CBLM 07 TM I Working Effectively in Vocational Education and Training

COMPETENCY-BASED LEARNING MATERIAL
Prepared by MICHAEL L. MANALO

Assistant Professor I
TESDA – Simeon Suan Vocational & Technical College
Pag-asa, Bansud, Oriental Mindoro
Sector : TVET
Qualification Title : TRAINING METHODOLOGY I
Unit of Competency : WORK EFFECTIVELY IN VOCATIONAL

EDUCATION AND TRAINING
Module Title : WORKING EFFECTIVELY IN VOCATIONAL

EDUCATION AND TRAINING
Technical Education & Skills Development Authority

SIMEON SUAN VOCATIONAL & TECHNICAL COLLEGE
Pag-asa, Bansud, Oriental Mindoro
TESDA-SSVTC Date Developed: Document No.

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Vocational Education and Developed by:
QA SYSTEM Training Michael L. Manalo
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome!
The unit of competency, “Working Effectively in Vocational &
Education Training‖, is one of the basic competencies of Training
Methodology (TM) I, a course which comprises the knowledge, skills and
attitudes required for a TVET trainor to possess.
You may be required to go through a series of learning activities in order
to complete each learning outcome of the module. In each learning outcome
there may be given Information Sheets, Self-Checks and Task Sheets. Follow
these activities on your own and answer the questions that are given. Then, ask
for the answer key from your instructor and check your work honestly. If you
have questions, please don‘t hesitate to ask your facilitator for assistance.
This learning material was prepared to help you achieve the
required competency, in Training Methodology (TM) I. This will be the source
of information for you to acquire the knowledge and skills in this particular
module independently and at your own pace with minimum supervision or help
from your trainer.
In doing the activities to be completed as required in this module, please
be guided by the following:
 Talk to your trainer and agree on how you will both organize in taking
this module. Read through the module carefully.
 Work through all information and complete the activities in each
section. Read the information sheets and complete the self-checks
provided.
 Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do
things. Ask for help.
 Your trainer will tell you about the important things you need to
consider when you are completing the activities and it is important
that you listen and take notes.
 You will be given plenty of opportunities to ask questions and practice
on the job. Make sure you practice your new skills during regular
work shifts. This way you will improve both your speed and memory
and also your confidence.
 Use the Self-Check, Job Sheets, Task Sheets at the end of each
section to test your own progress. Use the performance Criteria
Checklist or Procedural Checklist used after the sheet to check your
own performance.

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 When you feel confident that you have sufficient knowledge and skills,
ask your Trainer to evaluate you. The results of your assessment will
be recorded in your Progress Chart and Accomplishment Chart.
 You need to complete this module before you can perform the next
module.
TRAINING METHODOLOGY (TM) I

COMPETENCY-BASED LEARNING MATERIAL
List of Basic Competencies
No. Unit of Competency Module Title Code

Lead workplace Leading workplace
1. communication 500311109
communication
Apply math and science Applying math and science
2. principles in technical principles in technical 500232101
training training
Apply environment principles Applying environment
3. and advocate conservation principles and advocate 500232102
conservation
Utilize IT applications in Utilize IT applications in
4. 500232103
technical training technical training
Lead small teams Leading small teams
5. 500311110
Apply work ethics, values and Applying work ethics, values
6. 500232104
quality principles and quality principles
Work effectively in Working effectively in
7. vocational education and vocational education and 500232105
training training
Foster and promote an Fostering and promoting an
8. 500232106
inclusive learning culture inclusive learning culture
Ensure a healthy and safe Ensuring a healthy and safe
9. 500232107
learning environment learning environment
Maintain and enhance Maintaining and enhancing
10. 500232108
professional practice professional practice
Develop and promote Developing and promote
500232109
11. appreciation for cost and appreciation for cost and
benefits of technical training benefits of technical training
Develop and promote Developing and promoting
12. understanding of global labor understanding of global labor 500232110
markets markets

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MODULE CONTENT
UNIT OF COMPETENCY : Work effectively in vocational education and

training
MODULE TITLE : Working effectively in vocational education
and training
MODULE DESCRIPTOR :
The module covers the knowledge, skills and attitude required
to work effectively in the policy and operating environment of the vocational
education and training sector.
NOMINAL DURATION : 16 Hours
LEARNING OUTCOMES :
At the end of this module you MUST be able to:
LO1. Work within the vocational education and training policy framework
LO2. Work within the training organization‘s quality framework
LO3. Manage work and work relationships
LO4. Perform a client-focused approach to work.
ASSESSMENT CRITERIA
1. Relevant national vocational education and training policies and
frameworks are accessed, analyzed, applied and guided in accordance
with work practices and responsibilities.
2. Key vocational education and training organizations and stakeholders
are identified, accessed and informed in accordance with updated work
practices.
3. Legislation and guidelines are accessed, used, complied and ensured in
accordance work practices and policy requirements.
4. Sources of information and advice on vocational education and
training policy and operating context are accessed on a regular basis
and changes are noted as appropriate.
5. Opportunities are taken up to contribute to vocational education and
training in accordance with organizational policy developments.
6. Vocational education and training terminology is used to communicate
effectively in accordance with sector.

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LEARNING OUTCOME # 1: Work within the vocational education and
training policy framework
CONTENTS:
 Training Regulations
 Philippine TVET Trainer Qualification Framework (PTTQF)
 Philippine Qualification Framework (PQF)
- Education and training stakeholders
- Legislations guidelines
- Sources of information on vocational education and training
opportunities
ASSESSMENT CRITERIA:
1. Relevant national vocational education and training policies and
frameworks are accessed, analyzed, applied and guided in
accordance with work practices and responsibilities.
2. Key vocational education and training organizations and
stakeholders are identified, accessed and informed in accordance
with updated work practices.
3. Legislation and guidelines are accessed, used, complied and ensured
in accordance work practices and policy requirements.
4. Sources of information and advice on vocational education and
training policy and operating context are accessed on a regular basis
and changes are noted as appropriate.
5. Opportunities are taken up to contribute to vocational education and
training in accordance with organizational policy developments.
6. Vocational education and training terminology is used to
communicate effectively in accordance with sector.
CONDITION:
Students/Trainees must be provided with the following:
- Handouts or reference materials/books on the above stated
contents
- PC/printer or laptop/printer with internet access
- Bond paper
- Ball pens/pencils and other office supplies and materials
- Legislation, codes, frameworks, guidelines , on vocational
education and training handbook or manuals
- organizational manuals, documents, publications
ASSESSMENT METHOD:
 Portfolio
 Written examination

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Learning Experience
Learning Outcome #1:
Work within the vocational education and training policy framework
Learning Activities Special Instructions

Read Information Sheet 7.1-1 on
Training Regulations Read information sheet. After reading,
answer the self-check to ensure the
Answer Self- Check 7.1-1 knowledge of the standards in training
Compare your answers with Answer regulations is acquired.
Key 7.1-1

Philippine TVET Trainer Qualification Read information sheet. After reading,
Framework (PTTQF) answer the self-check to ensure the
knowledge PTTQF, Legislations
Answer Self- Check 7.1-2
guidelines, Sources of information on
Compare your answers with Answer vocational education and training
Key 7.1-2 opportunities are acquired.
Read Information Sheet 7.1-3

Philippine Qualification Framework Read information sheet. After reading,
(PQF) answer the self-check to ensure the
knowledge in Education and training
stakeholders is acquired. The
Compare your answers with Answer Philippine Qualification Framework
Key 7.1-3 (PQF) Implementing Bodies and
Working Group are also included on
Read Information Sheet 7.1-4 the knowledge requirements for this
Philippine Qualification Framework information sheet.
(PQF) Implementing Bodies and
Working Group
Answer Self- Check 7.1-4 The learner may approach the

Compare your answers with Answer facilitator to check his/her work done.
Key 7.1-4 After doing all activities of this LO, you
are ready to proceed to the next LO on
Working within the training
organization‘s quality framework.

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INFORMATION SHEET 7.1-1
Training Regulations
Learning Objectives:
After reading this Information Sheet, You Must be able to:
1. State the meaning of Training Regulations;
2. Identify the parts/sections of TR and its and purpose;
3. Describe the structure of Training Regulations.
In the implementation of Competency Based Training delivery, you

were introduced to its basic principles. The Training Regulation has a
significant role in vocational education and training. It is the basis of
formulation of competency assessment and the development of
curriculum and instructional materials for CBT.
The Training Regulation (TR) is the document that serves as a basis
in the formulation of competency assessment and the development of
curriculum and instructional materials for competency based technical
education and skills development (TESD).
Components of the Training Regulations

1. Occupational skills standard
2. Training standards
Purpose
The Training Regulation serve as a basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.
Every qualification has its own TR. You can download the TR of your
qualification from the TESDA website www.tesda.gov.ph.
Sections of the TR
Section 1:
Definition of the Qualification – refers to the group of competencies that
describes different functions of the qualifications.

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This section enumerates the Basic Competencies, Common
Competencies and Core competencies of the Qualification. It also
enumerates the job titles of workers who qualified for this qualification.
Section 2:
Competency Standards – gives the specifications of competencies
required for effective work performance. This section will be further
discussed in the succeeding information sheets.
Section 3:
Training Standards – contains information and requirements in
designing training program for certain qualification. It includes:
1. Curriculum design;
2. Training delivery;
3. Trainee entry requirements;
4. Tools, equipment and materials;
5. Training facilities;
6. Trainer‘s qualification and
7. Institutional assessment.
Section 4:
National Assessment and Certification Arrangement – describes the
policies governing assessment and certification procedure.
TRAINING REGULATIONS FOR

SHIELDED METAL ARC WELDING (SMAW) NC II
SECTION 1 SHIELDED METAL ARC WELDING (SMAW) NC II
QUALIFICATION
The Shielded Metal Arc Welding (SMAW) NC II Qualification consists of

competencies that a person must achieve to weld carbon steel plate and pipe
components as specified by layout, blueprints, diagrams, work order, welding
procedure or oral instructions using shielded metal arc welding equipment.
This Qualification conforms with American Welding Society (AWS) D 1.1

Structural Welding Code; American Society of Mechanical Engineers (ASME)
IX Boiler and Pressure Vessel Code; American Petroleum Institute (API) 1104

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Code for Gas and Oil Pipeline Facilities; and International Standards
Organization (ISO) 9606-1 Qualification of Welders for Steel.
The Units of Competency comprising this qualification include the
following:
Code No. BASIC COMPETENCIES
500311105 Participate in Workplace Communication
500311106 Work in Team Environment
500311107 Practice career professionalism
500311108 Practice occupational health and safety procedures
Code No. COMMON COMPETENCIES
MEE722201 Apply Safety Practices
MEE721202 Interpret Drawings and Sketches
MEE721203 Perform Industry Calculations
MEE721204 Contribute to Quality System
MEE721205 Use Hand Tools
MEE721206 Prepare Weld Materials
MEE721207 Setup Welding Equipment
MEE721208 Fit up Weld Materials
MEE721209 Repair Welds
Code No. CORE COMPETENCIES
MEE721306 Weld Carbon Steel Plates and Pipes Using SMAW
A person who has achieved this Qualification is competent to be:

- SMAW Welder

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SELF CHECK 7.1-1
TRAINING REGULATIONS
TEST I: MATCHING TYPE
Direction: Match column A to column B. Write only the letter of the
correct answer on your answer sheet.
A B
____1. Section which describes the policies A. Occupational

governing assessment and skills standard
certification procedure.
B. Definition of the
____2. It gives the specifications of qualification
competencies required for effective
work performance. C. Training
_____3. It refers to the group of standards
competencies that describes different
functions of the qualifications. D. Competency
standards
_____4. Section which contains information
and requirements in designing E. Training
training program for certain regulation
qualification.
_____5. It serves as a basis in the F. National
formulation of competency assessment and
assessment and the development of certification
curriculum and instructional arrangement
materials.
G. Curriculum
_____6. Component part of the training
design
regulation.
_____7.This section enumerates the job H. Competency-
titles of workers who are competent based
in the qualification described in the curriculum
TR.
_____8. This section enumerates the Basic I. Competency
Competencies, Common assessment
Competencies and Core competencies
of the Qualification.
J. Assessment and
_____9.It comprises with the information Certification
requirements of the training
standards.
______10. This section includes information
such as training facilities, tools,
equipment and materials.

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ANSWER KEY 7.1-1
1. F
2. D
3. B
4. C
5. E
6. A
7. B
8. B
9. G
10.C

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Philippine TVET Trainer Qualification Framework (PTTQF)
After reading this Information Sheet, You Must be able to identify the
competency requirements at different qualification levels of TVET Trainers.
INTRODUCTION
Rationale
Technical Education and Skills Development Authority‘s (TESDA‘s) mandate
is to manage and supervise technical education and skills development in the
Philippines. As part of this mandate, TESDA uses competency assessment and
certification as both the means and the end of competency and skills
development.
TESDA‘s vision is being the leading partner in the development of the Filipino
workforce with world-class competence and positive work values.
Objectives:
Over-all Objectives:
To ensure consistent delivery of quality technical-vocational education
and training services through the training, assessment, qualification
and creation of a pool of technical trainers-assessors competent in
trade qualifications and training and assessment methodologies.
Objectives for TESDA:
1. Specify the competency standards of TVET Trainers given different
roles and qualification levels.
2. Establish a structure that will ensure the systematic and purposive
development of TVET Trainers.
3. Certify the competence of TVET Trainers at different roles and

levels of technical training.
Objectives for TVET Trainers:

1. Enumerate the competency requirements at different qualification
levels of TVET Trainers.
2. Be motivated to pursue continuous self-development in

competencies related to the competency requirements at various
qualification levels of the technical-vocational education and
training.
3. Demonstrate and be certified on the required competencies of a

given qualification level prior to performing role specific to that level.
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TVET Trainer
A TVET Trainer is a professional who enables a learner or a group of
learners to develop competencies to performing a particular trade or
technical work. Towards this end, a TVET Trainer may assume
various roles such as training facilitator, competency assessor, training
designer and developer and training supervisor.
Coverage:
1. Targets all TVET Trainers of With Training Regulation (WTR) registered
programs such as those in the private TVET Institutions, Public
Schools and Training Centers, enterprises providing learnership and
apprenticeship programs and TESDA Technology Institutions
2. Includes definition of qualification, competency standards, curriculum,

training standards, and assessment and certification procedures
3. Competency standards based on the functions of training delivery,

competency assessment, training design/development and training
supervision.
GUIDING PRINCIPLES:
1. Learning is defined as a change in the individual that is not
attributable to biological changes. Such change is manifest in terms of
behaviors that is observable and measurable. Learning outcomes are
therefore measurable and can be assessed against established
standards. The ability to achieve consistent learning outcomes is
indicative of training effectiveness.
2. For learning to be effective in the workplace, there must be an

alignment of the organization‘s business/institutional needs,
performance needs, capability needs and environmental needs
(Blanchard, Robinson and Robinson). This implies that addressing the
capability needs through workplace learning must be anchored on the
performance that will enable achievement of the organization‘s over-all
needs and objectives. Likewise, learning interventions must be based
on environmental infrastructures and support systems to enable
application of learning in the workplace.
3. There are several concepts and principles that enable effective learning
such as the adult learning principle (Knowles), constructivism,
information theory, multiple intelligences, whole brain approach, etc.
Facilitators of adult learners must be well-versed in the appropriate
learning concepts, principles and theories to be able to apply the
appropriate methodologies that will be effective in various learning
situations and learner profile and to ensure consistent delivery of
learning outcomes that enable performance improvements.

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4. The training cycle consists of: training needs analysis; training design
and development; training delivery (training administration and
facilitation); and, training evaluation. All these training functions,
including the management of these functions, contribute to training
effectiveness. Trainers need to perform various roles and be competent
in the function of such roles.
5. There are three domains of learning outcomes: cognitive, affective and

psychomotor skills (Bloom). To be effective, the learning interventions
must consider these three domains as the goals of the training process
and as the basis for assessing learning outcomes.
6. There is a zone of proximal development which implies that learning

occurs just above the learner‘s current competency (Vygotsky).
Scaffolding, or step-by-step approach, facilitates learning and
development. Knowledge, skills and prior experience provide the
foundation for the scaffolding. The zone of proximal development also
implies that the learner must work with a more capable person or the
―more knowledgeable other‖ to learn effectively.
7. To facilitate the acquisition of competencies effectively, trainers must

be a specialist in the area of competency being facilitated. However, as
the trainer assumes broader responsibilities, particularly through the
exercise of management responsibilities, there is a need for said trainer
to be a specialist and a generalist at the same time.
8. Learning is not always facilitated by an individual. Team teaching

enables holistic development through the pooled expertise of two or
more facilitators. Team teaching likewise enables trainer development
as the junior trainers learn from the more senior trainers.
9. Learning is a lifelong process that is acquired through formal and non-

formal education as well as from personal experiences and exposure.
Formal education has its equivalence in terms of both non-formal
education and personal experiences, which can be measured and
validated in terms of acquired competencies.
10. The delivery of training should adhere to the design of the

curriculum. Delivery shall be guided by the 10 basic principles of
competency-based TVET:
a. The training shall be based on curriculum developed from the

competency standards;
b. Learning is modular in its structure;
c. Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
d. Training is based on work that must be performed;

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e. Training materials are directly related to the competency standards
and the curriculum modules;
f. Assessment is based on the collection of evidence of the
performance of the work to the industry standard;
g. Training is based both on and off-the-job components;
h. Training program allows for recognition of prior learning (RPL) or
current competencies;
i. Training allows for multiple entry and exit; and,
j. Training programs are nationally accredited.
QUALIFICATION FRAMEWORK:
General Guidelines
1. The Framework shall consist of four (4) levels corresponding to the
different roles assumed by trainers. These are: Trainer Qualification
Level I for Trainer/Assessors; Trainer Qualification Level II for Training
Designers/Developers; Trainer Qualification Level III for Training
Supervisors and Mentors; and, Training Level IV for Master Trainer.
2. Those being certified in Levels I and II must be specialists in the areas

of competencies they will facilitate while those being certified in Levels
III and IV must be both specialists and generalists.
3. The trainer curriculum specified in this program is an enabler and is

intended to facilitate trainer development through the various
qualification levels. Taking the various courses under the curriculum
is not a strict requirement as the trainer may acquire the required
competencies through other means.
4. While there is an implied progression in the qualification levels, any

trainer who feels competent and qualified for a particular level may,
without necessarily being certified in the previous levels, apply for
assessment and certification for that level, provided that the level‘s
entry requirements for certification has been satisfied.
5. The educational requirement as entry requirement for certification may

be waived through demonstration of the following equivalent
competencies:
a. Bachelor‘s Degree
i. Oral and written English communication
ii. Quantitative and Qualitative Analysis
iii. Verbal Reasoning
b. Masteral Degree
i. Leadership
ii. Research Project

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Philippine TVET Trainer’s Qualification Framework (PTTQF) Series of 2009
Qualification Trainer Trainer Trainer Trainer

Levels Qualification I: Qualification II: Qualification III: Qualification IV:
Trainer/Assess Training Training Master Trainer
or Designer/ Mentor
Developer
Definition Conducts Designs and Supervises, Extends the
technical develops develops and body of
training and curriculum, mentors knowledge in
competency courses and technical the field of
assessments instructional trainers technical
materials vocational
education and
training.
Entry  BS Graduate  BS Graduate  BS Graduate  MS Graduate
Require or Equivalent or Equivalent or or
ments  Certified in  Certified in Equivalent Equivalent
NC Level that the  Certified in  Certified
will be NC Level that the highest highest
handled will be available NC available NC
handled Level in the Level in the
 With portfolio Training Training
of relevant Regulation Regulation
actual work  With  With
outputs portfolio of portfolio of
relevant relevant
actual work actual work
outputs outputs
1. Communication
Basic
2. Apply math and science principles in technical training
Competency
3. Apply environmental principles and advocate conservation
Require
4. Utilize IT Applications in technical training
ments
5. Work in teams
6. Apply work ethics, values and quality principles
7. Work effectively in vocational education and training
8. Foster and promote a learning culture
9. Ensure a healthy and safe learning environment
10. Maintain and enhance professional practice
11. Appreciate cost-benefits of technical training
12. Understand and analyze global labor markets

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Qualification Trainer Trainer Trainer Trainer
Levels Qualification I: Qualification II: Qualification III: Qualification IV:
Trainer/Assess Training Training Master Trainer
or Designer/ Mentor
Developer
1. Plan Training 1. Facilitate 1.Facilitate 1. Institutional
Core
Sessions Developmen development ize TVET
Competency
2. Facilitate t of and review of systems
Requirement
learning competency training and
s
Sessions standards policies and processes
3. Supervise 2. Conduct procedures institutions
Work-Based Training 2.Develop and /enterprises
Learning Needs execute 2. Conduct
4. Conduct Analysis training plans research on
Competency 3. Develop 3.Prepare and TVET
Assessment training manage 3. Promote,
5. Maintain curriculum training advocate
Training 4. Develop budgets and
Facilities learning 4.Nurture and strengthen
6. Utilize materials capacitate industry
electronic trainers/ and TVET
5.Develop
media in assessors linkages
assessment
facilitating 5.Evaluate 4. Provide
tools
training trainers/asses professional
6. Design and sors developmen
Develop performance t to TVET
maintenanc 6.Lead and experts
e system of Coordinate
training training/
facilities assessment
7. Develop evaluation
Learning 7.Facilitate
Materials for assessment
e-learning moderation
8.Lead and
coordinate
training/asses
sment
Trainer’s Course on Course on Course on Continuing
Training Training Supervision and Professional
Curriculum
Methodologies Design and Development of Education
and Development Trainers
Assessment

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SELF CHECK 7.1-2
Philippine TVET Trainer Qualification Framework (PTTQF)

MULTIPLE CHOICE
Direction: Choose the correct letter that best describes the
statement. Write your answer on your answer sheet.
1. A person certified in Trainers Methodology Level II is called:
A. Assessor C. Master
B. Developer D. Mentor
2. The Philippine Qualifications Framework has how many levels?
A. 5 C. 10
B. 8 D. 12
3. There are how many competencies in TM Level 1?
A. 6 C. 16
B. 8 D. 18
4. A person in possession of a certificate in TM Level I is called a
__________.
A. Master trainer C. Training Designer/Developer
B. Trainer/Assessor D. Training Mentor
5. The Philippine TVET Trainer Qualifications Framework has how many levels?
A. 4 C. 8
B. 6 D. 10
MATCHING TYPE
Direction: Using the previous tables presented, match column A – Core
Competency Requirements to column B – Trainer‘s Qualification Level. Write
only the letter of the correct answer on your answer sheet.
A – Core Competency Requirements B–Trainer’s Qualification Level
___1. Conduct research on TVET A. Trainer Qualification I:

Trainer/Assessor
___2. Conducts technical training and B. Trainer Qualification II:
competency assessments Training Designer/
___3. Develop assessment tools Developer
___4. Supervise Work-Based Learning C. Trainer Qualification III:
Training Mentor
___5. Develop and execute training D. Trainer Qualification IV:
plans Master Trainer

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ANSWER KEY 7.1-2
Test I Multiple Choice
1. B
2. B
3. D
4. B
5. A
Test II Matching type
1. D
2. A
3. B
4. A
5. C

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Philippine Qualification Framework (PQF)
After reading this Information Sheet, You Must be able to:
1. Define the Philippine Qualification Framework (PQF);
2. State the objectives of PQF; and
3. Describe the levels of education system based on PQF.
His Excellency Benigno S. Aquino III, President of the Republic of the

Philippines, signed the Executive Order No. 83 S. 2012 dated October
1, 2012 entitled Institutionalization of the
Philippine Qualifications Framework.
The Philippine Education System

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What is PQF?
• It is a national policy describing the levels of educational qualifications
and sets the standards for qualification outcomes.
• A quality assured national system for the development, recognition and
award of qualifications based on standards of knowledge, skills and
values acquired in different ways and methods by learners and workers
of a certain country
• It is competency-based and labor market driven.
• It is assessment- based qualification recognition.
The PQF Logo is composed of

a stylized rendering of the
The PQF Logo
initials PQF rendered in the
blue and red colors of the
Philippine flag. The letters
are in front of a yellow sun,
similar to the Philippine
flag‘s. Surrounding this are
eight circles, representing
the eight levels of the
framework, which are in a
circular pattern to show the
idea that the levels are not
hierarchical.
Objectives of the PQF
• To establish national standards and levels for outcomes of education and
training, skills and competencies
• To support the development and maintenance of pathways and
equivalencies which provide access to qualifications and assist people to
move easily and readily between the different E & T sectors and between
these sectors and the labour market
• To align the PQF with international qualifications framework to support
the national and international mobility of workers thru increased
recognition of the value and comparability of Philippine qualifications
What is Qualification?
Qualification is a formal certification, issued by an official agency, in
recognition that an individual has been assessed as achieving learning
outcomes or competencies to the standard specified for the qualification title.
It is a package of competencies describing a particular function or job role
existing in an economic sector. It covers the work activities required to
undertake a particular life/job role.

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Example:
SECTION 1 HOUSEKEEPING NC II QUALIFICATION
The HOUSEKEEPING NC II Qualification consists of competencies that a

person must achieve to prepare guest rooms, clean public areas and equipment,
provide housekeeping services, provide valet services, handle intoxicated guests,
and laundry linen and guest clothes to a range of accommodation services.
The Units of Competency comprising this qualification include the

following:
CODE NO. BASIC COMPETENCIES
500311105 Participate in workplace communication
500311106 Work in team environment
500311107 Practice career professionalism
500311108 Practice occupational health and safety procedures
CODE NO. COMMON COMPETENCIES

TRS311201 Develop and update industry knowledge
TRS311202 Observe workplace hygiene procedures
TRS311203 Perform computer operations
TRS311204 Perform workplace and safety practices
TRS311205 Provide effective customer service
CODE NO. CORE COMPETENCIES

TRS5123111 Provide housekeeping services to guest
TRS5123112 Prepare rooms for guest
TRS5123113 Provide valet service/butler service
TRS5123114 Laundry linen and guest clothes
TRS5123115 Clean public areas, facilities and equipment
TRS5123122 Deal with/handle intoxicated guests
A person who has achieved this Qualification is competent to be:
• Butler
• Room/Cabin Attendant
• Public Area Attendant
• Laundry Attendant
• Housekeeping Attendant

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Benefits of the PQF
For the Person
• Encourages lifelong learning allowing the person to start at the level that
suits him and then build-up his qualifications as his needs and interests
develop and change over time
• Certificates and licenses recognized by government
For the Employers
• Assures that standards and qualifications are consistent to job
requirements/demand
• Provides common understanding on standards, qualifications and levels
For the education and training providers
• Ensures transparency in training provision, conformance to standards
and preciseness of accountability for learning outcomes
• Provides common understanding of policies and guidelines on credit
transfers, articulation, portability, bridges pathways and RPL
For the authorities
• Provides the standards, taxonomy and typology of qualifications as bases
for granting approvals to providers and stakeholders
• Harmonizes qualifications in E & T across Philippines
The Development of the PQF

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The Philippine Qualifications Framework

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EIGHT (8) LEVEL DESCRIPTOR
LEVEL 1
KNOWLEDGE, SKILLS Knowledge and skills that are manual or concrete or

AND VALUES practical and/or operational in focus.
APPLICATION Applied in activities that are set in a limited range of

highly familiar and predictable contexts; involve
straightforward, routine issues which are addressed by
following set rules, guidelines or procedures.
DEGREE OF In conditions where there is very close support, guidance

INDEPENDENCE or supervision; minimum judgment or discretion is
needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE I
LEVEL 2
KNOWLEDGE, SKILLS Knowledge and skills that are manual, practical and/or
AND VALUES operational in focus with a variety of options.
APPLICATION Applied in activities that are set in a range of familiar and

predictable contexts; involve routine issues which are
identified and addressed by selecting from and following a
number of set rules, guidelines or procedures.
DEGREE OF In conditions where there is substantial support,

INDEPENDENCE guidance or supervision; limited judgment or discretion is
needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE II

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LEVEL 3
KNOWLEDGE, SKILLS Knowledge and skills that are a balance of theoretical

AND VALUES and/or technical and practical.
Work involves understanding the work process,
contributing to problem solving, and making decisions
to determine the process, equipment and materials to
be used.
Applied in activities that are set in contexts with some
APPLICATION
unfamiliar or unpredictable aspects; involve routine
and non-routine issues which are identified and
addressed by interpreting and/or applying established
guidelines or procedures with some variations.
DEGREE OF Application at this level may involve individual

INDEPENDENCE responsibility or autonomy, and/or may involve some
responsibility for others. Participation in teams
including team or group coordination may be involved.
QUALIFICATION TYPE NATIONAL CERTIFICATE III
LEVEL 4
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical and/or
AND VALUES abstract with significant depth in one or more areas;
contributing to technical solutions of a non-routine or
contingency nature; evaluation and analysis of current
practices and the development of new criteria and
procedures. (supported by theoretical and practical)
Applied in activities that are set in range of contexts,

APPLICATION
most of which involve a number of unfamiliar and/or
unpredictable aspects; involve largely non-routine
issues which are addressed using guidelines or
procedures which require interpretation and/or
adaptation.
DEGREE OF Work involves some leadership and guidance when

INDEPENDENCE organizing activities of self and others.
QUALIFICATION TYPE NATIONAL CERTIFICATE IV

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LEVEL 5
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical

AND VALUES and/or abstract with significant depth in some areas
together with wide-ranging, specialized technical,
creative and conceptual skills.
Perform work activities demonstrating breadth, depth
and complexity in the planning and initiation of
alternative approaches to skills and knowledge
applications across a broad range of technical and/or
management requirements, evaluation and
coordination.
APPLICATION Applied in activities that are supervisory, complex
and non-routine which require an extensive
interpretation and/or adaptation/ innovation.
DEGREE OF In conditions where there is broad guidance and
INDEPENDENCE direction, where judgment is required in planning and
selecting appropriate equipment, services and
techniques for self and others.
Undertake work involving participation in the
development of strategic initiatives, as well as
personal responsibility and autonomy in performing
complex technical operations or organizing others
QUALIFICATION TYPE DIPLOMA
LEVEL 6 (as per PQF-NCC Resolution No. 2014-01

adopted on 22 July 2014)
KNOWLEDGE, SKILLS Demonstrated broad and coherent knowledge and

AND VALUES skills in their field of study for professional work and
lifelong learning
APPLICATION Application in professional/creative work or research

in a specialized field of discipline and/or further
study
DEGREE OF Substantial degree of independence and or/in

INDEPENDENCE teams of related fields with minimal supervision
QUALIFICATION TYPE Baccalaureate Degree

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LEVEL 7(as per PQF-NCC Resolution No. 2014-01 adopted
on 22 July 2014)
KNOWLEDGE, SKILLS Demonstrated advanced knowledge and skills in a

AND VALUES specialized or multi-disciplinary field of study for
professional practice, self-directed research and/or
lifelong learning
APPLICATION Applied in professional/creative work or research
that requires self-direction and/or leadership in a
specialized or multi-disciplinary professional
work/research
DEGREE OF High substantial degree of independence that

INDEPENDENCE involves exercise of leadership and initiative individual
work or in teams of multi-disciplinary field
QUALIFICATION TYPE Post-Baccalaureate Program
LEVEL 8 (as per PQF-NCC Resolution No. 2014-01

adopted on 22 July 2014)
KNOWLEDGE, SKILLS Demonstrated highly advanced systematic

AND VALUES knowledge and skills in highly specialized and/or
complex multi-disciplinary field of learning for
complex research and or professional practice
and/or for the advancement of learning.
APPLICATION Applied for professional leadership for innovation,

research and/or development management in
highly specialized or multi-disciplinary field
DEGREE OF Full independence in individual work and/or in

INDEPENDENCE teams of multi-disciplinary and more complex
setting that demands leadership for research and
creativity for strategic value added. Significant level
of expertise-based autonomy and accountability
QUALIFICATION TYPE Doctoral Degree and Post-Doctoral Programs

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EIGHT (8) LEVEL DESCRIPTOR
This table shows the elements and level of learning and its
corresponding qualification type under the Philippine Qualification
Framework (PQF) as implemented by the virtue of Executive Order No. 83 S.
2012 dated October 1, 2012.

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SELF CHECK 7.1-3

MATCHING TYPE
Direction: Using the previous tables presented, match column A –
Elements and Levels to column B – Qualification type. Write only the letter of
the correct answer on your answer sheet.
A – Elements and Levels B - Qualification Type
____1. Trainees possess broad and A. National Certificate (NC) I

coherent knowledge
___2. Can apply unfamiliar and
unpredictable aspects and B. National Certificate (NC) II
applications.
___3. Practice innovative C. National Certificate (NC)
applications
III
___4. Skills level matches with
manual operational with variety of
option D.National Certificate (NC)
___5. Knowledge level is specialized IV
or multi-disciplinary
___6. Degree of independence can be
observed in exercising leadership E. Diploma
___7. Trainees require close
supervision
F. Baccalaureate Degree
____8. Trainees acquired balance
theory and technical skills
___9. Level of knowledge and skills G. Post-Baccalaureate Degree
fall into creative and conceptualize
category
H. Doctoral Degree and Post-
____10. Trainees engage in
professional works and research Doctoral Programs

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ANSWER KEY 7.1-3
1. F
2. D
3. H
4. B
5. G
6. D
7. A
8. C
9. E
10.F

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Implementing Bodies and Working Groups
After reading this Information Sheet, You must be able to:
1. Identify the PQF implementing bodies, and
2. Cite the PQF working groups.
PQF Implementing Bodies

PQF-NCC (Sec. 2, EO No. 83 s.2012)
The PQF National Coordinating Committee was signed for implementation by
the virtue of Executive Order No. 83 Sec. 2, s.2012. It was created with the
following composition:
a) Secretary of the Department of Education
(DepEd) - Chair
Members:
b) Secretary, Department of Labor and Employment
(DOLE)
c) Director General, Technical Education and Skills
Development Authority (TESDA)
d) Chairperson, Commission on Higher Education (CHED)
e) Chairperson, Professional Regulations Commission (PRC)
Powers and Functions of the PQF-NCC

1. Creates technical working groups in support of the detailing and
implementation of the PQF
2. Harmonizes the levels of qualifications with all levels of education
3. Aligns education standards and learning outcomes to the level
descriptors contained herein
4. Develops and recognizes pathways and equivalencies
5. Discuss and agree on the elements of the PQF including but not limited to
their principles, key features, definitions or terminologies, structure and
governance arrangements

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6. Review and update the PQF
7. Provides information and guidelines in the implementation of the PQF
8. Establishes a quality assurance mechanism
9. Maintains the national registry of qualified manpower
10. Ensures the international alignment of the PQF with the
qualification frameworks of other countries.
11. Represents the country in international fora or negotiations on
qualification agreements/arrangements
12. Provides regular feedback on the progress and accomplishments to
the Office of the President with respect to the implementation of the
Order.
13. Perform such other functions that may be related to the
PQF Working Groups/Chair
1. WG on Qualifications Register, TESDA
2. WG on Pathways and Equivalences, CHED
3. WG on Quality Assurance, CHED
4. WG on Information and Guidelines, DepEd
5. WG on International Alignment, PRC

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WG on Qualifications Register
Functions:
– Establish, maintain/update the database of all qualifications that
have been entered into the PQF Register as aligned with the
descriptors of the PQF in the 8 levels in coordination with the
pertinent offices of CHED, TESDA and DepEd
– Provide regular, timely data/information to the PQF Secretariat and
to the employers, trainers, trainees and other stakeholders
The Philippine Qualifications Register
The Philippine Qualifications Register is the national database of quality
assured qualifications. It contains information on the qualifications and their
corresponding competency standards, learning outcomes and the authorized
licensing and certification arrangements. It will also include information on the
quality assurance system and procedures applied to the authorization of the
qualifications and the agencies mandated to issue the authorization.

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Example - Sectors covered:
1. Bookkeeping/Accountancy
2. Dentistry
3. Hospitality/Tourism

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WG on Pathways and Equivalences
Functions
– Establish equivalency pathways and equivalency system for
seamless educational transfer and/or progression between
education levels corresponding to the PQF levels;
– Develop a National System of Credit Grant and Transfer inter and
intra qualifications
WG on Quality Assurance
Functions
– Establish a convergence system for the RQUAT, the TESDA QMS
on UTPRAS and CAC and the PRC QMS
– Facilitate the reporting and review of the various quality assurance
system by the National Coordinating Committee
WG on Information and Guidelines

Functions
– Formulate guidelines, circulars and policy issuances for the
approval of the NCC
– Develop information, education and communication (IEC) materials
to promote and advocate PQF;
WG on International Alignment
Functions
– Conduct researches/ studies for comparability/ benchmarking of
Philippine qualifications with other countries and
regional/international groupings;
– Coordinate with other related international organizations in the
pursuit of mutual recognition arrangements/ agreements

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SELF CHECK 7.1-3
PQF Implementing Bodies and Working Group
MULTIPLE CHOICE
1. It is the national database of quality assured qualifications which contains
information on the qualifications and their corresponding competency
standards, learning outcomes and the authorized licensing and certification
arrangements.
A. Pathways and Equivalences
B. Philippine Qualification Framework
C. Philippine Qualifications Register
D. Quality Assurance
2. It created the PQF National Coordinating Committee for implementation
which composes of Secretary of the Department of Education (DepEd) as
Chairman.
A. Executive Order No. 83 Sec. 2, s.2012
B. Republic Act No. 7722
C. TESDA Act of 1994
D. TESDA Circular Order No.2 s. 2011
3. Working group which conducts researches/ studies for comparability/
benchmarking of Philippine qualifications with other countries and
regional/international groupings.
A. WG on Quality Assurance, CHED
B. WG on Information and Guidelines, DepEd
C. WG on International Alignment, PRC
D. WG on Qualifications Register, TESDA
4. The PQF National Coordinating Committee was signed for implementation by
the virtue of Executive Order No. 83 Sec. 2, s.2012. It was created with the
following composition as Member of the Committee EXCEPT:
A. Chairperson, Commission on Higher Education (CHED
B. Secretary of the Department of Education (DepEd)
C. Secretary, Department of Labor and Employment (DOLE)
D. Chairperson, Professional Regulations Commission (PRC)
5. Working group which develops a National System of Credit Grant and
Transfer inter and intra qualification

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6. Working group which provides regular, timely data/information to the PQF

Secretariat and to the employers, trainers, trainees and other stakeholders
A. WG on Pathways and Equivalences, CHED
7. The power and functions of the PQF National Coordinating Committee are
enumerated below. Which one is NOT considered core function of NCC?
A. Establishes a quality assurance mechanism
B. Harmonizes the levels of qualifications to selected levels of
education
C. Maintains the national registry of qualified manpower
D. Review and update the PQF
8. The formulation of guidelines, circulars and policy issuances for the approval
of the NCC is the main function of _____________as an implementing body of
committee.
A. Chairperson, Commission on Higher Education (CHED
B. Secretary of the Department of Education (DepEd)
C. Secretary, Department of Labor and Employment (DOLE)
D. Chairperson, Professional Regulations Commission (PRC)
9. It facilitate the reporting and review of the various quality assurance system
by the National Coordinating Committee
10. As an implementing body of the Philippine Qualifications Framework, which
is the power and function of the PQF National Coordinating Committee
among the list below?
A. Aligns education standards and learning outcomes to the higher level
descriptors only contained herein
B. Maintains the international registry of qualified manpower
C. Perform such other functions that may not be related to the
D. Review and update the PQF

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ANSWER KEY 7.1-3
1. C
2. A
3. C
4. B
5. A
6. D
7. B
8. B
9. A
10.D

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LEARNING OUTCOME # 2: Work within the training organization’s
quality framework
CONTENTS:
 Professional staff development
 Individual learning initiatives
 Effective communication strategies
1. Relevant organizational documentation is accessed, used,
supported and ensured in accordance work roles and
responsibilities.
2. Work is conducted in accordance with the training organization‘s
quality assurance strategies, processes, policies and procedures.
3. Ethical and legal responsibilities are adhered to in accordance with
work practices.
4. Work is undertaken in accordance with the prevailing industrial
and employee relations systems and practices.
5. Feedback and advice on work quality is actively sought from
colleagues and clients in accordance with the prevailing industrial
and employee relations systems and practices.
CONDITION:
 Handouts or reference materials/books on the above stated
contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 organizational manuals, documents, publications
 organizational data systems
 publications, newsletters of relevant authorities
ASSESSMENT METHOD:
 Oral questioning
 Demonstration

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Learning Experience
Learning Outcome #2:
Work within the training organization’s quality framework

Read Information Sheet 7.2-1 on Read information sheet. After reading,
Professional Staff Development answer the self-check to ensure the
Answer Self- Check 7.2-1 knowledge in professional staff
Compare your answers with Answer development is acquired.
Key 7.2-1
Individual learning initiatives answer the self-check to ensure the
Answer Self- Check 7.2-2 knowledge in Individual learning
Compare your answers with Answer initiatives is acquired.
Key 7.2-2
Read Information Sheet 7.2-3 on The learner may approach the
Effective communication strategies facilitator to check his/her work done.
Answer Self- Check 7.2-3 After doing all activities of this LO, you
Compare your answers with Answer are ready to proceed to the next LO on
Key 7.2-3 Managing work and work
relationships.

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Professional Staff Development
1. State the importance of career development,
2. Identify the benefits of employees‘ training, and
3. Cite the methods of training employees.
Importance of Career Development
Although the business environment has been endlessly experiencing
negative changes such as economic downsizing and restructuring resulting in
fewer hierarchical positions but at the same time the need for improving
productivity while keeping a pace with continuously changing technology has
also increased. Organizations, therefore, instead of hiring a new individual from
the market prefer to promote their already existing employee to a specific
position as he or she is already aware of the organizational culture and does not
need to be trained. This requires a careful succession planning of employees
and developing and preparing them continuously for filling topmost
designations in future.
The process of organizational career development is important for both
employees and employers. There may be several unintended and undesired
changes as well as consequences that can change the entire scenario. In such a
situation both employees and employers must be ready to keep with the
changing environment and act accordingly. Employees continuously need to
upgrade their skills and competencies to meet the current demands whereas
organizations must be ready with those employees who can handle the pressure
efficiently and cease the risk of falling prey to the changed scenario. Therefore,
understanding the importance of career development is very necessary for both
the parties.
Business Environment Factors that can Bring Undesired Changes
 Economic Downsizing: The biggest of all the factors that has badly
affected the careers of millions of individuals is economic downsizing. The
jobs are cut from the organizations and the fittest of all employees survive.
If employees continuously learn new and better skills, chances are that
economic conditions won‘t hurt them that badly as compared to other
individuals.
 De-layering: De-layering means reclassification of jobs. This is an
organizational change initiative where a company decides to reclassify the
jobs more broadly. However, old reporting lines do exist in order to
maintain managerial control but some jobs may be removed or cut down
during the process. Again, those individuals have to leave the organization
who are not competent enough to be shifted to other job with different
nature.
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 Cost Reduction Strategies of the Organization: Co Cost-reduction
strategies of the organizations are again very dangerous for those
individuals who are not prepared to move on to the next level. If
organizations have to cut down their operating costs, the employment of
those individuals is at stake who are not employable or who have not
performed up to the mark in past. Employees continuously need to
upgrade themselves and show their talent in order to remain in the
organizations till long.
 IT Innovations: Continuous changes and upgrading in the technology is
also one of the major factors that bring change. Some individuals can
keep a pace with the changing technology and are always ready to learn
and adopt new IT applications while some show immense resistance
which is not acceptable to the organizations. Employees need to keep
themselves updated and show willingness to accept changes as and when
they occur and mould themselves accordingly.
The business changes affect both organizations and employees. The need is
to understand them and find a way to cope with them effectively.
Need and Importance of Training Employee

Training of employees takes place after orientation takes place. Training is
the process of enhancing the skills, capabilities and knowledge of employees for
doing a particular job. Training process moulds the thinking of employees and
leads to quality performance of employees. It is continuous and never ending in
nature.
Importance of Training
Training is crucial for organizational development and success. It is
fruitful to both employers and employees of an organization. An employee will
become more efficient and productive if he is trained well.
Training is given on four basic grounds:
1. New candidates who join an organization are given training. This training
familiarizes them with the organizational mission, vision, rules and
regulations and the working conditions.
2. The existing employees are trained to refresh and enhance their
knowledge.
3. If any updates and amendments take place in technology, training is given
to cope up with those changes. For instance, purchasing a new
equipment, changes in technique of production, computer implantment.
The employees are trained about use of new equipment and work
methods.

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4. When promotion and career growth becomes important, raining is given
so that employees are prepared to share the responsibilities of the higher
level job.
The benefits of training can be summed up as:
1. Improves morale of employees- Training helps the employee to get job

security and job satisfaction. The more satisfied the employee is and the
greater is his morale, the more he will contribute to organizational
success and the lesser will be employee absenteeism and turnover.
2. Less supervision- A well trained employee will be well acquainted with
the job and will need less of supervision. Thus, there will be less wastage
of time and efforts.
3. Fewer accidents- Errors are likely to occur if the employees lack
knowledge and skills required for doing a particular job. The more trained
an employee is, the less are the chances of committing accidents in job
and the more proficient the employee becomes.
4. Chances of promotion- Employees acquire skills and efficiency during
training. They become more eligible for promotion. They become an asset
for the organization.
5. Increased productivity- Training improves efficiency and productivity of
employees. Well trained employees show both quantity and quality
performance. There is less wastage of time, money and resources if
employees are properly trained.
Ways/Methods of Training
Training is generally imparted in two ways:

1. On the job training methods are those which are given to the employees
within the everyday working of a concern. It is a simple and cost-effective
training method. The in proficient as well as semi- proficient employees
can be well trained by using such training method. The employees are
trained in actual working scenario. The motto of such training is ―learning
by doing.‖ Instances of such on-job training methods are job-rotation,
coaching, temporary promotions, etc.
2. Off the job training methods are those in which training is provided
away from the actual working condition. It is generally used in case of
new employees. Instances of off the job training methods are workshops,
seminars, conferences, etc. Such method is costly and is effective if and
only if large number of employees have to be trained within a short time
period. Off the job training is also called as vestibule training, i.e., the
employees are trained in a separate area( may be a hall, entrance,
reception area, etc. known as a vestibule) where the actual working
conditions are duplicated.

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SELF CHECK 7.2-1
Professional Staff Development

MULTIPLE CHOICE
1. Which of the following is not a business environment factors that can bring
undesired changes to the employees?
A. De-layering
B. Economic Downsizing
C. IT Innovations
D. On the job training
2. Which of the following cannot be considered as the benefits of employees‘
training?
A. Chances of promotion
B. Close supervision
C. Fewer accidents
D. Increased productivity-
3. What is an organizational change initiative where a company

decides to reclassify the jobs more broadly?
A. Cost Reduction Strategies
B. De-layering
C. Economic Downsizing
D. IT Innovations
4. What type of training methods are those training which is provided

away from the actual working condition?
A. Off the job training
B. On the job training
C. In house training
D. Actual training
5. ―Learning by doing‖ is a simple manifestation of what type of

training method?
A. Off the job training
B. On the job training
C. Simulated training
D. Virtual training

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ANSWER KEY 7.2-1
1. D
2. B
3. B
4. A
5. B

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Individual Learning
1. Define individual learning,
2. Analyze the advantages and disadvantages of individual learning,
3. Appreciate the appropriateness of individual learning in relation to
work.
Individual learning is defined as the capacity to build knowledge
through individual reflection about external stimuli and sources, and through
the personal re-elaboration of individual knowledge and experience in light of
interaction with others and the environment.
Individual learning is training that is individualized to take into

consideration the differences between learners. It is most appropriately used in
a one-to-one situation, such as training successors or team members in the
workplace. Unlike facilitated learning where the trainer takes a more passive
role, with individual learning the trainer needs to consider and cater for the
needs of individual participants for example:
 Rates of learning and learning style

 Attitude
 Maturity
 Interests which effect the level of learning
 Motivation
 Learning environment
It doesn‘t necessarily mean learners are at home — they can be in a

classroom and still work through things at their own pace.

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The main types of individual learning are:
 Distance learning
 Resource-based learning
 Computer-based training
 Directed private study
The advantages are:
 Many learner differences can be taken into account

 Learners can work at their own pace at the time most convenient to them
 Different learning styles can be accommodated
 It is cost-effective for large number of learners
 Learners are more in control of how and what they learn
 It is active not passive learning
There are some disadvantages:
 There is a long lead time to prepare materials

 Learner motivation can be hard to maintain
 The trainer‘s role needs to change
This kind of training is probably most appropriate when the trainer is

providing on-the-job training for one or a small number of colleagues. It is a
good idea to link the training to practical exercises based on the working need —
for example, planning a record survey, drawing up appraisal guidelines etc. It
can also be very effective to provide this kind of training as a follow-up to face-
to-face training.

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SELF CHECK 7.2-2
Individual Learning
MULTIPLE CHOICE
1. What is the capacity to build knowledge through individual reflection about
external stimuli and sources?
A. Group learning
B. Individual learning
C. Passive learning
D. Thematic learning
2. What is the disadvantage of individual learning?
A. Different learning styles can be accommodated
B. Learner motivation can be easy to maintain
C. There is a short lead time to prepare materials
D. The trainer‘s role needs to change
3. What is the advantage of individual learning?

A. Different learning styles cannot be accommodated
B. It is expensive for large number of learners
C. Many learner differences can be taken into account
D. There is a long lead time to prepare materials
4. Rates of learning, attitude, maturity and learning environment are some of

the factors that must be considered in implementing _________.
A. Active learning
B. Individual learning
C. Group learning
D. Passive learning
5. What are the main types of individual learning ?
A. Distance and computer-based training
B. Group and resource-based learning
C. Passive and directed private study
D. Simulated and inactive learning

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ANSWER KEY 7.2-2
1. B
2. D
3. C
4. B
5. A

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Effective Communication Strategies
1. Develop an awareness on effective communication strategies in the
workplace;
2. Identify tips for effective communication, and
3. Appreciate the significance of communication among employees.
5 Tips for Effective Communication in the Workplace
1. Develop a Communication Strategy
The first steps is to get a group of employee in a room and develop a

strategy for how the organization will communicate with employees. This team
should think through and define a process and purpose for better business
communication management.
This will require considering who needs to know what information, when
they need to know it and how it will be delivered to them. This strategy will help
to create a standard for organizational communication.
For example, should new company endeavors be communicated when the

idea is in the planning phase, when it is funded or when it is ready to launch?
Any of the three stages can be appropriate there just needs to be consistency so
employees know when to expect different levels of information.
2. Create a Communication Process
As with most things in business having a defined process – that is owned

by someone – is the best way to ensure consistent communication. This can be

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as simple as the secretary who takes meeting notes, sending a copy of the notes
to a central communication person and that person is responsible for sharing it
with all employees. It is overly simplified but can be an effective and practical
step in the process.
3. Multiply the Message
Over communicate the message and use every available forum – email,
newsletter, bulletin boards, business website, intranet, social media, staff
meetings, town hall meetings, text messaging or video delivery. The more often
the message is communicated the better chance that employees will absorb it
and remember it.
4. Explain the Why
Often leaders come up with a great idea, plan it, implement it and may
even communicate it but may not think to explain the why a particular initiative
makes sense for any given time.
This requires communicating from the 50,000 foot level and making sure
employees understand why something is done and how supports business goals
and organizational strategy.
5. Create Feedback Process
One way communication rarely works well so it is important that employees

have a forum to offer feedback and ask questions. This helps to ensure that the
message was received as it was intended. These feedback sessions can be done
in staff meetings or an online employee forum.
Regardless of the structure or process, employees need to feel like their

thoughts and opinions are heard. This process also helps the organization
identify areas that can be improved upon.
Employees spend a great deal of their lives on the job and helping them
stay connected to the mission and vision of the organization is one of the ways
to foster employee engagement. The more we can do to keep employees in the
loop the organizational strategy.
Nine Steps to Effective Listening
1. Face the speaker and maintain eye contact.

2. Be attentive, yet relaxed.
3. Keep an open mind to the speaker‘s message – try to feel what the speaker
is feeling.
4. Listen to the words and try to picture what the speaker is saying.
5. Do not interrupt and do not impose your "solutions."
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6. Wait for the speaker to pause to ask clarifying questions - ask questions
only to ensure understanding of something that has been said (avoiding
questions that disrupt the speaker's train of thought).
7. Give the speaker regular feedback, e.g., summarize, reflect feelings, or
simply say "uh huh."
8. Pay attention to nonverbal cues -- to feelings, tone of voice, inflection,
facial expressions, gestures, posture.
9. Be aware of potential barriers that impact your ability to listen effectively.
Barriers to Listening
Sometimes people have a barrier that impedes their listening skills.
Awareness of a barrier is the first step in being able to overcome it. Barriers to
listening include:
• past experiences that influence our reaction to the speaker or the

message
• worry, fear, anger, grief and depression
• individual bias and prejudice
• semantics and language differences
• noise and verbal "clutter"
• preoccupation, boredom and shrinking attention spans
Five Components of Your Message
In expressing yourself, your communication should include these five

important components:
1. What you are seeing – have seen

2. What you are hearing – have heard
3. What you are feeling – have felt about the issue
4. What you need or want
5. What the positive result will be from receiving/acting on your request
Emotional Obstacles
Emotional obstacles to effective communication include:

Vulnerability – people may not express their true feelings because they
do not want to expose themselves to others
Protecting – people may not want to express their true thoughts because
they don‘t want to hurt or upset the other person
Expectations - social, professional, or cultural ―rules‖ may inhibit

expression of some feelings
Fear – people seek approval and acceptance so they are often reluctant to
say what they really mean for fear of rejection .
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Manage your emotions
• Recognize what you are feeling. Are you angry, embarrassed, or hurt?
• Simplify your feelings. Select one or two words to describe how you feel.
Be specific.
• Do not act on your feelings right away. Don‘t make a decision, enter into
a discussion, or send an email in anger or frustration.
• Choose an appropriate time and place to communicate.
• Accept that you are responsible for your emotions; Use ―I‖ statements.
Say ―I feel angry when…‖ rather than ―You make me mad…‖
Managing a conflict
• Keep yourself calm by breathing slowly and deeply. Remember that this
is only one temporary moment in your life.
• Concentrate on what you need to move forward rather than dwell on the
other person‘s mistakes.
• Summarize the other person‘s feelings to make sure that you understand
what they are communicating.
• Give affirmation to the other person about what they may be feeling.
• Acknowledge and apologize for any mistakes you may have made.
• Focus on positive results and make specific requests that will enable the
achievement of those goals.

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SELF CHECK 7.2-3
Effective Communication Strategies
MULTIPLE CHOICE
1. Effective communication requires effective listening. Sometimes people have a
barrier that impedes their listening skills. Which of the following is not a
listening barrier?
A. Individual bias
B. Language differences
C. Posture
D. Worry
2. What emotional obstacle is exhibited when people are not expressing their
true feelings because they do not want to expose themselves to others?
A. Expectations
B Fear
C. Protecting
D. Vulnerability
3. What kind of emotional obstacle to effective communication is described
when people may not want to express their true thoughts because they don‘t
want to hurt or upset the other person?
A. Expectations
B Fear
C. Protecting
D. Vulnerability
4. Past experiences that influence our reaction to the speaker or the message,
worry, fear, anger, grief and depression are some greatly influence the effective
communication because they are classified as _____________.
A. Listening barriers
B. Emotional disturbances
C. Feedbacks
D. Management conflicts
5. In expressing yourself, your communication should include these five

important components. Which is not included?
A. What you are seeing – have seen

B. What you are worrying– have feared
C. What you are feeling – have felt about the issue
D. What you need or want

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ANSWER KEY 7.2-3
1. C
2. D
3. C
4. A
5. B

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LEARNING OUTCOME # 3: Manage work and work relationships
CONTENTS:
 Planning and prioritizing of works
 Organizational guidelines on work loads
 Relevant technological skills
 Employees relationship
 Professional relationship
1. Work is planned, prioritized and organized to achieve agreed and
expected outcomes.
2. Workloads are assessed and guidance/support is sought from
relevant personnel where work issues arise and in accordance with
existing organizational policies and guidelines.
3. Relevant technological skills are used to enhance work outcomes
and in accordance with prevailing industrial systems and practices.
4. Work is undertaken in a collaborative manner with colleagues
through sharing of information and ideas and working together on
work outcomes in accordance with the prevailing industrial and
employee relations systems and practices.
5. Feedback on managing work and professional relationships is
obtained from clients and colleagues and is evaluated and acted
upon.
CONDITION:
 Handouts or reference materials/books on the above stated contents
 Bond paper
 organizational manuals, documents, publications
 organizational data systems
ASSESSMENT METHOD:
 Demonstration

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Learning Experience
Learning Outcome #3: Manage work and work relationships

Read information sheet. After reading,
Planning and Prioritization of Works answer the self-check to ensure the
Answer Self- Check 7.3-1 knowledge in time management.
Compare your answers with Answer
Key 7.3-1
Ethics and Technological Skills answer the self-check to ensure the
Answer Self- Check 7.3-2 knowledge in ethics and technological
Compare your answers with Answer skills and employees‘ relationship is
Key 7.3-2 acquired.
Employees‘ relationship. The learner may approach the
Answer Self- Check 7.3-3 facilitator to check his/her work done.
Compare your answers with Answer After doing all activities of this LO, you
Key 7.3-3 are ready to proceed to the next LO on
Performing a client-focused approach
to work.

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Planning and Prioritization of Works
1. Acquaint with time management techniques, and
2. Emphasize the importance of time management.
Time Management - Meaning and its Importance

It is rightly said ―Time and Tide wait for none‖. An individual should
understand the value of time for him to succeed in all aspects of life. People who
waste time are the ones who fail to create an identity of their own.
What is Time Management ?
 Time Management refers to managing time effectively so that the right

time is allocated to the right activity.
 Effective time management allows individuals to assign specific time slots
to activities as per their importance.
 Time Management refers to making the best use of time as time is always
limited.
Ask yourself which activity is more important and how much time should be
allocated to the same? Know which work should be done earlier and which can
be done a little later.
Time Management plays a very important role not only in organizations but
also in our personal lives.
Time Management includes:

1. Effective Planning
2. Setting goals and objectives
3. Setting deadlines
4. Delegation of responsibilities
5. Prioritizing activities as per their importance
6. Spending the right time on the right activity
1. Effective Planning
Plan your day well in advance. Prepare a To Do List or a ―TASK PLAN‖. Jot
down the important activities that need to be done in a single day against
the time that should be allocated to each activity. High Priority work
should come on top followed by those which do not need much of your
importance at the moment. Complete pending tasks one by one. Do not
begin fresh work unless you have finished your previous task. Tick the

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ones you have already completed. Ensure you finish the tasks within the
stipulated time frame.
2. Setting Goals and Objectives

Working without goals and targets in an organization would be similar to
a situation where the captain of the ship loses his way in the sea. Yes, you
would be lost. Set targets for yourself and make sure they are realistic
ones and achievable.
3. Setting Deadlines
Set deadlines for yourself and strive hard to complete tasks ahead of the
deadlines. Do not wait for your superiors to ask you every time. Learn to
take ownership of work. One person who can best set the deadlines is you
yourself. Ask yourself how much time needs to be devoted to a particular
task and for how many days. Use a planner to mark the important dates
against the set deadlines.
4. Delegation of Responsibilities
Learn to say ―NO‖ at workplace. Don‘t do everything on your own. There
are other people as well. One should not accept something which he
knows is difficult for him. The roles and responsibilities must be delegated
as per interest and specialization of employees for them to finish tasks
within deadlines. A person who does not have knowledge about something
needs more time than someone who knows the work well.
5. Prioritizing Tasks
Prioritize the tasks as per their importance and urgency. Know the
difference between important and urgent work. Identify which tasks
should be done within a day, which all should be done within a month
and so on. Tasks which are most important should be done earlier.
6. Spending the right time on right activity

Develop the habit of doing the right thing at the right time. Work done at
the wrong time is not of much use. Don‘t waste a complete day on
something which can be done in an hour or so. Also keep some time
separate for your personal calls or checking updates on Facebook or
Twitter. After all human being is not a machine.
For Effective Time Management one needs to be:
Organized - Avoid keeping stacks of file and heaps of paper at your workstation.
Throw what all you don‘t need. Put important documents in folders. Keep the
files in their respective drawers with labels on top of each file. It saves time
which goes on unnecessary searching.

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Don’t misuse time - Do not kill time by loitering or gossiping around.
Concentrate on your work and finish assignments on time. Remember your
organization is not paying you for playing games on computer or peeping into
other‘s cubicles. First complete your work and then do whatever you feel like
doing. Don‘t wait till the last moment.
Be Focused - One needs to be focused for effective time management.
Develop the habit of using planners, organizers, table top calendars for better
time management. Set reminders on phones or your personal computers.

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SELF CHECK 7.3-1
Planning and Prioritization of Works
TRUE OR FALSE
Direction: Write True if the statement is correct and False if the
statement is wrong. Write your answer on your answer sheet.
1.To implement organized work area, avoid keeping stacks of file and heaps of
paper at your workstation. Throw what all you don‘t need.
2.Time Management refers to making the best use of time as time is always
unlimited.
3. Identify which tasks should be done within a day, which all should be
done within a month and so on.
4. The roles and responsibilities must be distributed equally to every

employee for them to finish tasks within deadlines.
5. A person who does not have knowledge about something needs more
time than someone who knows the work well.
6. High Priority work should come on top followed by those which do not
need much of your importance at the moment.
7. Time management includes effective planning, setting goals and objectives,

cost cutting, setting deadlines and value formation.
8. Also allocate some time for your personal calls or checking updates on
Facebook or Twitter. After all human being is not a machine.
9. Complete pending tasks one by one. You may begin fresh work even you have
not yet finished your previous task.
10. Remember that your organization is not paying you for playing games on
computer or peeping into other‘s cubicles.

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ANSWER KEY 7.3-1
Test I True or False
1. True
2. False
3. True
4. False
5. True
6. True
7. False
8. False
9. False
10.True

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Ethics and Technological Skills
1. Evaluate technological skills related to work, and
2. Relate ethics in dealing with technological skills.
Ethics and Technology

Businesses today are technology and innovation driven. There is huge
competition in the sphere and therefore like other industry or business function
ethics is essential here also. Specially because ethics by itself is only a tool to
create and doesn‘t know ethics or morals!
Every day we have innovative products and services that announce their
arrival in the market place and others that go obsolete. It is this technology and
innovation that leads to ethical issues, considering the competition to stay
ahead by innovating is immense. Issues like data mining, invasion to privacy,
data theft and workplace monitoring are common and critical.
In technology we speak of ethics in two contexts;
 one is whether the pace of technological innovation is benefiting the

humankind or not,
 the other is either severely empowering people while choking others for the
same. Technology, for example, has drastically replaced people at work.
In the first case we are compelled to think about the pace at which
technology is progressing. There are manifold implications here, be it things like
computer security or viruses, Trojans, spam‘s that invade the privacy of people
or the fact the technology is promoting consumerism.
Nowadays data storage is primarily on computer systems. With the advent

of internet technology the world has got interconnected and data can be
accessed remotely by those who are otherwise unauthorized to do the same.
This is one of the pitfalls of innovation. The other one i.e. the pace of
technological change also raises the question of ethics.
New products make their way and leave the existing ones obsolete. In fact
technological change and innovation is at the heart of consumerism, which is
bad for economy and environment in general. The recent economic downturn
makes up for a very good example.

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Increasingly technological products are adding up to environmental
degradation. Computer screens, keyboards, the ink used in the printers are
some of the ways in which technology is polluting the environment. All these
produce toxins that cannot be decomposed easily.
The other major issue in technology that brings in ethics is interface

between technology and the computers. Many scientists are of the opinion
that the world will come to an end with a war between the humankind and the
technology. Technology they say will advance to an extent beyond the control of
those who have made it!
No doubt technology has replaced people at work and made certain others
redundant. On the flip side many people have been raised to power while others
have been severely handicapped. The latter is especially true for third world
countries. New manufacturing processes that are outsourced either replace
manpower there or either exploits the latter in the name of employment by
engaging them cheaper prices.
Technology has also made inroads into the field of medicine and life care.
New cloning techniques, genetic modifications or other life saving drugs need
continuous monitoring and surveillance. Bioethics has thus emerged as ethics
in the field of medical technology and life care.
Whereas we cannot talk of controlling technology and innovation, the

better way is to adapt and change. The role of ethics in technology is of
managing rather controlling the same. Continuous monitoring is required to
keep track of latest innovations and technological changes and for ensuring fair
practices.

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SELF CHECK 7.3-2
Ethics and Technological Skills
TRUE OR FALSE
1. The role of ethics in technology is of managing rather controlling the same.
2. No doubt technology has replaced people at work and made certain others
redundant.
3. Many scientists are of the opinion that the world will come to an end with a
war between the humankind and the technology.
4. Technological change and innovation is at the heart of consumerism, which is

bad and useless for economy and environment in general.
5. Every day we have innovative products and services that announce their
arrival in the market place and others that go obsolete.

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ANSWER KEY 7.3-2
1. True
2. True
3. True
4. False
5. True

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Employees Relationship
1. Emphasize the importance of employee relationship,
2. Cite the role of communication in employee relationship.
3. Familiarize with the different methods in fostering employee
relationship, and
4. Conceptualize the harmonious employees‘ relationship in the
workplace.
Role of Communication in Employee Relationship

A healthy employee relationship ensures a positive environment at work
and also helps the employees to achieve their targets at a much faster rate.
People are more focused, can concentrate better in their assignments and hence
the output increases. Employees are not engaged in constant fights, are eager to
help each other and do not take work as a burden. They enjoy each and every
moment at work and do not take leaves often.
Communication is not only important in our daily lives but also plays a
crucial role at workplace. It is one of the most important factors which either
improves or spoils the relationship among employees.
The communication has to be transparent and precise for a warm

relationship among employees. Clarity in thoughts is important. Don‘t assume
that the other person will come to know on his own what is going on in your
mind. The thoughts must be converted sensibly into relevant words such that
the other person is able to understand you well.
The employees must be very clear about what is being expected from
them. Their key responsibility areas, roles and responsibilities must be
communicated to them in the desired form for them to perform their level best.
Don‘t play with words. Be straightforward and precise in what you expect from
your team members. Don‘t blame them later. Haphazard thoughts and abstract
ideas only lead to confusions and spoil the relationship among the employees.
Let us go through the below example:
Janet was working as a key accounts manager with a leading advertising

firm. First she wanted Ted to prepare a report on marketing and sales strategies
undertaken by her organization, then she wanted him to prepare a report on the

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branding techniques and finally she asked him to also include the promotion
strategies. She herself was not very clear about her expectations. Poor Ted was
so confused that he submitted an incomplete report to Janet. She was not at all
happy with Ted‘s performance and always side-lined him in future.
In the above example, Janet was not very clear about the content of the
report and also confused Ted. One needs to express his ideas clearly for the
other person to understand it correctly. Poor communication in this case spoiled
the relation between Janet and Ted who were once good friends.
Had Janet told Ted to prepare an exhaustive report on Marketing, sales,

branding as well as the promotion techniques undertaken by the organization,
things would been crystal clear and Ted would not have made any mistakes.
One should be first very clear about his needs, expectations and then only
communicate it to the other person.
Don’t change statements quite often. Be firm. One should not tamper
any data or manipulate truth. You would never gain anything out of it. Be
honest and pass on information in its desired form. If your boss has asked you
to download some information to your fellow team members, please do pass it
on as it is. Don‘t try to add or delete words as it would earn you a bad name. No
one would trust you in future or come to your help whenever required.
Remember honesty always pays in the long run.
Think twice before you speak. Avoid using foul words against anyone
at the workplace as it spoils the ambience of the office and leads to several
disputes among individuals. Don‘t say anything which would hurt anyone.
Avoid lose talks. It is okay to enjoy at work but one should never cross his limit.
If you do not agree to anyone‘s ideas, it is better to discuss things with him
rather being rude or harsh. Whatever you communicate has to be crisp, relevant
and should make sense. Don‘t utter non sense at work. Be a little professional
in your approach.
Important information should be passed on in the presence of each

and every employee for better clarity. Every employee should have the liberty
to express his views and ideas. Don‘t expect you would clear your doubts later
on, ask questions then and there. No one would feel bad, rather appreciate your
interest and attentiveness but do not jump in between. Do wait for your turn to
speak. Don‘t meet anyone separately as the other person might feel neglected or
left out resulting in major displeasure and conflict among the team members.
Do take care of your pitch and tone. It should not be too loud.
Depend more on written modes of communication as they are more

reliable as compared to verbal communication. An individual might back out
if the information is passed on to him verbally as there are no records, but it
never happens in written modes of communication. Prefer passing on

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information through Emails. All the related team members must be marked a
carbon copy so that everyone knows what is being communicated to his fellow
member. One should master the art of writing emails. Remember an email is
nothing but a mirror image of one‘s thoughts. Make sure that your mail is self-
explanatory and everyone is clear about your ideas and opinions.
An employee needs to be constantly motivated to avoid a dip in his

performance. If someone has performed exceptionally well, do not hesitate to
praise him. Words like ―Well done‖,―Bravo‖,―Great Performance‖ go a long way in
making the individual happy. If you are satisfied with your team member‘s
performance, do communicate your feelings to him.
Communicate effectively with your fellow team members and you would
never have a problem with anyone. People would respect you and work would be
fun for you.
Importance of Employee Relations at the Workplace

Every individual at the workplace shares a certain relationship with his
fellow workers. Human beings are not machines who can start working just at
the push of a mere button. They need people to talk to, discuss ideas with each
other and share their happiness and sorrows. An individual cannot work on his
own, he needs people around. If the organization is all empty, you will not feel
like sitting there and working. An isolated environment demotivates an
individual and spreads negativity around. It is essential that people are
comfortable with each other and work together as a single unit towards a
common goal.
It is important that employees share a healthy relation with each other at the
work place. Let us find out why employee relations are important in an
organization:
 There are several issues on which an individual cannot take decisions

alone. He needs the guidance and advice of others as well. Sometimes we
might miss out on important points, but our fellow workers may come out
with a brilliant idea which would help us to achieve our targets at a much
faster rate. Before implementing any plan, the pros and cons must be
evaluated on an open forum where every employee has the right to
express his opinions freely. On your own, you will never come to know
where you are going wrong, you need people who can act as critic and
correct you wherever you are wrong. If you do not enjoy a good relation
with others no one will ever come to help you.
 Work becomes easy if it is shared among all. A healthy relation with

your fellow workers would ease the work load on you and in turn

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increases your productivity. One cannot do everything on his own.
Responsibilities must be divided among team members to accomplish the
assigned tasks within the stipulated time frame. If you have a good
rapport with your colleagues, he will always be eager to assist you in your
assignments making your work easier.
 The organization becomes a happy place to work if the employees

work together as a family. An individual tends to lose focus and
concentration if his mind is always clouded with unnecessary tensions
and stress. It has been observed that if people talk and discuss things
with each other, tensions automatically evaporate and one feels better.
Learn to trust others, you will feel relaxed. One doesn‘t feel like going to
office if he is not in talking terms with the person sitting next to him. An
individual spends around 8-9 hours in a day at his workplace and
practically it is not possible that one works nonstop without a break. You
should have people with whom you can share your lunch, discuss movies
or go out for a stroll once in a while. If you fight with everyone, no one will
speak to you and you will be left all alone. It is important to respect others
to expect the same from them.
 An individual feels motivated in the company of others whom he can

trust and fall back on whenever needed. One feels secure and confident
and thus delivers his best. It is okay if you share your secrets with your
colleagues but you should know where to draw the line. A sense of trust is
important.
 Healthy employee relations also discourage conflicts and fights

among individuals. People tend to adjust more and stop finding faults in
each other. Individuals don‘t waste their time in meaningless conflicts and
disputes, rather concentrate on their work and strive hard to perform
better. They start treating each other as friends and try their level best to
compromise and make everyone happy.
 A healthy employee relation reduces the problem of absenteeism at

the work place. Individuals are more serious towards their work and feel
like coming to office daily. They do not take frequent leaves and start
enjoying their work. Employees stop complaining against each other and
give their best.
 It is wise to share a warm relation with your fellow workers, because

you never know when you need them. You may need them any time.
They would come to your help only when you are nice to them. You might
need leaves for some personal reasons; you must have a trusted colleague
who can handle the work on your behalf. Moreover healthy employee
relations also spread positivity around.
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It is essential that employees are comfortable with each other for better
focus and concentration, lesser conflicts and increased productivity.
A professional relationship is an ongoing interaction between two

people that observes a set of established boundaries or limits that is deemed
appropriate under governing ethical standards. Establishing proper
professional relationships is the backbone of career development.
The nature of a person's relationships with colleagues and those under
direct care, management or supervision can determine success in a chosen
professional. A professional relationship is typically characterized by collegiality
that doesn't cross over into over-familiarity or inappropriate closeness. Most
professions have standards that govern interpersonal relationships to prevent
improprieties ranging from coercion to harassment. Failing to maintain the
proper level of professionalism in a business relationship can lead to loss of
employment and legal problems.

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SELF CHECK 7.3-3
Employees’ relationship
TRUE OR FALSE
1. It is wise to share a warm relation with your fellow workers, because you
never know when you need them.
2. It has been observed that if people talk and discuss things with each other,
tensions automatically evaporate and one feels better.
3. Most professions have standards that govern interpersonal relationships to

prevent improprieties ranging from coercion to harassment.
4. An individual spends around 8-9 hours in a day at his workplace and

practically it is possible that one works non-stop without a break.
5. If you have a good rapport with your colleagues, he will always be eager to do
your assignments making your work easier.
6. Before implementing any plan, the pros and cons must be evaluated on an
open forum where every employee has the right to express his opinions freely.
7. On your own, you will come to know where you are going wrong, you need
people who can act as your supporter and accept you wherever you are wrong.
8. If the organization is all empty, you will not feel like sitting there and working.
9. Depend more on verbal modes of communication as they are more reliable as

compared to written communication.
10. A healthy employee relationship ensures a positive environment at work and

also helps the employees to achieve their targets at a much faster rate.

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ANSWER KEY 7.3-3
1. True
2. True
3. True
4. False
5. False
6. True
7. False
8. True
9. False
10. True

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LEARNING OUTCOME # 4: Perform a client-focused approach to work
CONTENTS:
 Diversity of clients, client needs, client expectations for vocational
education and training services
 Relevant legal and policy requirements, codes of practice, national
standards
 Effective communication strategies
 Client satisfaction evaluation process
1. Clients and their needs and expectations form the basis for
developing effective work practices and outcomes in accordance with
operational limits.
2. Effective communication strategies are developed, utilized,
established and maintained in accordance with client relationships.
3. Processes for evaluating and improving client satisfaction are
developed and built in accordance with work practices
CONDITION:
 Handouts or reference materials/books on the above stated
contents
 Bond paper
 Organizational manuals, documents, publications
 Organizational data systems
ASSESSMENT METHOD:
 Demonstration

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Learning Experience
Learning Outcome #4: Perform a client-focused approach to work
Client needs
answer the self-check to ensure the
Answer Self- Check 7.4-1 knowledge in client needs is acquired.
Key 7.4-1
Read Information Sheet 7.4-2 on The learner may approach the
Client expectations. facilitator to check his/her work done.
Key 7.4-2
Client Satisfaction Evaluation
Answer Self- Check 7.4-3 After doing all activities of this LO, you
Compare your answers with Answer are ready to proceed to the next Basic
Key 7.4-3
competency.

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Client Needs
1. Develop awareness in addressing client‘s needs, and
2. Identify some tips in meeting client‘s needs.
Meeting the Needs of Clients
When we‘re a customer in a shop or a client of a company, we like help,
respect, understanding, satisfaction, value for money, action, friendly service
… need I go on? So whether you‘re dealing with a colleague‘s or a
multimillion-pound client‘s request, you will have to satisfy these four basic
needs: the need to be understood, the need to feel welcome, the need to feel
important and the need for a comfortable environment.
Top Ten Tips to Meet Client Needs
So here are the top ten tips to help you meet those needs and guarantee that
your clients remain your clients:
1. Listen carefully to what they are telling you. Put aside any negativity or
previous experiences involving them and focus on their current situation and
issues.
2. Remember (or write down) your clients’ names and points about them to
refer to the next time you meet or speak on the telephone. This will help build
a positive client relationship and positivity will likely be returned next time
they have to speak to you.
3. Always be pleasant, even if clients are not pleasant to you. Most of the
time it is not you personally they are being unpleasant to; it is simply that you
are the person who is dealing with their needs on this occasion.
4. Graciously receive and handle any concerns, complaints or problems. Use
positive feedback words like ‗I understand‘ or ‗Yes, I see‘ to show you are really
listening.

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5. Provide service ‘above and beyond’ what they expect of you. So rather
than ‗It doesn‘t work like that‘ or ‗We don‘t do that here‘, try giving them some
other options to consider – things that will work or things that you do at your
firm.
6. Smile, even during the times when you don’t feel like it! The mark of a
professional is the ability to be positive, friendly and helpful in every situation,
even when your personal life is driving you over the edge!
7. Accept their changes to plans, deadlines and bad news
positively. Consider what you can now do rather than what you can‘t.
Remember, whilst it‘s true they may need to know what isn‘t possible, their
real need is to get things done!
8. Be proactive by providing suggestions and guidance. It‘s not the one thing
you do 100% better that will meet your clients‘ needs; it‘s the hundreds of
things you can do for them just 1% better that will keep them coming back for
more.
9. Always do what you say you’re going to do, and do it on time. And if you
can‘t keep to an agreed deadline, keep them informed of what is going on
before the deadline expires.
10. Always remember: Clients are not the icing on the cake; they are the
cake!

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SELF CHECK 7.4.1
Client Needs
TRUE OR FALSE
1. If you can‘t keep to an agreed deadline, keep them informed of what is going
on before the deadline expires
2. Consider precedence on any negativity or previous experiences involving

them and focus on their current situation and issues.
3. Consider what you can now do rather than what you can‘t.
4. Put some considerations on what is agreed upon, changing course

what is agreed upon may lead to better client relations.
5.The mark of a professional is the ability to be flexible to positive and

negative, friendly and selective, wise and helpful in certain situation.
6.To satisfy the client needs, provide service ‗above and beyond‘ what they
expect of you.
7.Use positive feedback words like ‗I understand‘ or ‗Yes, I see‘ to show you
are really listening.
8. Listen carefully to what they are telling you.
9. Be passive by providing suggestions and guidance.
10. Accept their changes to plans, deadlines and bad new

positively. Customer is always right.

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ANSWER KEY 7.4-1
1. True
2. False
3. True
4. False
5. False
6. True
7. True
8. True
9. False
10. True

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Client Expectations
1. Learn the significance of addressing client‘s expectations, and
2. Appreciate some tips to follow for managing client expectations.
The Top Five Tips for Managing Client Expectations
Managing expectations is the single most important aspect to maintaining

a healthy & rewarding relationship with clients. Many learned a lot about
managing the expectations of some pretty important people. Imagine telling your
staff that the guest you almost had booked canceled ten minutes before a live
show. Needless to say, that only had to happen once before someone learned a
valuable lesson in managing expectations.
Reputation is everything in public relations. Consistently having positive
relationships with clients leads to a calmer work day and a higher level of
productivity.
Five steps to follow for managing client expectations
1. Be Honest From The Get-Go. Though it may sound counterintuitive,

always tell potential new clients in the very first initial conversation
about possibly working together that there are no guarantees. As with most
things in life, there are too many factors at play to make any grandiose
promises. You can‘t predict whether a producer will like a pitch, or a
reporter will quote your client. Although it may feel uncomfortable, positions
the client to take a leap of faith in your work and also helps them to
understand the process behind your work.
2. Under-Promise , Over-Deliver. This old adage is one to live by! you promise
your clients that they will have immediate & constant access to you and
your team; that you will, every day, work on their behalf through pitching
and meetings with the media; and that if nothing else, it is guaranteed that
they will become known to key members of the media. After that, when big
interviews start rolling in, it‘s much more appreciated!
3. Anticipate the Client’s Needs Before They Know Their Own Need. This
one definitely takes time and practice, but think about it: no one knows
your businesses as well as you do. You know when things are going great
and when you need to ramp up your efforts. It‘s so important to share
that with a client through a simple e-mail stating ―I‘m going to spend

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extra time this week working on your project – I really want to get you out
there as much as you do.‖ It can go a long way.
4. Constant Communication. If you‘re in the service industry of any kind,

that is what you do – serve. That means being bubbly, bright and (almost)
always available. While of course it‘s important to set boundaries so that
you can maintain a rewarding personal life, it‘s critical that your clients
know they can gain access to you as needed. Hopefully just knowing
you‘re available and ready to jump on a project as needed will be enough
so that your client‘s won‘t abuse your generosity with time.
5. Reports. Probably not anyone‘s favorite task during the week, but reports
show a clear delineation of work that was done over the course of a week
or month. Remember – reports don‘t have to be very long, or in a format
that clogs up a lot of your time. A simple email detailing tasks completed
for the week shows your clients what they‘re paying for, and thus, keeps
them happy.
Hopefully, by following these steps, you‘ll be on a road to an even better

relationship with your clients. By following this process, you‘ll most likely
achieve better results in your work, too.

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SELF CHECK 7.4.2
Client Expectations
TRUE OR FALSE
1. While it‘s important to set boundaries so that you can maintain a
rewarding personal life, it‘s critical that your clients know they can gain
access to you as needed.
2. Managing expectations is the single least important aspect to maintaining

a healthy & rewarding relationship with clients.
3. Consistently having positive relationships with clients leads to a calmer

work day and a higher level of productivity.
4. Reputation is everything in public relations.
5. You can‘t predict whether a producer will like a pitch, or a reporter will
quote your client.

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ANSWER KEY 7.4-2
1. True
2. False
3. True
4. True
5. True

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3. Identify methods of client satisfaction evaluation, and
4. Familiar with different ways on how to measure and maintain
service quality.
Methods of Measuring Customer Satisfaction
Managing customers‘ satisfaction efficiently is one the biggest challenge an
organization face. The tools or methods to measure customer satisfaction needs
to be defined sophisticatedly to fulfill the desired norms. There are
following methods to measure customer satisfaction:
1. Direct Methods: Directly contacting customers and getting their valuable

feedback is very important. Following are some of the ways by which
customers could be directly tabbed:
a. Getting customer feedback through third party agencies.
b. Direct marketing, in-house call centers, complaint handling
department could be treated as first point of contact for getting
customer feedback. These feedbacks are compiled to analyze
customers‘ perception.
c. Getting customer feedback through face to face conversation or
meeting.
d. Feedback through complaint or appreciation letter.
e. Direct customer feedback through surveys and questionnaires.
Organizations mostly employ external agencies to listen to their

customers and provide dedicated feedback to them. These feedbacks
needs to be sophisticated and in structured format so that conclusive
results could be fetched out. Face to face meetings and complaint or
appreciation letter engages immediate issues. The feedback received in
this is not uniformed as different types of customers are addressed with
different domains of questions. This hiders the analysis process to be
performed accurately and consistently. Hence the best way is to
implement a proper survey which consists of uniformed questionnaire to
get customer feedback from well segmented customers. The design of the
prepared questionnaire is an important aspect and should enclose all the
essential factors of business. The questions asked should be in a way that
the customer is encouraged to respond in an obvious way/. These
feedback could receive by the organizations can be treated as one of the
best way to measure customer satisfaction.
Apart from the above methods there is another very popular direct
method which is surprise market visit. By this, information regarding
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different segment of products and services provided to the customers
could be obtained in an efficient manner. It becomes easy for the supplier
to know the weak and strong aspects of products and services.
2. Indirect Method: The major drawback of direct methods is that it turns

out to be very costly and requires a lot of pre compiled preparations to
implement. For getting the valuable feedbacks the supplier totally
depends on the customer due to which they loses options and chances to
take corrective measure at correct time. Hence there are other following
indirect methods of getting feedback regarding customer satisfaction:
a. Customer Complaints: Customer‘s complaints are the issues and
problems reported by the customer to supplier with regards to any
specific product or related service. These complaints can be
classified under different segments according to the severity and
department. If the complaints under a particular segment go high in
a specific period of time then the performance of the organization is
degrading in that specific area or segment. But if the complaints
diminish in a specific period of time then that means the
organization is performing well and customer satisfaction level is
also higher.
b. Customer Loyalty: It is necessarily required for an organization to
interact and communicate with customers on a regular basis to
increase customer loyalty. In these interactions and
communications it is required to learn and determine all individual
customer needs and respond accordingly. A customer is said to be
loyal if he revisits supplier on regular basis for purchases. These
loyal customers are the satisfied ones and hence they are bounded
with a relationship with the supplier. Hence by obtaining the
customer loyalty index, suppliers can indirectly measure customer
satisfaction.
Maintaining Service Quality

After having attained the desired service level, the next great challenge
faced by service providers is to maintain service standards at levels of
excellence. This is as important, and as tough, as establishing service standards
and attaining to them in the first place.
Approaches towards Maintaining Service Standards
There are basically two approaches that any organization can have
towards maintaining service standards - a proactive approach or a reactive
approach.
Proactive approach entails actively reaching out to customers and trying

to gather their feedback on service quality and suggested areas of improvement.
This can be done by way of
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1. Surveys and administering questionnaires
2. Gap Analysis, and
3. Staff training
a. Surveys and questionnaires: Such an approach helps a brand to

anticipate customer demands and expectations and align its service
offering accordingly. Also, the findings of such surveys can help to identify
common issues and demands of customers hence helping a company to
customize its service offering.
b. Gap Analysis: Another approach that is adopted for analyzing service
quality is that of the gap analysis. The company has an ideal service
standard that it would like to offer to its customers. This is contrasted
with the current level of service being offered. The gap thus identified
serves both as a measure and as a basis for planning a future course of
action to improve the service offering.
c. Staff Training: Another crucial aspect of the proactive approach is staff
training. Companies nowadays spend generously on training their
personnel to adequately handle customer queries and/or complaints. This
is particularly true if a company is changing its service offering or going in
for a price hike of its existing services. For example, when a fast food
chain increases the price of its existing products, the staff has to handle
multiple customer queries regarding the hike. Lack of a satisfactory
explanation would signify poor service standards and lead to customer
dissatisfaction.
Reactive approach basically consists of resorting to a predetermined service

recovery mechanism once a customer complains about poor service quality. It
usually starts with apologizing to the customer and then taking steps to redeem
the situation. The fundamental flaw with this approach is that, here the
customer has already had a bad experience of the brand‘s service.
Measuring Service Quality
Another crucial element to be kept in mind while seeking to maintain

service quality is to have in place a metric for ‗measuring‘ quality. The particular
parameters selected would depend on the type of business, service model and
the customer expectations. For example: at a customer service call center of a
telecom provider, the metric for measuring service quality could be the average
time taken for handling a call or rectifying a complaint. For a fast food outlet,
the metrics for measuring service quality of the sales staff could be the number
of bills generated as a percentage of total customer footfalls or the increase in
sales month on month.

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SELF CHECK 7.4.3
MULTIPLE CHOICE
1. Which of the following is the indirect method of getting feedback regarding
customer satisfaction?
A. appreciation letter.
B. customer loyalty
C. Face to face conversation
D. third party agencies
2. What is an approach towards maintaining service standards that entail

actively reaching out to customers and trying to gather their feedback on service
quality which is commonly done by staff training?
A. active approach
B. inactive approach
C. proactive approach
D. reactive approach
3. The following are proactive way of maintaining service standards

EXCEPT one:
A. Face to face conversation
B. Gap analysis
C. Staff training
D. Surveys and questionnaires
4. What method is used when getting customer feedback through

complaint handling department as one way of addressing the quality
service and customer satisfaction?
A. Direct method
B. Indirect method
C. Survey method
D. All of the above
Lack of a satisfactory explanation would signify poor service standards and
lead to customer dissatisfaction. Which proactive approach is necessary to
address the customers‘ inquiries?
A. Face to face conversation
B. Gap analysis
C. Staff training
D. Surveys and questionnaires

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ANSWER KEY 7.4-3
1. B
2. C
3. A
4. A
5. C

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BIBLIOGRAPHY
 www.tech.republic.com
 www.forbes.com
 www.ask.com.ph
 www.legalsecretaryjournal.com
 www.mindtools.com
 www.tesda.gov.ph
 www.queendom.com

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CBLM 07 TM I Working Effectively in Vocational Education and Training

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COMPETENCY-BASED LEARNING MATERIAL

Prepared by MICHAEL L. MANALO

Qualification Title : TRAINING METHODOLOGY I

Unit of Competency : WORK EFFECTIVELY IN VOCATIONAL

Module Title : WORKING EFFECTIVELY IN VOCATIONAL

Technical Education & Skills Development Authority

TESDA-SSVTC Date Developed: Document No.

TESDA-SSVTC Date Developed: Document No.

TRAINING METHODOLOGY (TM) I

List of Basic Competencies

No. Unit of Competency Module Title Code

TESDA-SSVTC Date Developed: Document No.

UNIT OF COMPETENCY : Work effectively in vocational education and

At the end of this module you MUST be able to:

LO2. Work within the training organization‘s quality framework

LO3. Manage work and work relationships

LO4. Perform a client-focused approach to work.

TESDA-SSVTC Date Developed: Document No.

TESDA-SSVTC Date Developed: Document No.

Learning Activities Special Instructions

Read Information Sheet 7.1-2 on

Read Information Sheet 7.1-3

Answer Self- Check 7.1-4 The learner may approach the

TESDA-SSVTC Date Developed: Document No.

In the implementation of Competency Based Training delivery, you

Components of the Training Regulations

TESDA-SSVTC Date Developed: Document No.

TRAINING REGULATIONS FOR

The Shielded Metal Arc Welding (SMAW) NC II Qualification consists of

This Qualification conforms with American Welding Society (AWS) D 1.1

TESDA-SSVTC Date Developed: Document No.

Code No. BASIC COMPETENCIES

500311105 Participate in Workplace Communication

500311106 Work in Team Environment

500311107 Practice career professionalism

500311108 Practice occupational health and safety procedures

Code No. COMMON COMPETENCIES

MEE722201 Apply Safety Practices

MEE721202 Interpret Drawings and Sketches

MEE721203 Perform Industry Calculations

MEE721204 Contribute to Quality System

MEE721205 Use Hand Tools

MEE721206 Prepare Weld Materials

MEE721207 Setup Welding Equipment

MEE721208 Fit up Weld Materials

MEE721209 Repair Welds

Code No. CORE COMPETENCIES

MEE721306 Weld Carbon Steel Plates and Pipes Using SMAW

A person who has achieved this Qualification is competent to be:

TESDA-SSVTC Date Developed: Document No.

____1. Section which describes the policies A. Occupational

TESDA-SSVTC Date Developed: Document No.

TESDA-SSVTC Date Developed: Document No.

3. Certify the competence of TVET Trainers at different roles and

Objectives for TVET Trainers:

2. Be motivated to pursue continuous self-development in

3. Demonstrate and be certified on the required competencies of a

2. Includes definition of qualification, competency standards, curriculum,

3. Competency standards based on the functions of training delivery,

2. For learning to be effective in the workplace, there must be an

TESDA-SSVTC Date Developed: Document No.

5. There are three domains of learning outcomes: cognitive, affective and

6. There is a zone of proximal development which implies that learning

7. To facilitate the acquisition of competencies effectively, trainers must