MODULE IN WORKBASED LEARNING WITH EMPHASIS IN TM 1

MODULE 1 : WORK BASED TRAINING

Intended Learning Outcomes: At the end of this chapter, the students are expected to:

1. Define and explain Work-Based Training.

2. Enumerate the objectives of work-based training.
Compare and contrast the types of work-based training.
 Work-based training is one of the best components of Competency-based training. It is a
training approach that aims towards the acquisition of competencies that directly
related to the actual industry practices. Using this mode of training would enhance and
concretize skills that are learned in an in-house training.
Every trainer should be responsible for the on and off the job training of his trainees.
Discussions in this module will develop your skills and competency in planning,
implementing, monitoring and evaluating the work- based learning of your trainees.

Work-based training is one of the best components of Competency-based training. It is a

training approach that aims towards the acquisition of competencies that directly related to the
actual industry practices. Using this mode of training would enhance and concretize skills that are
learned in an in-house training.

Every trainer should be responsible for the on and off the job training of his trainees.
Discussions in this module will develop your skills and competency in planning, implementing,
monitoring and evaluating the work- based learning of your trainees.

This learning outcome requires you to learn how to establish trainee's

training needs and develop a training plan for work-based training. To be able
make a training plan, you must learn how to establish training needs and
consider guidelines of work-based training.
In this lesson, you will learn the objectives of work-based training and the
different types work-based training.
 2.1.1 Work Based Training

Work-Based Training is a training delivery mode by which trainees are exposed in the workplace. Training
shall be done in coordination with Industry/Training Provider thru a Memorandum of Agreement /
Training Agreement by ILDO. It involves a Training Plan agreed and approved by both parties.

A Training Plan shall be provided as a guide in the conduct of training in

the workplace. The paid or unpaid work experience must be monitored by a
qualified trainer/ training coordinator.
Workplace refers to industry and school-based activities e.g. Training
cum Production, and Entrepreneurial Activities like production of pastries.

Types of Work-Based Training

1. Job Shadowing

It is a school-supervised career exploration activity wherein trainees visit worksites and "shadow”
employees as they perform their jobs. Job shadows emphasize observing the workplace, not participating
as a productive worker

Job shadowing allows a student, employee, or intern to gain comprehensive knowledge about
what an employee who holds a particular job does every day.

Job shadowing provides a far richer experience than reading a job description or doing an
informational interview during which an employee describes their work.

Job shadowing allows the observer to see and understand the nuances of a particular job. The job
shadowing employee is able to observe how the employee does the job, the key deliverables expected
from the job, and the employees with whom the job interacts.

They can attend employee meetings, visit customers, attend

conferences or training events, and become completely familiar with the job.

Job shadowing is an essential component of any internship experience;

interns need the opportunity to experience a range of jobs within a company
while they work in their internship. (Having an intern sit at a desk and do the
same tasks for the duration of the internship is indicative of poor planning and
providing a failed intern experience.)

Finally, job shadowing becomes essential when an employee is trained

internally for their next role. For example, the HR manager shadows the HR
director when the director is expecting a promotion to vice president; an HR
assistant shadows the HR generalist when the generalist expects a promotion
to HR manager.

In a manufacturing company, the press operator cannot receive a

promotion to a supervisory role unless he has trained a press operator to
replace him. Training starts with job shadowing so the replacement employee
understands the big picture before working to operate the ten-ton press.

Different types of job shadowing:

1. Observation – “fly on the wall”

As a visitor/guest you will spend the agreed period of time
observing the day to day work of your host. This may involve a
range of activities such as attending meetings, watching interactions
with customers, etc. In fact it should be a typical representation of
what the “host” individual does on a daily basis. This type of
shadowing works best when a visitor/guest is looking to gain a
greater understanding of what the host’s job role actually consists
of. So, for example, if someone is considering a career change but is
not quite sure if they fully understand what is involved in that role
doing some job shadowing will give them the opportunity to explore
this further. The host will provide opportunities for questions and a
de-brief to ensure that both parties benefit from the shadowing.

2. Regular Briefings – “Burst Interactions”

Here a visitor/guest will shadow the host for specific activities over
a period of time which are all preceded by a mini brief and follow up
debrief. This works best when individuals work near to the host and
the host can then advise them of dates and times of specific
activities which are of value in understanding the role of the host.
This type of shadowing provides short periods of focused activity,
rather than passive ongoing observation. However it needs careful
timing and planning if it is not to become disruptive.

3. Hands On – “job sharing”

This is an extension of the observation model, where the
visitor/guest starts to undertake some of the tasks they have
observed. This provides the visitor/guest with hands on experience
of the role whilst having the safety net of being closely supervised
 by the host. This is not always possible and would need to be
discussed on a case by case basis between the host and the
visitor/guest.
2. Internship

Internships help trainees move from school to the workplace by

offering "hands- on” learning, in real work settings, over a relatively long period
of time. They are school- supervised and may be paid or unpaid. The internship
is designed to give trainees a better sense of the jobs within a particular
business or industry; to provide trainees with information about all aspects of
the business; and to aid them in understanding, through experience, how
each part of a company aids another in meeting the goals and objectives of a
business or industry.

3. Apprenticeship Program
It is a training and employment program involving a contract between
an apprentice and an employer on an approved apprenticeable occupation.
Generally, it aims to provide a mechanism that will ensure availability of
qualified skilled workers based on industry requirements. The period of
apprenticeship covers a minimum of four months and a maximum of six
months. Only companies with approved and registered apprenticeship
programs under TESDA can be hired as apprentices.
4. Learnership Program
It is a practical training on-the-job for approved learnable occupations,
for a period not exceeding three months. Only companies with TESDA
approved and registered learnership programs can hire learners.
In South Africa, learnerships are usually managed by SETA or Sector
Education and Training Authorities. The government introduces them to assist
skill learners and to prepare them for the job. The program can seriously
provide a help so candidates can obtain the workplace experience and
necessary skills – leading to better self- employment or employment chances.

Learnership provides you with both theoretical and practical training. In

this way, you gain both knowledge and also a direct working experience at the
same time. Through this comprehensive and integrated learning program, you
can gain a lot. Learnership programs are generally open for young people.
Those who have completed college or school can apply. The program is for
them between 16 and 35 years of age. Unemployed and disabled people are
welcome to join.
About the Learnership

Here are some things that you should know about learnership programs in
general.

 The candidates do not usually pay for participating in the program.

 They can get a minimum allowance that is not necessarily a salary.
Generally, the allowance is to cover meals, travels, and
accommodation. However, not all programs provide such a thing.
Sometimes, the candidates only get enough allowance for meal without
accommodation or travel. It depends on the company’s policy and the
nature of the learnership
 The length of the learnership program depends on the qualification, the
company’s policy, and much more. In some cases, it may last for 6
months while in others; it may last for 24 months.

5. School-Based Enterprise
School-based enterprises (SBEs) typically involve trainees in the
management of a business that produces or sells goods and services as part of
a school program. SBE activities help trainees increase their skills in problem
solving, business operations, time management, and working in teams. The SBE
is typically located at a school and is a popular work-based strategy for school
districts without access to many local employers.
2.1.2 Objectives of Work-Based Training
The objectives of the Work-Based Training are as
 follows:

 To expand and enhance the trainees' learning through planned career

experiences in an actual work setting.
 To help the trainees make the transition from school to work and career.
 To teach the environment of work.
 To increase the trainees' awareness and appreciation of the relevance
of basic, common and core competencies as they apply to their
qualification/ occupational choice.
 To provide the trainees with opportunities for potential career
placement in their occupational choice.
 To project a positive image for trainees through involvement in
business and industry
2.1.3 Definition of Terms:

Career Experience is a planned and progressive educational program by

combining academic studies with on-the-job experience. It
helps the trainees gain the experience needed to obtain the
job of their choice.
(http://www.fms.treas.gov/hrd/students/scep.html)
Career – The general course or progression of one's working life or one's
professional achievements.
Placement - The finding of suitable accommodation or employment for
applicants.

 Please note that in this course/subject, you are the trainer

and this work-based training and its types would help you
achieve the objectives of your training in the future
SELF CHECK 2.1

I. Identification
Instruction: Identify the words or group of words described by the following
statements.

1. A practical training on-the-job for an approved occupation, for a period

not exceeding three months.
2. A training delivery mode for technology-based education and training,
in which learning takes place alternately in two venues: the school or
the training center and the company.
3. A training and placement programs involving a contract between a
 trainee and an employer on the approved occupation. It covers a period
of not less than four months and not more than six months within the
company.
4. The general term for a type training delivery mode by which trainees are
exposed in a work-place.
5. A school supervised career exploration activity wherein trainees visit
worksites and imitate employees as they perform their jobs. It
emphasizes on observing the workplace, not participating as a
productive worker.

II. Enumeration
Instruction.: Give what is asked for in the following
statements.

1. What are the objectives of Work-Based Training?

a.
b.
c.
d.
e.
f.
Module 2 (Prof Ed 324) Name
Activity No. 2.1 Program/Year:_____________Date Submitted:

Instructions: Answer or give what is/are

asked in the following:

1. What is work-based training? What is its relationship with your future

career as a Technical Vocational Teacher?

Criteria:
In 3 sentences only - 5 points
Content - 5 points
Total 10 points

2. Compare and contrast the types of work-based training with the use
of a Venn diagram, shown below. You may choose three (3) among
the six (6) types and must have three (3) descriptions.
A – 3 points
A&B – 3 points

B – 3 points
B&C – 3 points
 C – 3 points
C&A – 3 points

A&B&C

–3
points
Total
– 21
points

 For further understanding of a Venn diagram, you may

watch a video with the link below
https://www.youtube.com/watch?v=CkV_uRErIqk

MODULE 2 : DUAL TRAINING SYSTEM

City of Manila
UNIVERSIDAD DE MANILA

One Mehan Garden, Ermita, Manila 1000

 College of Education
BTVTE

WORK-BASED LEARNING with

EMPHASIS IN TRAINERS’
METHODOLOGY

MODULE 2 WEEK 2

Course Description

Program College of Education-BTVTE

Level/Placement Level 3, 2nd Semester

Course Title Dual Training System

Course Code TVE 322

No. of Units 3 units

Pre-requisite None
Rationale Work-Based Learning is an educational approach or
instructional methodology that uses the workplace or real
work to provide students with the knowledge and skills that
will help them connect school experiences to real-life, work
activities, and future career opportunities. A quality work-
based learning program, when feasible, should be an integral
part of a more comprehensive program that integrates
academic courses and career technical education. Students
benefit from work-based learning that connects to classroom
instruction
Focus The purposes of WBL are to build student awareness of potential
careers, facilitate student exploration of career opportunities,
and begin student preparation for careers.

Outcome This qualification is designed to enhance the knowledge, skills,

positive attitude, and work values of the learner by the
prevailing standards in the Technical and Vocational Education
and Training (TVET) sector. A student’s placement should be
designed to emphasize learning in the workplace. The
experience may provide students with exposure to a wide
range of career areas and worksites to help the student make
informed choices about education,
training options, and career pursuits.
Module Title Dual Training System
Module No. 2

Total Study Hours Lecture 3 hrs.

Module Writer JB Mempin

Module and jenniferbmempin18@gmail.com 09156016049

Learning
Facilitator/Contacts
 Module Introduction The content of this module focuses on the Work-Based
Training and objectives of work-based training. In this module,
you are required to go through a series of learning activities to
complete each learning outcome. In each learning outcome
are Information Sheets, Task Sheets, or Activity Sheets. Follow
and perform the activities on your own. If you have questions,
do not hesitate to ask for assistance from your facilitator.

Module Aims
In this lesson, you will be provided with the relevant policies and guidelines
of Work-based Learning using the dual training system modality.

Module Learning Outcomes

At the end of this module, you must be able to:

1. define a dual training system;

2. enumerate the objectives of the dual training system Act of 1994;
3. appreciate the dual training law.
 MODULE 2: DUAL TRAINING SYSTEM

The Dual Training System in the Philippines is a training modality that is

guided by Republic Act No. 7686. This Act provides legal guidelines in its
implementation. It aims to increase the TVET educational institutions’ responsiveness
to the demands of the industry by combining in-plant training and in-school theoretical
instructions.

INFORMATION SHEET 1.1

DUAL TRAINING SYSTEM

Adaptation from the German model

The model of a Dualized Training System was introduced to the school by the
German Development Service (DED) in April 2003. Some concepts were revised to suit
the culture and educational structure of the country.

In DTS, the school and workplace share the responsibility of providing trainees
with well-coordinated learning experiences and opportunities.

This close cooperation between the school and the company ensures that the
trainees are fully equipped with employable skills, work knowledge, and attitudes at the end
of the training.

The general and occupation-related theoretical instruction provided by the school is

complemented by on-the-job training in the workplace. Trainees under the DTS spend at
least 40 percent of the training/learning time in school and 60 percent for practical training
in the company.

Dual Approach in Training

 It was signed into law on February 25, 1994, which aims to strengthen manpower
education and training in the Philippines by institutionalizing the DTS as an
instructional delivery system of TVET, which combines in-plant training and
 in-school training based on a training plan collaboratively designed and implemented
by an accredited dual system establishment and an educational institution.

Under the system, establishments and educational institutions share the

responsibility of providing the trainee with the best possible job qualifications, the
former essentially through practical training and the latter by securing an adequate
level of specific general occupation-related theoretical instruction. The government
entity responsible for planning, setting of standards, coordination, monitoring, and
allocation of resources in support of the implementation of the system, is the
Technical Education Skills and Development Authority (TESDA).

INFORMATION SHEET 2.1

REPUBLIC ACT NO. 7686

DUAL TRAINING SYSTEM ACT OF 1994

An Act to strengthen manpower education and training in the

Philippines by institutionalizing the dual training system as an instructional
delivery system of technical and vocational education and training, providing
the mechanism, appropriating funds therefore and other purposes.

Objectives (Sec. 3)
a.) encourage increasing utilization of the dual system in technical and
vocational education and training by both public and private schools within the
context of the existing education system.
b.) encourage increasing levels of investment in technical and vocational
education and training by both public and private sectors, especially in the rural
areas;

c.) enhance the employability and productivity of graduates by equipping them

with analytical and creative thinking and problem-solving abilities; manipulative
competencies which meet occupational standards and requirements; values and
 attitudes with emphasis on work ethics, quality orientation, discipline, honesty,
self-reliance, and patriotism; and
d.) strengthen training cooperation between agricultural, industrial, and
business establishments and educational institutions by designing and
implementing relevant training programs in close coordination with concerned
local government units.

Section 14. The signing of a memorandum of agreements by the accredited

dual training system agricultural, industrial, and business establishments,
the accredited dual training system, educational institution/training
center, and the trainee.

Before an individual establishment begins with an accredited

education institution/training center and the trainee or his representative,
the individual establishment shall provide the accredited educational
institution/training center and the trainee with a copy of the signed
agreement.

The memorandum of agreement shall set forth, among others, the

following:

(a) the training plan;

(b) the nature and objective of the training;

(c) the commencement and duration of the training period, including

the total number of in-school and in-plant training hours;

(d) the normal daily training hours;

(e) the trainee's allowance and the rate to be applied, which in no case shall start
below seventy-five (75) percent of the applicable minimum daily wage for days
spent in the establishments;

(f)the rights and obligations of the parties concerned in addition to those

provided in Sections 10, 11, and 12;

(g) the definition of the status of the trainee according to Section 8 of this Act;
 (h) the conditions for the termination of the training
agreement.

(i) the performance, monitoring, and evaluation system; and

(j) such other essential particulars as would mutually benefit all parties
concerned.

Section 9. Incentives for participating establishments.

To encourage agricultural, industrial, and business establishments to

participate in the system, they shall be allowed to deduct from their taxable
income the amount of fifty (50) percent of the system expenses paid to the
accredited dual training system educational institution for the establishment's
trainees: provided that such expenses shall not exceed five (5) percent of their
total direct labor expenses but in no case to exceed twenty-five million pesos
(P25,000,000) a year.

Donations for the operation of the system shall be deductible from the
taxable income of the donors.

The Department of Finance shall issue the necessary rules and regulations
for the purpose of tax incentives provided herein.
 MODULE WORKSHEET # 3

CHECK YOUR UNDERSTANDING

ACTIVITY 1: Reflection Questions

DIRECTIONS: Answer the following questions based on your understanding of the

lessons. Expound your answer properly.

1. As a student, your major is aligned in Technical Vocational how do you think

effective the dual training system is in your course?

2. Explain the elements of a dual training system (DTS)?

 DEEPENING YOUR KNOWLEDGE

Activity 2. Make a comparative analysis of on job training vs. dual

training. Use a graphic organizer to compare the difference between the two be
creative in presenting your output.
 References:

Websites

1. Module Supervised work-based learning, TESDA

2. https://unevoc.unesco.org/fileadmin/user_upload/docs/eforum/Sustainabl
e_DTS_Philippines.pdf
3. https://link.springer.com/chapter/10.1007/978-981-15-7018-6_13

MODULE 3: INDUSTRY LINKAGE

If you have questions, ask your instructor for assistance.

Lesson 3 Industry Linkages

Lesson Overview

This lesson deals with the industry linkages.

Lesson Outcomes

At the end of this lesson, the students are expected to:

1. Discussed the activities needed to establish linkage with the industry for purpose of
work- based training.
2. Explained the responsibilities of trainers in work-based training.

Lesson Introduction

A linkage industry is an industry which is associated or connected to other industries in such a way
that the existence of one is dependent on the other, or it enhances the other's production
process. These industries are also referred to as 'spin-off' and 'screwdriver' industries. https://
www.google.com/search?q=industry+linkage
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 Lesson 3 Industry Linkages

LEARNING OUTCOMES:
At the end of the lesson, you are expected to do the following:
Discussed the activities needed to establish linkage with the industry for
purpose of work-based training.
Explained the responsibilities of trainers in work-based training.

T
EACHING

STRATEG
Y
ACTIVAT
E:
What is industry linkages? What is the purpose of industry linkages?

ACQUIRE:
Work-Based Learning for Skills Development

Combining workplace training with classroom-based learning reduces skills

mismatch by providing students with practical skills and experiences.
One way to produce skilled workers is by training them in the workplace where they get
practical knowledge and skills. Vocational training programs will be more effective if
work-based learning and structured off-the-job learning in a classroom setting are
combined.
What Is Work-Based Learning?
Work-based learning refers to all forms of learning, both initial and continuous, that
take place in a real-world environment. It provides individuals with the skills they need
to successfully find and keep jobs, and to advance their career. It is particularly
successful when it is well integrated into the education and training system and
combines elements of learning in the workplace with classroom-based learning. All
work-based learning setups share two features: a direct relationship between employer
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 and learner, and an element of on-the-job learning.

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 Why Is It Important?
Work-based learning can provide a strong learning environment and ensure that there is
demand for the acquired skills in the labor market. Employers benefit by using it as a
recruitment tool and as a means to benefit from the productive output of learners. The
country benefits from an increase in skilled labor without heavy government
investment, as the cost is usually shared between learners and employers. Learners
benefit not just from industry-relevant training but also from improved job prospects,
social inclusion, and a smoother transition from school to stable employment, which
otherwise can be as long as 5 years.
Although it can be a valuable teaching tool, not all workplace training is useful to
learners. It needs to strike a balance between equipping learners for the immediate job
market and providing them with a rounded educational experience and longer-term job
mobility.
The challenge facing governments across Asia is how to improve work-based learning at
every level, and how to adopt some of the characteristics of structured programs to
enhance informal training. This is particularly urgent as work-based learning is prevalent
in countries with large informal sectors, like in much of Asia. Initiatives to improve
learning while working will have more impact if these extend beyond the relatively small
formal sector and reach out to micro-, small, and medium-sized enterprises, which
dominate the region’s informal sector.
What Are the Three Models of Work-based Learning?

Model 1: Formal
This type of training is highly regulated. In general, a legal framework restricts the
autonomy of employers and defines the content and length of the training program. The
trainings usually focus on medium-sized and large workplaces, with other stakeholders
providing off-the-job training assessment and certification services. Government funding
may be available to offset the costs to the employer. The training program complies
with national standards and includes both core and technical skills. Graduates receive
national, sector-recognized qualifications, which make them highly mobile within the
labor market. This type of work-based learning is excellent, but it is rarely practiced in
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 Asia.

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 Model 2: Structured but not certified
This usually takes place in enterprises that provide in-house training for employees.
Employers operate with a high degree of autonomy but may coordinate with external
agencies for specialist content or to broaden the training into core skills.

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 Model 3: Informal Apprenticeships
This is a setup seen throughout Asia and the most common route for school-leavers to
enter the labor market. This type of work-based learning is usually unregulated and
takes place within micro- and small enterprises. The apprenticeship is financed jointly by
the employer and the learner according to the amount of work the apprentice
undertakes. Because there is no certification, the

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 apprentice usually finds it difficult to find jobs in the formal sector, or progress into
formal, further education. Most likely, after some years of experience, the apprentice
will be self-employed.

What You Need to Do to Engage Employers in Work-Based

Learning Give the private sector access to public sector support

Open up the various components of the formal training system to private providers and
employers. For example, allow workplace trainers to attend government-run, in-service
courses for teachers and assessors.
Create partnerships between government and employer associations to pilot work-
based learning in selected sectors

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Such partnerships can deliver training in priority sectors with little existing training provision, potentially leading to dual certification. Employer associations may help with social
marketing, curriculum development, design of training plans, and trainee mentoring and assessment.
Incorporate work-based learning in infrastructure projects
Develop indigenous workers by making workforce development mandatory in publicly funded projects using structured work-based learning.
APPLY:
Answer the following questions:
1. What is work based learning?
2. What is the purpose of industry linkages?

ASSESS:
Answer the following questions:
1. What is the importance of industry linkages?
2. Explain the model of work-based learning? Resources

Interagency Group on Technical and vocational education and training (IAG-TVET). 2017. Investing in Work-Based Learning(link is external). Geneva.
OECD. 2014. Skills Beyond School: Synthesis Report. OECD Reviews of Vocational Education and Training(link is external). Paris: OECD Publishing.
Business Europe. 2016. The Cost-Effectiveness of Apprenticeship Schemes: Making the Business Case for Apprenticeships(link is external).
European Training Foundation. 2014. Work-based Learning: a Handbook for Policy Makers and Social Partners in ETF P(link is external)artner Countries(link is external).
European Commission. 2015. Guidance Framework—Support for Companies, in Particular SMEs Offering Apprenticeships: Seven Guiding Principles. DG Employment, Social Affairs and
Inclusion.
https://development.asia/explainer/work-based-learning-skills-development
MODULE 4 : TRAINEE’S TRAINING REQUIREMENT

MODULE 5 : TRAINING PLAN

TRAINING PLAN
TM 111 – WORK BASED LEARNING WITH EMPHASIS ON TRAINERS METHODOLOGY
LESSON # 5
List of modules in the series

1. WORK-BASED TRAINING
2. DUAL TRAINING SYSTEM
3. INDUSTRY LINKAGE
4. TRAINEES’ TRAINING REQUIREMENT
5. TRAINING PLAN
6. TRAINING FACILITIES AND MONITORING TOOLS FOR WORK-
BASED LEARNING AND TRAINING
7. FEEDBACK
8. WORK-BASED TRAINING EVALUATION TOOLS
List of lesson contents

1. What to include in the training plan

2. Preparing the training plan

Textbook/Reference

• Trainers Methodology Level I Supervising Work- Based Learning,

revised by Nomer Pascual, Redilyn C. Agub
WHAT TO INCLUDE IN THE

TRAINING PLAN
What is a training plan?

• 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
• 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
Objective

• to define the strategies, tasks, and methods that will be

used to meet the training requirements
A training plan should be…

• treated as a working document

• flexible enough to meet all the need of the industry, your
institution and the trainee
The training plan specifies…

1. the competencies to be obtained

2. the time-frame for achieving the competencies
3. the training to be undertaken
4. the delivery modes to be employed
5. the person/s responsible for the delivery and/or
assessment of each competency
The training plan specifies…

6. assessment details and arrangements

7. the name of the qualification to be issued
8. any other specific requirements to be met in accordance
with the particular training contract in question
PREPARING THE

TRAINING PLAN
 STEPS IN PREPARING THE TRAINING PLAN

1. Identify the trainees' training requirement

• List the competencies or learning outcomes that the
trainees need to learn
• List down the module's title/ module of instruction
• Determine the training duration

2. Sequence the training modules in a logical order so that

each element of the job
 STEPS IN PREPARING THE TRAINING PLAN

3. Identify the training activity or task that the trainee

would perform to learn the training requirement
4. Identify the person who will be involved in the training
(trainer/ supervisor/etc...)
5. Identify the facilities/ tools and equipment needed
6. Identify the venue of the training
7. 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.
PARTS OF A

TRAINING PLAN
 QUALIFICATION

• Barbering NC II • Commercial Cooking NC III

• Barista NC II • Commercial Cooking NC IV
• BARTENDING NC II • Computer Systems Servicing
NC II
• Contact Center Services NC II
• Construction Lift Passenger
• Cookery NC II Material Elevator Operation NC
• Bread and Pastry Production II
NC II • Construction Painting NC II
Trainees’ Training Requirement

• These are the competencies of learning outcomes that

the trainees need to learn based on the results of the
training needs assessment.
Training Activity / Task

• These are the activities/task that the trainees need to

perform to learn the competencies or learning outcome.
(This should be discussed with the industry
trainer/supervisor of the company/actual workplace)
Mode of Training

• This refers to the medium used to deliver the training /

facilitate the learning
Staff

• The personnel involved in the training (trainer/training

coordinator/supervisor/etc.) If possible, the name of the
person should be written.
Facilities / Tools and Equipment

• The Resources that would be needed during the conduct

of the program. You could use the TR/CBC as reference.
Venue

• The place where the training will be conducted. In this

instance, it could be a simulated workplace or the actual
workplace (industry/company)
Assessment Arrangement

• Assessment and judgement on quality of evidence in

order to conclude whether you achieved the learning
objectives or not
Date and Time

• Schedule of the training

 TRAINING PLAN
Qualification:

Trainees’ Facilities / Assessment Date

Training Mode of
Training Tools and Venue Arrangement and
Activity / Task training
Requirement Equipment Time
 End of Lesson #5

Presented by
Joannah Argote, College
Instructor

Thanks!

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