FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 DEDICATION

This Teacher’s Training Module for Work Immersion Program is dedicated

with love and affection to all Senior High School Educators.

The Authors

AIRIZ MAE Y. GEONZON JESUSA D. PALADAR

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 ACCEPTANCE
This Teachers’ Training Module for Front Office Servicing NCII Work Immersion
Program authored by AIRIZ MAE Y. GEONZON & JESUSA D. PALADAR for the
Division of Negros Oriental has been rendered by the Technical Panel and is hereby
recommended to be used by all Senior High Schools.

Technical Consultants:

ERMITA L. MIRANDA Ed.D.

DEPS-HOME ECONOMICS

RENANTE A. JUANILLO, Ed.D.

SHS Coordinator

ROSELA R. ABIERA
LRMDS Manager

Recommending Approval:

ERLINDA N. CALUMPANG, Ed.D.

Chief, Curriculum Implementation Division

LELANIE T. CABRERA, CESE

Assistant Schools Division Superintendent

Approved by:

SALUSTIANO T. JIMENEZ, CESO VI

OIC, Assistant Regional Director
Concurrent Schools Division Superintendent

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 INTRODUCTION
The DepEd designed this implementation of RA 10533 or known as the
Enhanced Basic Education Act within the framework of increased community
involvement in the learner’s experience. With this premise, DepEd offers venues for
various stakeholders to participate in the implementation of RA 10533.

This Teacher’s Training Module Work Immersion in Front Office Servicing

NCII is designed to provides an avenue for the teachers to understand what they
supposed to do during the immersion process. This said module also contains the
varied learning activities and identified competencies that can be used in the
process. Both immersion teachers and students will undergo three stages in the
immersion process namely: pre-immersion, wherein it includes the activities for
immersion teachers and the partner industry supervisor necessary for the Work
Immersion program of the students, proper immersion will focus on the activities to
be undertaken by the students in the partner industry environment during work
immersion and the post immersion includes the activities needed to end the work
immersion program in the partner industry . Through work immersion, the students
are exposed to and become familiar with work-related environment related to their
field of specialization to enhance their competence.

In relation to this work immersion program, the students are expected to

acquire basic skills required at the reception, management of customer services
operations and front office operations, and the basics of security and safety in
accommodation business. Overall, students are expected to make necessary reports
out from their work immersion experiences.

A. Goals
The goal of the immersion program is to help develop among learner’s life and
career skills, and will prepare them to make decisions on employment. Through
partnership building it provide the learners with work immersion opportunities,
workplace or hands-on experience, and additional learning resources in the actual
field of work in their chosen Senior High School track.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 This Work Immersion module aims to make learners:

 gain relevant and practical industrial skills (Front Office Servicing NCII)
under the guidance of industry experts and workers
 appreciate the importance and application of the principles and theories
taught in school
 enhance their technical knowledge and skills
 enrich their skills in communications and human relations
 develop good work habits, attitudes, appreciation, and respect for work

B. Group Size
Option A:

In a school with 40 students deploy for work immersion, there are eight (8)
target partner industries that can accommodate five (5) learners a day for four (4)
hours. In the case that there are enough partner industries then they can
accommodate ten (10) learners a day for four (4) hours.

Option B:
In a school with 40 students deploy for work immersion, there are
eight (8) target partner industries that can accommodate five (5) learners a day for
eight (8) hours. In the case that there are enough partner industries then they can
accommodate ten (10) learners a day for four (8) hours.

However, if the school is located in remote areas, the immersion teacher will
make some adjustments or alternatives that would cater the situation.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 DATELINE AND LIST OF ACTIVITIES
A. Time Requirement

PRE-IMMERSION
TRAINING TIMELINE SCHEDULE OF TRAINING
DELIVERY ACTIVITIES VENUES
MODELS
 Conduct Chosen Partner
Partner’s Industry
First week of Conference and
September Physical Setting
 Parent & Training Center
Student Pre- (School)
Immersion
Orientation
Mid-week of  Process Insurance
September student’s Company
insurance
Last week of  MOA Signing Training Center
September (School)
First week of  Identification of
October Learning Chosen Partner
Model A Competencies Industry
Mid-week of  Teacher’s
(80 Hours) October Immersion
Training
PROPER IMMERSION
 Industry
Orientation Public
Second  Training Information
Semester (First Competencies Office
three months) based on TESDA
regulations Tourism Office
 Weekly
Operational Hotel Reception
Schedule and
Conference

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 POST IMMERSION
TRAINING TIMELINE SCHEDULE OF TRAINING
DELIVERY ACTIVITIES VENUES
MODELS
 End of Immersion
Program
Second Semester  Post Conference Training
Model A (Last two  Accomplishment of Centers
months) Reports and (School)
Portfolios
*DTR
*Narrative Report
of *Accomplishment
*Documentation
*Reflection of the
Work Experience
*Suggestions for
work improvement
*Recommendation
 Celebration of
Accomplishment
*Acknowledging
and giving of
certificates to the
partner industries
and persons
involved in the
immersion program

B. Pre-Immersion
This is the time of focused preparation leading up to a teacher’s immersion
experience; wherein the immersion teacher will conduct the pre-immersion
orientation to students, guides the them in securing an accomplishing forms,
validates the accomplished forms, provides a checklist containing things to do and
documents needed for pre-immersion, during and after immersion.

In addition, the partner industry supervisor will negotiate appropriate

program of activities for the success of the Work Immersion Module. The
immersion teacher activities include the following: Conduct partner’s conference,
MOA signing, and Identification of Learning Competencies for an immersion teacher
to undertake.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 The immersion teacher will familiarize his/herself with the working
environment, facilities, policies, and business operations. Acquainting all of these
will serve as an avenue for an immersion teacher to be successful in the Work
Immersion Program of the students.

Partner’s Conference
This explains the conference between the immersion teacher and the
industry supervisor ( after the SHS focal person for partnership agreement for
possible acceptance of the immersion students in the working industry).Both
parties will agree on the scope of the work immersion program to run smoothly for
the benefit of the students who are the center of the endeavor.

Physical Setting
This describes the work immersion arrangements, duties and responsibilities
of the chosen partner industry, LGU, and the training center (school). (Refer to
Section 7 of DepEd Order No.30 s. 2017)

A. Joint Responsibilities

Both the School and the LGU shall:

1. Create a joint working group that will prepare the action plan to optionalize
the partnership.
2. Form a joint stirring committee to monitor progress of the partnership and
to make sure that the provisions of this MOA are met.
3. Adhere to all laws, memorandums and circulars especially those pertaining
to a child protection as provided for in the guidelines of Work Immersion
(Guidelines).
4. Develop the students work immersion module specifying goals and
objectives, desired outcomes of the program and how these outcomes will be
achieve, also noting the specific knowledge, skills, attitudes and
competencies that the student should acquire after completing the program.
5. Develop a Work Immersion daily schedule of activities that will be followed
by the student during the whole duration of the work immersion in the LGU.
6. Formulate local school work immersion policies and guidelines on selection,
placement, monitoring and assessment of student (immersion participants to
ensure that each student is assigned to an immersion partner match to his or
her desired track, qualifications, and aptitude).

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

The Work Immersion Partner Institution Supervisor

S/He shall be identified in the MOA and shall serve as the counterpart of the
Work Immersion Teacher. S/he shall:

a. exercise supervision over learners during the Work Immersion;

b. participate in the Joint Working Group;
c. coordinate with the School Partnership Focal Person and Work Immersion
Teacher on Work Immersion venue schedules and capacities;
d. provide input in the Pre-immersion and post-immersion activities;
e. schedule the learners’ activities in the Work Immersion venue together with
the Work Immersion Teacher; and
f. inform the Work Immersion Teacher on capacities, Work Immersion
completion performance of learners, and issues and concerns.

MOA Signing

This is an activity that will legally bind the agreement between the partner
industry and the school. This spells out the specific terms and conditions between
and among partners entering into a partnership to implement a program. This is
also going to be a ceremonial MOA signing. (Refer to Annex D: MOA Template for
LGU/ Cooperatives of DepEd Order No. 30 s. 2017)

Teacher Training Immersion

The Immersion teachers during this stage will be the one to immerse
himself/herself first in the chosen partner industry in order to: gain knowledge on
how business operates, know the arrangement of the working environment,
familiarize with the different facilities and policies implemented in the chosen
industry.

Self-Assessment Guide for Front Office Servicing NCII

The self-assessment guide will give trainer necessary data or information
which is essential in planning training sessions. (Please see attached Annex G for
Self Assessment Guide for each core competency)

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

Learning Competencies
These are the learning competencies that the immersion teacher needs to
know from the partner industry which are essentials in preparing the students for
the said program.

Code No. Core Competencies

TRS5123105 Receive and process reservations
TRS5123106 Operate computerized
reservations system
TRS5123107 Provide accommodation
reception services
TRS5123108 Conduct night audit
TRS512305 Provide club reception services
TRS5123109 Provide concierge and bell
services
TRS5123110 Provide cashiering services
*Note: The immersion teacher will make some necessary adjustments if some of the
core competencies are not applicable to the industry.

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

 Front Office Agent

C. Proper Immersion
This is the time of immersion student deployment of school’s chosen partner
industries. The immersion students will follow the given schedule under the
supervision of the industry partner supervisor and the facilitator/trainer/lead
contact person in the industry. They will observe the Training Competency
Regulation to ensure success of the whole program conducted.

During this stage it is divided into two schedules of activities for the
immersion teacher and for the immersion student. Below are the lists of
schedule activities for both who will undergo the work immersion:

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 SCHEDULE OF ACTIVITIES FOR IMMERSION TEACHER
TIMELINE ACTIVITIES
First week of November  Coordinates with the
organization/establishment
Within the period of  Monitors the students’ progress
immersion proper  Provides interventions for students, if
necessary
 Provides general supervision to the
students

SCHEDULE OF ACTIVITIES FOR IMMERSION STUDENT

TIMELINE ACTIVITIES
First Week of November  Reports to the company based
on agreed timeframe
 Receives orientation from the
company/ establishment on
Second week of November the nature of the business
description of the
product/services, target
clientele, organizational
structure, and rules and
regulations
 Participates in the activities of
Within the period of proper the different offices that are
immersion responsible for the areas
mentioned above
After the immersion proper  prepares a report on the activities
performed

*Note: The immersion teacher and the student will meet once a week after the work
immersion for feed backing purposes.

Training Core Competencies based on TESDA Regulations

The students will follow the daily-weekly operational schedule as compliance
of the Training Competencies as stipulated by TESDA. This operational schedule will
aid them for their Weekly Conference for feedback purposes.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 NO. OF HOURS CODE NO. CORE COMPETENCIES
10 hours TRS5123105 Receive and process
reservations
10 hours TRS5123106 Operate computerized
reservations systems
20 hours TRS5123107 Provide
accommodation
reception services
10 hours TRS5123108 Conduct night audit
10 hours TRS512305 Provide club
reception services
10 hours TRS5123109 Provide concierge
and bell services
10 hours TRS5123110 Provide cashiering
services

*Note: Students will bring their “immersion notebook” used in writing their
feedbacks. The overall feedback can be found in the accomplishment of
reports.

For the weekly operational schedule which must be followed by the immersion
students during work immersion proper, (refer to Annex H for Competency Map)

Training Standards based on TESDA REGULATIONS

Unit of Learning Outcomes Methodology Assessment Hours
Competency Approach
1. Receive and 1.1 Receives reservation Lecture Interview 2
process request Questioning
reservations 1.2 Record details of Discussion Observation 4
reservation Written
exam
1.3 Update reservation Supervised Role play 4
Industry
Training
1.4 Advise others on Supervised Demonstra- 2
reservation details Industry tion
Training

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

2. Operate a 2.1 Computerize Supervised Demonstrati 4
computerized reservation system Industry on
reservations is operated based on Training Simulation
system property standards.

2.2 Create and process

reservations Discussion Interview 4
Questioning
Observation
2.3 Send and receive Discussion Written 4
reservation exam
communications
3. Provide 3.1 Prepare reception Lecture Observation 2
accommoda- area for guest arrival Questioning
tion reception
services 3.2 Welcome and Supervised Demonstrati 1
register guests Industry on
Training Role play
Interview
3.3 Computerize Supervised Demonstra- 2
reservation system is Industry tion
operated Training Simulation

3.4 Perform “During Supervised Questioning 8

Stay” functions Industry Interview
Training
3.5 Organize guest Discussion Interview 1
departure Supervised Written
Industry exam
Training
3.6 Prepare front office Discussion Written 2
records and reports Lecture exam

4.1 Process internal

4.Conduct financial Lecture Written 4
night audit transactions exam
4.2 Complete routine Discussion Observation 4
records and reports Interview

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

5. Provide club 5.1 Provide Supervised Observation 4
reception information on Training Questioning
services club services and Industry
process
5.2 Monitor entry to Discussion Interview 4
club
6. Provide 6.1 Handle guest Supervised Role play 2
concierge and arrivals and Training
bell services departures Industry
6.2 Handle guest Supervised Role play 2
luggage Training Demonstra-
Industry tion
6.3 Respond to request Lecture Interview 2
for concierge Questioning
services
6.4 Manage Discussion Interview 2
intoxicated persons Observation
7. Provide 7.1 Prepare guest Supervised Demonstra - 4
cashiering portfolio Training tion
services Industry
7.2 Collect cash, cash Lecture Questioning 4
equivalents or non- Discussion Written
cash transactions exam

7.3 Process receipts and Lecture Written 4

payments exam
Questioning
7.4 Reconcile financial Discussion Interview 4
transactions at the
end of the shift.
TOTAL: 80 hours
*Note: If there core competencies that are not applicable in the work immersion area, then the
immersion teacher will be the one to make some adjustments

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 D.Post Immersion
This is the time to end the work immersion program in the chosen partner
industry. The activities that are included in this stage are the following: evaluate
the work immersion experiences of students and partner industries, giving of
due recognition to the partner industry, and making necessary reports.

End of Immersion Program

The Front Office Servicing NCII follows Model A which consist of 80 hours for
the work immersion program. If the immersion student will start on November 10,
2017 and granting that they can achieve the 8 hours per week work immersion then
they will probably end on January 26, 2018.

Post Conference
After the work immersion that last for 80 hours, there will be a post
conference among the chosen partner industry, the immersion teacher and the
immersion students.

Here the possible topics to be discussed after the work immersion experience:

a. Immersion teacher and students work immersion experience

b. Partner industry experience during the immersion
c. Overall work immersion feedback

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

Accomplishment of Reports and Portfolios
This is the time where the immersion students will comply all the necessary
requirements and portfolios related with the work immersion program.

Immersion Student’s Activity Immersion Student’s Output

 Present his/her portfolio 1. Portfolio
 Discusses his/her work a. Accomplishment forms
immersion experience and b. Pictures of work site and
relates its importance to nonwritten
his/her specialization output/projects with
 Participates in the exhibit captions
organized by the teacher c. Illustrations of activities
performed (as needed)
d. Weekly diary
(narrative/account of
learning’s and
achievements, issues faced
and corresponding
resolutions)
e. Sample written output (if
any)
f. Work Immersion highlights
g. Other relevant
pictures/documents
2. Gallery
 Writes an updated resume 3. Updated Resume
taking into consideration
his experience while in the
work immersion venue
 Reflects on their work 4. Reflection paper
immersion experience

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

Celebration of Accomplishment
This time is the giving of recognition to the industry partners, and the people
involved in conducting a program. The celebration of accomplishment will happen
last week of March 2018.

During the celebration of accomplishment program, the training center

(school) will acknowledge and give a certificate of participation to the chosen
partner industries and the people involved in conducting the program. The students
also are given certificates of completion for completing the number of hours
required in the work immersion program.

List of Materials/Equipment needed of the entire

Work immersion Process

REQUIRED CREDENTIALS OF THE IMEMRSION STUDENTS

1. Application forms
2. PSA Birth Certificate
3. School’s Certification
4. Resume
5. Barangay Clearance
6. Police Clearance
7. Mayor’s Clearance
8. Medical Certificate
9. Photocopy of Student’s Insurance
10. Parent’s Consent

TRAINEE ENTRY REQUIREMENTS

Trainees or students wishing to gain entry into this course should

possess the following requirements:
 can communicate in English both in the oral and written
form; and
 can perform basic mathematical computation.

This list does not include specific institutional requirements such as

educational attainment, appropriate work experience, and others that may
be required of the trainees by the school or training center delivering the
TVET program.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 MATERIALS IN THE PREPARATION OF PORTFOLIOS

 Short Clear File Folder

 Short bond papers
 Construction papers
 Coloring materials
 Pictures of work site with captions
 Narrative reports
 Other relevant pictures with captions

RECOMMENDED TOOLS/EQUIPMENT
Recommended list of tools, equipment and materials for the training of a
maximum of 25 trainees for Front Office Services NC II are as follows:

TOOLS EQUIPMENT MATERIALS

QTY QTY QTY

1 pc. Credit Card 2 units Computer (with 1 Log book

Voucher holder reservation
system) and
printer

2 Bell boys cart 1 pc. Cash register 2 pcs. Room key

units

1 pc. Fake Bills

detector

1 pc. Hypercom 2 pcs. Ving card

1 pc. Credit card 1 pc. White board/cork

imprinter board

1 pc. Key card 5 pcs. Empty envelopes

marker

1 pc. Key Card 5 pcs. Luggage tag

verifier

1 pc. Key rack

1 pc. Cash box drawer

1 pc. Guest folio rack

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 2 pcs. Telephone

1 pc. Typewriter

1 pc. Fax machine

5 pcs. Calculator

1 pc. Safety deposit

box/ drop vault
4 pcs. Lapel
microphone
Training Resources/
Materials:
Registration
25 pcs.
form

Cancellation
5 pcs.
booking form

5 pcs. No-show forms

25 pcs. General folio

Credit card
25 pcs.
voucher

25 pcs. Different forms

5 pcs. Notice slip

*NOTE: Implementation of the training program can be made possible through a

MOA (Refer to DepEd Order No. 30 series of 2017) between the Training school and
Industry for the use of the facilities. This is in response to school limitations on the
high cost of equipment.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 Evaluation
This provides an appropriate evaluation instrument both for the program or
activity described in the Module, and for the evaluation facilitator. The evaluation
should reflect the expectations or goals of the program, the facilitator and the
participants.

List of Monitoring and Evaluation Tools for Work Immersion Program

PRE-IMMERSION MONITORING AND EVALUATION TOOLS

Annexes Description
The work immersion monitoring
A action plan is about the step by step
WORK IMMERSION MONITORING activities to be undertaken during the
ACTION PLAN pre-immersion work program. The
action plan includes the following: major
activity, objectives, strategies, date,
person responsible, budget, resources
needed and success indicator.

This said assessment tool contains a

B checklist for identifying industry
ASSESSMENT TOOL FOR IDENTIFYING partners for Senior High School. This
INDUSTRY PARTNERS FOR SENIOR contains the nature of company, human
HIGH SCHOOL resources and the physical facilities
available in the company.
This qualification tool is used by the
C training center (school) to identify their
QUALIFICATION TOOL FOR qualified industry partners for the work
IDENTIFYING INDUSTRY PARTNERS immersion of their senior high school.
FOR SENIOR HIGH SCHOOL This tool includes the line of business,
number of employees, potential
requirement for work immersion,
distance from school, and number of
students for immersion.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 PROPER IMMERSION MONITORING AND EVALUATION TOOLS
Annexes Description
This M & E tool is used during the
D immersion proper wherein the school
WORK IMMERSION MONITORING AND heads of the respective schools will
EVALUATION TOOL identify the track, strands and students
(List of Partner Institutions and their specialization. After identifying those,
nature of business vs students’ the school heads will list the possible
specialization) industry partners capable to cater those
student’s specializations, identify the
nature of business, hindering factors and
possible solutions to address those
problems.
E This tool is used for the work
STUDENT’S STATEMENT OF PERSONAL immersion students to achieve their
GOALS IN THE WORK IMMERSION personal goals, company’s needs and
student’s competencies.

POST IMMERSION MONITORING AND EVALUATION TOOLS

Annex Description
This tool is used during the post
F immersion program. This includes the
WORK IMMERSION MONITORING AND areas to be monitored namely:
EVALUATION TOOL Curriculum Implementation and
(Checklist) Compliance, Work Immersion Delivery
Process, Assessment of Student’s
Progress, Supervision of Work
Immersion Implementation, and
Administrative Concerns.

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE

 ANNEXES
Annex A WORK IMMERSION MONITORING ACTION PLAN

Annex B ASSESSMENT TOOL FOR IDENTIFYING INDUSTRY PARTNERS FOR

SENIOR HIGH SCHOOL

Annex C QUALIFICATION TOOL FOR IDENTIFYING INDUSTRY PARTNERS FOR

SENIOR HIGH SCHOOL

Annex D WORK IMMERSION MONITORING AND EVALUATION TOOL

Annex E STUDENT’S STATEMENT OF PERSONAL GOALS IN THE WORK

IMMERSION

Annex F WORK IMMERSION MONITORING AND EVALUATION TOOL

Annex G SELF-ASSESSMENT GUIDE

Annex H COMPETENCY MAP

FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE