PLANNING

1. What were the questions asked when writing the session plan?
When writing the session plan I asked myself with the following questions: what kind of
trainees do I have, what are their learning style, preferences and characteristics, current
competencies, and previous experiences what are my learning objectives, how will I deliver
my content, what methodologies will I use to deliver my content, how will I measure
learning with my students, where can I get learning resources, what tools and equipment
will I need, and what will be the time allotment for my content.
2. Where did you get the area of questions?
I got the aforementioned/above-mentioned questions since I have the CBT principles
as my guide in writing the session plan. Likewise, the competency standards is the written
specification of the necessary skills, knowledge, values and attitudes required in the
workplace, thus serves as a guide in the development of the curriculum, learning
materials, and session plan.
3. What are the components of the session plan?
The following are the components of a session plan: Industry sector, qualification title and
level, unit of competency, module title, learning outcomes, introduction, learning
activities, evaluation, assessment plan, teacher’s reflection. Learning activities which
covers the learning content, methods, presentation, practice, feedback, learning resources,
and time allotment.
4. WHAT FACTORS DID YOU CONSIDER WHEN YOU SELECTED YOUR TRAINING
METHODS?
When selecting the training methods I considered 8 factors which includes the
learning objectives/outcomes (Attitude, Skills, Knowledge, Values), the trainer’s capability
of using the method, the content of its abstract, or concrete. Moreover, I also considered
the participants, their numbers, characteristics, and learning capability, styles, or
techniques, time allotment, the cost associated with the techniques, and the availability of
resources, equipment, and materials.
5. HOW DID YOU ORGANIZE YOUR TRAINING EVENTS?
I organize my training events according to the result of the data gathering tools answered
by the trainees. In this way, as I trainer I will be able to segregate activities for students
with RPL or prior learning experiences from those who did not and provide them with
activities tailored fit/well suited for their needs.
Also, I used the nine events of instruction in organizing my training events which
includes gaining attention, informing my trainees with the objectives, stimulating recall
and prior knowledge, presentation of material, providing guidance, eliciting performance,
providing feedback, assessing performance, and enhancing retention and transfer.

6. WHEN PREPARING THE ASSESSMENT TOOLS, HOW DID YOU CONSIDER THE
VALIDITY AND COST EFFECTIVENESS?
When preparing the assessment tools, I considered the characteristics of a good
evaluation tool which includes validity taking into consideration the degree to which
 the test actually measures what it intends to measure which provides a direct check
on how well the test fulfils its functions and its relevance to the competency
standards.
Aside from this, I also considered reliability which includes factors such as length
of test, level of difficulty of the test, and objectivity. Moreover, to increase the reliability
of the written I should do item analysis by analyzing the degree of difficulty and index
of discrimination of the test items.
Also, I should consider the ease of administration and scoring.
Cost-effectiveness is ensured by maximizing resources.
7. WHY DO YOU NEED TO PREPARE A TOS?
I need to prepare a TOS or table of specification in order to increase the validity of the
written test. This ensures validity of the instrument which means that it should measure
what it intends to measure.
8. WRITE TWO ADULT LEARNING PRINCIPLES
When dealing with adults, I should always remember that adults need immediate
feedback concerning their progress. Hence, providing them with self-assessment
questionnaires or checklist are useful techniques.
Also, adults are goal oriented and want their learning to be practical, thus providing
them with learning activities with practical scenarios.

FACILITATE TRAINING SESSIONS

1. ENUMERATE THE ACTIVITIES YOU DID BEFORE THE ARRIVAL OF YOUR
TRAINEES.
Before the arrival of my trainees, I made sure that I have checked the tools and
equipment are functional and in working condition to avoid any problems with the usage
of equipment during the course of the training. Furthermore, I should make sure that all
the learning area have been checked to ensure that all is set and ready for the training.
2. WHAT ARE THE EVENTS THAT HAPPENED IN THIS PARTICULAR SESSION?
In this particular session, after the preliminary activities such as checking the tools
and equipment, checking of the attendance administration of the data gathering tool, self-
assessment checklist and pre-test, and orientation of the competency-based training
principles; the trainer can now segregate students with RPL and those who did not. Aside
from these, as a trainer when facilitating learning I should also take note of the nine (9)
events of instructions which includes gaining attention, informing the learning objectives,
stimulating prior recall, presentation of stimulus, guiding the learner through
demonstration, elicit performance, provide feedback, assess performance, and enhance
retention and transfer.

3. MAKE A LIST OF A TRAINER AND TRAINEE ACTIVITIES?

 Trainer activities includes preliminary activities such as checking of tools and
equipment, prayer, checking of attendance, administration of data gathering tools, self-
assessment checklist and pre-test. Then, the trainer provides a brief orientation of the
CBT principles, trainees and trainer role, house rules, and tour of the learning areas.
Then, during the facilitation proper the trainer gathers proof evidence from those who
have experiences, assign task to trainees according to the result of the data gathering
tools, self-assessment checklist and pre-test. Then, trainer demonstrates skills to trainees
having difficulty, assess learning through oral and written test, do observation, feedback,
and monitor performance through monitoring tools such as progress and achievement
chart, and giving of achievement certificates.
The trainee activities include signing of the attendance sheet, answering the data
gathering tool, self-assessment checklist, and pre-test. During the facilitation proper,
trainees do their task such as reading of information sheet, answering of self-check test,
institutional assessment for those who have prior experience, demonstrate competencies,
answer questions orally and written, listen to feedback and take corrective
measures/actions to mistakes and lapses, practice and return demonstrate as needed.
4. EVALUATE THE CHOICE OF YOUR LEARNING MATERIALS AND EXPLAIN?
The choice of my learning materials are evaluated based on the results of the data
gathering tool, self-assessment checklist and pre-test. The results of these preliminary
activities will allow the trainer to tailor-fit the training activities and learning materials of
the trainees according to their needs. The trainer must also remember to follow the CS or
Competency Standards and the TR/Training Regulations of the qualification since these
are also basis of the development of the learning materials as indicated in the CBT
principles.
5. DISCUSS THE TYPE OF QUESTIONS YOU ASKED IN THESE SESSION?
Higher order thinking (HOT) is thinking on a level that is higher than memorizing
facts. Hence, the type of questions I asked were of this type of questions to ensure that
trainees are restating facts at a higher level, understand them, infer from them, connect
them to other facts, and concepts, categorize them, manipulate them, and apply them in
practical scenarios.
Furthermore, open ended questions that encourages critical and creative thinking.
6. HOW WILL YOU ENSURE PARTICIPATION OF YOUR TRAINEES?
To ensure participation of students, the trainer must continuously provide feedback
and monitor performance using performance monitoring tools (progress, achievement
chart, trainee’s record book, trainee’s progress sheet). Other that these, the trainer must
also provide intrinsic motivation by giving praise and recognizing effort of the trainees to
encourage and motivate them.
7. DESCRIBE TWO ADULT LEARNING PRINCIPLES
When facilitating learning with adults, I should ensure learning activities are relevant
to what they need to learn since they wanted to make their learning practical.
Also, adults learn by comparing past experiences with new experience thus provide
them activities that would allow them to learn.

8. HOW WILL YOU PROVIDE FEEDBACK TO YOUR TRAINEES?

 When providing feedback, as a trainer you should start with the positive comments
followed by the negative ones. Also, I should take note of the characteristics of the
feedback I’m giving which includes having feedback to be constant and immediate. It
should relate to performance standards and strategies. It should be specific and objective
not subjective. It should indicate corrective measures/actions, encouragement and effort
contribution.
9. IS THERE A NEED FOR IMPROVEMENT, WHY OR WHY NOT?
Yes, there is always room for improvement that is why you give an evaluation of the
training program at the end which serves as a tool to strengthen and improve our duties
and performance.
10. DURING THE TRAINING WHAT PARTICULAR DOCUMENTS THAT YOU’LL USED TO
MANAGE YOUR TRAINEES?
To manage my trainees and tailor fit their learning activities documents such as
results of the data gathering tools, trainees self-assessment checklist, pre-test, and
evidence or proof of prior learning/experiences such as certificate of employment or
training.
11. WHAT PART OF THE SESSION PLAN CAN YOU MAKE ADJUSTMENTS?
The method of the delivery or methodologies, presentation, and nominal duration
are the parts where I can make adjustments in the session which I will based on the type
of learners/trainees that I will have. This again boils down to providing learning activities
that will tailor their needs and the competencies that they need to develop.
MAINTAIN
1. WHAT ARE THE TRAINING EQUIPMENT AND MACHINES IN THE TRAINING
VENUE?
Training equipment and machine of a Caregiving NC II venue includes adult and
infant CPR dummy, wheelchair, patient’s bed, commode, equipment, tools, and
machines for hot and cold preparation (adult and child) such as gas range, blender.
For cleaning and washing of competencies it should have vacuum cleaners, washing
machine, iron for ironing of clothes, and dryer.
2. ENUMERATE THE MAJOR MAINTENANCE AND HOUSEKEEPING ACTIVITIES?
Major Maintenance and housekeeping activities include equipment maintenance by
cleaning and checking Caregiving tools, equipment, and facilities, cleaning and dusting of
AC vents and illumination (lights), cleaning of rest and wash rooms. Moreover, there
should be maintenance of workshop surroundings by sweeping/ removing fallen leaves,
branches, debris and other refuse, impounded water, clearing pathways of obstructions.
Furthermore, waste management system should be imposed following proper waste
segregation and disposal (Recycle, Compose, Dispose).
The training center should follow the 5’S in Housekeeping Sort, Systematize, Sweep,
Standardize, and Self-discipline.
3. IS THERE A NEED FOR IMPROVEMENT? WHY OR WHY NOT?
Yes, improvements can be need to improve facilitation of learning and overall
operation and performance of a training center especially that training centers do have
 accreditation procedures. Hence, improvements are necessary to ensure all equipment
and procedures are in accordance to the standards.
4. HOW WILL YOU HANDLE IF THERE ARE EQUIPMENT THAT NEEDS TO BE
REPAIRED?
An inspection of the equipment must be done based on the inspection breakdown or
repair report must be made which includes equipment ID No., location, findings (ex.
Cracked headboard of patient’s bed), name of person who inspected, to who it was
reported, subsequent actions made and recommendation an example would be “Carpentry
work-repair of bed head board”.
SUPERVISE
1. HOW WILL YOU ESTABLISH RELATIONSHIP WITH POTENTIAL PARTICIPATING
COMPANIES?
Establish rapport with industry partners by the signing of the Memorandum of
Agreement which describes the cooperative relationship between both parties. This will
serves as the legal document and describes the terms, conditions, and details of the
partnership agreement.
2. DESCRIBE YOUR TRAINING PLAN?
My training plan includes preliminary activities such as introduction of trainer,
trainees, setting of expectations, industry site tour. It also includes my training
requirements of my trainees, training activity tasks which reflects the different
LOs/learning outcomes, mode of training (ex. On the job training),
facilities/tools/equipment, Venue (example Rural Health of Amlan for Caregiving
Students), Assessment Method through observation and interview. Then, it should have
the date and time allotment for each activity
3. WHAT ARE THE PREPARTORY ACTIVITIES YOU HAVE DONE BEFORE SENDING
THE TRAINEES TO THE PARTICIPATING INDUSTRY?
Preliminary activities include search for prospective partners, sending of proposal
/letters of which you will have to do a follow-up and visitation. Then, setting of
appointment for presentation, presentation, finalize training plan, and memorandum of
agreement. Present training plan and MOA for approval, site tour and placement of
trainees in the industry.
4. HOW WILL YOU MONITOR SUCCESS OF TRAINESS?
Trainees are monitored through their trainee’s record book and trainee’s progress
sheet. Schedule a regular visit and inspection. Talk to the training supervisor regarding
identified hazards and risks.
5. HOW WILL YOU EVALUATE THE EFFECTIVENESS OF THE WORKBASE TRAINING?
The work-based training can be evaluated using the post-training evaluation form to
measure how satisfactorily the trainer has done his job during the whole duration of the
training. Moreover, the form also evaluates the whole course of the training program in
terms of preparation, design and delivery, training facilities and resources. It will also
evaluate the support staff.
 CONDUCT OF ASSESSMENT
(ASK SIR JO)
1. Dos and Don’ts
Don’ts-candidate can no longer ask questions while performing
Do not interrupt while candidate is performing -assessor
2. EXPLAIN THE CONTEXT AND PURPOSE OF THE ASSESSMENT.
The context and purpose of the assessment is to make sure that students are
competent with the qualification they have applied for. This is also to gauge their
knowledge, skills, attitudes, and values required in the standard workplace.
The assessor must be able to provide the context of the assessment which includes
physical setting, tools, equipment, facilities, materials, and access to support
personnel.
3. HOW WILL YOU DETERMINE THE NEEDS OF THE CANDIDATES?
The needs of the candidates are determined by asking them for any questions or
clarifications and informing them of the facilities available in the assessment center for
personal needs such as comfort room and canteen.
4. WHAT ARE THE REASONABLE ADJUSTMENTS?
Reasonable adjustment, sometimes called reasonable accommodation or allowable
adjustment, is designed to ensure that all people are treated equally in the assessment
process. This means that, wherever possible, 'reasonable' adjustments are made to the
assessment process to meet the individual needs of candidates.
Forms of reasonable adjustment
• Translate English into local dialects • Use oral in place of written instructions
5. LEGAL AND ETHICAL RESPONSIBILTIES
A. Occupational Health & Safety - it is important to inform the candidate the nature of
work and the potential hazard it may cause to him. Candidate should be reminded of the
precautionary measures; not be allowing them to undergo assessment if they are not
wearing appropriate personal protective equipment, or they are exhibiting unsafe actions
B. Confidentiality of the assessment process means that all information about the
assessment should be kept confidential. The assessor must ensure that the following
must be kept secured;
Assessment Package must kept in secured place, the assessor should ensure that all
the copies of the assessment package are retrieved after the assessment activity. This will
guarantee the integrity of the assessment package. 
Candidate’s assessment result must also be kept confidential to ensure candidates
personal integrity. The assessment result can only be made available to authorized
personnel, like to his supervisor or human resource personnel where he works and to the
institution where he is actually have his training. 
 Assessment procedure or process must also be kept confidential. The assessor must
inform the candidate to refrain from giving any form of information that took place during
the assessment process.
C. Appeal Process
D. Free consent of the candidate
E. Adherence to quality system, policies, and procedures of the workplace
6. EXPLAIN CLEARLY THE COMPETENCY STANDARDS TO BE ASSESSED
Explain the competency standards to be assessed and the evidence to be collected to the
candidate as contained in the assessment guidelines.
7. ASSESSMENT PROCEDURES/BASIS OF THE ASSESSMENT PROCEDURE
1. Explain the context and purpose of assessment to candidates in line with the
requirements of the relevant Assessment Guidelines.
2. Determine the needs of the candidates to establish any allowable adjustments in the
assessment procedures.
3. 3. Convey information using verbal and non-verbal language to promote a supportive
assessment environment.
4. Explain the legal and ethical responsibilities associated with the assessment to the
candidates in line with the relevant Assessment Guidelines.
5. Explain the competency standards to be assessed and the evidence to be collected to
the candidate as contained in the assessment guidelines.
8. HOW WILL YOU GATHER EVIDENCES
There are two forms of evidence:
Forms of Evidence:
1. Direct Evidence is evidence that can be observed and witnessed by the
assessor. This may include:
• Observation of the assessors of the candidate carrying out work activities.
• Oral questioning of the candidate.
• Demonstration of specific skills needed to complete the task.
2. Indirect evidence is evidence of the candidates’ work that can be reviewed or
examined by the assessor.
This may include: • Assessment of finished product
• Written test of underpinning knowledge
• Review of previous work performed
• Testimonials or report from employers, colleagues, clients or supervisors
• Evidence of training
You can gather evidences through oral questioning, demonstration and written exam
results.