MELJUN CORTES TESDA TR TM1 Trainers Methodology Level I (Training Regulations)

8/17/2019 MELJUN CORTES TESDA TR TM1 Trainers Methodology Level I (Training Regulations)

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RAINING

REGULA IONS

TECHNICAL EDUCATION AND SKILLS DEVELOPMENTAUTHORITY

TRAINERS METHODOLOGY(TM) LEVEL I

(Trainer/Assessor)

MFI (Meralco Foundaton In!ttute" # L$ertad# Pa!a% Ct%Fro& A'rl # )*+, to Ma% )-# )*+, ......+/ da%! 0 ) da%!A!!e!!&entSc1olar n2 3a%an # Vouc1er 4 +/#*** 'e!o!

6



MELJUN P. CORTES

Technical Education and Skills Development Act of 1994

(Republic Act No. 9!"

Section 22, “Establishment and Administration of the NationalTrade Skills Standards” of the RA 7796 known as the TESA Actmandates TESA to establish national occ!"ational skillstandards# The A!thorit$ shall de%elo" and im"lement acertification and accreditation "ro&ram in which "ri%ate ind!str$&ro!" and trade associations are accredited to cond!ct a""ro%edtrade tests, and the local &o%ernment !nits to "romote s!ch tradetestin& acti%ities in their res"ecti%e areas in accordance with the&!idelines to be set b$ the A!thorit$#

MELJUN P. CORTES

MFI (Meralco Foundaton In!ttute" #L$ertad# Pa!a% Ct%8ro& A'rl # )*+, to Ma% )-# )*+, ......+/ da%! 0 ) da%! A!!e!!&entSc1olar n2 3a%an # Vouc1er 4 +/#***'e!o!

Lecturer5 Ma6a& Se7lla



MELJUN P. CORTES

The Training Regulations (TR) serve as basis for the:

1. Competency assessment and certification;. Registration and delivery of training programs; and!. "evelopment of curriculum and assessment instruments.

#ach TR has four sections:

$ection 1 "efinition of %ualification & refers to the group of competenciesthat describes the different functions of the 'ualification.

$ection Competency $tandards & gives the specifications of competencies re'uired for effective or performance.

$ection ! Training $tandards & contains information and re'uirements indesigning training program for certain %ualification. *t includescurriculum design+ training delivery; trainee entry re'uirements;tools e'uipment and materials; training facilities; trainer,s'ualification and institutional assessment.

$ection - ational /ssessment and Certification /rrangement & describesthe policies governing assessment and certification procedure.

MELJUN P. CORTES

MFI (Meralco Foundaton In!ttute "#L$ertad# Pa!a% Ct%8ro& A'rl # )*+, to Ma% )-# )*+, ......+/ da%! 0 ) da%! A!!e!!&entSc1olar n2 3a%an # Vouc1er 4 +/#*** 'e!o!Lecturer5 Ma6a& Se7lla



MELJUN P. CORTES

TABLE OF CONTENTS

T'ET SE(T)R

TRAINERS METHODOLO9Y (TM" LEVEL I

age o.

SE(T*)N + TRA*NERS ET-)).)/0 1T .E'E. * +

SE(T*)N 2 ()3ETEN(0 STANARS

• 4asic (om"etecies 252

• (ore (om"etencies 57+

SE(T*)N TRA*N*N/ STANARS

#+ (!rric!l!m esi&n

• 4asic (om"etencies 72578

• (ore (om"etencies 7576

#2 Trainin& eli%er$ 77# Trainee Entr$ Re!irements 7:#8 .ist of Tools, E!i"ment and aterials 7:# Trainin& ;acilities 79#6 Trainers< =!alifications 79#7 *nstit!tional Assessment 79

SE(T*)N 8 NAT*)NA. ASSESSENT AN(ERT*;*(AT*)N ARRAN/EENTS :>

()3ETEN(0 A3 :+

E;*N*T*)N ); TERS :2

MELJUN P. CORTES

MFI (Meralco Foundaton In!ttute" #L$ertad# Pa!a% Ct%8ro& A'rl # )*+, to Ma% )-# )*+, ......+/ da%! 0 ) da%! A!!e!!&entSc1olar n2 3a%an # Vouc1er 4 +/#*** 'e!o!Lecturer5 Ma6a& Se7lla



TRA*N*N/ RE/?.AT*)NS ;)R

TRA*NERS ET-)).)/0 .E'E. *

$#CT* 1 TRA*NERS ET-)).)/0 1T .E'E. *

The TRA*NERS ET-)).)/0 .E'E. * consists of competencies a T2#T trainer

performing functions of trainer and assessor must achieve. / T2#T trainer is a person hoenables a learner or a group of learners to develop competencies to perform a particular trade or technical or.

The 3nits of Competency comprising this 'ualification include the folloing:

(ode No# 4AS*( ()3ETEN(*ES

400!11105 6ead orplace Communication400!101 /pply math and science principles in technical training

400!10 /pply environmental principles and advocate conservation400!10! 3tili7e *T applications in technical training400!11110 6ead small teams400!10- /pply or ethics+ values and 'uality principles400!104 8or effectively in vocational education and training400!109 oster and promote a learning culture400!10 #nsure healthy and safe learning environment400!10< =aintain and enhance professional practice400!105 "evelop and promote appreciation for cost&benefits of technical

training400!110 "evelop and promote global understanding of labor marets

(ode No# ()RE ()3ETEN(*ES

T2T!!01 lan training sessions

T2T!!0 acilitate learning sessions

T2T!!0! $upervise 8or&based learning

T2T!!0- Conduct competency assessment

T2T!!04 =aintain training facilities

T2T!!09 3tili7e electronic media in facilitating training

/ person ho has achieved this %ualification is competent to be:

& T2#T Trainer>Technical Trainer & Training acilitator>Coordinator & Competency /ssessor

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SE(T*)N 2 ()3ETEN(0 STANARS

This section gives the details of the contents of the core units of competency re'uired for TR/*#R$ =#T?"6@A (T=) 6#2#6 *. These units of competency are categori7ed intobasic and core competencies.

4AS*( ()3ETEN(*ES

?N*T ); ()3ETEN(0 @ .EA )RB3.A(E ()?N*(AT*)N

?N*T ()E @ >>+++>9

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitudes re'uired tolead in the dissemination and discussion of ideas+ informationand issues in the orplace.

ConteBt of this unit : This unit is adopted from the basic competencies for ational Certificate

6evel ***. *n the conteBt of the Trainers =ethodology (T=)+ the termworkplace” in this unit ould be understood to mean “training/learning environment.”

E.EENT3ER;)RAN(E (R*TER*A

Italicized terms are elaborated in the Range of 2ariables

1. Communicateinformation aboutorplace processes

1.1 /ppropriate communication method is selected1. =ultiple operations involving several topics areas are

communicated accordingly1.! %uestions are used to gain eBtra information1.- Correct sources of information are identified

1.4 *nformation is selected and organi7ed correctly1.9 2erbal and ritten reporting is undertaen hen re'uired1. Communication sills are maintained in all situations

. 6ead orplacediscussions

.1 Response to orplace issues are sought. Response to orplace issues are provided immediately.! Constructive contributions are made to orplace

discussions on such issues as production+ 'uality and safety.- @oals>obDectives and action plan undertaen in the

orplace are communicated

!. *dentify andcommunicate issuesarising in the orplace

!.1 *ssues and problems are identified as they arise!. *nformation regarding problems and issues are organi7ed

coherently to ensure clear and effective communication!.! "ialogue is initiated ith appropriate personnel!.- Communication problems and issues are raised as they arise

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RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. =ethods ofcommunication

1.1 on&verbal gestures1. 2erbal1.! ace to face1.- To&ay radio1.4 $peaing to groups1.9 3sing telephone1. 8ritten1.< *nternet

E'*EN(E /?*E

1. Critical aspects ofCompetency /ssessment re'uires evidence that the candidate:1.1 "ealt ith a range of communication>information at one time1. =ade constructive contributions in orplace issues1.! $ought orplace issues effectively1.- Responded to orplace issues promptly1.4 resented information clearly and effectively ritten form1.9 3sed appropriate sources of information1. /sed appropriate 'uestions1.< rovided accurate information

. 3nderpinning

noledge

.1 rgani7ation re'uirements for ritten and electronic

communication methods. #ffective verbal communication methods

!. 3nderpinning $ills !.1 rgani7e information!. 3nderstand and convey intended meaning!.! articipate in variety of orplace discussions!.- Comply ith organi7ation re'uirements for the use of ritten

and electronic communication methods

-. Resource *mplications The folloing resources =3$T be provided:-.1 2ariety of *nformation

-. Communication tools-.! $imulated orplace

4. =ethod of /ssessment Competency may be assessed through:4.1 "irect bservation4. *ntervie

9. ConteBt for /ssessment

Competency may be assessed in the orplace or in simulatedorplace environment

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?N*T T*T.E @ A33.0 AT- AN S(*EN(E 3R*N(*3.ES *N TE(-N*(A.TRA*N*N/

?N*T ()E @ >>22+>+

?N*T ES(R*3T)R @ This unit covers the outcomes re'uired to integrate math andscience concepts in the content and delivery of technical trainingprograms and to motivate trainees in learning and applying suchconcepts in the orplace.



1. *dentify math andscience manifestationsin the course contentand the orplace

1.1 Course content and learning outcomes are revieed andstudied for math and science content

1. $ituations in the orplace and in everyday life are related tothe course or program are identified for inclusion or mentionin the training

1.! Training aids+ lesson plans or session notes are prepared+adopted or customi7ed incorporating or highlightingapplications of math and science principles

. Relate math andscience concepts tocommon andorplace situations

.1 ractical applications of math and science related to thedesired learning outcomes are incorporated+ eBplained andstressed during the training

. Trainees are aided and encouraged to identify and applymath and science concepts in their or and everyday life

.! Class eBamples>cases+ eBercises+ and assignments aregiven for trainees to eBplore and reflect on theapplications>manifestations of math and science along thecourse content

!. /ssess trainees,internali7ation of mathand science concepts

!.1 Trainees, retention of basic math and science concepts arerevieed to identify areas needing further intervention

!. Trainees, appreciation of math and science principles alongthe trade area or subDect matter is determined usingapplicable assessment methodology

!.! $imple mathematical and scientific models/representationsare discussed to aid in the understanding and application ofprinciples and theories using language+ style and format thatare readily understood

!.- oorly&understood areas of math and science relevant to thecourse are given eBtra attention and eBplained in user&friendly terms in accordance ith trainees, interests andlearning styles

-. *ntroduce furtherenhancements

-.1 ersonal noledge+ eBperiences and observations of selfand others in the area f math and science applications arecited and incorporated in the lessons and lecture&discussions

-. Results of application of math and science concepts areevaluated and documented for replication and enhancement

-.! 6ogical+ systematic and scientific thining and methods areintroduced and developed for trainees to assimilate andapply in their on or and study

-.- Contetual and eperiential learning methods are utili7edto aid in appreciation of math and science concepts.

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RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E1. Training aids =ay include E

1.1 Curriculum>modules1. 6earning materials>activities

1..1 $elf&paced materials1.. Fob sheets

1..! Related theory1.! /udio&visual aids

1.!.1 Charts1.!. @raphs1.!. "iagrams

1.- *nteractive video1.4 Computer&based training materials

. /ssessmentmethodology

=ay include E.1 roDects. Case problems.! 8ritten tests.- ral 'uestioning

.4 *ntervies!. =odels>representations

=ay include E!.1 $imple 'uantitative models

!.1.1 mathematical formulas using elementary algebra!.1. constants and variables!.1.! functions and relations

!. Gasic las and principles!..1 hm,s la!.. eton,s las of motion!..! Goyle,s la

!.! @raphs and diagrams!.!.1 Charts and flocharts!.!. Characteristic curves!.!.! Refrigeration cycle!.!.- $chematic>bloc diagrams!.!.4 ree&body diagrams

-. 6earning styles =ay include E-.1 Holb&model styles

-.1.1 Converger -.1. "iverger -.1.! /ssimilator -.1.- /ccommodator

-. ?oney&=umford model styles-..1 /ctivist-.. Reflector

-..! Theorist-..- ragmatist

-.! leming&model styles-.!.1 2isual learners-.!. /uditory learners-.!.! Reading>riting&preference learners-.!.- Hinesthetic>tactile learners

4. ConteBtual andeBperiential learningmethods

=ay include E4.1 Case studies and problems4. roDect&based instruction4.! ield trips4.- Company visits

4.4 *ntervies4.9 *nstitutional attachments>immersion




'AR*A4.E RAN/E4. Community service




E'*EN(E /?*E

1. Critical aspects ofcompetency

/ssessment re'uires evidence that the candidate E1.1 "emonstrated understanding of basic math and science

concepts relevant to the competency or 'ualification1. "emonstrated ability to apply math and science principles to

the competency or tass being performed

1.! "emonstrated ability to integrate and conteBtuali7e math andscience concepts in the design and delivery of technicaltraining

. 3nderpinningnoledge andattitudes

.1 Gasic arithmetic E the four fundamental operations. #lementary algebra.! Gasic science

.!.1 @eneral science.!. atural sciences.!.! hysical and biological sciences.!.- $ocial sciences

.- Gasic training methodology.4 ositive or values (patience+ perseverance+ empathy+

professionalism+ concern for safety and 'uality)

!. 3nderpinning sills !.1 Communication sills!. Training development and management sills!.! bserving safety and health re'uirements in the classroom+

laboratory and orshop!.- *nstructional sills

-. Resource implications The folloing resources must be provided E

-.1 /ccess to math and science lab or similar orshop-. /ccess to real or simulated or area-.! Case problems in math and science applications

4. =ethod of /ssessment Competency may be assessed through E4.1 bservation or demonstration ith oral 'uestioning4. 8ritten eBam4.! Case problems4.- *ntervie4.4 ortfolio4.9 Third&party report

9. ConteBt of assessment Competency may be assessed on the Dob or in a simulated orenvironment

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?N*T ); ()3ETEN(0 @ A33.0 EN'*R)NENTA. 3R*N(*3.ES AN A')(ATE()NSER'AT*)N

?N*T ()E @ >>22+>2

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitudes re'uired toapply>adopt environmental principles and advocate conservation

in diverse technical&vocational training environments+ includingobserving and contributing to positive environment orpractices. This covers the folloing: environmental orpractices+ contributing to improvements of environmentalpractices+ and reporting potential environmental threats.

#6#=#T#RR=/C# CR*T#R*/


1. ollo environmentalorplace practices

1.1 !or"place practices and #or" instructions relating topotential environmental impacts are recogni7ed and folloed+and clarification is sought here necessary.

1. Relevant legislation$ codes and national standards thatimpact on orplace environmental practices are recogni7edand folloed.

1.! Changes to or practices and procedures are responded topositively and promptly in accordance ith organi7ationalre'uirements.

1.- *ndividual roles>responsibilities are determined and performedbased on the program> activities identified

. Contribute to improve

environmental orpractices

.1 Suggestions are made to designated personnel for

improvements to orplace practices here possible.. *nformation is gathered and improvements are suggested tosupport the development of improved #or"placeapproaches to en%ironmental practices.

.! En%ironmental issues and their relationship to orplacepractices are discussed in the orplace ith colleagues anddesignated personnel.

.- Contributions to the revie of en%ironmental practices and policies are made ithin limits of responsibility

3. Recogni7e and report

potential environmentalthreats

!.1 Signs or symptoms of the potential en%ironmental threat

are recogni7ed.!. *nformation about or observations of a potential environmental

threat are reported to supervisors and>or appropriateauthorities.

!.! 6ocation and eBtent of the potential environmental threat isaccurately recorded .

!.- Reports on the potential environmental threat are completedaccording to organi7ational guidelines.




RAN/E ); 'AR*A4.ES

'AR*A4.E R A N / E

1. 8orplace practices andor instructions

=ay include but are not limited to procedures or or instructions for:1.1 #nvironmental l ha7ard identification and ris analysis1. /voiding or minimi7ing environmental riss+

1.! *mproving environmental performance+1.- 8aste minimi7ation and segregation+1.4 #nvironmental monitoring+1.9 $igns and labels (e.g.+ chemical labels)+1. #mergency procedures+1.< ?a7ard and incident recording and reporting procedures1.5 #nvironmental data recording and reporting procedures here

applicable.1.10 2erbal instructions from persons ith responsibility related to

environmental or practices.

2. 6egislation+ codes and

national standards

=ay include:

.1 hilippine Clean&/ir /ct of 1555 (R/ <-5). hilippine Clean&8ater /ct of 00- (R/ 54).! #cological $olid 8aste =anagement /ct of 000 (R/ 500!).- =ontreal rotocol.4 Hyoto rotocol.9 #nvironmental /areness and #ducation /ct of 00< (R/ 541). hilippine Climate&Change /ct of 005 (R/ 55).< Codes of ractice relating to environment&critical Dobs

!. $uggestions =ay include but are not limited to the ideas to:!.1 =inimi7e ha7ards and riss+!. Reduce and dispose of aste+!.! #fficient use energy

!.- Conserve ater!.4 Reduce air and noise pollution!.9 =ae more efficient use of resources and improve

environmental performance+!. Reduce soil disturbance and improve habitat resources.

4. "esignated personnel =ay include but are not limited to:-.1 /dministrators> =anagers+-. $upervisors-.! eople ho are responsible for or area or ho may be

assigned to act as a mentor>trainer to a person

5. 8orplace approaches toenvironmental practices.

=ay include but are not limited to:4.1 reventing and minimi7ing the production of pollution (e.g.+

discharges to air+ land and ater+ ha7ardous aste+4. Reducing Iburning offI+4.! Composting +4.- Recycling materials+4.4 Conservation practices)+ and4.9 *mproving orplace maintenance practices (e.g.+ using a broom

instead of a hose+ using environment&friendly cleaning agents)




'AR*A4.E R A N / E

9. #nvironmental issues =ay include:9.1 $ustainability+9. Reduction and disposal of aste+9.! 8ater 'uality+9.- #nergy efficiency+9.4 Giodiversity and habitat protection+

9.9 Conservation of natural resources+9. /ir 'uality+9.< 6and contamination+9.5 oise+9.10 $oil and salinity management9.11 ire management.

. #nvironmental practicesand policies

=ay include:.1 8aste minimi7ation and management+. $ustainability +.! 6ocal+ regional+ state and national strategies on eed and pest

management+

.- rotection of land and habitat and conservation of resources+.4 #nergy use+.9 @reenhouse gas emissions+. 3se of chemicals and plant and e'uipment.

<. $igns or symptoms =ay include but are not limited to:<.1 bservation of the presence of eeds+<. est animals or chemicals;<.! "amage caused to plants+ animals or the environment+<.- Changes in plant (e.g.+ diebac of trees) and animal health+<.4 #rosion of soils+<.9 $oils in ater suspension+<. resence of salt.

5. otential environmentalthreat

=ay include but are not limited to:5.1 This includes spills + leas+ pollution +planned and unplanned

emissions+ soil compaction+ disturbance and erosion+5. /ccidents and disposal of aste+ and damage or disruption to

ecosystems resulting from or practices.5.! /lso includes plants+ animals or diseases that are classified as

an environmental threat or problem in an area+5.- 3nauthori7ed changes in land use5.4 ire riss and threats+ and inappropriate human interaction on

the environment.5.9 This may include damage to habitat resources+ disruption of

animal behavior and territorial use+ illegal vegetationclearance+ seed collection+ fireood gathering+ nestdisturbance and egg collecting.

10.Reported *ncludes ho the reports are made:10.1 2erbally (face&to&face or through communication e'uipment)10. *n riting (memo+ notes+ faBes+ email or electronic messages).

11.Recorded 11.1 #nvironmental data+11. =aintenance and inspection reports+11.! *ncident or accident reports+11.- Complaints from the public.




E'*EN(E /?*E

1. Critical aspects ofCompetency

/ssessment re'uires evidence that the candidate:1.1"emonstrated noledge of orplace practices and or

instructions.1."escribed relevant legislations+ codes and national standard

environmental practices according to the differentenvironmental issues>concerns.

1.!olloed environmental orplace practices1.-Contributed to improve environmental or practices1.4Recogni7ed and reported on a potential environmental threat1.9=aintained environmental records

. 3nderpinning Hnoledge .1 Relevant legislation from all levels of government onenvironmental issues

. Relevant environmental policies and orplace>industrypractices and procedures

.! @ood practice approaches relevant to or area particularly in

regard to minimi7ing environment ha7ards and riss+ andimproving environmental performance.- #nvironmental issues+ especially in regard to ater

catchments+ air+ noise+ ecosystems+ habitat+ efficient use ofresources+ sustainability and aste minimi7ation

.4 otential environmental threats and problems relevant to agiven region and occupation

.9 @eneral or place practices and their potential impact on theenvironment.

!. 3nderpinning $ills !.1 erforming research and analysis

!. Reading > interpreting data and information!.! roblem solving!.- Communicate ith supervisors and orplace colleagues!.4 Recogni7e basic environmental ha7ards and threats!.9 ollo orplace directions and instructions!. Heep simple records.

-. Resource *mplications The folloing resources ?ST be provided:-.1 8orplace>/ssessment location-. 6egislation+ policies+ procedures+ protocols and local

ordinances relating to environmental protection4.3 Case studies>scenarios relating to environmental protection

4. =ethods of /ssessment Competency may be assessed through:4.1 8ritten> ral #Bamination4. *ntervie>Third arty Reports4.! ortfolio (citations>aards from @s and @s+ certificate of

training E local and abroad)4.- $imulations

9. ConteBt for /ssessment Competency may be assessed in actual orplace or at the

designated T#$"/ center.




?N*T ); ()3ETEN(0 @ ?T*.*CE *T A33.*(AT*)NS *N TE(-N*(A. TRA*N*N/

?N*T ()E @ >>22+>

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitude re'uired toutili7e *T applications in training. $pecifically it covers setting&upof or environment+ utili7ation of ord processing+

spreadsheet+ presentation applications and utili7ation of internetand to communicate and collect information.

E.EENTS3ER;)RAN(E (R*TER*A


1. $et&up orenvironment

1.1 !or" &older is con&igured in accordance ith enterprise *Tutili7ation guidelines.

1. 'es"top and shortcuts settings are con&igured in&lineith personal preference.

1.! Connectivity to printer are checed and tested in accordanceith e'uipment user guide.

. 3tili7e ord processingapplication

.1 'ocument layout and &ormatting are applied in line ithdocument formatting re'uirements.

. Application &eatures are utili7ed to enhance productivity inline ith application guide> help instructions

.! rinting of documents is performed in line ith enterprise *Tutili7ation guidelines

!. 3tili7e presenterapplication

!.1 resentation layout+ formatting and theme utili7ation areapplied in line ith target audience re'uirements

!. /nimation and slide transitions are applied to enhancevieing and interactivity eBperience in&line ith (est practices in utilizing presentation pac"age.

!.! )rinting o& presentation materials are performed in lineith user re'uirements and enterprise *T utili7ationguidelines

!.- acaging and eBporting of presentation is performed in lineith application help instructions>i7ard.

!.4 resentation of information is performed in line ith bestpractices in utili7ing presentation pacage.

-. 3tili7e spread sheetapplication

-.1 !or"(oo" and #or"sheet settings and formatting areapplied in line ith printing re'uirements.

-. Formula and conditional formatting are utili7ed to enhanceproductivity in line ith the application help instructions.

-.! Charts are utili7ed to enhance data presentation in line iththe application help instructions.

-.- rinting of orsheet is performed in line ith documentlayout re'uirements and enterprise *T utili7ation guidelines.

4. 3tili7e internet and to communicateand collect information

4.1 Chat and email facility is utili7ed to eBchange information andresources in line ith chat help instructions.

4. Bro#ser is con&igured to enhance productivity in line iththe application help instruction

4.! is utili7ed to research and ac'uire resources in line ithenterprise *T utili7ation guidelines.

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RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. 8or folder isconfigured

=ay include but not limited to:1.1 older creation1. older copy and transfer 1.! older sharing

. "estop and shortcutssettings are configured

=ay include but not limited to:.1 "estop bacground and screen saver settings. $creen resolution settings.! $hortcut and lin creation

!. "ocument layout andformatting

=ay include:!.1 age settings!. ont $ettings!.! ormatting styles!.- Table utili7ation

-. /pplication features =ay include+ but not limited to:

-.1 ooter and header setting-. =ail merge-.! Revie and editing tools-.- Reference features-.4 orm creation features

4. Gest practices inutili7ing presentationpacage

=ay include but not limited to:4.1 umber of teBt lines+ font si7e and fore and bac colors.4. ptimal utili7ation of animation and transition effects to

enhance learning eBperience not to distract audience.4.! /areness in unconscious actions during presentation

9. rinting of presentation

materials

=ay include but not limited to:

9.1 $lide9. otes

. 8orboo andorsheet settings

=ay include but not limited to:.1 age setup. ?eader setup.! 8orsheet organi7ation

<. ormula =ay include but not limited to:<.1 $ummation<. "ivision<.! =ultiplication<.- "ivision<.4 /verage<.9 Rounding off <. *f <.< Concatenate

5. Groser configuration =ay include but not limited to:5.1 Cooie settings5. lug&in setup5.! /ccessibility adDustments

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E'*EN(E /?*E


/ssessment re'uires evidence that the candidate:1.1 $et&up or environment1. 3tili7ed ord processing application1.! 3tili7ed presenter application1.- 3tili7ed spreadsheet application

1.4 3tili7ed internet and to communicate and collectinformation

. 3nderpinningHnoledge

.1 *.T. rinciples (i.e. internet technology+ ). Gest practices in using presenter application.! Gasic mathematical operation.- 6ogic reasoning.4 roductivity application features.9 ile management. /cademic documents (i.e. record sheet+ accomplishment

charts+ session plan)

!. 3nderpinning $ills !.1 #ncoding and computing sills!. resentation sills!.! 6ogic reasoning sills

-. Resource *mplications The folloing =3$T be provided:-.1 Computer ith netor and internet access-. rinter and printing consumables-.! $pecification of sample document+ orsheet+ presentation

materials

4. =ethods of /ssessment

Competency may be assessed through:4.1 "emonstration > bservation and ith oral 'uestioning4. ortfolio


/ssessment should be conducted in the orplace >simulatedarea > T#$"/ /ssessment Center




?N*T ); ()3ETEN(0 @ .EA SA.. TEAS

?N*T ()E @ >>++++>

?N*T ES(R*3T)R @ This !nit co%ers the knowled&e, skills and attit!des to lead smallteams incl!din& settin& and maintainin& team and indi%id!al"erformance standards#

(onteDt of this !nit @ This unit is adopted &rom the (asic competencies &or National Certi&icate Le%el III* In the contet o& the Trainers +ethodology ,T+-$the small teams here #ould re&er to groups o& trainees$ audience or participants in a training situation$ or a group o& &ello# trainers*



1. rovide teamleadership

1.1 !or" re.uirements are identified and presented to teammembers

1. Reasons for instructions and re'uirements arecommunicated to team members

1.! Team mem(ers .ueries and concerns are recogni7ed+discussed and dealt ith

. /ssign responsibilities .1 "uties+ and responsibilities are allocated having regard tothe sills+ noledge and aptitude re'uired to properlyundertae the assigned tas and according to companypolicy

. "uties are allocated having regard to individual preference+domestic and personal considerations+ henever possible

!. $et performanceeBpectations for teammembers

!.1 erformance eBpectations are established based on clientneeds and according to assignment re'uirements

!. erformance eBpectations are based on individual team

members duties and area of responsibility!.! erformance eBpectations are discussed and disseminated

to individual team members

-. $upervised teamperformance

-.1 +onitoring o& per&ormance taes place against definedperformance criteria and>or assignment instructions andcorrective action taen if re'uired

-. Team members are provided ith &eed(ac" , positive supportand advice on strategies to overcome any deficiencies

-.! )er&ormance issues hich cannot be rectified or addressedithin the team are referenced to appropriate personnelaccording to employer policy

-.- Team members are ept informed of any changes in thepriority allocated to assignments or tass hich might impacton client>customer needs and satisfaction

-.4 Team operations are monitored to ensure thatemployer>client needs and re'uirements are met

-.9 ollo&up communication is provided on all issues affectingthe team

-. /ll relevant documentation is completed in accordance ithcompany procedures




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. 8or re'uirements 1.1 Client rofile1. /ssignment instructions

. Team member,s'ueries and concerns

.1 Roster details. $hift details

!. =onitoring ofperformance

!.1 ormal process!. *nformal process

-. eedbac -.1 ormal process-. *nformal process

4. erformance issues 4.1 8or output

4. 8or 'uality4.! Team participation4.- Compliance ith orplace protocols4.4 $afety4.9 Customer service




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate:1.1 =aintained or improved individuals and>or team performance

given a variety of possible scenario1. /ssessed and monitored team and individual performance

against set criteria

1.! Represented concerns of a team and individual to neBt levelof management or appropriate specialist and to negotiate ontheir behalf

1.- /llocated duties and responsibilities+ having regard toindividual,s noledge+ sills and aptitude and the needs of the tass to be performed

1.4 $et and communicated performance eBpectations for a rangeof tass and duties ithin the team and provided feedbac toteam members

. 3nderpinning

Hnoledge

.1 Company policies and procedures

. Relevant legal re'uirements.! ?o performance eBpectations are set.- =ethods of =onitoring erformance.4 Client eBpectations.9 Team member,s duties and responsibilities

!. 3nderpinning $ills !.1 Communication sills re'uired for leading teams!. *nformal performance counseling sills!.! Team building sills!.- egotiating sills

-. Resource *mplications The folloing resources ?ST be provided:-.1 /ccess to relevant orplace or appropriately simulated

environment here assessment can tae place-. =aterials relevant to the proposed activity or tas

4. =ethod of /ssessment Competency may be assessed through:4.1 "irect observations of or activities of the individual

member in relation to the or activities of the group4. bservation of simulation and>or role play involving the

participation of individual member to the attainment oforgani7ational goal

4.! Case studies and scenarios as a basis for discussion ofissues and strategies in teamor


/ssessment should be conducted in the orplace> simulated area>T#$"/ /ssessment Center

TR/*#R$ =#T?"6@A 6#2#6 *Re&titled =ay 011 MELJUN P. CORTES1<



?N*T ); ()3ETEN(0 @ A33.0 )RB ET-*(S, 'A.?ES AN =?A.*T03R*N(*3.ES

?N*T ()E @ >>22+>8

?N*T ES(R*3T)R @ This unit covers the outcomes re'uired in demonstrating andliving out desirable or ethics+ values and principles in the

orplace and training environment.



1. bserve orplacepolicies and guidelines

1.1 /ttendance and punctuality are observed in line ithenterprise policies and guidelines.

1. !or" &unctions are performed in line ith orposition>delegation and according to enterprise goals andobDectives.

1.! Communication+ re'uest+ and complaints are channelledthrough authority in line ith enterprise policies and

procedures.1.- Academic &reedom is eBercised in line ith enterprise goals

and obDectives1.4 %uality or instructions are delivered in accordance ith

or deadlines and training calendars.

. 2alue self&orth andprofession

.1 Best practices in teaching are demonstrated at all times.. ersonal and professional upgrading is eBercised in line ith

personal goals and enterprise guidelines and policies..! Confidentiality of records and other documents are

maintained in line ith enterprise policies and guidelines..- rofessional courtesy is eBercised at all times.4 rofessional role and image as technical trainer are

maintained in the classroom>training environment and relatedsituations.

3. bserve properconduct in dealing ithlearners and parents

!.1 romotion of learners is performed based on non5"re!dicedecision and actual accomplishments and performance oflearners.

!. 6earners ere given e'ual opportunities to learn and utili7eschool facilities in line ith the enterprise obDective and

goals.!.! arent consultations are performed in line ith enterprise

policies and guidelines




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. 8or functions =ay include but not limited to:1.1 Teaching1. @uiding

1.! =anaging events and school activities

. /cademic freedom =ay include but not limited to:.1 $election of teaching methods. *mplementation of remedial classes.! Changing methods of collecting evidence of learning

!. Gest practices inteaching

=ay include:!.1 Teaching ith teaching aids!. #mploying learner&centered activities

4. on&preDudice decision =ay include+ but not limited to:-.1 "ecision made from favour -. "ecision came from political reason




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate:1.1bserved orplace policies and guidelines1.2alued self&orth and profession1.!bserved proper conduct in dealing ith learners and parents.


.1 Code of ethics and right conduct. ersonnel management.! ilipino customs and traits

!. 3nderpinning $ills !.1 *nterpersonal sills!. Communication sills

-. Resource *mplications The folloing =3$T be provided:-.1 Case study


Competency may be assessed through:4.1 8ritten test> *ntervie4. ortfolio


/ssessment should be conducted in the orplace >simulatedarea > T#$"/ /ssessment Center




?N*T ); ()3ETEN(0 @ )RB E;;E(T*'E.0 *N ')(AT*)NA. E?(AT*)N ANTRA*N*N/

?N*T ()E @ >>22+>

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitude re'uired toor effectively in the policy and operating environment of the

vocational education and training sector.



1. 8or ithin thevocational educationand training policyframeor

1.1 Relevant national %ocational education and training policies and &rame#or"s are accessed+ analy7ed+ appliedand guided in accordance ith or practices andresponsibilities.

1. Hey %ocational education and training organizations and sta"eholders are identified+ accessed and informed inaccordance ith updated or practices.

1.! Legislation and guidelines are accessed+ used+ compliedand ensured in accordance or practices and policyre'uirements.

1.- Sources o& in&ormation and ad%ice on vocationaleducation and training policy and operating conteBt areaccessed on a regular basis and changes are noted asappropriate.

1.4 Opportunities are taen up to contribute to vocationaleducation and training in accordance ith organi7ationalpolicy developments.

1.9 0ocational education and training terminology is used tocommunicate effectively in accordance ith sector.

. 8or ithin the trainingorgani7ation,s 'ualityframeor

.1 1ele%ant organizational documentation is accessed+used+ supported and ensured in accordance or roles andresponsibilities.

. 8or is conducted in accordance ith the trainingorganizations .uality assurance strategies$ processes$ policies and procedures

.! Ethical and legal responsi(ilities are adhered to inaccordance ith or practices.

.- 8or is undertaen in accordance ith the prevailingindustrial and employee relations systems and practices.

.4 eedbac and advice on or 'uality is actively sought fromcolleagues and clients in accordance ith the prevailingindustrial and employee relations systems and practices.






!. =anage or and orrelationships

!.1 8or is planned+ prioriti7ed and organi7ed to achieve agreedand eBpected outcomes.

!. 8orloads are assessed and guidance>support is soughtfrom relevant personnel here #or" issues arise and inaccordance ith eBisting organi7ational policies and

guidelines.!.! 1ele%ant technological s"ills are used to enhance or

outcomes and in accordance ith prevailing industrialsystems and practices.

!.- 8or is undertaen in a collaborative manner ithcolleagues through sharing of information and ideas andoring together on or outcomes in accordance ith theprevailing industrial and employee relations systems andpractices.

!.4 eedbac on managing or and professional relationshipsis obtained from clients and collea&!es and is evaluated

and acted upon.

-. "emonstrate a client&focused approach toor

-.1 Clients and their needs and eBpectations form the basis for developing effective or practices and outcomes inaccordance ith operational limits*

-. E&&ecti%e communication strategies are developed+utili7ed+ established and maintained in accordance ith clientrelationships.

-.! rocesses for evaluating and improving client satisfactionare developed and built in accordance ith or practices.




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. ational vocationaleducation and trainingpolicies and

frameors

=ay include:

1.1 hilippine T2#T Trainers %ualification rameor (TT%)1. Training acages

1.! 3ser Choice1.- traineeship and apprenticeship arrangements

. 2ocational educationand trainingorgani7ations andstaeholders

=ay include:.1 "epartment of 6abor and #mployment ("6#). Technical #ducation and $ills "evelopment /uthority

(T#$"/).! *ndustry $ills Councils (*$Cs).- training organi7ations

!. 6egislation andguidelines

=ay include:!.1 guidelines on program>proDect funding!. 3ser Choice!.! apprenticeships>traineeships!.- implementation of Training acages!.4 registration!.9 course accreditation!. access and e'uity!.< anti&discrimination including e'ual opportunity+ racial

vilification and disability discrimination!.5 industrial relations

!.10 code of practice!.11 occupational health and safety (?$)

-. $ources of informationand advice

=ay include:-.1 eb&based information from vocational education and

training organi7ations and staeholders such as the ationalTraining *nformation $ervice (T*$)

-. printed policies+ nesletters+ bulletins+ publications ofvocational education and training organi7ations andstaeholders

-.! products including revised Training acages+ support

materials and professional development materialsimplementation guidelines

-.- research Dournals-.4 conference papers




'AR*A4.E RAN/E

4. pportunities =ay include:4.1 attendance at orshops and consultations conducted by

relevant vocational education and training organi7ations andstaeholders

4. individual or organi7ational ritten submissions and

feedbac to relevant vocational education and trainingorgani7ations and staeholders4.! participation in forums+ netors+ conferences4.- participation in training organi7ation meetings4.4 participation in validation meetings4.9 research>consultancy4. contribution to online consultations

9. 2ocational educationand trainingterminology

=ay include but not limited to:9.1 /cronyms9. language of the profession

9.! language styles commonly used in vocational education andtraining environments

. Relevant organi7ationaldocumentation

=ay include:.1 strategic plans. business plans.! policies and procedures.- position descriptions.4 responsibility statements

<. Training organi7ation,s

'uality assurancestrategies+ processes+policies andprocedures

=ay relate to:

<.1 'uality arrangements for clients covering:<.1.1 enrolment and induction>orientation<.1. complaints+ grievances and appeals<.1.! assessment+ including sills recognition+ pre&

assessment and appeals<.1.- identification of training support re'uirements+ for

eBample+ language+ literacy and>or numeracy needs<.1.4 fees<.1.9 privacy<.1. access and e'uity<.1.< elfare and guidance<.1.5 issuance of 'ualifications<.1.10 mutual recognition of 'ualifications+ $tatements of

/ttainment+ credit and articulation arrangements<. internal 'uality policies and procedures covering:

<..1 ris management<.. continuous improvement<..! ?$<..- e'ual employment opportunity (##)<..4 discrimination and orplace harassment<..9 staff disciplinary procedures




'AR*A4.E RAN/E

<.. financial management<..< records management<..5 management processes for learning resources and

learning materials<..10 recruitment and induction of personnel

<..11 staff 'ualifications<.! learning and professional>staff development opportunities<.- training organi7ation staff development programs<.4 participation in netors<.9 individual learning initiatives<. membership of professional associations>netors<.< relevant university courses

5. #thical and legalresponsibilities

=ay include:5.1 compliance ith relevant legislation including:

5.1.1 ?$ legislation

5.1. ## legislation5.1.! anti&discrimination legislation5.1.- legislation relating to overseas learners

5. compliance ith industrial aards+ enterprise agreementsand employment contracts

5.! meeting environmental standards5.- duty of care5.4 recogni7ing and being sensitive to individual differences and

diversity5.9 provision of accurate information+ advice and services5. providing support to learners appropriate to their needs

5.< maintaining client privacy and confidentiality5.5 code of practice

10.8or issues =ay include:10.1 time pressures10. or overload10.! competing demands10.- uneBpected contingencies10.4 technology problems10.9 relations ith other personnel10. client issues>relations

11. Relevant technologicalsills

=ay include checing that the idea:11.1 using computer ord processing softare to produce

documents+ reports and learning materials11. using computer presentation applications11.! using computer data processing softare to produce

statistical information11.- using computers>communication systems to support online

learning




'AR*A4.E RAN/E

11.4 conducting eb searches11.9 participating in *nternet>video conferencing11. using chat rooms11.< managing email11.5 operating computer proDection e'uipment

11.10 operating overhead proDectors11.11 operating other business e'uipment+ e.g. faB machines+photocopiers and telephone systems

1.Clients and colleagues =ay include:1.1 individual learners+ apprentices and trainees+ employees1. enterprises>industry1.! other parts of the training organi7ation1.- government departments>agencies+ or other organi7ations

1!.Clients and their needs

and eBpectations

=ay include:

1!.1 a focus on individual learner obDectives such as:1!.1.1 ne sills!. specific competencies!.! target 'ualifications!.- ne career !.4 career advancement!.9 improved language!. literacy and numeracy sills

1!. preference for particular learning styles1!.! individuali7ed learning support systems1!.- individuali7ed organi7ational training

1!.4 client centered approaches1!.9 information and advice on courses+ learning programs and

'ualifications

14. perational limits =ay include:1-.1 level of responsibility+ autonomy+ classification level1-. staffing resource limitations1-.! physical environment limitations1-.- cost1-.4 time1-.9 scheduling difficulties1-. ?$

15. #ffectivecommunicationstrategies

=ay include:14.1 establishing clarity of purpose14. ongoing liaison14.! effective reporting arrangements14.- continuous feedbac mechanisms




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate 2

1.1 8ored ithin the vocational education and training policyframeor

1. 8ored ithin the training organi7ation,s 'uality frameor1.! =anaged or and or relationships

1.- "emonstrated a client&focused approach to or

. 3nderpinningnoledge andattitude

.1 Training acages+ including the purpose and structure of:.1.1 units of competency.1. /ssessment @uidelines.1.! 'ualifications.1.- #mployability $ills.1.4 support materials

. hilippine T2#T Trainers %ualification rameor (TT%).! sources of information on vocational education and training+

for eBample:.!.1 T*$ eb site for accessing details on units+courses>'ualifications+ training organi7ations+ andTraining acages and support materials

.- sources of information on legal and organi7ationalre'uirements+ for eBample:

.4 organi7ational manuals+ documents+ publications.9 organi7ational data systems. publications+ nesletters of relevant authorities.< competency&based training and assessment+ for eBample:.5 competency standards define performance outcomes+

applied noledge and sills needed for or.10 competency standards form the basis for teaching and

learning and training delivery in recogni7ed T2#T.11 learning is outcomes focused not inputs driven.1 competency standards establish re'uirements for

assessment.1! assessment is criterion referenced>not norm referenced.1- assessment is reported as competent>not yet competent.14 competency standards are industry defined.19 competency standards have a national focus

.19.1 the training organi7ation,s systems+ policies and

procedures.19. relevant vocational education and training

terminology appropriate to the or role




.19.! the diversity of clients+ client needs+ clienteBpectations for vocational education and trainingservices

2.16.4 relevant legal and policy re'uirements+ codes ofpractice+ national standards and legislations+ foreBample:

.1 specific industry>orplace legal>compliance and licensing

re'uirements.1< duty of care under common la.15 anti&discrimination including e'ual opportunity+ racial

vilification and disability discrimination.0 orplace relations+ industrial aards and enterprise

agreements.1 privacy>security of information. copyright>plagiarism.! relevant ?$ noledge relating to the or role>or

conteBt+ and ?$ considerations hen oring in vocationaleducation and training+ including:

.- internal policies and procedures to meet ?$ re'uirements.4 ha7ards commonly found in the or environment.9 sources of ?$ information and eBpertise

!. 3nderpinning sills !.1 literacy sills to:!.1.1 read and understand vocational education and

training policy and other documents+ vocationaleducation and training terminology and languagestyles

!.1. interpret legal re'uirements of vocational education

and training policies+ procedures and guidelines!.1.! rite documents for a range of vocational educationand training audiences and purposes

!. language sills to:!..1 communicate ith personnel across all levels of the

organi7ation and ith clients!.. understand and use vocabulary and terminology

specific to the vocational education and trainingenvironment

!..! listen and summari7e ey points+ mae evaluative Dudgments and articulate verbally or in riting to a

client or colleague!..- facilitate discussions to encourage problem solving+

sharing of strategies+ and eBploring different solutionsto problems

!..4 or effectively as a team member




!.! recogni7ing and being sensitive to individual difference anddiversity+ for eBample:!.!.1 being sensitive to and valuing culture!.!. acting ithout bias>discrimination!.!.! responding to individuals ith particular needs!.!.- recogni7ing the importance of religion

!.- planning sills to:!.-.1 identify and access relevant sources of nationalvocational education and training policies+frameors+ legislation and guidelines

!.-. participate in opportunities to contribute to vocationaleducation and training organi7ational policydevelopments

!.-.! manage or and or relationships!.4 research sills to access information!.9 technology sills to:

!.9.1 use computer hardare and relevant softare

!.9. use office>business e'uipment

-. Resource implications The folloing resources =3$T be provided:

-.1 access to business+ organi7ational+ legislative and vocationaleducation and training documentation

-. access to clients-.! access to colleagues-.- access to a T2#T operating environment

4. =ethod of assessment Competency may be assessed through :

4.1 "emonstration ith 'uestioning4. *ntervie4.! 8ritten Test4.- Third arty Report

9. ConteBt for assessment 9.1 Competency may be assessed in orplace or in a simulatedorplace setting

9. /ssessment shall be observed hile tas are beingundertaen hether individually or as a team under limitedsupervision

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?N*T ); ()3ETEN(0 @ ;)STER AN 3R))TE AN *N(.?S*'E .EARN*N/(?.T?RE

?N*T ()E @ >>22+>6

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitude re'uiredfoster and promote an environment hich supports inclusive

or practices and learning culture.



1. ractice inclusivity 1.1 Indi%idual di&&erences and clients #ith particular needs are acnoledged+ respected and valued in accordance itheBisting or practices and learning culture.

1. ersonal perceptions and attitudes about difference areeBamined and revised to improve communication andprofessionalism in accordance ith eBisting or practicesand learning culture.

1.! )rinciples underpinning inclusivity are integrated into allor practices.

1.- The training organi7ation,s access and e'uity policy is usedin accordance to or practices.

1.4 *ndividualsI rights and confidentiality are respected at alltimes.

. romote and respondto diversity

.1 The ground rules for participation and behavior ithcolleagues and clients are established in accordance ith acooperative and agreed process>es.

. *ndividuals are encouraged to eBpress themselves and tocontribute to the or and learning environment inaccordance ith cooperative and agreed process>es.

.! *ndividuals are provided ith opportunities to indicatespeci&ic needs to support their participation in learning andor in accordance ith a cooperative and agreedprocess>es.

.- Relevant research+ guidelines and resources are accessedto support inclusivity in accordance ith eBisting guidelinesand procedures.

.4 0er(al and (ody language is sensitive to different cultures

and bacgrounds and differences in physical and intellectualabilities and as appropriate.

!. "evelop and implementor strategies tosupport inclusivity

!.1 'ocumented resources to support and guide inclusivepractices are identified and used to inform or strategies inaccordance ith eBisting guidelines and procedures.

!. Support persons are identified and included in the or andlearning process here appropriate and agreed to.

!.! Relevant professional support services are identified andaccessed+ as appropriate.






!.- /ny physical en%ironment support needs areacnoledge and incorporated into or practices+ herepracticable and approved by appropriate personnel.

!.4 O3S issues associated ith inclusivity are identified andaddressed in accordance ith eBisting guidelines and

procedures.!.9 *nclusiveness is modeled in accordance ith or

performance.

-. romote a culture oflearning

-.1 $upport and advice is provided to colleagues and clients toencourage ne and ongoing participation in accordance ithlearning opportunities.

-. The benefits of learning are eBplored ith colleagues andclients in accordance ith a culture of learning.

-.! 6earning and competency achievement is recogni7ed andrearded in accordance ith the or and>or learningenvironment.

-.- pportunities to develop on and others generic s"ills areidentified in accordance ith the or and>or learningenvironment.

-.4 =ultiple pathays to achieve on and others future learninggoals are discussed in accordance ith the or and>orlearning environment.

4. =onitor and improveor practices

4.1 #ffective or practices to enhance inclusivity and a learningculture are identified in accordance ith the or and>orlearning environment

4. Conscious actions are taen to modify and improve inaccordance ith or practices.

4.! $trategies and policies to support inclusivity are regularlyrevieed in accordance ith continuous improvement ofor processes.

4.- roposed changes to relevant strategies and policies aredocumented and reported in accordance ith organi7ationalstructure.




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. *ndividual differences =ay include:1.1 learning difficulties1. literacy and numeracy needs1.! language other than #nglish (6T#)1.- cultural bacground+ images and perceptions1.4 socio&economic bacground1.9 age+ gender+ seBuality1. religious practices1.< intellectual impairment or disability1.5 medical conditions such as arthritis+ epilepsy+ diabetes and

asthma1.10 physical impairment or disability involving hearing vision+

voice or mobility1.11 psychological or psychiatric impairment

. Clients ith particularneeds =ay include:.1 omen here under&represented. rural and remote learners.! people ith disabilities+ either permanent or temporary.- people from non&#nglish speaing bacgrounds.4 youth at ris

!. rinciples =ay include:!.1 supporting e'ual opportunity for participation!. fostering and advocating independence!.! ensuring cooperative approaches to learning!.- using client&centered approaches to learning

!.4 supporting+ encouraging and valuing individual contributions!.9 motivating learners!. creating opportunities for participation and success!.< maing reasonable adDustments to procedures+ activities and

assessment for e'uity!.5 acnoledging current strengths and sills as a basis for

further learning

-. @round rules =ay include:-.1 guidelines of behavior and acceptance-. common understandings beteen learners about group

interaction+ respect and acceptance

-.! eBpectations of oring relationships-.- safety of learners and others-.4 comfort of learners and others-.9 agreed conse'uences for breaching ground rules

4. $pecific needs =ay include:4.1 physical environment adDustments4. adDustments to learning and assessment activities4.! ?$ issues to be addressed4.- language re'uirements4.4 literacy and numeracy issues

4.9 more time>additional support to learners4. need for a broad general education

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'AR*A4.E RAN/E

9. 2erbal and bodylanguage

=ay refer to:9.1 language that recogni7es and values individual differences9. language that supports inclusivity9.! language that is non&discriminatory9.- language that does not devalue+ denote or derogate9.4 language that does not suggest fear+ mistrust or lac of

understanding9.9 language that does not label or suggest assumptions about

capabilities

. "ocumented resources =ay include:.1 Dournals. *T resources such as the eb+ hardare and softare.! teBts and references

<. $upport persons =ay include:<.1 family members<. government officers in specialist support services

<.! case orers and personal careers<.- advocates for a person or group<.4 peer support<.9 interpreters<. community representatives<.< note taers<.5 library personnel<.10 technical support<.11 human resources personnel<.1 administrative personnel<.1! career counselors

<.1- student services officers<.14 e'uity liaison officers

5. hysical environmentsupport needs

=ay include:5.1 modifications to layout of premises5. e'uipment modifications5.! use of adaptive technologies5.- changes to or schedules5.4 modifications to Dob design

10.?$ issues =ay include:10.1 issues relating to the learner 10. issues relating to the ?$ impact on others

11. @eneric sills =ay include:11.1 #mployability $ills including:

11.1.1 communication11.1. teamor11.1.! problem solving11.1.- initiative and enterprise11.1.4 planning and organi7ing11.1.9 self&management11.1. learning11.1.< technology

11. innovation11.! language+ literacy+ numeracy and communication sills

TR/*#R$ =#T?"6@A 6#2#6 *Re&titled =ay 011 MELJUN P. CORTES!-



E'*EN(E /?*E


/ssessment re'uires evidence that the candidate :1.1 racticed inclusivity1. romoted and respond to diversity1.! "eveloped and implement or strategies to support

inclusivity

1.- romoted a culture of learning1.4 =onitored and improve or practices


.1 the principles underpinning inclusivity and ho to integratethem into or practices

. the diversity of clients+ client needs+ client bacgrounds anddiffering eBpectations for vocational education and trainingservices

.! ethical and inclusive behaviors eBpected of professionalrelationships ith clients and colleagues

.- sources of information to support inclusive practices

.4 availability and types of supports for clients ith specificneeds

.9 relevant policies+ legal re'uirements+ codes of practice on:4.1 disability+ discrimination+ inclusiveness+ human rights+

e'ual opportunity+ racial discrimination4. duty of care responsibilities4.! access and e'uity policies

. organi7ational or systems+ practices.< ?$ relating to the or role>or conteBt+ and ?$

considerations hen fostering and promoting an inclusivelearning culture including:.<.1 internal policies and procedures to meet ?$

re'uirements.<. ha7ards commonly found in the or environment

.5 duty of care of the training and trainer for the learner andothers ho may be affected by actions of others ithin orattending the training

!. 3nderpinning sills !.1 language and communication sills that:!.1.1 reflect inclusive language!.1. address cross cultural communication+ indirect

communication+ participation of others (family>community>elders)+ appropriate time andcommunication protocols

!.1.! involve consultation and liaison ith clients+ othercolleagues+ counselors+ eBperts and specialists onlearning concerns>issues




!.1.- reflect good practice in active listening+ appropriateeye contact+ friendly tone+ appropriate volume+ clarityof diction and plain #nglish

!.1.4 encourage eBpression by all individuals!.1.9 involve a variety of mediums

!. recogni7ing and being sensitive to individual difference anddiversity+ for eBample:

!..1 being sensitive to and valuing culture!.. acting ithout bias>discrimination!..! responding to individuals ith particular needs!..- recogni7ing the importance of religion

!.! research sills to identify and increase noledge ofindividual differences and ho these impact on individuals

!.- problem solving sills to:-.1 identify specific needs-. respond appropriately to cultural diversity

-. Resource *mplication The folloing resources =3$T be provided:

-.1 access to relevant policies+ legislation+ guidelines andresources to support inclusivity

-. access to clients>colleagues4.3 access to orplace environment


4.1 "emonstration ith 'uestioning4. *ntervie4.! 8ritten Test4.- Third arty Report

9. ConteBt for assessment 9.1 Competency may be assessed in orplace or in asimulated orplace setting

9. /ssessment shall be observed hile tas are beingundertaen hether individually or in&group




?N*T ); ()3ETEN(0 @ ENS?RE A -EA.T-0 AN SA;E .EARN*N/ EN'*R)NENT

?N*T ()E @ >>22+>7

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitude re'uired toensure the health+ safety and elfare of learners andcandidates.



1. *dentify ccupational?ealth and $afety(?$) responsibilities

1.1 The purpose and approaches o& O3S in the learningenvironment are defined in accordance ith ?$ standards.

1. "ocumentation outlining the O3S legal responsi(ilities ofthe %arious parties in the learning environment is accessed+read and interpreted in accordance ith ?$ standards

1.! Organizational O3S documentation is identified andaccessed in accordance ith standard operating procedures.

. *dentify ha7ards in thelearning environment

2.1 Sources o& in&ormation are researched and accessed toidentify ha7ards common ithin the industry in hich thelearning ill tae place.

. 6earning environment is inspected prior to use inconsultation ith various parties in order to identify ha7ards.

.! /ny specific ?$ needs of learners and>or candidates are inaccordance ith ?$ standards.

.- /ny potential ha7ards created by learners and>or candidatesith specific needs are identified in accordance ith ?$standards.

.4 ersonal limitations and responsibilities in identifyingha7ards are recogni7ed and specialist advisers are consultedin accordance ith ?$ standards.

!. /ssess riss in thelearning environment

!.1 6ielihood of inDury as a result of eBposure to identifiedha7ard>s is assessed in accordance ith ?$ standards.

!. $everity of any potential inDury+ illness or negative>adverseoutcome arising from the identified ha7ard is assessed forris in accordance ith ?$ standards.

!.! ?a7ards are prioriti7ed for action in consultation ith various

parties in accordance ith ?$ standards.!.- ersonal limitations in assessing riss are recogni7ed andspecialist advisers are consulted in accordance ith ?$standards.






-. "evelop and implementactions to ensure thehealth safety andelfare of learnersand>or candidates

-.1 Ris controls are developed based on the hierarchy o&control in accordance ith ?$ standards.

-. Ris control action plan is identified and accessed orformulated in consultation ith various parties.

-.! /ctions ithin the control and responsibility of the

trainer>facilitator are implemented in accordance ith ?$standards.

-.- utstanding ris control actions are referred to the variousparties for implementation.

-.4 Super%isory arrangements appropriate to learners and>orcandidates levels of noledge>sill> eBperience aremonitored to ensure their health and safety.

4. rovide appropriateccupational ?ealthand $afety (?$)re'uirements tolearners and>orcandidates

4.1 6earners and>or candidates are provided ith appropriatein&ormation related to ?$

4. 6earners and>or candidates are assessed for noledge of?$ re'uirements.

4.! 6earners and>or candidates are supplied ith personalprotective e'uipment in accordance ith ?$ standards

9. =onitor ccupational?ealth and $afety(?$) arrangements inthe learningenvironment

9.1 /chievement against the ris control action plan is monitoredand any issues addressed as appropriate

9. The effectiveness and reliability of eBisting ris controls areconfirmed ith relevant parties.

9.! #ffective ha7ard and incident reporting and investigationprocesses are confirmed on a continuing basis.

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RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. /pproaches of ?$ =ay include:1.1 the establishment and maintenance of a healthy and safe

learning environment through:

1.1.1 a consultative approach1.1. a systems approach

1. shared responsibilities for ?$1.! trainer>facilitator familiari7ation ith ?$ re'uirements of the

specific learning environment

. ?$ legalresponsibilities

=ay include:.1 re'uirements under legislation relating to ?$ and common

la duty of care. legislative re'uirements for consultation.! re'uirements under ha7ard&specific and other ?$

regulations.- legislative re'uirements for reporting and record eeping

related to ?$

!. 2arious parties =ay include:!.1 managers>supervisors!. designated person for ?$!.! employee ?$ representatives!.- other people ith prior ?$ noledge+ for eBample:

!.-.1 trainers>facilitators and assessors

!.-. program coordinators!.4 training and>or assessment organi7ation

-. rgani7ational ?$documentation

The training organi7ation and>or orplace in hich the trainingservices tae place+ and may include:-.1 policies and procedures-. incident reports-.! emergency procedures-.- induction information-.4 ris assessment-.9 safety reports

4. $ources of information =ay include:4.1 ?$ regulatory authorities4. industry bodies4.! subDect and technical specialists including ?$ professionals4.- ha7ard and inDury reports from similar learning environments




'AR*A4.E RAN/E

9. ?ierarchy of control The preferred priority for ris control+ emphasi7ing ha7ardelimination and+ here this is not possible+ ris minimi7ation bysuch means as:9.1 substitution ith a lesser ha7ard9. isolation of the ha7ard from people at ris

9.! engineering controls9.- administrative means (eg+ safe or practices+ proceduresand training)

9.4 use of personal protective e'uipment

. $upervisoryarrangements

=ay include:.1 6evel of noledge. 6evel of eBperience.! rights+ responsibilities and obligations of the various parties.- the code of conduct in the learning environment.4 types of potential ha7ardous events>emergencies and

re'uired responses.9 ha7ards and their control in the learning environment+

including the use and maintenance of personal protectivee'uipment

<. /ppropriate information =ay include:<.1 safe access and egress<. or procedures<.! first aid provisions<.- arrangements in the learning environment for the

management of ?$+ including:<.-.1 reporting procedures for ha7ards+ incidents+ inDuries

and faulty e'uipment<.-. processes to use hen inDury does occur <.-.! policies and procedures+ including staff handboos

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E'*EN(E /?*E


/ssessment re'uires evidence that the candidate :1.1 *dentified ?$ responsibilities1. *dentified ha7ards in the learning environment1.! /ssessed riss in the learning environment1.- "eveloped and implement actions to ensure the health

safety and elfare of learners and>or candidates1.4 rovided appropriate ?$ re'uirements to learners and>or

candidates1.9 =onitored ?$ arrangements in the learning environment

. 3nderpinningnoledge and attitude

.1 relevant policies+ legal re'uirements+ codes of practice andnational+ for eBample:.1.1 legislative re'uirements for information and

consultation relevant to safety.1. legislative re'uirements for record eeping related to

?$

.1.! legislative re'uirements for safe orplaces. ?$ roles and responsibilities of employers+ the training>

trainers>facilitators+ learners and>or candidates+ managersand supervisors

.! duty of care obligations for training and>or trainers>facilitators.- ha7ards and riss in the specific industry here learning ill

tae place.4 common ris control strategies applicable to the industry

here learning and>or ill tae place.9 basics of a systematic approach to ?$. sources of information on ?$ re'uirements relevant to the

specific industry here learning ill tae place.< organi7ational ?$ documentation including policies+

procedures and ris control strategies.5 hierarchy of control as it applies to riss encountered in the

learning environment.10 noledge of the learning environment sufficient to be able

to identify ha7ards and conduct simple ris assessment

!. 3nderpinning sills !.1 literacy sills to:!.1.1 access a range of sources of ?$ information

!.1. read and understand ?$ documentation!.1.! interpret ?$ legal re'uirements!.1.- rite ha7ard and incident reports!.1.4 contribute to the development of a ris control action

plan (if re'uired)




!. language sills to:!..1 communicate and consult ith a range of people from

different levels and bacgrounds!.. listen and summari7e ey points+ mae evaluative

Dudgments and articulate verbally!.! technology sills to:

!.!.1 use computer hardare and relevant softare

!.!. use office>business e'uipment!.- research sills to access relevant ?$ information!.4 negotiation sills

-. Resource *mplication The folloing resources =3$T be provided:

-.1 access to resources and e'uipment to establish andmaintain the safety+ health and elfare of the learner and>orcandidate

-. access to legislative and training organi7ation documentationon ?$


4.1 "emonstration ith 'uestioning4. Case $tudy>$ituation4.! *ntervie4.- ortfolio /ssessment

9. ConteBt for assessment 9.1 Competency may be assessed in orplace or in asimulated orplace setting





?N*T ); ()3ETEN(0 @ A*NTA*N AN EN-AN(E 3R);ESS*)NA. 3RA(T*(E

?N*T ()E @ >>22+>:

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitude re'uired for individuals to manage their personal professional performance andto tae responsibility for their professional development in relationto the provision of training and services.



1. =odel high standards ofperformance

1.1 ersonal performance is consistent ith the organizationsgoals and o(4ecti%es*

1. /ppropriate pro&essional techni.ues and strategies aremodeled in accordance ith eBisting organi7ational policies andguidelines.

1.! ersonal or goals and plans reflect individual responsibilitiesand accountabilities in accordance ith organizational/legalre.uirements*

1.- Ethical and inclusi%e practices are applied in professional

practice and in accordance ith eBisting organi7ational policiesand guidelines.

. "etermine personaldevelopment needs

.1 ersonal noledge and sills are assessed against units ofcompetency and other relevant benchmars in accordance iththe development needs and priorities.

. Changes in vocational education+ training policy and operatingenvironments are identified in accordance ith the impact onprofessional practice and personal development needs.

.! Feed(ac" from colleagues and clients is identified and used inaccordance ith personal learning needs>areas of professionaldevelopment.

.- uture career options are identified as appropriate..4 ersonal learning needs are documented and updated in

accordance ith eBisting policies and procedures.2.6 ersonal development needs are discussed ith relevant

personnel for inclusion in accordance ith the pro&essionalde%elopment plan*

!. articipate inprofessionaldevelopment activities

!.1 'e%elopment opportunities suitable to personal learningstyle>s are selected and used in accordance ith continuoussupport of learning and maintenance of current pro&essional practice/s*

!. )ro&essional net#or"s are participated in accordance ithcontinuous support of learning and maintenance of currentprofessional practice>s.

!.! n performance and professional competency is continuouslyimproved through engagement in accordance ith professional

development activities.!.- Technology is used to maintain regular communication in

accordance ith relevant netors+ organi7ations andindividuals.

-. Reflect on and evaluateprofessional practice

-.1 'e%elopments and trends impacting on professional practiceare researched and integrated in accordance ith orperformance.

-. eedbac from colleagues is used to identify and introduceimprovements in accordance or performance.

-.! *nnovative and responsive approaches for improvingprofessional practice are identified and used in accordance ithcontinuous support to impro%e techni.ues and processes*

-.- Records+ reports and recommendations for improvement aremanaged in accordance > the organi7. systems J processes.

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RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. rgani7ation,s goalsand obDectives

=ay include:1.1 business plan1. strategic plan

1.! operational plan>s1.- organi7ation,s code of conduct1.4 fleBibility and client responsiveness1.9 client satisfaction1. financial performance1.< people management1.5 mareting and client service1.10 'uality and 'uality assurance

. rofessionaltechni'ues and

strategies

=ay include:.1 techni'ues for initiating action and directing decision maing

. strategies for presenting a confident and assured manner inchallenging situations

.! maintaining ethical practice in the face of opposition.- modeling behavioral and personal presentation standards.4 motivation strategies.9 time management. strategies for acnoledging and respecting the attitudes

and beliefs of others.< techni'ues for promoting active participation

!. rgani7ational>legalre'uirements

=ay include:!.1 customer complaints+ grievances and appeals!. ris identification and management+ including ?$!.! 'uality and continuous improvement processes and

standards+ including validation systems!.- financial management+ including refund policies and systems

to protect fees paid in advance (if appropriate)!.4 recognition of 'ualifications issued by other training

organi7ations!.9 access and e'uity!. client selection+ enrolment and induction>orientation

!.< staff recruitment+ induction and ongoing development andmonitoring!.5 availability of policies and procedures to all personnel and

learners>clients!.10 collaborative>partnership arrangements!.11 confidentiality and privacy re'uirements!.1 ethical standards3.13 defined resource parameters.

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'AR*A4.E RAN/E

!.1- administrative and records management system+ foreBample:!.1-.1 reporting>recording re'uirements and arrangements!.1-. maintenance+ retention+ archiving+ retrieval+ storage

and security of information

!.1-.! document version control

-. #thical and inclusivepractices

=ay include:-.1 demonstrating probity in all areas of responsibility-. modeling organi7ational>professional codes of conduct-.! reinforcing ethical conduct in interactions ith and beteen

other people-.- shoing respect for individual diversity+ culture and religion-.4 recogni7ing and utili7ing difference to develop both the

individual and the organi7ation-.9 demonstrating sensitivity to the circumstances and

bacground of others-. fostering a culture of inclusiveness-.< ne>revised policy directions in vocational education and

training

4. eedbac =ay include:4.1 formal>informal performance appraisals4. obtaining comments from supervisors and colleagues4.! obtaining comments from clients4.- personal reflective behavior strategies4.4 routine organi7ational methods for monitoring service

delivery

9. rofessionaldevelopment plan

=ay include:9.1 the organi7ation,s professional development plan for each

individual staff member+ outlining:9. or and personal career obDectives9.! identified areas re'uiring development9.- learning opportunities>activities9.4 relevant or activities>proDects9.9 lins to organi7ational training needs profile

. "evelopmentopportunities

=ay include:.1 undertaing further higher education. undertaing professional development in specific areas of

practice.! internal training>development programs.- relevant conferences+ seminars and orshops.4 reading relevant Dournals and literature.9 netoring ith internal>eBternal colleagues. coaching and>or mentoring




'AR*A4.E RAN/E

<. Current professionalpractice>s

=ay include:<.1 vocational competency and>or technical eBpertise in subDect

matter <. professional practice as a trainer>facilitator+

5. rofessional netors =ay include:5.1 informal netors ith:

5.1.1 other trainers>facilitators5.1. people oring in industry>vocational area5.1.! contacts in vocational education and training

5. formal netors such as:5..1 local> trainer netors5.. interest and support groups5..! regional+ specialist and pea associations5..- professional>occupation associations5..4 communities of practice

10.Technology =ay include:10.1 computer&based communication+ e.g. email+ *nternet+

#Btranet and *ntranet10. facsimile machines10.! telephone10.- video conferencing

11. "evelopments andtrends

=ay include:11.1 ne>revised Training acages in vocational area of

eBpertise11. legislative>regulatory changes in vocational area ofcompetency

11.! ne developments>directions>trends in vocational educationand training

11.- policy changes in vocational education and training

1.Continuous support toimprove techni'uesand processes

=ay include:1.1 limited and systemic evaluation1. records revie and maintenance1.! self&assessment

1.- strategic business>operational planning1.4 ongoing education and training1.9 team meetings and netoring




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate :1.1 =odeled high standards of performance1."etermined personal development needs1.!articipated in professional development activities1.-Reflected on and evaluate professional practice


.1 organi7ational goals>obDectives. organi7ational processes+ procedures and opportunities

relating to professional development.! a range of continuous improvement techni'ues and

processes and their application.- social and education trends and changes impacting on the

vocational education and training environment+ for eBample:.-.1 policy changes.-. technological changes.-.! cultural changes

.-.- economical changes.4 netors relevant to professional practice.9 standards>principles+ ethnical>inclusive principles and

practices. types and availability of training development activities and

opportunities.< relevant policies+ legislation+ codes of practice and national

standards for eBample:.<.1 Training acages+ competency standards+ other

relevant benchmars.<. licensing re'uirements.<.! industry>orplace re'uirements.<.- duty of care under common la.<.4 recording information and confidentiality re'uirements.<.9 anti&discrimination including e'ual opportunity+ racial

vilification and disability discrimination.<. orplace relations.<.< industrial aards>enterprise agreements.<.5 ational Reporting $ystem

.5 relevant ?$ noledge relating to the or role>orconteBt+ and ?$ hen managing on professional practice

and performance

!. 3nderpinning sills !.1 reflection sills to:!.1.1 systematically evaluate personal or practices to

improve performance or understanding!.1. reduce or prevent stress

!. leadership sills to present a professional image




!.! self&evaluation sills to:!.!.1 identify gaps in sills or noledge!.!. obtain competencies to meet current and future

organi7ational obDectives!.- research sills to:

!.-.1 eep up ith trends in vocational education andtraining to obtain current information

!.-. identify relevant industry affiliations!.-.! eep up ith trends>changes>developments in thevocational area of competency

!.4 communication sills to:!.4.1 obtain feedbac from colleagues and clients!.4. participate in professional netors!.4.! consult ith colleagues and clients

!.9 interpersonal sills to:!.9.1 participate in industry events and activities!.9. build professional relationships

!. netoring sills to build an industry netor

!.< literacy sills to:!.<.1 document personal learning needs!.<. read and interpret vocational education and training

information such as legal> organi7ational policydocuments

!.<.! complete and maintain records related to professionaldevelopment

!.5 time management sills to:!.5.1 organi7e professional development activities!.5. analy7e and identify career options!.5.! create a balance beteen or+ study+ personal and

recreation activities

-. Resource*mplication

The folloing resources =3$T be provided:-.1 relevant organi7ational>legal documentation-. access to relevant benchmars-.! access to netors+ technology+ communication

4. =ethod ofassessment

Competency must be assessed through :4.1 "emonstration ith 'uestioning4. *ntervie4.! 8ritten Test4.- Third arty Report

9. ConteBt forassessment

9.1 Competency may be assessed in orplace or in a simulatedorplace setting


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?N*T T*T.E @ E'E.)3 AN 3R))TE A33RE(*AT*)N ;)R ()STS AN4ENE;*TS ); TE(-N*(A. TRA*N*N/

?N*T ()E @ >>22+>9

ES(R*3T)R @ This unit covers the outcomes re'uired in estimating andevaluating costs and benefits of training+ determining its cost&

effectiveness and returns+ and identifying+ recommending andadvocating cost&efficient training practices



1. $tudy training costcomponents

1.1 eatures and benefits of training programs are identified andanaly7ed based on financial and customer re'uirements

1. Cost components are analy7ed to determine those hichdeliver the desired training features and benefits

1.! 8astages or eBcesses are determined for possible reductionor elimination

. #valuate training costsand benefits

.1 2ariances in training performance and results are studied todetermine good and bad practices

. lanned performance is compared ith actual performanceto identify future enhancements in conduct of training

.! Cost reduction and control measures that do not impactgreatly on training results are recommended

.- 3sage of training resources is analy7ed for optimi7ation orreduction

!. =onitor conduct and

results of training

!.1 $imple formative and summative evaluations of training are

done to evaluate achievement of learning outcomes!. %uality training programs are monitored and

noted>documented for best practices and results replication3.3 Bene&its and returns on training in%estments are studied

using rele%ant data!.- Cost&effective training programs are identified and

recommended for documentation+ replication and furtherenhancement.

-. romote aareness ofcosts and benefits oftraining

-.1 Genefits of training as investment rather than cost center areeBplained and stressed to trainees+ fello trainers andadministrators here applicable

-. #conomy in use of training supplies and materials and carein use of training e'uipment and facilities are stressedcontinually

-.! =odel>best practices in optimum and Dudicious use of trainingresources are documented+ practiced and demonstrated




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. Genefits and returns ontraining investment

=ay include:1.1 6ong&term impact such as &&

1.1.1 *ncreased profitability of firm

1.1. *ndustrial peace1. *mmediate results such as &&

1..1 ositive customer feedbac1.. 6ess product recalls>reDects1..! Consistent>increasing school enrolment1..- ?igher absorption rate of graduates1..4 6oer drop&out rates1..9 6oer orer attrition rate

. Relevant training data =ay include:.1 "ata from graduate tracer studies

. #nrolment data.! Trainee drop&out.- Trainee learning evaluation.4 #mployment>absorption rate.9 Reaction&level evaluation. Trainee sills certification rate.< er&capita training costs.5 $ill utili7ation rate




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate E1.1 "emonstrated ability to identify+ estimate and evaluate

training cost components1. "emonstrated ability to assess training programs according

to their cost&effectiveness and return on investment

1.! "emonstrated ability to eBplain training costs and benefitsand advocate cost&effective training


.1 Gasic arithmetic E four fundamental operations. Gasic cost accounting and booeeping.! Gasic training methodology including training costs and

benefits.- Training system evaluation concepts.4 ositive or traits and values (attention to detail+

persistence+ cost&consciousness+ safety& and time&consciousness+ 'uality&consciousness)

!. 3nderpinning sills !.1 Communication sills!. Computer literacy!.! Computational and accounting sills!.- bserving safety and health precautions!.4 *nstructional and facilitation sills

-. Resource implications The folloing resources =3$T be provided E-.1 /ccess to training and enrolment data+ e. g.+ collection+

eBpenses+ trainee performance data-. /ccess to an ongoing training program

-.! Case problems in cost&effective training

4. =ethods ofassessment

Competency may be assessed through E4.1 Case problems4. 8ritten eBam4.! *ntervie4.- $ubmission and presentation of ritten report or case study4.4 ortfolio4.9 Third&party report

9. ConteBt of assessment Competency may be assessed on the Dob or in a simulated orenvironment




?N*T T*T.E @ E'E.)3 AN 3R))TE ?NERSTAN*N/ ); /.)4A..A4)R ARBETS

?N*T ()E @ >>22++>

ES(R*3T)R @ This unit describes the outcomes re'uired in understanding+analy7ing and disseminating information on global labor&maret

trends and concerns as they affect the T2#T+ labor andemployer sectors.

E.EENT 3ER;)RAN(E (R*TER*A

1. *dentify current andfuture trends>concerns

1.1 Relevant and reliable sources o& la(or5mar"et in&ormation(6=*) are identified and accessed based on needs

1. @lobal and local relevance of labor&maret (6=) trends arestudied and analy7ed for their implications in the labor andtraining maret

1.! Relevant events+ including positions and interests of

trainees+ clients and training providers are studied andconsidered in the design and delivery of training

. /ssess nedevelopments

.1 #merging issues of potential significance to the local andglobal labor marets are identified and studied

. Research findings are assessed for significance to thetechnical and vocational education and training (T2#T)sector

.! pportunities and riss of ne developments are identifiedand assessed

.- 2ies of trainees+ training providers and other staeholders

are identified and assessed for their potential benefit orimpact

.4 8here necessary responses and strategies for 6= threatsand opportunities are developed in consultation ith otherT2#T partners

.9 e and emerging concepts+ technologies+ products andprocesses are noted and evaluated based on theirimplications for the T2#T and labor maret

!. 3tili7e labor maretinformation to best

effect

!.1 /areness of 6= situation and related concerns arepromoted through tals+ lectures and other training

opportunities!. Relevant information on 6= and ne technologies are

incorporated in the curriculum and during the training!.! =ention>resentations of 6=* and trends are made during

meetings+ fora and training situations using language anddelivery styles adapted to the audience

!.- 8here necessary+ responses and strategies to global labor&maret developments are developed and recommendedusing analytical tools and current 6=*




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. 6=* sources =ay include &&1.1 rofessional literature and Dournals1. *ndustry associations

1.! Resource persons1.- *nternet sites+ e. g.+ Fobs"G1.4 *ndustry>trade meetings>conferences1.9 Trade fairs1. etor of contacts or ey informants1.< $tatistical reports1.5 @overnment agencies+ e. g.+ $CG>$+ "6# (G6#+

#/+ G6#$)

. Responses andstrategies

=ay include &&.1 Retraining

. $earch for ne marets and partners.! $ills updating>upgrading.- Refresher courses.4 3pdating of competency standards.9 Competency assessment and certification. /doption of ne training methods and technologies.< Redesign of training programs>courses

!. /nalytical tools =ay include E!.1 $8T analysis

!. orce&field analysis!.! roblem>bDectives tree!.- ishbone>cause&and&effect diagram




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate E1.1 "emonstrated ability to understand and analy7e global labor

marets1. "emonstrated ability to identify and tae advantage of

opportunities in the global 6=

1.! "emonstrated ability to respond to potential threats to T2#Tarising from 6= trends1.- "emonstrated ability to adapt technical training to global 6=

trends

. 3nderpinningnoledge andattitudes

.1 6abor&maret paradigm.1.1 $upply side E T2#T providers and schools+

communities.1. "emand side E employers (government and private

sector).1.! 6abor re'uirements variations and seasonality in the

6=. T2#T sector noledge E or regime+ systems+

technologies and uni'ue aspects relevant to sector orgeographic area

.! rofile of T2#T sector staeholders+ opinion leaders andmaDor players

.- 6egislations and regulations that impact on the T2#T sector .4 #vents and trends that have shaped the global labor maret

over time.9 Trends in customer eBpectations and buying patterns. ositive or values (proactiveness+ practicality+ results and

service orientation+ 'uality&consciousness)

!. 3nderpinning sills !.1 Researching 6=*!. /naly7ing the relevance+ accuracy and shortcomings of

information!.! "iscerning trends+ issues ands implications!.- /ssessing threats and opportunities!.4 Communication and presentation sills

-. Resource implications The folloing resources ?ST be provided E-.1 T2#T situationers and>or 6=* research reports-. Case problems

4. =ethod of assessment Competency may be assessed through E4.1 *ntervie and oral 'uestioning based on case problems4. "emonstration ith oral 'uestioning of an oral presentation

made by the candidate4.! Third&party report4.- ortfolio (includes reports+ recommendations+ research and

information relating to the global 6= ritten by candidate)

9. ConteBt of assessment /ssessment must be conducted in the orplace or a simulated8or place environment.

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()RE ()3ETEN(*ES

?N*T ); ()3ETEN(0 @ 3.AN TRA*N*N/ SESS*)N

?N*T ()E @ T'T22>+

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitudes in planning a

training session. *t includes identifying learner,s re'uirements+preparing session plan+ preparing instructional materials andorgani7ing learning and teaching and assessment resources.



1. *dentify learner,s trainingre'uirements

1.1 Curriculum document is revieed and analy7ed.1. Current competencies of target group are determined.1.! Competencies re'uired to be attained are compared ith current

competencies of target group.1.- Results of comparison are used to determine training

re'uirements.1.4 Training re'uirements are validated ith appropriate people*

. repare session plans .1 *nstructional blueprint and learning&engagement plan areprepared

. Training deli%ery modes are identified..! Training methods that pertains to the re'uired competencies are

addressed..- $e'uence of training activities is determined..4 1esources to support learning are identified..9 Session plan is finali7ed according to re'uired format.

!. repare instructional

materials

!.1 Instructional materials that are focused on a ey concept or idea

related to the or activity under consideration are prepared.!. The teBt and illustrations that are clear+ legible and appropriate to

the trainees are prepared.!.! 6anguage+ style and format of the materials are appropriate to the

trainees characteristics and needs

-. repare assessmentinstruments (*nstitutional

-.1 Relevant modules of instruction are identified+ read andinterpreted to identify the re'uired e%idence.

-. #vidence re'uirements are determined hich sho full coverageof the training module to be assessed and a consistentperformance of the relevant learning activities.

-.! $uitable assessment methods are identified and selected hich

are appropriate ith the learning outcome of a module ofinstruction.

-.- /ssessment instruments are prepared in accordance ith thecontent and learning outcome specified under the assessmentcriteria of a module of instruction.

-.4 /ssessment instruments are checed for validity+ fairness+ safetyand cost effectiveness.

4. rgani7e learning andteaching resources

4.1 Resources re'uired for training are checed for availability.4. /ppropriate training locations are identified and arranged

according to the training needs.4.! Resource re'uirements are documented J access is arranged

in accordance > the organi7a.+ procedures J appropriate staff.




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. Target group 1.1 $tudents1. 8orers1.! community members1.- trainers

. /ppropriate people .1 6@3. @.! #nterprise.- *ndustry rgani7ations.4 eople,s rgani7ations.9 Trade union. #mployer .< @overnment agency

!. Training delivery modes =ay include but are not limited to the folloing:!.1 "ual training!. n& the&Dob > off& the& Dob training!.! "istance delivery!.- $elf&paced individuali7ed delivery

!.4 Community training-. Training methods =ay include but are not limited to the folloing:-.1 ral presentations-. $imulation activities-.! @roup or-.- "emonstration-.4 6aboratory or-.9 /ssignments-. Computer&based learning-.< @roup discussion-.5 6ecture

4. Resources 4.1 $taff 4. acilities

4.! lant e'uipment4.- Tools+ supplies and materials4.4 /udio&visual materials (multi&media)4.9 6earning aids (instructional materials)

9. $ession plan $ession plan format may include:9.1 $ession obDectives9. $ubDect content9.! Resources and materials9.- "elivery modes and assessment methods

. *nstructional materials *ncludes but is not limited to:.1 on&print and rint&based materials. *nformation > peration > Fob sheet.! 6earning guide

.- $elf chec > erformance checlist.4 =odel anser

<. Trainee,s characteristics *ncludes but is not limited to:<.1 /ge<. @ender <.! 6earning style<.- Religion<.4 Culture<.9 #thnicity

5. #vidence 5.1 direct5. indirect

10.Training locations 10.1 Training center 10. $chool10.! 8orplace10.- Community




E'*EN(E /?*E


/ssessment re'uires evidences that the trainee:1.1 *dentified and analysed relevant curriculum document.1. *dentified current competencies of target group.1.! *dentified learners, training re'uirements.1.- repared plan for a series of training sessions.

1.4 *dentified relevant delivery method+ training activities andtraining delivery modes.

1.9 *dentified and organi7ed resources re'uired for the series oftraining sessions.

1. rgani7ed access to appropriate training location.


.1 Competency standards and related curriculum. *dentification and correct usage of e'uipment+ processes and

procedures relevant to the competencies being delivered.! Training delivery modes.- Training methods

.4 Target groups E identify and needs.9 Recognition of current competencies. ccupational health and safety relevant to the competencies

being delivered..< Community development modes and training approaches.

!. 3nderpinning $ills !.1 Technical riting sills re'uired to document session plans andprepare basic instructional materials

!. $trategies for determining current competencies of learners!.! lanning and organi7ational sills

!.- $ills in operating personal computer

-. Resource*mplications

The folloing resources =3$T be provided:-.1 Relevant curriculum documents-. 8orplace or simulated environment >ConteBt


Competencies must be assessed by:

4.1 bservation>demonstration ith oral 'uestioning4. 8ritten eBamination4.! ortfolio4.- Third party report

9. ConteBt of /ssessment

/ssessment should be conducted in the orplace > simulated area> T#$"/ /ssessment Center




?N*T ); ()3ETEN(0 @ ;A(*.*TATE .EARN*N/ SESS*)N

?N*T ()E @ T'T22>2

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitudes in deliveringCompetency&Gased Training $ession. *t covers the folloing:preparing training session+ conducting pre&assessment+

facilitating training session+ conducting competency assessmentand revieing delivery of training session.



1. repare Trainingacilities>Resources

1.1 /ppropriate training &acilities/resources are preparedbased on the session re'uirement.

1. 6earning stations are prepared J set&up according tolearning activities.

1.! Tools and e'uipment are prepared and set&up according tolearning activities.

. Conduct re&assessment

.1 re&assessment instruments are prepared in accordanceith the number of applicants.

. ConteBt and procedures of pre&training assessment are elleBplained according to guidelines.

.! #vidence is gathered using the assessment tools specified inthe evidence plan.

.- E%idences are evaluated and feedbacs are discussedbased on the results of the pre&training assessment.

.4 Current competencies and prior learning are determined andcredited.

.9 Characteristics and pro&ile o& learners are evaluated.

!. acilitate Training$ession !.1 6earners are properly oriented on the CGT delivery system.!. /ppropriate training methods are used based on the leveland characteristics of the learners.

!.! 6earners are assisted to achieve session outcomes.!.- 8or and learning activities are monitored based on training

plan.!.4 Feed(ac" is provided to improve learners, competence.

-. Conduct Competency /ssessment

-.1 6earners are oriented on the evidence re'uirements relevantto the evidence plan.

-. Competency assessment tools+ materials and e'uipment areprovided to learners.

-.! #vidences are gathered and documented using relevant

assessment tools.-.- /ssessment results are recorded in accordance ith the

approved rating system.-.4 /ppropriate &eed(ac" mechanism is used to inform learner

of his>her progress.

4. Revie "elivery ofTraining $ession

4.1 /ppropriate training session e%aluation instruments areused.

4. *nterpretation is made on the results of evaluation on deliveryof training session.

4.! /dDustments on delivery of training session are made basedon the results of evaluation.




RAN/E ); 'AR*A4.ES

'AR*A4.ES RAN/E

1. Training acilities >Resources

=ay include but not limited to the folloing:1.16earning @uide1.*nstructional =aterials

1..1 C"s

1.. 6#s1..! CG6=1.!$ervice manuals1.-References1.4Fournals1.9urniture and fiBtures1.Tools and e'uipment1.<8orstations

. #vidence .1"irect.*ndirect

!. rofile of learners =ay include but not limited to:!.16earner,s styles

!.6earner,s obDectives!.!6earner,s resources!.-#thnicities!.46anguage

-. eedbac =ay include but not limited to:-.1 6earners strong and ea points-. Rating>grades-.! 6earner,s rogress specification-.- rocedures-.4 6earner,s "eficiency-.9 Recommendation for improvement

4. Training =ethods =ay include but not limited to the folloing:4.1 ral presentations

4. $imulation activities4.! @roup or4.- "emonstration4.4 6aboratory or4.9 /ssignments4. Computer&based learning4.< @roup discussion4.5 6ecture

9. eedbac =echanism =ay include but not limited to:9.1 2erbal communication9. 8ritten communication

9..1 /ttendance records

9.. /ssessment records9..! *ndividual learners progress reports>chart surveys9.!#lectronic media communication

. Training $ession#valuation *nstruments

=ay include but not limited to :.1$upervisor survey.#Bit survey.!Trainer,s competence survey.-*nstructional materials survey.4$tudent,s evaluation of instruction.9$ystems audit




E'*EN(E /?*E


/ssessment re'uires evidences that the candidate:1.1 repared training facilities>resources.1. Conducted pre&assessment to learners.1.! acilitated training session.1.- Conducted competency assessment.

1.4 Revieed delivery of training session.


.1rinciples of adult learning..rinciples in assessing and procedures in conducting and

revieing training sessions..!reparation of training resources..-rocedures in conducting pre&assessment..4rocedures in conducting competency assessment.

!. 3nderpinning $ills !.1 $ills in facilitating group and individual learning.

!. $ills in designing tas to facilitate learning.!.! $ills in conducting pre&assessment of learners.!.- $ills in conducting competency assessment.!.4 $ills in revieing delivery of training sessions.

-. Resource *mplications The folloing resources =3$T be provide:-.1 /ccess to learners and learning environment.-. /ccess to appropriate tools+ e'uipment and materials

relevant to the training activities.

4. =ethods of /ssessment Competency maybe assessed through:4.1 "emonstration > bservation ith oral 'uestioning.

4. ortfolio

9. ConteBt of /ssessment /ssessment should be conducted in the orplace > simulated area> T#$"/ /ssessment Center




?N*T ); ()3ETEN(0 @ S?3ER'*SE )RB54ASE .EARN*N/

?N*T ()E @ T'T22>

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitude re'uiredparticularly establishing training re'uirements for trainees+monitoring or&based training+ and revieing and evaluating

or&based learning effectiveness to supervise or&basedlearning process.

Element3erformance (riteria


1. #stablish trainingre'uirements fortrainees

1.1 Relevant policies and guidelines are accessed andinterpreted to guide the development of or&basedarrangements

1. @oals for learning for the trainees are identified anddiscussed ith relevant personnel

1.! Training plan is prepared in accordance ith agreed

outcomes1.- Training schedule is developed+ discussed and agreed ith

rele%ant personnel 1.4 Support mechanisms are identified and arranged according

to the needs of the trainees1.9 /vailability of materials is confirmed ith relevant personnel

ithin the budget re'uirements1. The o(4ecti%es for undertaing or&based training and the

processes involved are eBplained to the trainees

. =onitor or&based

training

.1 2isits to or&based training venue are conducted in

accordance ith re'uirements to ensure trainingarrangements are met

. Trainees progress is monitored and recorded against thetraining plan and contingencies are addressed

.! 8or performance s are observed and alternativeapproaches are suggested

.- ?$ re'uirements are monitored to ensure health+ safetyand elfare of the trainees

.4 Feed(ac" is provided to trainees about or performance

!. Revie and evaluateor&based learningeffectiveness

!.1 8or performance and learning achievement are analy7ed inaccordance ith re'uirements

!. Trainees are encouraged to provide feedbac on theirlearning eBperience

!.! The effectiveness of the or&based learning is evaluatedagainst the eBtent of attainment of the obDectives

!.- *mprovements and changes to or&based learning arerecommended based on the revie process




RAN/E ); 'AR*A4.ES

'ariable Ran&e

1. olicies and guidelines *nclude but not limited to:1.1Relevant acts or legislations governing

apprenticeships>learnerships1.6as on gender advocacy and development (@/") and persons

ith disabilities (8")1.!Re'uirements stated in the training contract

. Training plan Training lan to include:.1 Competencies to be obtained. Timeframe for achieving competencies.! Training to be undertaen.-"elivery modes.4 "etails for structured training.9 /ssessment details and arrangements

. arties responsible for training delivery and assessment.< Title of 'ualification to be aarded

!. Relevant personnel !.1 8orplace supervisor !. Training manager !.! Trainer>facilitator>assessor !.- Training or assessment personnel!.4 8orers hose on Dobs may be affected by the proposed

changes

-. $upport mechanisms =echanisms may include:

-.1 Contact numbers for help or guidance-. n&line or e&mail tutoring-.! 8or&based mentoring-.-6earning partners-.4 Contact numbers of other trainees-.9 #'uipment>tools>material needs

4. bDectives bDectives may include:4.1 *ntroduction of ne technology4. e products>service4.! e position or Dob roles

4.- /ddressing identified sills gap4.4 %uality improvements4.9 Competency achievement4. ?$ re'uirements

9. eedbac 9.1 erformance revies9. ormal or informal group or individual discussions




E'*EN(E /?*E


Competency re'uires evidence that the candidate:1.1 established training re'uirements for trainees1. monitored or&based learning1.! revieed and evaluated or&based learning effectiveness

. 3nderpinningnoledge

.1 rinciples of learning. 6earner styles (auditory+ visual+ left>right brain+ theoretical+ etc).! /rea>subDect matter of the delivery

.!.1 relevant competency standards.!. specific unit>topic>subDect.!.! specific areas of noledge as defined in the learning

program.- *ntroduction to learning theories

.-.1 cognitive learning theory.-. andragogy.-.! pedagogy.-.- information processing.-.4 behavioral learning theory

.4 Trainee group profile including characteristics and needs of individual in the group

.9 Content and re'uirements of the training program>plan

. "elivery methods and techni'ues.< Techni'ues for handling inappropriate behaviors.5 Gehaviors hich indicate learning difficulties.10 Resources+ e'uipment and support services available for

trainees ith special needs.11 olicy+ legal re'uirements+ codes of practice+ competency

standards and other relevant legislations.1 ?$ re'uirements

!. 3nderpinning sills !.1 acilitation sills to facilitate discussion and group interaction!. ?andle difficult trainees and situations!.! =anage group activities!.- =anage conflict!.4 bserve and interpret behavior that puts others at ris!.9 "ifferent training delivery methods> techni'ues+ such as:

!.9.1 demonstration!.9. instruction!.9.! presentation>lectures!.9.- guided facilitation of individual and group activities!.9.4 facilitating group discussions!.9.9 brainstorming activities!.9. providing and guiding practice opportunities!.9.< tutoring!.9.5 proDect&based!.9.10 coaching>mentoring

!. ral communication and interpersonal sills!.< egotiation and conflict resolution sills!.5 bservation sills!.10 6iteracy sills to prepare presentations+ 'uestions+ learning

activities+ handouts+ etc.!.11 3sing audio>video e'uipment and computer

-. Resource implications The folloing resources must be provided:-.1 training venue for learning activities-. learning resources relevant to the activity-.! time for organi7ing+ monitoring+ revieing or&based learning

4. =ethod of assessment Competency may be assessed through:4.1 intervie4. ritten eBam4.! third party report

4.- portfolio9. ConteBt for assessment Competency may be assessed individually in the actual orplace or through accredited institution







Bold$ Italicized terms are elaborated in the Range of 2ariables

-. =ae the assessmentdecision

-.1The evidence is evaluated in terms of the rules of evidence-.The evidence is evaluated according to the dimensions of

competency-.!The assessment decision is made based on evaluation of the

evidence and the re'uirements of the relevant unit(s) of

competency

4. Record assessmentresults

4.1/ssessment results are recorded accurately in accordance ithapproved record "eeping guidelines of the organi7ation

4.Records of the assessment procedure+ evidence collected andconfidentiality of assessment outcomes is maintainedaccording to the approved policy guidelines of theorgani7ation

4.! *ssuing of certificates is organi7ed in line ith approved policyguidelines of the organi7ation

9. rovide feedbac tocandidates

9.1Clear and constructive feedbac on the assessment decision isgiven to the candidate in line ith the relevant /ssessment@uidelines.

9.8ays of overcoming any gaps in competency are eBplored iththe candidate.

9.!The candidate is advised of available reassessment in line ithorgani7ational policy and procedures.

9.-/ny assessment decision disputed by the candidate is recordedand reported promptly to appropriate personnel in line ithorgani7ational policy and procedures.




RAN/E ); 'AR*A4.ES

'AR*A4.E RAN/E

1. ConteBt and purpose of /ssessment

/ssessment is carried out in order to:1.1 Certify that an individual has achieved competency1. Recruit and select trainees for a Dob

1.! =onitor individual performance at or1.- "etermine training needs1.4 Conduct sills audit1.9 Recogni7e prior learning1. Classify a person against industry or enterprise standards1.< rovide feedbac on progress during training

. #vidence #vidence may include both:.1 "irect evidence. *ndirect evidence

!. Record eeping Record eeping may include:!.1 orms designed for the specific assessment result!. Checlist for recording!.! bservations>process!.- Combination of the above




E'*EN(E /?*E

1. Critical /spects ofCompetency

/ssessment re'uires evidence that the candidate:1.1 riented the trainee1. Conducted assessment in accordance ith competency

re'uirements and /ssessment @uidelines1.! #valuated gathered evidences and maing sound decision

1.- /ssessment results are recorded in accordance ith theapproved assessment guidelines and record eepingprocedures

1.4 Recorded and reported assessment outcomes1.9 rovided feedbac to the trainee including advise on ays of

meeting training needs>gaps identified through theassessment

. 3nderpinningHnoledge and /ttitude

.1 Competency standards and /ssessment @uidelines Curriculum. ccupational health and safety regulations and procedures

relevant to the specified conteBt

.! #vidence gathering process+ method and tools.- Rules of evidence and dimensions of competency

!. 3nderpinning $ills !.1 Communication sills re'uired to convey message to thetrainee

!. $ills in gathering evidence+ recording assessment results andreporting on the conduct of assessments

!.! $ills in the application of various assessment methods!.- $ills in developing evidence guide J assessment tool!.4 $ills in evaluating evidences and maing assessment

decision

-. Resource *mplication The folloing resources =3$T be provided:-.1 /ccess to relevant competencies+ sources of information on

assessment methods+ assessment tools and assessmentprocedures.

-. Relevant orplace+ community and school training center ande'uipment

-.! $tandard perating rocedures fromcommunity>enterprise>industry


Competency may be assessed through:4.1 "emonstration> bservation ith oral 'uestioning4. ortfolio

9. ConteBt of /ssessment /ssessment should be conducted in the orplace > simulatedarea > T#$"/ /ssessment Center




?N*T ); ()3ETEN(0 : A*NTA*N TRA*N*N/ ;A(*.*T*ES

?N*T ()E : T'T22>

?N*T ES(R*3T)R : This unit covers the sills and attitude in maintaining trainingfacilities+ includes implementing houseeeping activities andmaintaining training systems+ e'uipment+ tools+ materials and

documents.


Italicized terms are elaborated in the Range of 2ariables1. lan maintenance

activities1.1 Training &acilities and e.uipment are identified.1. Re'uisition for instructional e'uipment+ tools+ supplies and

materials are prepared according to established procedures.1.! Training e'uipment+ tools+ materials>supply inventory is

prepared1.- #'uipment+ tools+ supplies and materials option are thoroughly

researched and ergonomic re'uirements are considered.1.4 #'uipment+ tools+ supplies and materials are identified and

Dustified.1.9 #'uipment and systems impact on learners are accuratelydocumented according to procedures

1. +aintenance acti%ities are established according to policies. repare schedule of

maintenance.1 /reas >e'uipment to be maintained are identified. =aintenance activities+ resources and schedule are

identified and prepared according to Dob re'uirements..! Technical support services are identified as necessary

!. *mplementhouseeeping activities

!.1 Regular inspections are carried out in the or area accordingto orplace procedures and standards.

!. acilities are maintained in accordance ith ccupational?ealth and $afety.

!.! "isposal of aste and dangerous chemicals are checed inaccordance ith ccupational ?ealth and $afety+ regulationsand organi7ational policies and other regulations

!.- *nstructional materials and >e'uipment are secured in safeplaces in accordance ith procedures.

4. =aintain traininge'uipment and tools

-.1 #Becute regular maintenance activities and routineservicing>repair according to scheduled plan.

-. =aintenance procedures are folloed in accordance ith themanufacturers manual and organization policies*

-.! Respond to failed or unsafe e'uipment in accordance ithorgani7ational policies J procedures.

-.- #'uipment and tools are secured according to safety standards-.4 CompleB faults or repair re'uirements outside area of

responsibility or competence are reported for specialistassistance in accordance ith organi7ational procedures.

-.9 =aintenance activities are documented and reported accordingto procedures

4. "ocumentmaintenanceinspections

4.1 Regular inspections are carried out in the or area accordingto orplace procedures and standards

4. =aintenance and repair activities are documented andreported according to organi7ational policies

4.! 'ocuments are ept according to procedure




RAN/E ); 'AR*A4.ES

'AR*A4.ES RAN/E

1. acilities *ncludes but not limited to:1.1 #lectrical system1. 2entilation system1.! 8ater system1.- 8orshops1.4 iBtures1.9 *nfrastructure1. 6aboratory1.< 8orstations

. #'uipment *ncludes but not limited to:.1 large items of e'uipment. small items of e'uipment.! simple e'uipment

.- compleB e'uipment.4 e'uipment ith significant health and safety implications

3. =aintenance activities *ncludes but not limited to:!.1 *nspections of facilities and e'uipment!. Cleaning and lubricating of tools and e'uipment!.! Tagging of defective tools and e'uipment!.- "isinfecting tools and e'uipment!.4 Repairs

-. Resources and

schedule

-.1=anpoer

-.inancial-.!=anufacturer,s manual-.-=aintenance guide-.4$upplies and materials-.9Tools and e'uipment-.utsourcing services

5. rgani7ation policies *ncludes but not limited to:4.1 8arranty /greement4. 8aste =anagement $cheme4.! "ocumentation

4.- 4$ rocedures4.4 *nventory of tools and e'uipment

9. "ocuments *ncludes but not limited to:9.1 maintenance plans9. scheduling documents9.! budgets9.- re'uisitions9.4 inventory reports9.9 reports

9. submissions




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate:1.1 lanned and scheduled maintenance activities.1. "etermined areas and facilities are cleaned and maintained in

accordance ith ?$ and 4$ procedure.1.! *dentified regular maintenance activities routine

servicing>repair are scheduled.

1.- $elected procedures are folloed in accordance ith themanufacturers manual and organi7ational policies1.4 *dentified repair activities are performed+ documented >

reported according to organi7ational policies1.9 Checed the disposal of aste and dangerous chemicals


.1 $afety ractices.1.1 lanning and scheduling.1. roblem identification.1.! 8aste =anagement.1.- Hnoledge in 4,s

. =aterials and Tools: 3ses and specifications..1 Types>classification and proper dosage of chemicals.. material+ consumable and labor costs..! types of tools and e'uipment and procedures for their

safe use+ operation and maintenance..- =anufacturers specification

.! rocesses.!.1 Communication protocol.!. reventive maintenance.!.! Corrective maintenance.!.- material+ consumable and labor costs.!.4 maintenance procedures and methodologies.!.9 enterprise or schedules.!. procedures for the recording+ reporting and

maintenance of orplace records and information

.- 6egislation.-.1 Hnoledge about ? J $ rgani7ation policies.-. environmental protection re'uirements2.4.3 R/ 500!&$olid aste management

!. 3nderpinning $ills !.1 planning and $cheduling of /ctivity!. *nspections activity!.! use and maintain relevant tools+ machinery and e'uipment!.- identify problems and e'uipment faults and demonstrate

appropriate response procedures!.4 prioriti7e maintenance ors!.9 interpret of inspection data!. calculate of maintenance ors resource 'uantities and

proDect costs!.< ?ouseeeping!.5 Troubleshooting techni'ue!.10 reparation of Reports

-. Resource *mplications The folloing resources =3$T be provided:-.1 /ccess to learning environment-. /ccess to appropriate tools and e'uipment and materials4.3 /ccess to other resources


Competency may be assessed through:4.1 "emonstration > bservation and ith oral 'uestioning4. ortfolio

9. ConteBt for /ssessment /ssessment should be conducted in the orplace > simulated area

> T#$"/ /ssessment Center




?N*T ); ()3ETEN(0 @ ?T*.*CE E.E(TR)N*( E*A *N ;A(*.*TAT*N/ TRA*N*N/

?N*T ()E @ T'T22>6

?N*T ES(R*3T)R @ This unit covers the noledge+ sills and attitude re'uired inadvance training environment using electronic media infacilitating training+ including operation and maintenance of the

e'uipment.



1. *nspect electronicmedia e'uipment

1.1 Electronic media e.uipment are inspected according tospecified checlist.

1. /bnormalities or fault are identified and problem areas areanticipated.

1.! ?ealth and $afety ha7ards are identified.

. perate electronicmedia e'uipment todeliver a lesson

.1 #'uipment are set&up in accordance ith health and safetystandards

. #lectronic media e'uipment are operated in accordance to3ser,s =anual

.! #'uipment are used for optimum performance based on itscapacity

.- Teacher and learner cantered learning principles areimplemented in line ith the eBecution of session plan.

!. =aintain electronicmedia e'uipment !.1 reventive maintenance procedure+ diagnostic tools andsystem chec are applied periodically.!. Checlist are maintained as per $tandard perating

rocedures!.! /2>multimedia e'uipment are stored to safe rac>cabinet




RAN/E ); 'AR*A4.ES

'AR*A4.ES RAN/E

1. #lectronic mediae'uipment

=ay include but not limited to1.1 /udio =iBers1. Computer /pplication $oftare1.! =icrophones1.- "2"s>C"s1.4 /udio /mplifiers1.9 $peaers $ystem1. ./ $ystems1.< Camera ("igital>ilm Gased)1.5 2ideo Camera1.10 /2 Tapes1.11 2ideo =onitor 1.16C" roDector 1.1! #lectronic 8hiteboard

1.1- ersonal Computer

. "iagnostic Tools .1 /nti&virus softare. =ulti tester




E'*EN(E /?*E


/ssessment re'uires evidence that the candidate:1.1 *nspected />2 e'uipment1. perated />2 and multimedia e'uipment to deliver a lesson1.! =aintained />2 e'uipment

. 3nderpinningHnoledge .1 $/#TA R/CT*C#$.1.1 electrical > radiation and shoc ha7ards. =/T#R*/6$ /" T6$:3$#$ /" $#C**C/T*$

..1 />2 e'uipment uses and specifications.. #lectronic media e'uipment uses and

specifications..! 3ses and care for electronic media e'uipment..- "iagnostic tools uses and specifications

.! TR/"# T?#RA.!.1 />2 e'uipment nomenclature.!. =ultimedia e'uipment nomenclature

.!.! />2 multimedia e'uipment handling procedures.!.- %uality of sound+.!.4 %uality of />2.!.9 sychological perceptions.!. reventive maintenance.!.< Tips and trics in presenting

.- 6#@*$6/T*.-.1 6icensing agreement

!. 3nderpinning $ills !.1Gasic Computer peration!.Communication $ills

!.!lanning>rgani7ational $ills!.-resentation $ills!.4/dopt relevant industry and community practices and

eBperiences!.9=aintain appropriate documents and records

-. Resource *mplications The folloing resources =3$T be provided:-.1 />2 and multimedia e'uipment-. 3ser,s manual-.! ?$ practice-.- 8orstation-.4 8orplace guidelines


Competency may be assessed through:4.1 "emonstration > bservation ith ral 'uestioning4. ortfolio

9. ConteBt of /ssessment /ssessment should be conducted in the orplace > simulated area> T#$"/ /ssessment Center






?nit of (om"etenc$

.earnin& )!tcomes ethodolo&$Assessment

A""roach3. /pply

environmental principles andadvocateconservation

!.1 ollo environmentalorplace practices

!. Contribute to improveenvironmental orpractices

!.! Recogni7e and report

potential environmentalthreats

• 6ecture&discussion• ield visits

• "irectobservation

• *ntervie

-. 3tili7e *Tapplications intechnicaltraining

-.1 $et&up or environment-. 3tili7e ord processing

application-.! 3tili7e presenter

application-.- 3tili7e spread sheet

application-.4 3tili7e internet and

to communicate and

collect information

• 6ecture&discussion• ractical lab• "emonstration

• "emonstration>direct observationith oral'uestioning

• ortfolioevaluation

4. 6ead smallteams

4.1 rovide team leadership4. /ssign responsibilities4.! $et performance

eBpectations for teammembers

4.- $upervised teamperformance

• 6ecture• "emonstration• $elf&paced

(modular)

• "emonstration• Case studies

9. /pply orethics+ valuesand 'uality

principles

9.1 bserve orplacepolicies and guidelines

9. 2alue self&orth and

profession9.! bserve proper conduct

in dealing ith learnersand parents

• 6ecture&discussion• Role&playing>

simulation• Case studies

. 8oreffectively invocationaleducation andtraining

.1 8or ithin thevocational education andtraining policy frameor

. 8or ithin the trainingorgani7ation,s 'ualityframeor

.! =anage or and or

relationships.- "emonstrate a client&focused approach toor

• 6ecture&discussion• Case studies

• "emonstrationith oral'uestioning

• *ntervie• 8ritten test• Third&party report

<. oster andpromote aninclusivelearning culture

<.1 ractice inclusivity<. romote and respond to

diversity<.! "evelop and implement

or strategies tosupport inclusivity

<.- romote a culture of

learning<.4 =onitor and improveor practices.

• 6ecture&discussion• Role&playing>

simulation• ield visits


• *ntervie• 8ritten test• Third&party report




?nit of (om"etenc$


A""roach5. #nsure healthy

and safelearningenvironment

5.1 *dentify ccupational?ealth and $afety (?$)responsibilities

5. *dentify ha7ards in thelearning environment

5.! /ssess riss in the

learning environment5.- "evelop and implementactions to ensure thehealth safety and elfareof learners and>orcandidates

5.4 rovide appropriateccupational ?ealth and$afety (?$)re'uirements to learnersand>or candidates

5.9 =onitor ccupational?ealth and $afety (?$)arrangements in thelearning environment

• 6ecture&discussion• ield visits• Case studies


• Case problems• *ntervie

10. =aintain andenhanceprofess&ionalpractice

10.1 =odel high standards ofperformance

10. "etermine personaldevelopment needs

10.! articipate inprofessionaldevelopment activities

10.- Reflect on and evaluateprofessional practice

• 6ecture&discussion• Role&playing• Case studies• Reporting>

presentation


• *ntervie• 8ritten test• 8ritten report

11. "evelop andpromoteappreciation for costs andbenefits oftechnicaltraining

11.1 $tudy training costcomponents

11. #valuate training costsand benefits

11.! =onitor conduct andresults of training

11.- romote aareness ofcosts and benefits oftraining

• 6ecture&discussion• Case studies

• Case problems• 8ritten eBam• *ntervie• 8ritten report

1. "evelop and

promoteunderstandingof global labormarets.

1.1 *dentify current and

future trends>concerns1. /ssess nedevelopments

1.! 3tili7e labor maretinformation to best effect

• 6ecture&discussion•

Case studies

• Case problems•

8ritten eBam• *ntervie• ral presentation




()RE ()3ETEN(*ES F +6 ho!rs

Note2 The training pro%ider may o&&er the #hole Course on Training +ethodologies and Assessment co%ering Core Competency Nos* 6 to 7* Alternately$ 8nits o& competency Nos* 6$ 9$ :$ ;$ and 7 may (e (undled into amodular course on 'eli%ering/Conducting Training* 8nit o& competency No* < may (e o&&ered as a modular course on Conducting Assessment*

?nit of (om"etenc$ .earnin& )!tcomes ethodolo&$

AssessmentA""roach

1. lan trainingsession

1.1 *dentifying learner,straining re'uirements

1. repare session plan1.! repare instructional

materials1.- repare assessment

instruments (*nstitutional)1.4 rgani7e learning and

teaching resources

Based on CBCmethodology

• 6ecture

• 2ideo

presentation

• @roup discussion

• Computer aided

instruction• Computer based

learning (e&learning)

• 8riteshop

• ?ands&on

Based on CBCassessment method

• *ntervie > ral

'uestioning

• 8ritten output

• 8ritten>oral

eBamination

• "emonstration

. acilitatelearning session

.1 repare training facilities>resources

. Conduct pre&assessment.! acilitate training

session.- Conduct competency

assessment.4 Revie delivery of

training session


• $imulation

• 6ecture

• $elf Epaceinstruction

• 8ritten test

• "emonstration>oral 'uestioning

!. 3tili7eelectronicmedia infacilitating

training

!.1 resent a lesson throughdirect videofootage>capture

!. resent lesson via film

vieing method!.! 3tili7e computer and

multimedia technology topresent a lesson

• ocused group

discussion

• @uided learning

and eBploration

• eer teaching

• Role playing

• Computer /ided

*nstruction

• "emonstration

• ral %uestioning

• 8ritten

eBamination




?nit of (om"etenc$


A""roach

-. $upervise or&based learning

-.1#stablish trainingre'uirement for trainees

-.=onitor or&basedtraining

-.!Revie and evaluate

or&based trainingeffectiveness

• ?ands&on

• "iscussions

• ractical

performance

• Case study

• "iscussion

• @roup activities

• pen forum

• "iscussion

• /ction planning

• *ntervie

• "emonstration

ith oral'uestioning

• 8ritten test ral

%uestioning

4. Conductcompetencyassessment

4.1 rgani7e assessmentactivities

4. repare the candidate4.! @ather evidence4.- =ae the assessment

decision4.4 Record assessment

results4.9 rovide feedbac to

candidates

• 6ecture

• 2ideo

presentation

•@roup discussion

• 8ritten

eBamination

• ral *ntervie

•"emonstration

• "irect

observation

6. =aintaintraining facilities

9.1 lan and schedulemaintenance activities

9. *mplement

houseeeping activities9.! =aintain training

e'uipment and tools9.- "ocument maintenance

inspection


• $imulation

• 6ecture

• $elf Epace

instruction

• 8ritten test

•"emonstration >

'uestioning




#2 TRA*N*N/ E.*'ER0

The delivery of training should adhere to the design of the curriculum. "elivery should beguided by the 10 basic principles of competency&based T2#T.

The training is based on curriculum developed from the competency standards;

6earning is modular in its structure;

Training delivery is individuali7ed and self&paced;

Training is based on or that must be performed;

Training materials are directly related to the competency standards and the curriculummodules;

/ssessment is based in the collection of evidence of the performance of or to theindustry re'uired standard;

Training is based both on and off&the&Dob components;

/llos for recognition of prior learning (R6) or current competencies;

Training allos for multiple entry and eBit; and

/pproved training programs are ationally /ccredited

The competency&based T2#T system recogni7es various types of delivery modes+ both onand off&the&Dob as long as the learning is driven by the competency standards specified by theindustry. The folloing training modalities may be adopted hen designing training programs:

• The duali7ed mode of training delivery is preferred and recommended. Thus programs

ould contain both in&school and in&industry training or fieldor components. "etailscan be referred to the "ual Training $ystem ("T$) *mplementing Rules andRegulations.

• =odular>self&paced learning is a competency&based training modality herein thetrainee is alloed to progress at his on pace. The trainer Dust facilitates the trainingdelivery.

• eer teaching>mentoring is a training modality herein fast learners are given theopportunity to assist the slo learners.

• $upervised industry training or on&the&Dob training is an approach in training designed

to enhance the noledge and sills of the trainee through actual eBperience in theorplace to ac'uire specific competencies prescribed in the training regulations.

• "istance learning is a formal education process in hich maDority of the instructionoccurs hen the students and instructor are not in the same place. "istance learningmay employ correspondence study+ audio+ video or computer technologies.




# TRA*NEE ENTR0 RE=?*REENTS

Candidate>trainee must satisfy the folloing re'uirements && :

• @raduate of baccalaureate degree or e'uivalent in training>eBperience along the field

of Technical &2ocational #ducation and Training

• Certified at the same or higher C 6evel in the 'ualification that ill be handled (for

technical trainers)• /ble to communicate orally and in riting

• hysically fit and mentally healthy

• roficient in 'uantitative and 'ualitative analysis

• roficient in verbal reasoning.

#8 .*ST ); T)).S, E=?*3ENT AN ATER*A.S


Recommended list of tools and materials per trainee for T= 6evel *

T)).S E=?*3ENT ATER*A.S

=T0 ES(R*3T*)N =T0 ES(R*3T*)N =T0 ES(R*3T*)N

?and tools (for thetarget trade areas)

Computer andperipherals

aper and pencil

6C" proDector /udio video materials

#lectronic >=ultimediae'uipment

?and outs

Training facilities>e'uipment("epending on tradearea)

Reference boos

8orplace orsimulated environment

=anuals

"ifferent types of forms

=aterials andconsumables formaintenance activities

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# TRA*N*N/ ;A(*.*T*ES


The competency&based training environment for the training of trainers must includecomponent areas for the folloing & practical or area+ learning resource center+ training resourceand production area+ assessment area+ 'uality control and support area.

/t the minimum+ there should be provisions for a lecture and orshop area+ learningresource area+ multimedia>computer>audio&visual laboratory and orshop>production area.

#6 TRA*NERSG =?A.*;*(AT*)NS F (o!rse on Trainin& ethodolo&ies and Assessment

• =ust be a holder of Trainers =ethodology 6evel *** or higher>e'uivalent 'ualification

or training>eBperienceK

• 8ith at least five (4) years eBperience as trainer>teacher

• 8ith good moral character• =ust be computer literate

• =ust be physically and mentally fit

• =ust be a holder of professional teacher license issued by RC or e'uivalentKK

• =ust have 1 year industry eBperienceKKK

K e'uivalent 'ualification ill be accepted only during the transition period toard the

Trainers =ethodology 6evels *** and *2 hen there are fe or no holders yet of T= ***and T= *2; this period ill be further defined by T#$"/

KK this applies only to schools prescribing this re'uirement

KKK optional; only hen re'uired by the hiring institution

#7 *NST*T?T*)NA. ASSESSENT

*nstitutional /ssessment is to be undertaen by trainees to determine the achievement of units of competency. / certificate of achievement is issued for each unit of competency.

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SE(T*)N 8 NAT*)NA. ASSESSENT AN (ERT*;*(AT*)N ARRAN/EENTS

-.1 To attain the ational %ualification of T= *+ the candidate must demonstrate competence inall the units of competency listed in $ection 1. $uccessful candidates shall be aarded aational T= Certificate signed by the T#$"/ "irector @eneral.

-. The %ualification may be ac'uired through accumulation of T= Certificates of Competency

(CC) in the folloing cluster of units of competency and individual unit of competency E

-..1 "eliver training session

-..1.1 lan training session-..1. acilitate training session-..1.! 3tili7e electronic media in facilitating training-..1.- =aintain training facilities-..1.4 $upervise or&based learning

-.. Conduct competency assessment

-.! 3pon accumulation and submission of the above to () T=&CCs ac'uired+ an individual

shall be issued the ational T= * Certificate.

-.- /ssessment shall focus on the core units of competency. The basic competencies shall be

integrated or assessed concurrently ith the core units.

-.4 The candidate applying for assessment and certification under T= * must be

-.4.1 G$ graduate or e'uivalent-.4. Certified in the ational Certificate level that ill be handled>facilitated




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A(BN).E/ENTS

The Technical #ducation and $ills "evelopment /uthority (T#$"/) ishes to eBtendthans and appreciation to the representatives of business+ industry+ academe and governmentagencies ho donated their time and eBpertise to the development and validation of theseTraining Regulations.

T-E TE(-N*(A. )RB*N/ /R)?3

1) r# ;E.*3E T# T)RRESConsultant@oongei Grothers oundation 6earning and "evelopment Center

) r# ART-?R .?*S 3# ;.)RENT*N, ;3eople =anagement /ssociation of the hilippines (=/)hilippine $ociety for Training and "evelopment ($T")

!) s# ARH)R*E /# ENEN*..A

#Becutive "irector T#2$/?*6

-) r# ;REE.*T) N# S?AREC /ssociate "irector+ /cademic $ervices==6"C oundation+ *nc.

4) r# R)).;) (# EN/?*TATraining "irector>?R" =anager ". =. ConsunDi+ *nc.

9) r# '.A**R -# SANT)S=* oundation+ *nc.

) s# *.A/R)S )# -ERNANEChilippine $ociety for Training and "evelopment

embers of the TESA 4oard

The TESA 4oard Standards5Settin& and S$stems e%elo"ment (ommittee

The ana&ement and Staff of the TESA Secretariat

%ualifications and $tandards ffice (%$)Competency /ssessment and Certification ffice (C/C)

Documents

MELJUN CORTES TESDA TR TM1 Trainers Methodology Level I (Training Regulations)