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SUPERVISED WORK-BASED LEARNING
1. Goals/objectives of work based learning
 enhance learning through planned career
experiences in actual work setting
 (trainees) transition from school to work
 Teach the environment of work
 Increase awareness and appreciation of the
relevance of basic, common and core
competencies as they apply for their
qualification/occupation of choice
 Provide opportunities for potential career
placement
 Project a positive image for trainees through
involvement in business industry
2. Components of Training plan (explain)
 Trainees training requirements
 Training activity
 Mode of training
 Staff
 Facilities, tools and equipment
 Venue
 Assessment method
 Date and time
3. Training arrangements before conducting the
work-based training
 MOA
4. Difference between job shadowing and internship
 Job shadowing (hindi gumagawa)
 Internship (hands-on)
5. Analyzing the work performance and learning
achievements of trainees
 Trainees record book
6. Evaluating the effectiveness of the work based
learning against the stated objectives
 Trainees record book
 Evaluation form
WORK-BASED TRAINING
 learning directly related to actual industry
practices (concrete skills)
 exposed in the workplace (MOA)
 training in an actual work set-up
TYPES OF WORK-BASED TRAINING
 JOB SHADOWING
o Observing the workplace, not participating as
productive worker
o Introduction to the world of work
 INTERNSHIP
o School to workplace (hands-on learning)
o (trainees) better sense of their job
o Provides information about all aspects of the
business
 APPRENTICESHIP PROGRAM
o Training and employment program
o Ensure qualified skill worker based on industry
requirements
o 4-6 months
 LEARNERSHIP PROGRAM
o Practical training on-the-job for approved learnable
occupations
o Not exceeding 3 months
o Only TESDA approved
 DUAL TRAINING SYSTEM
o instructional mode of delivery for technology-based
education and training in which learning takes place
alternately in 2 venues
o Training center - company
 SCHOOL-BASED ENTERPRISE
o Business management that produces, and sell
services as part of school program
o Increase skills in problem solving, business
operation, time management and working in teams
o Typically located at school (w/out access to
employers)
OBJECTIVE OF WORK BASED TRAINING
 enhance learning through planned career
experiences in actual work setting
 (trainees) transition from school to work
 Teach the environment of work
 Increase awareness and appreciation of the relevance
of basic, common and core competencies as they
apply for their qualification/occupation of choice
 Provide opportunities for potential career
placement
 Project a positive image for trainees through
involvement in business industry
DUAL TRAINING SYSTEM
 equip trainees with employable skills, knowledge
and attitudes
 R.A. No. 7686

SUPERVISED WORK-BASED LEARNING
 Theoretical and practical training (2 venues)
 40% school – 60% practical training
 Below 75%of the daily minimum wage (allowance)
DUAL TRAINING APPROACH
 Apprenticeship, on-the-job training, supervised
industry training, practicum and internship
TWO TRAINING VENUES
 Learn job skills and good work habits through
practical exercises
 Up-to-date knowledge, skills and attitudes
(highly competitive and wanted in the labor
market)
INDUSTRY LINKAGE
SYSTEMATIC PROCEDURES IN
ESTABLISHING INDUSTRY LINKAGE
1. Search for prospective industry partners
 60-70% of the course component can be
carried out
 Meet standards of organized work-based
training
 Willing to provide guided industry training
2. Send proposal letters(follow-up and visitation)
 Brief info on DT, nature of programs and
advantages to the company
3. Set an appointment for presentation
 Explain the concept and mission of WBT
4. Presentation
5. Conduct site visit for work-based training plan
Training plan aims to synchronize the
curriculum of the school w/ the in-plant training
activities of the trainees
6. Finalize the TP and MOA
7. Present the training plan and MOA for approval
 Clarification or changes in TP and MOA by
both parties w/ signatures
8. Placement of trainees in the industry
 Orientation should be done by trainer/industry
linkage coordinator before industry training
 Orientation on how industry operates, how
training undergo (supervisor in-charge of the
training)
9. Coordination and monitoring
 Conduct regular visits (adjustments on TP
should be noted during monitoring)
10. Work-Based Training Evaluation
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 Attainment of objectives/program
implementation
 Monitoring and evaluation reports
communicated for purposes of improving the
proving the program and the performance of
trainees
1. In choosing industry partner, you choose an industry
which can provide for the training of at least _____
components of the industry training of your quality.
– 60-70%
2. the legal document of the agreement between the
training institution and the industry for purposes of
work-based training is the - memorandum of
agreement
3. performance evaluation of trainees in work-based
training is the responsibility of the – training
supervisor
4. establishing training needs of trainees in work-based
is the responsibility of the – trainer
TRIANEES TRAINING REQUIREMENT
Determine Trainees Current Competency
1. Checking with the trainee
 Interview or written test
2. Research
 Enrollment or pre-application form
 Report, curriculum vitae
 Enterprise training assessment records
 Performance report from supervisor
3. Self-assessment checklist
Determine the Trainees’ Training
requirements
 Kapag nacompare the and required
competencies sa current competencies saka natin
makikita ang training gaps/needs na kailangan
matutunan ni trainee para maging competent sa
isang qualification or trabaho.
NOTE: Training requirement can be validated w/ the
following personnel:
 Trainers/ teacher and accessor
 Team leader/supervisor manager/employer
 Employee representative
 Training providers, human resource departments
TRAINING PLAN
 serve as guide in the industry trainer per
individual

SUPERVISED WORK-BASED LEARNING
 description how a training will be done
 meet training requirements
 (outline) who delivers training, when and where
trainee needs to go to receive training
 Treated as working document
 Flexible to meet industry institution, and trainee
What to include in training plan?
 Competencies to be obtain
 Time frame for achieving the competencies
 Training to be under taken delivery modes
 Who is responsible for the delivery/assessment
 Assessment details and arrangement
 Name of qualification
 Other specific requirements in accordance w/ the
training contract
Steps in Preparing the Training Plan
1. Identify training requirements
o List LO
o List module title/module of instruction
o Determine training duration
2. Sequence training modules (each element is
learned)
3. Identify task to be performed
4. Identify persons involved in the training
5. Facilities/tool/equipment needed
6. Venue of training
7. Schedule of training (date/time)
MONITORING TOOLS FOR WORK-BASED
TRAINING
Training design – gathering data, planning,
implementation, monitoring and evaluation
MONITORING

Routine assessment of ongoing activities
and progress
 Basic management tool in identifying
strengths and weaknesses in a program.
 Make appropriate decisions to improve the
quality of work
 (trainer) primary role is to monitor training.
Ensure that the required competencies are
met and be ready for assessment
 (trainer) prepare materials used to closely
monitor Training Program conducted
MONITORING TOOLS
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1. Training plan
 Industry sup. Should have a copy of the plan
to serve as a reminder of trainee
 Self-paced and individualized (each trainee
may have diff. TP
 WBT should be based on the training needs
of individual trainee
2. Trainees’ Record Book
 Record achievement of competencies (TP
while in the industry)
 Important document that must be kept
(trainee) given to industry trainer when
requested, inspection, entries updated
(regular basis)
 Should contain: activities on TP (signature
of supervisor/ all activities monitored and
recorded
3. Trainees’ Progress Sheet
 Monitor LO accomplished
Steps in Preparing and Accomplishing Trainees’
Progress Monitoring Chart
 From TP (iden. Training activities per UC or
learning module)
 Prepare summary of competencies that the
trainees need to master
 Check development from time to time
 Indicate nominal duration per UC/LO
 Indicate start/ end training date per activity
FEEDBACK
 Trainees must know how well there are doing
because it motivates them. It is also important
for corrective measures
Purpose of feedback
 Basis for maintaining or improving performance
 Provide forum for assessing need and planning
additional activities
Characteristics of an Effective Feedback
1. Relates Performance to standards
Ex. John your session plan did not include LO as
shown here in the standard session plan
2. Relates Performance Through Strategies
Give feedback on how well they apply specific
strategies or steps

SUPERVISED WORK-BASED LEARNING
Ex: john, you set up the table. I see that you
followed the guidelines in setting up the table
3. Indicates Progress
Placing the feedback in the context of previous
expected performance
Ex: Your session plan has improved by showing
logical sequence in your presentation. Now you
need to improve in developing your information
sheet)
4. Indicates Corrective Procedures
Be pragmatic as possible. Give student specific
actions in w/c they can manage to improve
5. Is Given Frequently and Immediately
 Develop activities w/ with opportunities
for feedback
 Go around to monitor work/ comment to
trainees performance
 Provide examples and directions for
self-assessment
 Use ex. Of ongoing trainees work to
show all trainees mistakes and
corrections
 Use techniques during discussion to
monitor the progress of all learners
6. Is Specific and descriptive
7. Focus on Key Errors
Determine most significant error or what
changes will help most
8. Focuses on Effort Attribution
 Important for low performing trainees
 Establish a positive self-efficiency that
communicates an ability to do work
successfully
GUIDELINE IN GIVING CONSTRUCTIVE
FEEDBACK
 Comments are based on observable behavior
 Positive comments first ( give confidence and
gain attention)
 Descriptive language (
 Emphasize the sharing of information
( opportunities for both parties)
 Should not be detailed or broad
 Deal with the behaviors learners can control
 Requires the ability to tolerate the feeling of
discomfort
PRAISE
Motivated to do activities constantly and with quality
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1. Why is it important to give feedback to trainees?
Know if they made a mistake or how well they
learn. Corrective measures/ sense of
achievement
2. What are the different types of feedback?
Constructive feedback and praise
3. Enumerate the 8 characteristics of an effective
feedback?
 Relates performance to standards
 Relates performance to strategies
 Indicates progress
 Indicates corrective procedures/ action
 Given frequently and immediately
 Specific and descriptive
 Focus on key error
 Focus on effort attributions
4. Give one guideline on constructive feedback
Positive comments should be made first in order
to give students confidence and motivation
5. How will you motivate your learner to perform
his activities consistently and with quality?
WORK-BASED TRAINING EVALUATION
TOOLS
 evaluation should be done during and the
completion of the training program
 measures trainees progress and provides
feedback to instructor/trainees
 reward success and identify needed
improvement
TO BE CONSIDERED IN TRAINING
EVALUATION
Review of the training plan
 identify the changed parts during
implementation
 state the reasons
 important for succeeding training sessions
Evaluate Trainees Progress Report
 individual progress sheet
Feedback from Trainees
1. Why is training evaluation important?
Because it serves as input in the delivery of the
training. It also measures the trainee’s progress and
provides performance feedback to the instructor and
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SUPERVISED WORK-BASED LEARNING

the trainer identifies needed improvement in trainees

performance
2. What are the ways in evaluating training?
 Review of the training plan
 Summarize trainees progress report
 Feedback from the trainees
 Self-evaluation
3. How can you encourage feedback from the
trainees?
By preparing questionnaires w/c the trainees answer
at the end of the training session.
4. Why is there a need to summarize trainee’s
progress chart/report?
Could provide data on required time for the trainees
to accomplish each task and identify the areas
where the trainees had most difficulty, thus learning
strategies that can be identified to improve learning
of trainees.