WORK-BASED TRAINING

One of the best components of Competency- based training. It is a training

approach that aims towards the acquisition of competencies that directly related
to the actual industry practices.
- a training delivery mode by which trainees are exposed in the
workplace. Training shall be done in coordination with
Industry/Training Provider thru a Memorandum of Agreement /
Training Agreement by ILDO. It involves a Training Plan agreed to and
approved by both parties.
Types of Work-Based Training
Job Shadowing- It is a school-supervised career exploration activity
wherein trainees visit worksites and not participating as a productive
worker only “shadow” employees as they perform their jobs.

Internships help trainees move from school to the workplace by offering

“hands-on” learning, in real work settings, over a relatively long period
of time. They are school-supervised and may be paid or unpaid. The
internship is designed to give trainees a better sense of the jobs within a
particular business or industry;

Apprenticeship Program- training and employment program involving a

contract between an apprentice and an employer on an approved
apprenticeable occupation. Aims to provide a mechanism that will ensure
availability of qualified skilled workers based on industry requirements. 4
to 6 months apprenticeship in TESDA.

Learnership Program- a practical training on-the-job for approved

learnable occupations, for a period not exceeding 3 months.

Dual Training System- an instructional mode of delivery for technology-

based education and training in which learning takes place alternately in
two venues: the school or training center and the company.

School-based enterprises (SBEs) typically involve trainees in the

management of a business that produces or sells goods and services as
part of a school program.
Career Experience is a planned and progressive educational program by
combining academic studies with on-the-job experience.
Career - The general course or progression of one's working life or one's
professional achievements.
Placement - finding of suitable accommodation or employment for applicants.
Objectives of Work-Based Training
The objectives of the Work-Based Training are as follows:
• To expand and enhance the trainees’ learning through planned career
experiences in an actual work setting.
• To help the trainees make the transition from school to work and career.
• To teach the environment of work.
• To increase the trainees’ awareness and appreciation of the relevance of
basic, common and core competencies as they apply to their qualification/
occupational choice.
• To provide the trainees with opportunities for potential career placement
in their occupational choice.
• To project a positive image for trainees through involvement in business
and industry

DUAL TRAINING SYSTEM

-is a training modality that combines theoretical and practical training.
- learning takes place alternately in two venues: the school or training
center and the company or workshop.
-40 % learning in school and 60% for practical training in company.

Dual approach in training

-in education and training has been put to work in such country programs
as apprenticeship, on-the-job training, supervised industry training,
practicum and internship.

In February 1994, President Fidel V. Ramos signed into law Republic

Act No. 7686 or the Dual Training System Act of 1994 which calls for the
institutionalization of the DTS in accredited public and private
educational institutions, training centers, and agricultural, industrial and
business establishments.

In the Dual Training System Act, the responsibility of providing for free
training materials during industry training is of the Industry.
- the trainee is given an allowance of 75% of the daily wage.
- The industry participating in dual training system is allowed to
deduct 50% of their expenses for Dual Training System from their
taxable income.

Section 1. Short title. This Act shall be known as the "Dual Training
System Act of 1994" with 22 sections.
Section 2. Declaration of policy
Section 3. Objectives.
Section 4. Definition of terms
Section 5. Institutionalization of the dual training system.
Section 6. Coverage

INDUSTRY LINKAGE
Systematic Procedures in Establishing Industry Linkage
1.Search for prospective industry partners
In choosing an industry partner, you choose an industry which can provide for
the training of at least 60- 70% industry training of your qualification.
2.Send proposal letters (follow-up and visitation)
3. Set an Appointment for Presentation
4. Presentation
5. Conduct Site Visit for work-based training plan
6. Finalize the Training Plan and Memorandum of Agreement (MOA) or
Memorandum of Understanding (MOU).
7. Present the Training Plan and MOA/MOU for approval
8. Placement of the trainees in the industry
9. Coordination and Monitoring
10. Work-based training Evaluation

Memorandum of Agreement. The legal document of the agreement

between the training institution and the industry for purposes of work-
based training.

Performance evaluation of trainees in work-based training is the

responsibility of the Industry technician.

Establishing training needs of trainees in work-based training is the

responsibility of the trainer.

Trainees’ Training Requirement

Determine trainees’ current competency.
The trainees’ training requirement, it is very important to determine first
their current competencies, to determine the training gaps.
1.Checking with the trainee subject them to an oral interview or simple
written test if needed.
2.Research. Analyze any pre session information available like
enrollment or pre application form and other related documents such as:
resume’ or curriculum vitae, reports on previous assessment taken.
The Trainer could also use self assessment checklist to determine the
current competencies of the trainees.

Self-Assessment Checklist
1. List down all the competencies found in the Training Regulations
of a particular qualification
2. Let the trainees answer by checking the appropriate box. (YES if
he/she can perform the task and NO if he/she cannot perform
the task)
Notes:
1. All competencies (Basic, Common and Core) should be listed in
the Trainees Self-Assessment Checklist
2. Learning outcomes for each should also be included
3. Let the trainee answer the Self Assessment Checklist

Determining the current competency against Competency standards

Notes:
1. Identify the current competencies related to the program being
enrolled by the target group/individual in the form
2. Identify and review proof of evidence documents indicated to
support the claim of competency
Determine trainees’ training requirements
The trainees’ training requirements can be validated with the following
appropriate personnel.
• Trainers/teachers and assessors
• Team leaders/supervisors/managers/employers
• Participant/employee/learner
• Technical experts
• Union/employee representatives
• Users of training information such as training providers,
employers, human resource departments

TRAINING PLAN
a description of how the training will be done, the flow of training from
input to end results, including the resources that will be used. The
objective of the Training Plan is to define the strategies, tasks, and
methods that will be used to meet the training requirements.
-The training plan will outline who will deliver the training, and when and
where your apprentice or trainee needs to go to receive the structured
component of the training.
The training plan must specify the following:
• the competencies to be obtained
• the timeframe for achieving the competencies
• the training to be undertaken
• the delivery modes to be employed
• who is responsible for the delivery and/or assessment of each competency
• assessment details and arrangements
• the name of the qualification to be issued
• any other specific requirements to be met in accordance with the
particular training contract in question

Note:
• The trainer could use other forms as long as it would contain the
information needed
• In case that the training would be conducted outside the training center
(OJT), the Training Plan must be discussed with the
Employer/Industry Trainer so as not to hamper the production of the
company.

TRAINING PLAN composed of Trainees’ training requirements, training

activity/ task, mode of learning, staff, facilities/ tools and equipment.

MONITOR WORK-BASED TRAINING

TRAINING FACILITIES
The Construction – Civil Works (Plumbing) NC I workshop must be of concrete
structure. Based on class size of 25 students/trainees the space
requirements for the teaching/learning and circulation areas.

Monitoring Tools for Work-based Training

Monitoring is the routine assessment of ongoing activities and progress. It is the
systematic and continuous assessment of the progress of a piece of
work over time.
- Its purpose is to help all the people involved make appropriate and timely
decisions that will improve the quality of the work.

Here are the two most commonly used monitoring tools:

1. Training Plan is the basis of the training of individual trainee. The industry
supervisor should have a copy of this plan which shall serve as a reminder
of individual trainee activities in the industry.
2. Trainee’s Record Book (TRB). The objective of the Training Record Book is
to record the achievement of competencies agreed within the training plan
while in the industry. Each trainee should keep his own TRB and lets the
supervisor affix his signature everyday so that all activities are monitored
by the supervisor and are recorded in the TRB.
The TRB may also be used to:
• Show to employers the training you have completed
• Gain credits or exemptions in other training courses
• Serves as reference in preparing for future job applications
• Determine your competency level thereby supporting eligibility for wage
progression
• Confirm completion of the training program and your eligibility for the
issuance of training certificate; and
• Assess your skill levels should competency be the subject of dispute
between you and your employer
3. Trainee’s Progress Sheet
Progress chart can be for a) an individual trainee or b) for a group of
trainees. For individual trainees, use Trainee Progress Sheet. For a class,
use the Class progress Chart.
The Class progress chart is more appropriately used in a workshop where
all trainees train. This is a record and monitor of the learning outcomes
accomplished by the trainees.

FEEDBACK
Purpose of giving feedback:
1. Provide basis for maintaining or improving performance
2. Provide forum for assessing need and planning additional
experiences/activities

Characteristics of an Effective Feedback

1. Relates performance to the standards
2. Relates performance to strategies
3. Indicates progress
4. Indicates corrective procedures/ action
5. Is given frequently and immediately

Guidelines in Giving Constructive Feedback

• All comments shall be based on observable behavior and not assumed
motives or intents;
• Positive comments should be made first in order to give the trainees
confidence and gain his/her attention;
• Language should be descriptive of specific behaviors rather than
general comments indicating value judgements;
• Feedback should emphasize the sharing of information. There should
be opportunities for both parties to contribute
• Feedback should not be detailed and broad so as to overload the
trainees
• Feedback should deal with the behaviours the trainees can control and
change;
• Feedback requires the ability to tolerate the feeling of discomfort

Praise Is a type of feedback that is very helpful to the trainee when it

draws attention to the trainees progress and performance in relation
to standards.

REVIEW AND EVALUATE WORK BASED LEARNING

EFFECTIVENESS
Work-Based Training Evaluation Tools

Training Evaluation
Evaluation should be regularly done during and at the completion of
the training program. Evaluation measures trainee progress and
provides performance feedback to the instructor and the trainees that
served to reward success and identify needed improvement in trainee
performance.

• Review of the Training Plan

The trainer must review and evaluate his/her Training Plan and
identify the parts that were changed during the implementation. State
the reasons why these changes were necessary.

• Evaluate Trainee’s Progress Report, The trainer shall evaluate

the trainees’ performance and record learning achievements in
their individual progress sheet. From these, make a summary of
the trainee’s progress chart.

• Feedback from the Trainees. Feedback from the trainees is a

very good source of information regarding the implementation of
the work-based training. The questionnaire must be made simple
to accomplish but must include feedback regarding the trainer

TRAINING SESSION EVALUATION FORM This post-training evaluation

instrument is intended to measure how satisfactorily your trainer has
done his job during the whole duration of your training.

• Self Evaluation. The trainer shall design a self-evaluation

questionnaire that he/she shall answer after the conduct of the
training.
Program Evaluation Interpretation
and Analysis
Analyzing and Interpreting Data
Once the evaluation tools has been administered, it is now the time to
analyze and interpret the data collected. Analyzing quantitative and
qualitative data is often the topic of advanced research and evaluation
methods.

Basic analysis of "qualitative" information (respondents' verbal answers

in interviews, focus groups, or written commentary on questionnaires.

Interpreting Information:
1. Attempt to put the information in perspective, e.g.,
compare results to what you expected;indicate the
description of the program's experiences, strengths,
weaknesses, etc. (especially if you're conducting a process
evaluation).
2. Consider recommendations to help program staff improve
the program, conclusions about program operations or
meeting goals, etc.
3. Record conclusions and recommendations in a report
document, and associate interpretations to justify your
conclusions or recommendations.
4. Submit recommendations to the
supervisor/administrator, as needed.