See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/339301605

ASSESSMENT OF THE CONTACT CENTER SERVICES (CCS) LEARNING

MATERIALS IN THE K TO 12 PROGRAM: BASIS FOR PROPOSED PROGRAM
DESIGN

Research · December 2019

DOI: 10.13140/RG.2.2.16245.12005

CITATION READS

1 6,308

3 authors:

Marycon Carmela Gonzalez Mella Mary Ann Villareal

Department of Education of the Philippines Department of Education of the Philippines
17 PUBLICATIONS   2 CITATIONS    6 PUBLICATIONS   2 CITATIONS   

SEE PROFILE SEE PROFILE

Joanne V. Cura

4 PUBLICATIONS   2 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Improving School Forms Submission Process View project

School Disaster Risk Reduction Management Contingency Plans View project

All content following this page was uploaded by Marycon Carmela Gonzalez Mella on 17 February 2020.

The user has requested enhancement of the downloaded file.

 ASSESSMENT OF THE CONTACT CENTER SERVICES (CCS) LEARNING
MATERIALS IN THE K TO 12 PROGRAM: BASIS FOR
PROPOSED PROGRAM DESIGN

Marycon Carmela G. Mella Mary Ann N. Villareal Cura, Joanne V. Cura

General Emilio Aguinaldo National High School

Abstract

Making the curriculum relevant is one of the goals of the K to 12 Program. The call to
equip learners with skills for future employment resulted to the integration of TESDA
courses in Technology and Livelihood Education (TLE) for Junior High School, including
Contact Center Services (CCS) NC II. Since its implementation in 2012, no assessment
has been conducted to measure the alignment of learning outcomes to industry standards.
This research looked into the possible gaps between the status quo of Contact Center
Services courses and the expected learning outcomes in order to address probable
disparities. To attain this purpose, a mixed-method research design was utilized, using
both quantitative and qualitative approaches to data gathering and analysis. The primary
sources of data of this study are: documentary analysis of the CCS learning materials and
TESDA Training Regulations for analysis; the self-assessment questionnaire; and focus
group discussions (FGD) with CCS students, teachers, and BPO industry professionals.
Analysis results show that there are existing gaps between the CCS Learner’s Materials
used in Grade 8 to 10 classrooms and TESDA Training Regulations. Quantitative findings
also assessed students as “competent” in both basic and common competencies, but are
still “developing” in their core competencies. In order to address these gaps, suggestions
on the improvement of the modules were gathered: the standardization of the learning
materials; localization of module contents to available resources; organization of contents;
and inclusion of industry needs and training techniques. The results imply that gaps
between the Learner’s Materials and the Training Regulations may cause incoherence of
learners’ acquired knowledge and skills to industry requirements. Hence, learners are
neither confident nor competent enough for National Certification and the labor market.
The research suggests that these learning gaps can be supplemented through enhanced
learning materials.

Keywords: Competency, Contact Center Services, Learning Material, Needs

Assessment, Teaching and Learning, TLE
Context and Rationale

One of the goals of the K to 12 Education Program is making the curriculum

relevant by methodically matching the learning goals with the labor market requirements,
especially in the local community. The new curriculum called for the provision of sufficient
time for mastery of concepts, and a focus on integrated instruction to equip learners with
skills for future employment (BEP, 2012). This goal resulted to the strengthening of
Technology and Livelihood Education (TLE) in Junior High School. From Grade 7 to Grade
10, students undergo technical-vocational education which is anchored on the regulations
on the Technical Education and Skills Development Authority (TESDA), to allow them to
earn a National Certification (NC) required by the industry. Technical education begins in
Grade 7 and Grade 8, where students take four TLE mini courses for each level, under
the four components: Agri-fishery Arts, Home Economic, Industrial Arts, and Information
and Communications Technology. In Grade 9, students choose a Specialized TLE among
the courses he previously took, and pursue this course until Grade 10, in order to gain a
Certificate of Competency (COC) or National Certificate I/II.
An unrelenting factor for the implementation of the K to 12 Education Program is
the country’s long-time problem on unemployment rates that are associated with the
graduates’ lack of college preparation and lack of basic skills needed for employment, in
spite of available jobs within the country (SEAMEO INNOTECH, 2014). The Business
Process Outsourcing (BPO) industry, one of the most dynamic sectors of the Philippine
economy in terms of its contribution to GDP and provision of jobs to Filipinos (Investment
Promotions Group, 2012), is challenged with the insufficient supply and quality of talent.
Schools are not delivering enough number of graduates to meet the labor demands of the
industry (Remo, 2014). To produce a sufficient labor pool of competent CCS providers,
TESDA formed the Contact Center Services (CCS) NC II course to train graduates who
aim to be employed in the call center industry. Also recognizing this need, the Department
of Education adapted this course, crafted its own CCS Learning Material, and
implemented its use among public junior high schools in the country.
The K to 12 Information and Communications Technology - Contact Center
Services Learning Material was published in December 2013. It was divided into three
parts: Exploratory course for Grade 7 and 8, Specialization course for Grade 9, and
Specialization course for Grade 10. Both exploratory and specialization courses lead to a
Contact Center Services National Certificate (NC) II. The desired outcomes of the K to 12
Education Program are defined in expectancies which are in the form of content and
performance standards specified in the curriculum of each learning area. Content
standards are what the students should know (facts and information), what they do
(process or skills), and what understanding they construct as they process the information.
Performance standards are what students do or how they use their learning and
understanding. The students are expected not only to understand but also to demonstrate
what they learn, thus providing evidence of learning. The students are expected to
produce products and/or performances to prove that they can apply what they learn in
real-life situations (K to 12 Toolkit: Reference Guide for Teacher Educators). Content and
performance standards in TLE materials are expected to be parallel to the TESDA Training
Regulation for CCS NCII to ensure that industry requirements are met by the students in
order to gain both a national certification and employment.
The CCS learning material was initially implemented in Gen. Emilio Aguinaldo
National High School, Division of Imus City, in SY 2015-2016. However, upon
implementation, no assessment and analysis were conducted to provide empirical
evidence on whether the material is a success. Moreover, TESDA has published an
updated Training Regulations for CCS NCII in 2015, but the Learner’s Material has
remained the same since 2013. This study is an attempt to gather the insights of students,
teachers, and industry experts on the content of the learning material and its perceived
effectiveness as a tool for teaching and learning. Moreover, the study aims to identify
whether the competencies gained by the students and the competencies included in the
existing learning material is parallel to the TESDA Training Regulations for CCS NCII,
which serves as the basis for certification and employment in the BPO industry.
Respondent/participant feedback will serve as basis for proposed enhancement of the
learning materials.
Anchored on the goal of the K to 12 Program to produce holistic basic education
graduates who are equipped with lifelong skills required for employment, the study seeks
to gather and analyze the insights from students, teachers and industry experts, in order
to assess the success of the materials used for the Contact Center Services TLE course.
These empirical evidences served as basis for an outline of proposed
enhancements of the existing Contact Center Services Learning Materials, to address the
needs and concerns of both students and teachers, and is parallel to the needs of the
BPO industry. An enhanced material will be able to target the specific needs of a specific
community, targeting the foci for improvement.

Research Questions
This action research aimed to gather empirical data from students, teachers, and
BPO industry experts on the Contact Center Services Learning Material in order to identify
possible gaps between the material used in Junior High School and the industry it targets
for graduate employment.
Specifically, the study sought to answer the following questions:
1. How does the existing learning material match the required competencies in the
TESDA Training Regulations for Contact Center Services NC II?
2. What is the level of competence of learners in Contact Center Services NC II?
3. How can the CCS Learning Material be enhanced?

Methodology

A. Participants and/or other Sources of Data and Information

Since the study is focused on the assessment of the CCS Learning Material, the
respondents/participants are purposively selected. The total enumeration of Grade 10
students with a specialization in Contact Center Services and all teachers handling CCS
classes for at least one school year prior to the conduct of the study are part of the
research respondents. Selected participants from the CCS industry are from the training,
management operations, and human resource department, directly involved in the
conduct of training and development programs for CCS employees. Table 1 shows the
distribution of the respondents of the study.
Respondents Number of Respondents
Students 276
Teachers 5
BPO industry experts 3
Total 284

B. Data Gathering Methods

The primary sources of data of this study are the self-assessment questionnaire,
CCS learning materials and TESDA Training Regulations for analysis, and focus group
discussions (FGD).
 Prior to the conduct of data gathering procedures, the researchers secured
permission from the principal through a letter which served the purpose of the study and
full disclosure that classes nor school activities will not be disrupted by any means. The
letter also included the nature and manner data gathering, instruments to be used, and
ethical considerations. All researcher-made questionnaires were validated by the school
head.
In connection to the mixed method approach to be used in the study, the data
collection procedure was conducted in three phases, presented below:
Phase I. Analysis of DepEd Learning Material and TESDA Training Regulations in
CCS. The researchers secured printed copies of the Contact Center Services Learner’s
Material for Grade 10, published by the Department of Education (2013), and the most
recent TESDA Training Regulations for Contact Center Services NCII (2015). The
researchers listed down the competencies included in both modules, including the content
and performance standards presented. These competencies were tabulated, compared
and analyzed to identify whether the LM is parallel to the standards given by the Training
Regulations.
Phase II. Assessment of Student Competence. Upon securing a letter of approval
to conduct a survey among students, the researches administered a self-assessment
questionnaire among the respondents. Responses were collected, tabulated and
interpreted to identify the level of competence of the students in CCS NCII.
Phase III. Focus Group Discussion. The researchers conducted three separate
FGDs: for students, teachers, and industry experts. The researchers plotted the schedule
of each FGD and send invites to the participants, with the approval of the school head.
The FGD with the industry experts was arranged on their most convenient time to
accommodate their work schedule. Participant consent was secured prior to the conduct
of the activity, since all FGDs were recorded for review purposes. One of the researchers
acted as the facilitator/moderator of the Focus Group Discussion and used the prepared
FGD guide for organization of discussion. The other researchers acted as
documenter/note-taker and process-observer. Recordings of each FGD were reviewed by
the researchers for transcription and analysis.
In order to measure the respondents’ assessment of the CCS LM, a self-
assessment tool was utilized, specifically made for the learners,. In addition, to gather
deeper understanding of the participants’ needs and perspectives on improving the CCS
LM, a focus group discussion guide was utilized to guide the researcher in asking
questions.
1. Self-assessment Questionnaire. To assess the level of competency of students,
the researcher used a self-made questionnaire as instrument in gathering data.
The survey was developed based on the CCS NC II competencies stated in the
TESDA Training Regulations. The survey consists of 28 questions divided into
three parts: Basic Competencies, Common Competencies, and Core
Competencies. The survey used a 5-point Likert Scale, where students are to rank
their competence from Beginner, Developing, Competent, Advanced, and Expert.
Quantitative analysis will be employed, particularly weighted mean, to assess the
proficiency of the students. The interpretation of the results was based on Table 1.

Table 2: Likert Scale for Self-Assessment Questionnaire

Scale Interval Verbal Interpretation
1 1.00-1.80 Beginner
2 1.81-2.60 Developing
3 2.61-3.40 Competent
4 3.41-4.20 Advanced
 5 4.21-5.00 Expert

2. Focus Group Discussion Guide. The guide includes an introduction, explanation

of the process, declaration of consent, and list of questions to make the FGD more
organized and structured.

Results and Discussion

A. Comparison of the Contact Center Services DepEd Learning Material and

TESDA Training Regulations
In October 2014, TESDA released a CCS NC II Training Regulation (TR) manual
which was “designed to develop the basic and common knowledge, skills, and attitudes
of a Contact Center Services Provider in accordance with industry standards.” The 2014
TR manual was validated by industry experts from well-known contact centers in the
country namely: Aegis People Support, Convergys, ePerformax, Stream, Sutherland,
Genpact, Sitel, Sykes, Teleperformance, Teletech, and VXi. The collaboration was formed
to ensure that the competencies for training are parallel to industry qualifications. As a
result, the TR included 4 Basic Competencies, 2 Common Competencies, and 3 Core
Competencies. However, these competencies are not directly parallel to the DepEd
Curriculum Guide. Tables 3-5 shows the gaps between the competencies included in the
Deped Curriculum Guide and TESDA Training Regulations.

Table 3: Comparison of CCS NC II Competencies in DepEd Curriculum Guide for TLE

Exploratory (Grade 7/8) and TESDA Training Regulations
DepEd Curriculum Guide TESDA Training Regulations Level of Competency
Use of equipment Not in TESDA TR
Performing computer operation Perform computer operations Common
Applying quality standards Apply quality standards Common
Interpreting technical drawing and plans Not in TESDA TR
Practicing Occupational Health and Practice Occupational Health and Basic
Safety (OHS) procedures Safety

As seen on Table 3 above, CCS Exploratory begins with “Use of Equipment” which
is not included in the TESDA TR, but is directly related to the next competency which is
“Perform computer operation.” It is imperative that students are familiar with the equipment
in CCS, specifically the computer, prior to performing its operations. The third competency
in the CG is “Applying quality standards”, followed by “Interpreting technical drawing and
plans”, which is also not included in the TESDA TR for CCS. The Exploratory CG ends
with “Practicing Occupational Health and Safety (OHS) procedures”, which is directly
parallel to that of the TESDA TR.
Consequently, three basic competencies were not included in Curriculum Guide:
(1) Participate in workplace communication; (2) Work in a team environment, and (3)
Practice career professionalism.

Table 4: Comparison of CCS NC II Competencies in DepEd Curriculum Guide for TLE

Specialization (Grade 9) and TESDA Training Regulations
DepEd Curriculum Guide TESDA Training Regulations Level of Competency
Performing basic computer operations Perform computer operations Common
and internet navigation
 Demonstrating an understanding of Not in TESDA TR
local and international geography and
cultures

After taking the exploratory course, a student may decide to specialize in CCS in
Grade 9 and 10. CCS Specialization begins with “Performing basic computer operations
and internet navigation”, a common competency which is already included in CCS
Exploratory. This is followed by “Demonstrating an understanding of local and international
geography and cultures”, which is not included in the TESDA TR.

Table 5: Comparison of CCS NC II Competencies in DepEd Curriculum Guide for TLE

Specialization (Grade 10) and TESDA Training Regulations
DepEd Curriculum Guide TESDA Training Regulations Level of Competency
Communicating effectively using the Communicating effectively in English for Core
English language customer service
Delivering quality customer service Perform customer service delivery Core
processes

As a student enters Grade 10, he/she is expected to acquire knowledge and skills
on two core competencies, “Communicating effectively using the English language” and
“Delivering quality customer service”. Both competencies have direct counterparts in the
TESDA TR. However, one core competency was not included in the Curriculum Guide:
“Demonstrate ability to engage customers”.

B. Learners’ level of competence in Contact Center Services NC II

Basic Competencies
Table 6 shows that out of four basic competencies, students have assessed
themselves as competent in three: “Work in a team environment” (2.68); “Practice career
professionalism” (2.85), and; “Practice occupational health safety” (3.00) which has the
highest weighted mean. In total, basic competencies have an overall mean of 2.77,
interpreted as “competent”. However, “Participate in workplace communication” had a
“developing” result with mean of 2.51. Therefore, students are in “developing” level in the
learning outcomes: “Obtain and convey workplace information”, “Complete relevant work-
related documents”, and “Participate in workplace meeting and discussion”, with a mean
of 2.46, 2.58 and 2.50, respectively.

Table 6. Students’ Level of Competence in Basic Competencies

Basic Competencies Mean Interpretation
1. Participate in workplace communication 2.51 Developing
1.1 Obtain and convey workplace information 2.46 Developing
1.2 Complete relevant work-related documents 2.58 Developing
1.3 Participate in workplace meeting and discussion 2.50 Developing
2. Work in a team environment 2.68 Competent
2.1 Describe and identify team role and responsibility in a 2.65 Competent
Team
2.2 Describe work as team member 2.72 Competent
3. Practice career professionalism 2.85 Competent
3.1 Integrate personal objectives with organizational goals 2.76 Competent
3.2 Set and meet work priorities 2.85 Competent
3.3 Maintain professional growth and development 2.94 Competent
4. Practice occupational health and safety 3.00 Competent
4.1 Evaluate hazards and risks 3.09 Competent
4.2 Control hazards and risks 2.81 Competent
 4.3 Maintain occupational health and safety awareness 3.10 Competent

A contact center services practitioner is expected to know the different modes of

communication and to perform routine workplace duties, gather and provide information,
and apply listening, questioning and workplace language skills (TESDA Training
Regulations, 2014). Workplace communication in recent years has been consistently
placed high as an important requirement for conducting successful job performance in the
organizations. Communication in different organization refers to various ways, strategies
and tools which the employees uses in their official, Interpersonal, and small group
communication activities (Singh, 2014).
Among the four competencies, students had the highest level of competence in
“Practice occupational health and safety” with a mean of 3.00. This implies that students
have successfully acquired knowledge and skills in occupational health and safety (OHS),
since it has been part of all learning materials in all TLE Exploratory courses (Curriculum
Guides for Technology and Livelihood Education).

Common Competencies
Table 7 shows that students are “competent” in common competencies, as implied
by a general weighted mean of 2.81. There are two common CCS competencies: “Apply
quality standards” and “Perform computer operation”. Both competencies are expected to
be performed by Grade 10 students since common competencies are part of the CCS
specialization curriculum for Grade 9 (Contact Center Services Curriculum Guide).

Table 7. Students’ Level of Competence in Common Competencies

Common Competencies Mean Interpretation
1. Apply quality standards 2.53 Developing
1.1 Assess quality of received materials 2.58 Developing
1.2 Assess own work 2.47 Developing
1.3 Engage in quality improvement 2.54 Developing
2. Perform computer operation 3.09 Competent
2.1 Plan and prepare for task to be undertaken 2.92 Competent
2.2 Input data into computer 3.11 Competent
2.3 Access information using computer 3.30 Competent
2.4 Produce output/data using computer system 3.27 Competent
2.5 Use basic functions of a www-browser to locate 3.37 Competent
information
2.6 Maintain computer equipment and systems 2.55 Developing

Students are still “developing” their competence to “Apply quality standards” with
a mean of 2.53. Of three learning outcomes, students are least competent in “Assess own
work” (2.47), followed by “Engage in quality improvement” (2.54) and “Assess quality of
received materials” (2.58). TESDA Training Regulations state that “Apply quality standard”
is a unit that “includes the application of relevant safety procedures and regulations,
organization procedures and customer requirements”. Required knowledge are: Relevant
production processes, materials and products, Characteristics of materials, software and
hardware used in production processes, Quality checking procedures, Quality Workplace
procedures, and Identification of faulty materials related to work. Students are also
expected to acquire skills such as reading, critical thinking, and interpreting work
instructions.
However, students are assessed as “competent” in all expected learning outcomes
under “Perform computer operations”, except for “Maintain computer equipment and
systems” with a weighted mean of 2.55 or “developing”.
Core Competencies
Table 8 shows the students’ level of competency, in terms of core CCS
competencies. Results show that students are still “developing” their competence on
“Communicate effectively in English for customer service”, “Perform customer service
delivery processes” and “Demonstrate ability to engage customers”, with a mean of 2.46,
2.30 and 2.42, respectively. Among the eight learning outcomes under core competencies,
students had the lowest level of competency in “Complete the tasks in the conduct of a
customer service delivery process by applying skills in effective English communication”
with a mean of 2.16 and “Identify and describe the rules and principles for good/complete
customer service and the types of contact center processes” with a mean of 2.19.

Table 8. Students’ Level of Competence in Core Competencies

Core Competencies Mean Interpretation
1. Communicate effectively in English for customer service 2.46 Developing
1.1 Demonstrate appropriate usage and understanding of 2.66 Developing
words
1.2 Apply the rules of basic grammar in verbal 2.40 Developing
communication effectively
1.3 Apply the rules of basic communication in customer 2.42 Developing
service effectively
1.4 Apply the rules of effective business communication in 2.35 Developing
customer service
2. Perform customer service delivery processes 2.30 Developing
2.1 Demonstrate an understanding and appreciation of the 2.55 Developing
industry work environment for contact centers, industry
expectations for entry-level contact center agent work,
and career opportunities for contact center agents
2.2 Identify and describe the rules and principles for good/ 2.19 Developing
complete customer service and the types of contact
center processes
2.3 Complete the tasks in the conduct of a customer 2.16 Developing
service delivery process by applying skills in effective
English communication
3. Demonstrate ability to engage customers 2.42 Developing
3.1 Apply the rules and guidelines of building effective 2.42 Developing
interpersonal relationships to engage customers

Customer service refers to a series of activities designed to enhance the level of

customer’s satisfaction, that is, the feeling of a product or service has met customer’s
expectation (Srivastava, 2013). As primary responsibility of a contact center practitioner,
it is expected of students to be competent in this area.
Another essential learning outcome in CCS is the knowledge and usage of the
English language. Mastery of the English language is of utmost importance to become a
highly efficient and proficient call center agent. It includes competence in grammar,
vocabulary including idiomatic expressions commonly used by native English speakers
who constitute the number of call center clients, as well fluency and pronunciation to be
understood well by the customers (Aclan, et. al, 2018).

C. Suggested Improvements on the CCS Learning Material

The participants of the study articulated their suggestions on how to improve the
module, as a result of the students’ learning needs, teachers’ challenges in teaching CCS
courses, and trainers’ experiences in preparing applicants for the call center industry, as
required by clients from the labor market.
Standardization of materials
The primary concern of the teachers is the lack of standardized modules for
teaching CCS. It was mentioned earlier in this study that the CCS course is divided into
three parts, thus, one module each grade level must be provided to guide the teacher in
classroom instruction. However, there is no published module for CCS Exploratory. As a
result, the six teachers of 32 CCS Exploratory classes, although guided by the Curriculum
Guide, do not teach the same content and do not implement a unified structure of activities
and performance tasks. This is a point of concern, for at this rate, students will have
different levels of knowledge and skills acquisition, compromising inclusivity of education.
As what one participant stated:
“It is best to have a standardized module in teaching.” (“Iba talaga kung meron
kang hinahawakang standard na module para sa pagtuturo.”)

Similarly, Grade 9 teachers use an incomplete module for CCS Specialization. As

seen on Table 4, the Grade 9 Curriculum Guide included to competencies: (1) Performing
basic computer operations and internet navigation and (2) Demonstrating an
understanding of local and international geography and cultures. Nevertheless, the
module ended with the first competency only and does not cover any topic under the latter
competency. Again, despite the presence of the Curriculum Guide, this causes
discrepancies between what each teacher teaches in the classroom, and what students
from different classes learn.

Localization of materials to available resources

Another pressing need in teaching and learning CCS, which are directly related to
enhancing the modules, is the lack of equipment and resources. A Grade 8 teacher shared
his experience in using a classroom that has fluctuating supply of electricity. They were
unable to use a projector and students, usually fifty in a class, are obliged to look at slides
and pictures on the laptop screen, so as to have an idea of the equipment and production
floors in a call center.
On the contrary, Grade 9 and 10 teachers and students are fortunate to be able to
the computer/DCP laboratories. Yet, students expressed that their time spent in the
laboratory is not enough to completely acquire the necessary technical skills and
competencies required in the curriculum:
“We hope that we could use the laboratory more often so we could learn more and
be confident in using computers, since it is very an important skill to acquire for a
call center position.” (“Sana po mas magamit naming yung laboratory para po mas
matuto kami at maging mas confident kami sa paggamit ng computers, kasi
importante po yun matutunan para sa call center.”)

Teachers also shared the learning benefits of having a CCS simulation room, other
than the existing computer laboratories in school:
“Students have limited knowledge [on call centers]. We always use pictures,
instead. If we have a room that replicates a call center, they would be motivated to
learn.” (“Walang idea yung mga bata. Kailangan puro picture. Kung meron sana
silang room na parang call center talaga, ma-eexcite sila.”)

Given these challenges on resources, it is necessary to match the modules to the

available resources in the school. A Grade 8 teacher shared the same opinion:
“We have to consider alternatives for resources that we do not have.” (“Mag-isip
tayo ng pwedeng ipampalit kung talagang walang gamit.”)
 Call center experts and trainers also recognize this challenge on equipment and
suggested alternatives on how to provide experiential learning despite the absence of a
simulation room. Suggestions included the use of existing computer laboratories by
installing free call center simulation software; recording mock customer calls and
scenarios; and adapting call center scripts readily available in the internet. All these
activities and scripts, however, must be selected carefully, plotted and included in the
modules to provide equal learning for all students with different CCS teachers.

Organization of contents
Another matter of concern is the lack of organization of the LM’s contents. Both
student and teacher participants noted the repetition and redundancy across the three
modules. One student even recalled her Grade 8 and 9 experiences as a CCS learner:
“Some contents [of the module] are irrelevant. When I reached Grade 9, we had
the same lessons. It’s redundant… Lessons on Parts of computer, Operating
Systems, Barriers of communication, Culture were merely repeated.” “Yung iba
dun, hindi na kailangan. Pagdating ng Grade 9, yun nanaman. Inuulit lang… Parts
of computer, Operating Systems, Barriers of communication, Culture, inuulit lang.”

Furthermore, teachers commented that the current LM is congested (“sobrang

siksik, sabog”). Grade 8 teachers stressed the absence of an orientation on the BPO
industry. They suggested that there is a need to include introduction to BPO to allow
students to have an understanding of what the call center really is so that learners already
have an understanding of BPO as they specialize in CCS. Grade 9 teachers, moreover,
noted that students are more knowledgeable in computer navigation, as compared to
communication skills; hence, communication skills must be included in the Grade 9
module. Finally, Grade 10 teachers noted that the LM contents are merely about theories
and includes limited lessons on application of CSR-specific skills.

Inclusion of industry needs and training techniques

Since the curriculum aims to make learning relevant to labor market requirements,
it was necessary to gather information about the needs of the BPO industry in terms of
skills that a call center agent must possess. According to three experts from three different
top call center companies in the country, call center agents are expected to have the
following competencies: probing and troubleshooting, showing empathy, computer
navigation, typing, comprehension, effective communication skills, active listening;
knowledge retention; attention to detail; organization; calm under pressure; critical
thinking; and teamwork. Aside from these competencies, participants of the study
emphasized the need to build the students’ skills in analysis and problem solving:
“Agents must be quick on their feet. They should have an efficient way of handling
a conversation. It is no longer about applicants having perfect technical
communication skills. The basic need is a good grasp on problem solving.”

The greatest challenge in teaching CCS, according to expert participants, is that

learners have very limited knowledge about a call center agent’s job. A BPO Learning
Director stated:
“How can you activate prior learning that is non-existent?”

He therefore suggested that one approach to make the learning contents easier
for learners to grasp is through simulation. By creating a learning environment that
recreates a call center, students will be able to experience call center production first hand.
Furthermore, the module can include call simulation that uses call center scripts, prompts,
and mock calls. It is also important to make these simulations as specific as possible to
make learning authentic and personal:
“A good module is scenario-based. Give students concrete examples and
situations for each call. Provide a customer profile. For example, the caller is an
85-year old lady who has limited understanding of a computer and you (as the call
center agent) should help her.”

Since the classroom has different learners with individual needs, both teachers
and industry experts agree that the module must be inclusive, despite the high demand of
skill acquisition in the call center. For instance, the use of hifalutin words must be avoided
in the module. For simulation, it is encouraged to use average vocabulary, but with thick
accent, to remain realistic for the students. One of the experts also stressed the
importance of inclusivity, in terms of the difference in the level of communication skills of
learners:
“Create activities that are inclusive and flexible that can accommodate a class
with only 5% English speakers.”

In order to develop students’ skills to the requirements of the call center industry,
the BPO experts suggested the following activities: listening to an excerpt from a book
and the trainees/students will orally paraphrase the plot or meaning of the excerpt;
listening to a movie clip and trying to identify the emotion of the characters; mapping out
the very detailed steps on how they ended up with the decision to go to this school; giving
out detailed instructions; and crafting and asking probing questions. Likewise,
practitioners suggest that the following content be included in the training modules:
Communication or Soft Skill Training; Skill-based Training about Inbound and Outbound
Calls; Practice Typing Skills; Handing Difficult Customers; Driving/Control Your Own Call;
and Assumptive Phrases (Obtaining Yes Answer).

Summary, Conclusion and Recommendations

This research looked into the possible gaps between the status quo of Contact
Center Services courses and the expected learning outcomes as part of Technology and
Livelihood Education. In summary, results show that there are existing gaps between the
CCS Learner’s Materials being used in Grade 8 to 10 classrooms and TESDA Training
Regulations. In terms of learners’ competence, students are competent in both basic and
common competencies, though there are specific units where students are still
developing. However, students are still “developing” their core competencies. In order to
address these gaps, suggestions on the improvement of the modules were made, namely:
the standardization of the learning materials; localization of module contents to available
resources; organization of contents; and inclusion of industry needs and training
techniques. Based on these results, the following implications have been made:

Gaps between the Learner’s Materials and the Training Regulations may cause
incoherence of learners’ acquired knowledge and skills to industry requirements. It is
important to note that CCS Exploratory begins with two common competencies
(Performing computer operation; Applying quality standards) before a basic competency
(Practicing Occupational Health and Safety (OHS) procedures), despite the fact that
common competencies are of higher level than basic competencies, and that the latter
must serve as the foundation to learning both common and core competencies. In
addition, there are Common and Core Competencies in the Training Regulations that were
not included in the Grade 9 and 10 Learner’s Materials. The visible gaps imply that once
a student is assessed for Contact Center Services NCII, he/she may be unable to perform
several competencies which were not included in the Curriculum Guide.
Learners are neither confident nor competent enough for National Certification and
the labor market. More so, they lack confidence in their own knowledge and skills, since
they assessed themselves as “competent” in several basic and common competencies,
but still “developing” in all core competencies. The varied results of the self-assessment
were also reflected during the focus group discussion. Students believed that the CCS
course is helpful since it enhanced their communication skills, needed for employment as
a Customer Service Representative. However, they strongly expressed their lack of
confidence in their learning; that what they learned was shallow and that there was a need
to deepen their understanding of the call center industry through training and experiential
learning:
“We have learned a lot but there is still more to know. It’s similar to fighting in a
war—you have a gun but you don’t how to use it. We have to experience it in order
for us to completely learn.” (“Napakaraming natutunan pero may kulang pa po.
Kumbaga sa giyera, may baril ka na pero hindi mo pa kaya gamitin… Kailangan
namin maranasan para matutunan namin.”)
Learning gaps can be supplemented through enhanced learning materials. Four
themes concerning the improvement of the module have emerged during the study:
standardization of materials; localization of materials to available resources; organization
of contents; and inclusion of industry needs and training techniques. However, the primary
concern was to identify and address the gaps between what is taught in the classroom
and what is expected in the industry. Since the curriculum aims to make learning relevant
to labor market requirements, it was necessary to gather information about the needs of
the BPO industry in terms of skills that a call center agent must possess. All these skills
can be learned gradually, but should be introduced to learners as early as Grade 7 or 8,
which is the Exploratory phase in TLE. However, these skills are not included in the
Learner’s Material used and are only introduced to the learners when they specialize in
CCS as they move to Grade 9, and developed further by Grade 10; thus, the results of the
competency assessment as shown in Table 8, where students are still ‘developing’ skills
in customer service delivery when, in fact, they must have been competent in the skill by
Grade 10.

Based on the implications of the study to the learning and teaching, the following
recommendations are presented:
The study shows that there is a need to provide materials for competencies
expected as a completer of the CCS NCII specialization course. With employability as a
primary concern of technical-vocational education, it is necessary to invest in materials
that will promote learning and acquisition of skills. Therefore, the research encourages
teachers of CCS to develop learning materials, complete with lessons, activities, and
assessments to address both content and performance standards of the CCS curriculum
and TESDA Training Regulations. Teachers may form partnerships with training centers
and call center practitioners to provide realistic instructional materials that are anchored
on industry standards.
Moreover, principals and administrators of schools offering CCS are encouraged
to support teachers in developing the localized and enhanced learning materials, as it will
benefit the students who aim to be call center services providers in the future. Aside from
learning materials, school heads can also provide assistance in teacher training and
procurement of equipment and other resources, which will directly impact the learners’
development and competence in the real world.
 The teaching and learning of technical-vocational courses is a subject of further
research, given the changing demands of the workforce. The same study can also be
adapted for other TLE specialization courses, such as Computer Systems Servicing, to
identify the needs of the learners in terms of industry competence. Finally, researches
involving review and evaluation of the curriculum in Contact Center Services is suggested,
primarily aiming at the coherence of learning to the industry.

Proposed Program Design for Contact Center Services

With the results of the needs assessment as basis for designing Learning
Materials, the proposed Design for Exploratory (Grade 7/8) and Specialization (Grade 9
and Grade 10) are presented below.

Table 9: Proposed Design for Grade 7/Grade 8 Exploratory

Lesson Competency Level
1. Introduction to BPO
2. Workplace Communication
2.1 Communication Pathways Participate in workplace
Basic Competency
2.2 Elements of Communication communication
2.3 Barriers in Communication
3. Working in a Team
3.1 Describe team role and scope
Work in a team
3.2 Identify own role and Basic Competency
environment
responsibility within team
3.3 Work as a team member
4. Professionalism
4.1 Integrate personal objective with
organizational goals Practice career
Basic Competency
4.2 Set and meet work priorities professionalism
4.3 Maintain professional growth and
development
5. Occupational health and safety
5.1 Evaluate hazards and risks Practice occupational
Basic Competency
5.2 Control hazards and risk health and safety
5.3 Maintain OHS awareness
6. Quality Standards
6.1 Assess quality received materials Apply Quality
Common Competency
6.2 Assess own work Standards
6.3 Engage in quality improvement

The proposed Grade 8 Learning Material focuses on Basic Competencies of CCS

NC II, which primarily involves workplace behavior: communication, teamwork,
professionalism, and occupational health and safety. Nonetheless, the proposed LM
begins with an introduction on BPO to provide students a foundation on the difference of
BPO and call centers, as well as to orient them on possible careers they may take when
they specialize in CCS as their TLE.

Table 6: Proposed Design for Grade 9

Lesson Competency Level
 1 Computer Perform Computer Common Competency
1.1 Types of Computer Operations
1.2. Parts of Computer
1.3. Hardware and Software
1.4. Data Security Guidelines
2. Input Data into computer
2.1. Keyboard
2.2. Storage devices
2.3. Relevant types of software
2.4. Encoding data
3 Access into using computer
3.1. Navigation – Mouse and Keyboard
4. Produce output/data using computer
Application in system
4.1. Printing , Scanning
4.2. Types and functions of computer
peripheral devices
5. Use basic functions of browser to locate
Information
5.1. Basic Internet operation
5.2. Different web browser security features
and maintenance
3. Locating information using browser
4. Internet browsing
6. Maintain computer equipment and systems
6.1. Computer equipment basic maintenance
procedures
6.2. Viruses
6.3. OHS
6.4. Calculating computer capacity
6.5. System Software
6.6. Basic file maintenance procedure
6.7. Removing computer viruses
6.8. Making backup files
7. Grammar Communicate effectively Core Competency
8. Writing Skills in English for customer
service

The proposed Grade 9 Learning Material focuses on the technical aspect of the
job description of a call center services provider. As a Common Competency, students
are expected to “Perform Computer Operations” by Grade 9. Students must be able to
know the parts of the computer, including its peripherals, and to perform operations and
internet navigation. However, it is suggested that on the last quarter, students undergo a
transition on the soft skills of a CSR: proper use of English grammar and writing skills.

Table 7: Proposed Design for Grade 10

Lesson Competency Level
1. Oral Skills Communicate effectively Core Competency
2. Listening Skills in English for customer
3. Paralanguage Cues service
 3.1 Voice
3.2 Accent
4. Conversational Cues
5. BPO Industry
5.1 Types of Industry
5.2 Types of Account
6. Answering Calls Perform customer Core Competency
6.1 Phone Etiquette services delivery
6.2 Call Flow process
6.3 Hold Procedure
6.5 Transfer Procedure
6.6 Escalation Procedure
7. Identifying customer needs
7.1 Note-Taking
7.2 Paraphrasing and Summarizing
7.3 Probing
8. Providing information and/or directions
9. Empathizing with customer Demonstrate ability to Core Competency
10. Managing difficult conversations engage customer

To supplement the technical skills learned in Grade 9, the proposed Learning

Material for Grade 10 focuses on the Core Competencies in CCS NCII: Communicate
effectively in English for customer service, Perform customer services delivery process,
and Demonstrate ability to engage customer. Students are expected to apply both
technical and soft skills in Grade 10, hence the sequence of the lessons presented in all
learning materials.

Action Plan
Initiatives to disseminate of the research results and output will include a LAC
session with CCS teachers, in order to orient all teachers on the needs of the learners and
the industry, which should be addressed to make a learner-centered yet industry-
competent CCS classroom.

Action Person/s Responsible Timeline Resources Needed

LAC session with CCS teachers School Head SY 2018-2019 - Results of the study
TLE Department Head
Module Writers/ CCS
Teachers
Designing an outline of School Head SY 2018-2019 - Reference books
proposed enhancements of the TLE Department Head - Call Center Training
curriculum Module Writers/ CCS Manuals
Teachers - Video and internet
sources
Development of modules Module Writers/ CCS SY 2019-2020 - Reference books
Teachers - Call Center Training
Manuals
- Video and internet
sources
Validation of modules Module Writers/ CCS SY 2019-2020 - developed modules
Teachers - validation tool
TLE Department Head
TLE Experts
Industry experts
Implementation of the modules Module Writers/ CCS SY 2019-2020 - developed modules
(Pilot test) Teachers -pre-test and post-test
 Evaluation of modules Module Writers/ CCS SY 2019-2020 - developed modules
Teachers -pre-test and post-test

References

Aclan, E., Barrios, R., Mandar, L., Saban, Ag., Flores, K., Fameronag, J. (2018) Filipino
Call Center Agents’ English Communication Proficiency and How They Developed It.
Journal of Education, Psychology, and Humanities, Volume 1 (1)
Batomalaque, A. (n.d.) Basic Science Development Program of the Philippines for
International Cooperation. University of San Carlos.; Marinas, Bella and Ditapat,
Maria. Philippines: Curriculum and Development. UNESCO International Bureau of
Education Bautista, B. et al.’, (2009). Department of Education: When Reforms Don’t
Transform. Philippine Human Development Report 2008/2009. pp. 65-100.Culatta,
Richard (2013).
K to 12 Contact Center Services Technology and Livelihood Education: Information
and
Communications Technology Learner’s Materials for Grade 9
K to 12 Contact Center Services Technology and Livelihood Education: Information
and Communications Technology Learner’s Materials for Grade 10
K to 12 Information and Communications Technology Contact Center Services
Curriculum Guide
K to 12 Toolkit: Reference Guide for Teacher Educators, School Administrators and
Teachers.
McGriff, S. (2014). Instructional Systems Design. Penn State University College of
Education
Singh, A.K. (2014). Role of Interpersonal Communication in Organizational
Effectiveness. International Journal of Research in Management & Business Studies
Vol. 1 Issue 4
Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for
Education Innovation and Technology (INNOTECH)
Srivastava, S. (2013). A Study of the Impact of Customer Care Services on Customer
Satisfaction of Mobile Phone Subscribers of U.P. (East) Circle (Unpublished thesis).
School of Business Management IFTM University Moradabad (India)

View publication stats