Course Structure:

BASIC COMPETENCIES
(40 hours)

Unit of Nominal
Module Title Learning Outcomes
Competency Duration
1. Lead workplace 1.1 Leading 1.1.1 Communicate information
communication workplace about workplace processes
communication 1.1.2 Lead workplace discussions 6 hours
1.1.3 Identify and communicate
issues arising in the workplace
2. Lead small 2.1.1 Provide team leadership
teams 2.1 Leading 2.1.2 Assign responsibilities
small teams 2.1.3 Set performance expectation 4 hours
for team members
2.1.4 Supervised team performance
3. Apply critical 3.1.1 Examine specific workplace
thinking and 3.1 Applying challenges 4 hours
problem critical 3.1.2 Analyze the causes of specific
solving thinking and workplace challenges
techniques in problem 3.1.3 Formulate resolutions to
the workplace solving specific workplace challenges
techniques 3.1.4 Implement action plans and
in the communicate results
workplace
4. Work in a 4.1.1 Develop an individual’s cultural
diverse 4.1 Working in a awareness and sensitivity
environment diverse 4.1.2 Work effectively in an 3 hours
environment environment that
acknowledges and values
cultural diversity
4.1.3 Identify common issues in a
multicultural and diverse
environment
5. Propose 5.1.1 Assess work procedures,
methods of 5.1 Proposing processes and systems in
applying methods of terms of innovative practices 3 hours
learning and applying 5.1.2 Generate practical action plans
innovation in learning and for improving work procedures,
the innovation in processes
organization the 5.1.3 Evaluate the effectiveness of
organization the proposed action plans
6. Use 6.1.1 Use technical information
information 6.1 Using 6.1.2 Apply information technology
systematically information (IT) 8 hours
systematical 6.1.3 Edit, format and check
ly information

7. Evaluate 7.1.1 Interpret Occupational Safety 4 hours

occupational 7.1 Evaluating and Health practices
safety and occupational 7.1.2 Set OSH work targets
health work safety and 7.1.3 Evaluate effectiveness of
 practices Occupational Safety and
health work Health work instructions
practices
8. Evaluate 8.1.1 Interpret environmental 3 hour
environmental 8.1 Evaluate practices, policies and
work practices environmental procedures
work practices 8.1.2 Establish targets to evaluate
environmental practices
8.1.3 Evaluate effectiveness of
environmental practices
9. Facilitate 9.1.1 Develop and maintain micro- 5 hours
entrepreneuria 9.1 Facilitating small medium enterprise
l skills for entrepreneurial (MSMEs) skills in the
micro-small- skills for micro- organization
medium small-medium 9.1.2 Establish and maintain client-
enterprises enterprises base/ market
(MSMEs) (MSMEs) 9.1.3 Apply budgeting and financial
management skills

B. MODULES OF INSTRUCTION
 BASIC COMPETENCIES

BOOKKEEPING NC III

UNIT OF COMPETENCY : LEAD WORKPLACE COMUNICATION

MODULE TITLE : LEADING WORKPLACE COMMUNICATION

MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to lead in the effective dissemination and
discussion of ideas, information, and issues in the
workplace. This includes preparation of written
communication materials.

NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

 Upon completion of this module the students/trainees will be able to:

LO1. Communicate information about workplace processes.

LO2. Lead workplace discussions.

LO3. Identify and communicate issues arising in the workplace.

Details of Learning Outcome;

LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES

Assessment
Assessment Criteria Contents Conditions Methodologies
Methods
 Relevant  Organization The following  Lecture Competency in
communication requirements resources should  Demonstratio this unit may be
method is for written and be provided: n
assessed
selected based electronic  Practical through: Case
 Variety of exercises problem
on workplace communication
 Role Play  Third-
procedures methods Information
party
 Multiple  Effective verbal  Communicati report
operations communication on tools  Portfolio
involving methods  Simulated  Intervie
several  Business workplace w
topics/areas are writing  Demons
communicated  Workplace tration/
 following etiquette Role-
enterprise playing
requirements
 Questioning is
applied to gain
extra
information
 Relevant
sources of
information are
identified in
accordance
with workplace/
client
requirements
 Information is
selected and
organized
following
enterprise
procedures
 Verbal and
written
reporting is
undertaken
when required
 Communication
 and negotiation
skills are
applied and
maintained in
all relevant
situations

LO2. LEAD WORKPLACE DISCUSSION

Assessment
Assessment Criteria Contents Conditions Methodologies
Methods
 Response to  Organization The following  Group Competency in
workplace requirements resources discussion this unit may be
issues are for written and should be assessed
 Lecture
sought electronic provided: through: Case
 Demonstratio
problem
following communication n  Third-
enterprise methods  Variety of
party
procedures  Effective verbal Information report
 Response to communication  Communica  Portfolio
 workplace methods tion tools  Intervie
issues are  Workplace  Simulated w
provided etiquette workplace  Demons
immediately tration/
Role-
 Constructive
playing
contributions
are made to
workplace
discussions
on such issues
as production,
quality and
safety
 Goals/
objectives and
action plans
undertaken in
the workplace
are
communicated
promptly

LO3. IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE.

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Issues and  Organization The following  Group Competency in
problems are requirements resources should discussion this unit may be
identified as for written and be provided: Lecture assessed
they arise electronic Oral through: Case
 Variety of problem
 Information communication evaluation
 Third-
regarding methods Information
party
problems  Effective verbal  Communicati report
and issues communication on tools  Portfolio
are methods  Simulated  Interview
organized  Workplace workplace  Demonst
coherently to etiquette ration/
ensure clear  Communication Role-
and effective problems and playing
communicati issues
on  Barriers in
 Dialogue is communication
initiated with
appropriate
personnel
 Communicati
on problems
and issues
are raised as
they arise
 Identify
barriers in
communicati
on to be
addressed
appropriately
UNIT OF COMPETENCY : LEAD SMALL TEAM

MODULE TITLE : LEADING SMALL TEAM

MODULE DESCRIPTOR : This module covers the knowledge, skills and

attitudes required to lead small team including
setting and maintaining team and individual
performance standard.

NOMINAL DURATION : 4 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees will be able to:

LO1. Provide team leadership.

LO2. Assign responsibilities.

LO3. Set performance expectation for team members.

LO4. Supervise team performance.

 Details of Learning Outcome.

LO1. PROVIDE TEAM LEADERSHIP.

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Work  Facilitation of The following Group work Competen
requirements Team work resources Role Play cy in this
are identified  Company should be Lecture/ unit may
and presented policies and provided: Discussion be
to team procedures assessed
members Individual
relating to work  Access Work through:
based on
company performance to  Written
policies and  Performance relevant Examin
procedures standards and workpla ation
 Reasons for expectations ce or  Oral
instructions  Monitoring appropr Questio
and individual’s and iately ning
requirements team’s simulat  Portfoli
are performance vis ed o
communicate a vis client’s and environ
d to team group’s ment
members expectations where
based on assess
company ment
policies and can
procedures take
 Team place
members’  Materials
and leaders’ relevant
concerns are to the
recognized, proposed
discussed and activity
dealt with or task
based on
company
practices
 LO2. ASSIGN RESPONSIBILITIES.

Assessmen
Assessment Criteria Contents Conditions Methodologies
t Methods
 Responsibilities are  Work plan and The following  Individual Work Competen
allocated having procedures resources  Case Study cy in this
regard to the skills,  Work should be unit may
knowledge and requirements and provided: be
targets assessed
aptitude required to  Individual and
undertake the  Access through:
group
assigned task based expectations and to  Writte
on company assignments relevan n
policies.  Ways to improve t Exami
 Duties are allocated group leadership workpl nation
having regard to and membership ace or  Oral
individual approp Questi
preference, riately oning
domestic and simulat  Portfol
personal ed io
considerations, environ
whenever possible ment
where
assess
ment
can
take
place
 Materials
relevant
to the
propose
d
activity
or task

LO3. SET PERFORMANCE EXPECTATION FOR TEAM MEMBERS.

Assessment
Assessment Criteria Contents Conditions Methodologies
Methods
 Performance  One’s roles and The following  Lecture/ Competen
expectations are responsibilities resources Discussion cy in this
established in the team should be Role Play unit may
based on client  Feedback provided: be
needs giving and assessed
 Access through:
  Performance receiving to  Written
expectations are  Performance relevan Examin
based on expectation t ation
individual team workpl  Oral
members ace or Questio
knowledge, approp ning
skills and riately  Portfoli
aptitude simulat o
 Performance ed
expectations are environ
discussed and ment
disseminated to where
 individual team assess
members ment
can
take
place
 Materials
relevant
to the
propose
d
activity
or task

LO4. SUPERVISE TEAM PERFORMANCE.

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Performance  Performance The following  Lecture/ Competenc
is monitored Coaching resources should Discussion y in this
based on  Performance be provided:  Role Play unit may be
defined management  Case Study assessed
performance  Performance  Access to through:
criteria Issues relevant  Written
and/or workplace Examin
assignment or ation
instructions appropriatel  Oral
 Team y simulated Questio
members are environmen ning
provided with t where  Portfolio
feedback, assessment
positive can take
support and place
advice on  Materials
strategies to relevant to
the proposed
 overcome activity or
any task
deficiencies
based on
company
practices
 Performanc
e issues
which cannot
be rectified
or addressed
within the
team are
referred to
appropriate
personnel
according to
employer
policy
 Team
members are
kept informed
of any
changes in
the priority
allocated to
assignments
or tasks
which might
impact on
client/
customer
needs and
satisfaction
 Team
operations are
monitored to
ensure that
employer/client
needs and
requirements
are met
 Follow-up
communication
is provided on
all issues
affecting the
team
 All relevant
documentation
is completed
in accordance
with company
procedures
UNIT OF COMPETENCY: APPLY CRITICAL THINKING AND PROBLEM-
SOLVING TECHNIQUES IN THE WORKPLACE

MODULE TITLE : APPLYING CRITICAL THINKING AND PROBLEM-

SOLVING TECHNIQUES IN THE WORKPLACE

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

Attitudes required to solve problems in the workplace including
the application of problem solving techniques and to determine
and resolve the root cause/s of specific problems in the
workplace.
.

NOMINAL DURATION : 4 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/ trainees will be able to:

LO1. Examine specific workplace challenges

LO2. Analyze the causes of specific workplace challenges

LO3. Formulate resolutions to specific workplace challenges

LO4. Implement action plans and communicate results

 Details of Learning Outcomes

LO1. EXAMINE SPECIFIC WORKPLACE CHALLENGES

Assessment Assessment
Contents Conditions Methodologies
Methods
Criteria
 Variances are  Competence  Assessme  Group Competency
examined from include a thorough nt will discussion in this unit
normal knowledge and require  Lecture may be
operating understanding of access to Demonstration assessed
parameters; the process, an  Role playing through:
and product normal operating operating  Observa
quality. parameters, and plant over tion
 Extent, cause product quality to an  Case
and nature of recognize non- extended Formula
the specific standard period of tion
problem are situations.  Life
time, or a
defined through  Competence to Narrativ
suitable
observation, include the ability e Inquiry
method of
investigation to apply and  Standar
gathering dized
and analytical explain, enough for evidence test
techniques. the identification of of The unit will
 Problems are fundamental operating be assessed
clearly stated causes of specific ability in a holistic
and specified. workplace over a manner as is
challenges. range of practical and
 Relevant situations. may be
equipment and A bank of integrated
operational scenarios with the
processes. / case assessment
 Enterprise studies / of other
goals, targets what ifs relevant units
and measures. will be of
 Enterprise required competency.
quality OHS and as well as Assessment
environmental ban k of will occur
requirement. questions over a range
 Enterprise of situations,
which will
information which will
be used
systems and data include
to probe
collation disruptions
 Industry codes the
to normal,
and standards. reason
smooth
behind
operation.
the
Simulation
observabl
 e may be
action. required to
allow for
timely
assessment
of parts of
this unit of
competency.
Simulation
should be
based on the
actual
workplace
and will
include walk
through of
the relevant
competency
components.

These
assessment
activities
should
include a
range of
problems,
including
new,
unusual and
improbable
situations
that may
have
happened.

LO2. ANALYZE THE CAUSES OF SPECIFIC WORKPLACE CHALLENGES

Assessment Methodologie Assessment

Contents Conditions
Criteria s Methods
 Possible  Competence  Assessmen  Group Competency in
causes of includes a t will discussion  this unit may be
specific thorough require Lecture  assessed through:
 problems are knowledge and access to Demonstration  Observation
identified understanding of an  Role playing  Case
based on the process, operating Formulation
experience normal operating plant over  Life
and the use of parameters, and an Narrative
problem product quality to extended Inquiry
solving tools / recognize non- period of  Standardize
analytical standard time, or a d test
techniques. situations. suitable The unit will be
 Possible  Competence to method of assessed in a
cause include the holistic manner
gathering
statements ability to apply as is practical
evidence
are developed and explain, and may be
of
based on sufficient for the integrated with
operating the assessment
findings. identification of ability over of other relevant
 Fundamental fundamental a range of units of
causes are cause, situations. competency.
identified per determining the A bank of Assessment will
results of corrective action scenarios / occur over a
investigation and provision of case range of
conducted. recommendation studies / situations, which
s. what ifs will include
 Relevant will be disruptions to
equipment and
operational required as normal, smooth
processes. well as operation.
 Enterprise bank of Simulation may
goals, targets questions be required to
which will allow for timely
and measures.
be used to assessment of
 Enterprise
probe the parts of this unit
quality OSH
reason of competency.
and
behind the Simulation
environmental
observable should be based
requirement.
action. on the actual
 Enterprise
workplace and
information
systems and data will include walk
collation. through of the
relevant
 Industry codes competency
and standards. components.

These
assessment
activities
should include
a range of
 problems,
including new,
unusual and
improbable
situations that
may have
happened.

LO3. FORMULATE RESOLUTIONS TO SPECIFIC WORKPLACE CHALLENGES

Assessment
Assessment Criteria Contents Conditions Methodologies
Methods
 All possible  Competence to  Assessme  Group Competency in this
options are include the nt will discussion  unit may be
considered for ability to apply require Lecture  assessed through:
resolution of and explain, access to Demonstration   Observation
the problem. sufficient for the an Role playing  Case
 Strengths identification of operating Formulation
and fundamental plant over  Life Narrative
weaknesss cause, an Inquiry
of possible determining the extended  Standardized
options are corrective action period of test
considered. and provision of The unit will be
time, or a
 Corrective recommendatio assessed in a
suitable
actions are ns holistic manner as
method of
determined  Relevant is practical and
gathering may be integrated
to resolve the equipment and evidence with the
problem and operational of assessment of
possible processes operating other relevant
future  Enterprise ability units of
causes. goals, over a competency.
 Action targets and range of Assessment will
plans are measures situations. occur over a
developed  Enterprise A bank of range of
identifying quality OSH scenarios situations, which
measurable and / case will include
objectives, environmenta studies / disruptions to
resource l requirement what ifs normal, smooth
needs and  Principles of will be operation.
timelines in decision required Simulation may
accordance making as well as be required to
with safety strategies bank of allow for timely
and and questions assessment of
operating techniques parts of this unit
which will
procedures  Enterprise of competency.
be used
 information Simulation should
to probe
 systems and the be based on the
data collation reason actual workplace
 Industry codes behind and will include
and standards the walk through of
observabl the relevant
e competency
action. components.

These
assessment
activities should
include a range
of problems,
including new,
unusual and
improbable
situations that
may have
happened.

LO4. IMPLEMENT ACTION PLANS AND COMMUNICATE RESULTS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Action plans  Competence to  Assessme  Group Competency in
are include the ability to nt will discussion this unit may be
implemente apply and explain, require  Lecture assessed through:
d and sufficient for the access to Demonstration  Observatio
evaluated. identification of an  Role playing n
 Results of fundamental cause, operating  Case
plan determining the plant over Formulatio
implementat corrective action and an n
ion and provision of extended  Life
recommend recommendations period of Narrative
a-tions are  Relevant Inquiry
time, or a
prepared. equipment and  Standardize
suitable
 Recommen operational d test
method of
dations are processes The unit will be
gathering assessed in a
presented  Enterprise goals, evidence
targets and holistic manner
to of
measures as is practical
appropriate operating
 Enterprise quality, and may be
personnel. ability integrated with
 Recommen OSH and over a the assessment
da-tionare environmental range of of other
followed-up, requirement situations. relevant units of
if required.  Principles of A bank of competency.
decision making
 strategies and scenarios Assessment will
techniques / case occur over a
 Enterprise studies / range of
information systems what ifs situations, which
and data collation will be will include
 Industry codes and required disruptions to
standards as well as normal, smooth
bank of operation.
questions Simulation may
which will be required to
allow for timely
be used
assessment of
to probe
parts of this unit
the
of competency.
reason Simulation
behind should be based
the on the actual
observabl workplace and
e will include walk
action. through of the
relevant
competency
components.

These
assessment
activities
should include
a range of
problems,
including new,
unusual and
improbable
situations that
may have
happened.
UNIT OF COMPETENCY : WORK IN A DIVERSE ENVIRONMENT

MODULE TITLE : WORKING IN A DIVERSE ENVIRONMENT

MODULE DESCRIPTOR : This unit covers the outcomes required to

work effectively in a workplace
characterized by diversity in terms of
religions, beliefs, races, ethnicities and
other differences.

NOMINAL DURATION : 3 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees will be able to:

LO1. Develop an individual’s cultural awareness and sensitivity

LO2. Work effectively in an environment that acknowledges and values

cultural diversity

LO3. Identify common issues in a multicultural and diverse

environment
 Details of Learning Outcomes;

LO1. DEVELOP AN INDIVIDUAL\S CULTURAL AWARENESS AND SENSITIVITY

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Individual  Understanding The following  Small Group Competency
differences with cultural diversity resources Discussion in this unit
clients, in the workplace should be  Interactive may be
customers and  Norms of provided: Lecture assessed
fellow workers behavior for  Brainstorming through:
are recognized interacting and  Access to  Demonstration  Demonstr
and respected dialogue with workplac  Role-playing  ation or
in accordance specific groups e and simulatio
with enterprise (e. g., Muslims and resources n with
policies and other non-  Manuals oral
core values. Christians, non- and questioni
 Differences Catholics, policies ng
are responded tribes/ethnic on  Group
to in a sensitive groups, foreigners) Workplac discussio
and  Different methods e ns and
Diversity interactiv
considerate of verbal and non-
manner verbal e
 Diversity is communication in activities
accommodated a multicultural  Case
using setting studies/pr
appropriate oblems
verbal and non- involving
verbal workplac
communication e
. diversity
issues
 Third-
party
report
 Written
examinati
on
 Role
Plays
 LO2. WORK EFFECTIVELY IN AN ENVIRONMENT THAT ACKNOWLEDGES AND
VALUES CULTURAL DIVERSITY

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Knowledge,  Value of The following  Small Group Competency
skills and diversity in the resources Discussion in this unit
experiences economy and should be  Interactive may be
of others are society in terms provided: Lecture assessed
recognized of Workforce  Brainstorming through:
and development  Access  Demonstration  Demonstr
documented  Importance of to  Role-playing  ation or
in relation to inclusiveness in workplac simulation
team a diverse e and with oral
objectives. environment resource questionin
 Fellow  Shared vision s g
workers are and  Manuals  Group
encouraged understanding of and discussion
to utilize and and commitment policies s and
share their to team, on interactive
specific departmental, Workpla activities
qualities, and ce  Case
skills or organizational Diversity studies/pr
backgrounds goals and oblems
with other objectives involving
team  Strategies for workplace
members and customer diversity
clients to service issues
enhance work excellence  Third-
outcomes. party
 Relations report
with  Written
customers examinati
and clients on
are  Role
maintained to Plays
show that
diversity is
valued by the
business.
 LO3. IDENTIFY COMMON ISSUES IN A MULTICULTURAL AND DIVERSE
ENVIRONMENT

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Diversity-  Value, and leverage of The following  Small Group Competency
related cultural diversity resources Discussion in this unit
conflicts  Inclusivity and conflict should be  Interactive may be
within the resolution provided: Lecture assessed
workplace are  Workplace  Brainstorming through:
effectively harassment  Access to  Demonstration  Demonst
addressed  Change workplace  Role-playing  ration or
and resolved. management and and simulatio
 Discriminatory ways to overcome resources n with
behaviors resistance to  Manuals oral
towards change and questioni
customers/  Advanced policies ng
 stakeho lders strategies for on  Group
are minimized customer service Workplac discussio
and addressed excellence e ns and
Diversity interactiv
accordingly.
 Change e
manageme activities
nt policieS  Case
are in place studies/p
within the roblems
organization. involving
workplac
e
diversity
issues
 Third-
party
report
 Written
examinat
ion
 Role
Plays
UNIT OF COMPETENCY : PROPOSE METHODS OF APPLYING, LEARNING AND
INNOVATION IN THE ORGANIZATION

MODULE TITLE : PROPOSING METHODS OF APPLYING, LEARNING

AND INNOVATION IN THE ORGANIZATION

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to assess general obstacles
in the application of learning and innovation in
the organization and to propose practical
methods of such in addressing organizational
challenges.

NOMINAL DURATION : 3 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, the learner/students must be able to:

LO1. Assess work procedures, processes and systems in terms of

innovative practices

LO2. Generate practical action plans for improving work procedures,

processes

LO3. Evaluate the effectiveness of the proposed action plans

 Details of Learning Outcome;

LO1. ASSESS WORK PROCEDURES, PROCESSESS AND SYSTEMS IN TERMS

OF INNOVATIVE PRACTICES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Reasons for  Seven The following  Interactive Competency
innovation habits of resources Lecture in this unit
are highly should be  Appreciative may be
incorporated effective provided: Inquiry assessed
to work people.  Demonstration through:
procedures.  Character  Pens,  Group work
 Models of strengths that papers  Psycholog
innovation foster and ical and
are innovation writing behavioral
researched. and learning implemen Interviews.
 Gaps or (Christopher ts.  Performan
barriers to Peterson and  Cartolina. ce
innovation in Martin  Manila Evaluati
one’s work Seligman, papers.  Life
area are 2004) Narrative
analyzed.  Five minds of Inquiry.
 Staff who can the future  Review of
support and concepts portfolios
foster (Gardner, of
innovation in 2007). evidence
the work  Adaptation and third-
procedure concepts in party
are identified. neuroscience workplac
(Merzenich, e reports
2013). of on-the-
 Transtheoreti job
cal model of performa
behavior nce.
change  Sensitivit
(Prochaska, y
DiClemente, analysis.
& Norcross,  Organizat
1992). ional
analysis.
 Standardi
zed
assessm
ent of
 character
strengths
and
virtues
applied.

LO2. GENERATE PRACTICAL ACTION PLANS FOR IMPROVING WORK

PROCEDURES, PROCESSES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Ideas for  Seven habits of The following  Interactive Competency in
innovative work highly resources Lecture this unit may
procedure to effective should be  Appreciative be assessed
foster innovation people. provided: Inquiry through:
using individual  Character 
and group strengths  Pens, Demonstration   Psychologic
techniques are that foster papers and Group work al and
conceptualized innovation writing behavioral
 Range of and learning implement Interviews.
ideas with other (Christopher s.  Performanc
team members Peterson and  Cartolina. e Evaluati
and colleagues Martin  Manila  Life
are evaluated Seligman, papers. Narrative
and discussed 2004) Inquiry.
 Work  Five minds of  Review of
procedures and the future portfolios of
processes concepts evidence
subject to (Gardner, and third-
change are 2007). party
selected based  Adaptation workplace
on workplace concepts in reports of
requirements neuroscience on-the-job
(feasible and (Merzenich, performanc
innovative). 2013). e.
 Practical 2 Transtheoretic  Sensitivity
al model of
action plans are analysis.
behavior
proposed to change  Organizatio
facilitate simple (Prochaska, nal
changes in the DiClemente, & analysis.
work procedures, Norcross,  Standardiz
processes and 1992).systems ed
systems. . assessmen
 Critical t of
inquiry is character
applied and used strengths
to facilitate and virtues
discourse on applied.
adjustments in
the simple work
procedures,
processes and
systems.

LO3. EVALUATE THE EFFECTIVENESS OF THE PROPOSED ACTION PLANS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Work  Five minds of The following  Interactive Competency
structure is the future resources Lecture in this unit
analyzed to concepts should be  Appreciative may be
identify the (Gardner, provided: Inquiry assessed
impact of the 2007).  Demonstration through:
new work  Adaptation  Pens,  Group work
procedures concepts in papers and  Psychologi
 Co-workers/ neuroscience writing cal and
key personnel (Merzenich, implement behavioral
is consulted to 2013). s. Interviews.
know who will  Transtheoretica  Cartolina.  Performan
be involved l model of  Manila ce
with or behavior papers. Evaluati
affected by change  Life
the work (Prochaska, Narrative
procedure DiClemente, & Inquiry.
 Work Norcross,  Review of
instruction 1992). portfolios
operational of
plan of the evidence
new work and third-
procedure is party
developed workplac
and e reports
evaluated. of on-the-
 Feedback and job
suggestion performa
are recorded. nce.
 Operational  Sensitivit
plan is y
updated.
 Results and analysis.
impact on the  Organizat
developed ional
work analysis.
instructions  Standardi
are reviewed zed
 Results of the assessm
new work ent of
procedure are character
evaluated strengths
 Adjustments and
are virtues
recommended applied.
based on
results
gathered
UNIT OF COMPETENCY : USE INFORMATION SYSTEMATICALLY

MODULE TITLE : USING INFORMATION SYSTEMATICALLY

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to use technical information
systems, apply information technology (IT)
systems and edit, format & check information.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, the learner/students must be able to:

LO1. Use technical information

LO2. Apply information technology (IT)

LO3. Edit, format and check information

 Details of Learning Outcomes

LO1. USE TECHNICAL INFORMATION

Assessment Methodologie Assessment

Contents Conditions
Criteria s Methods
 Information  Application The following  Lecture Competency in
are collated in collating resources  Group this unit should be
and organized information should be Discussion assessed through:
into a suitable  Procedures provided:  Hands on
form for Demonstration  Direct
for inputting,
reference and  Computer Observatio
maintaining  Oral
use and archiving s interview
 Stored information  Software and written
information  Guidance to and IT test
are classified people who system
so that it can
need to find
be quickly
identified and and use
retrieved information
when needed  Organize
 Guidance are information
advised and  Classify stored
offered to information for
identification
people who
and retrieval
need to find
 Operate the
and use
technical
information
information
system by
using agreed
procedures
LO2. APPLY INFORMATION TECHNOLOGY (IT)

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Technical  Attributes and The following  Lecture Competency in
information limitations of resources  Group this unit
system is available should be Discussion should be
operated software tools provided: Self-paced assessed
using agreed handout/module through:
 Procedures and
procedures  Hands on
work  Computer
 Appropriate Demonstration  Direct
instructions for s Observa
and valid
the use of IT  Software tio
procedures
 Operational and IT  Oral
are operated
requirements system intervie
for inputting,
maintaining for IT systems w and
and archiving  Sources and written
flow paths of test
information
 Software data
required are  Security
utilized to systems and
execute the measures that
project can be used
activities  Extract data
 Information and format
and data reports
obtained are  Methods of
handled, entering and
edited, processing
formatted and information
checked from  WWW
a range of enabled
internal and applications
external
sources
 Information
are extracted,
entered, and
processed to
produce the
outputs
required by
customers
 Own skills
and
 understanding
are shared to
help others
 Specified
security
measures are
implemented
to protect the
confidentiality
and integrity
of project data
held in IT
systems

LO3. EDIT, FORMAT AND CHECK INFORMATION

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Basic editing  Basic file The following  Lecture Competency in
techniques handling resources  Self-paced this unit
are used techniques should be instruction should be
 Accuracy of  Techniques provided:  Group assessed
in checking through:
documents discussion
are checked documents  Computer  Film
 Techniques  Direct
 Editing and s showing Observa
formatting in editing and  Software tio
tools and formatting and IT  Oral
techniques  Proof system interview
are used for reading and
more techniques written
complex test
documents
 Proof reading
techniques is
used to check
that
documents
look
professional
UNIT OF COMPETENCY : EVALUATE OCUCPATIONAL SAFETY AND
HEALTH WORK PRACTICES

MODULE TITLE : EVALUATING OCUCPATIONALSAFETY AND

HEALTH WORK PRACTICES

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to interpret Occupational Safety and Health
practices, set OSH work targets, and evaluate effectiveness
of Occupational Safety and Health work instructions

NOMINAL DURATION : 4 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, the learner/students must be able to:
LO1. Interpret Occupational Safety and Health practices
LO2. Set OSH work targets
LO3. Evaluate effectiveness of Occupational Safety and Health work
instructions
 Details of Learning Outcomes
LO1. INTERPRET OCCUPATIONAL SAFETY AND HEALTH PRACTICES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 OSH work  OSH work  Communicati  Lecture Competency in
practices practices on skills  Group this unit may
issues are issues  Interpersonal discussion be assessed
identified  OSH work skills through:
relevant to standards  Critical thinking  Observatio
work  General OSH skills n/
requirements principles and  Observation Demonstrat
 OSH work legislations skills ion with
standards  Company/ oral
and workplace questioning
procedures policies/  Third party
are guidelines report
determined  Standards and  Written
based on safety exam
applicability requirements of
to nature of work process
work and procedures
 Gaps in work
practices are
identified
related to
relevant OSH
work
standards
 LO2. SET OSH WORK TARGETS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Relevant  OSH work  Communicati  Lecture Competency
work targets on skills  Group in this unit
information  OSH Indicators  Collaborating discussion may be
are gathered  OSH work skills assessed
instructions through:
necessary to  Critical
 Safety and  Observati
determine thinking skills
health on/
OSH work  Observation
requirements Demonstr
targets kills
of tasks ation with
 OSH
 Workplace
Indicators oral
guidelines on
based on providing questioni
gathered feedback on ng
information OSH and  Third
are agreed security party
upon to concerns report
measure  OSH  Written
effectiveness regulations exam
of workplace Hazard
OSH policies control
and procedures
procedures  OSH trainings
 Agreed OSH relevant to
indicators work
are endorsed
for approval
from
appropriate
personnel
 OSH work
instructions
are received
in
accordance
with
workplace
policies and
procedures*
 LO3. EVALUATE EFFECTIVENESS OF OCCUPATIONAL SAFETY AND HEALTH
WORK INSTRUCTIONS

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 OSH  OSH The following  Lecture Competenc
Practices are Practices resources should  Group y in this
observed  OSH metrics be provided: discussion unit may
based on  OSH be
workplace Evaluation Facilities, assessed
standards Techniques materials, tools through:
 Observed OSH work and equipment  Observ
OSH standards necessary for the ation/
practices activity Demon
are stration
measured with
against oral
approved questio
OSH ning
metrics  Third
 Findings party
regarding report
effectiveness  Writte
are n
assessed exam
and gaps
identified are
implemented
based on
OSH work
standards
UNIT OF COMPETENCY : EVALUATE ENVIRONMENTAL WORK
PRACTICES

MODULE TITLE : EVALUATING ENVIRONMENTAL

WORK PRACTICES

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitude to interpret environmental Issues,
establish targets to evaluate environmental
practices and evaluate effectiveness of
environmental practices

NOMINAL DURATION : 3 hours

SUMMARY OF LEARNING OUTCOMES

Upon completion of this module the students/trainees will be able to:

LO1. Interpret environmental practices, policies and procedures

LO2. Establish targets to evaluate environmental practices
LO3. Evaluate effectiveness of environmental policies
 Details of Learning Outcomes;

LO1. INTERPRET ENVIRONMENTAL PRACTICES, POLICIES AN PROCEDURES

Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Environment  Environmental The following Competency in
al work Issues resources should  Lecture this unit may
practices  Environmental be provided:  Group be assessed
issues are Work  Workplace/ discussion through:
identified Procedures Assessment  Demonstration 3.1 Written/
relevant to  Environmental location Oral
work Laws  Legislatio Examination
requirements  Environmental n, 3.2 Interview/
 Environmental Hazardous policies, Third Party
Standards and Non- procedur Reports
and Hazardous es, 3.3 Portfolio
Procedures Materials protocols (citation
nature of work  Environmental and local s/award
are required ordinanc s from
determined license, es GOs
based on registration relating and
Applicability to or to NGOs,
nature of work certification environm certificat
 Gaps in work ental e of
practices protectio training
related to n – local
Environmental  Case and
Standards studies/scenar abroad)
and ios relating to 3.4 Simulations
Procedures environmental and role-
are identified protection plays
 LO2. ESTABLISH TARGETS TO EVALUATE ENVIRONMENTAL PRACTICES
Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Relevant  Environment The following Competency
information al I indicators resources should  Lecture in this unit
are gathered  Relevant be provided:  Group discussion may be
necessary to Environment  Workplace/  Demonstration assessed
determine Personnel or Assessment through:
environmental expert location 3.5 Written/
 Relevant  Legislatio Oral
work targets
Environment
 Environment al Trainings n, Examinat
al Indicators and policies, ion
based on Seminars procedur 3.6 Interview
gathered es, /Third
information are protocols Party
set to measure and local Reports
environmental ordinanc 3.7 Portfo
work targets es lio
 Indicators relating (citati
are verified to ons/a
with environm wards
appropriate ental from
personnel protectio GOs
n and
 Case NGO
studies/scenar s,
ios relating to certifi
environmental cate
protection of
traini
ng –
local
and
abroa
d)
3.8 Simulati
ons and
role-
plays
 LO3. EVALUATE EFFECTIVENESS OF ENVIRONMENTAL PRACTICES
Assessment Methodologie Assessment
Contents Conditions
Criteria s Methods
 Work  Environmental The following Competency in
environmental Practices resources should  Lecture this unit may be
practices are  Environmental be provided:  Group assessed
recorded based Standards  Workplace/ discussion through:
on workplace and Assessment  Demonstrat 3.9 Written/ Oral
standards Procedures location ion Examination
 Recorded work  Legislatio  Case Study 3.10 Interview/
environmental n, Third Party
practices are policies, Reports
compared procedure 3.11 Portfolio
against planned s, (citations/a
indicators protocols wards from
 Findings regarding and local GOs and
effectiveness ordinance NGOs,
are assessed s relating certificate
and gaps to of training
identified are environm – local and
implemented ental abroad)
based on protection 3.12 Simulations
environment  Case and role-plays
work standards studies/scenari
and procedures os relating to
 Results of environmental
environmental protection
assessment are
conveyed to
appropriate
personnel
 UNIT OF COMPETENCY : FACILITATE ENTREPRENEURIAL SKILLS
FOR MICRO-SMALL-MEDIUM ENTERPRISES
(MSMEs)

MODULE TITLE : FACILITATING ENTREPRENEURIAL SKILLS

FOR MICRO-SMALL-MEDIUM ENTERPRISES
(MSMEs)

MODULE : This unit covers the outcomes required to

build, operate and grow a micro/small-scale
enterprise

NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees will be able to:

LO1. Develop and maintain micro-small- medium enterprise

(MSMEs) skills in the organization
LO2. Establish and maintain client-base/ market
LO3. Apply budgeting and financial management skills
 Details of Learning Outcome

LO1. DEVELOP AND MAINTAIN MICRO-SMALL- MEDIUM ENTERPRISE (MSMES)

SKILLS IN THE ORGANIZATION
Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Appropriate  Business The following  Lecture Competency in
business models and resources should /discussion this unit may be
strategies are strategies be provided:  Case assessed
determined and  Types and  Simulated or Study through :
set for the categories of actual  Demonstra  Written
enterprise businesses workplace tion examination
 Business
based on  Tools,  Demonstrati
operation
current and materials on/
 Basic
emerging and observation
Bookkeeping
business supplies with oral
 Business
environment. internal needed to questioning
 Business controls demonstrat  Portfolio
operations are  Basic quality e the assessment
monitored and control and required with
controlled assurance tasks interview
following concepts  References  Case
established  Government and manuals problems
procedures. and regulatory
 Quality processes
assurance
measures are
implemented
consistently.
 Good relations
are maintained
with
staff/workers.
 Policies and
procedures on
occupational
safety and
health and
environmental
concerns are
constantly
observed.
 LO2. ESTABLISH AND MAINTAIN CLIENT-BASE/MARKET
Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Good customer  Public relations The following  Lecture Competency
relations are concepts resources should /discussion in this unit
maintained  Basic product be provided:  Role Play may be
 New customers promotion  Simulated or  Case Study assessed
and markets strategies actual through :
are  Basic market and workplace  Written
identified, feasibility studies  Tools, examinat
explored and  Basic business materials ion
reached out ethics and supplies  Demonst
to. needed to ration/
 Promotions/ demonstrate observati
Ince ntives the required on with
are offered to tasks oral
loyal  References questioni
customers and manuals ng
 Additional  Portfolio
products and assessm
services are ent with
evaluated interview
and tried  Case
where problems
feasible.
 Promotional/
ad vertising
initiatives are
carried out
where
necessary
and feasible.
 LO3. APPLY BUDGETING AND FINANCIAL MANAGEMENT SKILLS
Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
 Enterprise is  Cash flow The following  Lecture Competency
built up and management resources should /discussion in this unit
sustained  Basic financial be provided:  Role Play may be
through management  Simulated or  Case Study assessed
judicious  Basic actual through :
control of financial workplace  Written
cash flows. accounting  Tools, examin
 Profitability of  Business materials ation
enterprise is internal and  Demons
ensured controls supplies tration/
though needed to observa
appropriate demonstrat tion
internal e the with
controls. required oral
 Unnecessary tasks question
or lower-  References ing
priority and manuals  Portfolio
expenses assessm
and ent with
purchases intervie
are avoided. w
 Case
problem
s