as well as hands-on experience. This program,
however, would confer an associate's degree on students after completion of the
program. Advocates of this program suggest that companies and unions should
determine how many students participate in it based on present and projected
market demand for skilled tradespersons, which would ensure graduates
employment after completing the program.
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Self- Check 7.1-5
MULTIPLE CHOICE : Write the letter of the best answer in you answer sheet
1. It is the training and retraining of individuals for particular crafts or trades,

including training for mechanical and technical careers.
A. Advance Education
B. Higher Education
C. Lower Education
D. Vocational Education
2. Who is the first federal administrator of vocational education, had a lasting
influence on the program
A. Albert Einstein
B. Barrack Obama
C. Charles A. Prosser
D. George W. Bush
3. A contractual relationship between an employer and an employee that lasts a
specific length of time
A. Apprenticeship
B. Fieldtrip
C. Immersion
D. Sportsmanship
4. What act promotes school and industry partnership through five year grant?
A. School-to-Work Opportunity Act of 1991
B. School-to-Work Opportunity Act of 1992
C. School-to-Work Opportunity Act of 1994
D. School-to-Work Opportunity Act of 1995
5. It is become an important centers of preparatory and remedial vocational
education.
A. Community and technical colleges
B. School and Center
C. Training facilities
D. Universities
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ANSWER KEY 7.1-5
1. D
2. C
3. A
4. C
5. A
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WORK WITHIN THE TRAINING ORGANIZATION’S QUALITY FRAMEWORK
Contents:
 Relevant organizational documentation:

o strategic plans
o business plans
o policies and procedures
o position descriptions
o responsibility statements
 quality arraignment for clients
 internal quality policies and procedures
 learning and professional staff development
 training organization staff development
 participation network
 individual learning initiatives
 effective communication strategies
1. Relevant organizational documentation is accessed, used, supported and
ensured in accordance work roles and responsibilities.
2. Work is conducted in accordance with the training organization’s quality
assurance strategies, processes, policies and procedures.
3. Ethical and legal responsibilities are adhered to in accordance with work
practices.
4. Work is undertaken in accordance with the prevailing industrial and
5. Feedback and advice on work quality is actively sought from colleagues
and clients in accordance with the prevailing industrial and employee
relations systems and practices.
CONDITION:
The students/trainees must be provided with the following:
 Bond paper
 organizational data systems
 publications, newsletters of relevant authorities
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METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration
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Learning Experiences
Learning Outcome 2:
WORK WITHIN THE TRAINING ORGANIZATION’S QUALITY FRAMEWORK

Read Information Sheet No. 7.2-1 on Go through the Information Sheets and
Relevant organizational documentation answer the self-checks to ensure that
View Multimedia Presentation
determine treatment strategy are
acquired.
Read Information Sheet No. 7.2-2 on
Internal quality policies and procedures
Use a separate sheet of paper when
Answer Self-check 7.2-2 answering the Self-check. This module
is the property of the training center.
Please do not write anything on it.
Learning and professional staff
development Make sure you do not look at the
Answer Self-check 7.2-3 Answer Key when answering the self-
checks.

Participation network Be sure that you are well-versed in the
contents of the Information Sheet
Answer Self-check 7.2-4 before proceeding to the next
Information Sheet.

Individual learning initiatives After doing all activities in this
Answer Self-check 7.2-5 proceed to the next Learning Outcome
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RELEVANT ORGANIZATIONAL DOCUMENTATION
Learning Objectives:
1. Enumerate relevant organizational documents.
2. Explain relevant organizational documents.
MANAGING ORGANIZATIONAL DOCUMENTATION
Usually, when people think of quality management system

documentation, they envision loads of documents, and unnecessary and
bureaucratic procedures. This is because companies often go overboard when
documenting their quality management systems. However, this doesn’t need to be
the case.
It is true that the international standard for quality management systems (ISO
9001) requires certain documentation (see this article: List of Mandatory
Documents for ISO 9001). The purpose and the benefits of the QMS
documentation are manifold: it provides a clear framework of the operations in an
organization, it allows consistency of processes and better understanding of the
QMS, and it provides evidence for achievement of objectives and goals. When
designing QMS documentation, you should focus on efficiency and create
processes and documents that are applicable in your organization.
QMS documentation hierarchy
The QMS documentation can consist of different types of documents. Usually, it
includes documents such as quality policy, quality manual, procedures, work
instructions, quality plans, and records. The QMS documentation can be
represented as a hierarchy as shown in the diagram below
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ISO 9001 requires different types of information to be documented; however, not
all information needs to be documented as separate documents. It is flexible so
that the organization to decide on the size of the documentation and the level of
details documented. For example, small companies can have documented
procedures that will be included in the QMS manual
How to structure your QMS documentation
The international standard ISO 10013:2001 Guidelines for quality

management system documentation gives directions for effective dimensioning of
the QMS documentation, as well as an overview of recommended contents and
structure of the different QMS document types. The following recommendations
take into consideration the ISO 10013 guidelines.
Quality manual.
The manual should fit your organization. The structure and the content of
the manual can vary depending on the size of the organization, the complexity of
operations, and the competence of the personnel. Small organizations can
document the entire QMS in one manual. On the other side, large international
organizations may have several different quality manuals. Generally, the manual
includes the QMS scope, exclusions from the standard, references to relevant
documents, and the business process model. The quality policy and the objectives
can be part of the manual as well.
The quality manual should include most of following elements: title and table of
contents; scope of the QMS; exclusions from ISO 9001, versioning information and
approval; quality policy and objectives; QMS description, the business process
model of the organization; definition of responsibilities for all personnel; references
to relevant documents and relevant appendices. More information on how to
document an effective quality manual can be found in this article:
Writing a short Quality Manual.
Policy should state the commitment of the organization to quality and

continual improvement. Usually, this policy is used for promotional purposes and
should be displayed in the organization’s premises and posted on websites, so a
clear and short quality policy is convenient and is the general practice.
The Quality policy defines the quality objectives to which the organization strives.
The quality goals of organizations are defined by quantifying the quality objectives.
Quality procedures.
Quality procedures can have different formats and structures. They can be
narrative, i.e., described through text; they can be more structured by using
tables; they can be more illustrative, i.e., flow charts; or they can be any
combination of the above.
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Quality procedures should include the following elements:
• Title – for identification of the procedure;

• Purpose – describing the rationale behind the procedure;
• Scope – to explain what aspects will be covered in the procedure, and which
aspects will not be covered;
• Responsibilities and authorities of all people/functions included in any part the
procedure;
• Records that result from the activities described in the procedure should be
defined and listed;
• Document control – identification of changes, date of review, approval and
version of the document should be included in accordance with the established
practice for document control;
• Description of activities – this is the main section of the procedure; it relates all
the other elements of the procedure and describes what should be done, by whom
and how, when and where. In some cases, “why” should be clarified as well.
Additionally, the inputs and the outputs of the activities should be explained,
including the needed resources.
• Appendices may be included, if needed.
Work instructions.
Work instructions can be part of a procedure, or they can be referenced in

a procedure. Generally, work instructions have a similar structure to the
procedures and cover the same elements; however, the work instructions include
details of activities that need to be realized, focusing on the sequencing of the
steps, tools, and methods to be used and required accuracy.
Training of personnel and use of competent personnel can decrease the need for
highly detailed work instructions. More detail on this topic can be found in Using
Competence, Training and Awareness to Replace Documentation in your QMS.
Good QMS documentation is essential for an effective quality management system
Dimensioning the QMS documentation based on your organizational needs is
essential for a functional QMS. Moreover, properly structured documentation will
make your operations much easier, while incorrect documentation will bring you
nothing but trouble
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Self- Check 7.2-1
Direction: Write T if the statement is true and F if the statement is false
1. The structure and the content of the manual can vary depending on the size of
the organization
2. The quality manual should not include most of following elements: title and
table of contents
3. Policy should state the commitment of the organization to quality and continual
improvement
4. QMS documentation provides a far framework on the operations in an
organization
5. The manual includes the QMS scope, exclusions from the standard, references
to relevant documents, and the business process model.
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ANSWER KEY 7.2-1
1. T
2. F
3. T
4. F
5. T
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INTERNAL QUALITY POLICIES AND PROCEDURES
1. Describe Internal quality policies and procedures
A quality policy statement is a brief document developed as part of a business'

quality management system. It declares what you consider 'quality' in your
organization and outlines the processes you have in place to ensure that you meet
the agreed standards.
What is the purpose of a quality policy?

Quality management policy is important for several reasons. Most importantly, it
articulates:
 your intentions regarding quality of your products or services
 your commitment to continuous improvement in quality management
 responsibilities of all staff, especially those with key roles, for maintaining
quality of products and services
A written, well-defined quality policy is also required by the ISO 9001 standard
and is essential to creating an effective quality management system.
What is an ISO quality policy?
Top management is responsible for establishing, reviewing and maintaining the

quality policy and quality objectives. The quality policy should build on corporate
objectives and values and be appropriate to the purpose and context of the
organization. The policy should demonstrate a commitment to continual
improvement. The quality policy must be communicated, understood and applied
throughout the organization.
ISO 9001:2015 ISO 9001:2008 Summary of Changes
5.2 Quality Policy 5.3 Quality Policy Includes an additional
Establishing the requirement to make the
5.2.1 5.3 Quality Policy
Quality Policy policy available to interested
Communicating the Internal parties and being available
5.2.2 5.5.3 as documented information.
Quality Policy Communication
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What is a Quality Policy and Why is it Important?
Ensure you have a well quality policy statement.
Part of the reason why you need a well written quality policy statement is to make
your employees understand that their job affects product quality and quality
control, and therefore the success of the company.
Employees must be made aware that their individual contribution is important to
the company’s overall success and commitment to quality.
How do you Write a Quality Policy?

Align the Quality Policy with Strategy
ISO 9001:2015 now requires your organization’s quality policy and resulting
objectives to be appropriate to your organization’s strategic direction and
operational direction (context). This means that once your organization has
determined its context and the relevant requirements of its interested parties, Top
management must review the quality policy and objectives, in light of this new
information, to ensure continued relevance.
Establishing the Quality Policy

This requirement for quality policies is comparable to the requirements of
ISO 9001:2008 Clause. Quality Policy. You should check that there is evidence
that Top management have participated in the creation of the quality policy, and
are reviewing and maintaining it.
The standard requires you should review the quality policy to determine whether
the quality policy is appropriate to the context of the organization and its purpose
(and set quality objectives), that there is a commitment to continually improving
the QMS, and the quality objectives are consistent with the quality policy. Top
management should demonstrate that the quality policy is compatible with the
strategic direction and context of the organization, as required by Clause 5.1.1b.
Top management must ensure that the quality policy:

 Is appropriate to the organization and iso implementation
 Includes a commitment to requirements and continual improvement
 Provides a basis for establishing and quality objectives
 Is communicated and understood within the organization (staff training)
 Is periodically reviewed for suitability
Communicating the Quality Policy

This is a new requirement for ISO standards. ISO 9001:2015 requires the
policy to be maintained as documented information, refer to Clause 7.5.1a. You
should check whether the quality policy has been applied throughout the
organization and that the quality policy is available to any relevant interested
parties.
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Self- Check 7.2-2
IDENTIFICATION. Identify which of the following sentences describe culture

sensitivity. In your answer sheet, write Y if the sentence describes culture
sensitivity and N if it does not describe culture sensitivity.
1. Refers to a set of skills that allows you to learn about and understand people
whose cultural background is not the same as yours.
2. Awareness of the differences between yourself and the people you
meet by assigning them a value.
3. Giving importance to one culture.
4. Expertise in each culture’s values.
5. Willingness to ask honest questions, seek understanding, and
demonstrate empathy rather than judging those around you.
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ANSWER KEY 7.2-2
1. Y
2. N
3. N
4. N
5. Y
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LEARNING AND PROFESSIONAL STAFF DEVELOPMENT
1. Understand learning and professional staff development
Importance of Professional Career Development
Although the business environment has been endlessly experiencing negative
changes such as economic downsizing and restructuring resulting in fewer
hierarchical positions but at the same time the need for improving productivity
while keeping a pace with continuously changing technology has also increased.
Organizations, therefore, instead of hiring a new individual from the market prefer
to promote their already existing employee to a specific position as he or she is
already aware of the organizational culture and does not need to be trained. This
requires a careful succession planning of employees and developing and preparing
them continuously for filling topmost designations in future.
The process of organizational career development is important for both employees
and employers. There may be several unintended and undesired changes as well
as consequences that can change the entire scenario. In such a situation both
employees and employers must be ready to keep with the changing environment
and act accordingly. Employees continuously need to upgrade their skills and
competencies to meet the current demands whereas organizations must be ready
with those employees who can handle the pressure efficiently and cease the risk of
falling prey to the changed scenario. Therefore, understanding the importance of
career development is very necessary for both the parties.
Business Environment Factors that can Bring Undesired Changes
Economic Downsizing: The biggest of all the factors that has badly affected
the careers of millions of individuals is economic downsizing. The jobs are cut from
the organizations and the fittest of all employees survive. If employees
continuously learn new and better skills, chances are that economic conditions
won‘t hurt them that badly as compared to other individuals.
De-layering: De-layering means reclassification of jobs. This is an
organizational change initiative where a company decides to reclassify the jobs
more broadly. However, old reporting lines do exist in order to maintain
managerial control but some jobs may be removed or cut down during the process.
Again, those individuals have to leave the organization who are not competent
enough to be shifted to other job with different nature.
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Cost Reduction Strategies of the Organization: Co Cost-reduction
strategies of the organizations are again very dangerous for those individuals who
are not prepared to move on to the next level. If organizations have to cut down
their operating costs, the employment of those individuals is at stake who are not
employable or who have not performed up to the mark in past. Employees
continuously need to upgrade themselves and show their talent in order to remain
in the organizations till long.
IT Innovations: Continuous changes and upgrading in the technology is
also one of the major factors that bring change. Some individuals can keep a pace
with the changing technology and are always ready to learn and adopt new IT
applications while some show immense resistance which is not acceptable to the
organizations. Employees need to keep themselves updated and show willingness
to accept changes as and when they occur and mould themselves accordingly.
The business changes affect both organizations and employees. The need is to
understand them and find a way to cope with them effectively.
Need and Importance of Training Employee

Training of employees takes place after orientation takes place. Training is the
process of enhancing the skills, capabilities and knowledge of employees for doing
a particular job. Training process moulds the thinking of employees and leads to
quality performance of employees. It is continuous and never ending in nature.
Importance of Training
Training is crucial for organizational development and success. It is fruitful to both
employers and employees of an organization. An employee will become more
efficient and productive if he is trained well.
Training is given on four basic grounds:
1. New candidates who join an organization are given training. This training
familiarizes them with the organizational mission, vision, rules and regulations
and the working conditions.
2. The existing employees are trained to refresh and enhance their knowledge.
3. If any updates and amendments take place in technology, training is given to
cope up with those changes. For instance, purchasing a new equipment,
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changes in technique of production, computer implantment. The employees are
trained about use of new equipment and work methods.
4. When promotion and career growth becomes important, raining is given so that
employees are prepared to share the responsibilities of the higher level job.
The benefits of training can be summed up as:
1. Improves morale of employees- Training helps the employee to get job security
and job satisfaction. The more satisfied the employee is and the greater is his
morale, the more he will contribute to organizational success and the lesser will
be employee absenteeism and turnover.
2. Less supervision- A well trained employee will be well acquainted with the job
and will need less of supervision. Thus, there will be less wastage of time and
efforts.
3. Fewer accidents- Errors are likely to occur if the employees lack knowledge and
skills required for doing a particular job. The more trained an employee is, the less
are the chances of committing accidents in job and the more proficient the
employee becomes.
4. Chances of promotion- Employees acquire skills and efficiency during training.
They become more eligible for promotion. They become an asset for the
organization.
5. Increased productivity- Training improves efficiency and productivity of
employees. Well trained employees show both quantity and quality performance.
There is less wastage of time, money and resources if employees are properly
trained.
Ways/Methods of Training
Training is generally imparted in two ways:
1. On the job training methods are those which are given to the employees within
the everyday working of a concern. It is a simple and cost-effective training
method. The in proficient as well as semi- proficient employees can be well trained
by using such training method. The employees are trained in actual working
scenario. The motto of such training is ―learning by doing. ‖ Instances of such on-
job training methods are job-rotation, coaching, temporary promotions, etc.
2. Off the job training methods are those in which training is provided away from
the actual working condition. It is generally used in case of new employees.
Instances of off the job training methods are workshops, seminars, conferences,
etc. Such method is costly and is effective if and only if large number of employees
have to be trained within a short time period. Off the job training is also called as
vestibule training, i.e., the employees are trained in a separate area (may be a hall,
entrance, reception area, etc. known as a vestibule) where the actual working
conditions are duplicated.
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Self- Check 7.2-3
Professional Staff Development

MULTIPLE CHOICE
Direction: Choose the correct letter that best describes the
statement. Write your answer on your answer sheet.
1. Which of the following is not a business environment factors that can bring
undesired changes to the employees?
A. De-layering
B. Economic Downsizing
C. IT Innovations
D. On the job training
2. Which of the following cannot be considered as the benefits of employees
‘training?
E. Chances of promotion
F. Close supervision
G. Fewer accidents
H. Increased productivity-
3. What is an organizational change initiative where a company

decides to reclassify the jobs more broadly?
A. Cost Reduction Strategies
B. De-layering
C. Economic Downsizing
D. IT Innovations
4. What type of training methods are those training which is provided

away from the actual working condition?
A. Off the job training
B. On the job training
C. In house training
D.Actual training
5. Learning by doing‖ is a simple manifestation of what type of

training method?
I. Off the job training
J.On the job training
K.Simulated training
L.Virtual training
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ANSWER KEY 7.2-3
1. D
2. B
3. B
4. A
5. B
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PARTICIPATION NETWORK
1. Describe Participation network
The Participation Network (PN) is the link through which your organization can
have a direct role in the policy making and oversight of local government. If your
organization is involved in the environment, social inclusion or community and
voluntary sector then you can join the Network. Through the PN organizations
can cooperate, share information and ideas and elect members to Local Authority
decision making bodies and relevant community structures.
The PN will enable these groups and organizations’ to have their voices heard and
will facilitate their representation on decision-making committees and bodies
within local government.
7 reasons you should get involved on participation network
Community participation in college sets the stage for a lifetime of leaning in,
reaching out and building connections that bridge barriers. Take a look at seven
other surprising benefits of joining college clubs and organizations.
1. It's a chance to build your skillset

Perhaps one of the most beneficial aspects of getting involved on campus is that it
offers you the chance to develop and build skills that you wouldn't get to
otherwise. Participation and working with others helps you to round out your soft
skills.
"It's a great way to build your professional skills including leadership, teamwork,
communication and prioritization," says career coach Alina Tubman. "All these
skills are necessary for students applying to jobs and internships." She explains
that this is a brilliant way to showcase these skills instead of just listing them on a
resume.
Clubs and organizations can also give you the opportunity to develop hard skills
you may or may not learn in class. "On campuses where students have more
autonomy, individuals in these roles could potentially manage money, create
relationships with outside vendors and execute high-profile events, all valuable
specialized skills," says speaker Amma Marfo, who has worked closely with
students on college campuses.
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2. It's an opportunity to demonstrate your time management
"The main reason for my being in so many clubs were that it taught me discipline
while also allowing me to have fun," says Nihar Suthar, author and recent college
graduate. "I had to be disciplined to get all my work done so I could participate in
clubs and organizations. This is an extremely important life skill to have."
Partaking in college clubs and organizations alongside your academic

responsibilities allows you to practice not only discipline, but also time
management. This is a handy skill to have in your personal life, and it's one that
future employers will be looking for after you graduate. Recruiters and hiring
managers like to know that applicants will be able to juggle tasks and handle all
the demands of the job.
"Involvement in clubs demonstrates a student's ability to manage his or her

schedule with academics and social activities," adds career coach Crystal
Olivarria.
3. It helps you become more collaborative

"Clubs and organizations let students congregate around a common cause,
interest or course of study at a time when social connections are crucial," Marfo
says.
That's the beauty of these activities — they pull together all kinds of students
under a shared mission. Participation in them encourages teamwork and
collaboration, not to mention learning how to work together on a larger scale. And
with collaborative work comes opportunities to step up and lead your peers,
manage projects and work through any road bumps along the way.
Involvement in these groups allows students to create collaborative work

experiences, such as planning events, creating learning material or performing
community service, Marfo explains. "Students learn how to identify and work
toward a shared vision, delegate tasks and responsibilities and work through
interpersonal conflict," she adds.
4. It can lead to great friendships and new networking opportunities

Another incentive to get involved on campus is to make friends and network.
Friendships form effortlessly when you share similar interests or passions with
like-minded peers. Clubs and organizations can also allow you to branch out and
meet students outside of your immediate social circle.
It's also true that connections with others in your field can serve you well after
you graduate. "Getting involved on campus can increase your peer network, which
in turn, increases your exposure and learning not only in your school
environment, but also your social capital," explains Mana Sanghvi, founder of
Sittereco. She says this often translates to more connections as you network for
future career opportunities.
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5. It can build your self-confidence
Students who successfully balance a full plate of academia and extracurricular
activities come away from the experience with a stronger understanding of their
capabilities. This can help you build up the self-assurance needed to take on more
challenges.
"Students gain confidence as a result of practicing the art of leadership and real-
world skills through a campus activity," Sanghvi divulges. She feels it's a smart
choice for students to take advantage of school clubs and campus activities in an
effort to gain experience, confidence and transferrable skills. "These can be more
easily articulated in an internship or job interview and there is low risk in doing
so," she adds.
6. It can provide you with a well-rounded college experience

Aside from all of the skill-building and potential for personal development,
community participation in college is just a great way to make memories. It's a
chance to put yourself out there, try something new and have a great time doing
so. Activities can spice up mundane school weeks and break up long blocks of
study sessions. Plus, they'll help you make the most of your college experience.
"Participation in college clubs and organizations creates lifelong memories and

provides a more memorable college experience," Olivarria says.
7. It can increase your marketability

You'll get a lot out of your involvement on campus while you're still a student, but
the benefits don't stop once you graduate. The skills you develop and the
experience you acquire add up to an enticing combination for hiring managers
once you begin your job search. Your community participation in college can set
you apart from the pack when you're vying for your dream job.
Get out there and get involved
We've all felt or heard the frustration with job openings that require years of
experience before you've even lived long enough to acquire those resume items.
Involvement in college clubs and organizations can be a great way to start
garnering impressive skills and hands-on experience that can catch the eye of
hiring managers until you're able to build up that cushion of on-the-job
professional involvement.
Couple that with the many benefits listed above, and it's clear that community
participation in college matters. Don't plan to arrive on campus only to lounge
around your dorm room. Get out and explore all of the opportunities your college
has to offer! Now that you're aware of all of the perks, you know you'll get just as
much out of the experience as you put into it.
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Self- Check 7.2-4
1. Participation Network (PN) is the link through which your organization can
have a direct role in the policy making and oversight of local government
2. Community participation in college sets the stage for a lifetime of leaning in,
reaching out and building connections that bridge barriers
3. Students who successfully balance a full plate of academia and extracurricular
activities come away from the experience with a stronger understanding of their
capabilities
4. Involvement in college clubs and organizations can be a small way to start
garnering low skills and hands-on experience
5. Participation in college clubs and organizations creates lifelong memories and
provides a more memorable college experience
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ANSWER KEY 7.2-4
1. T
2. T
3. T
4. F
5. T
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INDIVIDUAL LEARNING INITIATIVES
1. Identify Individual learning initiatives
Individual learning is defined as the capacity to build knowledge

through individual reflection about external stimuli and sources, and
through the personal re-elaboration of individual knowledge and
experience in light of interaction with others and the environment.
Individual learning is training that is individualized to take into

consideration the differences between learners. It is most appropriately
used in a one-to-one situation, such as training successors or team
members in the workplace. Unlike facilitated learning where the trainer
takes a more passive role, with individual learning the trainer needs to
consider and cater for the needs of individual participants for example:
 Rates of learning and learning style

 Attitude
 Maturity
 Interests which effect the level of learning
 Motivation
 Learning environment
It doesn‘t necessarily mean learners are at home — they can be in a

classroom and still work through things at their own pace.
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The main types of individual learning are:
 Distance learning
 Resource-based learning
 Computer-based training
 Directed
 private study
The advantages are:
 Many learner differences can be taken into account

 Learners can work at their own pace at the time most convenient to
them
 Different learning styles can be accommodated
 It is cost-effective for large number of learners
 Learners are more in control of how and what they learn
 It is active not passive learning
There are some disadvantage
 There is a long lead time to prepare materials

 Learner motivation can be hard to maintain
 The trainer ‘s role needs to change
This kind of training is probably most appropriate when the trainer is

providing on-the-job training for one or a small number of colleagues. It
is a good idea to link the training to practical exercises based on the
working need — for example, planning a record survey, drawing up
appraisal guidelines etc. It can also be very effective to provide this kind
of training as a follow-up to face- to-face training.
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Self- Check 7.2-5
TRUE or FALSE
Direction: Write T if the statement is true and F if the statement is False
1. Individual learning is defined as the capacity to build knowledge through

individual reflection about external stimuli and sources
2. Individual learning is training that is individualized to take into consideration
the differences between learners
3. Individual learning has one type and it has disadvantage
4. Individual learning is a course that is dual to make differences between learners
5. With individual learning the trainer needs to consider and cater for the needs of
individual participants
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ANSWER KEY 7.2-5
1. T
2. T
3. F
4. F
5. T
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MANAGE WORK AND WORK RELATIONSHIPS
CONTENTS:
 Planning and prioritizing of works
 Organizational guidelines on work loads
 Relevant technological skills
 Employees relationship
 Managing work and professional relationship
1. Work is planned, prioritized and organized to achieve agreed and
expected outcomes.
2. Workloads are assessed and guidance/support is sought from relevant
personnel where work issues arise and in accordance with existing
organizational policies and guidelines.
3. Relevant technological skills are used to enhance work outcomes and in
accordance with prevailing industrial systems and practices.
4. Work is undertaken in a collaborative manner with colleagues through
sharing of information and ideas and working together on work outcomes
in accordance with the prevailing industrial and employee relations
systems and practices.
5. Feedback on managing work and professional relationships is obtained
from clients and colleagues and is evaluated and acted upon.
CONDITION:
 Bond paper
 organizational data systems
 publications, newsletters of relevant authorities
METHODOLOGIES:
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ASSESSMENT METHODS:
 Demonstration
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Learning Outcome 3:
MANAGE WORK AND WORK RELATIONSHIPS

Read Information Sheet No. 7.3-1 Go through the Information Sheets and
Planning and prioritizing of works answer the self-checks to ensure that
Read Information Sheet No. 7.3-2 determine treatment strategy are
Organizational guidelines on work loads acquired.

Use a separate sheet of paper when
answering the Self-check. This module
Read Information Sheet No. 7.3-3 is the property of the training center.
Relevant technological skills Please do not write anything on it.
Make sure you do not look at the
Answer Key when answering the self-
checks.
Read Information Sheet No. 7.3-4 Work Be sure that you are well-versed in the
and professional relationship contents of the Information Sheet
before proceeding to the next
Information Sheet.
After doing all activities in this

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PLANNING AND PRIORITIZING OF WORKS
Learning Objective:
1. Describe the process of planning and prioritizing of works
Time Management - Meaning and its Importance

It is rightly said ―Time and Tide wait for none‖. An individual should understand
the value of time for him to succeed in all aspects of life. People who waste time
are the ones who fail to create an identity of their own.
What is Time Management ?
Time Management refers to managing time effectively so that the right time
is allocated to the right activity.
Effective time management allows individuals to assign specific time slots to
activities as per their importance.
Time Management refers to making the best use of time as time is always
limited.
Ask yourself which activity is more important and how much time should be
allocated to the same? Know which work should be done earlier and which can be
done a little later.
Time Management plays a very important role not only in organizations but also in
our personal lives.
Time Management includes:

1. Effective Planning
2. Setting goals and objectives
3. Setting deadlines
4. Delegation of responsibilities
5. Prioritizing activities as per their importance
6. Spending the right time on the right activity
Effective Planning
Plan your day well in advance. Prepare a To Do List or a ―TASK PLAN‖. Jot down
the important activities that need to be done in a single day against the time that
should be allocated to each activity. High Priority work should come on top
followed by those which do not need much of your importance at the moment.
Complete pending tasks one by one. Do not begin fresh work unless you have
finished your previous task. Tick the
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ones you have already completed. Ensure you finish the tasks within the
stipulated time frame.
Setting Goals and Objectives

Working without goals and targets in an organization would be similar to a
situation where the captain of the ship loses his way in the sea. Yes, you would be
lost. Set targets for yourself and make sure they are realistic ones and achievable.
Setting Deadlines
Set deadlines for yourself and strive hard to complete tasks ahead of the
deadlines. Do not wait for your superiors to ask you every time. Learn to take
ownership of work. One person who can best set the deadlines is you yourself. Ask
yourself how much time needs to be devoted to a particular task and for how
many days. Use a planner to mark the important dates against the set deadlines.
Delegation of Responsibilities
Learn to say ―NO‖ at workplace. Don‘t do everything on your own. There are other
people as well. One should not accept something which he knows is difficult for
him. The roles and responsibilities must be delegated as per interest and
specialization of employees for them to finish tasks within deadlines. A person who
does not have knowledge about something needs more time than someone who
knows the work well.
Prioritizing Tasks
Prioritize the tasks as per their importance and urgency. Know the difference
between important and urgent work. Identify which tasks should be done within a
day, which all should be done within a month and so on. Tasks which are most
important should be done earlier.
Spending the right time on right activity

Develop the habit of doing the right thing at the right time. Work done at the
wrong time is not of much use. Don‘t waste a complete day on something which
can be done in an hour or so. Also keep some time separate for your personal calls
or checking updates on Facebook or Twitter. After all human being is not a
machine.
For Effective Time Management one needs to be:
Organized - Avoid keeping stacks of file and heaps of paper at your workstation.
Throw what all you don‘t need. Put important documents in folders. Keep the files
in their respective drawers with labels on top of each file. It saves time which goes
on unnecessary searching.
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Don’t misuse time - Do not kill time by loitering or gossiping around.
Concentrate on your work and finish assignments on time. Remember your
organization is not paying you for playing games on computer or peeping into
other‘s cubicles. First complete your work and then do whatever you feel like
doing. Don‘t wait till the last moment.
Be Focused - One needs to be focused for effective time management.
Develop the habit of using planners, organizers, table top calendars for better time
management. Set reminders on phones or your personal computers.
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Self- Check 7.3-1
1. Effective time management allows individuals to assign specific time slots to

activities as per their importance
2. Time Management refers to making the best use of time as time is always
limited.
3. Time Management refers to managing time effectively so that the right time is
allocated to the right activity
4. Time management refers to the people who value time
5. Time management allows people to assign specific work slots to activities as per
their own choice
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ANSWER KEY 7.3-1
1. T
2. T
3. T
4. F
5. F
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ORGANIZATIONAL GUIDELINES ON WORK LOADS
Learning Objective:
1. Explain organizational guidelines on work loads
Guidelines
a guideline is a statement by which to determine a course of action. a guideline

aims to streamline particular processes according to a set routine or sound
practice.[1] guidelines may be issued by and used by any organization
(governmental or private) to make the actions of its employees or divisions more
predictable, and presumably of higher quality. a guideline is similar to a rule.
7 Guidelines on assigning workloads on employee
1. Identify key opportunities for delegation.
Not everything can be delegated. You have earned your position in the company
because you have the skills and the experience to execute the work successfully. If
everybody in the company had those skills, your position wouldn't be unique. As a
result, there will be some tasks and projects that you'll have to tackle on your
own, but there should also be a set of tasks on your plate that someone else can
handle.
Part of being an effective delegator is being able to determine which types of tasks
are suitable for delegation, and which types are not. It may be difficult for you at
first, especially if it feels like none of your tasks can be delegated, but eventually
you'll find a rhythm. If you feel like nothing can be delegated, try breaking down
your tasks into what skills they require--take a look at the tasks that require the
fewest skills, and consider training someone else to handle them.
2. Establish a clear set of objectives for each task.
No matter what type of task you're delegating, make sure to take the time to
clarify all objectives for the task. Doing so can proactively protect against the
possibility of miscommunication or a failed execution of the task. In some cases,
this will be extremely simple (such as "enter this set of data into this
spreadsheet"), but in other cases, you'll have several simultaneous goals.
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Depending on the size of the task you're delegating and the type of person you're
delegating to, it could be helpful to have a face-to-face meeting to go over
expectations and any questions your coworker might have. No matter what, it's
also a good idea to send a follow-up email, so all your expectations and task
objectives are referenceable and in writing.
3. Play to your coworker's strengths.
Even within your department, your coworkers all have unique skillsets,
unique preferences, and unique talents. Making good use of those unique working
personalities will result in more overall efficiency. For example, let's imagine you
have two tasks you want to delegate--one requires making phone calls to a client
and one requires writing up a proposal. You also have two interns who could
potentially handle the work--one has great people skills and the other is a
fantastic writer.
It's clear which task should go to which intern because this is a cut-and-dry
example. Most of your tasks won't align themselves as conveniently, but the
principle is still the same. If you aren't sure who to delegate the task to, present
the task to a group of your coworkers, and openly ask who might be the best to
handle it.
4. Construct a timeline.
Timelines keep people focused, and hold all members of the group
accountable. This is especially useful for tasks that don't have a strict deadline, or
complicated tasks that will encounter several milestones before being completed.
Work together with your coworker to establish a mutually agreed-upon timeline,
from the beginning of the task's delegation to its final execution.
Like with the task objectives, it's a good idea to send out an email recap that
reiterates each phase of the timeline. Doing so ensures that each member of the
project has access to the same agreed-upon information, and no dates can get lost
in translation. Be sure to select dates that are reasonable enough that they can be
achieved, but aggressive enough that they inspire your workers to keep the task
top-of-mind.
5. Use follow-up tasks to keep your workers on point.
First, let me say that micromanagement is not advisable. Delegating a task,

only to nitpick every detail and every choice your coworker makes while executing
that task, will only frustrate your coworker and make you busier than you would
have been had you just tackled the task yourself?
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That being said, there's a difference between micromanaging and simply following
up. Following up occasionally, especially for long-term tasks, gives your insight
into progress, and gives your employee the opportunity to bring up any questions
or obstacles that have arisen in the process. Set reminders for you to follow up
occasionally and ensure the task's timely, effective completion.
6. Establish authority and respect.
When working with a large group of people, it's important to set the tone for
your position in the relationship. When working with employees or interns, it's
important to set a tone of authority, and that you expect them to work as
instructed. It's also important to set a tone of respect, so they understand they are
being relied on and appreciated.
Authority and respect are also important when dealing with your peers in a
delegation scenario. You must present yourself as a respectable authority in the
workplace, and not someone just trying to pass off work, and you must also let
your coworkers know that you respect and appreciate their willingness to help.
7. Use a feedback loop to make future delegation easier.
Successful delegation is partially a result of successful relationship

management, and relationships take the commitment of multiple people. After
delegating your tasks, follow up with your coworkers to learn from the situation.
Ask them if they were comfortable executing the task, and if you've given them all
the information they needed. Ask how effective you were in setting expectations,
and if your timelines were reasonable.
Once you have this information, you should have a better idea about how you
performed as a delegator, and you can use this information to make delegation
easier and more effective in the future. This is particularly useful for learning the
strengths and preferences of your coworkers over time.
Some professionals fear delegation because it means relying on an outside party to

execute quality work, but if you surround yourself with reliable workers, you'll
never have to worry about things being done right. Delegating effectively is an
important skill to develop, especially as you move up the corporate ladder, so the
sooner you start putting it into practice, the better.
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Self- Check 7.3-2
1. Guideline is a statement by whom to determine a course of action

2. When working with employees or interns, it's important to set a tone of
authority
3. Timelines keep people focused, and hold all members of the group accountable
4. You have earned your position in the company because you have the skills and
the experience to execute the work successfully
5. Successful delegation is partially a result of successful relationship
management, and relationships take the commitment of multiple people
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ANSWER KEY 7.3-2
1. F
2. T
3. T
4. T
5. F
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RELEVANT TECHNOLOGICAL SKILLS
Learning Objective:
1. Identify relevant technological skills in technical and vocational education
Relevant Technology
Businesses today are technology and innovation driven. There is huge
competition in the sphere and therefore like other industry or business function
ethics is essential here also. Specially because ethics by itself is only a tool to
create and doesn‘t know ethics or morals!
Every day we have innovative products and services that announce their
arrival in the market place and others that go obsolete. It is this technology and
innovation that leads to ethical issues, considering the competition to stay ahead
by innovating is immense. Issues like data mining, invasion to privacy, data theft
and workplace monitoring are common and critical.
In technology we speak of ethics in two contexts;
one is whether the pace of technological innovation is benefiting the

humankind or not,
the other is either severely empowering people while choking others for the
same. Technology, for example, has drastically replaced people at work.
In the first case we are compelled to think about the pace at which technology
is progressing. There are manifold implications here, be it things like computer
security or viruses, Trojans, spam‘s that invade the privacy of people or the fact
the technology is promoting consumerism.
Nowadays data storage is primarily on computer systems. With the advent of

internet technology, the world has got interconnected and data can be accessed
remotely by those who are otherwise unauthorized to do the same. This is one of
the pitfalls of innovation. The other one i.e. the pace of technological change also
raises the question of ethics.
New products make their way and leave the existing ones obsolete. In fact,
technological change and innovation is at the heart of consumerism, which is bad
for economy and environment in general. The recent economic downturn makes
up for a very good example.
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Increasingly technological products are adding up to environmental
degradation. Computer screens, keyboards, the ink used in the printers are some
of the ways in which technology is polluting the environment. All these produce
toxins that cannot be decomposed easily.
The other major issue in technology that brings in ethics is interface between
technology and the computers. Many scientists are of the opinion that the world
will come to an end with a war between the humankind and the technology.
Technology they say will advance to an extent beyond the control of those who
have made it!
No doubt technology has replaced people at work and made certain others
redundant. On the flip side many people have been raised to power while others
have been severely handicapped. The latter is especially true for third world
countries. New manufacturing processes that are outsourced either replace
manpower there or either exploits the latter in the name of employment by
engaging them cheaper prices.
Technology has also made inroads into the field of medicine and life care. New
cloning techniques, genetic modifications or other lifesaving drugs need
continuous monitoring and surveillance. Bioethics has thus emerged as ethics in
the field of medical technology and life care.
Whereas we cannot talk of controlling technology and innovation, the better

way is to adapt and change. The role of ethics in technology is of managing rather
controlling the same. Continuous monitoring is required to keep track of latest
innovations and technological changes and for ensuring fair practices.
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Self- Check 7.3-3
Direction: Write True if the statement is correct and False if the statement is
wrong. Write your answer on your answer sheet.
1. The role of ethics in technology is of managing rather controlling the same.
2. No doubt technology has replaced people at work and made certain others
redundant.
3. Many scientists are of the opinion that the world will come to an end with a war
between the humankind and the technology.
4. Technological change and innovation is at the heart of consumerism, which is

bad and useless for economy and environment in general.
5. Every day we have innovative products and services that announce their arrival
in the market place and others that go obsolete.
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ANSWER KEY 7.3-3
1. True
2. True
3. True
4. False
5. True
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WORK AND PROFESSIONAL RELATIONSHIP
Learning Objective:
1. Describe proper work and professional relationship
A professional relationship
is an ongoing interaction between two people that observes a set of
established boundaries or limits that is deemed appropriate under governing
ethical standards. Establishing proper professional relationships is the backbone
of career development.
The nature of a person's relationships with colleagues and those under direct care,
management or supervision can determine success in a chosen professional. A
professional relationship is typically characterized by collegiality that doesn't cross
over into over-familiarity or inappropriate closeness. Most professions have
standards that govern interpersonal relationships to prevent improprieties ranging
from coercion to harassment. Failing to maintain the proper level of
professionalism in a business relationship can lead to loss of employment and
legal problems.
Managing work relationships
The way that you interact with others in the workplace is important. Good
working relationships, where everyone feels respected and supported, help
promote a positive work culture.
You need to actively work at building and maintaining relationships in the
workplace and be aware and open to others’ situations.
Do your part by cultivating:
• trust—that others can complete their job to a high standard

• respect—always be considerate, honest and value others' opinions
• openness—be aware of the different backgrounds and perspectives of your
colleagues
• effective communication—know when to use different methods of
communication (e.g. private meeting, group discussion, email, letter etc.).
Work on your own communication skills and when you interact with others be
aware of how they might interpret your:
• body language
• listening skills
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• eye contact and attentiveness
• assertiveness or timidness.
Role of Communication in Employee Relationship
A healthy employee relationship ensures a positive environment at work and also

helps the employees to achieve their targets at a much faster rate.
People are more focused, can concentrate better in their assignments and hence
the output increases. Employees are not engaged in constant fights, are eager to
help each other and do not take work as a burden. They enjoy each and every
moment at work and do not take leaves often.
Communication is not only important in our daily lives but also plays a crucial
role at workplace. It is one of the most important factors which either improves or
spoils the relationship among employees.
The communication has to be transparent and precise for a warm relationship

among employees. Clarity in thoughts is important. Don‘t assume that the other
person will come to know on his own what is going on in your mind. The thoughts
must be converted sensibly into relevant words such that the other person is able
to understand you well.
The employees must be very clear about what is being expected from them.
Their key responsibility areas, roles and responsibilities must be communicated to
them in the desired form for them to perform their level best. Don‘t play with
words. Be straightforward and precise in what you expect from your team
members. Don‘t blame them later. Haphazard thoughts and abstract ideas only
lead to confusions and spoil the relationship among the employees.
Let us go through the below example:
Janet was working as a key accounts manager with a leading advertising firm.
First she wanted Ted to prepare a report on marketing and sales strategies
undertaken by her organization, then she wanted him to prepare a report on the
branding techniques and finally she asked him to also include the promotion
strategies. She herself was not very clear about her expectations. Poor Ted was so
confused that he submitted an incomplete report to Janet. She was not at all
happy with Ted‘s performance and always side-lined him in future.
In the above example, Janet was not very clear about the content of the report and
also confused Ted. One needs to express his ideas clearly for the other person to
understand it correctly. Poor communication in this case spoiled the relation
between Janet and Ted who were once good friends.
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Had Janet told Ted to prepare an exhaustive report on Marketing, sales, branding
as well as the promotion techniques undertaken by the organization, things would
been crystal clear and Ted would not have made any mistakes. One should be first
very clear about his needs, expectations and then only communicate it to the other
person.
Don’t change statements quite often. Be firm. One should not tamper any data or
manipulate truth. You would never gain anything out of it. Be honest and pass on
information in its desired form. If your boss has asked you to download some
information to your fellow team members, please do pass it on as it is. Don‘t try to
add or delete words as it would earn you a bad name. No one would trust you in
future or come to your help whenever required. Remember honesty always pays in
the long run.
Think twice before you speak. Avoid using foul words against anyone at the
workplace as it spoils the ambience of the office and leads to several disputes
among individuals. Don‘t say anything which would hurt anyone. Avoid lose talks.
It is okay to enjoy at work but one should never cross his limit. If you do not agree
to anyone‘s ideas, it is better to discuss things with him rather being rude or
harsh. Whatever you communicate has to be crisp, relevant and should make
sense. Don‘t utter non sense at work. Be a little professional in your approach.
Important information should be passed on in the presence of each and every

employee for better clarity. Every employee should have the liberty to express his
views and ideas. Don‘t expect you would clear your doubts later on, ask questions
then and there. No one would feel bad, rather appreciate your interest and
attentiveness but do not jump in between. Do wait for your turn to speak. Don‘t
meet anyone separately as the other person might feel neglected or left out
resulting in major displeasure and conflict among the team members. Do take care
of your pitch and tone. It should not be too loud.
Depend more on written modes of communication as they are more reliable as

compared to verbal communication. An individual might back out if the
information is passed on to him verbally as there are no records, but it never
happens in written modes of communication. Prefer passing on
information through Emails. All the related team members must be marked a
carbon copy so that everyone knows what is being communicated to his fellow
member. One should master the art of writing emails. Remember an email is
nothing but a mirror image of one‘s thoughts. Make sure that your mail is self-
explanatory and everyone is clear about your ideas and opinions.
An employee needs to be constantly motivated to avoid a dip in his performance. If

someone has performed exceptionally well, do not hesitate to praise him. Words
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like ―Well done‖,―Bravo‖,―Great Performance‖ go a long way in making the
individual happy. If you are satisfied with your team member‘s performance, do
communicate your feelings to him.
Communicate effectively with your fellow team members and you would never
have a problem with anyone. People would respect you and work would be fun for
you.
Importance of Employee Relations at the Workplace
Every individual at the workplace shares a certain relationship with his fellow
workers. Human beings are not machines who can start working just at the push
of a mere button. They need people to talk to, discuss ideas with each other and
share their happiness and sorrows. An individual cannot work on his own, he
needs people around. If the organization is all empty, you will not feel like sitting
there and working. An isolated environment demotivates an individual and
spreads negativity around. It is essential that people are comfortable with each
other and work together as a single unit towards a common goal.
It is important that employees share a healthy relation with each other at

the work place. Let us find out why employee relations are important in an
organization:
There are several issues on which an individual cannot take decisions alone.
He needs the guidance and advice of others as well. Sometimes we might miss out
on important points, but our fellow workers may come out with a brilliant idea
which would help us to achieve our targets at a much faster rate. Before
implementing any plan, the pros and cons must be evaluated on an open forum
where every employee has the right to express his opinions freely. On your own,
you will never come to know where you are going wrong, you need people who can
act as critic and correct you wherever you are wrong. If you do not enjoy a good
relation with others no one will ever come to help you.
Work becomes easy if it is shared among all. A healthy relation with your
fellow workers would ease the work load on you and in turn
increases your productivity. One cannot do everything on his own. Responsibilities

must be divided among team members to accomplish the assigned tasks within
the stipulated time frame. If you have a good rapport with your colleagues, he will
always be eager to assist you in your assignments making your work easier.
The organization becomes a happy place to work if the employees work

together as a family. An individual tends to lose focus and concentration if his
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mind is always clouded with unnecessary tensions and stress. It has been
observed that if people talk and discuss things with each other, tensions
automatically evaporate and one feels better. Learn to trust others, you will feel
relaxed. One doesn‘t feel like going to office if he is not in talking terms with the
person sitting next to him. An individual spends around 8-9 hours in a day at his
workplace and practically it is not possible that one works nonstop without a
break. You should have people with whom you can share your lunch, discuss
movies or go out for a stroll once in a while. If you fight with everyone, no one will
speak to you and you will be left all alone. It is important to respect others to
expect the same from them.
An individual feels motivated in the company of others whom he can trust

and fall back on whenever needed. One feels secure and confident and thus
delivers his best. It is okay if you share your secrets with your colleagues but you
should know where to draw the line. A sense of trust is important.
Healthy employee relations also discourage conflicts and fights among

individuals. People tend to adjust more and stop finding faults in each other.
Individuals don‘t waste their time in meaningless conflicts and disputes, rather
concentrate on their work and strive hard to perform better. They start treating
each other as friends and try their level best to compromise and make everyone
happy.
A healthy employee relation reduces the problem of absenteeism at the work

place. Individuals are more serious towards their work and feel like coming to
office daily. They do not take frequent leaves and start enjoying their work.
Employees stop complaining against each other and give their best.
It is wise to share a warm relation with your fellow workers, because you
never know when you need them. You may need them any time. They would come
to your help only when you are nice to them. You might need leaves for some
personal reasons; you must have a trusted colleague who can handle the work on
your behalf. Moreover healthy employee relations also spread positivity around.
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Revision # 01
Self- Check 7.3-4
TRUE OR FALSE
1. It is wise to share a warm relation with your fellow workers, because you never
know when you need them.
2. It has been observed that if people talk and discuss things with each other,
tensions automatically evaporate and one feels better.
3. Most professions have standards that govern interpersonal relationships to

prevent improprieties ranging from coercion to harassment.
4. An individual spends around 8-9 hours in a day at his workplace and

practically it is possible that one works non-stop without a break.
5. If you have a good rapport with your colleagues, he will always be eager to do
your assignments making your work easier.
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ANSWER KEY 7.3-4
1. True
2. True
3. True
4. False
5. False
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PERFORM A CLIENT-FOCUSED APPROACH TO WORK
CONTENTS:
 the diversity of clients, client needs, client expectations for vocational
education and training services
 relevant legal and policy requirements, codes of practice, national
standards and
 effective communication strategies
 client satisfaction evaluation process
1. Clients and their needs and expectations form the basis for developing effective
work practices and outcomes in accordance with operational limits.
2. Effective communication strategies are developed, utilized, established and
maintained in accordance with client relationships.
3. Processes for evaluating and improving client satisfaction are developed and
built in accordance with work practices.
CONDITION:
 Bond paper
 Organizational manuals, documents, publications
 Organizational data systems
 Publications, newsletters of relevant authorities
METHODOLOGIES:
ASSESSMENT METHODS:
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 Demonstration
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Learning Outcome 4:
PERFORM A CLIENT-FOCUSED APPROACH TO WORK

Read Information Sheet No. 7.4-1 The Go through the Information Sheets and
diversity of clients, client needs, client answer the self-checks to ensure that
expectations for vocational education knowledge on selecting the remedial
and training services therapeutic massage principles to
Answer Self-check 7.4-1 determine treatment strategy are
acquired.
Read Information Sheet No. 7.4-2
Relevant legal and policy requirements,
codes of practice, national standards Use a separate sheet of paper when
Answer Self-check 7.4-2 answering the Self-check. This module
is the property of the training center.
Please do not write anything on it.
Read Information Sheet No. 7.4-3 Client
satisfaction evaluation process
Make sure you do not look at the
Answer Self-check 7.4-3 Answer Key when answering the self-
checks.

Be sure that you are well-versed in the
contents of the Information Sheet
before proceeding to the next
Information Sheet.
After doing all activities in this

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THE DIVERSITY OF CLIENTS, CLIENT NEEDS, CLIENT EXPECTATIONS FOR
VOCATIONAL EDUCATION AND TRAINING SERVICES
Learning Objective:
1. Explain the diversity of clients, client needs, client expectations for
vocational education and training services
Meeting the Needs of Clients
When we‘re a customer in a shop or a client of a company, we like help, respect,

understanding, satisfaction, value for money, action, friendly service
… need I go on? So whether you‘re dealing with a colleague‘s or a multimillion-

pound client‘s request, you will have to satisfy these four basic needs: the need to
be understood, the need to feel welcome, the need to feel important and the need
for a comfortable environment.
Top Ten Tips to Meet Client Needs
So here are the top ten tips to help you meet those needs and guarantee that your
clients remain your clients:
1. Listen carefully to what they are telling you.
Put aside any negativity or previous experiences involving them and focus on their
current situation and issues.
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2. Remember (or write down) your clients’ names and points about them to
refer to the next time you meet or speak on the telephone.
This will help build a positive client relationship and positivity will likely be
returned next time they have to speak to you.
3. Always be pleasant, even if clients are not pleasant to you.
Most of the time it is not you personally they are being unpleasant to; it is
simply that you are the person who is dealing with their needs on this occasion.
4. Graciously receive and handle any concerns, complaints or problems.
Use positive feedback words like ‗I understand‘ or ‗Yes, I see‘ to show you are
really listening.
5. Provide service ‘above and beyond’ what they expect of you.
So rather than ‗It doesn‘t work like that‘ or ‗We don‘t do that here‘, try giving
them some other options to consider – things that will work or things that you do
at your firm.
6. Smile, even during the times when you don’t feel like it!
The mark of a professional is the ability to be positive, friendly and helpful in

every situation, even when your personal life is driving you over the edge!
7. Accept their changes to plans, deadlines and bad news
positively. Consider what you can now do rather than what you can‘t. Remember,
whilst it‘s true they may need to know what isn‘t possible, their real need is to get
things done!
8. Be proactive by providing suggestions and guidance.
It‘s not the one thing you do 100% better that will meet your clients‘ needs; it‘s
the hundreds of things you can do for them just 1% better that will keep them
coming back for more.
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9. Always do what you say you’re going to do, and do it on time.
And if you can‘t keep to an agreed deadline, keep them informed of what is
going on before the deadline expires.
10. Always remember: Clients are not the icing on the cake; they are the
cake!
The Top Five Tips for Managing Client Expectations
Managing expectations is the single most important aspect to maintaining a

healthy & rewarding relationship with clients. Many learned a lot about managing
the expectations of some pretty important people. Imagine telling your staff that
the guest you almost had booked canceled ten minutes before a live show.
Needless to say, that only had to happen once before someone learned a valuable
lesson in managing expectations.
Reputation is everything in public relations. Consistently having positive

relationships with clients leads to a calmer work day and a higher level of
productivity.
Five steps to follow for managing client expectations
1. Be Honest From The Get-Go.
Though it may sound counterintuitive, always tell potential new clients in the
very first initial conversation about possibly working together that there are no
guarantees. As with most things in life, there are too many factors at play to make
any grandiose promises. You can‘t predict whether a producer will like a pitch, or
a reporter will quote your client. Although it may feel uncomfortable, positions the
client to take a leap of faith in your work and also helps them to understand the
process behind your work.
1. Under-Promise , Over-Deliver.
This old adage is one to live by! you promise your clients that they will have
immediate & constant access to you and your team; that you will, every day,
work on their behalf through pitching and meetings with the media; and that if
nothing else, it is guaranteed that they will become known to key members of
the media. After that, when big interviews start rolling in, it‘s much more
appreciated!
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2. Anticipate the Client’s Needs Before They Know Their Own Need.
This one definitely takes time and practice, but think about it: no one
knows your businesses as well as you do. You know when things are going great
and when you need to ramp up your efforts. It‘s so important to share that with
a client through a simple e-mail stating ―I‘m going to spend extra time this
week working on your project – I really want to get you out there as much as
you do.‖ It can go a long way.
3. Constant Communication.
If you‘re in the service industry of any kind, that is what you do – serve.
That means being bubbly, bright and (almost) always available. While of course
it‘s important to set boundaries so that you can maintain a rewarding personal
life, it‘s critical that your clients know they can gain access to you as needed.
Hopefully just knowing you‘re available and ready to jump on a project as
needed will be enough so that your client‘s won‘t abuse your generosity with
time.
4. Reports. Probably not anyone‘s favorite task during the week, but reports
show a clear delineation of work that was done over the course of a week
or month.
Remember – reports don‘t have to be very long, or in a format that clogs up a

lot of your time. A simple email detailing tasks completed for the week shows
your clients what they‘re paying for, and thus, keeps them happy.
Hopefully, by following these steps, you‘ll be on a road to an even better

relationship with your clients. By following this process, you‘ll most likely achieve
better results in your work, too.
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Self- Check 7.4-1
TRUE OR FALSE
1. If you can‘t keep to an agreed deadline, keep them informed of what is going on
before the deadline expires
2. Consider precedence on any negativity or previous experiences involving them

and focus on their current situation and issues.
3. Consider what you can now do rather than what you can‘t.
4. Put some considerations on what is agreed upon, changing course what is

agreed upon may lead to better client relations.
5. The mark of a professional is the ability to be flexible to positive and negative,

friendly and selective, wise and helpful in certain situation.
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ANSWER KEY 7.4-1
1. True
2. False
3. True
4. False
5. False
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RELEVANT LEGAL AND POLICY REQUIREMENTS, CODES OF PRACTICE,
NATIONAL STANDARDS
Learning Objective:
1. Enumerate relevant legal and policy requirements, codes of practice, national
standards related to technical and vocational education
Here are five key areas in which lifelong learning provides tremendous
benefits:
Policy
Individuals and groups often attempt to shape public policy through education,
advocacy, or mobilization of interest groups. Shaping public policy is obviously
different in Western-style democracies than in other forms of government. But it is
reasonable to assume that the process always involves efforts by competing
interest groups to influence policy makers in their favor.
A major aspect of public policy is law. In a general sense, the law includes specific
legislation and more broadly defined provisions of constitutional or international
law. There are many ways that the law can influence how survivors of violence
against women are treated and the types of services they receive. Likewise,
legislation identifies areas in which research grants can be funded and often
determines the amount of funding allocated. Thus, it is not surprising that public
policy debates occur over proposed legislation and funding.
In this context, advocacy can be defined as attempting to influence public policy

through education, lobbying, or political pressure. Advocacy groups often attempt
to educate the general public as well as public policy makers about the nature of
problems, what legislation is needed to address problems, and the funding
required to provide services or conduct research. Although advocacy is viewed as
unseemly by some in the professional and research community, it is clear that
public policy priorities are influenced by advocacy. Sound research data can be
used to educate the public as well as policy makers, thereby improving the public
policy process.
Code of Practice
A Code of practice can be a document that complements occupational

health and safety laws and regulations to provide detailed practical guidance on
how to comply with legal obligations, and should be followed unless another
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solution with the same or better health and safety standard is in place,[1] or may
be a document for the same purpose published by a self-regulating body to be
followed by member organisations.
Codes of practice published by governments do not replace the occupational

health and safety laws and regulations, and are generally issued in terms of those
laws and regulations. They are intended help understand how to comply with the
requirements of regulations. A workplace inspector can refer to a code of practice
when issuing an improvement or prohibition notice, and they may be admissible in
court proceedings. A court may use a code of practice to establish what is
reasonably practicable action to manage a specific risk. Equivalent or better ways
of achieving the required work health and safety may be possible, so compliance
with codes of practice is not usually mandatory, providing that any alternative
systems used provide a standard of health and safety equal to or better than those
recommended by the code of practice.
Organizational codes of practice do not have the same authority under law, but
serve a similar purpose. Member organization’s generally undertake to comply
with the codes of practice as a condition of membership and may lose membership
if found to be in violation of the code.
Standard organization
A standards organization, standards body, standards developing organization
(SDO), or standards setting organization (SSO) is an organization whose primary
activities are developing, coordinating, promulgating, revising, amending,
reissuing, interpreting, or otherwise producing technical standards[1] that are
intended to address the needs of a group of affected adopters.
Most standards are voluntary in the sense that they are offered for adoption by
people or industry without being mandated in law. Some standards become
mandatory when they are adopted by regulators as legal requirements in
particular domains.
The term formal standard refers specifically to a specification that has been
approved by a standards setting organization. The term de jure standard refers to
a standard mandated by legal requirements or refers generally to any formal
standard. In contrast, the term de facto standard refers to a specification (or
protocol or technology) that has achieved widespread use and acceptance – often
without being approved by any standards organization (or receiving such approval
only after it already has achieved widespread use). Examples of de facto standards
that were not approved by any standards organizations (or at least not approved
until after they were in widespread de facto use) include the Hayes command set
developed by Hayes, Apple's TrueType font design and the PCL protocol used by
Hewlett-Packard in the computer printers they produced.
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Normally, the term standards organization is not used to refer to the individual
parties participating within the standards developing organization in the capacity
of founders, benefactors, stakeholders, members or contributors, who themselves
may function as the standards organizations.
Competency National Standards
Standards with a focus on learning and supporting measurable learning processes

including their outcome have been under discussion since several decades. In the
last two decades more and more standards have been discussed for teacher
training for technical education and vocational education and training. Teachers
in this area are facing a bunch of challenges worldwide. The reasons for this vary
from country to country because of the very different approaches and organization
models of teacher training for technical education and vocational training.
In Technical Vocational Education and Training (TVET) standards (in a narrow

sense) are usually applied for four purposes:
One purpose is to define the quality of education, i.e. what should be achieved by
the learner in the educational process.
The second one is to guide the development of curricula including the selection of
content and methodologies.
The third purpose is to define the quality of teacher training programmes.
The fourth purpose is their application for assessment, i.e. to check whether the
educational programme provides the intended results or whether the learners
performed sufficiently. The fourth purpose implies that standards have to be
formulated so as to be measurable.
In the article standards for TVET teacher training, the requirements, and the
framework for it will be discussed. A model will be shown how to shape them in a
way that learning results can be determined.
The role of standards
Standards have been intensively discussed since several years. The respective
literature concentrates above all on educational standards (Department of
Education UK 2013; Spöttl & Becker 2013; Göldi 2011; Becker, Spöttl & Blings
2007, 89 ff.) that first and foremost describe competences in a subject or learning
field. Klieme et al. (2003) have drafted an elaborate systematic of national
educational standards encompassing
educational goals,
competence concepts,
competence models and
verification of competences.
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Self- Check 7.4-2
TRUE OR FALSE : Write T if the statement is true and F if the statement is false
1. TVET purpose is to guide the development of curricula including the selection of

content and methodologies.
2. TVET purpose define the quality of education, i.e. what should be achieved by
the learner in the educational process
3. TVET purpose is define the integrity of teacher training programs
4. TVET purpose for their application for assessment, i.e. to check whether the
educational programmed provides the intended results or whether the learners
performed sufficiently.
5. A Code of practice cannot be a document that complements occupational health
and safety laws and regulations to provide detailed practical guidance on how to
comply with legal obligations
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ANSWER KEY 7.4-2
1. T
2. T
3. F
4. T
5. F
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CLIENT SATISFACTION EVALUATION PROCESS
Learning Objective:
1. Describe Client satisfaction evaluation process
Methods of Measuring Customer Satisfaction
Managing customers ‘satisfaction efficiently is one the biggest challenge an

organization face. The tools or methods to measure customer satisfaction needs to
be defined sophisticatedly to fulfill the desired norms.
There are following methods to measure customer satisfaction:
1. Direct Methods: Directly contacting customers and getting their valuable

feedback is very important. Following are some of the ways by which customers
could be directly tabbed:
a. Getting customer feedback through third party agencies.

b. Direct marketing, in-house call centers, complaint handling department could
be treated as first point of contact for getting customer feedback. These
feedbacks are compiled to analyze customers ‘perception.
c. Getting customer feedback through face to face conversation or meeting.
d. Feedback through complaint or appreciation letter.
e. Direct customer feedback through surveys and questionnaires.
Organizations mostly employ external agencies to listen to their customers and

provide dedicated feedback to them. These feedbacks need to be sophisticated and
in structured format so that conclusive results could be fetched out. Face to face
meetings and complaint or appreciation letter engages immediate issues. The
feedback received in this is not uniformed as different types of customers are
addressed with different domains of questions.
This hider the analysis process to be performed accurately and consistently. Hence
the best way is to implement a proper survey which consists of uniformed
questionnaire to get customer feedback from well segmented customers.
The design of the prepared questionnaire is an important aspect and should
enclose all the essential factors of business. The questions asked should be in a
way that the customer is encouraged to respond in an obvious way/. These
feedbacks could receive by the organizations can be treated as one of the best way
to measure customer satisfaction.
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Apart from the above methods there is another very popular direct method which
is surprise market visit. By this, information regarding
different segment of products and services provided to the customers could be

obtained in an efficient manner. It becomes easy for the supplier to know the weak
and strong aspects of products and services.
2. Indirect Method: The major drawback of direct methods is that it turns out to
be very costly and requires a lot of pre compiled preparations to implement. For
getting the valuable feedbacks the supplier totally depends on the customer due
to which they loses options and chances to take corrective measure at correct
time. Hence there are other following indirect methods of getting feedback
regarding customer satisfaction:
a. Customer Complaints:
Customer‘s complaints are the issues and problems reported by the
customer to supplier with regards to any specific product or related service. These
complaints can be classified under different segments according to the severity
and department. If the complaints under a particular segment go high in a specific
period of time then the performance of the organization is degrading in that
specific area or segment. But if the complaints diminish in a specific period of time
then that means the organization is performing well and customer satisfaction
level is also higher.
b. Customer Loyalty:
It is necessarily required for an organization to interact and communicate with
customers on a regular basis to increase customer loyalty. In these interactions
and communications it is required to learn and determine all individual customer
needs and respond accordingly. A customer is said to be loyal if he revisits
supplier on regular basis for purchases. These loyal customers are the satisfied
ones and hence they are bounded with a relationship with the supplier. Hence by
obtaining the customer loyalty index, suppliers can indirectly measure customer
satisfaction.
Maintaining Service Quality
After having attained the desired service level, the next great challenge faced
by service providers is to maintain service standards at levels of excellence. This is
as important, and as tough, as establishing service standards and attaining to
them in the first place.
Approaches towards Maintaining Service Standards
There are basically two approaches that any organization can have towards
maintaining service standards - a proactive approach or a reactive approach.
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Proactive approach entails actively reaching out to customers and trying to
gather their feedback on service quality and suggested areas of improvement. This
can be done by way of
1. Surveys and administering questionnaires

2. Gap Analysis, and
3. Staff training
a. Surveys and questionnaires: Such an approach helps a brand to anticipate

customer demands and expectations and align its service offering accordingly.
Also, the findings of such surveys can help to identify common issues and
demands of customers hence helping a company to customize its service offering.
b. Gap Analysis: Another approach that is adopted for analyzing service
quality is that of the gap analysis. The company has an ideal service standard that
it would like to offer to its customers. This is contrasted with the current level of
service being offered. The gap thus identified serves both as a measure and as a
basis for planning a future course of action to improve the service offering.
c. Staff Training: Another crucial aspect of the proactive approach is staff
training. Companies nowadays spend generously on training their personnel to
adequately handle customer queries and/or complaints. This is particularly true if
a company is changing its service offering or going in for a price hike of its existing
services. For example, when a fast food chain increases the price of its existing
products, the staff has to handle multiple customer queries regarding the hike.
Lack of a satisfactory explanation would signify poor service standards and lead to
customer dissatisfaction.
Reactive approach
basically consists of resorting to a predetermined service recovery
mechanism once a customer complains about poor service quality. It usually
starts with apologizing to the customer and then taking steps to redeem the
situation. The fundamental flaw with this approach is that, here the customer has
already had a bad experience of the brand‘s service.
Measuring Service Quality
Another crucial element to be kept in mind while seeking to maintain

service quality is to have in place a metric for ‗measuring‘ quality. The particular
parameters selected would depend on the type of business, service model and the
customer expectations. For example: at a customer service call center of a telecom
provider, the metric for measuring service quality could be the average time taken
for handling a call or rectifying a complaint. For a fast food outlet, the metrics for
measuring service quality of the sales staff could be the number of bills generated
as a percentage of total customer footfalls or the increase in sales month on
month.
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Self- Check 7.4-3
True or False. Write T if the statement is correct and F if the statement is wrong.
1. Being open and honest is not important when building relationships with your
co-workers.
2. Everyone knows an appropriate way to build a good relationship with a fellow
employee.
3. At one point most of the people who we consider close friends were strangers to
us.
4. One way to make friends with co-workers is to focus on an interest you both
have in common.
5. Mentor relationships in the workplace have no benefits at all.
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ANSWER KEY 7.4-3
1. F
2. F
3. T
4. T
5. F
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COMPETENCY-BASED LEARNING MATERIALS

Our Lady of Lourdes College Foundation

Welcome to the Module WORKING EFFECTIVELY IN VOCATIONAL

The unit of competency “WORK EFFECTIVELY IN VOCATIONAL

You are required to do through a series of learning activities in order to

Recognition of Prior Learning (RPL)

 Been working for some time

If you can demonstrate to your trainer that you are competent in a

No. Unit of Competency Module Title Code

Apply math and Applying math and 500232101

UNIT OF COMPETENCY : WORK EFFECTIVELY IN VOCATIONAL

MODULE TITLE : WORKING EFFECTIVELY IN VOCATIONAL

MODULE DESCRIPTOR : The module covers the knowledge, skills and

NOMINAL DURATION : 16 hours

At the end of this module you MUST be able to:

1. Relevant national vocational education and training policies and

LEARNING OUTCOME NO. 1

 Training Regulations, including the purpose and structure of:

WORK WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICY

View multimedia presentation

View multimedia presentation After doing all activities in this

Information Sheet 7.1-1

In the implementation of Competency Based Training delivery, you were

Components of the Training Regulations

1. Competency assessment and certification;

This section enumerates the Basic Competencies, Common Competencies and

 National Assessment and Certification Arrangement

Self- Check 7.1-1

TEST I: MATCHING TYPE

1. Section which describes the A. Occupational skills

ANSWER KEY 7.1-1

Information Sheet 7.1-2

Technical Education and Skills Development Authority ‘s (TESDA ‘s) mandate

 Objectives for TESDA:

 Objectives for TVET Trainers:

1. Enumerate the competency requirements at different qualification levels of

1. Targets all TVET Trainers of with Training Regulation (WTR) registered

1. Learning is defined as a change in the individual that is not attributable to

7. To facilitate the acquisition of competencies effectively, trainers must be a

8. Learning is not always facilitated by an individual. Team teaching enables

Delivery shall be guided by the 10 basic principles of competency-based

a. The training shall be based on curriculum developed from the competency

Qualification Trainer Trainer Trainer Trainer

1. A person certified in Trainers Methodology Level II is called:

EDUCATION AND TRAINING STAKEHOLDERS

Who Are Stakeholders in Education?

Examples of Stakeholders in Education

In fact, the community as a whole is a stakeholder in its education system. This is

School administrators, who monitor the implementation of the curriculum, play a

Parents influence the implementation of the curriculum by playing a vital role in

3. The trainer curriculum specified in this program is an enabler and is intended to

5. The educational requirement as entry requirement for certification may be waived

The PQF Logo is composed of

Benefits of the PQF

KNOWLEDGE, SKILLS Knowledge and skills that are manual or

QUALIFICATION TYPE NATIONAL CERTIFICATE I

KNOWLEDGE, SKILLS Knowledge and skills that are manual, practical

APPLICATION Applied in activities that are set in a range of