cbc tm 1 trainer assessor

8/18/2019 CBC TM 1 Trainer Assessor

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COMPETENCY-BASED

CURRICULUM

Sector :

Qualifcation :

TRAINERS METHODOLOGY LEVEL I:TRAINER/ASSESSOR

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITYEast Service Road, South Superhighway, Taguig City, Metro Manila


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TABLE OF CONTENTS

A...COURSE DES!"................................................................................................#$%

&. MODU'ES O( "STRUCTO"

•&asic Co)petencies..............................................................................................*

o 'eading wor+place co))unication..........................................................$#-

o Applying )ath and science principles in technical training....................##$#%

o Applying environ)ental principles and advocate conservation.............#*$#

o Utili/ing applications in technical training..............................................$0

o 'eading s)all tea)s..............................................................................1$2#

o Applying wor+ ethics, values and 3uality principles...............................2$24

o 5or+ing e66ectively in vocational education and training.......................2%$4-

o (ostering and pro)oting an inclusive learning culture..........................4#$4*

o Ensuring a healthy and sa6e learning environ)ent................................4$%2o Maintaining and enhancing pro6essional practice..................................%4$%0

o Developing and pro)oting appreciation 6or costs and 7ene6its o6

technical training....................................................................................o Developing and pro)oting understanding o6 glo7al la7or )ar+ets ......*2$**

•Core Co)petencies.............................................................................................*

o 8lanning training session.......................................................................*0$2

o (acilitating learning session...................................................................4$1

o Utili/ing electronic )edia in 6acilitating training.....................................0-$02o Supervising wor+$7ased learning...........................................................04$0

o Conducting co)petency assess)ent....................................................00$14

o Maintaining training 6acilities..................................................................1%$11


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C O U R S E D E S I G N

COURSE TT'E 9 TRAINERS METHODOLOGY LEVEL I: TRAINER/ASSESSOR

"OM"A' DURATO" 9 64 hours

COURSE DESCR8TO" 9

This course is designed to enhance the +nowledge, s+ills, positive attitude and wor+ valueso6 the learner in accordance with the prevailing standards in the Technical $:ocationalEducation and Training ;T:ET< sector. This enco)passes co)petencies re3uired o6 aTechnical$:ocational Trainer to per6or) the tas+s in the areas o6 instructional delivery =6acilitation, co)petency assess)ent, and )aintenance o6 training resources = 6acilities.

E"TR> RE?UREME"TS 9

Candidate=trainee )ust reach=poses any o6 the 6ollowing 3uali6ication9

• !raduate o6 courses relevant to Technical $:ocational Education and Training

• A7ility to co))unicate

• 8hysically 6it and )entally healthy

• Can per6or) 7asic )athe)atical co)putation and )ensuration.

Trainers Methodology 'evel 9 Trainer=Assessor $ # $


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COURSE STRUCTURE:

BASIC COMPETENCIES;#0 hours<

U"T O(COM8ETE"C>

MODU'E TT'E 'EAR""! OUTCOMES"OM"A'

DURATO"

#. 'eadwor+placeco))unication

#.# 'eadingwor+placeco))unication

#.#.# Co))unicate in6or)ationa7out wor+place process#.#. 'ead wor+place discussions1.1.3 denti6y and co))unicate

issues arising in thewor+place

0 hours

. Apply )ath andscienceprinciples intechnicaltraining

.#Applying )athand scienceprinciples intechnicaltraining

.#.# denti6y )ath and science)ani6estations in the coursecontent and the wor+place

.#. Relate )ath and scienceconcepts to co))on and

wor+place situations.#.2 Assess trainees

internali/ation o6 )ath andscience concepts

.#.4 ntroduce 6urtherenhance)ents

0 hours

2. Applyenviron)entprinciples andadvocateconservation

2.#Applyingenviron)entprinciples andadvocateconservation

2.#.# (ollow environ)entalwor+place practices

2.#. Contri7ute to i)proveenviron)ental wor+ practices

2.#.2 Recogni/e and report

potential environ)entalthreats

0 hours

4. Utili/e Tapplications intechnicaltraining

4.#Utili/e Tapplications intechnicaltraining

4.#.# Set$up wor+ environ)ent4.#. Utili/e word processing

application4.#.2 Utili/e presenter application4.#.4 Utili/e spreadsheet application4.#.% Utili/e internet and www to

co))unicate and collectin6or)ation

0 hours

%. 'ead s)alltea)s

%.# 'eading s)alltea)s

%.#.# 8rovide tea) leadership%.#. Supervised tea)

per6or)ance

0 hours

*. Apply wor+ethics, valuesand 3ualityprinciples

*.#Applying wor+ethics, valuesand 3ualityprinciples

*.#.# O7serve wor+place policiesand guidelines

*.#. O7serve proper conduct indealing with learners andparents

0 hours

. 5or+e66ectively invocational

education andtraining

.#5or+inge66ectively invocational

education andtraining

.#.# 5or+ within the vocationaleducation and training policy6ra)ewor+

.#. 5or+ within the trainingorgani/ation@s 3uality6ra)ewor+

.#.2 Manage wor+ and wor+

#* hours

Trainers Methodology 'evel 9 Trainer=Assessor $ $


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U"T O(COM8ETE"C>


DURATO"

relationships7.1.4 8er6or) a client$6ocused

approach to wor+

0. (oster andpro)ote aninclusivelearning culture

0.#(ostering andpro)oting aninclusivelearning culture

0.#.# 8ractice inclusivity0.#. 8ro)ote and respond to

diversity0.#.2 Develop and i)ple)ent wor+

strategies to supportinclusivity

0.#.4 8ro)ote a culture o6 learning0.#.% Monitor and i)prove wor+

practices

#* hours

1. Ensure ahealthy andsa6e learning

environ)ent

1.#Ensuring ahealthy andsa6e learning

environ)ent

1.#.# denti6y occupation healthand sa6ety ;OS<responsi7ilities

1.#. denti6y ha/ards in thelearning environ)ent

1.#.2 Assess ris+s in the learningenviron)ent

1.#.4 Develop and i)ple)entactions to ensure the healthand sa6ety and wel6are o6learners and=or candidates

1.#.% 8rovide appropriateoccupational health andsa6ety ;OS< re3uire)ents to

learners and=or candidates1.#.* Monitor occupational health

and sa6ety ;OS<arrange)ents in the learningenviron)ent

#* hours

#-.Maintain andenhancepro6essionalpractice

#-.# Maintainingand enhancingpro6essionalpractice

#-.#.# Model high standards o6per6or)ance

#-.#. Deter)ine personaldevelop)ent needs

#-.#.2 8articipate in pro6essionaldevelop)ent activities

#-.#.4 Re6lect on and evaluatepro6essional practice

0 hours

##. Develop andpro)oteappreciation 6or cost and7ene6its o6technicaltraining

##.# Developing andpro)oteappreciation 6or cost and7ene6its o6technicaltraining

##.#.# Study and evaluate trainingcost co)ponents and7ene6its

##.#. Monitor conduct and resultso6 training

##.#.2 8ro)ote awareness o6 costand 7ene6its o6 training

#* hours

#.Develop and

pro)oteunderstandingo6 glo7al la7or)ar+ets

#.# Developing and

pro)otingunderstandingo6 glo7al la7or)ar+ets

#.#.# denti6y current and 6uture

trends=concerns#.#. Assess new develop)ents12.1.3 Utili/e la7or )ar+et

in6or)ation to 7est e66ect

0 hours

Trainers Methodology 'evel 9 Trainer=Assessor $ 2 $


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CORE COMPETENCIES;#2* hours<

U"T O(COM8ETE"C>


DURATO"

#. 8lan training

session

#.# 8lanning

training session

#.#.# denti6y learner@s training

re3uire)ents#.#. 8repare session plan#.#.2 8repare instructional

)aterials#.#.4 8repare assess)ent

instru)ents ;nstitutional<#.#.% Organi/e learning and

teaching resources

4- hours

. (acilitatelearningsession

.# (acilitatinglearningsession

.#.# 8repare training6acilities =resources

.#. Conduct pre$assess)ent

.#.2 (acilitate training session.#.4 Conduct co)petency

assess)ent.#.% Review delivery o6 training

session

2 hours

2. Utili/eelectronic)edia in6acilitatingtraining

2.# Utili/ingelectronic)edia in6acilitatingtraining

2.#.# 8resent a lesson throughdirect video 6ootage=capture

2.#. 8resent lesson via 6il)viewing )ethod

2.#.2 Utili/e co)puter and)ulti)edia technology to

present a lesson

#* hours

4. Supervisewor+$7asedlearning

4.# Supervisingwor+$7asedlearning

4.#.# Esta7lish trainingre3uire)ent 6or trainees

4.#. Monitor wor+$7ased training4.#.2 Review and evaluate wor+$

7ased training e66ectiveness

#* hours

%. Conductco)petencyassess)ent

%.# Conductingco)petencyassess)ent

%.#.# Organi/e assess)entactivities

%.#. 8repare the candidate%.#.2 !ather evidence%.#.4 Ma+e the assess)ent

decision%.#.% Record assess)ent results%.#.* 8rovide 6eed7ac+ to

candidates

#* hours

*. Maintaintraining6acilities

*.# Maintainingtraining6acilities

*.#.# 8lan and schedule)aintenance activities

*.#. )ple)ent house+eepingactivities

*.#.2 Maintain training e3uip)entand tools

*.#.4 Docu)ent )aintenanceinspection

#* hours

Trainers Methodology 'evel 9 Trainer=Assessor $ 4 $


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RESOURCES:

Tools E3uip)ent Materials

• and tools ;6or the

target trade areas<

• Co)puter and peripherals

• 'CD proBector

•

Electronic =Multi)ediae3uip)ent

• Training 6acilities =e3uip)ent

;Depending on trade area<

• 5or+place or si)ulated

environ)ent

• 8aper and pencil

• Audio video )aterials

•

and outs• Re6erence 7oo+s

• Manuals

• Di66erent types o6 6or)s

• Materials and consu)a7les

6or )aintenance activities

COURSE DE':ER>9

•

(ace$to$6ace instruction ;individual or group<• Distance learning =co)puter$7ased

• ndustry ))ersion

• Si)ulation

• 5or+$7ased learning

• &lended delivery )ethods

ASSESSME"T METODS9

• 5ritten test

•nterview ;oral=3uestionnaire<

• De)onstration= o7servation

• 8ort6olio ;credentials

TRA"ER@S ?UA'(CATO"S9

• Must 7e a T? certi6icate holder

• !ood )oral character

• Must 7e a holder o6 pro6essional license issued 7y 8RC or e3uivalent

• Must 7e co)puter literate

• Must 7e physically and )entally 6it• Must have # year industry eperience and=or teaching eperience

Trainers Methodology 'evel 9 Trainer=Assessor $ % $


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MODULES OF INSTRUCTION

BASIC COMPETENCIES


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U"T O( COM8ETE"C> 9 LEAD WORPLACE COMMUNICATION

MODU'E TT'E 9 LEADING WORPLACE COMMUNICATION

MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uired tolead in the disse)ination and discussion o6 ideas, in6or)ationand issues in the wor+place.


SUMMAR> O( 'EAR""! OUTCOMES9

Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9

'O#. Co))unicate in6or)ation a7out wor+place processes

'O. 'ead wor+place discussions

'O2. denti6y and co))unicate issues arising in the wor+place

Trainer ?uali6ication 9 Trainer=Assessor $ $


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LO!" COMMUNICATE INFORMATION ABOUT WORPLACE PROCESSES

ASSESSME"T CRTERA9

#. Appropriate co))unication )ethod is selected

. Multiple operations involving several topics areas are co))unicated accordingly

2. ?uestions are used to gain etra in6or)ation

4. Correct sources o6 in6or)ation are identi6ied

%. n6or)ation is selected and organi/ed correctly

*. :er7al and written reporting is underta+en when re3uired

. Co))unication s+ills are )aintained in all situations

CO"TE"TS9

• Methods o6 co))unication

• Organi/ation re3uire)ents 6or written and electronic co))unication )ethods• E66ective ver7al and no$ver7al co))unication )ethods

• Co))unication protocol

• Co))unication strategies

CO"DTO"S9 Students=trainees )ust 7e provided with the 6ollowing9

• andouts or re6erence )aterials=7oo+s on the a7ove stated contents

• 8C=printer or laptop=printer with internet access

• &ond paper

• &all pens=pencils and other o66ice supplies and )aterials• Co))unication resources

• 5or+place or si)ulated environ)ent

METODO'O!ES9

• 'ecture=discussion

• De)onstration=application

• Oral presentation

ASSESSME"T METODS9

• Oral 3uestioning

• 5ritten ea)ination

• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ 0 $


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LO#" LEAD WORPLACE DISCUSSIONS

ASSESSME"T CRTERA9

#. Response to wor+place issues are sought

. Response to wor+place issues are provided i))ediately

2. Constructive contri7utions are )ade to wor+place discussions on such issues asproduction, 3uality and sa6ety

4. !oals=o7Bectives and action plan underta+en in the wor+place are co))unicated

CO"TE"TS9

• 5or+place co))unication protocol

• Co))unication ethics

• Co))unication disse)ination process




• &ond paper

• &all pens=pencils and other o66ice supplies and )aterials


METODO'O!ES9

• 'ecture=discussion• De)onstration=application


ASSESSME"T METODS9



• De)onstration



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LO$" IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORPLACE

ASSESSME"T CRTERA9

#. ssues and pro7le)s are identi6ied as they arise

. n6or)ation regarding pro7le)s and issues are organi/ed coherently to ensure clearand e66ective co))unication

2. Dialogue is initiated with appropriate personnel

4. Co))unication pro7le)s and issues are raised as they arise

CO"TE"TS9

• 5or+place pro7le)s and issues

• 8ro7le)=issues and resolution


• andouts or re6erence )aterials=7oo+s on the a7ove stated contents• 8C=printer or laptop=printer with internet access

• &ond paper



METODO'O!ES9




ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ #- $


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U"T O( COM8ETE"C> 9 APPLY MATH AND SCIENCE PRINCIPLES IN TECHNICALTRAINING

MODU'E TT'E 9 APPLYING MATH AND SCIENCE PRINCIPLES IN TECHNICALTRAINING

MODU'E DESCR8TOR 9 This )odule covers the outco)es re3uired to integrate )ath andscience concepts in the content and delivery o6 technical trainingprogra)s and to )otivate trainees in learning and applying suchconcepts in the wor+place.


SUMMAR> O( 'EAR""! OUTCOMES 9

Upon co)pletion o6 this )odule the trainee=student )ust 7e a7le to9

'O#. denti6y )ath and science )ani6estations in the course content and the wor+place

'O. Relate )ath and science concepts to co))on and wor+place situations

'O2. Assess trainees@ internali/ation o6 )ath and science concepts

'O4. ntroduce 6urther enhance)ents

Trainer ?uali6ication 9 Trainer=Assessor $ ## $


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LO!" IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSECONTENT AND THE WORPLACE

ASSESSME"T CRTERA 9

#. Course content and learning outco)es are reviewed and studied 6or )ath andscience content

. Situations in the wor+place and in everyday li6e are related to the course or progra)are identi6ied 6or inclusion or )ention in the training

2. Training aids, lesson plans or session notes are prepared, adopted or custo)i/edincorporating or highlighting applications o6 )ath and science principles

CO"TE"TS9

• Course content o6 Math and science as applied to technical training

- &asic Arith)etic=6our 6unda)entals operations

- Ele)entary Alge7ra

- &asic Science• Review o6 learning outco)es 6or )ath and science

• Training Methodology 6or science and )ath as applied to technical training

• Di66erent training aids, audio visuals and learning )aterials in teaching and adopting

)ath and science in the area o6 technical training

• Di66erent )athe)atical and science )odels=representations

- ?uantitative )odels

- &asic laws, principles

- !raphs and diagra)s

CO"DTO"S9 The student=trainee )ust 7e provided with the 6ollowing9

• Di66erent )ath and science teaching=learning )odels

• Di66erent learning )aterials and training aids

• Contetual and eperiential learning )ethods and activities

• Math and science la7oratory paraphernalia

METODO'O!ES9

• 'ecture

• :ideo presentation• !roup discussion

ASSESSME"T METODS9


• Oral nterview

• De)onstration

• Case pro7le)s

Trainer ?uali6ication 9 Trainer=Assessor $ # $


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LO#" RELATE MATH AND SCIENCE CONCEPTS TO COMMON AND WORPLACESITUATIONS

ASSESSME"T CRTERA 9

#. 8ractical applications o6 )ath and science related to the desired learning outco)esare incorporated, eplained and stressed during the training

. Trainees are aided and encouraged to identi6y and apply )ath and science conceptsin their wor+ and everyday li6e

2. Class ea)ples=cases, eercises, and assign)ents are given 6or trainees to eploreand re6lect on the applications=)ani6estations o6 )ath and science along the coursecontent

CO"TE"TS 9

• 8ractical Applications o6 Math and science related to technical training

• Di66erent training aids in encouraging trainees in the study o6 )ath and science in

technical training• Di66erent Mathe)atical and science ea)ples as applied to technical training

• Di66erent situations=cases o6 )ath and science co))on to wor+place

• Di66erent eercises as well as assign)ent that re6lects )ath and science along the

course content


• Math and science training aids

• Models and representations

• Di66erent Contetual and eperiential learning )ethods

METODO'O!ES9

• 'ecture

• :ideo presentation

• !roup discussion

ASSESSME"T METODS9

•

5ritten test• Oral nterview and 3uestioning

• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ #2 $


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LO$" ASSESS TRAINEES INTERNALI%ATION OF MATH AND SCIENCE CONCEPTS

ASSESSME"T CRTERA9

#. Trainees@ retention o6 7asic )ath and science concepts are reviewed to identi6y areasneeding 6urther intervention

. Trainees@ appreciation o6 )ath and science principles along the trade area or su7Bect)atter is deter)ined using applica7le assess)ent )ethodology

2. Si)ple )athe)atical and scienti6ic )odels=representations are discussed to aid inthe understanding and application o6 principles and theories using language, styleand 6or)at that are readily understood

4. 8oorly$understood areas o6 )ath and science relevant to the course are given etraattention and eplained in user$6riendly ter)s in accordance with trainees@ interestsand learning styles

CO"TE"TS9

•

Di66erent concepts o6 )ath and science as applied in technical training• Di66erent )ath and science principles along the technical trade areas

• Di66erent )ath and science teaching=learning )odels

• Study o6 Di66erent )ath and science learning styles

• Di66erent assess)ent )ethodology as applied in )ath and science

• Di66erent assess)ent tools=pac+ages


• Math and science training aids

• Models and representations• Di66erent Contetual learning styles )ethods

• Sel6 assess)ent

METODO'O!ES9

• 'ecture



ASSESSME"T METODS9

• 5ritten test

• Oral nterview

• Direct o7servation

• De)onstration



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LO4" INTRODUCE FURTHER ENHANCEMENTS

ASSESSME"T CRTERA9

#. 8ersonal +nowledge, eperiences and o7servations o6 sel6 and others in the area o6 )ath and science applications are cited and incorporated in the lessons and lecture$discussions

. Results o6 application o6 )ath and science concepts are evaluated and docu)ented6or replication and enhance)ent

2. 'ogical, syste)atic and scienti6ic thin+ing and )ethods are introduced and developed6or trainees to assi)ilate and apply in their own wor+ and study

4. Contetual and eperiential learning )ethods are utili/ed to aid in appreciation o6 )ath and science concepts

CO"TE"TS9

• 8ersonal point o6 view, +nowledge and eperiences in the area o6 )ath and science

and its application• Evaluation and docu)entation o6 )ath and science applications

• ntroduction to 'ogical, syste)atic and scienti6ic )ethod o6 thin+ing

• Application o6 logical, syste)atic and scienti6ic thin+ing to own wor+

• ntroduction to Contetual and eperiential learning )ethod


• Access to )ath and science training la7 or wor+shop

• Models and representations

•

Di66erent contetual and eperiential learning )ethods

METODO'O!ES

• 'ecture



ASSESSME"T METODS9

•

5ritten test• nterview


• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ #% $


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U"T O( COM8ETE"C> 9 APPLY ENVIRONMENTAL PRINCIPLES AND ADVOCATECONSERVATION

MODU'E TT'E 9 APPLYING ENVIRONMENTAL PRINCIPLES AND ADVOCATECONSERVATION

MODU'E DESCR8TOR 9 This unit covers the +nowledge, s+ills and attitudes re3uired toapply=adopt environ)ental principles and advocate conservationin diverse technical$vocational training environ)ents, includingo7serving and contri7uting to positive environ)ent wor+practices. This covers the 6ollowing9 environ)ental wor+practices, contri7uting to i)prove)ents o6 environ)entalpractices, and reporting potential environ)ental threats.




'O#. (ollow environ)ental wor+place practices

'O. Contri7ute to i)prove environ)ental wor+ practices

'O2. Recogni/e and report potential environ)ental threats

Trainer ?uali6ication 9 Trainer=Assessor $ #* $


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LO!" FOLLOW ENVIRONMENTAL WORPLACE PRACTICES

ASSESSME"T CRTERA9

#. 5or+place practices and wor+ instructions relating to potential environ)ental i)pactsare recogni/ed and 6ollowed, and clari6ication is sought where necessary.

. Relevant legislation, codes and national standards that i)pact on wor+placeenviron)ental practices are recogni/ed and 6ollowed.

2. .Changes to wor+ practices and procedures are responded to positively and pro)ptlyin accordance with organi/ational re3uire)ents.

4. ndividual roles=responsi7ilities are deter)ined and per6or)ed 7ased on the progra)=activities identi6ied

CO"TE"TS9

• 5or+place practices

• 5or+ nstructions

• Relevant 'egislation on wor+place environ)ental practices• Codes and "ational Standards on wor+place environ)ental practices

• 5aste )ini)i/ation and segregation

• Environ)ental )onitoring

• Signs and la7els

• a/ards and incident data recording and docu)entation

• Environ)ental legislation, codes and national standards

- 8hilippine Clean Air Act o6 #111

- 8hilippine Clean 5ater Act o6 --4

- Ecological Solid 5aste Manage)ent

- Montreal 8rotocol

- yoto 8rotocol

- Environ)ental Awareness and Education Act o6 --0

- 8hilippine Cli)ate Change Act o6 --1

• Changes in wor+ practices in accordance with organi/ational re3uire)ents

• ndividual role and responsi7ilities per6or)ed 7ased on progra) and identi6ied

activities


• 5or+place instructions and practices• 8hilippine legislation codes and national standards guide7oo+

• E)ergency procedures=guide7oo+

• Signs and la7el guides=che)ical la7els

• (irst aid +it

• OSC guidelines

Trainer ?uali6ication 9 Trainer=Assessor $ # $


20/105

METODO'O!ES9

• 'ecture

• Role play



ASSESSME"T METODS9


• Oral nterview

• De)onstration



21/105

LO#" CONTRIBUTE TO IMPROVE ENVIRONMENTAL WOR PRACTICES

ASSESSME"T CRTERA9

#. Suggestions are )ade to designated personnel 6or i)prove)ents to wor+placepractices where possi7le.

. n6or)ation is gathered and i)prove)ents are suggested to support the develop)ento6 i)proved wor+place approaches to environ)ental practices.

2. Environ)ental issues and their relationship to wor+place practices are discussed inthe wor+place with colleagues and designated personnel.

4. Contri7utions to the review o6 environ)ental practices and policies are )ade withinli)its o6 responsi7ility

CO"TE"TS9

• Di66erent suggestions )ade 6or designated personnel 6or i)prove)ent o6 wor+place

practices

- Mini)i/e environ)ental ha/ards and ris+- Reduce waste disposal

- Conserve water

- Reduce air and water pollution

- Ma+e )ore e66icient use o6 resources and i)prove environ)ental per6or)ance

- Reduce soil distur7ance

- )prove ha7itat resources

• Di66erent in6or)ation gathered 6or the i)prove)ent o6 wor+place approaches to

environ)ental practices- 8reventing and )ini)i/ing production o6 pollution e.g., discharge to air, land and

water ha/ardous waste- Reducing 7urning o66F

- Co)posting

- Recycling )aterials

- Conservation practices

- )prove wor+place )aintenance practice

• Di66erent environ)ental issues

• Environ)ental practices and policies


• Environ)ental practices and policies and guidelines

• Records and data o6 environ)ental issues

• Charts containing di66erent in6or)ation gathered to support wor+place approaches to

environ)ental practices

• OSC guidelines



22/105

METODO'O!ES9

• 'ecture


• Role play


ASSESSME"T METODS9

• 5ritten test

• Oral nterview and 3uestioning

• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ - $


23/105


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U"T O( COM8ETE"C> 9 UTILI%E IT APPLICATIONS IN TECHNICAL TRAINING

MODU'E TT'E 9 UTILI%ING IT APPLICATIONS IN TECHNICAL TRAINING

MODU'E DESCR8TOR 9 This )odule covers the +nowledge, s+ills and attitude re3uired inusing co)puter so6tware=applications in training. Speci6ically itcovers setting$up o6 wor+ environ)ent, utili/ation o6 wordprocessing, spreadsheet, presentation applications andutili/ation o6 internet and world wide we7 to co))unicate andcollect in6or)ation.




'O#. Set$up wor+ environ)ent

'O. Utili/e word processing application

'O2. Utili/e presenter application

'O4. Utili/e spreadsheet application

'O%. Utili/e internet and www to co))unicate and collect in6or)ation



25/105

LO!" SET&UP WOR ENVIRONMENT

ASSESSME"T CRTERA9

#. 5or+ 6older is con6igured in accordance with enterprise T utili/ation guidelines.. Des+top and shortcuts settings are con6igured in$line with personal pre6erence.2. Connectivity to printer are chec+ed and tested in accordance with e3uip)ent user

guide.

CO"TE"TS9

• 8utting Co)puter 8arts together

• Creating (older and Directories

- (older Creation

- (older Copy and Trans6er

- Sharing (older

• Connecting printer to 8C

• E3uip)ent User !uide

• Des+top Settings and Shortcuts

- &ac+ground and Screen saver settings

- Screen resolution setting

- Short Cut and 'in+ settings


• 8ersonal co)puter

• 8rinter

• nstaller=so6tware

• &ond paper

• US& drive

• CD=D:D

METODO'O!ES9

• 'ecture



ASSESSME"T METODS9


• Oral nterview

• De)onstration

• Case pro7le)s



26/105

LO#" UTILI%E WORD PROCESSING APPLICATION

ASSESSME"T CRTERA9

#. Docu)ent layout and 6or)atting are applied in line with docu)ent 6or)attingre3uire)ents.

. Application 6eatures are utili/ed to enhance productivity in line with application guide=help instructions

2. 8rinting o6 docu)ents is per6or)ed in line with enterprise T utili/ation guidelines

CO"TE"TS9

• 5or+ing with word processing progra)

- 5indow 6eatures

- Menus and co))ands

- !raphics and cons

- 8aragraphs

- Short cuts co))ands• Docu)ent lay$out and 6or)atting

- 8age settings

- (ont Settings

- (or)atting styles

- Ta7le utili/ation

• Di66erent application 6eatures

- 8rinting (ooter and header setting

- Mail )erge

- Review and editing tools

- Re6erence 6eatures• (or) creation 6eatures 8rocedures and options



• 8rinter

• 5ord processing so6tware ;installed<

• A4 si/e 7ond paper

• 8rinter n+

METODO'O!ES9

• 'ecture

• ands on

• Discussion

ASSESSME"T METODS9

• 5ritten test

• De)onstration



27/105

LO$" UTILI%E PRESENTER APPLICATION

ASSESSME"T CRTERA9

#. 8resentation layout, 6or)atting and the)e utili/ation are applied in line with targetaudience re3uire)ents

. Ani)ation and slide transitions are applied to enhance viewing and interactivityeperience in$line with 7est practices in utili/ing presentation pac+age.

2. 8rinting o6 presentation )aterials are per6or)ed in line with user re3uire)ents andenterprise T utili/ation guidelines

4. 8ac+aging and eporting o6 presentation is per6or)ed in line with application helpinstructions=wi/ard.

%. 8resentation o6 in6or)ation is per6or)ed in line with 7est practices in utili/ingpresentation pac+age.

CO"TE"TS9

•

8resentation So6tware ;8ower point< (eatures- Screen 6eatures

- cons and Menus

- Co))ands and tas+

• Docu)ent lay$out and 6or)atting

- 8age settings

- (ont Settings

- (or)atting styles

- Ta7le utili/ation

• &est 8ractices in utili/ing presentation 8ac+ages

• Ani)ation and E66ects• 8ac+aging and eporting presentation

• Savings and 8rinting Options



• 8rinter

• 5ord processing so6tware ;installed<


• 8rinter in+

METODO'O!ES9

• 'ecture



ASSESSME"T METODS9

•5ritten test

• Oral nterview

• Discussion

Trainer ?uali6ication 9 Trainer=Assessor $ % $


28/105


LO4" UTILI%E SPREADSHEET APPLICATION

ASSESSME"T CRTERA9

#. 5or+7oo+ and wor+sheet settings and 6or)atting are applied in line with printingre3uire)ents.. (or)ula and conditional 6or)atting are utili/ed to enhance productivity in line with the

application help instructions.2. Charts are utili/ed to enhance data presentation in line with the application help

instructions.4. 8rinting o6 wor+sheet is per6or)ed in line with docu)ent layout re3uire)ents and

enterprise T utili/ation guidelines.

CO"TE"TS9

• 5or+sheet and wor+7oo+ ;Spreadsheet< (eatures and settings- Screen 6eatures

- cons and Menus

- Co))ands and tas+

- 8age set up

- eader set up

- 5or+sheet organi/ation

• Docu)ent lay$out and 6or)atting

- 8age settings

- (ont Settings

- (ra)es and 7order - Cell (or)atting

• &asic and Conditional (or)ulas

- Su))ation

- Division

- Multiplication

- Average

- Rounding O66

- 6

• Charts utili/ation and presentation

• 8rinting options• Saving 6iles and docu)ents

• 8ac+aging and eporting presentation



• 8rinter

• Spreadsheet so6tware ;installed<


• 8rinter in+

Trainer ?uali6ication 9 Trainer=Assessor $ * $


29/105

METODO'O!ES9

• 'ecture



ASSESSME"T METODS9

• 5ritten test

• Oral nterview

• Discussion


• De)onstration



30/105


31/105

U"T O( COM8ETE"C> 9 LEAD SMALL TEAMS

MODU'E TT'E 9 LEADING SMALL TEAMS

MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uiredto lead s)all tea)s including setting and )aintaining tea) andindividual per6or)ance standards in education and trainingenviron)ent.




'O#. 8rovide tea) leadership

'O. Supervised tea) per6or)ance



32/105

LO!" PROVIDE TEAM LEADERSHIP

ASSESSME"T CRTERA9

#. 5or+ re3uire)ents are identi6ied and presented to tea) )e)7ers. Reasons 6or instructions and re3uire)ents are co))unicated to tea) )e)7ers2. Tea) )e)7ers@ 3ueries and concerns are recogni/ed, discussed and dealt with4. Duties, and responsi7ilities are allocated having regard to the s+ills, +nowledge and

aptitude re3uired to properly underta+e the assigned tas+ and according to co)panypolicy

%. Duties are allocated having regard to individual pre6erence, do)estic and personalconsiderations, whenever possi7le

*. 8er6or)ance epectations are esta7lished 7ased on client needs and according toassign)ent re3uire)ents

. 8er6or)ance epectations are 7ased on individual tea) )e)7ers duties and area o6responsi7ility

0. 8er6or)ance epectations are discussed and disse)inated to individual tea)

)e)7ers

CO"TE"TS9

• 5or+ re3uire)ents

• Co)pany policies and procedures

• Tea) )e)7ers concerns and issues

• Duties and responsi7ilities o6 tea) )e)7ers

• Relevant legal re3uire)ents

• ow per6or)ance epectations are set

•

Client epectations• Tea) )e)7er@s duties and responsi7ilities




• &ond paper


• Organi/ational policy


METODO'O!ES9




ASSESSME"T METODS9

•

Oral 3uestioning• 5ritten ea)ination

• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ 2- $


33/105


34/105

U"T O( COM8ETE"C> 9 APPLY WOR ETHICS( VALUES AND )UALITY PRINCIPLES

MODU'E TT'E 9 APPLYING WOR ETHICS( VALUES AND )UALITYPRINCIPLES

MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uiredto apply and )aintain ethical standards and 3uality principlewithin education and training environ)ent.




'O#. O7serve wor+place policies and guidelines

'O. O7serve proper conduct in dealing with learners and parents



35/105

LO!" OBSERVE WORPLACE POLICIES AND GUIDELINES

ASSESSME"T CRTERA9

#. Attendance and punctuality are o7served in line with enterprise policies andguidelines.

. 5or+ 6unctions are per6or)ed in line with wor+ position=delegation and according toenterprise goals and o7Bectives.

2. Co))unication, re3uest, co)plaints are channeled through authority in line withenterprise policies and procedures.

4. Acade)ic 6reedo) is eercised in line with enterprise goals and o7Bectives%. &est practices in teaching are de)onstrated at all ti)es.*. 8ersonal and pro6essional upgrading is eercised in line with personal goals and

enterprise guidelines and policies.. Con6identiality o6 records and other docu)ents are )aintained in line with enterprise

policies and guidelines.0. 8ro6essional courtesy is eercised at all ti)es

CO"TE"TS9

• Enterprise policies and guidelines

• Teaching 7est practices

• Code o6 ethics and right conduct

• Acade)ic 6reedo)

• 5or+ ethics

o Sel6 $worth

o Con6identiality

o 8ersonal co))it)ent• 8ersonnel )anage)ent

• (ilipino custo)s and traits




• &ond paper


• Organi/ational policy and guidelines• 5or+place or si)ulated environ)ent

METODO'O!ES9




ASSESSME"T METODS9



• De)onstration



36/105

LO#" OBSERVE PROPER CONDUCT IN DEALING WITH LEARNERS AND PARENTS

ASSESSME"T CRTERA9

#. 8ro)otion o6 learners is per6or)ed 7ased on non$preBudice decision and actualacco)plish)ents and per6or)ance o6 learners.

. 'earners were given e3ual opportunities to learn and utili/e school 6acilities in linewith the enterprise o7Bective and goals.

2. 8arent consultations are per6or)ed in line with enterprise policies and guidelines.

CO"TE"TS9

• )partiality towards learning

• Teaching 7est practices

• Code o6 ethics and right conduct

• Acade)ic 6reedo)




• &ond paper


• Organi/ational policy


METODO'O!ES9




ASSESSME"T METODS9



• De)onstration



37/105

U"T O( COM8ETE"C> 9 WOR EFFECTIVELY IN VOCATIONAL EDUCATION ANDTRAINING

MODU'E TT'E 9 WORING EFFECTIVELY IN VOCATIONAL EDUCATION ANDTRAINING

MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uiredto wor+ e66ectively in the policy and operating environ)ent o6 thevocational education and training sector

"OM"A' DURATO" 9 #* hours



'O#. 5or+ within the vocational education and training policy 6ra)ewor+

'O. 5or+ within the training organi/ation@s 3uality 6ra)ewor+

'O2. Manage wor+ and wor+ relationships

'O4. 8er6or) a client$6ocused approach to wor+

Trainer ?uali6ication 9 Trainer=Assessor $ 2% $


38/105

LO!" WOR WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICYFRAMEWOR

ASSESSME"T CRTERA9

#. Relevant national vocational education and training policies and 6ra)ewor+s areaccessed, analy/ed, applied and guided in accordance with wor+ practices andresponsi7ilities.

. ey vocational education and training organi/ations and sta+eholders are identi6ied,accessed and in6or)ed in accordance with updated wor+ practices.

2. 'egislation and guidelines are accessed, used, co)plied and ensured in accordancewor+ practices and policy re3uire)ents.

4. Sources o6 in6or)ation and advice on vocational education and training policy andoperating contet are accessed on a regular 7asis and changes are noted asappropriate.

%. Opportunities are ta+en up to contri7ute to vocational education and training inaccordance with organi/ational policy develop)ents.

*. :ocational education and training ter)inology is used to co))unicate e66ectively inaccordance with sector.

CO"TE"TS9

• Training Regulations, including the purpose and structure o69

o units o6 co)petency

o Assess)ent !uidelines

o 3uali6ications

o E)ploya7ility S+ills

o support )aterials

• 8hilippine T:ET Trainers ?uali6ication (ra)ewor+ ;8TT?(<

• Education and training sta+eholders

• 'egislations guidelines9

o guidelines on progra)=proBect 6unding

o User Choice

o apprenticeships=traineeships

o i)ple)entation o6 Training 8ac+ages

o registration

o course accreditation

o access and e3uity

o anti$discri)ination including e3ual opportunity, racial vili6ication and disa7ility

discri)inationo industrial relations

o code o6 practice

o occupational health and sa6ety ;OS<

• Sources o6 in6or)ation on vocational education and training opportunities9

o attendance at wor+shops and consultations

o individual or organi/ational written su7)issions and 6eed7ac+ to relevant

vocational education and training organi/ations and sta+eholderso participation in 6oru)s, networ+s, con6erences

o participation in training organi/ation )eetings

o participation in validation )eetings

o research=consultancy

Trainer ?uali6ication 9 Trainer=Assessor $ 2* $


39/105

o contri7ution to online consultations




•&ond paper


• 'egislation, codes, 6ra)ewor+s, guidelines , on vocational education and training

hand7oo+ or )anuals

• organi/ational )anuals, docu)ents, pu7lications

METODO'O!ES9




ASSESSME"T METODS9



• De)onstration



40/105

LO#" WOR WITHIN THE TRAINING ORGANI%ATION*S )UALITY FRAMEWOR

ASSESSME"T CRTERA9

#. Relevant organi/ational docu)entation is accessed, used, supported and ensured inaccordance wor+ roles and responsi7ilities.

. 5or+ is conducted in accordance with the training organi/ation@s 3uality assurancestrategies, processes, policies and procedures.

2. Ethical and legal responsi7ilities are adhered to in accordance with wor+ practices.4. 5or+ is underta+en in accordance with the prevailing industrial and e)ployee

relations syste)s and practices.%. (eed7ac+ and advice on wor+ 3uality is actively sought 6ro) colleagues and clients in

accordance with the prevailing industrial and e)ployee relations syste)s andpractices.

CO"TE"TS9

•

Relevant organi/ational docu)entation9o strategic plans

o 7usiness plans

o policies and procedures

o position descriptions

o responsi7ility state)ents

• 3uality arraign)ent 6or clients

• internal 3uality policies and procedures

• learning and pro6essional sta66 develop)ent

• training organi/ation sta66 develop)ent

• participation networ+• individual learning initiatives

• e66ective co))unication strategies




• &ond paper


• organi/ational )anuals, docu)ents, pu7lications• organi/ational data syste)s

• pu7lications, newsletters o6 relevant authorities

METODO'O!ES9




ASSESSME"T METODS9



41/105



• De)onstration



42/105

LO$" MANAGE WOR AND WOR RELATIONSHIPS

ASSESSME"T CRTERA9

#. 5or+ is planned, prioriti/ed and organi/ed to achieve agreed and epectedoutco)es.

. 5or+loads are assessed and guidance=support is sought 6ro) relevant personnelwhere wor+ issues arise and in accordance with eisting organi/ational policies andguidelines.

2. Relevant technological s+ills are used to enhance wor+ outco)es and in accordancewith prevailing industrial syste)s and practices.

4. 5or+ is underta+en in a colla7orative )anner with colleagues through sharing o6in6or)ation and ideas and wor+ing together on wor+ outco)es in accordance with theprevailing industrial and e)ployee relations syste)s and practices.

%. (eed7ac+ on )anaging wor+ and pro6essional relationships is o7tained 6ro) clientsand colleagues and is evaluated and acted upon.

CO"TE"TS9

• 8lanning and prioriti/ing o6 wor+s

• Organi/ational guidelines on wor+ loads

• Relevant technological s+ills

• E)ployees relationship

• Managing wor+ and pro6essional relationship


•

andouts or re6erence )aterials=7oo+s on the a7ove stated contents• 8C=printer or laptop=printer with internet access

• &ond paper


• organi/ational )anuals, docu)ents, pu7lications

• organi/ational data syste)s

• pu7lications, newsletters o6 relevant authorities

METODO'O!ES9

•'ecture=discussion



ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ 4- $


43/105

LO4" PERFORM A CLIENT&FOCUSED APPROACH TO WOR

ASSESSME"T CRTERA9

#. Clients and their needs and epectations 6or) the 7asis 6or developing e66ective wor+practices and outco)es in accordance with operational li)its.

. E66ective co))unication strategies are developed, utili/ed, esta7lished and)aintained in accordance with client relationships.

2. 8rocesses 6or evaluating and i)proving client satis6action are developed and 7uilt inaccordance with wor+ practices

CO"TE"TS9

• the diversity o6 clients, client needs, client epectations 6or vocational education and

training services

• relevant legal and policy re3uire)ents, codes o6 practice, national standards and

• e66ective co))unication strategies

• client satis6action evaluation process




• &ond paper


• Organi/ational )anuals, docu)ents, pu7lications

• Organi/ational data syste)s

• 8u7lications, newsletters o6 relevant authorities

METODO'O!ES9




ASSESSME"T METODS9

• Oral 3uestioning• 5ritten ea)ination

• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ 4# $


44/105

U"T O( COM8ETE"C> 9 FOSTER AND PROMOTE AN INCLUSIVE LEARNINGCULTURE

MODU'E TT'E 9 FOSTERING AND PROMOTING AN INCLUSIVE LEARNINGCULTURE

MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uiredto 6oster and pro)ote an environ)ent which supports inclusivewor+ practices and learning culture.




'O#. 8ractice inclusivity

'O. 8ro)ote and respond to diversity

'O2. Develop and i)ple)ent wor+ strategies to support inclusivity

'O4. 8ro)ote a culture o6 learning

'O%. Monitor and i)prove wor+ practices



45/105

LO!" PRACTICE INCLUSIVITY

ASSESSME"T CRTERA9

#. ndividual di66erences and clients with particular needs are ac+nowledged, respectedand valued in accordance with eisting wor+ practices and learning culture.

. 8ersonal perceptions and attitudes a7out di66erence are ea)ined and revised toi)prove co))unication and pro6essionalis) in accordance with eisting wor+practices and learning culture.

2. 8rinciples underpinning inclusivity are integrated into all wor+ practices.4. The training organi/ation@s access and e3uity policy is used in accordance to wor+

practices.

CO"TE"TS9

• ndividual di66erences

• Clients with particular needs

• The principles underpinning inclusivity and how to integrate the) into wor+ practices• Ethical and inclusive 7ehaviors epected o6 pro6essional relationships with clients and

colleagues

• Sources o6 in6or)ation to support inclusive practices

• Availa7ility and types o6 supports 6or clients with speci6ic needs

• Relevant policies, legal re3uire)ents, codes o6 practice on9

• Disa7ility, discri)ination, inclusiveness, hu)an rights, e3ual opportunity, racial

discri)ination

• Duty o6 care responsi7ilities

• Access and e3uity policies

• ndividualsG rights and con6identiality are respected at all ti)es.




• &ond paper


METODO'O!ES9




ASSESSME"T METODS9



• De)onstration



46/105

LO#" PROMOTE AND RESPOND TO DIVERSITY

ASSESSME"T CRTERA9

#. The ground rules 6or participation and 7ehavior with colleagues and clients areesta7lished in accordance with a cooperative and agreed process=es.

. ndividuals are encouraged to epress the)selves and to contri7ute to the wor+ andlearning environ)ent in accordance with a cooperative and agreed process=es

2. ndividuals are provided with opportunities to indicate speci6ic needs to support theirparticipation in learning and wor+ in accordance with a cooperative and agreedprocess=es.

4. Relevant research, guidelines and resources are accessed to support inclusivity inaccordance with eisting guidelines and procedures.

%. :er7al and 7ody language is sensitive to di66erent cultures and 7ac+grounds anddi66erences in physical and intellectual a7ilities and as appropriate.

CO"TE"TS9

• OS relating to the wor+ role=wor+ contet, and OS considerations when

6ostering and pro)oting an inclusive learning culture including9

• internal policies and procedures to )eet OS re3uire)ents

• ha/ards co))only 6ound in the wor+ environ)ent

• Rules 6or participation and 7ehavior with colleague and clients

• Culture sensitivity


•


• &ond paper


• Ris+ control action plan

METODO'O!ES9



•Oral presentation

ASSESSME"T METODS9



• De)onstration



47/105

LO$" DEVELOP AND IMPLEMENT WOR STRATEGIES TO SUPPORT INCLUSIVITY

ASSESSME"T CRTERA9

#. Docu)ented resources to support and guide inclusive practices are identi6ied andused to in6or) wor+ strategies in accordance with eisting guidelines and procedures.

. Support persons are identi6ied and included in the wor+ and learning process whereappropriate and agreed to.

2. Relevant pro6essional support services are identi6ied and accessed, as re3uired.4. Any physical environ)ent support needs are ac+nowledge and incorporated into

wor+ practices, where practica7le and approved 7y appropriate personnel.%. OS issues associated with inclusivity are identi6ied and addressed in accordance

with eisting guidelines and procedures.*. nclusiveness is )odeled in accordance with wor+ per6or)ance.

CO"TE"TS9

•

Support persons• 8hysical environ)ent support needs

• Organi/ational wor+ syste)s, practices

• 8ro6essional supports

• Type o6 docu)ented resources




• &ond paper • &all pens=pencils and other o66ice supplies and )aterials

• 5or+place or si)ulated area

METODO'O!ES9




ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ 4% $


48/105

LO4" PROMOTE A CULTURE OF LEARNING

ASSESSME"T CRTERA9

#. Support and advice is provided to colleagues and clients to encourage new andongoing participation in accordance with learning opportunities.

. The 7ene6its o6 learning are eplored with colleagues and clients in accordance with aculture o6 learning.

2. 'earning and co)petency achieve)ent is recogni/ed and rewarded in accordancewith the wor+ and=or learning environ)ent.

4. Opportunities to develop own and others generic s+ills are identi6ied in accordancewith the wor+ and=or learning environ)ent.

%. Multiple pathways to achieve own and others 6uture learning goals are discussed inaccordance with the wor+ and=or learning environ)ent.

CO"TE"TS9

•

Opportunities 6or sel6 develop)ent• Eploring the 7ene6its o6 learning

• Supporting and advising colleague and clients

• 8athways 6or sel6 develop)ent and 6uture learning

• Culture o6 learning




• &ond paper • &all pens=pencils and other o66ice supplies and )aterials


• OS docu)entations

METODO'O!ES9




ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ 4* $


49/105

LO'" MONITOR AND IMPROVE WOR PRACTICES

ASSESSME"T CRTERA9

#. E66ective wor+ practices to enhance inclusivity and a learning culture are identi6ied inaccordance with the wor+ and=or learning environ)ent.

. Conscious actions are ta+en to )odi6y and i)prove in accordance with wor+practices.

2. Strategies and policies to support inclusivity are regularly reviewed in accordancewith continuous i)prove)ent o6 wor+ processes.

4. 8roposed changes to relevant strategies and policies are docu)ented and reportedin accordance with organi/ational structure.

CO"TE"TS9

• E66ective wor+ practices

• ow to i)prove wor+ practices

• Strategies and policies to support inclusivity• Docu)enting changes to strategies and policies




• &ond paper




METODO'O!ES9




ASSESSME"T METODS9


• De)onstration



50/105

U"T O( COM8ETE"C> 9 ENSURE A HEALTHY AND SAFE LEARNING ENVIRONMENT

MODU'E TT'E 9 ENSURING A HEALTHY AND SAFE LEARNINGENVIRONMENT

MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uiredto ensure the health, sa6ety and wel6are o6 learners andcandidates.




'O#. denti6y Occupational ealth and Sa6ety ;OS< responsi7ilities

'O. denti6y ha/ards in the learning environ)ent

'O2. Assess ris+s in the learning environ)ent

'O4. Develop and i)ple)ent actions to ensure the health sa6ety and wel6are o6 learnersand=or candidates

'O%. 8rovide appropriate Occupational ealth and Sa6ety ;OS< re3uire)ents to learnersand=or candidates

'O*. Monitor Occupational ealth and Sa6ety ;OS< arrange)ents in the learning

environ)ent



51/105


52/105

LO#" IDENTIFY HA%ARDS IN THE LEARNING ENVIRONMENT

ASSESSME"T CRTERA9

#. Sources o6 in6or)ation are researched and accessed to identi6y ha/ards co))onwithin the industry in which the learning will ta+e place.

. 'earning environ)ent is inspected prior to use in consultation with various parties inorder to identi6y ha/ards

2. Any speci6ic OS needs o6 learners and=or candidates are in accordance with OSstandards.

4. Any potential ha/ards created 7y learners and=or candidates with speci6ic needs areidenti6ied in accordance with OS standards.

%. 8ersonal li)itations and responsi7ilities in identi6ying ha/ards are recogni/ed andspecialist advisers are consulted in accordance with OS standards.

CO"TE"TS9

• ha/ards and ris+s in the speci6ic industry where learning will ta+e place

• co))on ris+ control strategies applica7le to the industry where learning and=or will

ta+e place

• hierarchy o6 control as it applies to ris+s encountered in the learning environ)ent

• +nowledge o6 the learning environ)ent su66icient to 7e a7le to identi6y ha/ards and

conduct si)ple ris+ assess)ent




• &ond paper



METODO'O!ES9



•

Oral presentation

ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ %- $


53/105

LO$" ASSESS RISS IN THE LEARNING ENVIRONMENT

ASSESSME"T CRTERA9

#. 'i+elihood o6 inBury as a result o6 eposure to identi6ied ha/ard=s is assessed inaccordance with OS standards.

. Severity o6 any potential inBury, illness or negative=adverse outco)e arising 6ro) theidenti6ied ha/ard is assessed 6or ris+ in accordance with OS standards.

2. a/ards are prioriti/ed 6or action in consultation with various parties in accordancewith OS standards.

4. 8ersonal li)itations in assessing ris+s are recogni/ed and specialist advisers areconsulted in accordance with OS standards

CO"TE"TS9

• Types o6 potential ris+ and ha/ards

• Methods o6 assessing ris+ and ha/ards

• ha/ards and ris+s in the speci6ic industry where learning will ta+e place• co))on ris+ control strategies applica7le to the industry where learning and=or will

ta+e place

• individual=personal role in assessing ris+ in learning environ)ent

• ris+ and ha/ards hierarchal order

• potential inBury, ail)ent and severity as a results o6 identi6ied ris+=ha/ards



• 8C=printer or laptop=printer with internet access• &ond paper


• 5or+place ore si)ulated area

• 8otentials ris+s and ha/ards

• Ris+=ha/ard assess)ent standards

• Ris+ =ha/ard assess)ent procedures )anual

METODO'O!ES9

• 'ecture=discussion• De)onstration=application


ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ %# $


54/105

LO4" DEVELOP AND IMPLEMENT ACTIONS TO ENSURE THE HEALTHSAFETY AND WELFARE OF LEARNERS AND/OR CANDIDATES

ASSESSME"T CRTERA9

#. Ris+ controls are developed 7ased on the hierarchy o6 control in accordance withOS standards.

. Ris+ control action plan is identi6ied and accessed or 6or)ulated in consultation withvarious parties.

2. Actions within the control and responsi7ility o6 the trainer=6acilitator are i)ple)entedin accordance with OS standards.

4. Outstanding ris+ control actions are re6erred to the various parties 6ori)ple)entation.

%. Supervisory arrange)ents appropriate to learner@s and=or candidate@s levels o6+nowledge=s+ill= eperience are )onitored to ensure their health and sa6ety.

CO"TE"TS9

• Ris+ control and hierarchy


• 8rocedures in 6or)ulating ris+ action plan

• Ris+ control responsi7ilities o6 trainer=6acilitators

• Standards 6or deter)ining ris+ control 7est practices

• Monitoring learners=candidates +nowledge and s+ills level or eperiences


•


• &ond paper



METODO'O!ES9




ASSESSME"T METODS9



• De)onstration



55/105

LO'" PROVIDE APPROPRIATE OCCUPATIONAL HEALTH AND SAFETY +OHS,RE)UIREMENTS TO LEARNERS AND/OR CANDIDATES

ASSESSME"T CRTERA9

1. 'earners and=or candidates are provided with appropriate in6or)ation related to OS.. 'earners and=or candidates are assessed 6or +nowledge o6 OS re3uire)ents.2. 'earners and=or candidates are supplied with personal protective e3uip)ent in

accordance with OS standards

CO"TE"TS9

• 8urpose o6 OS

• OS approaches

• OS re3uire)ents

• Type o6 88E and applications

CO"DTO"S9

Students=trainees )ust 7e provided with the 6ollowing9



• &ond paper


• OS )anuals

METODO'O!ES9




ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ %2 $


56/105

LO6" MONITOR OCCUPATIONAL HEALTH AND SAFETY +OHS, ARRANGEMENTS IN THELEARNING ENVIRONMENT

ASSESSME"T CRTERA9

#. Achieve)ent against the ris+ control action plan is )onitored and any issuesaddressed as appropriate.

. The e66ectiveness and relia7ility o6 eisting ris+ controls are con6ir)ed with relevantparties.

2. E66ective ha/ard and incident reporting and investigation processes are con6ir)ed ona continuing 7asis.

CO"TE"TS9

• a/ards and accident reporting procedures

• Organi/ational OS docu)entations

• Ris+ control )onitoring




• &ond paper




METODO'O!ES9




ASSESSME"T METODS9



• De)onstration



57/105

U"T O( COM8ETE"C> 9 MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE

MODU'E TT'E 9 MAINTAINING AND ENHANCING PROFESSIONAL PRACTICE

MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uiredto )anage the personal pro6essional per6or)ance and to ta+eresponsi7ility 6or own pro6essional develop)ent in relation to theprovision o6 training and services.


?UA'(CATO" 'E:E' 9



'O#. Model high standards o6 per6or)ance

'O. Deter)ine personal develop)ent needs

'O2. 8articipate in pro6essional develop)ent activities

'O4. Re6lect on and evaluate pro6essional practice

Trainer ?uali6ication 9 Trainer=Assessor $ %% $


58/105

LO!" MODEL HIGH STANDARDS OF PERFORMANCE

ASSESSME"T CRTERA9

#. 8ersonal per6or)ance is consistent with the organi/ation@s goals and o7Bectives.. Appropriate pro6essional techni3ues and strategies are patterned in accordance

with eisting organi/ational policies and guidelines.2. 8ersonal wor+ goals and plans re6lect individual responsi7ilities and accounta7ilities

in accordance with organi/ational=legal re3uire)ents.4. Ethical and inclusive practices are applied in pro6essional practice and in accordance

with eisting organi/ational policies and guidelines.

CO"TE"TS9

• organi/ational goals=o7Bectives

• organi/ational processes, procedures and opportunities relating to pro6essional

develop)ent

• a range o6 continuous i)prove)ent techni3ues and processes and their application• ethical and inclusive practices

• standards=principles, ethnical=inclusive principles and practices




• &ond paper


• Organi/ational goals, policies, and guidelines hand7oo+s=)anuals

METODO'O!ES9




ASSESSME"T METODS9


• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ %* $


59/105

LO#" DETERMINE PERSONAL DEVELOPMENT NEEDS

ASSESSME"T CRTERA9

#. 8ersonal +nowledge and s+ills are assessed against units o6 co)petency and otherrelevant 7ench)ar+s in accordance with the develop)ent needs and priorities.

. Changes in vocational education, training policy and operating environ)ents areidenti6ied in accordance with the i)pact on pro6essional practice and personaldevelop)ent needs.

2. (eed7ac+ 6ro) colleagues and clients is identi6ied and used in accordance withpersonal learning needs=areas o6 pro6essional develop)ent.

4. (uture career options are identi6ied as appropriate.%. 8ersonal learning needs are docu)ented and updated in accordance with eisting

policies and procedures.*. 8ersonal develop)ent needs are discussed with relevant personnel 6or inclusion in

accordance with the pro6essional develop)ent plan.

CO"TE"TS9

• Social and education trends and changes i)pacting on the vocational education and

training environ)ent, 6or ea)ple9o policy changes

o technological changes

o cultural changes

o econo)ical changes

• (uture career options

• 8ersonal develop)ent needs




• &ond paper


METODO'O!ES9




ASSESSME"T METODS9



• De)onstration



60/105

LO$" PARTICIPATE IN PROFESSIONAL DEVELOPMENT ACTIVITIES

ASSESSME"T CRTERA9

#. Develop)ent opportunities suita7le to personal learning style=s are selected andused in accordance with continuous support o6 learning and )aintenance o6 currentpro6essional practice=s.

. 8ro6essional networ+s are participated in accordance with continuous support o6learning and )aintenance o6 current pro6essional practice=s.

2. Own per6or)ance and pro6essional co)petency is continuously i)proved throughengage)ent in accordance with pro6essional develop)ent activities.

4. Technology is used to )aintain regular co))unication in accordance with relevantnetwor+s, organi/ations and individuals

CO"TE"TS9

• Develop)ent opportunities

• "etwor+s relevant to pro6essional practice• Types and availa7ility o6 training develop)ent activities and opportunities

• "etwor+ing technology




• &ond paper


METODO'O!ES9




ASSESSME"T METODS9


•5ritten ea)ination

• De)onstration



61/105

LO4" REFLECT ON AND EVALUATE PROFESSIONAL PRACTICE

ASSESSME"T CRTERA9

#. Develop)ents and trends i)pacting on pro6essional practice are researched andintegrated in accordance with wor+ per6or)ance.

. (eed7ac+ 6ro) colleagues=clients is used to identi6y and introduce i)prove)ents inaccordance wor+ per6or)ance.

2. nnovative and responsive approaches 6or i)proving pro6essional practice are identi6iedand used in accordance with continuous support to i)prove techni3ues and processes.

4. Records, reports and reco))endations 6or i)prove)ent are )anaged in accordancewith the organi/ation@s syste)s and processes.

CO"TE"TS9

• Relevant policies, legislation, codes o6 practice and national standards 6or ea)ple9

o Training 8ac+ages, co)petency standards, other relevant 7ench)ar+s

o licensing re3uire)entso industry=wor+place re3uire)ents

o duty o6 care under co))on law

• Recording in6or)ation and con6identiality re3uire)ents

• Anti$discri)ination including e3ual opportunity, racial vili6ication and disa7ility

discri)ination

• 5or+place relations

• ndustrial awards=enterprise agree)ents




• &ond paper


• Relevant policies, legislations , code o6 practice

METODO'O!ES9


• De)onstration=application• Oral presentation

ASSESSME"T METODS9



• De)onstration



62/105


63/105

LO!" STUDY AND EVALUATE TRAINING COST COMPONENTS AND BENEFITS

ASSESSME"T CRTERA9

#. (eatures and 7ene6its o6 training progra)s are identi6ied and analy/ed 7ased on6inancial and custo)er re3uire)ents

. Cost co)ponents are analy/ed to deter)ine those which deliver the desired training6eatures and 7ene6its

2. 5astages or ecesses are deter)ined 6or possi7le reduction or eli)ination4. :ariances in training per6or)ance and results are studied to deter)ine good and 7ad

practices%. 8lanned per6or)ance is co)pared with actual per6or)ance to identi6y 6uture

enhance)ents in conduct o6 training*. Cost reduction and control )easures that do not i)pact greatly on training results are

reco))ended. Usage o6 training resources is analy/ed 6or opti)i/ation or reduction

CO"TE"TS9

• &asic arith)etic H 6our 6unda)ental operations

• &asic cost accounting and 7oo++eeping

• &asic training )ethodology including training costs and 7ene6its

• Training syste) evaluation concepts

• 8ositive wor+ traits and values ;attention to detail, persistence, cost$consciousness,

sa6ety$ and ti)e$consciousness, 3uality$consciousness<




• &ond paper


• Training progra)=curriculu) o66ering

METODO'O!ES9


•

De)onstration=application• Oral presentation

ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ *# $


64/105

LO#" MONITOR CONDUCT AND RESULTS OF TRAINING

ASSESSME"T CRTERA9

#. Si)ple 6or)ative and su))ative evaluations o6 training are done to evaluateachieve)ent o6 learning outco)es

. ?uality training progra)s are )onitored and noted=docu)ented 6or 7est practicesand results replication

2. &ene6its and returns on training invest)ents are studied using relevant data4. Cost$e66ective training progra)s are identi6ied and reco))ended 6or docu)entation,

replication and 6urther enhance)ent.

CO"TE"TS9

• Training evaluations )ethods

• &est practices in T:ET training

• Relevant training data

• Methods o6 collecting data on training invest)ent• Docu)entation o6 cost$ e66ective training progra)s




• &ond paper


• Sa)ple training progra)s

• Data on training invest)ent

METODO'O!ES9




ASSESSME"T METODS9


• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ * $


65/105

LO$" PROMOTE AWARENESS OF COSTS AND BENEFITS OF TRAINING

ASSESSME"T CRTERA9

#. &ene6its o6 training as invest)ent rather than cost center are eplained and stressedto trainees, 6ellow trainers and ad)inistrators where applica7le

. Econo)y in use o6 training supplies and )aterials and care in use o6 traininge3uip)ent and 6acilities are stressed continually

2. Model=7est practices in opti)u) and Budicious use o6 training resources aredocu)ented, practiced and de)onstrated

CO"TE"TS9

• &ene6its and returns on training invest)ent


• Econo)y on the use o6 training resources

• Docu)entations o6 7est practices in using training resources




• &ond paper


• Relevant in6or)ation 7ene6its and returns o6 training invest)ent



METODO'O!ES9




ASSESSME"T METODS9


• 5ritten ea)ination• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ *2 $


66/105


67/105

LO!" IDENTIFY CURRENT AND FUTURE TRENDS/CONCERNS

ASSESSME"T CRTERA9

#. Relevant and relia7le sources o6 la7or$)ar+et in6or)ation ;'M< are identi6ied andaccessed 7ased on needs

. !lo7al and local relevance o6 la7or$)ar+et ;'M< trends are studied and analy/ed 6ortheir i)plications in the la7or and training )ar+et

2. Relevant events, including positions and interests o6 trainees, clients and trainingproviders are studied and considered in the design and delivery o6 training

CO"TE"TS9

• Accessing 'a7or )ar+et in6or)ation

• 'a7or$)ar+et paradig)

• Supply side H T:ET providers and schools, co))unities

• De)and side H e)ployers ;govern)ent and private sector<

• 'a7or re3uire)ents variations and seasonality in the 'M

• T:ET sector +nowledge H wor+ regi)e, syste)s, technologies and uni3ue aspects

relevant to sector or geographic area

• 8ro6ile o6 T:ET sector sta+eholders, opinion leaders and )aBor players

• 'egislations and regulations that i)pact on the T:ET sector

• Events and trends that have shaped the glo7al la7or )ar+et over ti)e




• &ond paper


• 'a7or )ar+et in6or)ation resources

METODO'O!ES9




ASSESSME"T METODS9



• De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ *% $


68/105

LO#" ASSESS NEW DEVELOPMENTS

ASSESSME"T CRTERA9

#. E)erging issues o6 potential signi6icance to the local and glo7al la7or )ar+ets areidenti6ied and studied

. Research 6indings are assessed 6or signi6icance to the technical and vocationaleducation and training ;T:ET< sector

2. Opportunities and ris+s o6 new develop)ents are identi6ied and assessed4. :iews o6 trainees, training providers and other sta+eholders are identi6ied and

assessed 6or their potential 7ene6it or i)pact%. 5here necessary responses and strategies 6or 'M threats and opportunities are

developed in consultation with other T:ET partners*. "ew and e)erging concepts, technologies, products and processes are noted and

evaluated 7ased on their i)plications 6or the T:ET and la7or )ar+et

CO"TE"TS9

• 'a7or )ar+et in6or)ation assess)ent process

• T:ET sector +nowledge H wor+ regi)e, syste)s, technologies and uni3ue aspects

relevant to sector or geographic area

• 8ro6ile o6 T:ET sector sta+eholders, opinion leaders and )aBor players

• 'egislations and regulations that i)pact on the T:ET sector

• Events and trends that have shaped the glo7al la7or )ar+et over ti)e

• Trends in custo)er epectations and 7uying patterns

• 8ositive wor+ values ;proactiveness, practicality, results and service orientation,

3uality$consciousness<


cbc tm 1 trainer assessor

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