Professional Documents
Culture Documents
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
COMPETENCY-BASED LEARNING
MATERIALS
Sector:
ELECTRONICS
Qualification:
ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING NC II
Unit of Competency: GREEN TVET
Module Title:
GREENING TVET
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
How to Use This Competency – Based Learning Material
Instruction Sheets:
Information Sheet – this will provide you with information (concepts,
principles and other relevant information) needed in performing
certain activities.
Worksheet – worksheets are the different forms that you need to fill-
up in certain activities that you performed.
You may have some knowledge and skills in this particular unit of
competency because you have had training in this area or you have worked
in an industry for sometimes.
If you feel that you already have the skills/knowledge in this
competency or if you have a certificate from previous training, you may
show it to your trainer and have your prior learning formally recognized.
A Trainee Record Book (TRB) is provided for you to record important
dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
This module was prepared to help you achieve the required
competency: Green TVET. This will be the source of information for you to
acquire the knowledge and skills in this particular module with minimum
supervision or help from your trainer. With the aid of this material, you
will acquire the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the
training of this unit. Read through the module carefully. It is divided into
sections which covers all the skills and knowledge you need to successfully
complete in this module.
Work through all the information sheets and complete the activities
in each section. Do what is asked in the INSTRUCTIONAL SHEETS ,
ACTIVITY SHEETS and complete the SELF-CHECK. Suggested references
are included to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
NO UNIT OF COMPETENCIES MODULE TITLE CODE
1 Participate in workplace Participating in workplace 500311105
communication communication
2 Work in a team Working in a team 500311106
Environment Environment
3 Practice career Practicing career 500311107
Professionalism Professionalism
4 Practice Occupational health Practicing Occupational health 500311108
and safety procedures and safety procedures
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
MODULE CONTENT
MODULES OF INSTRUCTIONS
LO2. Describe work as a team member. Apply the “6 Rs” of the waste
hierarchy (reuse, reduce, renew, recycle, repair and rethink)
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
LEARNING OUTCOME 1
CONTENTS:
ASSESSMENT CRITERIA:
CONDITIONS:
The students/trainees must be provided with the following:
Manuals
Handouts
Info Sheets
ASSESSMENT METHODS
Written Examination
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
LEARNING EXPERIENCES
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
INFORMATION SHEET. 2.1-1
ENERGY EFFICIENCY AND CONSERVATION MEASURES
Learning Objectives:
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
feasible, economically sound, environmentally-friendly and socially
affordable.
Republic Act 11285 also known as “Energy Efficiency and
Conservation Act” mandates to institutionalize energy efficiency and
conservation as a national way of life geared towards the efficient and
judicious utilization of energy. Steps are being readied to meet the present
need for sustainable future, and to counter the further progress of climate
change.
For a team to achieve it’s common objectives, its members should share its
objectives and be identified wholeheartedly with them. By joining a team,
the individual member “signs on” the team’s objectives, he enters into a
contract as a condition of becoming a member of the team. A team member
is willing to forego personal autonomy to the extent necessary to achieve
common objectives, by joining a team one has to limit his freedom to do as
he likes.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
SELF CHECK 2.1-1
Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Listening
b. Communication
c. Sharing
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
d. Respecting
a. Communication
b. Persuasion
c. Participation
d. sharing
a. team
b. largest team
c. thing
d. smallest team
a. tines
b. teens
c. teams
d. times
a. searching
b. helping
c. persuading
d. sharing
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
SELF CHECK ANSWER KEY 2.1-1
1. d
2. a
3. d
4. c
5. b
TEAM ROLES
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Learning objective:
Meredith Belbin (1993) basing on his research proposed nine roles that
successful teams should have:
Coordinator
This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving
these, rather than just pushing his or her own view. The coordinator
(or chairperson) is self disciplined and applies this discipline to the
team. They are confident and mature, and will summarize the view of
the group and will be prepared to take a decision on the basis of this.
Shaper
The shaper is full of drive to make things happen and get things
going. In doing this they are quite happy to push their own views
forward, do not mind being challenged and are always ready to
challenge others. The shaper looks for the pattern in discussions and
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
tries to pull things together into something feasible which the team
can then get to work on.
Plant
This member is the one who is most likely to come out with original
ideas and challenge the traditional way of thinking about things.
Sometimes they become so imaginative and creative that the team
cannot see the relevance of what they are saying. However, without
the plant to scatter the seeds of new ideas the team will often find it
difficult to make any headway. The plant’s strength is in providing
major new insights and ideas for changes in direction and not in
contributing to the detail of what needs to be done.
Resource investigator
The resource investigator is the group member with the strongest
contacts and networks, and is excellent at bringing in information
and support from the outside. This member can be very enthusiastic
in pursuit of the team’s goals, but cannot always sustain this
enthusiasm.
Implementer
The individual who is a company worker is well organised and
effective at turning big ideas into manageable tasks and plans that
can be achieved. Such individuals are both logical and disciplined in
their approach. They are hardworking and methodical but may have
some difficulty in being flexible.
Team worker
The team worker is the one who is most aware of the others in the
team, their needs and their concerns. They are sensitive and
supportive of other people’s efforts, and try to promote harmony and
reduce conflict. Team workers are particularly important when the
team is experiencing a stressful or difficult period.
Completer
As the title suggests, the completer is the one who drives the
deadlines and makes sure they are achieved. The completer usually
communicates a sense of urgency which galvanises other team
members into action. They are conscientious and effective at
checking the details, which is a vital contribution, but sometimes get
‘bogged down’ in them.
Monitor evaluator
The monitor evaluator is good at seeing all the options. They have a
strategic perspective and can judge situations accurately. The
monitor evaluator can be overcritical and is not usually good at
inspiring and encouraging others.
Specialist
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
This person provides specialist skills and knowledge and has a
dedicated and single-minded approach. They can adopt a very narrow
perspective and sometimes fail to see the whole picture.
Finisher
A person who sticks to deadline and likes to get on with things, Will
probably be irritated by the more relaxed member of the team.
Multiple Choice: Choose the letter of the correct answer from the given choices.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
1.This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving these,
rather than just pushing his or her own view.
a. Shaper
b. Plant
c. Coordinator
d. Resource investigator
2.They are hardworking and methodical but may have some difficulty in
being flexible.
a. Implementer
b. Shaper
c. Team worker
d. Completer
3.Full of drive to make things happen and get things going.
a. Coordinator
b. Shaper
c. Implementer
d. Team worker
4.One who is most aware of the others in the team, their needs and their
concerns
a. Implementer
b. Worker
c. Tosser
d. Team worker
5.A person who sticks to deadline and likes to get on with things
a. Completer
b. Finisher
c.Implementer
d.shaper
1. c
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
2. a
3. b
4. d
5. b
Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Be honest and keep any confidential information behind closed doors.
Share responsibility to rotate through other team roles like facilitator,
recorder, and timekeeper.
Share knowledge and expertise and not withhold information.
Ask questions, even seemingly "dumb" ones. Often the new
perspective of "inexperienced" team members can provide insight.
Fulfill duties in between meetings.
Respect the opinions and positions of others on the team, even if the person has an
opposing view or different opinion.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
different people carry
different "weight" in
discussions and
decisions.
1. Recruits members to join 1. Agree on how much
Coordinator the team. time to spend on each
/Chairp 2. Greets team members as topic.
erson they arrive.
/Leader 3. Calls the meeting to
order at the appointed
start time.
4. During the meeting,
controls the order of
events.
5. Proposes Agenda topics
and how much time
should be devoted to
each topic.
6. Concludes the meeting at
the appointed ending
time.
7. Clarifies the method for
making decisions
(consensus, voice vote,
anonymous ballots, etc.)
before discussions begin.
8. Creates and maintains
team Project Plans (e.g.,
flow charts).
9. Anticipates, seeks, and
reserves support
services needed by the
team.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
a process concern. attend or not attend.
2. Evaluates norms and
methods used during the
meeting.
3. Between meetings,
coaches individual team
members.
4. Mediates conflict among
individuals within the
group.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
identifying solution
options.
10. Focus on creatively
addressing interests
rather than selling
specific
options/positions.
11. Clean up the room
(align chairs, discard
trash, etc.) before
leaving.
12. Respect requests
for confidentiality.
13. Complete
assignments between
meetings.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
minutes, 1 minute, 30
seconds).
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
information from
archives during team
meetings.
1. Sends invitations to 1. Agree on who should
Publisher those invited to the be invited to the
meeting. meeting.
2. Makes copies for team 2. Agree on who is on the
before, during, and after team's Distribution
meetings. List.
3. Maintains the team's 3. Approve who receives
Distribution List. the team's
4. Procures/Provides Distribution List.
binders and binds
papers as needed. 4. Agree on binding and
5. Provides copies of the distribution methods
team's Distribution List. and styles.
6. Ensures that recipients
actually received
publications.
4. Adjusts thermostats as
needed or as anticipated.
1. Bring presentation 1. Approve the objectives
Presenter(s) materials (overhead foils, of the presentation.
flip charts, etc.) 2. Ask questions only
2. Make sure equipment when appropriate.
operates properly x
minutes before the start 3. Provide feedback to
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
of the meeting. Presenter(s).
3. If new, provide
Coordinator with a
statement of
introduction.
4. Request adjustments to
lighting, sound levels,
etc.
5. Organize information
logically -- in chunks.
6. Make transitions of topic
logically easy to follow.
7. Define what
important/specialized
words mean.
8. Provide concrete
examples
9. Explain why -- reasons
for statements and
questions.
Multiple Choice: Choose the letter of the correct answer from the given choices.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
a. Publisher
b. Presenter
c. Manager
d. Note taker
4. Ensures that charts match Notes taken by Note taker
a. Scribes
b. Presenter
c. Note taker
d. Trainer
1.c
2. a
3. b
4. a
5. d
1 CONTENTS :
- Communication process
- Team structure/team roles
- Group planning and decision making
ASSESSMENT CRITERIA :
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
1. Appropriate forms of communication and interactions are
undertaken.
2. Appropriate contributions to complement team activities and
objectives are made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from on team are
contributed.
CONDITIONS :
Learning guides
Transparencies
CD’s
METHODOLOGIES:
ASSESSMENT METHODS:
LEARNING EXPERIENCES
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
1. Read Information Sheet If you have some problem on the
2.2-1 on Communication content of the information sheet
Process don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
6. Answer self-check for 2.2-3 Refer your answer to answer key
2.2-3
COMMUNICATION PROCESS
Learning objectives:
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
2. Apply the importance of good communication
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
If you’re a Team Member
Communicate, Communicate, and Communicate
If you have a problem with someone in your group, talk to him about it.
Letting bad feelings brew will only make you sour and want to isolate
yourself from the group. Not only does it feel good to get it out, but it will be
better for the team in the long run.
No Bragging
It's one thing to rejoice in your successes with the group, but don't act like
a superstar. Doing this will make others regret your personal successes and
may create tension within the group. You don't have to brag to let people
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
know you've done a good job, people will already know. Have faith that
people will recognize when good work is being done and that they'll let you
know how well you're doing. Your response? Something like "Thanks that
means a lot." is enough.
Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and
acknowledge what's said by paraphrasing points that have been made. If
you're unclear about something that's been said, ask for more information
to clear up any confusion before moving on. Effective communication is a
vital part of any team, so the value of good listening skills shouldn't be
underestimated.
Get Involved
Share suggestions, ideas, solutions and proposals with your team
members. Take the time to help your fellow teammates, no matter the
request. You can guarantee there will be a time in the future when you'll
need some help or advice. And if you've helped them in past, they'll be more
than happy to lend a helping hand.
Write TRUE if the statement is correct and write FALSE if the statement is incorrect.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
1. If you're unclear about something that's been said, ask for
more information to clear up any confusion before moving on
2. Effective communication is an essential component of
organizational success.
3. If a teammate suggest something, do not consider it.
4. You have to brag to let people know that you have done a good
job
5. Communication is the ability to share information with people.
1.True
2.True
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
3. False
4. False
5. True
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
INFORMATION SHEET 2.2-2
Learning objectives:
The team and the individual members are dependent on each other. Their
relationships play a vital role in the success of the team. As the individual
member grows and matures, so does the team.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
others will result in lower team performance. But team doesn’t need to
have all the complementary skills in place at the beginning.
Team building can also address itself to clarifying each member’s role on
the team. Each role can be identified and clarified. Previous ambiguities
can be brought to the surface. For some individuals, it may offer one of the
few opportunities they have had to think through thoroughly what their job
is all about and what specific tasks they are expected to carry out if the
team is to optimize its effectiveness.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Inter-group Development
Are the groups’ goals at odds? Were perceptions distorted? On what basis
were stereotypes formulated? Have some differences been caused by
misunderstandings of intention? Have words and concepts been defined
differently by each group? Answers to questions like these clarify the exact
nature of the conflict. Once the causes of the difficulty have been
identified, the groups can move to the integration phase – working to
develop solutions that will improve relations between the groups, sub-
groups, with members from each of the conflicting groups, can now be
created for further diagnosis and to begin to formulate possible alternative
actions that will improve relations.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Essential Team Roles
Involving role. One initiates action. A team member may motivate others
by getting them involved in an idea or problem. The involving role consists
of asking questions of other members to "bring out" or stimulate each team
member.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Compromising role. One member gives up something for problem solving
to take place. Compromising can lead to team productivity. It is a role that
is necessary for cooperation and collaboration.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a.Involving role
b.Listening role
c.Supporting role
d.Compromising role
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
INFORMATION SHEET 2.2-3
Learning objectives:
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
3. Research possible solutions or courses of action – this implies using
interviews, library work, observation, experiment-actions as tools for
arriving at valid conclusions and solutions to the problem at hand.
4. Evaluate proposed solutions or courses of action for the purpose of
selecting one to be tested, i.e. test each proposed solution for
effectivity of results. For example, using helicopters to bring food,
medicine, and clothing to the people in the flooded areas that had
remained impassable because of high water.
5. Test the selected solution or course of action so as to find out how
workable the solution is.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Decision by Authority Rule
Many groups start out with--or quickly set up--a power structure that
makes it clear that the chairman (or someone else in authority) will make
the ultimate decision. The group can generate ideas and hold free
discussion, but at any time the chairman may say that, having heard the
discussion, he or she has decided upon a given plan. Whether this method
is effective depends a great deal upon whether the chairman is a sufficiently
good listener to have culled the right information on which to make the
decision. Furthermore, if the group must also implement the decision, then
the authority-rule method produces a bare minimum of involvement by the
group (basically, they will do it because they have to, not necessarily
because they want to). Hence it undermines the potential quality of
implementation.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Decision by Majority Rule (Voting and Polling)
On the surface, this method seems completely sound, but surprisingly often
it turns out that decisions made by this method are not well implemented,
even by the group that made the decision. What is wrong? Typically, it
turns out that two kinds of psychological barriers exist:
First, the minority members often feel there was an insufficient period of
discussion for them to really get their point of view across; hence they feel
misunderstood and sometimes resentful.
Second, the minority members often feel that the voting has created two
camps within the group and that these camps are now in a win-lose
competition: The minority feels that their camp lost the first round, but that
it is just a matter of time until it can regroup, pick up some support and
win the next time a vote comes up.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
open (and the group climate has been sufficiently supportive) to make
everyone in the group feel that they have had their fair chance to influence
the decision. Someone then tests for the "sense of the meeting," carefully
avoiding formal procedures like voting. If there is a clear alternative to
which most members subscribe and if those who oppose it feel they have
had their chance to influence, then a consensus exists. Operationally, it
would be defined by the fact that those members who would not take the
majority alternative nevertheless understand it clearly and are prepared to
support it in deference to any others that are probably about as good.
In order to achieve such a condition, time must be allowed by the group for
all members to state their opposition--and to state it fully enough to get the
feeling that others really do understand them. This condition is essential if
they are later to free themselves of the preoccupation that they could have
gotten their point of view across if others had understood what they really
had in mind. Only by careful listening to the opposition can such feelings
be forestalled, thereby allowing effective group decisions to be reached.
1. Identify the Problem. Tell specifically what the problem is and how you
experience it. Cite specific examples.
"Own" the problem as yours -- and solicit the help of others in solving it,
rather than implying that it's someone else's problem that they ought to
solve. Keep in mind that if it were someone else's problem, they would be
bringing it up for discussion.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
In the identification phase of problem-solving, avoid references to solutions.
This can trigger disagreement too early in the process and prevent the
group from ever making meaningful progress.
Once there seems to be a fairly clear understanding of what the problem is,
this definition should be written in very precise language. If a group is
involved, it should be displayed on a flip chart or chalkboard.
2. Clarify the Problem. This step is most important when working with a
group of people. If the problem is not adequately clarified so that everyone
views it the same, the result will be that people will offer solutions to
different problems. To clarify the problem, ask someone in the group to
paraphrase the problem as they understand it. Then ask the other group
members if they see it essentially the same way. Any differences must be
resolved before going any further.
In clarifying the problem, ask the group the following questions: Who is
involved with the problem? Who is likely to be affected? Can we get them
involved in solving the problem? Who legitimately or logically should be
included in the decision? Are there others who need to be consulted prior to
a decision?
These questions assume that commitment from those involved (and affected
by the problem) is desirable in implementing any changes or solutions. The
best way to get this commitment is to include those involved and affected
by the problem in determining solutions.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
This is probably an easier process to follow when dealing with problems
involving physical things rather than with interpersonal or social issues.
Typically, interpersonal and social problems are more likely to spring from
a dynamic constellation of causes that will be more difficult to solve if the
causes are only tackled one at a time. Still, whether dealing with physical
or social problems, it is important to seek those causes that are most
fundamental in producing the problem. Don't waste energy on causes that
have only a tangential effect.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
solution must meet. This can eliminate unnecessary discussion and help
focus the group toward the solution (or solutions) that will most likely work.
At this point, it becomes necessary to look for and discuss the advantages
and disadvantages of options that appear viable. The task is for the group
members to come to a mutual agreement on which solutions to actually put
into action. It is desirable for positive comments to be encouraged (and
negative comments to be ignored or even discouraged) about any of the
solutions. One solution should be the best, of course, but none should be
labeled as a "bad idea."
6. Plan for Implementation. This requires looking at the details that must
be performed by someone for a solution to be effectively activated. Once the
required steps are identified, it means assigning these to someone for
action: it also means setting a time for completion.
8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for any
part of the plan to carry out their assignments according to the agreed
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
upon contract. This is the phase of problem- solving that calls for people to
do what they have said they would do.
9. Provide for Evaluation And Accountability. After the plan has been
implemented and sufficient time has elapsed for it to have an effect, the
group should reconvene and discuss evaluation and accountability. Have
the agreed upon actions been carried out? Have people done what they said
they would do?
If they have not accomplished their assignments, it is possible that they ran
into trouble that must be considered. Or it may be that they simply need to
be reminded or held accountable for not having lived up to their end of the
contract. Once the actions have been completed, it is necessary to assess
their effectiveness. Did the solution work? If not, can a revision make it
work? What actions are necessary to implement changes?
Other Considerations
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
is an indication of being "off course," requiring a correction in direction. The
exact form the correction is to take is what problem-solving is aimed at
deciding. But once the correction (the implemented solution) is made, it is
possible that, after evaluation, it will prove to be erroneous--perhaps even
throwing you farther off course than in the beginning.
If this happens, the task becomes to immediately compute what new course
will be effective. Several course corrections may be necessary before getting
back on track to where you want to go. Still, once the desired course is
attained, careful monitoring is required to avoid drifting off course again
unknowingly. Viewing problem-solving in this realistic manner can save a
lot of the frustration that comes from expecting it to always produce the
right answers.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
ANSWER KEY 2.2-3
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
Ways in which evidence will
be collected
Question/interview
Demonstration
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following
Not
assessment methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check () appropriate box]
B. Written Exam
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
Candidate’s signature:
Date:
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
Candidate’s signature:
Date:
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
WRITTEN TEST
INSTITUTIONAL EVALUATION
Write TRUE if the statement is correct and write FALSE if the statement is
incorrect.
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM
ANSWER KEY
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10.True
GREENING TVET
Revision # 00
SICAT- TESDA
QA
SYSTEM