Lesson 5

 TRAINEES’ TRAINING
REQUIREMENTS

Determine Trainees’ Current Competency

To be able to determine the trainees’ training requirement, it is very

important to determine first their current competencies, in order to
determine the training gaps.

The trainer can be determine trainees/ current competency by:

1. Checking with the trainee

When you meet the trainees, subject them to an oral interview or
simple written tests if needed. If the learner is having a hard time to
write or understand in English Language, use a simple language that
the learner may easily understand like using a local dialect.
2. Research
Analyze any pre session information available like enrollment or pre-
application form and other related documents such as:
a. Reports on previous competency assessment undertaken
b. Resume or curriculum vitae
c. Enterprise trainings and assessment records
d. Performance report from supervisor

The trainer could also use self-assessment checklist to determine the

current competencies of the trainees:

Self-Assessment Checklist

How to prepare the check list?

Using the Form 1.1, the trainer should:

1. List down all the competencies found in the Training Regulations

of a particular qualification.
2. Let the trainees answer by checking the appropriate box. (YES if
he/she can perform the task and NO if he/she cannot perform
the task).

Form 1.1
CAN I?.. YES NO
BASIC COMPETENCIES
1. (Unit of competencies)
1.1. (Learning Outcome)
COMMON COMPETENCIES

CORE COMPETENCIES

Notes:

1. All competencies (Basic, common and Core) should be listed in the

Trainees Self-Assessment Checklist.
2. Learning outcomes for each should also be included
3. Let the trainee answer the Self-Assessment Checklist
4. The trainee must be guided by the trainer while answering the form.

SAMPLE:

INSTRUCTION: This Self-Check Instrument will give your trainer data that
are essential in designing a Training Plan for you. Please check appropriate
box of your answer to each of the question below.

Form 1.1
CAN I?.. YES NO
BASIC COMPETENCIES

COMMON COMPETENCIES

CORE COMPETENCIES
1. Prepare pipes for installation
1.1. Identify and select materials,
tools and equipment
1.2. Cut pipes
1.3. Thread G.I. Pipes
2. Make piping joints and connections
2.1. Fit-up joint and fittings for PVC
pipe
2.2. Perform threaded pipe joints and
connections
2.3. Caulk joints
3. Perform Construction Works
 3.1. ……………..
3.2. ……………..

Determining the current competency against Competency standards

Form 1.2
Identify Current Competencies acquired related to Job/Occupation and
Indicate Proof of Evidence
Current competencies Proof of Evidence Means of Validation

Notes:
1. Identify the current competencies related to the program being
enrolled by the target group/individual in the form.
2. Identify and review proof of evidence documents indicated to support
the claim of competency.
3. State the means on how to validate the evidence presented.

SAMPLE (for Trainees in Plumber NC II)

Form 1.2
Identify Current Competencies acquired related to Job/Occupation and
Indicate Proof of Evidence
Current competencies Proof of Evidence Means of Validation
Prepare pipes for Trade Skills Certificate Submit an
rd
installation 3 Class for Plumbing authenticated copy of
the Skills certificate
Making piping joints and
connections

Determine trainees’ training requirements

After determining the trainees’ current competency, you may identify the
gap between the required competencies as defined by the unit of
competency and the learners’ current competencies. The gap between the
required competencies and current competencies is the portion of skills and
knowledge the trainee needs to achieve to be recognized as competent in
particular job.

The trainees’ training requirements can be validated with the following

appropriate personnel.
 Trainers/teachers and assessors
  Team leaders/supervisors/managers/employers
 Participant/employee/learner
 Technical experts
 Union/employee representatives
 Users of training information such as training providers, employers,
human resource departments

To determine trainees’ training requirements, the trainers may follow this

procedure:
1. Compare and cross match Competencies Identified

Form 1.3
Required Units of
Current Training
Competency/Learning
Competencies Gaps/Requirements
Outcomes

SAMPLE: (For Trainees in Plumber NC II)

Form 1.3
Required Units of
Current Training
Competency/Learning
Competencies Gaps/Requirements
Outcomes
Prepare pipes for Prepare pipes for
installation installation
Make piping joints and Make piping joints
connections and connections
Perform minor Perform minor
construction works construction works
Perform single unit Perform single unit
plumbing installation plumbing installation
and assemblies and assemblies
Perform plumbing Perform plumbing
repair and repair and
maintenance works maintenance works
Conduct pipe leak Conduct pipe leak
testing testing

2. Translate the Training Gap into Appropriate Training Requirements

Form 1.4
Training Module Title/Module Duration (hours)
Gaps/Requirements of Instruction
Note: The training gap should be matched with the module
title/module of instruction of the units of competency and the
nominal duration

SAMPLE: (for Trainees in Plumber NC II)

Form 1.4
Training Module Title/Module Duration (hours)
Gaps/Requirements of Instruction
Perform single unit Performing single 40
plumbing installation unit plumbing
and assemblies
Perform plumbing Performing plumbing 20
repair and and repair and
maintenance works maintenance works
Conduct pipe leak Conducting pipe leak 10
testing testing
Lesson 6

 TRAINING PLAN

The Training Plan

Now that the Trainees’ training requirements are already identified, it is
now the time to prepare the Training Plan. The Objective of the training
plan is to define the strategies, tasks, and methods that will be used to
meet the training requirements.

What is a Training Plan?

Training plan is a description of how the training will be done, the flow of
training from input to end results, including the resources that will be used.

The training plan will outline who will deliver the training, and when and
where your apprentice or trainee needs to go to receive the structured
component of the training.

Note that it should be treated as a working document. It should be flexible

enough to meet all your needs. Remember that you can talk about this at
any stage during the training.

What to include in the training plan?

The training plan must specify the following:
 the competencies to be obtained
 the time-frame for achieving the competencies
 the training to be undertaken
 the delivery modes to be employed
 who is responsible for the delivery and/or assessment of each
competency
 assessment details and arrangements
 the name of the qualifications to be issued
 any other specific requirements to be met in accordance with
the particular training contract in question

Steps in Preparing the Training Plan

1. Identify the trainees’ training requirement (refer to FORM 1.4)
2. List the competencies or learning outcomes that the trainees need
to learn.
3. List down the module’s title/module of instruction.
4. Determine the training duration.
5. Sequence the training modules in a logical order so that each
element of the job is learned.
6. Identify the training activity or task that the trainee would
perform to learn the training requirement
7. Identify the person who will be involved in the training
(trainer/supervisor/etc…)
8. Identify the facilities/tools and equipment needed
9. Identify the venue of the training
10. Schedule the training (date and time)

Note:
 The trainer could use other forms as long as it would
contain the information needed.
 In case that the training would be conducted outside the
training center (OJT), the Training Plan must be
discussed, with the Employer/Industry Trainer so as not to
hamper the production of the company.
Lesson 7

 STRUCTURED WORK-BASED
LEARNING

Structured Work-Based Learning is seen as means to support the personal

and professional development of trainee/students who are already in work
and the focus of the learning and development tends to be on the
students’s/trainee’s workplace activities. (Brennan and Little, 2006)

Work-based learning (WBL) as a methodology for learning is playing an

increasing role in professional development and lifelong learning.

Three (3) Components of Work-Based Learning

a) Practical skills – having practical skills means being able to use what
you have learned in the classroom in real life situations and in work.
For practical skills, you may need:
 To be mobile – to be able to get around a work or study area
such as a lab, workshop or kitchen;
 To have manual dexterity - to be able to manipulate
equipment such as cameras or spanners, or materials such as
clay or food with your hands (though some people will use
their mouth or feet instead);
 To be able to keep going with a strenuous physical activity
over a period of time; for example, working in a kitchen;
 To be able to see what you and others are doing in order to
perform the practical activity accurately and safely.

When carrying out practical tasks, you will need to:

 Use the knowledge and skills you have learnt during class to
complete tasks and solve problems;
 Use common sense and know when to ask for help;
 Be safe. Be aware and follow health and safety policy and
procedures;
 Follow instructions and complete the task in line with the
instructions given;
 Have the confidence to take on practical tasks and responsibilities.

How to improve your practical skills

  Work experience offers a really good opportunity to put into practice
what you have learned in a real life work environment;
 Get involved in practical opportunities in the community; for
example, do some voluntary work or take a Saturday job;
 Develop some additional practical skills by taking a first aid course or
coaching course.

b) Underpinning knowledge – knowledge and understanding you must

demonstrate alongside competent performance. It is commonly used
to describe any knowledge that is foundational (basic or the most
simply required) for a specific area of work or study.

c) Key Skills – refers to the competencies of a trainer to implement WBL

it may include communication, teamwork, problem solving, planning
and organizing, interpersonal skills, numeracy, and business
awareness.

What are WBL Activities?

1. Apprenticeship
— Is a system of training a new generation of practitioners of a
structured competency a basic set of skills. Apprenticeships
ranged from craft occupations or trades to those seeking a
professional license to practice in a regulated professional license
to practice in a regulated profession. Apprentices (or in early
modern usage “prentices”) or protégés build their careers from
apprenticeships. Most of their training is done while working for
an employer who helps the apprentices learn their trade or
profession, in exchange for their continuing labor for an agreed
period after they have achieved measurable competencies. For
more advanced apprenticeships, theoretical education was also
involved, with jobs and farming over a period of 4-6 years.

Development of Apprenticeship
The system of apprenticeship first developed in the later Middle Ages
and came to be supervised by craft guilds and town governments. A master
craftsman was entitled to employ young people as an inexpensive form of
labor in exchange for providing food, lodging and formal training in the
craft. Most apprentices were males, but female apprentices were found in
crafts such as seamstress, tailor, cord wainer, baker and stationer.
Apprentices usually began at ten to fiftheen years of age, and would live in
the master craftsman’s household. Most apprentices aspired to becoming
master crasftsmen themselves on completion of their contract (usually a
term seven years), but some would spend time as a journeyman and a
significant proportion would never acquire their own workshop.

In Coventry those completing seven-year apprenticeships with stuff

merchants were entitled to become freemen of the city.

Subsequently governmental regulation and the licensing of technical

colleges and vocational education formalized and bureaucratized the details
of apprenticeship.

Benefits of Apprenticeship Training

a. Earn while you learn
As an apprentice, you receive a salary from the employer that hires
you. This salary is in accordance with provincial standards and
increase as each stage of the program is successfully completed.

b. Keep trainees/students debt low

Another big benefit of apprenticeship training is that debt loads after
completion of apprenticeships are much lower, since apprentices
“earn while they learn”.

c. Job opportunities
Skilled workers are in demand all across the country and the world. A
good work ethic, a can-do attitude and a industry certificate for the
qualification will provide you with the tools to find a job when you
finish your post-secondary education.

d. Eligibility for employment insurance during in-class training

As an apprentice, you may be eligible to receive Employment
Insurance (EI) benefits during in-class training (a percentage of the
minimum wage as your salary). Some employers may also “top up”
these benefits to reduce wage loss, and this allowance is not
considered as earnings to be deducted from tour benefits. Speak to
your employer to see if this option is available.

e. Receive personal training and mentorship

As an apprentice, you will have an opportunity to learn high level
skills through personal, on-the-job training from a highly qualified
skilled worker/journey person.

f. Acquire skills that will last a lifetime

As an apprentice, the skills you learn will not only last lifetime, they
will also open doors to other opportunities. You can take advanced
 training to continue developing your talent and work your way into
challenging and rewarding careers in management or teaching. Many
trades people start their own businesses.

2. Career Fairs – a job fair is also referred commonly as a career fair or

career expo. It is a fair or exposition for employers, recruiters and
schools to meet with prospective job seekers. Expos usually include
company or organization tables or booths where resumes can be
collected and business cards can be exchanged. In the college
setting, job fairs are commonly used for entry level job recruiting.
Often sponsored by career centers, job fair provide a convenient
location for students to meet employers and perform first interviews.
Many companies that attend these job fairs also recruit through the
online flatforms that the colleges offer. Online job fairs offer the
same convenience online. Because of the tough economy at the end
of first decade of 2000, an increasing number of senior citizens are
attending job fairs to apply for jobs. After having applied online to
positions many more senior citizens are also trying their luck with in-
person job fairs.

Job fairs are good places to meet many company representatives

from corporations of all industries and sizes during a short period of
time. Every job fair has a set of similar, basic elements or processes
that require your attention. Job fair networking can be generally
described as the process of interacting with, obtaining contact details
of, and getting to know corporate recruiters.

3. Clinical Work Experiences - this is exposure in the healthcare

industry works whereby trainees/students renders health works and
experiences of medical/health care practitioners in the particular
industry.

4. Field Studies – in field studies teams are immersed in the

environment of their users and allow them to observe clinical details
for which there is no other way of discovering.

5. Job shadows – job shadowing is a popular on the job learning, career

development, and leadership development intervention. Essentially,
job shadowing involves working with another employee who might
have a different job in hand, might have something to teach, or can
help the person shadowing him or her to learn new aspects related to
the job, organization, certain behaviors or competencies.
Organizations have been using this as very effective tool for learning.
 Some of the applications of job shadowing are:
a. New Job Training: consider an individual planning to take up
a different role in the same organization. The individual may
be asked to shadow the current incumbent for couple of days
to months to get a good idea of the new role and also
understand the nitty gritty of the same without really taking
up the responsibility. This helps the individual to be more
confident, aware and also better prepared to take up the
role. For the organization it reduces the chances of failure
and reduces the time required for the individual to be fully
productive.

b. Career Development: with multiple options available for

somebody to grow in an organization, job shadowing can help
to get a better sense of options available and the required
competencies for the same. An employee may shadow senior
employees in various positions/function to appreciate and get
a fair idea about what it takes to build a career there.

c. Developing Expertise: at the core of job shadowing is its

ability to transmit knowledge and expertise to another
person. By doing a planned work, job shadowing can support
knowledge management and ensuring the deep expertise and
knowledge.

d. Leadership Development: Many organizations use job

shadowing as an effective tool for leadership development.
Aspiring leaders are given opportunities to share senior
leaders and learn from them. It effectively complements
classroom learning and aspiring leaders get first hand idea
about what is takes to be a leader. Job shadowing helps both
parties to learn and exchange ideas. It helps in networking,
exploring opportunities, feed backing, and collaboration with
different departments.

6. School-Based Enterprises – “A school-Based Enterprise (SBE) is a set

of entrepreneurial activities undertaken by students/trainees that
provides an economic, social, and educational return to the
student/trainee, school, and community. Student/trainee efforts are
designed to enhance personal responsibility, an appreciation of risk
versus reward, and confidence in achieving and maintaining
independence.” (Gamache & Knab, 2008, School-Based Enteprise
 Development: Planning, Implementing, and evaluating. Tallahassee,
FL:Florida Department of Education, available at
http://www.project10.info/files/SBE312947L.pdf)

“School-based enterprises are effective educational tools in helping

to prepare students/trainees for the transition from school to work.
For many students/trainees, they provide the first work experiences;
for others, they provide an opportunity to build management,
supervision and leadership skills. While some in the education
community have only recently discovered the value of school-based
enterprises, marketing educators and advisors have used them as a
powerful teaching tool for more than four decades.” (DECA SBE
website, http://www.schoolbasedenterprises.org/).

7. Service Learning - is a method of teaching that combines formal

instruction with a related service in the community. Advocates claim
that learning is enhanced through direct application in appropriate
social contexts of principles and practices taught through formal
instruction concurrent with guided reflection of the
student’s/trainee’s experiences. Service learning is frequently
implemented as youth service. As a teaching method, service learning
is best categorized as a form of experiential education. Specifically,
service learning integrates meaningful community service with
instruction and reflection to enrich the learning experience, teach
civic responsibility, encourage lifelong civic engagement, and
strengthen communities for the common good.

Community Services is also a method under which students/trainees

or participants learn and develop through active participation in
thoughtfully organized service that is conducted in and meets the
needs of a community; is coordinated with an elementary school,
secondary school, institution of higher education, or community
service program, and with the community; and helps foster civic
responsibility; and that is integrated into and enhances the academic
curriculum of the students, or the educational components of the
community service program in which the participants are enrolled;
and provides structured time for the students or participants to
reflect on the service experience.”

Service Learning offers students immediate opportunities to apply

classroom learning to support or enhance the work of local agencies
that often exist to effect positive change in the community.
 “Service learning is a method of instruction in which classroom
learning is enriched and applied through service to other.” (Florida
Department of Education).

8. Student Internships – An internship is a system of on-the-job training

for individuals who are required to be exposed in the real world of
work. In some countries, internships for school children are called
work experience. Internships may be paid or unpaid, and are usually
understood to be temporary positions.

Generally, an internship consists of an exchange of services for

experience between the student and an organization.
Students/trainees can also use an internship to determine if they
have an interest in a particular career, create a network of contacts,
or gain school credit. Some interns find permanent, paid employment
with the organizations with which they interned. This can be a
significant benefit to the employer as experienced interns often need
little or no training when they begin regular employment. Unlike a
trainee program, however, employment at the completion of an
internship is not guaranteed.
Lesson 8

 BENEFITS OF WORK-BASED
LEARNING

The work-based learning has various activities as earlier presented. It

showed that it has encompasses the participation of the school/training
center, trainee, family, employer and the community. In the following
readings, it present the benefits of work based learning of the five
participants in this particular program.

Benefits to students/trainees
Structured workplace learning benefits students/trainees by:
 Improving understanding of the work environment and employers’
expectations
 Increasing self-understanding, maturity, independence and self-
confidence, especially in the workplace
 Increasing motivation to continue study and/or undertake further
training
 Enhancing opportunities for part-time and casual employment
 Providing opportunity to develop and gain work-related competence
 Providing opportunity to include the placement in job and course
applications
 Providing opportunity to learn skills relevant to the workplace
 Providing opportunity to try out career choices before leaving school
 Providing opportunity to develop contacts with potential employers
 Exposing students’/trainees’ to the ‘real’ world of work
 Demonstrating students’/trainees’ mastery of specific skills and
competencies related to the accredited course which they are
undertaking
 Providing opportunity to undertake relevant courses which count
towards the student’s/trainee’s exit credential and articulate into
further education and training

Benefits to schools/TVIs
Structured workplace learning benefits schools/TVIs by:
 Catering for a diverse range of students/trainees and learning needs
 Providing opportunities to work collaboratively with parents in
schooling their students/trainees, to assist in meeting parent
expectations
  Providing a relevant curriculum which develops in students/trainees
skills appropriate for life-long learning
 Providing links with local government, industry, unions, education
and training providers to maximize employment and training
outcomes for young people

Benefits to employers
Structured workplace learning benefits employer by:
 Providing opportunities for involvement in the education and
development of students/trainees
 Contributing to the development of entry level skills in industry
 Promoting to young people the career potential of their industry
 Providing access to a pool of future paid casual or part-time workers
 Enabling potential recruitment of new employees who can be
immediately productive
 Developing the training and supervisory skills of employees who
induct, train, supervise and/or assess
 Providing opportunities to publicly recognize supportive schools and
young people
 Contributing to the development of work place skills in
students/trainees
 Enabling employers to mentor young people in their career decision
making process
 Providing opportunities for dialogue with teachers on aspects of work
readiness and other matters related to work.
 Creating opportunities for building industry-school partnerships that
provide for local community needs and endeavors
 Encouraging students/trainees to become involved with businesses in
their local community

Benefits to parents
Structured workplace learning benefits parents by:
 Providing opportunities to discuss with their children the topic of
work, including their own previous and current experiences in the
workplace
 Providing opportunities to positively contribute to their child’s
secondary education
 Providing opportunities for family involvement in discussion about
further education, training and employment

Benefits to the community

Structured workplace learning benefits the community by:
 Providing links between the PESO, local government, industry,
unions, education and union providers, to maximize employment and
training outcomes for young people
 Involving schools, training organizations and communities in
collaborative projects
 Providing opportunities for young people to become actively involved
in building the local community, especially in regional and rural
areas.