2.1.4. Basic Competencies (Integrated With 21st Century Skills) NC III

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
TABLE OF CONTENTS
BASIC COMPETENCIES
Page No.
I. DEFINITION 3
II. COMPETENCY STANDARDS 6
Units of Competencies (NC I Level)

Receive and respond to workplace communication 9
Work with others 12
Solve/address routine problems 16
Enhance self-management skills 23
Support Innovation 27
Access and maintain information 30
Follow occupational safety and health policies and procedures 35
Apply environmental work standards 40
Adopt entrepreneurial mindset in the workplace 45
Units of Competencies (NC II Level)

Participate in workplace communication 49
Work in team environment 54
Solve/address general workplace problems 58
Develop career and life decisions 62
Contribute to workplace innovation 65
Present relevant information 69
Practice occupational safety and health policies and procedures 72
Exercise efficient and effective sustainable practices in the workplace 76
Practice entrepreneurial skills in the workplace 80
Units of Competencies (NC III Level)
Lead workplace communication 84
Lead small teams 87
Apply critical thinking and problem solving techniques in the workplace 92
Work in a diverse environment 98
Propose methods of applying learning and innovation in the organization 102
Use information systematically 107
Evaluate occupational safety and health work practices 113
Evaluate environmental work practices 117
Facilitate entrepreneurial skills for micro-small-medium enterprises 121
(MSMEs)
Units of Competencies (NC IV Level)

Utilize specialized communication skill 127
Develop and lead teams 134
Perform higher order thinking processes and apply techniques in the 141
workplace
Contribute to the practice of social justice in the workplace 147
Manage innovative work instructions 150
Manage and evaluate usage of information 154
Lead in improvement of Occupational Safety and Health Program, 158
Policies and Procedures
Lead towards improvement of environmental work programs, policies 163
and procedures
Sustain entrepreneurial skills 167
Units of Competencies (NC V Level)

Manage and sustain effective communication strategies 172
Manage and sustain high performing teams 176
Evaluate higher order thinking skills and adjust problem solving 180
techniques
Advocate strategic thinking for global citizenship 189
Incorporate innovation into work procedures 194
Develop systems in managing and maintaining information 203
Manage implementation of occupational safety and health programs in 211
the workplace
Manage implementation of environmental programs in the workplace 215
Develop and sustain a high-performing enterprise 218
Amended CS for Basic Competencies Integrating 21st Century Skills Promulgated July 9, 2019 Page 1
III. CURRICULUM DESIGN 222
IV. MATRIX OF BASIC COMPETENCIES 310
ACKNOWLEDGEMENT 316
I. DEFINITION
The BASIC COMPETENCIES refer to non-technical skills (knowledge, skills

and attitudes) that everybody will need in order to perform satisfactorily at
work and in society and are considered portable and transferable irrespective
of jobs and industrial settings. These competencies are integrated with 21ST
CENTURY SKILLS, referring to a broad set of knowledge, skills, work habits,
and character traits believed to be critically important to success in today’s
world, particularly in contemporary careers and workplaces.
1. COMMUNICATION
Competency that covers workplace communication particularly providing,

receiving, responding to communication needs with co-workers (peers,
superiors, subordinates), clients, partners and the general public. For the
higher qualification levels, these include specialized communication skills and
leading, managing and sustaining effective communication.
2. COLLABORATION AND TEAMWORK
Competency that covers knowledge, skills and attitudes required when

working with others and teams, including leading, developing and managing
teams.
3. CRITICAL THINKING AND PROBLEM SOLVING

solving issues and concerns in the workplace. It entails successful usage and
implementation of higher-order thinking skills in the workplace and in real life.
The higher-order thinking skills include analytical intelligence, creative
intelligence and practical intelligence (Sternberg, 1985; 1997) 1. It is
comprised of the mental processes, strategies, and representations people
use to solve problems, make decisions, and learn new concepts (Sternberg,
1985; National Inst. of Education, 2018).2
In addition, this competency involves information-processing model that

focuses on the mechanisms by which information is processed – how
information is processed, rather than what is processed (Angus, 1985 3;
1
Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Intelligence. Cambridge: Cambridge
University Press.
2
Sternberg, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo
& G. A. Davis (Eds.)
3
Angus, J. (1985). The Luria model of information processing. Australasian Journal of
Educational Technology, 1(1), 59-67. Australasian Society for Computers in Learning in Tertiary
Education. Retrieved August 7, 2018 from https://www.learntechlib.org/p/44062/.
Zaytseva, Yuliya, CK Chan, Raymond, Pöppel, Ernst and Heinz, Andreas,
20154). It integrates simultaneous processing and successive (sequential)
processing in the performance of critical thinking. The former means that
information is integrated and synthesized at once, while the latter implies that
each bit of information is individually processed in sequence.
Through this model, planning, attention, simultaneous and successive

processing of information are applied. Planning refers to strategy
development for problem solving; attention refers to receptivity to information;
and simultaneous and successive refer to the type of information processing
employed (J.P Das, Jack Naglieri, and Kirby, 1994; 2004; 2005).5
4. LIFE-LONG LEARNING AND CAREER SKILLS

demonstrating self-management, working in diverse environment;
developing, shaping and sustaining strategic thinking and attitudes toward
lifelong learning and career development.
5. LEARNING AND INNOVATION
Competency which covers knowledge, skills and attitudes required when

managing workplace learning & innovation. Learning and innovation is
defined as the ability of the person to use strategies and techniques in
facilitating the adoption, modification and implementation of ideas in a
practical way. The individual is seen to have the ability to adapt to new
situations with such ease through the disciplinary mind, synthesizing
mind, creating mind, respectful mind, and ethical mind (Organization for
Economic Co-operation and Development, 2014; Hughes, D. J.; Lee, A.;
Tian, A. W.; Newman, A.; Legood, A., 2018; Gardner, 2007). 6
It involves the applied implementation of an invention (e.g., improving

processes and systems to suit needs) to make a meaningful impact in the
organization. Innovation includes a combination of problem/opportunity
identification, the introduction, adoption or modification of new ideas germane
to organizational needs, the promotion of these ideas, and the practical
implementation of these ideas. Learning and innovation is the production or
adoption, assimilation, and exploitation of a value-added novelty in economic
4
Zaytseva, Yuliya, CK Chan, Raymond, Pöppel, Ernst and Heinz, Andreas. (2015). Luria
revisited: cognitive research in schizophrenia, past implications and future challenges.
Philosophy, Ethics, and Humanities in Medicine 201510:4.
5
Handbook of Gifted Education (pp. 43–53). Boston, MA: Allyn and Bacon.
6
Gardner, Howard. (2007). Five minds for the future.
Hughes, D. J.; Lee, A.; Tian, A. W.; Newman, A.; Legood, A., 2018). "Leadership, creativity, and
innovation: A critical review and practical recommendations". The Leadership Quarterly. 29.
doi:10.1016/j.leaqua.2018.03.001
and social spheres; renewal and enlargement of products, services, and
markets; development of new methods of production; and establishment of
new management systems. It is both a process and an outcome that caters
the ability of the individual to change, remodel and reorganize cognitive
processes to better adapt to new situation (Organization for Economic Co-
operation and Development, 2014;Demarin, Morovic and Bene, 2014).7
6. INFORMATION MANAGEMENT

accessing, maintaining, presenting, using, managing/evaluating and
developing information systems and processes.
7. OCCUPATIONAL SAFETY AND HEALTH
Competencies that cover knowledge, skills and attitudes required in follow

occupational safety and health policies and procedures, practice occupational
safety and health policies and procedures, evaluate occupational safety and
health work practices, lead in improvement of occupational safety and health
(OSH) programs, policies and procedures, supervise implementation of OSH
programs in the workplace.
8. ENVIRONMENTAL LITERACY
Competencies that cover the knowledge, skills and attitudes, required in

applying environmental work standards, exercising efficient and effective
sustainable practices in the workplace, evaluating environmental work
practices, leading towards improvement of environmental programs and
supervise implementation of environmental programs in the workplace.
9. ENTREPRENEURSHIP
Competency which covers knowledge, skills and attitudes required when

designing, launching and running a new business; employing and sustaining
innovation, risk taking, resource planning and managing skills in the
workplace.
7
Merzenich, Michael. (2013). Soft-Wired: How the New Science of Brain Plasticity Can Change
Your Life (2nd Edition). Parnasus Publishing, LLC: San Francisco, USA.
OECD. (2005). The Measurement of Scientific and Technological Activities: Guidelines for
Collecting and Interpreting Innovation Data: Oslo Manual, Third Edition” prepared by the Working
Party of National Experts on Scientific and Technology Indicators, OECD, Paris, para. 146.
Peterson, C., and Seligman, M. (2004). Peterson, C., & Seligman, M. E. P. (2004).
Character strengths and virtues: A handbook and classification.. New York: Oxford University
Press and Washington, DC: American Psychological Association. pp. 452 - 453
II. COMPETENCY STANDARDS
The Basic Competencies consist of Forty-five (45) Units of Competencies

as enumerated below. Details of each unit of competency are in the
succeeding pages.
UNIT CODE Units of Competency (NC I Level)

400311101 Receive and respond to workplace communication
400311102 Work with others
400311103 Solve/address routine problems
400311104 Enhance self-management skills
400311105 Support innovation
400311106 Access and maintain information
400311107 Follow occupational safety and health policies and procedures
400311108 Apply environmental work standards
400311109 Adopt entrepreneurial mindset in the workplace
UNIT CODE Units of Competency (NC II Level)

400311210 Participate in workplace communication
400311211 Work in team environment
400311212 Solve/address general workplace problems
400311213 Develop career and life decisions
400311214 Contribute to workplace innovation
400311215 Present relevant information
400311216 Practice occupational safety and health policies and procedures
400311217 Exercise efficient and effective sustainable practices in the
workplace
400311218 Practice entrepreneurial skills in the workplace
UNIT CODE Units of Competencies (NC III Level)

400311319 Lead workplace communication
400311320 Lead small teams
400311321 Apply critical thinking and problem solving techniques in the
workplace
400311322 Work in a diverse environment
400311323 Propose methods of applying learning and innovation in the
organization
400311324 Use information systematically
400311325 Evaluate occupational safety and health work practices
400311326 Evaluate environmental work practices
400311327 Facilitate entrepreneurial skills for micro-small-medium
enterprises (MSMEs)
UNIT CODE Units of Competencies (NC IV Level)
500311401 Utilize specialized communication skill
500311402 Develop and lead teams
500311403 Perform higher-order thinking processes and apply
techniques in the workplace
500311404 Contribute to the practice of social justice in the workplace
500311405 Manage innovative work instructions
500311406 Manage and evaluate usage of information
500311407 Lead in improvement of occupational safety and health
(OSH) programs, policies and procedures
500311408 Lead towards improvement of environmental work programs,
policies and procedures
500311409 Sustain entrepreneurial skills
UNIT CODE Units of Competencies (NC V Level)

500311510 Manage and sustain effective communication strategies
500311511 Manage and sustain high performing teams
500311512 Evaluate higher order thinking skills and adjust problem
solving techniques
500311513 Advocate strategic thinking for global citizenship
500311514 Incorporate innovation into work procedures
500311515 Develop systems in managing and maintaining information
500311516 Manage implementation of occupational safety and health
(OSH) programs in the workplace
500311517 Manage implementation of environmental programs in the
workplace
500311518 Develop and sustain a high-performing enterprise
UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION
UNIT CODE : 400311319
UNIT 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.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
ELEMENT Italicized terms are
KNOWLEDGE SKILLS
elaborated in the Range
of Variables
1. Communicate 1.1 Relevant 1.1. Organization 1.1 Organizing
information communication requirements information
about method is selected for written and 1.2 Conveying
workplace based on workplace electronic intended meaning
processes procedures communication 1.3 Participating in a
1.2 Multiple operations methods variety of workplace
involving several 1.2. Effective verbal discussions
topics/areas are communication 1.4 Complying with
communicated following methods organization
enterprise requirements 1.3. Business requirements for the
1.3 Questioning is applied writing use of written and
to gain extra information 1.4. Workplace electronic
1.4 Relevant sources of etiquette communication
information are methods
identified in accordance 1.5 Effective business
with workplace/ client writing
requirements 1.6 Effective clarifying
1.5 Information is selected and probing skills
and organized following 1.7 Effective
enterprise procedures questioning
1.6 Verbal and written techniques
reporting is undertaken (clarifying and
when required probing)
1.7 Communication and
negotiation skills are
applied and maintained
in all relevant situations
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the Range
of Variables
2. Lead workplace 2.1 Response to workplace 2.2 Organization 2.1 Organizing
discussions issues are sought requirements for information
following enterprise written and 2.2 Conveying
procedures electronic intended meaning
2.2 Response to workplace communication 2.3 Participating in
issues are provided methods variety of
immediately 2.3 Effective verbal workplace
2.3 Constructive communication discussions
contributions are made methods 2.4 Complying with
to workplace 2.4 Workplace organization
discussions on such etiquette requirements for
issues as production, the use of written
quality and safety and electronic
2.4 Goals/ objectives and communication
action plans methods
undertaken in the 2.5 Effective clarifying
workplace are and probing skills
communicated promptly
3. Identify and 3.1 Issues and problems 3.1 Organization 3.1 Organizing
communicate are identified as they requirements for information
issues arising in arise written and 3.2 Conveying intended
the workplace 3.2 Information regarding electronic meaning
problems and issues communication 3.3 Participating in a
are organized methods variety of workplace
coherently to ensure 3.2 Effective verbal discussions
clear and effective communication 3.4 Complying with
communication methods organization
3.3 Dialogue is initiated 3.3 Workplace requirements for the
with appropriate etiquette use of written and
personnel 3.4 Communication electronic
3.4 Communication problems and communication
problems and issues issues methods
are raised as they arise 3.5 Barriers in 3.5 Effective clarifying
3.5 Identify barriers in communication and probing skills
communication to be 3.6 Identifying issues
addressed 3.7 Negotiation and
appropriately communication
skills
RANGE OF VARIABLES
VARIABLE RANGE
1. Methods of May include:
communication 1.1. Non-verbal gestures
1.2. Verbal
1.3. Face-to-face
1.4. Two-way radio
1.5. Speaking to groups
1.6. Using telephone
1.7. Written
1.8. Internet
2. Workplace discussions May include:

2.1. Coordination meetings
2.2. Toolbox discussion
2.3. Peer-to-peer discussion
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate:

Competency 1.1 Dealt with a range of communication/information at one
time
1.2 Demonstrated leadership skills in workplace
communication
1.3 Made constructive contributions in workplace issues
1.4 Sought workplace issues effectively
1.5 Responded to workplace issues promptly
1.6 Presented information clearly and effectively written
form
1.7 Used appropriate sources of information
1.8 Asked appropriate questions
1.9 Provided accurate information
2. Resource The following resources should be provided:
Implications 2.1 Variety of Information
2.2 Communication tools
2.3 Simulated workplace
3. Methods of Competency in this unit may be assessed through:
Assessment Case problem
3.1. Third-party report
3.2. Portfolio
3.3. Interview
3.4. Demonstration/Role-playing
4. Context for 4.1. Competency may be assessed in the workplace or in a
Assessment simulated workplace environment
UNIT OF COMPETENCY : LEAD SMALL TEAMS
UNIT CODE : 400311320
UNIT DESCRIPTOR : This unit covers the knowledge, skills and

attitudes to lead small teams including setting,
maintaining and monitoring team and individual
performance standards.
PERFORMANCE
CRITERIA
Italicized terms REQUIRED REQUIRED
ELEMENT
are elaborated in KNOWLEDGE SKILLS
the Range of
Variables
1. Provide team 1.1 Work 1.1 Facilitation of 1.1 Communication
leadership requirements Team work skills required
are identified 1.2 Company for leading
and presented policies and teams
to team procedures 1.2 Group
members relating to work facilitation
based on performance skills
company 1.3 Performance 1.3 Negotiating
policies and standards and skills
procedures expectations 1.4 Setting
1.2 Reasons for 1.4 Monitoring performance
instructions and individual’s and expectation
requirements team’s
are performance vis
communicated a vis client’s and
to team group’s
members expectations
based on
company
policies and
procedures
1.3 Team
members’ and
leaders’
concerns are
recognized,
discussed and
dealt with
based on
company
practices
2. Assign 2.1. Responsibilities 2.1 Work plan and 2.1 Communication

responsibilities are allocated procedures skills
having regard 2.2 Work 2.2 Management
to the skills, requirements skills
PERFORMANCE
CRITERIA
ELEMENT
the Range of
Variables
knowledge and and targets 2.3 Negotiating
aptitude 2.2 Individual and skills
required to group 2.4 Evaluation
undertake the expectations skills
assigned task and 2.5 Identifying
based on assignments team
company 2.3 Ways to improve member’s
policies. group leadership strengths and
2.2. Duties are and membership rooms for
allocated improvement
having regard
to individual
preference,
domestic and
personal
considerations,
whenever
possible
3. Set 3.1 Performance 3.1 One’s roles and 3.1Communication
performance expectations responsibilities skills
expectations for are established in the team 3.2 Accurate
team members based on client 3.2 Feedback giving empathy
needs and receiving 3.3 Congruence
3.2 Performance 3.3 Performance 3.4 Unconditional
expectations expectation positive
are based on regard
individual team 3.5 Handling of
members Feedback
knowledge,
skills and
aptitude
3.3 Performance
expectations
are discussed
and
disseminated to
individual team
members
4. Supervise team 4.1 Performance is 4.1 Performance 4.1 Communication
performance monitored Coaching skills required
based on 4.2 Performance for leading
defined management teams
performance 4.3 Performance 4.2 Coaching skill
criteria and/or Issues
assignment
instruction
4.2 Team members
PERFORMANCE
CRITERIA
ELEMENT
the Range of
Variables
are provided
with feedback,
positive support
and advice on
strategies to
overcome any
deficiencies
based on
company
practices
4.3 Performance
issues which
cannot be
rectified or
addressed
within the team
are referred to
appropriate
personnel
according to
employer policy
4.4 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
4.5 Team
operations are
monitored to
ensure that
employer/client
needs and
requirements
are met
4.6 Follow-up
communication
is provided on
all issues
affecting the
PERFORMANCE
CRITERIA
ELEMENT
the Range of
Variables
team
4.7 All relevant
documentation
is completed in
accordance with
company
procedures
RANGE OF VARIABLES
VARIABLE RANGE
1. Work requirements May include:
1.1. Client Profile
1.2. Assignment instructions
2. Team member’s concerns May include:
2.1 Roster/shift details
3. Monitor performance May include:
3.1 Formal process
3.2 Informal process
4. Feedback May include:
4.1 Formal process
4.2 Informal process
5. Performance issues May include:
5.1 Work output
5.2 Work quality
5.3 Team participation
5.4 Compliance with workplace protocols
5.5 Safety
5.6 Customer service
EVIDENCE GUIDE
1. Critical aspects Assessment requires evidence that the candidate:

of Competency 1.1 Maintained or improved individuals and/or team
performance given a variety of possible scenario
1.2 Assessed and monitored team and individual
performance against set criteria
1.3 Represented concerns of a team and individual to
next level of management or appropriate specialist
and to negotiate on their behalf
1.4 Allocated duties and responsibilities, having regard to
individual’s knowledge, skills and aptitude and the
needs of the tasks to be performed
1.5 Set and communicated performance expectations for
a range of tasks and duties within the team and
provided feedback to team members
2.1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2 Materials relevant to the proposed activity or task
Assessment 3.1 Written Examination
3.2 Oral Questioning
3.3 Portfolio
4. Context for 4.1 Competency may be assessed in actual workplace or
Assessment at the designated TESDA Accredited Assessment
Center.
UNIT OF COMPETENCY : APPLY CRITICAL THINKING AND
PROBLEM-SOLVING TECHNIQUES IN THE
WORKPLACE
UNIT CODE : 400311321

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.
PERFORMANCE
CRITERIA REQUIRED REQUIRED
ELEMENTS Italicized terms KNOWLEDGE SKILLS
are elaborated in
the Range of
Variables
1. Examine 1.1 Variances are 1.1 Competence includes 1.1 Using range of
specific examined from a thorough analytical techniques
workplace normal knowledge and (e.g., planning,
challenges operating understanding of the attention,
parameters; process, normal simultaneous and
and product operating successive
quality. parameters, and processing of
1.2 Extent, cause product quality to information) in
and nature of recognize non- examining specific
the specific standard situations. challenges in the
problem are 1.2 Competence to workplace.
defined through include the ability to 1.2 Identifying extent
observation, apply and explain, and causes of
investigation enough for the specific challenges in
and analytical identification of the workplace.
techniques. fundamental causes
1.3 Problems are of specific workplace
clearly stated challenges.
and specified. 1.3 Relevant equipment
and operational
processes.
1.4 Enterprise goals,
targets and
measures.
1.5 Enterprise quality
OHS and
environmental
requirement.
1.6 Enterprise
information systems
and data collation
1.7 Industry codes and
standards.
PERFORMANCE
ELEMENTS Italicized terms are KNOWLEDGE SKILLS
elaborated in the
Range of Variables
2. Analyze the 2.1 Possible causes of 2.1 Competence 2.1 Using range of
causes of specific problems includes a analytical
specific are identified thorough techniques (e.g.,
workplace based on knowledge and planning,
challenges experience and the understanding of attention,
use of problem the process, simultaneous
solving tools / normal operating and successive
analytical parameters, and processing of
techniques. product quality to information) in
2.2 Possible cause recognize non- examining
statements are standard situations. specific
developed based 2.2 Competence to challenges in the
on findings. include the ability workplace.
2.3 Fundamental to apply and 2.2 Identifying extent
causes are explain, sufficient and causes of
identified per for the identification specific
results of of fundamental challenges in the
investigation cause, determining workplace.
conducted. the corrective 2.3 Providing clear-
action and cut findings on
provision of the nature of
recommendations. each identified
2.3 Relevant workplace
equipment and challenges.
operational
processes.
2.4 Enterprise goals,
targets and
measures.
2.5 Enterprise quality
OSH and
environmental
requirement.
2.6 Enterprise
information
systems and data
collation.
2.7 Industry codes and
standards.
PERFORMANCE
elaborated in the
Range of Variables
3. Formulate 3.1 All possible options 3.1 Competence to 3.1 Using range of
resolutions are considered for include the ability analytical
to specific resolution of the to apply and techniques (e.g.,
workplace problem. explain, sufficient planning,
challenges 3.2 Strengths and for the identification attention,
weaknesses of of fundamental simultaneous
possible options cause, determining and successive
are considered. the corrective processing of
3.3 Corrective actions action and information) in
are determined to provision of examining
resolve the recommendations specific
problem and 3.2Relevant equipment challenges in the
possible future and operational workplace.
causes. processes 3.2 Identifying extent
3.4 Action plans are 3.3 Enterprise goals, and causes of
developed targets and specific
identifying measures challenges in the
measurable 3.4 Enterprise quality workplace.
objectives, OSH and 3.3 Providing clear-
resource needs environmental cut findings on
and timelines in requirement the nature of
accordance with 3.5 Principles of each identified
safety and decision making workplace
operating strategies and challenges.
procedures techniques 3.4 Devising,
3.6 Enterprise communicating,
information implementing
systems and data and evaluating
collation strategies and
3.7 Industry codes and techniques in
standards addressing
specific
workplace
challenges.
PERFORMANCE
elaborated in the
Range of Variables
4. Implement 4.1 Action plans are 4.1 Competence to 4.1 Using range of
action plans implemented and include the ability analytical
and evaluated. to apply and techniques
communicate 4.2 Results of plan explain, sufficient (e.g., planning,
results implementation and for the identification attention,
recommendations of fundamental simultaneous
are prepared. cause, determining and successive
4.2 Recommendations the corrective processing of
are presented to action and information) in
appropriate provision of examining
personnel. recommendations specific
4.3 Recommendations 4.2. Relevant challenges in
are followed-up, if equipment and the workplace.
required. operational 4.2 Identifying
processes extent and
4.3 Enterprise goals, causes of
targets and specific
measures challenges in
4.4 Enterprise quality, the workplace.
OSH and 4.3 Providing clear-
environmental cut findings on
requirement the nature of
4.5 Principles of each identified
decision making workplace
strategies and challenges.
techniques 4.4 Devising,
4.6 Enterprise communicating,
information implementing
systems and data and evaluating
collation strategies and
4.7 Industry codes and techniques in
standards addressing
specific
workplace
challenges.
RANGE OF VARIABLES
VARIABLES RANGE
1. Parameters May include:
1.1 Processes
1.2 Procedures
1.3 Systems
2. Analytical techniques May include:

2.1. Brainstorming
2.2. Intuitions/Logic
2.3. Cause and effect diagrams
2.4. Pareto analysis
2.5. SWOT analysis
2.6. Gant chart, Pert CPM and graphs
2.7. Scattergrams
3. Problem May include:
3.1. Routine, non – routine and complex
workplace and quality problems
3.2. Equipment selection, availability and
failure
3.3. Teamwork and work allocation problem
3.4. Safety and emergency situations and
incidents
3.5. Risk assessment and management
4. Action plans May include:
4.1. Priority requirements
4.2. Measurable objectives
4.3. Resource requirements
4.4. Timelines
4.5. Co-ordination and feedback requirements
4.6. Safety requirements
4.7. Risk assessment
4.8. Environmental requirements
EVIDENCE GUIDE

Competency 1.1. Examined specific workplace challenges.
1.2. Analyzed the causes of specific workplace
challenges.
1.3. Formulated resolutions to specific workplace
challenges.
1.4. Implemented action plans and communicated
results on specific workplace challenges.
2. Resource 2.1. Assessment will require access to an operating

Implications plant over an extended period of time, or a
suitable method of gathering evidence of
operating ability over a range of situations. A bank
of scenarios / case studies / what ifs will be
required as well as bank of questions which will be
used to probe the reason behind the observable
action.
Assessment 3.1. Observation
3.2. Case Formulation
3.3. Life Narrative Inquiry
3.4. Standardized test
The unit will be assessed in a holistic manner as is
practical and may be integrated with the assessment of
other relevant units of competency. Assessment will occur
over a range of situations, which will include disruptions to
normal, smooth operation. Simulation may be 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.
4. Context for In all workplace, it may be appropriate to assess this unit
Assessment concurrently with relevant teamwork or operation units.
UNIT OF COMPETENCY : WORK IN A DIVERSE ENVIRONMENT
UNIT CODE : 400311322
UNIT 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.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Develop an 1.1 Individual 1.1 Understanding 1.1 Applying cross-
individual’s differences with cultural diversity in cultural
cultural clients, customers the workplace communication
awareness and and fellow workers 1.2Norms of behavior skills (i.e. different
sensitivity are recognized for interacting and business customs,
and respected in dialogue with beliefs,
accordance with specific groups communication
enterprise policies (e. g., Muslims and strategies)
and core values. other non- 1.2 Showing affective
1.2 Differences are Christians, non- skills – establishing
responded to in a Catholics, rapport and
sensitive and tribes/ethnic groups, empathy,
considerate foreigners) understanding, etc.
manner 1.3Different methods of 1.3 Demonstrating
1.3 Diversity is verbal and non- openness and
accommodated verbal flexibility in
using appropriate communication in a communication
verbal and non- multicultural setting 1.4 Recognizing
verbal diverse groups in
communication. the workplace and
community as
defined by
divergent culture,
religion, traditions
and practices
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
2. Work 2.1 Knowledge, skills 2.1 Value of diversity in 2.1 Demonstrating cross-
effectively in an and experiences the economy and cultural
environment of others are society in terms of communication skills
that recognized and Workforce and active listening
acknowledges documented in development 2.2 Recognizing diverse
and values relation to team 2.2 Importance of groups in the
cultural objectives. inclusiveness in a workplace and
diversity 2.2 Fellow workers are diverse community as
encouraged to environment defined by divergent
utilize and share 2.3 Shared vision and culture, religion,
their specific understanding of traditions and
qualities, skills or and commitment to practices
backgrounds with team, 2.3 Demonstrating
other team departmental, and collaboration skills
members and organizational 2.4 Exhibiting customer
clients to enhance goals and service excellence
work outcomes. objectives
2.3 Relations with 2.4 Strategies for
customers and customer service
clients are excellence
maintained to
show that diversity
is valued by the
business.
PERFORMANCE
CRITERIA
ELEMENT REQUIRED REQUIRED
Italicized terms are
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
3. Identify 3.1 Diversity-related 3.1 Value, and leverage 3.1 Addressing
common issues conflicts within of cultural diversity diversity-related
in a the workplace are 3.2 Inclusivity and conflicts in the
multicultural effectively conflict resolution workplace
and diverse addressed and 3.3 Workplace 3.2 Eliminating
environment resolved. harassment discriminatory
3.2 Discriminatory 3.4 Change behavior towards
behaviors towards management and customers and co-
customers/stakeho ways to overcome workers
lders are resistance to change 3.3 Utilizing change
minimized and 3.5 Advanced strategies management
addressed for customer service policies in the
accordingly. excellence workplace
3.3 Change
management
policies are in
place within the
organization.
RANGE OF VARIABLES
VARIABLE RANGE
1. Diversity This refers to diversity in both the workplace and the
community and may include divergence in :
1.1 Religion
1.2 Ethnicity, race or nationality
1.3 Culture
1.4 Gender, age or personality
1.5 Educational background
2. Diversity-related conflicts May include conflicts that result from:
2.1 Discriminatory behaviors
2.2 Differences of cultural practices
2.3 Differences of belief and value systems
2.4 Gender-based violence
2.5 Workplace bullying
2.6 Corporate jealousy
2.7 Language barriers
2.8 Individuals being differently-abled persons
2.9 Ageism (negative attitude and behavior
towards old people)
EVIDENCE GUIDE

of Competency 1.1 Adjusted language and behavior as required by interactions
with diversity
1.2 Identified and respected individual differences in colleagues,
clients and customers
1.3 Applied relevant regulations, standards and codes of practice
Implications 2.1 Access to workplace and resources
2.2 Manuals and policies on Workplace Diversity
Assessment 3.1 Demonstration or simulation with oral questioning
3.2 Group discussions and interactive activities
3.3 Case studies/problems involving workplace diversity issues
3.4 Third-party report
3.5 Written examination
3.6 Role Plays
4. Context for Competency assessment may occur in workplace or any
Assessment appropriately simulated environment
UNIT OF COMPETENCY : PROPOSE METHODS OF APPLYING
LEARNING AND INNOVATION IN THE
ORGANIZATION
UNIT CODE : 400311323

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.
PERFORMANCE
elaborated in the
Range of Variables
1. Assess work 1.1. Reasons for 1.1 Seven habits of 1.1 Demonstrating
procedures, innovation are highly effective collaboration and
processes and incorporated people. networking skills.
systems in to work 1.2 Character 1.2 Applying basic
terms of procedures. strengths that research and
innovative 1.2. Models of foster innovation evaluation skills
practices innovation are and learning 1.3 Generating insights
researched. (Christopher on how to improve
1.3. Gaps or barriers Peterson and organizational
to innovation in Martin Seligman, procedures,
one’s work area 2004) processes and
are analyzed. 1.3 Five minds of the systems through
1.4. Staff who can future concepts innovation.
support and foster (Gardner, 2007).
innovation in the 1.4 Adaptation
work procedure concepts in
are identified. neuroscience
(Merzenich, 2013).
1.5 Transtheoretical
model of behavior
change
(Prochaska,
DiClemente, &
Norcross, 1992).
PERFORMANCE
elaborated in the
Range of Variables
2. Generate 2.1 Ideas for 2.1 Seven habits of 2.1 Assessing readiness
practical action innovative work highly effective for change on
plans for procedure to foster people. simple work
improving work innovation using 2.2 Character procedures,
procedures, individual and strengths that processes and
processes group techniques foster innovation systems.
are conceptualized and learning 2.2 Generating insights
2.2 Range of ideas (Christopher on how to improve
with other team Peterson and organizational
members and Martin Seligman, procedures,
colleagues are 2004) processes and
evaluated and 2.3 Five minds of the systems through
discussed future concepts innovation.
2.3 Work procedures (Gardner, 2007). 2.3 Facilitating action
and processes 2.4 Adaptation plans on how to
subject to change concepts in apply innovative
are selected based neuroscience procedures in the
on workplace (Merzenich, 2013). organization.
requirements 2.5 Transtheoretical
(feasible and model of behavior
innovative). change
2.4 Practical action (Prochaska,
plans are DiClemente, &
proposed to Norcross, 1992).
facilitate simple
changes in the
work procedures,
processes and
systems.
2.5 Critical inquiry is
applied and used
to facilitate
discourse on
adjustments in the
simple work
procedures,
processes and
systems.
PERFORMANCE
elaborated in the
Range of Variables
3. Evaluate the 3.1 Work structure is 3.1 Five minds of the 3.1 Generating
effectiveness of analyzed to future concepts insights on how to
the proposed identify the (Gardner, 2007). improve
action plans impact of the 3.2 Adaptation organizational
new work concepts in procedures,
procedures neuroscience processes and
3.2 Co-workers/key (Merzenich, systems through
personnel is 2013). innovation.
consulted to 3.3 Transtheoretical 3.2 Facilitating action
know who will be model of behavior plans on how to
involved with or change apply innovative
affected by the (Prochaska, procedures in the
work procedure DiClemente, & organization.
3.3 Work instruction Norcross, 1992). 3.3 Communicating
operational plan results of the
of the new work evaluation of the
procedure is proposed and
developed and implemented
evaluated. changes in the
3.4 Feedback and workplace
suggestion are procedures and
recorded. systems.
3.5 Operational plan 3.4 Developing action
is updated. plans for
3.6 Results and continuous
impact on the improvement on
developed work the basic systems,
instructions are processes and
reviewed procedures in the
3.7 Results of the organization.
new work
procedure are
evaluated
3.8 Adjustments are
recommended
based on results
gathered
RANGE OF VARIABLES
VARIABLE RANGE
1. Reasons May include:
1.1 Strengths and weaknesses of the current
systems, processes and procedures.
1.2 Opportunities and threats of the current
systems, processes and procedures.
2. Models of innovation May include:
2.1 Seven habits of highly effective people.
2.2 Five minds of the future concepts (Gardner,
2007).
2.3 Neuroplasticity and adaptation strategies.
3. Gaps or barriers May include:
3.1 Machine
3.2 Manpower
3.3 Methods
3.4 Money
4. Critical Inquiry May include:
4.1 Preparation.
4.2 Discussion.
4.3 Clarification of goals.
4.4 Negotiate towards a Win-Win outcome.
4.5 Agreement.
4.6 Implementation of a course of action.
4.7 Effective verbal communication. See our
pages: Verbal Communication and Effective
Speaking.
4.8 Listening.
4.9 Reducing misunderstandings is a key part of
effective negotiation.
4.10 Rapport Building.
4.11 Problem Solving.
4.12 Decision Making.
4.13 Assertiveness.
4.14 Dealing with Difficult Situations.
EVIDENCE GUIDE

of Competency 1.1 Established the reasons why innovative systems
are required
1.2 Established the goals of a new innovative
system
1.3 Analyzed current organizational systems to
identify gaps and barriers to innovation.
1.4 Assessed work procedures, processes and
systems in terms of innovative practices.
1.5 Generate practical action plans for improving
work procedures, and processes.
1.6 Reviewed the trial innovative work system and
adjusted reflect evaluation feedback, knowledge
management systems and future planning.
1.7 Evaluated the effectiveness of the proposed
action plans.
Implications 2.1 Pens, papers and writing implements.
2.2 Cartolina.
2.3 Manila papers.
Assessment 3.1 Psychological and behavioral Interviews.
3.2 Performance Evaluation.
3.3 Life Narrative Inquiry.
3.4 Review of portfolios of evidence and third-party
workplace reports of on-the-job performance.
3.5 Sensitivity analysis.
3.6 Organizational analysis.
3.7 Standardized assessment of character strengths
and virtues applied.
4. Context for 4.1 Competency may be assessed individually in the
Assessment actual workplace or simulation environment in
TESDA accredited institutions.
UNIT OF COMPETENCY : USE INFORMATION SYSTEMATICALLY
UNIT CODE : 400311324

attitudes required to use technical information
systems, apply information technology (IT)
systems and edit, format & check information.
PERFORMANC
E CRITERIA
ELEMENT
the Range of
Variables
1. Use technical 1.1. Information 1.1. Application 1.1. Collating
information are collated in collating information
and information 1.2. Operating
organized 1.2. Procedures appropriate and
into a for inputting, valid
suitable form maintaining procedures for
for reference and archiving inputting,
and use information maintaining and
1.2. Stored 1.3. Guidance to archiving
information people who information
are classified need to find 1.3. Advising and
so that it can and use offering
be quickly information guidance to
identified and 1.4. Organize people who
retrieved information need to find and
when needed 1.5. classify use information
1.3. Guidance are stored 1.4. Organizing
advised and information information into
offered to for a suitable form
people who identification for reference
need to find and retrieval and use
and use 1.6. Operate the 1.5. Classifying
information technical stored
information information for
system by identification
using agreed and retrieval
procedures 1.6. Operating the
technical
information
system by using
agreed
procedures
PERFORMANC
E CRITERIA
ELEMENT
the Range of
Variables
2. Apply information 2.1. Technical 2.1. Attributes and 2.1. Identifying
technology (IT) information limitations of attributes and
system is available limitations of
operated software tools available software
using agreed 2.2. Procedures tools
procedures and work 2.2. Using procedures
2.2. Appropriate instructions for and work
and valid the use of IT instructions for the
procedures 2.3. Operational use of IT
are operated requirements 2.3. Describing
for inputting, for IT systems operational
maintaining 2.4. Sources and requirements for
and archiving flow paths of IT systems
information data 2.4. Identifying
2.3. Software 2.5. Security sources and flow
required are systems and paths of data
utilized to measures that 2.5. Determining
execute the can be used security systems
project 2.6. Extract data and measures
activities and format that can be used
reports 2.6. Extracting data
and format reports
PERFORMANC
E CRITERIA
ELEMENT
the Range of
Variables
2.4. Information 2.7. Methods of 2.7. Describing
and data entering and methods of
obtained are processing entering and
handled, information processing
edited, 2.8. WWW information
formatted and enabled 2.8. Using WWW
checked from applications applications
a range of
internal and
external
sources
2.5. Information
are extracted,
entered, and
processed to
produce the
outputs
required by
customers
2.6. Own skills
and
understanding
are shared to
help others
2.7. Specified
security
measures are
implemented
to protect the
confidentiality
and integrity
of project data
held in IT
systems
PERFORMANC
E CRITERIA
ELEMENT
the Range of
Variables
3. Edit, format and 3.1 Basic editing 3.1 Basic file- 3.1 Using basic file-
check techniques are handling handling
information used techniques techniques is
3.2 Accuracy of 3.2 Techniques in used for the
documents are checking software
checked documents 3.2 Using different
3.3 Editing and 3.3 Techniques in techniques in
formatting tools editing and checking
and techniques formatting documents
are used for 3.4 Proof reading 3.3 Applying editing
more complex techniques and formatting
documents techniques
3.4 Proof reading 3.4 Applying proof
techniques is reading
used to check techniques
that documents
look
professional
RANGE OF VARIABLES
VARIABLE RANGE
1. Information May include:
1.1. Property
1.2. Organizational
1.3. Technical reference
2. Technical information May include:
2.1. paper based
2.2. electronic
3. Software May include:
3.1. spreadsheets
3.2. databases
3.3. word processing
3.4. presentation
4. Sources May include:
4.1. other IT systems
4.2. manually created
4.3. within own organization
4.4. outside own organization
4.5. geographically remote
5. Customers May include:
5.1. colleagues
5.2. company and project management
5.3. clients
6. Security measures May include:
6.1. access rights to input;
6.2. passwords;
6.3. access rights to outputs;
6.4. data consistency and back-up;
6.5. recovery plans
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the

Competency candidate:
1.1. Used technical information systems and
information technology
1.2. Applied information technology (IT) systems
1.3. Edited, formatted and checked information
2. Resource Implications The following resources should be provided:

2.1. Computers
2.2. Software and IT system
3. Methods of Competency in this unit should be assessed

Assessment through:
3.1. Direct Observation
3.2. Oral interview and written test
4. Context for 4.1. Competency may be assessed individually in

Assessment the actual workplace or through accredited
institution
UNIT OF COMPETENCY : EVALUATE OCCUPATIONAL SAFETY
AND HEALTH WORK PRACTICES
UNIT CODE : 400311325

attitudes required to interpret Occupational
Safety and Health practices, set OSH work
targets, and evaluate effectiveness of
Occupational Safety and Health work
instructions
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the Range of
Variables
1. Interpret 1.1 OSH work practices 1.1. OSH work practices 1.1. Communicati
Occupational issues are identified issues on skills
Safety and relevant to work 1.2. OSH work standards 1.2. Interpersonal
Health requirements 1.3. General OSH skills
practices 1.2 OSH work standards and principles and 1.3. Critical
procedures are legislations thinking skills
determined based on 1.4. Company/ workplace 1.4. Observation
applicability to nature of policies/ guidelines skills
work 1.5. Standards and safety
1.3 Gaps in work practices requirements of
are identified related to work process and
relevant OSH work procedures
standards
2. Set OSH 2.1 Relevant work information 2.1. OSH work targets 2.1.
work targets are gathered necessary to 2.2. OSH Indicators Communicati
determine OSH work 2.3. OSH work on skills
targets instructions 2.2. Collaborating
2.2 OSH Indicators based on 2.4. Safety and health skills
gathered information are requirements of 2.3. Critical
agreed upon to measure tasks thinking skills
effectiveness of 2.5. Workplace 2.4. Observation
workplace OSH policies guidelines on skills
and procedures providing feedback
2.3 Agreed OSH indicators on OSH and
are endorsed for approval security concerns
from appropriate 2.6. OSH regulations
personnel Hazard control
2.4 OSH work instructions procedures
are received in 2.7. OSH trainings
accordance with relevant to work
workplace policies and
procedures*
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
Variables
3. Evaluate 3.1 OSH Practices are 3.1. OSH Practices 3.1. Critical thinking
effectiveness observed based on 3.2. OSH metrics skills
of workplace standards 3.3. OSH Evaluation 3.2. Evaluating
Occupational 3.2 Observed OSH practices Techniques skills
Safety and are measured against 3.4. OSH work standards
Health work approved OSH metrics
instructions 3.3 Findings regarding
effectiveness are
assessed and gaps
identified are
implemented based on
OSH work standards
RANGE OF VARIABLES
VARIABLE RANGE
1. OSH Work May include:
Practices Issues 1.1 Workers’ experience/observance on presence
of work hazards
1.2 Unsafe/unhealthy administrative
arrangements (prolonged work hours, no
break-time, constant overtime, scheduling of
tasks)
1.3 Reasons for compliance/non-compliance to
use of PPEs or other OSH
procedures/policies/ guidelines
2. OSH Indicators May include:
2.1 Increased of incidents of accidents, injuries
2.2 Increased occurrence of sickness or health
complaints/symptoms
2.3 Common complaints of workers’ related to
OSH
2.4 High absenteeism for work-related reasons
3. OSH Work May include:
Instructions 3.1 Preventive and control measures, and targets
3.2 Eliminate the hazard (i.e., get rid of the
dangerous machine
3.3 Isolate the hazard (i.e. keep the machine in a
closed room and operate it remotely; barricade
an unsafe area off)
3.4 Substitute the hazard with a safer alternative
(i.e., replace the machine with a safer one)
3.5 Use administrative controls to reduce the risk
(i.e. give trainings on how to use equipment
safely; OSH-related topics, issue warning
signages, rotation/shifting work schedule)
3.6 Use engineering controls to reduce the risk (i.e.
use safety guards to machine)
3.7 Use personal protective equipment
3.8 Safety, Health and Work Environment
Evaluation
3.9 Periodic and/or special medical examinations of
workers
4. OSH metrics May include:
4.1 Statistics on incidence of accidence and injuries
4.2 Morbidity (Type and Number of Sickness)
4.3 Mortality (Cause and Number of Deaths)
4.4 Accident Rate
EVIDENCE GUIDE

Competency 1.1. Identify OSH work practices issues relevant to
work requirements
1.2. Identify gaps in work practices related to relevant
OSH work standards
1.3. Agree upon OSH Indicators based on gathered
information to measure effectiveness of workplace
OSH policies and procedures
1.4. Receive OSH work instructions in accordance
with workplace policies and procedures
1.5. Compare Observed OSH practices with against
approved OSH work instructions
1.6. Assess findings regarding effectiveness based on
OSH work standards
Implications 2.1 Facilities, materials, tools and equipment
necessary for the activity
Assessment 3.1 Observation/Demonstration with oral questioning
3.2 Third party report
3.3 Written exam
4. Context for 4.1 Competency may be assessed in the work place

Assessment or in a simulated work place setting
UNIT OF COMPETENCY : EVALUATE ENVIRONMENTAL WORK PRACTICES
UNIT CODE : 400311326
UNIT 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
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
ELEMENTS Italicized terms are
KNOWLEDGE SKILLS
Variables
1. Interpret 1.1 Environmental work 1.1 Environmental 1.1. Analyzing
environmental practices issues are Issues Environmental
practices, identified relevant to 1.2 Environmental Issues and
policies and work requirements Work Procedures Concerns
procedures 1.2 Environmental 1.3 Environmental 1.2. Critical thinking
Standards and Laws 1.3. Problem Solving
Procedures nature of 1.4 Environmental 1.4. Observation Skills
work are determined Hazardous and
based on Applicability to Non-Hazardous
nature of work Materials
1.3 Gaps in work practices 1.5 Environmental
related to Environmental required license,
Standards and registration or
Procedures are certification
identified
2. Establish 2.1. Relevant information are 2.1. Environmental 2.1. Investigative

targets to gathered necessary to indicators Skills
evaluate determine environmental 2.2. Relevant 2.2. Critical thinking
environmental work targets Environment 2.3. Problem Solving
practices 2.2. Environmental Personnel or 2.4. Observation Skills
Indicators based on expert
gathered information are 2.3. Relevant
set to measure Environmental
environmental work Trainings and
targets Seminars
2.3. Indicators are verified
with appropriate
personnel
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
ELEMENTS Italicized terms are
KNOWLEDGE SKILLS
Variables
3. Evaluate 3.1. Work environmental 3.1 Environmental 3.1 Documentation
effectiveness of practices are recorded Practices and Record
environmental based on workplace 3.2 Environmental Keeping Skills
practices standards Standards and 3.2 Critical thinking
3.2. Recorded work Procedures 3.3 Problem Solving
environmental practices 3.4 Observation Skills
are compared against
planned indicators
3.3. Findings regarding
effectiveness are
assessed and gaps
identified are
implemented based on
environment work
standards and
procedures
3.4. Results of environmental
assessment are
conveyed to appropriate
personnel
RANGE OF VARIABLES
VARIABLE RANGE
1. Environmental Practices May include:
Issues 1.1 Water Quality
1.2 National and Local Government Issues
1.3 Safety
1.4 Endangered Species
1.5 Noise
1.6 Air Quality
1.7 Historic
1.8 Waste
1.9 Cultural
2. Environmental Indicators May include:
2.1 Noise level
2.2 Lighting (Lumens)
2.3 Air Quality - Toxicity
2.4 Thermal Comfort
2.5 Vibration
2.6 Radiation
2.7 Quantity of the Resources
2.8 Volume
EVIDENCE GUIDE

Competency 1.1. Identified environmental issues relevant to work
requirements
1.2. Identified gaps in work practices related to
Environmental Standards and Procedures
1.3. Gathered relevant information necessary to
determine environmental work targets
1.4. Set environmental indicators based on gathered
information to measure environmental work
targets
1.5. Recorded work environmental practices are
recorded based on workplace standards
1.6. Conveyed results of environmental assessment to
appropriate personnel
Implications 2.1 Workplace/Assessment location
2.2 Legislation, policies, procedures, protocols and
local ordinances relating to environmental
protection
2.3 Case studies/scenarios relating to environmental
protection
Assessment 3.1 Written/ Oral Examination
3.2 Interview/Third Party Reports
3.3 Portfolio (citations/awards from GOs and NGOs,
certificate of training – local and abroad)
3.4 Simulations and role-plays
4. Context for 4.1 Competency may be assessed in actual workplace
Assessment or at the designated TESDA center.
UNIT OF COMPETENCY : FACILITATE ENTREPRENEURIAL SKILLS
FOR MICRO-SMALL-MEDIUM ENTERPRISES
(MSMEs)
UNIT CODE : 400311327
UNIT DESCRIPTOR : This unit covers the outcomes required to build,

operate and grow a micro/small-scale enterprise.
PERFORMANCE
CRITERIA
ELEMENT
the Range of
Variables
1. Develop and 1.1 Appropriate 1.1 Business 1.1 Basic
maintain business models and bookkeeping/
micro-small- strategies are strategies accounting skills
medium determined and 1.2 Types and 1.2 Communication
enterprise set for the categories of skills
(MSMEs) enterprise businesses 1.3 Building
skills in the based on 1.3 Business relations with
organization current and operation customer and
emerging 1.4 Basic employees
business Bookkeeping 1.4 Building
environment. 1.5 Business competitive
1.2 Business internal controls advantage of
operations are 1.6 Basic quality the enterprise
monitored and control and
controlled assurance
following concepts
established 1.7 Government
procedures. and regulatory
1.3 Quality processes
assurance
measures are
implemented
consistently.
1.4 Good relations
are maintained
with
staff/workers.
1.5 Policies and
procedures on
occupational
safety and
health and
environmental
concerns are
constantly
observed.
PERFORMANCE
CRITERIA
ELEMENT
the Range of
Variables
2. Establish and 2.1 Good customer 2.1 Public relations 2.1 Building
maintain relations are concepts customer
client-base/ maintained 2.2 Basic product relations
market 2.2 New customers promotion 2.2 Individual
and markets are strategies marketing skills
identified, 2.3 Basic market and 2.3 Using basic
explored and feasibility studies advertising
reached out to. 2.4 Basic business (posters/
2.3 Promotions/Ince ethics tarpaulins, flyers,
ntives are social media,
offered to loyal etc.)
customers
2.4 Additional
products and
services are
evaluated and
tried where
feasible.
2.5 Promotional/ad
vertising
initiatives are
carried out
where
necessary and
feasible.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
3. Apply budgeting 3.1 Enterprise is built 3.1 Cash flow 3.1 Setting
and financial up and sustained management business
management through judicious 3.1 Basic financial priorities and
skills control of cash management strategies
flows. 3.2 Basic 3.2 Interpreting
3.2 Profitability of financial basic financial
enterprise is accounting statements
ensured though 3.3 Business 3.3 Preparing
appropriate internal business plans
internal controls. controls
3.3 Unnecessary or
lower-priority
expenses and
purchases are
avoided.
RANGE OF VARIABLES
VARIABLE RANGE
1. Business strategies May include:
1.1. Developing/Maintaining niche market
1.2. Use of organic/healthy ingredients
1.3. Environment-friendly and sustainable practices
1.4. Offering both affordable and high-quality
products and services
1.5. Promotion and marketing strategies (e. g., on-
line marketing)
2. Business operations May include:
2.1 Purchasing
2.2 Accounting/Administrative work
2.3 Production/Operations/Sales
3. Internal controls May include:
3.1 Accounting systems
3.2 Financial statements/reports
3.3 Cash management
4. Promotional/ May include:

Advertising 4.1 Use of tarpaulins, brochures, and/or flyers
initiatives 4.2 Sales, discounts and easy payment terms
4.3 Use of social media/Internet
4.4 “Service with a smile”
4.5 Extra attention to regular customers
EVIDENCE GUIDE
1. Critical aspects Assessment requires evidence that the candidate :

of competency 1.1 Demonstrated basic entrepreneurial skills
1.2 Demonstrated ability to conceptualize and plan a
micro/small enterprise
1.3 Demonstrated ability to manage/operate a
micro/small-scale business
Implications 2.1 Simulated or actual workplace
2.2 Tools, materials and supplies needed to demonstrate
the required tasks
2.3 References and manuals
3. Methods of Competency in this unit may be assessed through :
Assessment 3.1 Written examination
3.2 Demonstration/observation with oral questioning
3.3 Portfolio assessment with interview
3.4 Case problems
4. Context of 4.1 Competency may be assessed in workplace or in a
Assessment simulated workplace setting
4.2 Assessment shall be observed while tasks are being
undertaken whether individually or in-group
BASIC COMPETENCIES – NATIONAL CERTIFICATE NC III
(40 HOURS)
Unit of Learning Assessment Nominal
Learning Activities Methodology
Competency Outcomes Approach Duration
1. Lead workplace 1.1 Communicate  Read  Lecture  Written Test 2 Hours
communication information o Effective verbal communication  Demonstration  Observation
about methods  Practical
workplace o Sources of information exercises
processes  Practice organizing information  Role Play
 Identify organization requirements
for written and electronic
communication methods
 Follow organization requirements
for the use of written and electronic
communication methods
 Perform exercises on
understanding and conveying
intended meaning scenario
1.2 Lead  Describe:  Group  Oral evaluation 2 Hours
workplace o Organizational policy on discussion  Written Test
discussions production, quality and safety  Lecture  Observation
o Goals/ objectives and action plan  Demonstration
setting
 Read
o Effective verbal communication
methods
 Prepare/set action plans based on
organizational goals and objectives
1.3 Identify and  Describe:  Group  Oral evaluation 2 Hours
communicate o Organizational policy in dealing discussion  Written Test
issues arising with issues and problems  Lecture
in the  Read
workplace  Effective verbal communication
methods
2. Lead small 2.1 Provide  Discussion of Company policies  Group work  Role Play 1 Hour
teams team and procedures  Role Play  Written Test
leadership  Read web pages on situational  Lecture/
leadership Discussion
 Role play on situational leadership  Individual Work
2.2 Assign  Read web pages on performance  Individual Work

responsibilities management  Case Study
 Role Play
 Case study on allocating roles and
 Written Test 1 Hour
responsibilities based on
competencies of current staff
2.3 Set  Role play to communicate  Lecture/

performance performance expectations with staff Discussion  Role Play
expectations  Discussion on performance issues  Role Play  Written Test 1 Hour
for team
members
2.4 Supervise  Discussion on performance  Lecture/
team monitoring Discussion
performance  Role play on providing feedback on  Role Play
performance  Case Study  Role Play
 Role play on performance coaching  Written Test 1 Hour
 Discussion on keeping the team
informed of team performance
 Case study on Team performance
monitoring and feedback
3. Apply critical 3.1 Examine  Show thorough knowledge and  Group discussion  Case 1 Hour
thinking and specific understanding of the process,  Lecture Formulation
problem- workplace normal operating parameters, and  Demonstration  Life Narrative
solving strategies product quality to recognize non-  Role playing Inquiry
techniques in standard situations (Interview)
the workplace  Show mastery of the current  Standardized
industry hardware and software test
 Discuss process of identification of
fundamental causes of specific
workplace challenges
 Show mastery of knowledge and
understanding of the process,
normal operating parameters, and
product quality to recognize non-
standard situations
- Relevant equipment and
operational processes
- Enterprise goals, targets and
measures
- Enterprise quality OHS and
environmental requirement
- Enterprise information systems
and data collation
- Industry codes and standards
3.2 Analyze the  Show thorough knowledge and  Group discussion  Case 1 Hour
causes of understanding of the process,  Lecture Formulation
specific normal operating parameters, and  Demonstration  Life Narrative
workplace product quality to recognize non-  Role playing Inquiry
challenges standard situations (Interview)
 Show mastery of the current  Standardized
standard situations
measures
and data collation
 Identify extent and causes of
specific challenges in the workplace
 Use of range of analytical problem-
solving techniques
 Formulate clear-cut findings on the
nature of each identified workplace
challenges
3.3 Formulate  Show thorough knowledge and  Group discussion  Case
resolutions to understanding of the process,  Lecture Formulation
specific normal operating parameters, and  Demonstration  Life Narrative
workplace product quality to recognize non-  Role playing Inquiry 1 Hour
challenges standard situations (Interview)
 Show mastery of the current  Standardized
standard situations
measures
and data collation
 Identify extent and causes of
specific challenges in the workplace
 Use of range of analytical problem-
solving techniques
 Formulate clear-cut findings on the
nature of each identified workplace
challenges
 Discus strategies on devising,
communicating, implementing and
evaluating strategies and
techniques in addressing specific
3.4 Implement  Identify extent and causes of  Group discussion  Case 1 Hour
action specific challenges in the workplace  Lecture Formulation
plans and  Use of range of analytical problem-  Demonstration  Life Narrative
communicate solving techniques  Role playing Inquiry
results  Formulate clear-cut findings on the (Interview)
nature of each identified workplace  Standardized test
challenges
 Discus strategies on devising,
communicating, implementing and
evaluating strategies and
techniques in addressing specific
4. Work in a 4.1 Develop an  Show understanding of cultural  Small Group  Demonstration or 1 Hour
diverse individual’s diversity in the workplace Discussion simulation with
environment cultural  Recognize norms of behavior for  Interactive oral questioning
awareness interacting and dialogue with Lecture  Group
and sensitivity specific groups (e. g., Muslims and  Brainstorming discussions and
other non-Christians, non-Catholics,  Demonstration interactive
tribes/ethnic groups, foreigners)  Role-playing activities
 Demonstrate different methods of  Case studies/
verbal and non-verbal problems
communication in a multicultural involving
setting workplace
 Apply cross-cultural communication diversity issues
skills (i.e. different business  Written
customs, beliefs, communication examination
strategies)  Role Playing
 Show affective skills – establishing
rapport and empathy,
understanding, etc.
 Demonstrate openness and
flexibility in communication
 Recognize diverse groups in the
workplace and community as
defined by divergent culture,
religion, traditions and practices
4.2 Work  Explain the value of diversity in the  Small Group  Demonstration or 1 Hour
effectively in economy and society in terms of Discussion simulation with
an Workforce development  Interactive oral questioning
environment  Discuss the importance of Lecture  Group
that inclusiveness in a diverse  Brainstorming discussions and
acknowledge environment  Demonstration interactive
s and values  Discuss the importance of shared  Role-playing activities
cultural vision and understanding of and  Case studies/
diversity commitment to team, departmental, problems
and organizational goals and involving
objectives workplace
 Identify and exhibit strategies for diversity issues
customer service excellence  Written
 Demonstrate cross-cultural examination
communication skills and active  Role Playing
listening
 Recognize diverse groups in the
workplace and community as
defined by divergent culture,
religion, traditions and practices
 Demonstrate collaboration skills
4.3 Identify  Explain the value, and leverage of  Small Group  Demonstration 1 Hour
common cultural diversity Discussion or simulation with
issues in a  Discuss the inclusivity and conflict  Interactive oral questioning
multicultural resolution Lecture  Group
and diverse  Describe the workplace harassment  Brainstorming discussions and
environment  Explain the change management  Demonstration interactive
and cite ways to overcome  Role-playing activities
resistance to change  Case studies/
 Demonstrate advanced strategies problems
for customer service excellence involving
 Address diversity-related conflicts in workplace
the workplace diversity issues
 Eliminate discriminatory behavior  Written
towards customers and co-workers examination
 Utilize change management policies  Role Playing
in the workplace
5. Propose 5.1 Assess work  Show mastery of the following  Interactive  Psychological 1 Hour
methods of procedures, practical concepts (e.g., 7 habits of Lecture and behavioral
applying processes and highly effective people, character  Appreciative Interviews
learning and systems in strengths that foster learning and Inquiry  Performance
innovation in terms of innovation, five minds of the future,  Demonstration Evaluation
the innovative adaptation concepts and  Group work  Life Narrative
organization practices transtheoretical model of behavior Inquiry
change)  Review of
 Demonstrate collaboration and portfolios of
networking skills evidence and
 Show basic skills in research third-party
 Generate practical insights on how workplace
to improve organizational reports of on-the-
procedures, processes and systems job performance.
 Standardized
assessment of
character
strengths and
virtues applied
5.2 Generate  Show mastery of the following  Interactive  Psychological 1 Hour
practical practical concepts (e.g., 7 habits of Lecture and behavioral
action plans highly effective people, character  Appreciative Interviews
for improving strengths that foster learning and Inquiry  Performance
work innovation, five minds of the future,  Demonstration Evaluation
procedures, adaptation concepts and  Group work  Life Narrative
processes transtheoretical model of behavior Inquiry
 Generate practical insights on how workplace
to improve organizational reports of on-the-
procedures, processes and systems job performance.
 Set up action plans on how to apply  Standardized
innovative procedures in the assessment of
organization character
 Set up action plans on how to apply strengths and
innovative procedures in the virtues applied
organization
 Generate practical insights on how
to improve organizational
procedures, processes and systems
5.3 Evaluate the  Show mastery of the following  Interactive  Psychological 1 Hour
effectiveness practical concepts (e.g., 7 habits of Lecture and behavioral
of the highly effective people, character  Appreciative Interviews
proposed strengths that foster learning and Inquiry  Performance
action plans innovation, five minds of the future,  Demonstration Evaluation
adaptation concepts and  Group work  Life Narrative
transtheoretical model of behavior Inquiry
 Generate practical insights on workplace
continuous improvement reports of on-the-
job performance.
 Standardized
assessment of
character
strengths and
virtues applied
6. Use 6.1 Use technical  Lecture and discussion on:  Lecture  Oral evaluation 4 Hours
information information - Application in collating  Group Discussion  Written Test
systematically information  Hands on  Observation
- Procedures for inputting,  Demonstration  Presentation
maintaining and archiving
information
- Guidance to people who need to
find and use information
 Organizing information into a
suitable form for reference and use
 Classify stored information for
identification and retrieval
 Operate the technical information
system by using agreed procedures
6.2 Apply  Lecture and discussion on:  Lecture  Oral evaluation 2 Hours
information - Attributes and limitations of  Group Discussion  Written Test
technology available software tool  Self-paced  Observation
(IT) - Procedures and work instructions handout/ module  Presentation
for the use of IT  Hands on
- Operational requirements for IT  Demonstration
systems
- Sources and flow paths of data
- Security systems and measures
that can be used
- Methods of entering and
processing information
 Use procedures and work
instructions for the use of IT
 Extract data and format reports
 Use WWW applications
6.3 Edit, format  Lecture and discussion on:  Lecture  Oral evaluation 2 Hours
and check - Basic file-handling techniques  Group  Written Test
information - Techniques in checking Discussion  Observation
documents  Self-paced  Presentation
- Techniques in editing and handout/ module
formatting  Hands on
- Proof reading techniques  Demonstration
 Use different techniques in
checking documents
 Edit and format information applying
different techniques
 Proof read information applying
different techniques
7. Evaluate 7.1 Interpret  Discuss the OSH standards,  Lecture  Written Exam 1.5 Hours
Occupational Occupational principles and legislations  Group  Demonstration
Safety And Safety and  Identify OSH work practices issues Discussion  Observation
Health Work Health  Discuss standard safety  Interviews /
Practices practices requirements Questioning
7.2 Set OSH work  Discussion in actions plans that are  Lecture  Written Exam 1 Hour
targets necessary in achieving the OSH  Group Discussion  Demonstration
target  Observation
 Interviews /
Questioning
7.3 Evaluate  Practice evaluating safety data  Lecture  Written Exam 1.5 Hours
effectiveness (Historical or Simulated)  Group Discussion  Demonstration
of  Observation
Occupational  Interviews /
Safety and Questioning
Health work
instructions
8. Evaluate 8.1 Interpret  Discussion Environmental Issues  Lecture  Written Exam
Environmental environmental regarding  Group Discussion  Demonstration
Work practices, - Water Quality  Demonstration  Observation
Practices policies and - National and Local Government  Interviews /
procedures Issues Questioning
- Safety 1 Hour
- Endangered Species
- Noise
- Air Quality
- Historic
- Waste
- Cultural
 Updating of existing occupation
practices
8.2 Establish  Discussion on  Lecture  Written Exam

targets to - lower production costs and  Group Discussion  Demonstration
evaluate energy consumption  Demonstration  Observation
environmental - Environmentally Sound  Interviews /
practices Processes Questioning 1 Hour
- Resource Efficient
- Recycling and Waste
Management
 Simple case study regarding
energy efficiency
8.3 Evaluate  Identifying effective environmental  Lecture  Written Exam 1 Hour
effectiveness practices relevant to the  Group Discussion  Demonstration
of industry/occupation  Demonstration  Observation
environmental - Implementation of energy  Case Study  Interviews /
practices efficiency Questioning
 Third Party
Reports
9. Facilitate 9.1 Develop and  Discussions on business models  Lecture/  Written Test 2 Hours
Entrepreneu maintain and strategies Discussion  Portfolio
rial Skills micro-small-  Discussion on Types and  Case Study  Work Related
For Micro- medium categories of businesses and  Demonstration Project
Small- enterprise business internal control
Medium (MSMEs)  Discussion on Relevant National
Enterprises skills in the and local legislations affecting
(MSMEs) organization
businesses
 Prepare promotional materials
 Practice basic bookkeeping
9.2 Establish and  Role play on customer and  Role Play  Case problem 2 Hours
maintain employee relations  Lecture  Written Test
client-  Discussion on Basic product Discussion
base/market promotion strategies  Case study
 Preparation of Basic Feasibility
study
 Case studies on Basic Business
ethics
 Prepare basic advertising
materials
9.3 Apply  Discussion on:  Role Play  Written Test 1 Hour
budgeting and - Basic cost-benefit analysis  Lecture  Case problem
financial - Basic financial management Discussion
management - Basic financial accounting  Group work
skills - Business internal controls
IV. MATRIX OF BASIC COMPETENCIES
LEVEL COMMUNICATION COLLABORATION AND CRITICAL THINKING AND LIFE-LONG LEARNING LEARNING AND
(PQF) TEAMWORK PROBLEM SOLVING AND CAREER SKILLS INNOVATION
NC I UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:
Receive and respond to Work with others Solve/address routine Enhance self-management Support innovation
workplace communication problems skills
ELEMENTS: ELEMENTS
ELEMENTS: 1. Develop effective workplace ELEMENTS ELEMENTS: 1. Identify the need for
1. Follow routine spoken relationships 1. Identify the problem 1. Set personal and career innovation in one’s
messages 2. Contribute to work group 2. Assess fundamental goals area of work
2. Perform workplace activities causes of the problem 2. Recognize emotions 2. Recognize
duties following written 3. Determine corrective 3. Describe oneself as a innovative and
notices action learner creative ideas
4. Communicate action 3. Support individuals’
plans and access to flexible
recommendations to and innovative
routine problems. ways of working
LEVEL INFORMATION OCCUPATIONAL SAFETY ENVIRONMENTAL ENTREPRENEURSHIP
(PQF) MANAGEMENT AND HEALTH LITERACY
NC I UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:

Access and maintain Follow occupational safety and Apply environmental work Adopt entrepreneurial
information health policies and procedures standards mindset in the workplace
ELEMENTS: ELEMENTS: ELEMENTS: ELEMENTS

1. Identify and gather 1. Identify relevant 1. Identify environmental 1. Determine entrepreneurial
needed information occupational safety and work hazards mindset
2. Search for information health policies and 2. Follow environmental 2. Identify entrepreneurial
on the internet or an procedures work procedures practices
intranet 2. Perform relevant 3. Comply with
3. Examine information occupational safety and environmental work
4. Secure information health procedures requirements
5. Manage information 3. Comply with relevant
occupational safety and
health policies and
standards
NC II UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:
Participate in workplace Work in a team environment Solve/address general Develop career and life Contribute to
communication workplace problems decisions workplace innovation
ELEMENTS:
ELEMENTS: 1. Describe team role and ELEMENTS ELEMENTS ELEMENTS
1. Obtain and convey scope 1. Identify routine problems 1. Manage one’s emotion 1. Identify
workplace information 2. Identify one’s role and 2. Look for solutions to 2. Develop reflective practice opportunities to do
2. Perform duties responsibility within a team routine problems 3. Boost self-confidence and things better
following workplace 3. Work as a team member 3. Recommend solutions to develop self-regulation 2. Discuss and
instructions problems develop ideas with
3. Complete relevant others
work- related 3. Integrate ideas for
documents change in the
workplace
NC II UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:

Present relevant Practice occupational safety Exercise efficient and Practice entrepreneurial
information and health policies and effective sustainable skills in the workplace
procedures practices in the workplace
ELEMENTS:
1. Gather data/ ELEMENTS: ELEMENTS ELEMENTS
information 1. Identify OSH compliance 1. Identify the efficiency and 1. Apply entrepreneurial
2. Assess gathered data/ requirements effectiveness of workplace best practices
information 2. Prepare OSH requirements resource utilization 2. Communicate
3. Record and present for compliance 2. Determine causes of entrepreneurial workplace
information 3. Perform tasks in inefficiency and/or best practices
accordance with relevant ineffectiveness of 3. Implement cost- effective
OSH policies and resource utilization operations
procedures 3. Convey inefficient and
ineffective environmental
practices
LEVEL COMMUNICATION COLLABORATION AND CRITICAL THINKING AND LIFE-LONG LEARNING AND LEARNING AND
(PQF) TEAMWORK PROBLEM SOLVING CAREER SKILLS INNOVATION
NC III UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:
Lead workplace Lead small teams Apply critical thinking and Work in a diverse environment Propose methods of
communication problem solving techniques in ELEMENTS: applying learning and
ELEMENTS: the workplace 1. Develop an individual’s cultural innovation in the
ELEMENTS: 1. Provide team leadership ELEMENTS: awareness and sensitivity organization
1. Communicate information 2. Assign responsibilities 1. Examine specific workplace 2. Work effectively in an ELEMENTS
about workplace 3. Set performance expectations challenges environment that 1. Assess work
processes for team members 2. Analyze the causes of acknowledges and values procedures,
2. Lead workplace 4. Supervise team performance specific workplace cultural diversity processes and
discussions challenges 3. Identify common issues in a systems in terms of
3. Identify and communicate 3. Formulate resolutions to multicultural and diverse innovative practices.
issues arising in the specific workplace environment 2. Generate practical
workplace challenges action plans for
4. Implement action plans and improving work
communicate results procedures,
processes.
3. Evaluate the
effectiveness of the
proposed action
plans.
LEVEL INFORMATION OCCUPATIONAL SAFETY AND ENVIRONMENTAL ENTREPRENEURSHIP
(PQF) MANAGEMENT HEALTH LITERACY
NC III UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:
Use information Evaluate occupational safety and Evaluate environmental work Facilitate entrepreneurial skills
systematically health work practices practices for micro-small-medium
enterprises (MSMEs)
ELEMENTS: ELEMENTS: ELEMENTS
1. Use technical information 1. Interpret Occupational Safety 1. Interpret environmental ELEMENTS
2. Apply information and Health practices practices, policies and 1. Develop and maintain micro-
technology (IT) 2. Set OSH work targets procedures small-medium enterprise
3. Edit, format and check 3. Evaluate effectiveness of 2. Establish targets to evaluate (MSMEs) skills in the
information Occupational Safety and environmental practices organization
Health work instructions 3. Evaluate effectiveness of 2. Establish and Maintain client-
environmental practices base/market
3. Apply budgeting and financial
management skills
LEVEL COMMUNICATION COLLABORATION AND CRITICAL THINKING AND LIFE-LONG LEARNING AND LEARNING AND
(PQF) TEAMWORK PROBLEM SOLVING CAREER SKILLS INNOVATION
NC IV UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:
Utilize specialized Develop and lead teams Perform higher-order thinking Contribute to the practice of Manage innovative work
communication skill ELEMENTS: processes and apply social justice in the workplace instructions
ELEMENTS: 1. Foster individual growth techniques in the workplace
1. Meet common and 2. Foster individual and team ELEMENTS ELEMENTS
specific communication growth ELEMENTS 1. Review and analyze
needs of clients and 3. Monitor and evaluate workplace 1. Evaluate effectiveness and 1. Update self on local, national existing workplace
colleagues learning efficiency of the workplace and global trends/ issues in practices
2. Contribute to the 4. Develop team commitment and systems, processes and the workplace 2. Examine opportunities
development of cooperation procedures 2. Relate local and global trends for continuous
communication strategies 5. Facilitate accomplishment of 2. Foster the habit of critical to workplace context improvement and
3. Deliver a technical team goals inquiry and curiosity in the 3. Engage and take actions on innovation of
presentation workplace. workplace issues and practices in the
4. Represent the 3. Develop practical action concerns workplace
organization plans for improving 3. Implement innovative
5. Facilitate group workplace conditions. ways in the conduct
discussion of usual workplace
6. Conduct interview practices
LEVEL INFORMATION OCCUPATIONAL SAFETY AND ENVIRONMENTAL ENTREPRENEURSHIP

(PQF) MANAGEMENT HEALTH LITERACY
NC IV UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:
Manage and evaluate usage Lead in improvement of Lead towards improvement of Sustain entrepreneurial skills
of information occupational safety and health environmental work programs,
program, policies and procedures policies and procedures ELEMENTS:
ELEMENTS: 1. Enhance one’s business
1. Review information needs ELEMENTS: ELEMENTS: skills
and sources 1. Assess Occupational Safety 1. Assess environmental work 2. Manage entrepreneurial
2. Collect and analyze and Health (OSH) practices practices and programs practices
information and programs 2. Recommend environmental 3. Expand markets and
3. Use management 2. Recommend OSH program program improvements clientele
information systems improvement initiatives initiatives
4. Report and disseminate 3. Implement recommended 3. Implement recommended
analyzed information improvements on Occupational improvements on
Safety and Health (OSH) environmental programs,
Programs, Procedures and policies and procedures
Policies
NC V UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:
Manage and sustain Manage and sustain high Evaluate higher order Advocate strategic thinking Incorporate innovation
effective communication performing teams thinking skills and adjust for global citizenship into work procedures
strategies problem solving techniques ELEMENTS
ELEMENTS: ELEMENTS 1. Lead teams to
ELEMENTS: 1. Delegate responsibility and ELEMENTS 1. Establish and refine goals foster innovative
1. Develop/implement authority to others 1. Develop framework for and directions for industry practices.
communication 2. Set targets for delegated continuous improvement 2. Develop practical 2. Modify existing
strategies work 2. Apply developed strategies to achieve goals standards,
2. Promote the use of 3. Mentor and coach teams framework for 3. Influence stakeholders to procedures and
communication continuous improvement improve strategies in processes in the
strategies 3. Evaluate the achieving goals workplace to foster
3. Evaluate the effectiveness and learning and
effectiveness of efficiency of continuous innovation.
communication improvement framework 3. Establish a
strategies coaching culture
for learning and
innovative
practices in the
organization
4. Set direction to
maintain the
culture of learning
and innovation
practices in the
organization
5. Evaluate the
overall
effectiveness and
efficiency of the
innovative
practices
implemented
NC V UNIT TITLE: UNIT TITLE: UNIT TITLE: UNIT TITLE:

Develop systems in Manage implementation of Manage implementation of Develop and sustain a high-
managing, and OSH programs in the environmental programs in performing enterprise
maintaining information workplace the workplace
ELEMENTS: ELEMENTS
1. Develop and manage ELEMENTS: ELEMENTS 1. Shape enterprise
quality assurance 1. Plan and organize OSH 1. Plan and organize directions
system programs environmental programs 2. Determine demands for
2. Determine resource 2. Implement OSH programs 2. Implement environmental new products
requirements 3. Manage implementation of programs 3. Expand clientele and
3. Plan development of OSH program 3. Manage implementation of product lines
quality procedures environmental programs 4. Establish high performing
4. Establish teams
implementation and
review strategies
5. Evaluate system
implementation
6. Manage records and
update management
information systems
ACKNOWLEDGEMENT
The Technical Education and Skills Development Authority (TESDA) wishes to extend thanks and appreciation to the
many representatives of business, industry, academe and government agencies who shared their time and expertise in
validating this Competency Standards.
INDUSTRY SECTORS
AUTOMOTIVE AND LAND TRANSPORT
AGRICULTURE-FISHERY
CONSTRUCTION
ELECTRONICS
INFORMATION TECHNOLOGY - BPO
DOMESTIC WORK SECTOR
TOURISM
Special thanks go to the following members of Technical Working Group:
 Gina Jusay, SFI Career Center, Inc.

 Richard Monteverde, SFI Career Center, Inc.
 Erick Atilano, SFI Career Center, Inc.
 Marjorie Mendenilla, Asian Enterpreneurs Tech’l. Institution
 Ricardo Rey Macayan, D.M. Consunji Technical Training Center
 Mercedes Arzadon, UP College of Education
 Kathleen Cruzada, UST College of Education
 Technical Staff of QSO and NITESD

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TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

II. COMPETENCY STANDARDS 6

Units of Competencies (NC I Level)

Units of Competencies (NC II Level)

Units of Competencies (NC IV Level)

Units of Competencies (NC V Level)

IV. MATRIX OF BASIC COMPETENCIES 310

The BASIC COMPETENCIES refer to non-technical skills (knowledge, skills

Competency that covers workplace communication particularly providing,

2. COLLABORATION AND TEAMWORK

Competency that covers knowledge, skills and attitudes required when

3. CRITICAL THINKING AND PROBLEM SOLVING

Competency that covers knowledge, skills and attitudes required when

In addition, this competency involves information-processing model that

Through this model, planning, attention, simultaneous and successive

4. LIFE-LONG LEARNING AND CAREER SKILLS

5. LEARNING AND INNOVATION

Competency which covers knowledge, skills and attitudes required when

It involves the applied implementation of an invention (e.g., improving

Competency that covers knowledge, skills and attitudes required when

7. OCCUPATIONAL SAFETY AND HEALTH

Competencies that cover knowledge, skills and attitudes required in follow

Competencies that cover the knowledge, skills and attitudes, required in

Competency which covers knowledge, skills and attitudes required when

The Basic Competencies consist of Forty-five (45) Units of Competencies

UNIT CODE Units of Competency (NC I Level)

UNIT CODE Units of Competency (NC II Level)

UNIT CODE Units of Competencies (NC III Level)

UNIT CODE Units of Competencies (NC V Level)

UNIT CODE : 400311319

2. Workplace discussions May include:

1. Critical aspects of Assessment requires evidence that the candidate:

UNIT CODE : 400311320

UNIT DESCRIPTOR : This unit covers the knowledge, skills and

2. Assign 2.1. Responsibilities 2.1 Work plan and 2.1 Communication

1. Critical aspects Assessment requires evidence that the candidate:

UNIT CODE : 400311321

UNIT DESCRIPTOR : This unit covers the knowledge, skills and

2. Analytical techniques May include:

1. Critical aspects of Assessment requires evidence that the candidate:

2. Resource 2.1. Assessment will require access to an operating

These assessment activities should include a range of

UNIT CODE : 400311322

UNIT DESCRIPTOR : This unit covers the outcomes required to

1. Critical aspects Assessment requires evidence that the candidate:

UNIT CODE : 400311323

UNIT DESCRIPTOR : This unit covers the knowledge, skills and

1. Critical aspects Assessment requires evidence that the candidate:

UNIT CODE : 400311324

UNIT DESCRIPTOR : This unit covers the knowledge, skills and

1. Critical aspects of Assessment requires evidence that the

2. Resource Implications The following resources should be provided:

3. Methods of Competency in this unit should be assessed

4. Context for 4.1. Competency may be assessed individually in

UNIT CODE : 400311325

UNIT DESCRIPTOR : This unit covers the knowledge, skills and

1. Critical aspects of Assessment requires evidence that the candidate:

4. Context for 4.1 Competency may be assessed in the work place

UNIT CODE : 400311326