TR Trainers Methodology Level I

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro Manila

TRAINERS METHODOLOGY
(TM) LEVEL I
(Trainer/Assessor)
Technical Education and Skills Development Act of 1994
(Republic Act No. 9!"
Section 22, Establishment and Administration of the National
Trade Skills Standards of the RA 7796 known as the TESA Act
mandates TESA to establish national occ!"ational skill
standards# The A!thorit$ shall de%elo" and im"lement a
certification and accreditation "ro&ram in which "ri%ate ind!str$
&ro!" and trade associations are accredited to cond!ct a""ro%ed
trade tests, and the local &o%ernment !nits to "romote s!ch trade
testin& acti%ities in their res"ecti%e areas in accordance with the
&!idelines to be set b$ the A!thorit$#
The Training Regulations (TR) serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
. !evelopment of curriculum and assessment instruments.
"ach TR has four sections:
#ection 1 !efinition of $ualification % refers to the group of competencies
that describes the different functions of the &ualification.
#ection 2 Competency #tandards % gives the specifications of
competencies re&uired for effective 'or( performance.
#ection Training #tandards % contains information and re&uirements in
designing training program for certain $ualification. )t includes
curriculum design* training delivery; trainee entry re&uirements;
tools e&uipment and materials; training facilities; trainer+s
&ualification and institutional assessment.
#ection , -ational .ssessment and Certification .rrangement % describes
the policies governing assessment and certification procedure.
TABLE OF CONTENTS
T'ET SE(T)R
TRA*NERS +ET,))-)./ 0T+1 -E'E- *
/age -o.
SE(T*)N 2 TRA*NERS +ET,))-)./ 0T+1 -E'E- * 2
SE(T*)N 2 ()+3ETEN(/ STANARS
4asic (om"etencies 2562
(ore (om"etencies 67572

SE(T*)N 7 TRA*N*N. STANARS
7#2 (!rric!l!m esi&n
4asic (om"etencies 72578
(ore (om"etencies 76576
7#2 Trainin& eli%er$ 77
7#7 Trainee Entr$ Re9!irements 7:
7#8 -ist of Tools, E9!i"ment and +aterials 7:
7#6 Trainin& ;acilities 79
7#6 Trainers< =!alifications 79
7#7 *nstit!tional Assessment 79
SE(T*)N 8 NAT*)NA- ASSESS+ENT AN
(ERT*;*(AT*)N ARRAN.E+ENTS :>
()+3ETEN(/ +A3 :2
E;*N*T*)N ); TER+S :2
TRA*N*N. RE.?-AT*)NS ;)R
TRA*NERS +ET,))-)./ -E'E- *
#"CT)0- 1 TRA*NERS +ET,))-)./ 0T+1 -E'E- *
The TRA*NERS +ET,))-)./ -E'E- * consists of competencies a T1"T trainer
performing functions of trainer and assessor must achieve. . T1"T trainer is a person 'ho
enables a learner or a group of learners to develop competencies to performing a particular trade
or technical 'or(.
The 2nits of Competency comprising this &ualification include the follo'ing:
(ode No# 4AS*( ()+3ETEN(*ES
34411145 6ead 'or(place Communication
34422141 .pply math and science principles in technical training
34422142 .pply environmental principles and advocate conservation
3442214 2tili7e )T applications in technical training
34411114 6ead small teams
3442214, .pply 'or( ethics* values and &uality principles
34422143 8or( effectively in vocational education and training
34422149 :oster and promote a learning culture
3442214; "nsure healthy and safe learning environment
3442214< =aintain and enhance professional practice
34422145 !evelop and promote appreciation for cost%benefits of technical
training
34422114 !evelop and promote global understanding of labor mar(ets
(ode No# ()RE ()+3ETEN(*ES
T1T2241 /lan training sessions
T1T2242 :acilitate learning sessions
T1T224 #upervise 8or(%based learning
T1T224, Conduct competency assessment
T1T2243 =aintain training facilities
T1T2249 2tili7e electronic media in facilitating training
. person 'ho has achieved this $ualification is competent to be:
% T1"T Trainer>Technical Trainer
% Training :acilitator>Coordinator
% Competency .ssessor
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SE(T*)N 2 ()+3ETEN(/ STANARS
This section gives the details of the contents of the core units of competency re&uired for
TR.)-"R# ="T?0!060@A (T=) 6"1"6 ). These units of competency are categori7ed into
basic and core competencies.
4AS*( ()+3ETEN(*ES
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?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitudes re&uired to
lead in the dissemination and discussion of ideas* information
and issues in the 'or(place.
ConteBt of this unit : This unit is adopted from the basic competencies for -ational Certificate
6evel ))). )n the conteBt of the Trainers =ethodology (T=)* the term
Cworkplace in this unit 'ould be understood to mean training/learning
environment.
E-E+ENT
3ER;)R+AN(E (R*TER*A
Italicized terms are elaborated in the Range of 1ariables
1. Communicate
information about
'or(place processes
1.1 .ppropriate communication method is selected
1.2 =ultiple operations involving several topics areas are
communicated accordingly
1. $uestions are used to gain eBtra information
1., Correct sources of information are identified
1.3 )nformation is selected and organi7ed correctly
1.9 1erbal and 'ritten reporting is underta(en 'hen re&uired
1.; Communication s(ills are maintained in all situations
2. 6ead 'or(place
discussions
2.1 Response to 'or(place issues are sought
2.2 Response to 'or(place issues are provided immediately
2. Constructive contributions are made to 'or(place
discussions on such issues as production* &uality and safety
2., @oals>obDectives and action plan underta(en in the
'or(place are communicated
. )dentify and
communicate issues
arising in the 'or(place
.1 )ssues and problems are identified as they arise
.2 )nformation regarding problems and issues are organi7ed
coherently to ensure clear and effective communication
. !ialogue is initiated 'ith appropriate personnel
., Communication problems and issues are raised as they arise
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1. =ethods of
communication
1.1 -on%verbal gestures
1.2 1erbal
1. :ace to face
1., T'o%'ay radio
1.3 #pea(ing to groups
1.9 2sing telephone
1.; 8ritten
1.< )nternet
E'*EN(E .?*E
1. Critical aspects of
Competency
.ssessment re&uires evidence that the candidate:
1.1 !ealt 'ith a range of communication>information at one time
1.2 =ade constructive contributions in 'or(place issues
1. #ought 'or(place issues effectively
1., Responded to 'or(place issues promptly
1.3 /resented information clearly and effectively 'ritten form
1.9 2sed appropriate sources of information
1.; .s(ed appropriate &uestions
1.< /rovided accurate information
2. 2nderpinning
(no'ledge
2.1 0rgani7ation re&uirements for 'ritten and electronic
communication methods
2.2 "ffective verbal communication methods
. 2nderpinning #(ills .1 0rgani7e information
.2 2nderstand and convey intended meaning
. /articipate in variety of 'or(place discussions
., Comply 'ith organi7ation re&uirements for the use of 'ritten
and electronic communication methods
,. Resource )mplications The follo'ing resources =2#T be provided:
,.1 1ariety of )nformation
,.2 Communication tools
,. #imulated 'or(place
3. =ethod of .ssessment Competency may be assessed through:
3.1 !irect 0bservation
3.2 )ntervie'
9. ConteBt for
.ssessment
Competency may be assessed in the 'or(place or in simulated
'or(place environment
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?N*T ES(R*3T)R @ This unit covers the outcomes re&uired to integrate math and
science concepts in the content and delivery of technical training
programs and to motivate trainees in learning and applying such
concepts in the 'or(place.
E-E+ENT
1. )dentify math and
science manifestations
in the course content
and the 'or(place
1.1 Course content and learning outcomes are revie'ed and
studied for math and science content
1.2 #ituations in the 'or(place and in everyday life are related to
the course or program are identified for inclusion or mention
in the training
1. Training aids* lesson plans or session notes are prepared*
adopted or customi7ed incorporating or highlighting
applications of math and science principles
2. Relate math and
science concepts to
common and
'or(place situations
2.1 /ractical applications of math and science related to the
desired learning outcomes are incorporated* eBplained and
stressed during the training
2.2 Trainees are aided and encouraged to identify and apply
math and science concepts in their 'or( and everyday life
2. Class eBamples>cases* eBercises* and assignments are
given for trainees to eBplore and reflect on the
applications>manifestations of math and science along the
course content
. .ssess trainees+
internali7ation of math
and science concepts
.1 Trainees+ retention of basic math and science concepts are
revie'ed to identify areas needing further intervention
.2 Trainees+ appreciation of math and science principles along
the trade area or subDect matter is determined using
applicable assessment methodology
. #imple mathematical and scientific models/representations
are discussed to aid in the understanding and application of
principles and theories using language* style and format that
are readily understood
., /oorly%understood areas of math and science relevant to the
course are given eBtra attention and eBplained in user%
friendly terms in accordance 'ith trainees+ interests and
learning styles
,. )ntroduce further
enhancements
,.1 /ersonal (no'ledge* eBperiences and observations of self
and others in the area 0f math and science applications are
cited and incorporated in the lessons and lecture%discussions
,.2 Results of application of math and science concepts are
evaluated and documented for replication and enhancement
,. 6ogical* systematic and scientific thin(ing and methods are
introduced and developed for trainees to assimilate and
apply in their o'n 'or( and study
,., Contetual and eperiential learning methods are utili7ed
to aid in appreciation of math and science concepts
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1. Training aids =ay include E
1.1 Curriculum>modules
1.2 6earning materials>activities
1.2.1 #elf%paced materials
1.2.2 Fob sheets
1.2. Related theory
1. .udio%visual aids
1..1 Charts
1..2 @raphs
1..2 !iagrams
1., )nteractive video
1.3 Computer%based training materials
2. .ssessment
methodology
=ay include E
2.1 /roDects
2.2 Case problems
2. 8ritten tests
2., 0ral &uestioning
2.3 )ntervie's
. =odels>representati
ons
=ay include E
.1 #imple &uantitative models
.1.1 mathematical formulas using elementary algebra
.1.2 constants and variables
.1. functions and relations
.2 Gasic la's and principles
.2.1 0hm+s la'
.2.2 -e'ton+s la's of motion
.2. Goyle+s la'
. @raphs and diagrams
..1 Charts and flo'charts
..2 Characteristic curves
.. Refrigeration cycle
.., #chematic>bloc( diagrams
..3 :ree%body diagrams
,. 6earning styles =ay include E
,.1 Holb%model styles
,.1.1 Converger
,.1.2 !iverger
,.1. .ssimilator
,.1., .ccommodator
,.2 ?oney%=umford model styles
,.2.1 .ctivist
,.2.2 Reflector
,.2. Theorist
,.2., /ragmatist
,. :leming%model styles
,..1 1isual learners
,..2 .uditory learners
,.. Reading>'riting%preference learners
,.., Hinesthetic>tactile learners
3. ConteBtual and
eBperiential learning
methods
=ay include E
3.1 Case studies and problems
3.2 /roDect%based instruction
3. :ield trips
3., Company visits
3.3 )ntervie's
3.9 )nstitutional attachments>immersion
3.; Community service
E'*EN(E .?*E
competency
.ssessment re&uires evidence that the candidate E
1.1 !emonstrated understanding of basic math and science
concepts relevant to the competency or &ualification
1.2 !emonstrated ability to apply math and science principles to
the competency or tas(s being performed
1. !emonstrated ability to integrate and conteBtuali7e math and
science concepts in the design and delivery of technical
training
2. 2nderpinning
(no'ledge and
attitudes
2.1 Gasic arithmetic E the four fundamental operations
2.2 "lementary algebra
2. Gasic science
2..1 @eneral science
2..2 -atural sciences
2.. /hysical and biological sciences
2.., #ocial sciences
2., Gasic training methodology
2.3 /ositive 'or( values (patience* perseverance* empathy*
professionalism* concern for safety and &uality)
. 2nderpinning s(ills .1 Communication s(ills
.2 Training development and management s(ills
. 0bserving safety and health re&uirements in the classroom*
laboratory and 'or(shop
., )nstructional s(ills
,. Resource implications The follo'ing resources must be provided E
,.1 .ccess to math and science lab or similar 'or(shop
,.2 .ccess to real or simulated 'or( area
,. Case problems in math and science applications
3. =ethod of .ssessment Competency may be assessed through E
3.1 0bservation or demonstration 'ith oral &uestioning
3.2 8ritten eBam
3. Case problems
3., )ntervie'
3.3 /ortfolio
3.9 Third%party report
9. ConteBt of assessment Competency may be assessed on the Dob or in a simulated 'or(
environment
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?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitudes re&uired to
apply>adopt environmental principles and advocate conservation
in diverse technical%vocational training environments* including
observing and contributing to positive environment 'or(
practices. This covers the follo'ing: environmental 'or(
practices* contributing to improvements of environmental
practices* and reporting potential environmental threats.
"6"="-T
/"R:0R=.-C" CR)T"R).
1. :ollo' environmental
'or(place practices
1.1 !or"place practices and #or" instructions relating to
potential environmental impacts are recogni7ed and follo'ed*
and clarification is sought 'here necessary.
1.2 Relevant legislation$ codes and national standards that
impact on 'or(place environmental practices are recogni7ed
and follo'ed.
1. Changes to 'or( practices and procedures are responded to
positively and promptly in accordance 'ith organi7ational
re&uirements.
1., )ndividual roles>responsibilities are determined and performed
based on the program> activities identified
2. Contribute to improve
environmental 'or(
practices
2.1 Suggestions are made to designated personnel for
improvements to 'or(place practices 'here possible.
2.2 )nformation is gathered and improvements are suggested to
support the development of improved #or"place
approaches to en%ironmental practices.
2. En%ironmental issues and their relationship to 'or(place
practices are discussed in the 'or(place 'ith colleagues and
designated personnel.
2., Contributions to the revie' of en%ironmental practices and
policies are made 'ithin limits of responsibility
. Recogni7e and report
potential environmental
threats
.1 Signs or symptoms of the potential en%ironmental threat
are recogni7ed.
.2 )nformation about or observations of a potential environmental
threat are reported to supervisors and>or appropriate
authorities.
. 6ocation and eBtent of the potential environmental threat is
accurately recorded.
., Reports on the potential environmental threat are completed
according to organi7ational guidelines.
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1. 8or(place practices and
'or( instructions
=ay include but are not limited to procedures or 'or( instructions
for:
1.1 "nvironmental l ha7ard identification and ris( analysis
1.2 .voiding or minimi7ing environmental ris(s*
1. )mproving environmental performance*
1., 8aste minimi7ation and segregation*
1.3 "nvironmental monitoring*
1.9 #igns and labels (e.g.* chemical labels)*
1.; "mergency procedures*
1.< ?a7ard and incident recording and reporting procedures
1.5 "nvironmental data recording and reporting procedures 'here
applicable.
1.14 1erbal instructions from persons 'ith responsibility related to
environmental 'or( practices.
2. 6egislation* codes and
national standards
=ay include:
2.1 /hilippine Clean%.ir .ct of 1555 (R. <;,5)
2.2 /hilippine Clean%8ater .ct of 244, (R. 52;3)
2. "cological #olid 8aste =anagement .ct of 2444 (R. 544)
2., =ontreal /rotocol
2.3 Hyoto /rotocol
2.9 "nvironmental .'areness and "ducation .ct of 244< (R. 5312)
2.; /hilippine Climate%Change .ct of 2445 (R. 5;25)
2.< Codes of /ractice relating to environment%critical Dobs
. #uggestions =ay include but are not limited to the ideas to:
.1 =inimi7e ha7ards and ris(s*
.2 Reduce and dispose of 'aste*
. "fficient use energy
., Conserve 'ater
.3 Reduce air and noise pollution
.9 =a(e more efficient use of resources and improve
environmental performance*
.; Reduce soil disturbance and improve habitat resources.
,. !esignated personnel =ay include but are not limited to:
,.1 .dministrators> =anagers*
,.2 #upervisors
,. /eople 'ho are responsible for 'or( area or 'ho may be
assigned to act as a mentor>trainer to a person
3. 8or(place approaches to
environmental practices.
=ay include but are not limited to:
3.1 /reventing and minimi7ing the production of pollution (e.g.*
discharges to air* land and 'ater* ha7ardous 'aste*
3.2 Reducing Iburning offI*
3. Composting *
3., Recycling materials*
3.3 Conservation practices)* and
3.9 )mproving 'or(place maintenance practices (e.g.* using a broom
instead of a hose* using environment%friendly cleaning agents)
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'AR*A4-E R A N . E
9. "nvironmental issues =ay include:
9.1 #ustainability*
9.2 Reduction and disposal of 'aste*
9. 8ater &uality*
9., "nergy efficiency*
9.3 Giodiversity and habitat protection*
9.9 Conservation of natural resources*
9.; .ir &uality*
9.< 6and contamination*
9.5 -oise*
9.14 #oil and salinity management
9.11 :ire management.
;. "nvironmental practices
and policies
=ay include:
;.1 8aste minimi7ation and management*
;.2 #ustainability *
;. 6ocal* regional* state and national strategies on 'eed and pest
management*
;., /rotection of land and habitat and conservation of resources*
;.3 "nergy use*
;.9 @reenhouse gas emissions*
;.; 2se of chemicals and plant and e&uipment.
<. #igns or symptoms =ay include but are not limited to:
<.1 0bservation of the presence of 'eeds*
<.2 /est animals or chemicals;
<. !amage caused to plants* animals or the environment*
<., Changes in plant (e.g.* diebac( of trees) and animal health*
<.3 "rosion of soils*
<.9 #oils in 'ater suspension*
<.; /resence of salt.
5. /otential environmental
threat
=ay include but are not limited to:
5.1 This includes spills * lea(s* pollution *planned and unplanned
emissions* soil compaction* disturbance and erosion*
5.2 .ccidents and disposal of 'aste* and damage or disruption to
ecosystems resulting from 'or( practices.
5. .lso includes plants* animals or diseases that are classified as
an environmental threat or problem in an area*
5., 2nauthori7ed changes in land use
5.3 :ire ris(s and threats* and inappropriate human interaction on
the environment.
5.9 This may include damage to habitat resources* disruption of
animal behavior and territorial use* illegal vegetation
clearance* seed collection* fire'ood gathering* nest
disturbance and egg collecting.
14. Reported )ncludes ho' the reports are made:
14.1 1erbally (face%to%face or through communication e&uipment)
14.2 )n 'riting (memo* notes* faBes* email or electronic messages).
11. Recorded 11.1 "nvironmental data*
11.2 =aintenance and inspection reports*
11. )ncident or accident reports*
11., Complaints from the public.
E'*EN(E .?*E
Competency
1.1!emonstrated (no'ledge of 'or(place practices and 'or(
instructions.
1.2!escribed relevant legislations* codes and national standard
environmental practices according to the different
environmental issues>concerns.
1.:ollo'ed environmental 'or(place practices
1.,Contributed to improve environmental 'or( practices
1.3Recogni7ed and reported on a potential environmental threat
1.9=aintained environmental records
2. 2nderpinning Hno'ledge 2.1 Relevant legislation from all levels of government on
environmental issues
2.2 Relevant environmental policies and 'or(place>industry
practices and procedures
2. @ood practice approaches relevant to 'or( area particularly in
regard to minimi7ing environment ha7ards and ris(s* and
improving environmental performance
2., "nvironmental issues* especially in regard to 'ater
catchments* air* noise* ecosystems* habitat* efficient use of
resources* sustainability and 'aste minimi7ation
2.3 /otential environmental threats and problems relevant to a
given region and occupation
2.9 @eneral 'or( place practices and their potential impact on the
environment.
. 2nderpinning #(ills .1 /erforming research and analysis
.2 Reading > interpreting data and information
. /roblem solving
., Communicate 'ith supervisors and 'or(place colleagues
.3 Recogni7e basic environmental ha7ards and threats
.9 :ollo' 'or(place directions and instructions
.; Heep simple records.
,. Resource )mplications The follo'ing resources +?ST be provided:
,.1 8or(place>.ssessment location
,.2 6egislation* policies* procedures* protocols and local
ordinances relating to environmental protection
,. Case studies>scenarios relating to environmental protection
3. =ethods of .ssessment Competency may be assessed through:
3.1 8ritten> 0ral "Bamination
3.2 )ntervie'>Third /arty Reports
3. /ortfolio (citations>a'ards from @0s and -@0s* certificate of
training E local and abroad)
3., #imulations
9. ConteBt for .ssessment Competency may be assessed in actual 'or(place or at the
designated T"#!. center.
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?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitude re&uired to
utili7e )T applications in training. #pecifically it covers setting%up
of 'or( environment* utili7ation of 'ord processing*
spreadsheet* presentation applications and utili7ation of internet
and ''' to communicate and collect information.
E-E+ENTS
1. #et%up 'or(
environment
1.1 !or" &older is con&igured in accordance 'ith enterprise )T
utili7ation guidelines.
1.2 'es"top and shortcuts settings are con&igured in%line
'ith personal preference.
1. Connectivity to printer are chec(ed and tested in accordance
'ith e&uipment user guide.
2. 2tili7e 'ord processing
application
2.1 'ocument layout and &ormatting are applied in line 'ith
document formatting re&uirements.
2.2 Application &eatures are utili7ed to enhance productivity in
line 'ith application guide> help instructions
2. /rinting of documents is performed in line 'ith enterprise )T
utili7ation guidelines
. 2tili7e presenter
application
.1 /resentation layout* formatting and theme utili7ation are
applied in line 'ith target audience re&uirements
.2 .nimation and slide transitions are applied to enhance
vie'ing and interactivity eBperience in%line 'ith (est
practices in utilizing presentation pac"age.
. )rinting o& presentation materials are performed in line
'ith user re&uirements and enterprise )T utili7ation
guidelines
., /ac(aging and eBporting of presentation is performed in line
'ith application help instructions>'i7ard.
.3 /resentation of information is performed in line 'ith best
practices in utili7ing presentation pac(age.
,. 2tili7e spread sheet
application
,.1 !or"(oo" and #or"sheet settings and formatting are
applied in line 'ith printing re&uirements.
,.2 Formula and conditional formatting are utili7ed to enhance
productivity in line 'ith the application help instructions.
,. Charts are utili7ed to enhance data presentation in line 'ith
the application help instructions.
,., /rinting of 'or(sheet is performed in line 'ith document
layout re&uirements and enterprise )T utili7ation guidelines.
3. 2tili7e internet and
''' to communicate
and collect information
3.1 Chat and email facility is utili7ed to eBchange information and
resources in line 'ith chat help instructions.
3.2 Bro#ser is con&igured to enhance productivity in line 'ith
the application help instruction
3. ''' is utili7ed to research and ac&uire resources in line 'ith
enterprise )T utili7ation guidelines.
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1. 8or( folder is
configured
=ay include but not limited to:
1.1 :older creation
1.2 :older copy and transfer
1. :older sharing
2. !es(top and shortcuts
settings are configured
2.1 !es(top bac(ground and screen saver settings
2.2 #creen resolution settings
2. #hortcut and lin( creation
. !ocument layout and
formatting
=ay include:
.1 /age settings
.2 :ont #ettings
. :ormatting styles
., Table utili7ation
,. .pplication features =ay include* but not limited to:
,.1 :ooter and header setting
,.2 =ail merge
,. Revie' and editing tools
,., Reference features
,.3 :orm creation features
3. Gest practices in
utili7ing presentation
pac(age
3.1 -umber of teBt lines* font si7e and fore and bac( colors.
3.2 0ptimal utili7ation of animation and transition effects to
enhance learning eBperience not to distract audience.
3. .'areness in unconscious actions during presentation
9. /rinting of presentation
materials
9.1 #lide
9.2 -otes
;. 8or(boo( and
'or(sheet settings
;.1 /age setup
;.2 ?eader setup
;. 8or(sheet organi7ation
<. :ormula =ay include but not limited to:
<.1 #ummation
<.2 !ivision
<. =ultiplication
<., !ivision
<.3 .verage
<.9 Rounding off
<.; )f
<.< Concatenate
5. Gro'ser configuration =ay include but not limited to:
5.1 Coo(ie settings
5.2 /lug%in setup
5. .ccessibility adDustments
E'*EN(E .?*E
competency
1.1 #et%up 'or( environment
1.2 2tili7ed 'ord processing application
1. 2tili7ed presenter application
1., 2tili7ed spreadsheet application
1.3 2tili7ed internet and ''' to communicate and collect
information
2. 2nderpinning
Hno'ledge
2.1 ).T. /rinciples (i.e. internet technology* ''')
2.2 Gest practices in using presenter application
2. Gasic mathematical operation
2., 6ogic reasoning
2.3 /roductivity application features
2.9 :ile management
2.; .cademic documents (i.e. record sheet* accomplishment
charts* session plan)
. 2nderpinning #(ills .1 "ncoding and computing s(ills
.2 /resentation s(ills
. 6ogic reasoning s(ills
,. Resource )mplications The follo'ing =2#T be provided:
,.1 Computer 'ith net'or( and internet access
,.2 /rinter and printing consumables
,. #pecification of sample document* 'or(sheet* presentation
materials
3. =ethods of
.ssessment
Competency may be assessed through:
3.1 !emonstration > 0bservation and 'ith oral &uestioning
3.2 /ortfolio
9. ConteBt for
.ssessment
.ssessment should be conducted in the 'or(place >simulated
area > T"#!. .ssessment Center

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?N*T ES(R*3T)R @ This !nit co%ers the knowled&e, skills and attit!des to lead small
teams incl!din& settin& and maintainin& team and indi%id!al
"erformance standards#
(onteDt of this !nit @ This unit is adopted &rom the (asic competencies &or National
Certi&icate Le%el III* In the contet o& the Trainers +ethodology ,T+-$
the small teams here #ould re&er to groups o& trainees$ audience or
participants in a training situation$ or a group o& &ello# trainers*
E-E+ENT
1. /rovide team
leadership
1.1 !or" re.uirements are identified and presented to team
members
1.2 Reasons for instructions and re&uirements are
communicated to team members
1. Team mem(ers/ .ueries and concerns are recogni7ed*
discussed and dealt 'ith
2. .ssign responsibilities 2.1 !uties* and responsibilities are allocated having regard to
the s(ills* (no'ledge and aptitude re&uired to properly
underta(e the assigned tas( and according to company
policy
2.2 !uties are allocated having regard to individual preference*
domestic and personal considerations* 'henever possible
. #et performance
eBpectations for team
members
.1 /erformance eBpectations are established based on client
needs and according to assignment re&uirements
.2 /erformance eBpectations are based on individual team
members duties and area of responsibility
. /erformance eBpectations are discussed and disseminated
to individual team members
,. #upervised team
performance
,.1 +onitoring o& per&ormance ta(es place against defined
performance criteria and>or assignment instructions and
corrective action ta(en if re&uired
,.2 Team members are provided 'ith &eed(ac", positive support
and advice on strategies to overcome any deficiencies
,. )er&ormance issues 'hich cannot be rectified or addressed
'ithin the team are referenced to appropriate personnel
according to employer policy
,., Team members are (ept informed of any changes in the
priority allocated to assignments or tas(s 'hich might impact
on client>customer needs and satisfaction
,.3 Team operations are monitored to ensure that
employer>client needs and re&uirements are met
,.9 :ollo'%up communication is provided on all issues affecting
the team
,.; .ll relevant documentation is completed in accordance 'ith
company procedures
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1. 8or( re&uirements 1.1 Client /rofile
1.2 .ssignment instructions
2. Team member+s
&ueries and concerns
2.1 Roster details
2.2 #hift details
. =onitoring of
performance
.1 :ormal process
.2 )nformal process
,. :eedbac( ,.1 :ormal process
,.2 )nformal process
3. /erformance issues 3.1 8or( output
3.2 8or( &uality
3. Team participation
3., Compliance 'ith 'or(place protocols
3.3 #afety
3.9 Customer service
E'*EN(E .?*E
Competency
1.1 =aintained or improved individuals and>or team performance
given a variety of possible scenario
1.2 .ssessed and monitored team and individual performance
against set criteria
1. Represented concerns of a team and individual to neBt level
of management or appropriate specialist and to negotiate on
their behalf
1., .llocated duties and responsibilities* having regard to
individual+s (no'ledge* s(ills and aptitude and the needs of
the tas(s to be performed
1.3 #et and communicated performance eBpectations for a range
of tas(s and duties 'ithin the team and provided feedbac( to
team members
2. 2nderpinning
Hno'ledge
2.1 Company policies and procedures
2.2 Relevant legal re&uirements
2. ?o' performance eBpectations are set
2., =ethods of =onitoring /erformance
2.3 Client eBpectations
2.9 Team member+s duties and responsibilities
. 2nderpinning #(ills .1 Communication s(ills re&uired for leading teams
.2 )nformal performance counseling s(ills
. Team building s(ills
., -egotiating s(ills
,. Resource )mplications The follo'ing resources +?ST be provided:
,.1 .ccess to relevant 'or(place or appropriately simulated
environment 'here assessment can ta(e place
,.2 =aterials relevant to the proposed activity or tas(
3. =ethod of .ssessment Competency may be assessed through:
3.1 !irect observations of 'or( activities of the individual
member in relation to the 'or( activities of the group
3.2 0bservation of simulation and>or role play involving the
participation of individual member to the attainment of
organi7ational goal
3. Case studies and scenarios as a basis for discussion of
issues and strategies in team'or(
9. ConteBt for
.ssessment
.ssessment should be conducted in the 'or(place> simulated area>
T"#!. .ssessment Center
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?N*T ES(R*3T)R @ This unit covers the outcomes re&uired in demonstrating and
living out desirable 'or( ethics* values and principles in the
'or(place and training environment.
E-E+ENT
1. 0bserve 'or(place
policies and guidelines
1.1 .ttendance and punctuality are observed in line 'ith
enterprise policies and guidelines.
1.2 !or" &unctions are performed in line 'ith 'or(
position>delegation and according to enterprise goals and
obDectives.
1. Communication* re&uest* and complaints are channelled
through authority in line 'ith enterprise policies and
procedures.
1., Academic &reedom is eBercised in line 'ith enterprise goals
and obDectives
1.3 $uality 'or( instructions are delivered in accordance 'ith
'or( deadlines and training calendars.
2. 1alue self%'orth and
profession
2.1 Best practices in teaching are demonstrated at all times.
2.2 /ersonal and professional upgrading is eBercised in line 'ith
personal goals and enterprise guidelines and policies.
2. Confidentiality of records and other documents are
maintained in line 'ith enterprise policies and guidelines.
2., /rofessional courtesy is eBercised at all times
2.3 /rofessional role and image as technical trainer are
maintained in the classroom>training environment and related
situations.
. 0bserve proper
conduct in dealing 'ith
learners and parents
.1 /romotion of learners is performed based on non5"reE!dice
decision and actual accomplishments and performance of
learners.
.2 6earners 'ere given e&ual opportunities to learn and utili7e
school facilities in line 'ith the enterprise obDective and
goals.
. /arent consultations are performed in line 'ith enterprise
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1. 8or( functions =ay include but not limited to:
1.1 Teaching
1.2 @uiding
1. =anaging events and school activities
2. .cademic freedom =ay include but not limited to:
2.1 #election of teaching methods
2.2 )mplementation of remedial classes
2. Changing methods of collecting evidence of learning
. Gest practices in
teaching
=ay include:
.1 Teaching 'ith teaching aids
.2 "mploying learner%centered activities
,. -on%preDudice decision =ay include* but not limited to:
,.1 !ecision made from favour
,.2 !ecision came from political reason
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E'*EN(E .?*E
competency
1.10bserved 'or(place policies and guidelines
1.21alued self%'orth and profession
1.0bserved proper conduct in dealing 'ith learners and parents.
2. 2nderpinning
Hno'ledge
2.1 Code of ethics and right conduct
2.2 /ersonnel management
2. :ilipino customs and traits
. 2nderpinning #(ills .1 )nterpersonal s(ills
.2 Communication s(ills
,. Resource )mplications The follo'ing =2#T be provided:
,.1 Case study
3. =ethods of
.ssessment
3.1 8ritten test> )ntervie'
3.2 /ortfolio
9. ConteBt for
.ssessment
.ssessment should be conducted in the 'or(place >simulated

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TRA*N*N.
?N*T ()E @ 6>>2722>6
'or( effectively in the policy and operating environment of the
vocational education and training sector.
E-E+ENT
1. 8or( 'ithin the
vocational education
and training policy
frame'or(
1.1 Relevant national %ocational education and training
policies and &rame#or"s are accessed* analy7ed* applied
and guided in accordance 'ith 'or( practices and
responsibilities.
1.2 Hey %ocational education and training organizations and
sta"eholders are identified* accessed and informed in
accordance 'ith updated 'or( practices.
1. Legislation and guidelines are accessed* used* complied
and ensured in accordance 'or( practices and policy
re&uirements.
1., Sources o& in&ormation and ad%ice on vocational
education and training policy and operating conteBt are
accessed on a regular basis and changes are noted as
appropriate.
1.3 Opportunities are ta(en up to contribute to vocational
education and training in accordance 'ith organi7ational
policy developments.
1.9 0ocational education and training terminology is used to
communicate effectively in accordance 'ith sector.
2. 8or( 'ithin the training
organi7ation+s &uality
frame'or(
2.1 1ele%ant organizational documentation is accessed*
used* supported and ensured in accordance 'or( roles and
responsibilities.
2.2 8or( is conducted in accordance 'ith the training
organization/s .uality assurance strategies$ processes$
policies and procedures
2. Ethical and legal responsi(ilities are adhered to in
accordance 'ith 'or( practices.
2., 8or( is underta(en in accordance 'ith the prevailing
industrial and employee relations systems and practices.
2.3 :eedbac( and advice on 'or( &uality is actively sought from
colleagues and clients in accordance 'ith the prevailing
industrial and employee relations systems and practices.
E-E+ENT
. =anage 'or( and 'or(
relationships
.1 8or( is planned* prioriti7ed and organi7ed to achieve agreed
and eBpected outcomes.
.2 8or(loads are assessed and guidance>support is sought
from relevant personnel 'here #or" issues arise and in
accordance 'ith eBisting organi7ational policies and
guidelines.
. 1ele%ant technological s"ills are used to enhance 'or(
outcomes and in accordance 'ith prevailing industrial
systems and practices.
., 8or( is underta(en in a collaborative manner 'ith
colleagues through sharing of information and ideas and
'or(ing together on 'or( outcomes in accordance 'ith the
prevailing industrial and employee relations systems and
practices.
.3 :eedbac( on managing 'or( and professional relationships
is obtained from clients and collea&!es and is evaluated
and acted upon.
,. !emonstrate a client%
focused approach to
'or(
,.1 Clients and their needs and eBpectations form the basis for
developing effective 'or( practices and outcomes in
accordance 'ith operational limits*
,.2 E&&ecti%e communication strategies are developed*
utili7ed* established and maintained in accordance 'ith client
relationships.
,. /rocesses for evaluating and improving client satisfaction
are developed and built in accordance 'ith 'or( practices.
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'AR*A4-E RAN.E
1. -ational vocational
education and training
policies and
frame'or(s
=ay include:
1.1 /hilippine T1"T Trainers $ualification :rame'or( (/TT$:)
1.2 Training /ac(ages
1. 2ser Choice
1., traineeship and apprenticeship arrangements
2. 1ocational education
and training
organi7ations and
sta(eholders
=ay include:
2.1 !epartment of 6abor and "mployment (!06")
2.2 Technical "ducation and #(ills !evelopment .uthority
(T"#!.)
2. )ndustry #(ills Councils ()#Cs)
2., training organi7ations
. 6egislation and
guidelines
=ay include:
.1 guidelines on program>proDect funding
.2 2ser Choice
. apprenticeships>traineeships
., implementation of Training /ac(ages
.3 registration
.9 course accreditation
.; access and e&uity
.< anti%discrimination including e&ual opportunity* racial
vilification and disability discrimination
.5 industrial relations
.14 code of practice
.11 occupational health and safety (0?#)
,. #ources of information
and advice
=ay include:
,.1 'eb%based information from vocational education and
training organi7ations and sta(eholders such as the -ational
Training )nformation #ervice (-T)#)
,.2 printed policies* ne'sletters* bulletins* publications of
vocational education and training organi7ations and
sta(eholders
,. products including revised Training /ac(ages* support
materials and professional development materials
implementation guidelines
,., research Dournals
,.3 conference papers
'AR*A4-E RAN.E
3. 0pportunities =ay include:
3.1 attendance at 'or(shops and consultations conducted by
relevant vocational education and training organi7ations and
sta(eholders
3.2 individual or organi7ational 'ritten submissions and
feedbac( to relevant vocational education and training
organi7ations and sta(eholders
3. participation in forums* net'or(s* conferences
3., participation in training organi7ation meetings
3.3 participation in validation meetings
3.9 research>consultancy
3.; contribution to online consultations
9. 1ocational education
and training
terminology
9.1 .cronyms
9.2 language of the profession
9. language styles commonly used in vocational education and
training environments
;. Relevant organi7ational
documentation
=ay include:
;.1 strategic plans
;.2 business plans
;. policies and procedures
;., position descriptions
;.3 responsibility statements
<. Training organi7ation+s
&uality assurance
strategies* processes*
policies and
procedures
=ay relate to:
<.1 &uality arrangements for clients covering:
<.1.1 enrolment and induction>orientation
<.1.2 complaints* grievances and appeals
<.1. assessment* including s(ills recognition* pre%
assessment and appeals
<.1., identification of training support re&uirements* for
eBample* language* literacy and>or numeracy needs
<.1.3 fees
<.1.9 privacy
<.1.; access and e&uity
<.1.< 'elfare and guidance
<.1.5 issuance of &ualifications
<.1.14 mutual recognition of &ualifications* #tatements of
.ttainment* credit and articulation arrangements
<.2 internal &uality policies and procedures covering:
<.2.1 ris( management
<.2.2 continuous improvement
<.2. 0?#
<.2., e&ual employment opportunity (""0)
<.2.3 discrimination and 'or(place harassment
<.2.9 staff disciplinary procedures
'AR*A4-E RAN.E
<.2.; financial management
<.2.< records management
<.2.5 management processes for learning resources and
learning materials
<.2.14 recruitment and induction of personnel
<.2.11 staff &ualifications
<. learning and professional>staff development opportunities
<., training organi7ation staff development programs
<.3 participation in net'or(s
<.9 individual learning initiatives
<.; membership of professional associations>net'or(s
<.< relevant university courses
5. "thical and legal
responsibilities
=ay include:
5.1 compliance 'ith relevant legislation including:
5.1.1 0?# legislation
5.1.2 ""0 legislation
5.1. anti%discrimination legislation
5.1., legislation relating to overseas learners
5.2 compliance 'ith industrial a'ards* enterprise agreements
and employment contracts
5. meeting environmental standards
5., duty of care
5.3 recogni7ing and being sensitive to individual differences and
diversity
5.9 provision of accurate information* advice and services
5.; providing support to learners appropriate to their needs
5.< maintaining client privacy and confidentiality
5.5 code of practice
14. 8or( issues =ay include:
14.1 time pressures
14.2 'or( overload
14. competing demands
14., uneBpected contingencies
14.3 technology problems
14.9 relations 'ith other personnel
14.; client issues>relations
11. Relevant technological
s(ills
=ay include chec(ing that the idea:
11.1 using computer 'ord processing soft'are to produce
documents* reports and learning materials
11.2 using computer presentation applications
11. using computer data processing soft'are to produce
statistical information
11., using computers>communication systems to support online
learning
'AR*A4-E RAN.E
11.3 conducting 'eb searches
11.9 participating in )nternet>video conferencing
11.; using chat rooms
11.< managing email
11.5 operating computer proDection e&uipment
11.14 operating overhead proDectors
11.11 operating other business e&uipment* e.g. faB machines*
photocopiers and telephone systems
12. Clients and colleagues =ay include:
12.1 individual learners* apprentices and trainees* employees
12.2 enterprises>industry
12. other parts of the training organi7ation
12., government departments>agencies* or other organi7ations
1. Clients and their needs
and eBpectations
=ay include:
1.1 a focus on individual learner obDectives such as:
1.1.1 ne' s(ills
.2 specific competencies
. target &ualifications
., ne' career
.3 career advancement
.9 improved language
.; literacy and numeracy s(ills
1.2 preference for particular learning styles
1. individuali7ed learning support systems
1., individuali7ed organi7ational training
1.3 client centered approaches
1.9 information and advice on courses* learning programs and
&ualifications
1,. 0perational limits =ay include:
1,.1 level of responsibility* autonomy* classification level
1,.2 staffing resource limitations
1,. physical environment limitations
1,., cost
1,.3 time
1,.9 scheduling difficulties
1,.; 0?#
13. "ffective
communication
strategies
=ay include:
13.1 establishing clarity of purpose
13.2 ongoing liaison
13. effective reporting arrangements
13., continuous feedbac( mechanisms

E'*EN(E .?*E
Competency
.ssessment re&uires evidence that the candidate 2
1.1 8or(ed 'ithin the vocational education and training policy
frame'or(
1.2 8or(ed 'ithin the training organi7ation+s &uality frame'or(
1. =anaged 'or( and 'or( relationships
1., !emonstrated a client%focused approach to 'or(
2. 2nderpinning
(no'ledge and
attitude
2.1 Training /ac(ages* including the purpose and structure of:
2.1.1 units of competency
2.1.2 .ssessment @uidelines
2.1. &ualifications
2.1., "mployability #(ills
2.1.3 support materials
2.2 /hilippine T1"T Trainers $ualification :rame'or( (/TT$:)
2. sources of information on vocational education and training*
for eBample:
2..1 -T)# 'eb site for accessing details on units*
courses>&ualifications* training organi7ations* and
Training /ac(ages and support materials
2., sources of information on legal and organi7ational
re&uirements* for eBample:
2.3 organi7ational manuals* documents* publications
2.9 organi7ational data systems
2.; publications* ne'sletters of relevant authorities
2.< competency%based training and assessment* for eBample:
2.5 competency standards define performance outcomes*
applied (no'ledge and s(ills needed for 'or(
2.14 competency standards form the basis for teaching and
learning and training delivery in recogni7ed T1"T
2.11 learning is outcomes focused not inputs driven
2.12 competency standards establish re&uirements for
assessment
2.1 assessment is criterion referenced>not norm referenced
2.1, assessment is reported as competent>not yet competent
2.13 competency standards are industry defined
2.19 competency standards have a national focus
2.19.1 the training organi7ation+s systems* policies and
procedures
2.19.2 relevant vocational education and training
terminology appropriate to the 'or( role
2.19. the diversity of clients* client needs* client
eBpectations for vocational education and training
services
2.19., relevant legal and policy re&uirements* codes of
practice* national standards and legislations* for
eBample:
2.1; specific industry>'or(place legal>compliance and licensing
re&uirements
2.1< duty of care under common la'
2.15 anti%discrimination including e&ual opportunity* racial
2.24 'or(place relations* industrial a'ards and enterprise
agreements
2.21 privacy>security of information
2.22 copyright>plagiarism
2.2 relevant 0?# (no'ledge relating to the 'or( role>'or(
conteBt* and 0?# considerations 'hen 'or(ing in vocational
education and training* including:
2.2, internal policies and procedures to meet 0?# re&uirements
2.23 ha7ards commonly found in the 'or( environment
2.29 sources of 0?# information and eBpertise
. 2nderpinning s(ills .1 literacy s(ills to:
.1.1 read and understand vocational education and
training policy and other documents* vocational
education and training terminology and language
styles
.1.2 interpret legal re&uirements of vocational education
and training policies* procedures and guidelines
.1. 'rite documents for a range of vocational education
and training audiences and purposes
.2 language s(ills to:
.2.1 communicate 'ith personnel across all levels of the
organi7ation and 'ith clients
.2.2 understand and use vocabulary and terminology
specific to the vocational education and training
environment
.2. listen and summari7e (ey points* ma(e evaluative
Dudgments and articulate verbally or in 'riting to a
client or colleague
.2., facilitate discussions to encourage problem solving*
sharing of strategies* and eBploring different solutions
to problems
.2.3 'or( effectively as a team member
. recogni7ing and being sensitive to individual difference and
diversity* for eBample:
..1 being sensitive to and valuing culture
..2 acting 'ithout bias>discrimination
.. responding to individuals 'ith particular needs
.., recogni7ing the importance of religion
., planning s(ills to:
.,.1 identify and access relevant sources of national
vocational education and training policies*
frame'or(s* legislation and guidelines
.,.2 participate in opportunities to contribute to vocational
education and training organi7ational policy
developments
.,. manage 'or( and 'or( relationships
.3 research s(ills to access information
.9 technology s(ills to:
.9.1 use computer hard'are and relevant soft'are
.9.2 use office>business e&uipment
,. Resource implications The follo'ing resources =2#T be provided:
,.1 access to business* organi7ational* legislative and vocational
education and training documentation
,.2 access to clients
,. access to colleagues
,., access to a T1"T operating environment
3. =ethod of assessment Competency may be assessed through :
3.1 !emonstration 'ith &uestioning
3.2 )ntervie'
3. 8ritten Test
3., Third /arty Report
9. ConteBt for assessment 9.1 Competency may be assessed in 'or(place or in a simulated
'or(place setting
9.2 .ssessment shall be observed 'hile tas( are being
underta(en 'hether individually or as a team under limited
supervision
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?N*T ()E @ 6>>2722>6
?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitude re&uired
foster and promote an environment 'hich supports inclusive
'or( practices and learning culture.
E-E+ENT
1. /ractice inclusivity 1.1 Indi%idual di&&erences and clients #ith particular needs
are ac(no'ledged* respected and valued in accordance 'ith
eBisting 'or( practices and learning culture.
1.2 /ersonal perceptions and attitudes about difference are
eBamined and revised to improve communication and
professionalism in accordance 'ith eBisting 'or( practices
and learning culture.
1. )rinciples underpinning inclusivity are integrated into all
'or( practices.
1., The training organi7ation+s access and e&uity policy is used
in accordance to 'or( practices.
1.3 )ndividualsI rights and confidentiality are respected at all
times.
2. /romote and respond
to diversity
2.1 The ground rules for participation and behavior 'ith
colleagues and clients are established in accordance 'ith a
cooperative and agreed process>es.
2.2 )ndividuals are encouraged to eBpress themselves and to
contribute to the 'or( and learning environment in
accordance 'ith cooperative and agreed process>es.
2. )ndividuals are provided 'ith opportunities to indicate
speci&ic needs to support their participation in learning and
'or( in accordance 'ith a cooperative and agreed
process>es.
2., Relevant research* guidelines and resources are accessed
to support inclusivity in accordance 'ith eBisting guidelines
and procedures.
2.3 0er(al and (ody language is sensitive to different cultures
and bac(grounds and differences in physical and intellectual
abilities and as appropriate.
. !evelop and implement
'or( strategies to
support inclusivity
.1 'ocumented resources to support and guide inclusive
practices are identified and used to inform 'or( strategies in
accordance 'ith eBisting guidelines and procedures.
.2 Support persons are identified and included in the 'or( and
learning process 'here appropriate and agreed to.
. Relevant professional support services are identified and
accessed* as appropriate.
E-E+ENT
., .ny physical en%ironment support needs are
ac(no'ledge and incorporated into 'or( practices* 'here
practicable and approved by appropriate personnel.
.3 O3S issues associated 'ith inclusivity are identified and
addressed in accordance 'ith eBisting guidelines and
procedures.
.9 )nclusiveness is modeled in accordance 'ith 'or(
performance.
,. /romote a culture of
learning
,.1 #upport and advice is provided to colleagues and clients to
encourage ne' and ongoing participation in accordance 'ith
learning opportunities.
,.2 The benefits of learning are eBplored 'ith colleagues and
clients in accordance 'ith a culture of learning.
,. 6earning and competency achievement is recogni7ed and
re'arded in accordance 'ith the 'or( and>or learning
environment.
,., 0pportunities to develop o'n and others generic s"ills are
identified in accordance 'ith the 'or( and>or learning
environment.
,.3 =ultiple path'ays to achieve o'n and others future learning
goals are discussed in accordance 'ith the 'or( and>or
learning environment.
3. =onitor and improve
'or( practices
3.1 "ffective 'or( practices to enhance inclusivity and a learning
culture are identified in accordance 'ith the 'or( and>or
learning environment
3.2 Conscious actions are ta(en to modify and improve in
accordance 'ith 'or( practices.
3. #trategies and policies to support inclusivity are regularly
revie'ed in accordance 'ith continuous improvement of
'or( processes.
3., /roposed changes to relevant strategies and policies are
documented and reported in accordance 'ith organi7ational
structure.
RAN.E ); 'AR*A4-ES
'AR*A4-E RAN.E
1. )ndividual differences =ay include:
1.1 learning difficulties
1.2 literacy and numeracy needs
1. language other than "nglish (60T")
1., cultural bac(ground* images and perceptions
1.3 socio%economic bac(ground
1.9 age* gender* seBuality
1.; religious practices
1.< intellectual impairment or disability
1.5 medical conditions such as arthritis* epilepsy* diabetes and
asthma
1.14 physical impairment or disability involving hearing vision*
voice or mobility
1.11 psychological or psychiatric impairment
2. Clients 'ith particular
needs
=ay include:
2.1 'omen 'here under%represented
2.2 rural and remote learners
2. people 'ith disabilities* either permanent or temporary
2., people from non%"nglish spea(ing bac(grounds
2.3 youth at ris(
. /rinciples =ay include:
.1 supporting e&ual opportunity for participation
.2 fostering and advocating independence
. ensuring cooperative approaches to learning
., using client%centered approaches to learning
.3 supporting* encouraging and valuing individual contributions
.9 motivating learners
.; creating opportunities for participation and success
.< ma(ing reasonable adDustments to procedures* activities and
assessment for e&uity
.5 ac(no'ledging current strengths and s(ills as a basis for
further learning
,. @round rules =ay include:
,.1 guidelines of behavior and acceptance
,.2 common understandings bet'een learners about group
interaction* respect and acceptance
,. eBpectations of 'or(ing relationships
,., safety of learners and others
,.3 comfort of learners and others
,.9 agreed conse&uences for breaching ground rules
3. #pecific needs =ay include:
3.1 physical environment adDustments
3.2 adDustments to learning and assessment activities
3. 0?# issues to be addressed
3., language re&uirements
3.3 literacy and numeracy issues
3.9 more time>additional support to learners
3.; need for a broad general education
'AR*A4-E RAN.E
9. 1erbal and body
language
=ay refer to:
9.1 language that recogni7es and values individual differences
9.2 language that supports inclusivity
9. language that is non%discriminatory
9., language that does not devalue* denote or derogate
9.3 language that does not suggest fear* mistrust or lac( of
understanding
9.9 language that does not label or suggest assumptions about
capabilities
;. !ocumented resources =ay include:
;.1 Dournals
;.2 information technology resources such as the 'eb* hard'are
and soft'are
;. teBts and references
<. #upport persons =ay include:
<.1 family members
<.2 government officers in specialist support services
<. case 'or(ers and personal careers
<., advocates for a person or group
<.3 peer support
<.9 interpreters
<.; community representatives
<.< note ta(ers
<.5 library personnel
<.14 technical support
<.11 human resources personnel
<.12 administrative personnel
<.1 career counselors
<.1, student services officers
<.13 e&uity liaison officers
5. /hysical environment
support needs
=ay include:
5.1 modifications to layout of premises
5.2 e&uipment modifications
5. use of adaptive technologies
5., changes to 'or( schedules
5.3 modifications to Dob design
14. 0?# issues =ay include:
14.1 issues relating to the learner
14.2 issues relating to the 0?# impact on others
11. @eneric s(ills =ay include:
11.1 "mployability #(ills including:
11.1.1 communication
11.1.2 team'or(
11.1. problem solving
11.1., initiative and enterprise
11.1.3 planning and organi7ing
11.1.9 self%management
11.1.; learning
11.1.< technology
11.2 innovation
11. language* literacy* numeracy and communication s(ills
E'*EN(E .?*E
Competency
.ssessment re&uires evidence that the candidate :
1.1 /racticed inclusivity
1.2 /romoted and respond to diversity
1. !eveloped and implement 'or( strategies to support
inclusivity
1., /romoted a culture of learning
1.3 =onitored and improve 'or( practices
2. 2nderpinning
(no'ledge and
attitude
2.1 the principles underpinning inclusivity and ho' to integrate
them into 'or( practices
2.2 the diversity of clients* client needs* client bac(grounds and
differing eBpectations for vocational education and training
services
2. ethical and inclusive behaviors eBpected of professional
relationships 'ith clients and colleagues
2., sources of information to support inclusive practices
2.3 availability and types of supports for clients 'ith specific
needs
2.9 relevant policies* legal re&uirements* codes of practice on:
3.1 disability* discrimination* inclusiveness* human rights*
e&ual opportunity* racial discrimination
3.2 duty of care responsibilities
3. access and e&uity policies
2.; organi7ational 'or( systems* practices
2.< 0?# relating to the 'or( role>'or( conteBt* and 0?#
considerations 'hen fostering and promoting an inclusive
learning culture including:
2.<.1 internal policies and procedures to meet 0?#
re&uirements
2.<.2 ha7ards commonly found in the 'or( environment
2.5 duty of care of the training and trainer for the learner and
others 'ho may be affected by actions of others 'ithin or
attending the training
. 2nderpinning s(ills .1 language and communication s(ills that:
.1.1 reflect inclusive language
.1.2 address cross cultural communication* indirect
communication* participation of others (family>
community>elders)* appropriate time and
communication protocols
.1. involve consultation and liaison 'ith clients* other
colleagues* counselors* eBperts and specialists on
learning concerns>issues
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411
.1., reflect good practice in active listening* appropriate
eye contact* friendly tone* appropriate volume* clarity
of diction and plain "nglish
.1.3 encourage eBpression by all individuals
.1.9 involve a variety of mediums
.2 recogni7ing and being sensitive to individual difference and
diversity* for eBample:
.2.1 being sensitive to and valuing culture
.2.2 acting 'ithout bias>discrimination
.2. responding to individuals 'ith particular needs
.2., recogni7ing the importance of religion
. research s(ills to identify and increase (no'ledge of
individual differences and ho' these impact on individuals
., problem solving s(ills to:
,.1 identify specific needs
,.2 respond appropriately to cultural diversity
,. Resource )mplication The follo'ing resources =2#T be provided:
,.1 access to relevant policies* legislation* guidelines and
resources to support inclusivity
,.2 access to clients>colleagues
,. access to 'or(place environment
3.2 )ntervie'
3. 8ritten Test
9. ConteBt for assessment 9.1 Competency may be assessed in 'or(place or in a
simulated 'or(place setting
underta(en 'hether individually or in%group
?N*T ); ()+3ETEN(/ @ ENS?RE A ,EA-T,/ AN SA;E -EARN*N.
EN'*R)N+ENT
?N*T ()E @ 6>>2722>7
ensure the health* safety and 'elfare of learners and
candidates.
E-E+ENT
1. )dentify 0ccupational
?ealth and #afety
(0?#) responsibilities
1.1 The purpose and approaches o& O3S in the learning
environment are defined in accordance 'ith 0?# standards.
1.2 !ocumentation outlining the O3S legal responsi(ilities of
the %arious parties in the learning environment is accessed*
read and interpreted in accordance 'ith 0?# standards
1. Organizational O3S documentation is identified and
accessed in accordance 'ith standard operating procedures.
2. )dentify ha7ards in the
2.1 Sources o& in&ormation are researched and accessed to
identify ha7ards common 'ithin the industry in 'hich the
learning 'ill ta(e place.
2.2 6earning environment is inspected prior to use in
consultation 'ith various parties in order to identify ha7ards.
2. .ny specific 0?# needs of learners and>or candidates are in
accordance 'ith 0?# standards.
2., .ny potential ha7ards created by learners and>or candidates
'ith specific needs are identified in accordance 'ith 0?#
standards.
2.3 /ersonal limitations and responsibilities in identifying
ha7ards are recogni7ed and specialist advisers are consulted
in accordance 'ith 0?# standards.
. .ssess ris(s in the
.1 6i(elihood of inDury as a result of eBposure to identified
ha7ard>s is assessed in accordance 'ith 0?# standards.
.2 #everity of any potential inDury* illness or negative>adverse
outcome arising from the identified ha7ard is assessed for
ris( in accordance 'ith 0?# standards.
. ?a7ards are prioriti7ed for action in consultation 'ith various
parties in accordance 'ith 0?# standards.
., /ersonal limitations in assessing ris(s are recogni7ed and
specialist advisers are consulted in accordance 'ith 0?#
standards.
E-E+ENT
,. !evelop and implement
actions to ensure the
health safety and
'elfare of learners
and>or candidates
,.1 Ris( controls are developed based on the hierarchy o&
control in accordance 'ith 0?# standards.
,.2 Ris( control action plan is identified and accessed or
formulated in consultation 'ith various parties.
,. .ctions 'ithin the control and responsibility of the
trainer>facilitator are implemented in accordance 'ith 0?#
standards.
,., 0utstanding ris( control actions are referred to the various
parties for implementation.
,.3 Super%isory arrangements appropriate to learners and>or
candidates levels of (no'ledge>s(ill> eBperience are
monitored to ensure their health and safety.
3. /rovide appropriate
0ccupational ?ealth
and #afety (0?#)
re&uirements to
learners and>or
candidates
3.1 6earners and>or candidates are provided 'ith appropriate
in&ormation related to 0?#
3.2 6earners and>or candidates are assessed for (no'ledge of
0?# re&uirements.
3. 6earners and>or candidates are supplied 'ith personal
protective e&uipment in accordance 'ith 0?# standards
9. =onitor 0ccupational
?ealth and #afety
(0?#) arrangements in
the learning
environment
9.1 .chievement against the ris( control action plan is monitored
and any issues addressed as appropriate
9.2 The effectiveness and reliability of eBisting ris( controls are
confirmed 'ith relevant parties.
9. "ffective ha7ard and incident reporting and investigation
processes are confirmed on a continuing basis.
RAN.E ); 'AR*A4-ES
'AR*A4-E RAN.E
1. .pproaches of 0?# =ay include:
1.1 the establishment and maintenance of a healthy and safe
learning environment through:
1.1.1 a consultative approach
1.1.2 a systems approach
1.2 shared responsibilities for 0?#
1. trainer>facilitator familiari7ation 'ith 0?# re&uirements of the
specific learning environment
2. 0?# legal
responsibilities
=ay include:
2.1 re&uirements under legislation relating to 0?# and common
la' duty of care
2.2 legislative re&uirements for consultation
2. re&uirements under ha7ard%specific and other 0?#
regulations
2., legislative re&uirements for reporting and record (eeping
related to 0?#
. 1arious parties =ay include:
.1 managers>supervisors
.2 designated person for 0?#
. employee 0?# representatives
., other people 'ith prior 0?# (no'ledge* for eBample:
.,.1 trainers>facilitators and assessors
.,.2 program coordinators
.3 training and>or assessment organi7ation
,. 0rgani7ational 0?#
documentation
The training organi7ation and>or 'or(place in 'hich the training
services ta(e place* and may include:
,.1 policies and procedures
,.2 incident reports
,. emergency procedures
,., induction information
,.3 ris( assessment
,.9 safety reports
3. #ources of information =ay include:
3.1 0?# regulatory authorities
3.2 industry bodies
3. subDect and technical specialists including 0?# professionals
3., ha7ard and inDury reports from similar learning environments
'AR*A4-E RAN.E
9. ?ierarchy of control The preferred priority for ris( control* emphasi7ing ha7ard
elimination and* 'here this is not possible* ris( minimi7ation by
such means as:
9.1 substitution 'ith a lesser ha7ard
9.2 isolation of the ha7ard from people at ris(
9. engineering controls
9., administrative means (eg* safe 'or( practices* procedures
and training)
9.3 use of personal protective e&uipment
;. #upervisory
arrangements
=ay include:
;.1 6evel of (no'ledge
;.2 6evel of eBperience
;. rights* responsibilities and obligations of the various parties
;., the code of conduct in the learning environment
;.3 types of potential ha7ardous events>emergencies and
re&uired responses
;.9 ha7ards and their control in the learning environment*
including the use and maintenance of personal protective
e&uipment
<. .ppropriate information =ay include:
<.1 safe access and egress
<.2 'or( procedures
<. first aid provisions
<., arrangements in the learning environment for the
management of 0?#* including:
<.,.1 reporting procedures for ha7ards* incidents* inDuries
and faulty e&uipment
<.,.2 processes to use 'hen inDury does occur
<.,. policies and procedures* including staff handboo(s
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 <
E'*EN(E .?*E
Competency
1.1 )dentified 0?# responsibilities
1.2 )dentified ha7ards in the learning environment
1. .ssessed ris(s in the learning environment
1., !eveloped and implement actions to ensure the health
safety and 'elfare of learners and>or candidates
1.3 /rovided appropriate 0?# re&uirements to learners and>or
candidates
1.9 =onitored 0?# arrangements in the learning environment
2. 2nderpinning
(no'ledge and attitude
2.1 relevant policies* legal re&uirements* codes of practice and
national* for eBample:
2.1.1 legislative re&uirements for information and
consultation relevant to safety
2.1.2 legislative re&uirements for record (eeping related to
0?#
2.1. legislative re&uirements for safe 'or(places
2.2 0?# roles and responsibilities of employers* the training>
trainers>facilitators* learners and>or candidates* managers
and supervisors
2. duty of care obligations for training and>or trainers>facilitators
2., ha7ards and ris(s in the specific industry 'here learning 'ill
ta(e place
2.3 common ris( control strategies applicable to the industry
'here learning and>or 'ill ta(e place
2.9 basics of a systematic approach to 0?#
2.; sources of information on 0?# re&uirements relevant to the
specific industry 'here learning 'ill ta(e place
2.< organi7ational 0?# documentation including policies*
procedures and ris( control strategies
2.5 hierarchy of control as it applies to ris(s encountered in the
2.14 (no'ledge of the learning environment sufficient to be able
to identify ha7ards and conduct simple ris( assessment
. 2nderpinning s(ills .1 literacy s(ills to:
.1.1 access a range of sources of 0?# information
.1.2 read and understand 0?# documentation
.1. interpret 0?# legal re&uirements
.1., 'rite ha7ard and incident reports
.1.3 contribute to the development of a ris( control action
plan (if re&uired)
.2 language s(ills to:
.2.1 communicate and consult 'ith a range of people from
different levels and bac(grounds
.2.2 listen and summari7e (ey points* ma(e evaluative
Dudgments and articulate verbally
. technology s(ills to:
..1 use computer hard'are and relevant soft'are
..2 use office>business e&uipment
., research s(ills to access relevant 0?# information
.3 negotiation s(ills
,.1 access to resources and e&uipment to establish and
maintain the safety* health and 'elfare of the learner and>or
candidate
,.2 access to legislative and training organi7ation documentation
on 0?#
3.2 Case #tudy>#ituation
3. )ntervie'
3., /ortfolio .ssessment
9. ConteBt for assessment 9.1 Competency may be assessed in 'or(place or in a
simulated 'or(place setting
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ,4
?N*T ); ()+3ETEN(/ @ +A*NTA*N AN EN,AN(E 3R);ESS*)NA- 3RA(T*(E
?N*T ()E @ 6>>2722>:
?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitude re&uired for
individuals to manage their personal professional performance and
to ta(e responsibility for their professional development in relation
to the provision of training and services.
E-E+ENT
1. =odel high standards of
performance
1.1 /ersonal performance is consistent 'ith the organization/s
goals and o(4ecti%es*
1.2 .ppropriate pro&essional techni.ues and strategies are
modeled in accordance 'ith eBisting organi7ational policies and
guidelines.
1. /ersonal 'or( goals and plans reflect individual responsibilities
and accountabilities in accordance 'ith organizational/legal
re.uirements*
1., Ethical and inclusi%e practices are applied in professional
practice and in accordance 'ith eBisting organi7ational policies
and guidelines.
2. !etermine personal
development needs
2.1 /ersonal (no'ledge and s(ills are assessed against units of
competency and other relevant benchmar(s in accordance 'ith
the development needs and priorities.
2.2 Changes in vocational education* training policy and operating
environments are identified in accordance 'ith the impact on
professional practice and personal development needs.
2. Feed(ac" from colleagues and clients is identified and used in
accordance 'ith personal learning needs>areas of professional
development.
2., :uture career options are identified as appropriate.
2.3 /ersonal learning needs are documented and updated in
accordance 'ith eBisting policies and procedures.
2.9 /ersonal development needs are discussed 'ith relevant
personnel for inclusion in accordance 'ith the pro&essional
de%elopment plan*
. /articipate in
professional
development activities
.1 'e%elopment opportunities suitable to personal learning
style>s are selected and used in accordance 'ith continuous
support of learning and maintenance of current pro&essional
practice/s*
.2 )ro&essional net#or"s are participated in accordance 'ith
continuous support of learning and maintenance of current
professional practice>s.
. 0'n performance and professional competency is continuously
improved through engagement in accordance 'ith professional
development activities.
., Technology is used to maintain regular communication in
accordance 'ith relevant net'or(s* organi7ations and
individuals.
,. Reflect on and evaluate
professional practice
,.1 'e%elopments and trends impacting on professional practice
are researched and integrated in accordance 'ith 'or(
performance.
,.2 :eedbac( from colleagues>clients is used to identify and
introduce improvements in accordance 'or( performance.
,. )nnovative and responsive approaches for improving
professional practice are identified and used in accordance 'ith
continuous support to impro%e techni.ues and processes*
,., Records* reports and recommendations for improvement are
managed in accordance 'ith the organi7ation+s systems and
processes.
RAN.E ); 'AR*A4-ES
'AR*A4-E RAN.E
1. 0rgani7ation+s goals
and obDectives
=ay include:
1.1 business plan
1.2 strategic plan
1. operational plan>s
1., organi7ation+s code of conduct
1.3 fleBibility and client responsiveness
1.9 client satisfaction
1.; financial performance
1.< people management
1.5 mar(eting and client service
1.14 &uality and &uality assurance
2. /rofessional
techni&ues and
strategies
=ay include:
2.1 techni&ues for initiating action and directing decision ma(ing
2.2 strategies for presenting a confident and assured manner in
challenging situations
2. maintaining ethical practice in the face of opposition
2., modeling behavioral and personal presentation standards
2.3 motivation strategies
2.9 time management
2.; strategies for ac(no'ledging and respecting the attitudes
and beliefs of others
2.< techni&ues for promoting active participation
. 0rgani7ational>legal
re&uirements
=ay include:
.1 customer complaints* grievances and appeals
.2 ris( identification and management* including 0?#
. &uality and continuous improvement processes and
standards* including validation systems
., financial management* including refund policies and systems
to protect fees paid in advance (if appropriate)
.3 recognition of &ualifications issued by other training
organi7ations
.9 access and e&uity
.; client selection* enrolment and induction>orientation
.< staff recruitment* induction and ongoing development and
monitoring
.5 availability of policies and procedures to all personnel and
learners>clients
.14 collaborative>partnership arrangements
.11 confidentiality and privacy re&uirements
.12 ethical standards
.1 defined resource parameters
'AR*A4-E RAN.E
.1, administrative and records management system* for
eBample:
.1,.1 reporting>recording re&uirements and arrangements
.1,.2 maintenance* retention* archiving* retrieval* storage
and security of information
.1,. document version control
,. "thical and inclusive
practices
=ay include:
,.1 demonstrating probity in all areas of responsibility
,.2 modeling organi7ational>professional codes of conduct
,. reinforcing ethical conduct in interactions 'ith and bet'een
other people
,., sho'ing respect for individual diversity* culture and religion
,.3 recogni7ing and utili7ing difference to develop both the
individual and the organi7ation
,.9 demonstrating sensitivity to the circumstances and
bac(ground of others
,.; fostering a culture of inclusiveness
,.< ne'>revised policy directions in vocational education and
training
3. :eedbac( =ay include:
3.1 formal>informal performance appraisals
3.2 obtaining comments from supervisors and colleagues
3. obtaining comments from clients
3., personal reflective behavior strategies
3.3 routine organi7ational methods for monitoring service
delivery
9. /rofessional
development plan
=ay include:
9.1 the organi7ation+s professional development plan for each
individual staff member* outlining:
9.2 'or( and personal career obDectives
9. identified areas re&uiring development
9., learning opportunities>activities
9.3 relevant 'or( activities>proDects
9.9 lin(s to organi7ational training needs profile
;. !evelopment
opportunities
=ay include:
;.1 underta(ing further higher education
;.2 underta(ing professional development in specific areas of
practice
;. internal training>development programs
;., relevant conferences* seminars and 'or(shops
;.3 reading relevant Dournals and literature
;.9 net'or(ing 'ith internal>eBternal colleagues
;.; coaching and>or mentoring
'AR*A4-E RAN.E
<. Current professional
practice>s
=ay include:
<.1 vocational competency and>or technical eBpertise in subDect
matter
<.2 professional practice as a trainer>facilitator*
5. /rofessional net'or(s =ay include:
5.1 informal net'or(s 'ith:
5.1.1 other trainers>facilitators
5.1.2 people 'or(ing in industry>vocational area
5.1. contacts in vocational education and training
5.2 formal net'or(s such as:
5.2.1 local> trainer net'or(s
5.2.2 interest and support groups
5.2. regional* specialist and pea( associations
5.2., professional>occupation associations
5.2.3 communities of practice
14. Technology =ay include:
14.1 computer%based communication* e.g. email* )nternet*
"Btranet and )ntranet
14.2 facsimile machines
14. telephone
14., video conferencing
11. !evelopments and
trends
=ay include:
11.1 ne'>revised Training /ac(ages in vocational area of
eBpertise
11.2 legislative>regulatory changes in vocational area of
competency
11. ne' developments>directions>trends in vocational education
and training
11., policy changes in vocational education and training
12. Continuous support to
improve techni&ues
and processes
=ay include:
12.1 limited and systemic evaluation
12.2 records revie' and maintenance
12. self%assessment
12., strategic business>operational planning
12.3 ongoing education and training
12.9 team meetings and net'or(ing
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ,,
E'*EN(E .?*E
Competency
1.1=odeled high standards of performance
1.2!etermined personal development needs
1./articipated in professional development activities
1.,Reflected on and evaluate professional practice
2. 2nderpinning
(no'ledge and
attitude
2.1 organi7ational goals>obDectives
2.2 organi7ational processes* procedures and opportunities
relating to professional development
2. a range of continuous improvement techni&ues and
processes and their application
2., social and education trends and changes impacting on the
vocational education and training environment* for eBample:
2.,.1 policy changes
2.,.2 technological changes
2.,. cultural changes
2.,., economical changes
2.3 net'or(s relevant to professional practice
2.9 standards>principles* ethnical>inclusive principles and
practices
2.; types and availability of training development activities and
opportunities
2.< relevant policies* legislation* codes of practice and national
standards for eBample:
2.<.1 Training /ac(ages* competency standards* other
relevant benchmar(s
2.<.2 licensing re&uirements
2.<. industry>'or(place re&uirements
2.<., duty of care under common la'
2.<.3 recording information and confidentiality re&uirements
2.<.9 anti%discrimination including e&ual opportunity* racial
2.<.; 'or(place relations
2.<.< industrial a'ards>enterprise agreements
2.<.5 -ational Reporting #ystem
2.5 relevant 0?# (no'ledge relating to the 'or( role>'or(
conteBt* and 0?# 'hen managing o'n professional practice
and performance
. 2nderpinning s(ills .1 reflection s(ills to:
.1.1 systematically evaluate personal 'or( practices to
improve performance or understanding
.1.2 reduce or prevent stress
.2 leadership s(ills to present a professional image
. self%evaluation s(ills to:
..1 identify gaps in s(ills or (no'ledge
..2 obtain competencies to meet current and future
organi7ational obDectives
., research s(ills to:
.,.1 (eep up 'ith trends in vocational education and
training to obtain current information
.,.2 identify relevant industry affiliations
.,. (eep up 'ith trends>changes>developments in the
vocational area of competency
.3 communication s(ills to:
.3.1 obtain feedbac( from colleagues and clients
.3.2 participate in professional net'or(s
.3. consult 'ith colleagues and clients
.9 interpersonal s(ills to:
.9.1 participate in industry events and activities
.9.2 build professional relationships
.; net'or(ing s(ills to build an industry net'or(
.< literacy s(ills to:
.<.1 document personal learning needs
.<.2 read and interpret vocational education and training
information such as legal> organi7ational policy
documents
.<. complete and maintain records related to professional
development
.5 time management s(ills to:
.5.1 organi7e professional development activities
.5.2 analy7e and identify career options
.5. create a balance bet'een 'or(* study* personal and
recreation activities
,. Resource
)mplication
The follo'ing resources =2#T be provided:
,.1 relevant organi7ational>legal documentation
,.2 access to relevant benchmar(s
,. access to net'or(s* technology* communication
3. =ethod of
assessment
Competency must be assessed through :
3.2 )ntervie'
3. 8ritten Test
9. ConteBt for
assessment
9.1 Competency may be assessed in 'or(place or in a simulated
'or(place setting
?N*T T*T-E @ E'E-)3 AN 3R)+)TE A33RE(*AT*)N ;)R ()STS AN
4ENE;*TS ); TE(,N*(A- TRA*N*N.
?N*T ()E @ 6>>2722>9
ES(R*3T)R @ This unit covers the outcomes re&uired in estimating and
evaluating costs and benefits of training* determining its cost%
effectiveness and returns* and identifying* recommending and
advocating cost%efficient training practices
E-E+ENT
1. #tudy training cost
components
1.1 :eatures and benefits of training programs are identified and
analy7ed based on financial and customer re&uirements
1.2 Cost components are analy7ed to determine those 'hich
deliver the desired training features and benefits
1. 8astages or eBcesses are determined for possible reduction
or elimination
2. "valuate training costs
and benefits
2.1 1ariances in training performance and results are studied to
determine good and bad practices
2.2 /lanned performance is compared 'ith actual performance
to identify future enhancements in conduct of training
2. Cost reduction and control measures that do not impact
greatly on training results are recommended
2., 2sage of training resources is analy7ed for optimi7ation or
reduction
. =onitor conduct and
results of training
.1 #imple formative and summative evaluations of training are
done to evaluate achievement of learning outcomes
.2 $uality training programs are monitored and
noted>documented for best practices and results replication
. Bene&its and returns on training in%estments are studied
using rele%ant data
., Cost%effective training programs are identified and
recommended for documentation* replication and further
enhancement.
,. /romote a'areness of
costs and benefits of
training
,.1 Genefits of training as investment rather than cost center are
eBplained and stressed to trainees* fello' trainers and
administrators 'here applicable
,.2 "conomy in use of training supplies and materials and care
in use of training e&uipment and facilities are stressed
continually
,. =odel>best practices in optimum and Dudicious use of training
resources are documented* practiced and demonstrated
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ,;
RAN.E ); 'AR*A4-ES
'AR*A4-E RAN.E
1. Genefits and returns on
training investment
=ay include:
1.1 6ong%term impact such as %%
1.1.1 )ncreased profitability of firm
1.1.2 )ndustrial peace
1.2 )mmediate results such as %%
1.2.1 /ositive customer feedbac(
1.2.2 6ess product recalls>reDects
1.2. Consistent>increasing school enrolment
1.2., ?igher absorption rate of graduates
1.2.3 6o'er drop%out rates
1.2.9 6o'er 'or(er attrition rate
2. Relevant training data =ay include:
2.1 !ata from graduate tracer studies
2.2 "nrolment data
2. Trainee drop%out
2., Trainee learning evaluation
2.3 "mployment>absorption rate
2.9 Reaction%level evaluation
2.; Trainee s(ills certification rate
2.< /er%capita training costs
2.5 #(ill utili7ation rate
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ,<
E'*EN(E .?*E
competency
1.1 !emonstrated ability to identify* estimate and evaluate
training cost components
1.2 !emonstrated ability to assess training programs according
to their cost%effectiveness and return on investment
1. !emonstrated ability to eBplain training costs and benefits
and advocate cost%effective training
2. 2nderpinning
2.1 Gasic arithmetic E four fundamental operations
2.2 Gasic cost accounting and boo((eeping
2. Gasic training methodology including training costs and
benefits
2., Training system evaluation concepts
2.3 /ositive 'or( traits and values (attention to detail*
persistence* cost%consciousness* safety% and time%
consciousness* &uality%consciousness)
. 2nderpinning s(ills .1 Communication s(ills
.2 Computer literacy
. Computational and accounting s(ills
., 0bserving safety and health precautions
.3 )nstructional and facilitation s(ills
,. Resource implications The follo'ing resources =2#T be provided E
,.1 .ccess to training and enrolment data* e. g.* collection*
eBpenses* trainee performance data
,.2 .ccess to an ongoing training program
,. Case problems in cost%effective training
3. =ethods of
assessment
Competency may be assessed through E
3.1 Case problems
3.2 8ritten eBam
3. )ntervie'
3., #ubmission and presentation of 'ritten report or case study
3.3 /ortfolio
3.9 Third%party report
9. ConteBt of assessment Competency may be assessed on the Dob or in a simulated 'or(
environment
?N*T T*T-E @ E'E-)3 AN 3R)+)TE ?NERSTAN*N. ); .-)4A-
-A4)R +ARBETS
?N*T ()E @ 6>>27222>
ES(R*3T)R @ This unit describes the outcomes re&uired in understanding*
analy7ing and disseminating information on global labor%mar(et
trends and concerns as they affect the T1"T* labor and
employer sectors.
E-E+ENT 3ER;)R+AN(E (R*TER*A
1. )dentify current and
future trends>concerns
1.1 Relevant and reliable sources o& la(or5mar"et in&ormation
(6=)) are identified and accessed based on needs
1.2 @lobal and local relevance of labor%mar(et (6=) trends are
studied and analy7ed for their implications in the labor and
training mar(et
1. Relevant events* including positions and interests of
trainees* clients and training providers are studied and
considered in the design and delivery of training
2. .ssess ne'
developments
2.1 "merging issues of potential significance to the local and
global labor mar(ets are identified and studied
2.2 Research findings are assessed for significance to the
technical and vocational education and training (T1"T)
sector
2. 0pportunities and ris(s of ne' developments are identified
and assessed
2., 1ie's of trainees* training providers and other sta(eholders
are identified and assessed for their potential benefit or
impact
2.3 8here necessary responses and strategies for 6= threats
and opportunities are developed in consultation 'ith other
T1"T partners
2.9 -e' and emerging concepts* technologies* products and
processes are noted and evaluated based on their
implications for the T1"T and labor mar(et
. 2tili7e labor mar(et
information to best
effect
.1 .'areness of 6= situation and related concerns are
promoted through tal(s* lectures and other training
opportunities
.2 Relevant information on 6= and ne' technologies are
incorporated in the curriculum and during the training
. =ention>/resentations of 6=) and trends are made during
meetings* fora and training situations using language and
delivery styles adapted to the audience
., 8here necessary* responses and strategies to global labor%
mar(et developments are developed and recommended
using analytical tools and current 6=)
RAN.E ); 'AR*A4-ES
'AR*A4-E RAN.E
1. 6=) sources =ay include %%
1.1 /rofessional literature and Dournals
1.2 )ndustry associations
1. Resource persons
1., )nternet sites* e. g.* Fobs!G
1.3 )ndustry>trade meetings>conferences
1.9 Trade fairs
1.; -et'or( of contacts or (ey informants
1.< #tatistical reports
1.5 @overnment agencies* e. g.* -#CG>-#0* !06" (G6"*
/0".* G6"#)
2. Responses and
strategies
=ay include %%
2.1 Retraining
2.2 #earch for ne' mar(ets and partners
2. #(ills updating>upgrading
2., Refresher courses
2.3 2pdating of competency standards
2.9 Competency assessment and certification
2.; .doption of ne' training methods and technologies
2.< Redesign of training programs>courses
. .nalytical tools =ay include E
.1 #80T analysis
.2 :orce%field analysis
. /roblem>0bDectives tree
., :ishbone>cause%and%effect diagram
E'*EN(E .?*E
competency
1.1 !emonstrated ability to understand and analy7e global labor
mar(ets
1.2 !emonstrated ability to identify and ta(e advantage of
opportunities in the global 6=
1. !emonstrated ability to respond to potential threats to T1"T
arising from 6= trends
1., !emonstrated ability to adapt technical training to global 6=
trends
2. 2nderpinning
(no'ledge and
attitudes
2.1 6abor%mar(et paradigm
2.1.1 #upply side E T1"T providers and schools*
communities
2.1.2 !emand side E employers (government and private
sector)
2.1. 6abor re&uirements variations and seasonality in the
6=
2.2 T1"T sector (no'ledge E 'or( regime* systems*
technologies and uni&ue aspects relevant to sector or
geographic area
2. /rofile of T1"T sector sta(eholders* opinion leaders and
maDor players
2., 6egislations and regulations that impact on the T1"T sector
2.3 "vents and trends that have shaped the global labor mar(et
over time
2.9 Trends in customer eBpectations and buying patterns
2.; /ositive 'or( values (proactiveness* practicality* results and
service orientation* &uality%consciousness)
. 2nderpinning s(ills .1 Researching 6=)
.2 .naly7ing the relevance* accuracy and shortcomings of
information
. !iscerning trends* issues ands implications
., .ssessing threats and opportunities
.3 Communication and presentation s(ills
,. Resource implications The follo'ing resources +?ST be provided E
,.1 T1"T situationers and>or 6=) research reports
,.2 Case problems
3. =ethod of assessment Competency may be assessed through E
3.1 )ntervie' and oral &uestioning based on case problems
3.2 !emonstration 'ith oral &uestioning of an oral presentation
made by the candidate
3. Third%party report
3., /ortfolio (includes reports* recommendations* research and
information relating to the global 6= 'ritten by candidate)
9. ConteBt of assessment .ssessment must be conducted in the 'or(place or a simulated
'or( environment
()RE ()+3ETEN(*ES
?N*T ); ()+3ETEN(/ @ 3-AN TRA*N*N. SESS*)N
?N*T ()E @ T'T2727>2
?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitudes in planning a
training session. )t includes identifying learner+s re&uirements*
preparing session plan* preparing instructional materials and
organi7ing learning and teaching and assessment resources.
E-E+ENT
1. )dentify learner+s training
re&uirements
1.1 Curriculum document is revie'ed and analy7ed.
1.2 Current competencies of target group are determined.
1. Competencies re&uired to be attained are compared 'ith current
competencies of target group.
1., Results of comparison are used to determine training
re&uirements.
1.3 Training re&uirements are validated 'ith appropriate people*
2. /repare session plans 2.1 )nstructional blueprint and learning%engagement plan are
prepared
2.2 Training deli%ery modes are identified.
2. Training methods that pertains to the re&uired competencies are
addressed.
2., #e&uence of training activities is determined.
2.3 1esources to support learning are identified.
2.9 Session plan is finali7ed according to re&uired format.
. /repare instructional
materials
.1 Instructional materials that are focused on a (ey concept or idea
related to the 'or( activity under consideration are prepared.
.2 The teBt and illustrations that are clear* legible and appropriate to
the trainees are prepared.
. 6anguage* style and format of the materials are appropriate to the
trainee/s characteristics and needs
,. /repare assessment
instruments ()nstitutional
,.1 Relevant modules of instruction are identified* read and
interpreted to identify the re&uired e%idence.
,.2 "vidence re&uirements are determined 'hich sho' full coverage
of the training module to be assessed and a consistent
performance of the relevant learning activities.
,. #uitable assessment methods are identified and selected 'hich
are appropriate 'ith the learning outcome of a module of
instruction.
,., .ssessment instruments are prepared in accordance 'ith the
content and learning outcome specified under the assessment
criteria of a module of instruction.
,.3 .ssessment instruments are chec(ed for validity* fairness* safety
and cost effectiveness.
3. 0rgani7e learning and
teaching resources
3.1 Resources re&uired for training are chec(ed for availability.
3.2 .ppropriate training locations are identified and arranged
according to the training needs.
3. Resource re&uirements are documented and access is
arranged in accordance 'ith the organi7ation* procedures and
appropriate staff.
RAN.E ); 'AR*A4-ES
'AR*A4-E RAN.E
1. Target group 1.1 #tudents
1.2 8or(ers
1. community members
1., trainers
2. .ppropriate people 2.1 6@2
2.2 -@0
2. "nterprise
2., )ndustry 0rgani7ations
2.3 /eople+s 0rgani7ations
2.9 Trade union
2.; "mployer
2.< @overnment agency
. Training delivery modes =ay include but are not limited to the follo'ing:
.1 !ual training
.2 0n% the%Dob > off% the% Dob training
. !istance delivery
., #elf%paced individuali7ed delivery
.3 Community training
,. Training methods =ay include but are not limited to the follo'ing:
,.1 0ral presentations
,.2 #imulation activities
,. @roup 'or(
,., !emonstration
,.3 6aboratory 'or(
,.9 .ssignments
,.; Computer%based learning
,.< @roup discussion
,.5 6ecture
3. Resources 3.1 #taff
3.2 :acilities
3. /lant e&uipment
3., Tools* supplies and materials
3.3 .udio%visual materials (multi%media)
3.9 6earning aids (instructional materials)
9. #ession plan #ession plan format may include:
9.1 #ession obDectives
9.2 #ubDect content
9. Resources and materials
9., !elivery modes and assessment methods
;. )nstructional materials )ncludes but is not limited to:
;.1 -on%print and /rint%based materials
;.2 )nformation > 0peration > Fob sheet
;. 6earning guide
;., #elf chec( > /erformance chec(list
;.3 =odel ans'er
<. Trainee+s characteristics )ncludes but is not limited to:
<.1 .ge
<.2 @ender
<. 6earning style
<., Religion
<.3 Culture
<.9 "thnicity
5. "vidence 5.1 direct
5.2 indirect
14. Training locations 14.1 Training center
14.2 #chool
14. 8or(place
14., Community
E'*EN(E .?*E
competency
.ssessment re&uires evidences that the trainee:
1.1 )dentified and analysed relevant curriculum document.
1.2 )dentified current competencies of target group.
1. )dentified learners+ training re&uirements.
1., /repared plan for a series of training sessions.
1.3 )dentified relevant delivery method* training activities and
training delivery modes.
1.9 )dentified and organi7ed resources re&uired for the series of
training sessions.
1.; 0rgani7ed access to appropriate training location.
2. 2nderpinning
2.1 Competency standards and related curriculum
2.2 )dentification and correct usage of e&uipment* processes and
procedures relevant to the competencies being delivered
2. Training delivery modes
2., Training methods
2.3 Target groups E identify and needs
2.9 Recognition of current competencies
2.; 0ccupational health and safety relevant to the competencies
being delivered.
2.< Community development modes and training approaches.
. 2nderpinning #(ills .1 Technical 'riting s(ills re&uired to document session plans
and prepare basic instructional materials
.2 #trategies for determining current competencies of learners
. /lanning and organi7ational s(ills
., #(ills in operating personal computer
,. Resource
)mplications
The follo'ing resources =2#T be provided:
,.1 Relevant curriculum documents
,.2 8or(place or simulated environment >ConteBt
3. =ethods of
.ssessment
Competencies must be assessed by:
3.1 0bservation>demonstration 'ith oral &uestioning
3.2 8ritten eBamination
3. /ortfolio
3., Third party report
9. ConteBt of
.ssessment
.ssessment should be conducted in the 'or(place > simulated area
> T"#!. .ssessment Center
?N*T ); ()+3ETEN(/ @ ;A(*-*TATE -EARN*N. SESS*)N
?N*T ()E @ T'T2727>2
?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitudes in delivering
Competency%Gased Training #ession. )t covers the follo'ing:
preparing training session* conducting pre%assessment*
facilitating training session* conducting competency assessment
and revie'ing delivery of training session.
E-E+ENTS
1. /repare Training
:acilities>Resources
1.1 .ppropriate training &acilities/resources are prepared
based on the session re&uirement.
1.2 6earning stations are prepared J set%up according to
learning activities.
1. Tools and e&uipment are prepared and set%up according to
learning activities.
2. Conduct /re%
assessment
2.1 /re%assessment instruments are prepared in accordance
'ith the number of applicants.
2.2 ConteBt and procedures of pre%training assessment are 'ell
eBplained according to guidelines.
2. "vidence is gathered using the assessment tools specified in
the evidence plan.
2., E%idences are evaluated and feedbac(s are discussed
based on the results of the pre%training assessment.
2.3 Current competencies and prior learning are determined and
credited.
2.9 Characteristics and pro&ile o& learners are evaluated.
. :acilitate Training
#ession
.1 6earners are properly oriented on the CGT delivery system.
.2 .ppropriate training methods are used based on the level
and characteristics of the learners.
. 6earners are assisted to achieve session outcomes.
., 8or( and learning activities are monitored based on training
plan.
.3 Feed(ac" is provided to improve learners+ competence.
,. Conduct Competency
.ssessment
,.1 6earners are oriented on the evidence re&uirements relevant
to the evidence plan.
,.2 Competency assessment tools* materials and e&uipment are
provided to learners.
,. "vidences are gathered and documented using relevant
assessment tools.
,., .ssessment results are recorded in accordance 'ith the
approved rating system.
,.3 .ppropriate &eed(ac" mechanism is used to inform learner
of his>her progress.
3. Revie' !elivery of
Training #ession
3.1 .ppropriate training session e%aluation instruments are
used.
3.2 )nterpretation is made on the results of evaluation on delivery
of training session.
3. .dDustments on delivery of training session are made based
on the results of evaluation.
RAN.E ); 'AR*A4-ES
'AR*A4-ES RAN.E
1. Training :acilities >
Resources
=ay include but not limited to the follo'ing:
1.16earning @uide
1.2)nstructional =aterials
1.2.1 C!s
1.2.2 6"s
1.2. CG6=
1.#ervice manuals
1.,References
1.3Fournals
1.9:urniture and fiBtures
1.;Tools and e&uipment
1.<8or(stations
2. "vidence 2.1!irect
2.2)ndirect
. /rofile of learners =ay include but not limited to:
.16earner+s styles
.26earner+s obDectives
.6earner+s resources
.,"thnicities
.36anguage
,. :eedbac( =ay include but not limited to:
,.1 6earners strong and 'ea( points
,.2 Rating>grades
,. 6earner+s /rogress specification
,., /rocedures
,.3 6earner+s !eficiency
,.9 Recommendation for improvement
3. Training =ethods =ay include but not limited to the follo'ing:
3.1 0ral presentations
3.2 #imulation activities
3. @roup 'or(
3., !emonstration
3.3 6aboratory 'or(
3.9 .ssignments
3.; Computer%based learning
3.< @roup discussion
3.5 6ecture
9. :eedbac( =echanism =ay include but not limited to:
9.1 1erbal communication
9.2 8ritten communication
9.2.1 .ttendance records
9.2.2 .ssessment records
9.2. )ndividual learners progress reports>chart surveys
9."lectronic media communication
;. Training #ession
"valuation )nstruments
=ay include but not limited to :
;.1#upervisor survey
;.2"Bit survey
;.Trainer+s competence survey
;.,)nstructional materials survey
;.3#tudent+s evaluation of instruction
;.9#ystems audit
E'*EN(E .?*E
competency
.ssessment re&uires evidences that the candidate:
1.1 /repared training facilities>resources.
1.2 Conducted pre%assessment to learners.
1. :acilitated training session.
1., Conducted competency assessment.
1.3 Revie'ed delivery of training session.
2. 2nderpinning
Hno'ledge
2.1/rinciples of adult learning.
2.2/rinciples in assessing and procedures in conducting and
revie'ing training sessions.
2./reparation of training resources.
2.,/rocedures in conducting pre%assessment.
2.3/rocedures in conducting competency assessment.
. 2nderpinning #(ills .1 #(ills in facilitating group and individual learning.
.2 #(ills in designing tas( to facilitate learning.
. #(ills in conducting pre%assessment of learners.
., #(ills in conducting competency assessment.
.3 #(ills in revie'ing delivery of training sessions.
,. Resource )mplications The follo'ing resources =2#T be provide:
,.1 .ccess to learners and learning environment.
,.2 .ccess to appropriate tools* e&uipment and materials
relevant to the training activities.
3. =ethods of
.ssessment
Competency maybe assessed through:
3.1 !emonstration > 0bservation 'ith oral &uestioning.
3.2 /ortfolio
9. ConteBt of .ssessment .ssessment should be conducted in the 'or(place > simulated area
?N*T ); ()+3ETEN(/ @ S?3ER'*SE A)RB54ASE -EARN*N.
?N*T ()E @ T'T2727>7
?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitude re&uired
particularly establishing training re&uirements for trainees*
monitoring 'or(%based training* and revie'ing and evaluating
'or(%based learning effectiveness to supervise 'or(%based
learning process.
Element
3erformance (riteria
1. "stablish training
re&uirements for
trainees
1.1 Relevant policies and guidelines are accessed and
interpreted to guide the development of 'or(%based
arrangements
1.2 @oals for learning for the trainees are identified and
discussed 'ith relevant personnel
1. Training plan is prepared in accordance 'ith agreed
outcomes
1., Training schedule is developed* discussed and agreed 'ith
rele%ant personnel
1.3 Support mechanisms are identified and arranged according
to the needs of the trainees
1.9 .vailability of materials is confirmed 'ith relevant personnel
'ithin the budget re&uirements
1.; The o(4ecti%es for underta(ing 'or(%based training and the
processes involved are eBplained to the trainees
2. =onitor 'or(%based
training
2.1 1isits to 'or(%based training venue are conducted in
accordance 'ith re&uirements to ensure training
arrangements are met
2.2 Trainees progress is monitored and recorded against the
training plan and contingencies are addressed
2. 8or( performance s are observed and alternative
approaches are suggested
2., 0?# re&uirements are monitored to ensure health* safety
and 'elfare of the trainees
2.3 Feed(ac" is provided to trainees about 'or( performance
. Revie' and evaluate
'or(%based learning
effectiveness
.1 8or( performance and learning achievement are analy7ed in
accordance 'ith re&uirements
.2 Trainees are encouraged to provide feedbac( on their
learning eBperience
. The effectiveness of the 'or(%based learning is evaluated
against the eBtent of attainment of the obDectives
., )mprovements and changes to 'or(%based learning are
recommended based on the revie' process
RAN.E ); 'AR*A4-ES
'ariable Ran&e
1. /olicies and guidelines )nclude but not limited to:
1.1Relevant acts or legislations governing
apprenticeships>learnerships
1.26a's on gender advocacy and development (@.!) and persons
'ith disabilities (/8!)
1.Re&uirements stated in the training contract
2. Training plan Training /lan to include:
2.1Competencies to be obtained
2.2Timeframe for achieving competencies
2.Training to be underta(en
2.,!elivery modes
2.3!etails for structured training
2.9.ssessment details and arrangements
2.;/arties responsible for training delivery and assessment
2.<Title of &ualification to be a'arded
. Relevant personnel .1 8or(place supervisor
.2 Training manager
. Trainer>facilitator>assessor
., Training or assessment personnel
.3 8or(ers 'hose o'n Dobs may be affected by the proposed
changes
,. #upport mechanisms =echanisms may include:
,.1Contact numbers for help or guidance
,.20n%line or e%mail tutoring
,.8or(%based mentoring
,.,6earning partners
,.3Contact numbers of other trainees
,.9"&uipment>tools>material needs
3. 0bDectives 0bDectives may include:
3.1 )ntroduction of ne' technology
3.2 -e' products>service
3. -e' position or Dob roles
3., .ddressing identified s(ills gap
3.3 $uality improvements
3.9 Competency achievement
3.; 0?# re&uirements
9. :eedbac( 9.1 /erformance revie's
9.2 :ormal or informal group or individual discussions
E'*EN(E .?*E
competency
Competency re&uires evidence that the candidate:
1.1 established training re&uirements for trainees
1.2 monitored 'or(%based learning
1. revie'ed and evaluated 'or(%based learning effectiveness
2. 2nderpinning
(no'ledge
2.1 /rinciples of learning
2.2 6earner styles (auditory* visual* left>right brain* theoretical* etc)
2. .rea>subDect matter of the delivery
2..1 relevant competency standards
2..2 specific unit>topic>subDect
2.. specific areas of (no'ledge as defined in the learning
program
2., )ntroduction to learning theories
2.,.1 cognitive learning theory
2.,.2 andragogy
2.,. pedagogy
2.,., information processing
2.,.3 behavioral learning theory
2.3 Trainee group profile including characteristics and needs of
individual in the group
2.9 Content and re&uirements of the training program>plan
2.; !elivery methods and techni&ues
2.< Techni&ues for handling inappropriate behaviors
2.5 Gehaviors 'hich indicate learning difficulties
2.14 Resources* e&uipment and support services available for
trainees 'ith special needs
2.11 /olicy* legal re&uirements* codes of practice* competency
standards and other relevant legislations
2.12 0?# re&uirements
. 2nderpinning s(ills .1 :acilitation s(ills to facilitate discussion and group interaction
.2 ?andle difficult trainees and situations
. =anage group activities
., =anage conflict
.3 0bserve and interpret behavior that puts others at ris(
.9 !ifferent training delivery methods> techni&ues* such as:
.9.1 demonstration
.9.2 instruction
.9. presentation>lectures
.9., guided facilitation of individual and group activities
.9.3 facilitating group discussions
.9.9 brainstorming activities
.9.; providing and guiding practice opportunities
.9.< tutoring
.9.5 proDect%based
.9.14 coaching>mentoring
.; 0ral communication and interpersonal s(ills
.< -egotiation and conflict resolution s(ills
.5 0bservation s(ills
.14 6iteracy s(ills to prepare presentations* &uestions* learning
activities* handouts* etc.
.11 2sing audio>video e&uipment and computer
,. Resource implications The follo'ing resources must be provided:
,.1 training venue for learning activities
,.2 learning resources relevant to the activity
,. time for organi7ing* monitoring* revie'ing 'or(%based learning
3. =ethod of assessment Competency may be assessed through:
3.1 intervie'
3.2 'ritten eBam
3. third party report
3., portfolio
9. ConteBt for assessment Competency may be assessed individually in the actual 'or(place or
through accredited institution
?N*T ); ()+3ETEN(/ @ ()N?(T ()+3ETEN(/ ASSESS+ENT
?N*T ()E @ T'T2727>8
?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitudes in
conducting assessment. )t details the re&uirements for
organi7ing assessment activities* preparing the candidate*
gathering and evaluating evidence* ma(ing assessment
decision* recording and providing feedbac( on assessment
outcome.
E-E+ENT
1. 0rgani7e assessment
activities
1.1.ssessment activities in the 'or(place* training center or
assessment center are identified and organi7ed in
accordance 'ith the relevant "vidence @uide.
1.2Resources re&uired for assessment* as specified in the
"vidence @uide and the assessment tools* are obtained*
chec(ed* and arranged 'ithin a safe and accessible
assessment environment.
1.Cost of assessment and assessment process are chec(ed to
ensure compliance 'ith organi7ational policy and
procedures..
1.,.ppropriate personnel are informed of the assessment activity
in line 'ith organi7ational policy and procedures.
2. /repare the candidate 2.1The contet and purpose o& assessment are eBplained to
candidates in line 'ith the re&uirements of the relevant
.ssessment @uidelines.
2.2The needs of the candidates are determined to establish any
allo'able adDustments in the assessment procedure
2.)nformation is conveyed using verbal and non%verbal language
'hich promotes a supportive assessment environment.
2.,6egal and ethical responsibilities associated 'ith the
assessment are eBplained to the candidates in line 'ith the
relevant .ssessment @uidelines.
2.3The competency standards to be assessed and the evidence to
be collected are clearly eBplained to the candidate.
2.9The assessment procedure is eBplained to the candidate in line
'ith the relevant .ssessment @uidelines.
. @ather evidence .1"vidence is gathered* using assessment methods specified in
the relevant "vidence @uide
.2E%idence is gathered and documented in accordance 'ith the
assessment procedures specified in the relevant
.ssessment @uidelines
.Reasonable adDustments are incorporated in the evidence
gathering procedures* 'here appropriate* in line 'ith the
procedures detailed in the .ssessment @uidelines.
.,"vidence is gathered and documented using the relevant
assessment tools.
E-E+ENT
Bold$ Italicized terms are elaborated in the Range of 1ariables
,. =a(e the assessment
decision
,.1The evidence is evaluated in terms of the rules of evidence
,.2The evidence is evaluated according to the dimensions of
competency
,.The assessment decision is made based on evaluation of the
evidence and the re&uirements of the relevant unit(s) of
competency
3. Record assessment
results
3.1.ssessment results are recorded accurately in accordance 'ith
approved record "eeping guidelines of the organi7ation
3.2Records of the assessment procedure* evidence collected and
confidentiality of assessment outcomes is maintained
according to the approved policy guidelines of the
organi7ation
3.)ssuing of certificates is organi7ed in line 'ith approved policy
guidelines of the organi7ation
9. /rovide feedbac( to
candidates
9.1Clear and constructive feedbac( on the assessment decision is
given to the candidate in line 'ith the relevant .ssessment
@uidelines.
9.28ays of overcoming any gaps in competency are eBplored 'ith
the candidate.
9.The candidate is advised of available reassessment in line 'ith
organi7ational policy and procedures.
9.,.ny assessment decision disputed by the candidate is recorded
and reported promptly to appropriate personnel in line 'ith
organi7ational policy and procedures.
RAN.E ); 'AR*A4-ES
'AR*A4-E RAN.E
1. ConteBt and purpose of
.ssessment
.ssessment is carried out in order to:
1.1 Certify that an individual has achieved competency
1.2 Recruit and select trainees for a Dob
1. =onitor individual performance at 'or(
1., !etermine training needs
1.3 Conduct s(ills audit
1.9 Recogni7e prior learning
1.; Classify a person against industry or enterprise standards
1.< /rovide feedbac( on progress during training
2. "vidence "vidence may include both:
2.1 !irect evidence
2.2 )ndirect evidence
. Record (eeping Record (eeping may include:
.1 :orms designed for the specific assessment result
.2 Chec(list for recording
. 0bservations>process
., Combination of the above
E'*EN(E .?*E
1. Critical .spects of
Competency
1.1 0riented the trainee
1.2 Conducted assessment in accordance 'ith competency
re&uirements and .ssessment @uidelines
1. "valuated gathered evidences and ma(ing sound decision
1., .ssessment results are recorded in accordance 'ith the
approved assessment guidelines and record (eeping
procedures
1.3 Recorded and reported assessment outcomes
1.9 /rovided feedbac( to the trainee including advise on 'ays of
meeting training needs>gaps identified through the
assessment
2. 2nderpinning
Hno'ledge and
.ttitude
2.1 Competency standards and .ssessment @uidelines Curriculum
2.2 0ccupational health and safety regulations and procedures
relevant to the specified conteBt
2. "vidence gathering process* method and tools
2., Rules of evidence and dimensions of competency
. 2nderpinning #(ills .1 Communication s(ills re&uired to convey message to the
trainee
.2 #(ills in gathering evidence* recording assessment results and
reporting on the conduct of assessments
. #(ills in the application of various assessment methods
., #(ills in developing evidence guide J assessment tool
.3 #(ills in evaluating evidences and ma(ing assessment
decision
,.1 .ccess to relevant competencies* sources of information on
assessment methods* assessment tools and assessment
procedures.
,.2 Relevant 'or(place* community and school training center and
e&uipment
,. #tandard 0perating /rocedures from
community>enterprise>industry
3. =ethods of
.ssessment
3.1 !emonstration> 0bservation 'ith oral &uestioning
3.2 /ortfolio
9. ConteBt of .ssessment .ssessment should be conducted in the 'or(place > simulated
?N*T ); ()+3ETEN(/ : +A*NTA*N TRA*N*N. ;A(*-*T*ES
?N*T ()E : T'T2727>6
?N*T ES(R*3T)R : This unit covers the s(ills and attitude in maintaining training
facilities* includes implementing house(eeping activities and
maintaining training systems* e&uipment* tools* materials and
documents.
E-E+ENTS
1. /lan maintenance
activities
1.1 Training &acilities and e.uipment are identified.
1.2 Re&uisition for instructional e&uipment* tools* supplies and
materials are prepared according to established procedures.
1. Training e&uipment* tools* materials>supply inventory is
prepared
1., "&uipment* tools* supplies and materials option are thoroughly
researched and ergonomic re&uirements are considered.
1.3 "&uipment* tools* supplies and materials are identified and
Dustified.
1.9 "&uipment and systems impact on learners are accurately
documented according to procedures
1.; +aintenance acti%ities are established according to policies
2. /repare schedule of
maintenance
2.1 .reas >e&uipment to be maintained are identified
2.2 =aintenance activities* resources and schedule are
identified and prepared according to Dob re&uirements.
2. Technical support services are identified as necessary
. )mplement
house(eeping activities

.1 Regular inspections are carried out in the 'or( area according
to 'or(place procedures and standards.
.2 :acilities are maintained in accordance 'ith 0ccupational
?ealth and #afety.
. !isposal of 'aste and dangerous chemicals are chec(ed in
accordance 'ith 0ccupational ?ealth and #afety* regulations
and organi7ational policies and other regulations
., )nstructional materials and >e&uipment are secured in safe
places in accordance 'ith procedures.
,. =aintain training
e&uipment and tools
,.1 "Becute regular maintenance activities and routine
servicing>repair according to scheduled plan.
,.2 =aintenance procedures are follo'ed in accordance 'ith the
manufacturers manual and organization policies*
,. Respond to failed or unsafe e&uipment in accordance 'ith
organi7ational policies J procedures.
,., "&uipment and tools are secured according to safety standards
,.3 CompleB faults or repair re&uirements outside area of
responsibility or competence are reported for specialist
assistance in accordance 'ith organi7ational procedures.
,.9 =aintenance activities are documented and reported according
to procedures
3. !ocument
maintenance
inspections
3.1 Regular inspections are carried out in the 'or( area according
to 'or(place procedures and standards
3.2 =aintenance and repair activities are documented and
reported according to organi7ational policies
3. 'ocuments are (ept according to procedure
RAN.E ); 'AR*A4-ES
'AR*A4-ES RAN.E
1. :acilities )ncludes but not limited to:
1.1 "lectrical system
1.2 1entilation system
1. 8ater system
1., 8or(shops
1.3 :iBtures
1.9 )nfrastructure
1.; 6aboratory
1.< 8or(stations
2. "&uipment )ncludes but not limited to:
2.1 large items of e&uipment
2.2 small items of e&uipment
2. simple e&uipment
2., compleB e&uipment
2.3 e&uipment 'ith significant health and safety implications
. =aintenance activities )ncludes but not limited to:
.1 )nspections of facilities and e&uipment
.2 Cleaning and lubricating of tools and e&uipment
. Tagging of defective tools and e&uipment
., !isinfecting tools and e&uipment
.3 Repairs
,. Resources and
schedule
,.1=anpo'er
,.2:inancial
,.=anufacturer+s manual
,.,=aintenance guide
,.3#upplies and materials
,.9Tools and e&uipment
,.;0utsourcing services
3. 0rgani7ation policies )ncludes but not limited to:
3.1 8arranty .greement
3.2 8aste =anagement #cheme
3. !ocumentation
3., 3# /rocedures
3.3 )nventory of tools and e&uipment
9. !ocuments )ncludes but not limited to:
9.1 maintenance plans
9.2 scheduling documents
9. budgets
9., re&uisitions
9.3 inventory reports
9.9 reports
9.; submissions
E'*EN(E .?*E
competency
1.1 /lanned and scheduled maintenance activities.
1.2 !etermined areas and facilities are cleaned and maintained in
accordance 'ith 0?# and 3# procedure.
1. )dentified regular maintenance activities routine
servicing>repair are scheduled.
1., #elected procedures are follo'ed in accordance 'ith the
manufacturers manual and organi7ational policies
1.3 )dentified repair activities are performed* documented >
reported according to organi7ational policies
1.9 Chec(ed the disposal of 'aste and dangerous chemicals
2. 2nderpinning
Hno'ledge
2.1 #afety /ractices
2.1.1 /lanning and scheduling
2.1.2 /roblem identification
2.1. 8aste =anagement
2.1., Hno'ledge in 3+s
2.2 =aterials and Tools: 2ses and specifications
2.2.1 Types>classification and proper dosage of chemicals
2.2.2 material* consumable and labor costs
2.2. types of tools and e&uipment and procedures for their
safe use* operation and maintenance
2.2., =anufacturers specification
2. /rocesses
2..1 Communication protocol
2..2 /reventive maintenance
2.. Corrective maintenance
2.., material* consumable and labor costs
2..3 maintenance procedures and methodologies
2..9 enterprise 'or( schedules
2..; procedures for the recording* reporting and
maintenance of 'or(place records and information
2., 6egislation
2.,.1 Hno'ledge about 0? J # 0rgani7ation policies
2.,.2 environmental protection re&uirements
2.4.3 R. 544%#olid 'aste management
. 2nderpinning #(ills .1 planning and #cheduling of .ctivity
.2 )nspections activity
. use and maintain relevant tools* machinery and e&uipment
., identify problems and e&uipment faults and demonstrate
appropriate response procedures
3.5 prioriti7e maintenance 'or(s
3.6 interpret of inspection data
3.7 calculate of maintenance 'or(s resource &uantities and
proDect costs
.< ?ouse(eeping
.5 Troubleshooting techni&ue
.14/reparation of Reports
,.1 .ccess to learning environment
,.2 .ccess to appropriate tools and e&uipment and materials
,. .ccess to other resources
3. =ethods of
.ssessment
3.1 !emonstration > 0bservation and 'ith oral &uestioning
3.2 /ortfolio
9. ConteBt for
.ssessment
.ssessment should be conducted in the 'or(place > simulated area
?N*T ); ()+3ETEN(/ @ ?T*-*CE E-E(TR)N*( +E*A *N ;A(*-*TAT*N. TRA*N*N.
?N*T ()E @ T'T2727>6
?N*T ES(R*3T)R @ This unit covers the (no'ledge* s(ills and attitude re&uired in
advance training environment using electronic media in
facilitating training* including operation and maintenance of the
e&uipment.
E-E+ENTS
1. )nspect electronic
media e&uipment
1.1 Electronic media e.uipment are inspected according to
specified chec(list.
1.2 .bnormalities or fault are identified and problem areas are
anticipated.
1. ?ealth and #afety ha7ards are identified.
2. 0perate electronic
media e&uipment to
deliver a lesson
2.1 "&uipment are set%up in accordance 'ith health and safety
standards
2.2 "lectronic media e&uipment are operated in accordance to
2ser+s =anual
2. "&uipment are used for optimum performance based on its
capacity
2., Teacher and learner cantered learning principles are
implemented in line 'ith the eBecution of session plan.
. =aintain electronic
media e&uipment
.1 /reventive maintenance procedure* diagnostic tools and
system chec( are applied periodically.
.2 Chec(list are maintained as per #tandard 0perating
/rocedures
. .1>multimedia e&uipment are stored to safe rac(>cabinet
RAN.E ); 'AR*A4-ES
'AR*A4-ES RAN.E
1. "lectronic media
e&uipment
=ay include but not limited to
1.1 .udio =iBers
1.2 Computer .pplication #oft'are
1. =icrophones
1., !1!s>C!s
1.3 .udio .mplifiers
1.9 #pea(ers #ystem
1.; /.. #ystems
1.< Camera (!igital>:ilm Gased)
1.5 1ideo Camera
1.14.1 Tapes
1.111ideo =onitor
1.126C! /roDector
1.1"lectronic 8hiteboard
1.1,/ersonal Computer
2. !iagnostic Tools 2.1 .nti%virus soft'are
2.2 =ulti tester
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ;4
E'*EN(E .?*E
competency
1.1 )nspected .>1 e&uipment
1.2 0perated .>1 and multimedia e&uipment to deliver a lesson
1. =aintained .>1 e&uipment
2. 2nderpinning
Hno'ledge
2.1 #.:"TA /R.CT)C"#
2.1.1 electrical > radiation and shoc( ha7ards
2.2 =.T"R).6# .-! T006#:2#"# .-! #/"C):)C.T)0-#
2.2.1 .>1 e&uipment uses and specifications
2.2.2 "lectronic media e&uipment uses and
specifications
2.2. 2ses and care for electronic media e&uipment
2.2., !iagnostic tools uses and specifications
2. TR.!" T?"0RA
2..1 .>1 e&uipment nomenclature
2..2 =ultimedia e&uipment nomenclature
2.. .>1 multimedia e&uipment handling procedures
2.., $uality of sound*
2..3 $uality of .>1
2..9 /sychological perceptions
2..; /reventive maintenance
2..< Tips and tric(s in presenting
2., 6"@)#6.T)0-
2.,.1 6icensing agreement
. 2nderpinning #(ills .1Gasic Computer 0peration
.2Communication #(ills
./lanning>0rgani7ational #(ills
.,/resentation #(ills
.3.dopt relevant industry and community practices and
eBperiences
.9=aintain appropriate documents and records
,.1 .>1 and multimedia e&uipment
,.2 2ser+s manual
,. 0?# practice
,., 8or(station
,.3 8or(place guidelines
3. =ethods of
.ssessment
3.1 !emonstration > 0bservation 'ith 0ral &uestioning
3.2 /ortfolio
9. ConteBt of .ssessment .ssessment should be conducted in the 'or(place > simulated area
SE(T*)N 7 TRA*N*N. STANARS
These guidelines are set to provide the Technical and 1ocational "ducation and Training
(T1"T) providers 'ith information and other important re&uirements to consider 'hen designing
and delivering training programs for TR.)-"R# ="T?0!060@A (T=) 6"1"6 )
7#2 (?RR*(?-?+ ES*.N
Course Title: Course on Training +ethodologies and Assessment
(Trainers =ethodology 6evel ))
#uggested -ominal Training !uration: 12< hrs. (Gasic Competencies)
19 hrs. (Core Competencies)
Course !escription:
This &ualification is designed to enhance the (no'ledge* s(ills* positive attitude and 'or(
values of the learner in accordance 'ith the prevailing standards in the Technical and 1ocational
"ducation and Training (T1"T) sector. This encompasses competencies re&uired of a TechnicalE
1ocational Trainer to perform the tas(s in the areas of instructional delivery> facilitation*
competency assessment* and maintenance of training resources > facilities.
To obtain this* all units of competency prescribed for this &ualification must be achieved.
4AS*( ()+3ETEN(*ES F 22: ho!rs
?nit of
(om"etenc$
-earnin& )!tcomes +ethodolo&$
Assessment
A""roach
1. 6ead
'or(place
Communication
1.1 Communicate
information about
'or(place processes
1.2 6ead 'or(place
discussions
1. )dentify and
communicate issues
arising in the 'or(place
@roup discussion
Role%playing
Grainstorming
0bservation
)ntervie'
2. .pply math
and science
principles in
technical
training
2.1 )dentify math and
science manifestations in
the course content and
the 'or(place
2.2 Relate math and science
concepts to common and
'or(place situations
2. .ssess trainees+
internali7ation of math
and science concepts
2., )ntroduce further
enhancements
6ecture%discussion
/roDects>case
studies
!emonstration
'ith oral
&uestioning
Case problems
?nit of
(om"etenc$
Assessment
A""roach
3. .pply
environmental
principles and
advocate
conservation
.1 :ollo' environmental
'or(place practices
.2 Contribute to improve
environmental 'or(
practices
. Recogni7e and report
potential environmental
threats
6ecture%discussion
:ield visits
!irect
observation
)ntervie'
,. 2tili7e )T
applications in
technical
training
,.1 #et%up 'or( environment
,.2 2tili7e 'ord processing
application
,. 2tili7e presenter
application
,., 2tili7e spread sheet
application
,.3 2tili7e internet and '''
to communicate and
collect information
6ecture%discussion
/ractical lab
!emonstration
!emonstration>
direct observation
'ith oral
&uestioning
/ortfolio
evaluation
3. 6ead small
teams
3.1 /rovide team leadership
3.2 .ssign responsibilities
3. #et performance
eBpectations for team
members
3., #upervised team
performance
6ecture
!emonstration
#elf%paced
(modular)
!emonstration
Case studies
9. .pply 'or(
ethics* values
and &uality
principles
9.1 0bserve 'or(place
9.2 1alue self%'orth and
profession
9. 0bserve proper conduct
in dealing 'ith learners
and parents
6ecture%discussion
Role%playing>
simulation
Case studies
;. 8or(
effectively in
vocational
education and
training
;.1 8or( 'ithin the
vocational education and
training policy frame'or(
;.2 8or( 'ithin the training
organi7ation+s &uality
frame'or(
;. =anage 'or( and 'or(
relationships
;., !emonstrate a client%
focused approach to
'or(
6ecture%discussion
Case studies
!emonstration
'ith oral
&uestioning
)ntervie'
8ritten test
Third%party report
<. :oster and
promote an
inclusive
learning culture
<.1 /ractice inclusivity
<.2 /romote and respond to
diversity
<. !evelop and implement
'or( strategies to
support inclusivity
<., /romote a culture of
learning
<.3 =onitor and improve
'or( practices
6ecture%discussion
Role%playing>
simulation
:ield visits
!emonstration
'ith oral
&uestioning
)ntervie'
8ritten test
Third%party report
?nit of
(om"etenc$
Assessment
A""roach
5. "nsure healthy
and safe
learning
environment
5.1 )dentify 0ccupational
?ealth and #afety (0?#)
responsibilities
5.2 )dentify ha7ards in the
5. .ssess ris(s in the
5., !evelop and implement
actions to ensure the
health safety and 'elfare
of learners and>or
candidates
5.3 /rovide appropriate
0ccupational ?ealth and
#afety (0?#)
re&uirements to learners
and>or candidates
5.9 =onitor 0ccupational
?ealth and #afety (0?#)
arrangements in the
6ecture%discussion
:ield visits
Case studies
!emonstration
'ith oral
&uestioning
Case problems
)ntervie'
14. =aintain and
enhance
profess%ional
practice
14.1 =odel high standards of
performance
14.2 !etermine personal
development needs
14. /articipate in
professional
development activities
14., Reflect on and evaluate
professional practice
6ecture%discussion
Role%playing
Case studies
Reporting>
presentation
!emonstration
'ith oral
&uestioning
)ntervie'
8ritten test
8ritten report
11. !evelop and
promote
appreciation for
costs and
benefits of
technical
training
11.1 #tudy training cost
components
11.2 "valuate training costs
and benefits
11. =onitor conduct and
results of training
11., /romote a'areness of
costs and benefits of
training
6ecture%discussion
Case studies
Case problems
8ritten eBam
)ntervie'
8ritten report
12. !evelop and
promote
understanding
of global labor
mar(ets.
12.1 )dentify current and
future trends>concerns
12.2 .ssess ne'
developments
12. 2tili7e labor mar(et
information to best effect
6ecture%discussion
Case studies
Case problems
8ritten eBam
)ntervie'
0ral presentation
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ;,
()RE ()+3ETEN(*ES F 276 ho!rs
Note2 The training pro%ider may o&&er the #hole Course on Training +ethodologies and Assessment co%ering
Core Competency Nos* 6 to 7* Alternately$ 8nits o& competency Nos* 6$ 9$ :$ ;$ and 7 may (e (undled into a
modular course on 'eli%ering/Conducting Training* 8nit o& competency No* < may (e o&&ered as a modular
course on Conducting Assessment*
?nit of
(om"etenc$
Assessment
A""roach
1. /lan training
session
1.1 )dentifying learner+s
training re&uirements
1.2 /repare session plan
1. /repare instructional
materials
1., /repare assessment
instruments ()nstitutional)
1.3 0rgani7e learning and
teaching resources
Based on CBC
methodology
6ecture
1ideo
presentation
@roup discussion
Computer aided
instruction
Computer based
learning (e%
learning)
8riteshop
?ands%on
Based on CBC
assessment method
)ntervie' > 0ral
&uestioning
8ritten output
8ritten>oral
eBamination
!emonstration
2. :acilitate
learning session
2.1 /repare training facilities
>resources
2.2 Conduct pre%assessment
2. :acilitate training
session
2., Conduct competency
assessment
2.3 Revie' delivery of
training session
@roup discussion
#imulation
6ecture
#elf Epace
instruction
8ritten test
!emonstration>
oral &uestioning
. 2tili7e
electronic
media in
facilitating
training
.1 /resent a lesson through
direct video
footage>capture
.2 /resent lesson via film
vie'ing method
. 2tili7e computer and
multimedia technology to
present a lesson
:ocused group
discussion
@uided learning
and eBploration
/eer teaching
Role playing
Computer .ided
)nstruction
!emonstration
0ral $uestioning
8ritten
eBamination
?nit of
(om"etenc$
Assessment
A""roach
,. #upervise 'or(%
based learning
,.1"stablish training
re&uirement for trainees
,.2=onitor 'or(%based
training
,.Revie' and evaluate
'or(%based training
effectiveness
?ands%on
!iscussions
/ractical
performance
Case study
!iscussion
@roup activities
0pen forum
!iscussion
.ction planning
)ntervie'
!emonstration
'ith oral
&uestioning
8ritten test 0ral
$uestioning
3. Conduct
competency
assessment
3.1 0rgani7e assessment
activities
3.2 /repare the candidate
3. @ather evidence
3., =a(e the assessment
decision
3.3 Record assessment
results
3.9 /rovide feedbac( to
candidates
6ecture
1ideo
presentation
@roup discussion
8ritten
eBamination
0ral )ntervie'
!emonstration
!irect
observation
9. =aintain
training facilities
9.1 /lan and schedule
maintenance activities
9.2 )mplement
house(eeping activities
9. =aintain training
e&uipment and tools
9., !ocument maintenance
inspection
@roup discussion
#imulation
6ecture
#elf Epace
instruction
8ritten test
!emonstration >
&uestioning
7#2 TRA*N*N. E-*'ER/
The delivery of training should adhere to the design of the curriculum. !elivery should be
guided by the 14 basic principles of competency%based T1"T.
The training is based on curriculum developed from the competency standards;
6earning is modular in its structure;
Training delivery is individuali7ed and self%paced;
Training is based on 'or( that must be performed;
Training materials are directly related to the competency standards and the curriculum
modules;
.ssessment is based in the collection of evidence of the performance of 'or( to the
industry re&uired standard;
Training is based both on and off%the%Dob components;
.llo's for recognition of prior learning (R/6) or current competencies;
Training allo's for multiple entry and eBit; and
.pproved training programs are -ationally .ccredited
The competency%based T1"T system recogni7es various types of delivery modes* both on
and off%the%Dob as long as the learning is driven by the competency standards specified by the
industry. The follo'ing training modalities may be adopted 'hen designing training programs:
The duali7ed mode of training delivery is preferred and recommended. Thus programs
'ould contain both in%school and in%industry training or field'or( components. !etails
can be referred to the !ual Training #ystem (!T#) )mplementing Rules and
Regulations.
=odular>self%paced learning is a competency%based training modality 'herein the
trainee is allo'ed to progress at his o'n pace. The trainer Dust facilitates the training
delivery.
/eer teaching>mentoring is a training modality 'herein fast learners are given the
opportunity to assist the slo' learners.
#upervised industry training or on%the%Dob training is an approach in training designed
to enhance the (no'ledge and s(ills of the trainee through actual eBperience in the
'or(place to ac&uire specific competencies prescribed in the training regulations.
!istance learning is a formal education process in 'hich maDority of the instruction
occurs 'hen the students and instructor are not in the same place. !istance learning
may employ correspondence study* audio* video or computer technologies.
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ;;
7#7 TRA*NEE ENTR/ RE=?*RE+ENTS
Candidate>trainee must satisfy the follo'ing re&uirements %% :
@raduate of baccalaureate degree or e&uivalent in training>eBperience along the field
of Technical %1ocational "ducation and Training
Certified at the same or higher -C 6evel in the &ualification that 'ill be handled (for
technical trainers)
.ble to communicate orally and in 'riting
/hysically fit and mentally healthy
/roficient in &uantitative and &ualitative analysis
/roficient in verbal reasoning.
7#8 -*ST ); T))-S, E=?*3+ENT AN +ATER*A-S
Recommended list of tools and materials per trainee for T= 6evel )
T))-S E=?*3+ENT +ATER*A-S
=T/ ES(R*3T*)N =T/ ES(R*3T*)N =T/ ES(R*3T*)N
?and tools (for the
target trade areas)
Computer and
peripherals
/aper and pencil
6C! proDector .udio video materials
"lectronic >=ultimedia
e&uipment
?and outs
Training facilities>
e&uipment
(!epending on trade
area)
Reference boo(s
8or(place or
simulated environment
=anuals
!ifferent types of forms
=aterials and
consumables for
maintenance activities
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 ;<
7#6 TRA*N*N. ;A(*-*T*ES
The competency%based training environment for the training of trainers must include
component areas for the follo'ing % practical 'or( area* learning resource center* training
resource and production area* assessment area* &uality control and support area.
.t the minimum* there should be provisions for a lecture and 'or(shop area* learning
resource area* multimedia>computer>audio%visual laboratory and 'or(shop>production area.
7#6 TRA*NERSG =?A-*;*(AT*)NS F (o!rse on Trainin& +ethodolo&ies and Assessment
=ust be a holder of Trainers =ethodology 6evel ))) or higher>e&uivalent &ualification
or training>eBperienceK
8ith at least five (3) years eBperience as trainer>teacher
8ith good moral character
=ust be computer literate
=ust be physically and mentally fit
=ust be a holder of professional teacher license issued by /RC or e&uivalentKK
=ust have 1 year industry eBperienceKKK

K e&uivalent &ualification 'ill be accepted only during the transition period to'ard the
Trainers =ethodology 6evels ))) and )1 'hen there are fe' or no holders yet of T= )))
and T= )1; this period 'ill be further defined by T"#!.
KK this applies only to schools prescribing this re&uirement
KKK optional; only 'hen re&uired by the hiring institution
7#7 *NST*T?T*)NA- ASSESS+ENT
)nstitutional .ssessment is to be underta(en by trainees to determine the achievement of
units of competency. . certificate of achievement is issued for each unit of competency.
SE(T*)N 8 NAT*)NA- ASSESS+ENT AN (ERT*;*(AT*)N ARRAN.E+ENTS
,.1 To attain the -ational $ualification of T= )* the candidate must demonstrate competence in
all the units of competency listed in #ection 1. #uccessful candidates shall be a'arded a
-ational T= Certificate signed by the T"#!. !irector @eneral.
,.2 The $ualification may be ac&uired through accumulation of T= Certificates of Competency
(C0C) in the follo'ing cluster of units of competency and individual unit of competency E
,.2.1 !eliver training session
,.2.1.1 /lan training session
,.2.1.2 :acilitate training session
,.2.1. 2tili7e electronic media in facilitating training
,.2.1., =aintain training facilities
,.2.1.3 #upervise 'or(%based learning
,.2.2 Conduct competency assessment
,. 2pon accumulation and submission of the above t'o (2) T=%C0Cs ac&uired* an individual
shall be issued the -ational T= ) Certificate.
,., .ssessment shall focus on the core units of competency. The basic competencies shall be
integrated or assessed concurrently 'ith the core units.
,.3 The candidate applying for assessment and certification under T= ) must be
,.3.1 G# graduate or e&uivalent
,.3.2 Certified in the -ational Certificate level that 'ill be handled>facilitated
TR.)-"R# ="T?0!060@A 6"1"6 ) Re%titled =ay 2411 <4

E;*N*T*)N ); TER+S
1. Trainer a person 'ho enables a learner or group of learners to develop
or ac&uire competencies to'ard performing a particular trade or
technical 'or(
2. .ssessor an accredited individual authori7ed to evaluate or assess
competencies of a candidate or person applying for certification
. $ualification a cluster of units of competency that meets Dob roles and is
significant in the 'or(place. )t is also a certification a'arded to a
person on successful completion of a course and>or in
recognition of having demonstrated competencies relevant to an
industry
,. Competency
assessment
the process of collecting evidence and ma(ing Dudgments on
'hether competency has been achieved
3. Competency standard a description of competency formed by the (no'ledge* abilities*
s(ills* comprehension and attitudes re&uired for acceptable
performance of a productive function and established as a
reference or re&uirement for a &ualification. Competency
standards are made up of units of competency* 'hich are
themselves made up of elements of competency* together 'ith
performance criteria* a range of variables* and an evidence
guide
9. 2nit of competency a component of a competency standard. . unit of competency is
a statement of a (ey function or role in a particular Dob or
occupation
A(BN)A-E.+ENTS
The Technical "ducation and #(ills !evelopment .uthority (T"#!.) 'ishes to eBtend
than(s and appreciation to the representatives of business* industry* academe and government
agencies 'ho donated their time and eBpertise to the development and validation of these
Training Regulations.
T,E TE(,N*(A- A)RB*N. .R)?3
1) +r# ;E-*3E T# T)RRES
Consultant
@o(ong'ei Grothers :oundation 6earning and !evelopment Center
2) +r# ART,?R -?*S 3# ;-)RENT*N, ;3+
/eople =anagement .ssociation of the /hilippines (/=./)
/hilippine #ociety for Training and !evelopment (/#T!)
) +s# +ARH)R*E .# +ENEN*--A
"Becutive !irector
T"1#./?)6
,) +r# ;REE-*T) N# S?AREC
.ssociate !irector* .cademic #ervices
==6!C :oundation* )nc.
3) +r# R))-;) (# +EN.?*TA
Training !irector>?R! =anager
!. =. ConsunDi* )nc.
9) +r# '-A*+*R ,# SANT)S
=:) :oundation* )nc.
;) +s# +*-A.R)S )# ,ERNANEC
/hilippine #ociety for Training and !evelopment
+embers of the TESA 4oard
The TESA 4oard Standards5Settin& and S$stems e%elo"ment (ommittee
The +ana&ement and Staff of the TESA Secretariat
$ualifications and #tandards 0ffice ($#0)
Competency .ssessment and Certification 0ffice (C.C0)

TR Trainers Methodology Level I

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TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila

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