TRAINERS' METHODOLOGY I

TRAINER / FACILITATOR
Arch. Jan Nikolai D. Gongora, rmp

Module: Supervise Work-Based

Learning
 Supervise Work-Based Learning
As per the Trainers Methodology Level 1 (TM-1) Training Regulations (TR), the Core
Competency Supervised Work Based Learning (SWBL) is described as a,

"... unit [that] covers the knowledge, skills and attitude required particularly establishing training
requirements for trainees, monitoring work-based training, and reviewing and evaluating
work-based learning effectiveness to supervise work-based learning process. "

This core competency, have three (3) learning outcomes (LO)s that a candidate needs to have
achieved in order to be considered competent for this core competency. These Learning
outcomes are:
• Establish training requirements for trainees;
• Monitor work-based training; and
• Review and evaluate work-based learning effectiveness.
 Supervise Work-Based Learning
Advance reading the CBLM will now give us the following output requirements that you as a TM-1 Trainee
needs to submit in order to complete the portfolio requirements of this core competency. These
requirements are:

For SWBL-CBLM LO1, There are two required output for this LO, these are: JOB SHEET 4.1-4
DETERMINE TRAINEE'S TRAINING REQUIREMENT; and JOB SHEET 4.1-5 TRAINING PLAN. Worth
noticing is the inclusion of the determination of trainees requirement which has been discussed under
the Plan Training Session (PTS).

For SWBL-CBLM LO2, similarly, there are two outputs for this is LO, these are: JOB SHEET 4.2-2a
Prepare Trainee’s Record Book; and JOB SHEET 4.2-2b Prepare Trainee's Progress Sheet.

Lastly, For SWBL CBLM LO3, there are also two outputs needed for this LO, these are: INFORMATION
SHEET 4.3-1 Work-Based Training Evaluation Tools; and TASK SHEET 4.3-2 Interpret and Analyze
Program Evaluation.
 Supervise Work-Based Learning
Except for the Training Needs Analysis, all the output documents indicated in the CBLM are needed for
your portfolio requirement, Worth noting too is that all documents that you are to include are utilized
documents, meaning, these documents are properly signed, processed and analyzed.

To complete the Institutional Assessment (IA) requirements of this core competency, aside from the above
mentioned portfolio documents, you as the Trainee, will also be required to undergo an essay form of
written examination and an interview from the lead Facilitators.

You are required to pass the Institutional Assessment of this core competency before you can be allowed
to proceed to the next core competency, Utilized Electronics Media (UEM), and only upon by passing
these Institutional Assessment requirement, will you be awarded a certificate of Achievement.
 Industry Based Learning and Training
The past tutorials were more focused on how a Technical Vocational Education and Training, (TVET)
Trainer delivers and manages training. For this TM-1 core competency, Supervised Work Based
Learning, (SWBL) we will now focus more on the importance of having an industry partner in the
delivery of our respective qualification.

The Supervised Work Based Learning - Competency Based Learning Material, (SWBL-CBLM) defines
work-based training as "... a training delivery mode by which trainees are exposed in the workplace." It
is form of training that is done in coordination with an Industry that was made possible through a
partnership.

Considered as one of the best components of Competency Based Training. (CBT) "It is a training approach
that aims towards the acquisition of competencies that [are] directly related to the actual industry
practices." This mode of training enhances and strengthens skills that are first learned in-school by the
trainees.
 Industry Based Learning and Training
Types of Work-based Training/Learning
Job shadowing
"It is a school-supervised career exploration activity
wherein trainees visit work sites and “shadow”
employees as they perform their jobs."
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."
Apprenticeship Program
"It is a training and employment program involving a
contract between an apprentice and an
employer..." on an a given job position.
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. "
Duallized Training System
"It is an instructional mode of delivery for
technology-based education and training in which
learning takes place alternately in two venues:
the school or training center and the company."
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."
 Industry Based Learning and Training
Objectives of Work-Based Training

The SWBL-CBLM also explains the reason why there is a need for an industry partner for the delivery of
CBT with the following objectives:
• 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.
 Establish Industry Linkages
Systematic Procedures in Establishing Industry
Linkage and Training Procedures
1. Search for prospective industry partners
The document suggest that when choosing an
industry, the Trainer needs to ensure that the
"training of about 60-70% of the course
components can be carried out." Aside from this,
it also suggest for an industry "that has the that
has the potential to meet the standards of an
organized work-based training," and is willing "to
provide guided industry training or assign
personnel to coordinate activities."
2.Send a Proposal Letter (follow-up and visitation
The document suggest that when sending an
proposal letter the letter must include a "brief
information on the Dual Training, the nature of
the program and its advantage to the
company/industry." Although, the document
focused on Dual Training, the need to write a
letter and providing an introduction to the type of
training that you had chosen is a must.
3.Set an Appointment for Presentation
When needed and requested by the target
company, the trainer must be ready to make a
presentation in order to explain the reason why
the mode of training was chosen and other
details pertinent to the conduct of Industry Based
Learning.
 Establish Industry Linkages
4. Conduct Site Visit for work-based training plan
"Training plan aims to synchronize the curriculum of
the school with the in-plant training activities of
the trainees." Although, this focused more on the
development of a training plan, there is indeed a
need to visit the site where a trainee will be
deployed to ensure that the Occupational and
Safety Requirements are met during the conduct
of the Industry based training. Worth noting is
the safety requirements that the target company
needs to comply with when a minor is to be
deployed for training.
5. Finalize the Training Plan and Memorandum of
Agreement (MOA) or Memorandum of
Understanding (MOU).
A "MOA/MOU is a legal document which stipulates
the condition and policies governing the work-
based training." It safeguards all parties involved
in the conduct of the training. If the Industry
Training Mode is Dual Training System, (DTS)
"in preparing for the MOA, you may refer to the
Dual Training Act of 1994."
6.Present the Training Plan and MOA/MOU for
approval
After finishing the Training Plan, and the proposed
MOA/MOU, there is a need for the trainer to
present this to the target partner industry, this is
to ensure that " any clarification or changes in
the Training Plan or MOA/MOU must [can] be
agreed upon by both parties affixing their
signatures."
 Establish Industry Linkages
7. Placement of the trainees in the Industry
When both parties have already made an
agreement, the time for the deployment of
trainees to the Industry has come. Prior to this,
an "orientation of the trainees should be done
by the trainer or the institutions industry linkage
coordinator before going to the industry for
training." this orientation should be followed by
an "orientation on how the industry operates and
how [the] training should be undergone
[conducted] in the industry [which] should
likewise be required of [conducted by] the
supervisor in-charge of the training.7.
8.Coordination and Monitoring
After the deployment and during the training, the
conduct of a regular visit to the industry and
monitoring of the activities in work-based training
is performed by the Trainer. This will ensure that
any adjustments that needs to be made on the
training plan is properly noted by both partners
during monitoring.
9. Work-based training Evaluation
"An evaluation of the conduct of the training should
be done both on the attainment of the objectives
of the program and on program implementation.
The proper conduct of an evaluation and
monitoring of these reports can help in the
improvement of the program or subsequent
Industry based program that the Trainer and the
TVET Institution might implement in the near
future.
 Establish Industry Linkages
Important contents of a MOA/MOU
The SWBL-CBLM reminds the Trainer and the
TVET Institution of the importance of clearly
stating the duties and responsibilities of both
parties, the training institution and the industry,
including the personnel involve in the program,
and should be a part of the Memorandum of
Agreement or Understanding, (MOA/MOU) that
both parties will sign, in which a sample of these
was provided for.
Roles/duties of the institution:
• Issue policies favorable to work-based training;
• Give full support and cooperation to work-based
training;
• Designate an industrial coordinator;
• Initiate staff training; development of personnel
involved in work-based training;
• Coordinate with the private sector in order to
make work-based training meaningful and
fruitful;
• Identify the skills actually needed or demanded
by industry and match the skills offered by the
institution;
• Provide comprehensive theoretical training and
simulation for the trainees; and
• Organize industry partners.
 Establish Industry Linkages
Duties/Role of the Industry:
• Provide Job orientation training;
• Provide practical training in areas which have been
determined these are: Activities within the training
duration; and Distribution of trainees in the different
department/division where training is necessary;
• Appoint training coordinator who shall be responsible
for the assignment designation of trainers/supervisors
in their respective areas where the trainees will be
assigned;
• Provide training materials, tool/equipment during the
training;
• Remind supervisor about the work-based training
activities;
• Provide opportunity to learn by doing;
• Provide trainees with professional skills, experience,
techniques and behavior in the real life situations; and
• Organize work-based training station and programs.
Duties/Roles of Industry Supervisor
• Orients the trainees about company rules and
regulations;
• Provides guidance and support;
• Ensures safe training environment and activities for the
trainees;
• Prepares accident report whenever trainees are
involved and submit it to the company;
• Endorses the trainees to proper training area;
• Monitors Trainees Record Book;
• Monitors the performance of the trainees, make
recommendations concerning discipline;
• Issues certificate of completion to student who
successfully finish their training; and
• Accomplish Performance Evaluation Report.
 Establish Industry Linkages
A sample MOA / MOU can be found in pages 25 to
Duties/Roles of Trainees 29 in the SWBL-CBLM that you can refer to
• Be physically fit for the work-based training; when writing your own MOA / MOU.
• Possesses the ability to comprehend and follow oral
and written
• instructions;
• Exhibit proper discipline at all times;
• Exhibit proper work habits and attitudes acceptable to
the company;
• Follow company rules and regulations;
• Use only facilities allowed by the company to the
trainees;
• Be prompt and regular in attendance;
• Be alert in following directions;
• Cooperate with other trainees and industry supervisor;
• Accomplish required forms;
• Allow no instance for company to doubt honesty in
workplace and company
 Design and Development of a Training
Plan
Determining your Trainees Training Requirements

The SWBL-CBLM explains that, "Every training should be based on what was already learned and what is
needed to be learned or enhanced. Whether your work-based training is in conjunction with an in-house
training or a work-based training after an in-house training, you need to assess the training needs of
each of your trainees so that you will be able to plan the appropriate activities that will enhance their
competencies. "

"Activities that will improve the skills rather than repeating what is already learned should be the emphasis
of a work- based training."

Although the SWBL-CBLM explicitly requires that the Trainees Training be determined, this topic will no
longer be covered here, since the TNA method and procedures were already covered under the Plan
Training Session.
 Design and Development of a Training
Plan
Developing your Training Plan

The SWBL-CBLM states that,

"Before deploying your trainees to their industry training, a thorough planning based on their training is very
important. This plan shall serve as an agreement between the industry and your training institution. This
will serve as a guide in the implementation of the industry training of the individual trainee."

and defines training plan as,

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

with the following objectives,

 Design and Development of a Training
Plan
"The objective of the Training Plan is to define the strategies, tasks, and methods that will be used to meet
the training requirements."

and suggested contents,

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

and lastly, a follow up recommendation.

"Note that it should be treated as a working document. It should be flexible enough to meet all the need of
the industry, your institution and the trainee. Remember that you can talk about this at any stage during
the training."
 Design and Development of a Training
Plan
Contents of a Training Plan

• the time-frame for achieving the competencies;

• the training to be undertaken;
• the delivery modes to be employed;
• who is responsible for the delivery and/or assessment of each competency;
• assessment details and arrangements;
• the name of the qualification to be issued; and
• any other specific requirements to be met in accordance with
• the particular training contract in question.
 Design and Development of a Training
Plan
Preparing the Training Plan

• Identify the trainees’ training requirement [using the TNA method]

• Determine the training duration
• Sequence the training modules in a logical order so that each element of the job is learned.
• Identify the training activity or task that the trainee would perform to learn the training requirement
• Identify the person who (trainer/supervisor/etc...) will be involved in the training
• Identify the facilities/tools and equipment needed
• Identify the venue of the training
• Schedule the training (date and time)
 Design and Development of a Training
Plan

Figure 1 and 2 are sample Training plans that I made based from the SWBL-CBLM. Similar to the other
templates it was made self explanatory so that you can easily follow its contents. You can download the
template by clicking below.
 Industry Training Monitoring Tools
The Supervised Work Based Learning - Competency Based Learning Material (SWBL-CBLM)
defines monitoring as "... the routine assessment of ongoing activities and progress. It is the
systematic and continuous assessment of the progress of a piece of work over time. It is a
basic and universal management tool for identifying strengths and weaknesses in a program.
Its purpose is to help all the people involved make appropriate and timely decisions that will
improve the quality of the work."

It further emphasizes that " It is the primary role of the trainer to monitor the training. This is to
ensure that trainees would attain the required competency at the end of the training program
for them to be ready for the assessment."

With these, there is indeed a need of having the necessary tools to ensure that proper
monitoring of our trainees undergoing Industry training is properly monitored and training is
adjusted as needed as different situations may arise during the training it self.
 Industry Training Monitoring Tools
Monitoring Tools

The SWBL-CBLM suggest that aside from the training plan that can also serve as a form of
monitoring tool, there are two more tolls that a certified Technical Vocational Education and
Training (TVET) Trainer can utilized to monitor the Industry based training that his/her trainee
is undergoing, these are the:
Trainees Record Book (TRB); and
Trainees Progress Sheet (TPS).
 Industry Training Monitoring Tools
Trainees Record Book (TRB)

The SWBL-CBLM explains that the TRB is the record "that must be kept by the trainee
throughout the training and given to the trainer/industry trainer or supervisor, when requested,
for inspection and to have entries updated, on a regular basis."

Further it states that "this is a record of all training activities undergone by the individual
trainee based on the training plan. The TRB should contain the activities in the Training Plan.
Each trainee should keep his own TRB and lets the supervisor affix his signature everyday so
that all activities are monitored by the supervisor and are recorded in the TRB."
 Industry Training Monitoring Tools
Aside from the above mentioned uses, the SWBL-CBLM also states the other possible usage
of the the TRB, and these are to:

• Show to employers the training you have completed;

• Gain credits or exemptions in other training courses;
• Serves as reference in preparing for future job applications;
• Determine your competency level thereby supporting eligibility for wage progression;
• Confirm completion of the training program and your eligibility for the issuance of training
certificate; and
• Assess your skill levels should competency be the subject of dispute between you and
your employee.
 Industry Training Monitoring Tools
Although the TRB as presented here is considered to be an example of a possible industry
training monitoring tool, it is a required document for your portfolio when you are to undergo
the TM National Assessment.

Because of this you as a current TM Trainee is therefore required to develop one that you can
utilized in the future, with this in mind, the SWBL-CBLM suggest that "In preparing the TRB, it
may be more difficult to be preparing different TRB per trainee. It is therefore recommended
that you prepare one TRB for your qualification then copy the activities required of individual
trainees from the training plan of each trainee."
 Industry Training Monitoring Tools
Trainees Progress Sheet (TPS)

Another monitoring document that a Trainer can utilized when it comes to Industry Based
Training is the TPS.

The SWBL-CBLM explains that the TPS is used for the monitoring "of individuals
accomplishments as per training plan. This is accomplished by the training supervisor and is
monitored by the trainer or the industry coordinator of the training institution. Data on the
progress sheet should summarize the data in the
Trainees Record Book."

The TRB is owned by the trainee, it contains all the activities and competencies that the
trainee were able to achieve during the industry training, the TPS, however, is the record that
the trainer keeps that the trainer can eventually use as part of the pieces of evidence needed
in determining if the required competency of the given qualification has been achieved.
 Addressing Difficult Situations
As a trainer or an industry coordinator, there will be times when you will have to attend to
matters involving the trainees and your industry counterparts. For this reason, aside from the
work-based training plan, you should also prepare a set of contingencies to address
anticipated problems when they arise.
This lesson presents the regulations you can use as a reference when addressing difficult
situations as well as some useful tips for handling conflicts.
 Addressing Difficult Situations
As a trainer or an industry coordinator, there will be times when you will have to attend to
matters involving the trainees and your industry counterparts. For this reason, aside from the
work-based training plan, you should also prepare a set of contingencies to address
anticipated problems when they arise.
This lesson presents the regulations you can use as a reference when addressing difficult
situations as well as some useful tips for handling conflicts.