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CS-Data Processing - MNGT (CompetencyAssessment - Certification) Level II v2

CS-Data Processing _ Mngt (CompetencyAssessment

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8 views65 pages

CS-Data Processing - MNGT (CompetencyAssessment - Certification) Level II v2

CS-Data Processing _ Mngt (CompetencyAssessment

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zinccee

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COMPETENCY STANDARDS

DATA PROCESSING AND

MANAGEMENT (Competency
Assessment & Certification)
LEVEL II

TECHNICAL VOCATIONAL EDUCATION

AND TRAINING (TVET) SECTOR

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Luzon Expressway (SLEX), Taguig City, Metro Manila
TABLE OF CONTENTS

TVET SECTOR

DATA PROCESSING AND MANAGEMENT

(Competency Assessment & Certification)
LEVEL II

Page No.

SECTION 1 DATA PROCESSING AND MANAGEMENT

(Competency Assessment & Certification) 1
LEVEL II DESCRIPTION

SECTION 2 COMPETENCY STANDARDS 2 - 54

● Basic Competencies 2 - 43

● Core Competencies 44 - 54

TRAINEE ENTRY REQUIREMENTS TRAINER’S

QUALIFICATIONS
SECTION 2 55 - 57
LIST OF TOOLS, MATERIALS AND EQUIPMENT
TRAINING FACILITIES

3.1 Trainee Entry Requirements 55

3.2 Trainers Qualification 55

3.3 List of Tools, Equipment and Materials 55 - 56

3.4 Training Facilities 57

GLOSSARY OF TERMS 58 - 61

ACKNOWLEDGEMENT 62 - 63
COMPETENCY STANDARDS
DATA PROCESSING AND MANAGEMENT
(Competency Assessment & Certification) LEVEL II

Section 1 DATA PROCESSING AND MANAGEMENT (Competency Assessment &

Certification) LEVEL II

The Data Processing and Management (Competency Assessment & Certification)

Level II consists of competencies that must be possessed to enable a person to prepare,
process and manage works related to competency assessment and certification. It includes
preparing application documents for assessment center accreditation, processing
application for national competency assessment and performing post-assessment activities.

The units of competency comprising this qualification include the following:

Unit Code BASIC COMPETENCIES

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 programs
in the workplace
500311517 Manage implementation of environmental programs in the workplace
500311518 Develop and sustain a high-performing enterprise

Unit Code CORE COMPETENCIES

CS-TVET413504 Prepare application documents for assessment center accreditation
CS-TVET413505 Process application for national competency assessment
CS-TVET413506 Perform post-assessment activities

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

● Data processing officer for assessment & certification

This section gives the details of the contents of the basic and core units of
competency required for Data Processing and Management (Competency Assessment &
Certification) Level II.

BASIC COMPETENCIES

UNIT OF COMPETENCY : MANAGE AND SUSTAIN EFFECTIVE COMMUNICATION

STRATEGIES

UNIT CODE : 500311510

UNIT DESCRIPTOR : This unit covers the outcomes required to develop,

introduce and promote/implement optimal communications
methods and technologies suited to the needs of the
workplace, including both internal and external clients/
publics.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in
the Range of Variables KNOWLEDGE SKILLS
1. Develop/ 1.1 Strategies for effective 1.1 Key elements of 1.1 Writing
implement internal and external communications communications
communication dissemination of information strategy strategy
strategies are developed/adapted/ 1.1.1 Statement of 1.2 Applying key
customized to meet purpose elements of
organization’s requirements 1.1.2 Current situation communications
1.2 Special communication 1.1.3 Organizational strategy
needs are considered in and
developing/ adapting communications
strategies to avoid objectives
discrimination in the 1.1.4 Stakeholders
workplace 1.1.5 Messages
1.3 Communication 1.1.6 Communications
strategies are analyzed, method
evaluated and revised 1.1.7 Work Plan
where necessary to make
sure they are effective

2. Promote the 2.1 Information is provided to all 2.1 Effective 2.1 Writing
use of areas of the organization to communication communications
communicati facilitate implementation of techniques strategy
on strategies the strategy 2.2 Different 2.2 Applying key
2.2 Effective communication communication elements of
techniques are articulated strategies communications
and modelled to the strategy
workforce 2.3 Using
2.3 Personnel are given communication
guidance about adapting strategies
communication strategies to
suit a range of contexts

VARIABLE RANGE
1. Communication strategies May include:
1.1 Face-to-face communication
1.2 Online/written/SMS communication
1.3 Communication using push/ social
technologies/ social media
1.4 Comprehension check
1.5 Repetition
1.6 Asking confirmation
1.7 Paraphrase
1.8 Clarification request
1.9 Translation
1.10 Restructuring
1.11 Approximation
1.12 Generalization
2. Criteria on effective May include:
communication 2.1 Clarity of purpose
2.2 Completeness
2.3 Conciseness
2.4 Continuity
2.5 Correctness
2.6 Commonness
2.7 Credibility

EVIDENCE GUIDE

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

Competency 1.1 Developed/Adapted/Adopted communication strategies
tailored to the organization’s requirements and applicable
in the workplace
1.2 Established and maintained communication pathways for
effective communication in the workplace
1.3 Used communication strategies involving exchanges of
complex oral information
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2 Materials relevant to the proposed activity or tasks
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Direct Observation/Demonstration with Oral Questioning
3.2 Written Examination
4. Context of 4.1 Competency maybe assessed in actual workplace or at the
Assessment designated TESDA Accredited Assessment Center.

UNIT CODE : 500311511

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required
to delegate responsibility and authority to others, negotiate
targets for delegated work and provide advice and support.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in
the Range of Variables
KNOWLEDGE SKILLS
1. Delegate 1.1 Delegate authority and 1.1 Review of 1.1 Writing and oral
responsibility responsibilities to people organization’s communication
and authority able to deliver the required policies and skills
to others outcomes procedures 1.2 Applying
1.2 Ensure information and relating to legislative,
instruction about the work delegation regulatory and
delegated is clear, explicit 1.2 Delegation policy
and allows sufficient time procedures and 1.3 Applying
for the work to be carried principles organizational
out 1.3 Organization policies and
1.3 Ensure that delegations structure and procedures
take account of the levels of 1.4 Planning and
developmental needs of authority organizing skill
the people involved and (overview) 1.5 Management skill
give equal opportunities to 1.4 Cultural
develop skills and awareness
experience related to
1.4 Provide sufficient promoting
resources to ensure that cultural diversity
the delegated work can be in the workplace
completed in the time 1.5 Familiarization
required and the quality with common
specified organizational
1.5 Review delegations at protocols
suitable intervals and
revise arrangements where
necessary
2. Set targets 2.1 Ensure targets are realistic 2.1 Negotiation 2.1 Writing and oral
for and achievable within strategies and communication
delegated organizational resources techniques in skills
work and conditions and are developing work 2.2 Applying
consistent with the targets legislative,
organization’s objectives 2.2 Strategies on regulatory and
and priorities promoting policy
2.2 Ensure targets take into commitment 2.3 Applying
account the competencies and dedication organizational
and experience of the among team policies and
individuals and teams members procedures
involved 2.4 Interviewing,
2.3 Negotiate targets using counseling,
methods that promote negotiation and
commitment, enthusiasm mediation skills
and creative approaches
from the people involved

VARIABLE RANGE
1. Information and instruction May include:
Information
1.1 System
1.2 Technology
1.3 Theory

Instruction
1.4 Act of instructing
1.5 Teaching
1.6 Finishing

EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate:
Competency 1.1 Accessed and use legislation and guidelines
related to delegations
1.2 Interpreted and explained organizational policies
and procedures relating to delegations and applied
in the workplace
1.3 Planned and developed work unit targets and
effective measures
1.4 Used team-building strategies
1.5 Responded to diversity in the workplace
1.6 Used communication strategies involving
exchanges of complex oral information
1.7 Undertaken grievance counseling and resolved
conflict in work teams
1.8 Undertaken effective liaison, negotiation and
consultation
2. Resource Implications The following resources should be provided:
2.1 Access to relevant workplace or appropriately
simulated environment where assessment can
take place
2.2 Materials relevant to the proposed activity or tasks
3. Methods of Assessment Competency in this unit may be assessed through:
3.1 Direct Observation/Demonstration with oral
questioning
3.2 Written Examination (situational)
3.3 Role Playing and Socio-drama methods
4. Context of Assessment 4.1 Competency maybe assessed in actual workplace
or at the designated TESDA Accredited
Assessment Center

UNIT CODE : 500311512

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to develop problem solving skills of individuals
and organization as a whole.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in
the Range of Variables
KNOWLEDGE SKILLS
1. Develop 1.1 Available problem is 1.1 Competitive systems 1.1 Applying
framework evaluated in order to find and practices organizational
for opportunities for principles. system
continuous continuous improvement 1.2 Competitive systems concepts,
improvement 1.2 Preferred problem-solving and practices at both a theories and
strategies for the strategic and tools practices.
organization are level.
determined. 1.3 Identification and 1.2 Assessing and
1.3 Desired outcomes from elimination of waste measuring the
use of selected problem- (muda). extent of
solving strategies are 1.4 Six sigma and lean six effectiveness
determined or reviewed. sigma. and efficiency of
1.4 Organizational structure 1.5 Cross-functional the systems,
is evaluated. problem-solving. processes and
1.5 Policies and procedures for 1.6 Cross-functional procedures in
continuous improvement nominal group (virtual the workplace.
are developed based on team),
workplace requirements 1.7 Consulting and or 1.3 Communicating
1.6 Corrective action brainstorming with practical
identification and tracking members from outside insights on
systems are developed. the organization on improving
1.7 Support from relevant some basis, input from organizations.
process/system owners for other members of the
proposed changes are value stream 1.4 Performing
obtained. 1.8 The use of analytical skills
known/proprietary in research and
problem-solving development;
approaches or some and evaluation.
synthesis of methods
1.9 Conduct of research
and development
methods for creating
knowledge.
1.10 Organization
strategy and vision,
value stream and
value as defined by
the organization’s
customers

VARIABLES RANGE
1. Organizational structure May include
1.1 Operational and support functions and
departments
1.2 Links with value stream members
1.3 Super-users and facilitators
1.4 Roles and responsibilities about problem solving
1.5 Plans to broaden the users of problem solving
approach
1.6 Plans to improve the problem-solving
performance of personnel
2. Strategies and May include
techniques 2.1 Problems before they become obvious or
cause significant non-conformance or risk
2.2 Situations not initially considered a problem,
but which may be hindering greater
performance
2.3 Strategies for finding opportunities for
improvement
3. Complex/multiple A complex/multiple problem may be described as one
problem which has several of the following characteristics:
3.1 Requires going into the extended value stream
for data/information
3.2 Is wider than just applying to a single job
3.3 Applies to less common solutions or problems
3.4 Requires a higher level of knowledge and skill
(which may or may not be possessed directly
by the person solving the problem), such as:
3.5 Significant specialist knowledge
3.6 Significant specialist skill
3.7 More theory/understanding of technology or
process
3.8 Data is not easily available and may need
particular strategies to obtain, such as:
3.9 Overcoming resistance from people, including
employees, customers or suppliers
3.10 The problem and/or proposed solutions require
reporting or authorizations from a Board or
external authorities, such as licensing or
regulatory bodies

1. Critical aspects of A person who demonstrates competency in this unit must be

Competency able to provide evidence of the ability to:
1.1 Analyzed and improved problem finding capabilities of
the organization.
1.2 Set KPIs (key performance indicators) for organizational
problem solving for continuous improvement.
1.3 Facilitated the ongoing review of systems and processes
relevant to problem solving
1.4 Created own organizational framework for continuous
improvement where critical thinking and problem solving
is highly evident.
1.5 Evaluated the efficacy of proposed organizational
framework in ensuring continuous improvement and
organizational effectiveness and efficiency at all levels.
1.6 Written a research report on the proposed organizational
framework and its efficacy.
1.7 Increased problem-solving capability through
identification of appropriate strategies, including where
required, identifying:
o Training needs in problem finding and solving
o Changes in organizational structure, decision making
and processes
o Appropriate metrics
o Need for outside assistance
2. Resource Assessment of performance must be undertaken in a
Implications workplace using or implementing one or more competitive
systems and practices. Access may be required to:
2.1 Workplace procedures and plans relevant to work area.
2.2 Specifications and documentation relating to planned,
currently being implemented, or implemented changes
to work processes and procedures relevant to the
person being assessed.
2.3 Documentation and information in relation to production,
waste, overheads and hazard control/management.
2.4 Reports from supervisors/managers
2.5 Case studies and scenarios to assess responses to
contingencies.

In all cases it is expected that practical assessment will be

combined with targeted questioning to assess underpinning
knowledge.
Where applicable, reasonable adjustment must be made to
work environments and training situations to accommodate
ethnicity, age, gender, demographics and disability.
4. Context for In all workplace, it may be appropriate to assess this unit
Assessment concurrently with relevant teamwork or operation units.

UNIT CODE : 500311513

UNIT DESCRIPTOR : This unit covers the outcomes required for a worker in a
leadership/supervisory role to influence and champion
attitudes and action toward global citizenship relating to
humanity, global interdependence and solidarity and to
express these into terms widely understood by partners
and stakeholders.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in
the Range of Variables
KNOWLEDGE SKILLS
1. Establish and 1.1 Patterns of thinking are 1.1 Methods of 1.1 Assessing a
refine goals reviewed when considering verbal and non- range of
and directions strategic issues and verbal alternatives
for industry canvassing realistic communication rather than
alternative outlooks. 1.2 Government choosing the
1.2 Ownership of industry goals processes easiest option
and directions is built by (executive, 1.2 Achieving
seeking a shared vision and legislative, credibility for the
communicating it clearly to judicial) vision and
stakeholders and the 1.3 Relevant ownership
community. developments 1.3 Critically
1.3 Changing circumstances and in other analyzing
the need to challenge industries information,
current industry positions are summarizing and
identified making sense of
key issues.
2. Develop 2.1 Alternative strategies for 2.1 Government 2.1 Assessing a
practical reaching goals are processes range of
strategies to canvassed with all (executive, alternatives rather
achieve goals stakeholders. legislative, than choosing the
2.2 Decisions about strategies judicial) easiest option
are made (basis for 2.2Political context, 2.2 Critically
decision making) after including analyzing
careful consideration of all parties, information,
relevant information. platforms and summarizing and
2.3 An action plan is processes making sense of
developed that sets out the 2.3Policy key issues
tactics, resource development and 2.3 Developing
implications, timeframes, budget solutions and
responsibilities of those processes at practical
involved and review points. national and strategies which
local government are 'outside the
level box'
3.Influence 3.1 Support for strategies is 3.1 Relevant 3.1 Explaining
stakeholders to developed by follow-up, international complex ideas to
improve lobbying, explaining plans to treaties and a range of
strategies in stakeholders and through agreements, audiences
achieving goals seeking shared decision legislation and
making regulations

VARIABLE RANGE
1. Strategic May include:
issues 1.1 Business continuity and succession
1.2 Community perceptions of industry
1.3 New government thrusts and policies
1.4 Environmental protection and environmental management
1.5 Industry and ecosystem co-management and self-
management approaches
1.6 New developments, including technological change, new
products and processes, legislative and management
changes, debate of proposed policies and other political
issues, and issues of research findings
1.7 marketing, including value adding and World Trade
Organization issues
1.8 recreational and commercial balance
1.9 resource access security
1.10 resource sustainability
1.11 skills development, including competency standards,
training and assessment
1.12 stakeholder perceptions of industry
2. Stakeholders May include:
2.1 certification or accreditation bodies and third-party auditors
2.2 community representatives, local land holders and
residents
2.3 conservation and environmental organizations
2.4 current and potential customers, clients and suppliers
2.5 cooperatives, marketing bodies and associations
2.6 employer, company directors and other professional
associations
2.7 government funding providers
2.8 media
2.9 political organizations and politicians
2.10 professional, industry and government representative
bodies
2.11 relevant government departments (national and local) and
other regulation authorities
2.12 schools, training centers, colleges and universities
2.13 employer organizations
2.14 labor unions
3. Basis for May include:
decision 3.1 business case, including cost-benefit, profitability and
making customer satisfaction
3.2 current assets and additional capital required
3.3 ecological and economic sustainability of resources
3.4 ecosystem management approach
3.5 funding availability
3.6 industry ownership, sponsorship and cooperation
3.7 legality, compliance and probity

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

Competency 1.1 analyzed long-term trends to identify the need to change
current industry policy procedures
1.2 assessed the implications of a particular course of
action on other stakeholders and interests
1.3 challenged traditional thinking and solutions and sought
proactive approaches
1.4 developed and promoted practical action plans and
strategies to achieve the industry's vision and goals
1.5 evaluated potential outcomes of strategies for achieving
industry goals
1.6 identified best practice in other industries and
organizations both within PHL and overseas
1.7 identified opportunities for beneficial change
1.8 took a broad industry view that goes beyond sectors,
organizations and individuals
2. Resource The following resources should be provided:
Implications 2.1 Access to workplace and resources
2.2 Interview guide
2.3 Case problems
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Interview or written exam
3.2 Case problems involving strategic management issues
3.3 Third-party report or feedback from stakeholders about
candidate’s contributions to strategic dialog and action
4. Context for 4.1 Competency assessment may occur in workplace or
Assessment any appropriately simulated environment

UNIT CODE : 500311514

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to lead a teams and organizations towards
innovative work practices.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENTS Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
1. Lead teams 1.1 Performance is analyzed 1.1 Roles of individuals 1.1Identifying roles of
to foster based on the performance in suggesting and individuals in
innovative requirements of the team. making suggesting and
practices 1.2 Information is gathered improvements. making
about team members. 1.2 Positive impacts improvements and
1.3 Strengths and weaknesses and challenges in the importance of
are acknowledged of innovation. pro-active
individual team members. 1.3 Team development involvement.
1.4 Team roles are assigned to and management 1.2Examining the
ensure a match between 1.4 Strategies and positive impacts
work requirements and techniques in and the challenges
individual team members’ fostering innovative of change and
capacities. practices. innovation.
1.5 Team members are 1.5 Seven habits of 1.3Identifying
selected to foster highly effective examples of the
integration of ideas. people. types of changes
1.6 Character strengths that are within and
1.6 Adaptation and cognitive
that foster outside own scope
flexibility are evident among
innovation and of responsibility
individuals in facilitating
learning 1.4Demonstrate skills
innovative practices.
(Christopher in team dynamics
Peterson and and group
Martin Seligman, development.
2004) 1.5Use the concept of
1.7 Five minds of the neuroplasticity and
future concepts five minds of the
(Gardner, 2007). future in leading
1.8 Adaptation and in facilitating
concepts in innovation in
neuroscience teams.
(Merzenich, 2013).
1.9 Transtheoretical
model of behavior
change (Prochaska,
DiClemente, &
Norcross, 1992)
2. Modify 2.1 Evaluate the existing 2.1 Concepts on 2.1 Examining the
existing standards, procedures and assessing and standards,
standards, processes for its potential in evaluating learning procedures and
procedures assimilating and and innovation practices that
and accommodating learning practices in the either encourage
processes in and innovation practices. workplace. or discourage
the learning and

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CS – Data Processing and Management (Competency Assessment & Certification) Level II Page 20
PERFORMANCE CRITERIA REQUIRED REQUIRED
ELEMENTS Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
workplace to 2.2 Work standards, 2.2 Improvements or innovation in the
foster procedures and processes innovations in the organization.
learning and are structured, and implementation 2.2 Identifying
innovation organized to enable 2.3 Strategies and opportunities and
innovation based on the techniques in strengths of the
needs of the people and the facilitating effective organization in
organization. and efficient assimilating and
2.3 Work assignments are learning and accommodating
communicated to the innovation in the learning and
organization in ways that workplace. innovation
encourage and reinforce 2.4 Change practices.
team based innovation management and 2.3 Convincing
2.4 Tasks and activities are organizational stakeholders for
allocated to ensure concepts support on the
innovative practices among (overview). new practices in
teams. 2.5 Strategies and fostering learning
2.5 Work assignments are techniques in and innovation.
ensured to include timelines communicating/neg 2.4 Implementing
that allow for innovation. otiating innovative changes in the
2.6 Change management and practices and organization’s
organizational concepts promoting/selling standards,
are practiced in the new ideas in the procedures and
modification of the existing organization. processes in
systems, processes and 2.6 Innovative adopting
procedures in the strategies and strategies and
organization. techniques for techniques of
2.7 Negotiation skills are winning teams learning and
likewise evident to ensure innovation in the
that the ideas for adopting workplace.
change and to adapting to 2.5 Facilitating
change are facilitated. change
management and
organizational
development
procedures to
better prepare
teams for the
assimilation and
accommodation of
learning and
innovation
practices.
3. Establish a 3.1 Teams are encouraged to 3.1 Coaching 3.1 Facilitating a
coaching work interdependently. principles, learning/coachin
culture for 3.2 Teams are encouraged to strategies and g sessions to
learning and share their best practices techniques using colleagues and
innovative through coaching regarding the AV Model subordinates that
practices in their means and ways of (Bench, 2008). focus on
the fostering effective and 3.2 Group process improving
organization efficient learning and concepts. workplace
innovating skills in the 3.3 Techniques of learning and
workplace and real-life. evaluating efficacy innovation.
of coaching culture
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CS – Data Processing and Management (Competency Assessment & Certification) Level II Page 21
PERFORMANCE CRITERIA REQUIRED REQUIRED
ELEMENTS Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
3.3 Team members are 3.4 Human 3.2 Demonstrate skill
encouraged to network, development in conducting
connect, and maintain program and managing
professional networks. integration coaching
3.4 Guidance is provided to concepts. interviews for
teams on the use of 3.5 Five minds of the feedback giving,
learning and innovation in future concepts receiving toward
the workplace. (Gardner, 2007). performance
3.5 Teams are coached to 3.6 Adaptation improvement.
ensure they have the concepts in 3.3 Modelling
character strengths and neuroscience necessary
values to implement (Merzenich, 2013). character
innovation in the workplace. 3.7 Character strengths on
3.6 Effectiveness of the strengths that fostering learning
coaching culture is foster innovation and innovation in
evaluated in terms of and learning the organization.
organizational (Christopher 3.4 Developing
development. Peterson and action plans on
Martin Seligman, securing
2004) relevant, and
reliable pool of
professional
networks who
can help in
maintaining and
reinforcing the
coaching culture
for learning and
innovation in the
organization.
3.5 Evaluating and
linking coaching
and to
performance.
4. Set direction 4.1 Case studies and examples 4.1 Character strengths 4.1. Developing
to maintain are shared of the use and that foster paradigms for
the culture benefits of innovative work innovation and innovative
of learning practices within teams with learning practices in the
and team members. (Christopher organization.
innovation 4.2 Examples are ensured of Peterson and 4.2. Modelling
practices in the way innovative skills Martin Seligman, necessary
the can be applied in the 2004) character
organization workplace are provided by 4.2 Managing and strengths on
the team leader. maintaining fostering learning
4.3 Character strengths and innovative mindset and innovation in
valueson innovation are in the workplace the organization.
promoted and reinforced. 4.3 Research and 4.3. Demonstrating
4.4 Behavior change concepts evaluation skills in managing
are used as a guide to concepts. and maintaining
evaluate the directions of 4.4 Transtheoretical innovative
improvement on learning model of behavior practices in the
and innovation skills. change (Prochaska, workplaces.

VARIABLES RANGE
1. Team May include:
1.1 Small work team.
1.2 Store team.
1.3 Corporate team.

2. Information May include but not limited to:

2.1 Work preferences.
2.2 Personality type and temperament.
2.3 Past jobs.
2.4 Interests.
2.5 Working styles.
2.6 Competencies
2.7 Specializations.

3. Team members May include:

3.1 Come from a variety of social, cultural or ethnic
backgrounds.
3.2 Variation in literacy and numeracy skills.
3.3 Variation in competencies and specializations.

4. Methods used to May include:

communicate 4.1 Writing a proposal.
4.2 Building a model.
4.3 Showing a film.
4.4 Presenting a talk.
4.5 Preparing a report.
4.6 Drawing a diagram.

5. Encourage and May include:

reinforce team- 5.1 Allowing follow-through with ideas
based innovation 5.2 Providing enough but not too much guidance and
structure
5.3 Providing training and learning opportunities.
5.4 Strategies and techniques in communicating/negotiating
innovative practices and promoting/selling new ideas in
the organization.

6. Change May include:

management and 6.1 Stages of change according to Transtheoretical Model of
organizational Behavior Change (e.g., pre-contemplation,
concepts contemplation, preparation, action, maintenance, and
termination.
6.2 Change management strategies namely, preparing for
change, managing change, and reinforcing change).

14. Evidence May include:

14.1 Feedback from team members or other staff
14.2 Feedback from clients or work-based managers
14.3 Work-related statistics and reports.

EVIDENCE GUIDE

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

Competency
1.1 Led teams to foster innovative practices.
1.2 Modified existing standards, procedures and
processes in the workplace to foster learning and
innovation.
1.3 Established a coaching culture for learning and
innovative practices in the organization.
1.4 Set direction to maintain the culture of learning and
innovation practices in the organization.
1.5 Evaluated the overall effectiveness and efficiency
of the innovative practices implemented.
2. Resource Implications The following resources should be provided:
2.1 Pens, papers and writing implements
2.2 Cartolina
2.3 Manila papers
3. Methods of Assessment Competency in this unit may be assessed through:
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 Assessment 4.1 Competency may be assessed individually in the
actual workplace or simulation environment in
TESDA accredited institutions.

UNIT CODE : 500311515

UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes
required to develop systems in quality management and
maintenance of information.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENTS Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
1. Develop and 1.1. Information quality 1.1 Principles of 1.1. Establishing and
manage assurance policy is quality managing a quality
quality established, documented management and system and
assurance and communicated to all their application procedures
system levels of the workplace. 1.2 Delegation of 1.2. Investigating and
1.2. Sampling techniques that responsibilities applying methods to
reflect needs of workplace within quality eliminate causes of
and product are developed systems unsatisfactory
based on workplace 1.3 Appropriate performance
procedures. quality 1.3. Communicating
1.3. Quality circles and other methodologies, effectively within the
relevant aspects of quality their capabilities, workplace, including
assurance systems are limitations, liaising with other
established or maintained. applicability and departments
1.4. Facilitation for monitoring of contribution to 1.4. Establishing or
work teams is organised to outcomes interpreting
ensure compliance with 1.4 Sampling procedures, where
standards. techniques required
1.5. Quality assurance system is 1.5 Quality standards 1.5. Determining report
developed and maintained. and practices requirements and
1.6. Information quality 1.6 OHS practices, present information in
standards and regulations including hazard appropriate formats
are identified and relevance identification and 1.6. Using analytical tools,
to specific products is control measures instructions and plans
determined. 1.7 Workplace 1.7. Reading, interpreting
practices and following
1.8 Relevant quality information on work
standards, specifications,
policies and standard operating
procedures procedures and work
instructions, and
other reference
material
1.8. Communicating within
the workplace
1.9. Sequencing
operations
1.10. Meeting
specifications
1.11. Carrying out work
according to OHS
practices

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CS – Data Processing and Management (Competency Assessment & Certification) Level II Page 27
PERFORMANCE CRITERIA REQUIRED REQUIRED
ELEMENTS Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
2. Determine 2.1. Strategic planning is 2.1. Principles of 2.1 Establishing and
resource assessed to facilitate quality managing a quality
requirements achievement of quality management system and
policy. and their procedures
2.2. Resources are determined application 2.2 Determining
and allocated to meet 2.2. Delegation of implementation
requirements. responsibilities requirements and
2.3. Appropriate sources for within quality prepare
resources required are systems implementation plan
selected. 2.3. Appropriate 2.3 Investigating and
2.4. External quality assessment quality applying methods to
requirements are methodologies, eliminate causes of
determined. their unsatisfactory
capabilities, performance
limitations, 2.4 Communicating
applicability and effectively within the
contribution to workplace, including
outcomes liaising with other
2.4. Sampling departments
techniques 2.5 Establishing or
2.5. Quality interpreting
standards and procedures, where
practices required
2.6. OHS practices, 2.6 Reading, interpreting
including hazard and following
identification information on work
and control specifications,
measures standard operating
2.7. Workplace procedures and work
practices instructions, and
other reference
material
2.7 communicating
within the workplace
2.8 sequencing
operations
2.9 clarifying and
checking task-related
information
2.10 Carrying out work
according to OHS
practices
3. Plan 3.1. Quality procedure 3.1. Principles of 3.1. Establishing and
development requirements are quality managing a quality
of quality determined through management system and
procedures consultation with internal and their procedures
and external groups. application 3.2. Determining
3.2. Product performance 3.2. Delegation of implementation
requirements are responsibilities requirements and
determined through within quality prepare
consultation. systems implementation plan
3.3. Appropriate 3.3. Investigating and
quality applying methods to
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CS – Data Processing and Management (Competency Assessment & Certification) Level II Page 28
PERFORMANCE CRITERIA REQUIRED REQUIRED
ELEMENTS Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
3.3. Development of procedures methodologies, eliminate causes of
is planned to ensure quality their unsatisfactory
system is maintained. capabilities, performance
3.4. OHS practices are limitations, 3.4. Communicating
accommodated in quality applicability effectively within the
procedures. and workplace, including
contribution to liaising with other
outcomes departments
3.4. Sampling 3.5. Establishing or
techniques interpreting
3.5. Quality procedures, where
standards and required
practices 3.6. Reading, interpreting
3.6. OHS practices, and following
including information on work
hazard specifications,
identification standard operating
and control procedures and work
measures instructions, and
3.7. Workplace other reference
practices material
3.8. system quality 3.7. communicating
assurance and within the workplace
improvement 3.8. sequencing
principles and operations
procedures 3.9. clarifying and
checking task-related
information
3.10. carrying out work
according to OHS
practices
4. Establish 4.1. Parameters on quality 4.1. Delegation of 4.1 Establishing and
implementati system and procedures are responsibilities managing a quality
on and determined for within quality system and
review implementation. systems procedures
strategies 4.2. Implementation strategies 4.2. Appropriate 4.2 Determining
are established to meet quality implementation
workplace objectives. methodologies, requirements and
4.3. Reviews of quality system their prepare
are undertaken or arranged capabilities, implementation plan
at appropriate intervals and limitations, 4.3 Investigating and
action to ensure its applicability and applying methods to
continuity, suitability and contribution to eliminate causes of
effectiveness as initiated. outcomes unsatisfactory
4.3. Sampling performance
techniques 4.4 Communicating
4.4. Quality effectively within the
standards and workplace, including
practices liaising with other
4.5. OHS practices, departments
including hazard 4.5 Establishing or
identification interpreting

VARIABLES RANGE
1. Quality assurance May include:
1.1. Developing and managing the system
1.2. Planning procedures development
1.3. Conducting audits and monitoring performance
2. Workplace May include:
procedures 2.1. Quality standards
2.2. Use of tools and equipment
2.3. Work health and safety (WHS) and occupational health
and safety (OHS) requirements
2.4. Workplace recording and reporting
3. Quality standards May include:
3.1. sizing
3.2. labelling
4. OHS practices May include:
4.1. manual handling techniques
4.2. standard operating procedures
4.3. personal protective equipment
4.4. safe materials handling
4.5. taking of rest breaks
4.6. ergonomic arrangement of workplaces
4.7. following marked walkways
4.8. safe storage of equipment
4.9. housekeeping
4.10. reporting accidents and incidents
4.11. environmental practices
5. Management May include:
information 5.1. computers 5.11. client information
systems 5.2. communication channels 5.12. market trends
5.3. records management 5.13. registries and file
5.4. procedures records
5.5. manuals 5.14. library
5.6. protocol 5.15. financial records
5.7. legislation 5.16. basic statistical
5.8. guidelines and awards information
5.9. organizational 5.17. personnel
5.10. legal and policy materials resources

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

Competency 1.1 Developed and managed quality assurance system
1.2 Determined resource requirements
1.3 Planned development of quality procedures
1.4 Established implementation and review strategies
1.5 Evaluated system implementation
1.6 Maintained records and updated management information
systems

These aspects may be best assessed using a range of

scenarios what ifs as a stimulus with a walk through forming
part of the response. These assessment activities should
include a range of problems, including new, unusual and
improbable situations that may have happened.
2. Resource Specific resources for assessment
Implications 2.1. Evidence of competent performance should be obtained
by observing an individual in an information management
role within the workplace or operational or simulated
environment.
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1. Written Test
3.2. Interview
3.3. Portfolio

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.
4. Context for 4.1. In all workplace, it may be appropriate to assess this unit
Assessment concurrently with relevant teamwork or operation units.

UNIT CODE : 500311516

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required
to plan and organize OSH programs, Implement OSH
programs, and regulate implementation of OSH program.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENTS Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
1. Plan and 1.1 Organizational goals are 1.1. OSH programs 1.1. Translating
organize OSH defined for OSH programs 1.2. OSH organizational
programs in accordance with Committee goals into
workplace policies and members operational goals
procedures 1.3. Supervisory 1.2. Facilitating
1.2 Management approval is Concepts Meetings
secured in accordance with 1.4. Leadership 1.3. Supervisory Skills
workplace policies and Concepts 1.4. Leadership Skills
procedures
1.3 OSH Committee members
are organized in accordance
with workplace policies and
procedures
1.4 Review meetings are
scheduled in accordance
with workplace policies and
procedures
2. Implement OSH 2.1 OSH programs are 2.1. OSH 2.1. Document
programs communicated in accordance programs Management
with workplace policies and 2.2. OSH-related Skills
procedures trainings 2.2. Supervisory Skills
2.2 Staff/Workers are trained to 2.3. OSH program 2.3. Leadership Skills
practice OSH programs in implementatio 2.4. Training Delivery
accordance with OSH- n process Skills
related trainings 2.4. OSH-related
2.3 OSH program records
implementation are 2.5. Training
monitored in accordance with Delivery
OSH standards Concepts
2.4 OSH-related records are
maintained in accordance
with workplace policies and
procedures*
3. Manage 3.1 OSH program status are 3.1. OSH program 3.1. Communication
implementation reported in accordance with status Skills
of OSH workplace policies and templates 3.2. Supervisory Skills
program procedures* 3.2. OSH 3.3. Leadership Skills
3.2 Regular updates and corrective/
periodic reviews are preventive
conducted in accordance actions
with workplace policies and 3.3. Communication
procedures Strategies

VARIABLE RANGE
1. OSH Programs May include:
1.1 Forklift Operator Checklist
1.2 Ground Ladder Checklist
1.3 Qualitative Respirator Fit Test
1.4 Emergency Action Plan
1.5 Hazard Communication Plan
1.6 Lockout Tag-out Form for Equipment
1.7 Fire Prevention Plans
1.8 Injury Reporting Forms
1.9 Excavation Checklist
1.10 Hepatitis B Vaccine Declination
1.11 Illness Incident Report
1.12 Employer’s Report of Occupational Injury or Disease
1.13 Programs for Strengthening Compliance Act R.A. 11058
2. OSH Committee May include:
Members 2.1 Management representative (Manager or official)
2.2 HR representative
2.3 Workers/Labor Union representative
2.4 Health Staff and/or First-aider
2.5 Safety Officer
2.6 Secretary
3. OSH-related trainings May include:
3.1 Safety Orientations relevant to tasks
3.2 Safe and Correct Operation of Tools and Equipment
3.3 Health Orientations/trainings (Healthy Lifestyle,
Prevention of drug/alcohol dependence, violence in the
workplace, work-stress)
3.4 Prevention and Control of OSH Hazards in the
Workplace
3.5 Chemical Handling
3.6 Safety Trainings (Fire Safety, Construction Safety,
Confined Space)
3.7 Prevention and Control of Work-related Injuries and
Illness
3.8 Basic First-aid Trainings
3.9 Emergency Response Trainings
3.10 Trainings on use of fire-extinguisher
4. OSH-related records May include:
4.1 Medical/Health records
4.2 Incident/accident Reports
4.3 Sickness notifications/sick leave application
4.4 OSH-related trainings obtained

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

Competency 1.1. Defined organizational goals for OSH programs in
accordance with workplace policies and procedures
1.2. Organized implementing team of the OSH program in
accordance with workplace policies and procedures
1.3. Scheduled review meetings in accordance with workplace
policies and procedures
1.4. Communicated OSH programs in accordance with
workplace policies and procedures
1.5. Trained Staff/Workers to practice OSH programs in
accordance with workplace policies and procedures
1.6. Maintained OSH-related in accordance with workplace
policies and procedures
1.7. Reported OSH program status in accordance with
workplace policies and procedures
1.8. Discussed necessary relevant corrective/ preventive
actions in accordance with workplace policies and
procedures
2. Resource The following resources should be provided:
Implications 2.1 Workplace or assessment location
2.2 OSH personal records
2.3 Personal Protective Equipment
2.4 Health records
3. Methods of Competency may be assessed through:
Assessment 3.1 Portfolio Assessment
3.2 Interview
3.3 Case Study/Situation
3.4 Observation/Demonstration and oral questioning
4. Context for 4.1 Competency may be assessed in the work place or in a
Assessment simulated work place setting

UNIT CODE : 5100311517

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required in planning and organizing environmental
programs, implementing environmental programs, and
regulating the implementation of environmental
programs

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in KNOWLEDGE SKILLS
the Range of Variables
1. Plan and 1.1. Organizational goals are 1.1 Relevant 1.1. Formulating
organize defined for Environmental Mission &
environmental environmental Programs Vision
programs programs in accordance 1.2 Environmental 1.2. Setting
with workplace policies Program environment
and procedures Presentations al Objective
1.2. Management approval is Format 1.3. Formulating
secured in accordance 1.3 Environmental environment
with workplace policies Drivers al Program
and procedures 1.4. Planning
1.3. Implementing team of the Skills
environmental programs
are organized in
accordance with
workplace policies
1.4. Review meetings are
scheduled in accordance
with workplace policies
and procedures
2. Implement 2.1. Environmental programs 2.1 Training and 2.1 Leadership
environmental are promoted in Awareness Skills
programs accordance with Strategies 2.2 Supervisory
workplace policies and 2.2 Monitoring Tools Skills
procedures and Techniques 2.3 Scheduling
2.2. Staff/Workers are trained Skills
to practice environmental
programs in accordance
with workplace policies
and procedures
2.3. Environmental programs
implementation is
monitored in accordance
with environmental
standards

VARIABLE RANGE
1. Environmental Programs May include:
1.1 Manila Bay Coastal Clean Up
1.2 Protection and Management of Marine
Environment
1.3 Development of Prototype Curriculum materials
for the integration of environment to tertiary level
education
1.4 Company Environmental Campaigns
1.5 Construction Project Environmental Control Plan
1.6 Energy and Water Efficiency Programs
1.7 Emission and Waste Management Programs

EVIDENCE GUIDE

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

Competency 1.1. Defined organizational goals for environmental programs
in accordance with workplace policies
1.2. Conducted review meetings in accordance with
workplace policies
1.3. Promoted environmental programs in accordance with
workplace policies and procedures
1.4. Trained staff/workers to practice environmental programs
in accordance with workplace policies and procedures
1.5. Reported environmental programs status in accordance
with workplace policies and procedures
1.6. Conducted regular updates and periodic reviews in
accordance with workplace policies and procedures
2. Resource The following resources should be provided:
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
3. Methods of Competency in this unit may be assessed through:
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 or
Assessment at the designated TESDA center.

UNIT CODE : 500311518

UNIT DESCRIPTOR : This unit covers the outcomes required to build and develop
the enterprise to be more competitive within a changing
business environment, specifically responding to consumer
demands while maintaining product quality and
accessibility, building a customer base and employee
motivation.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in
the Range of Variables
KNOWLEDGE SKILLS
1. Shape 1.1 Track record and normative 1.1 Business models 1.1 Assessing range
enterprise capability profile of and strategies of alternatives
directions enterprise and similar 1.2 Government and rather than
businesses are reviewed regulatory choosing the
and considered in setting processes easiest option
strategic directions. 1.3 Local and 1.2 Achieving
1.2 Strengths, weaknesses, international ownership and
opportunities and threats business credibility for the
are considered when environment enterprise vision
developing new ideas, 1.4 Concepts of change 1.3 Communication
approaches, goals and management skills
directions. 1.5 Relevant 1.4 Critically analyzing
1.3 Decisions about enterprise developments in information,
strategies/directions are other industries summarizing and
made after careful making sense of
consideration of all relevant previous and
information. current market
1.4 A business/ corporate trends
plan is developed that sets 1.5 Developing
out tactics, resource solutions and
implications, timeframes, practical
production and sales targets strategies
and review points.
2. Determine 2.1 Alternative product/service 2.1 Government and 2.1 Assessing a range
demands offerings are canvassed and regulatory of alternative
for new studied for feasibility. processes products and
products 2.2 Potential and new 2.2 Local and strategies
sources/sellers of supplies international market 2.2 Critically analyzing
and raw materials are trends information,
identified and canvassed. 2.3 Product promotion summarizing and
2.3 Target markets and buyers strategies making sense of
are identified and surveyed 2.4 Market and previous and
as to their preferences and feasibility studies current market
brand loyalties. 2.5 Local and global trends
supply chains 2.3 Identifying
changing
consumer
preferences and
demographics

VARIABLE RANGE
1. Strategic directions May include:
1.1. Business continuity and succession
1.2. Resource access security
1.3. Core competencies development
1.4. New developments, including technological
change, new products and processes, new
policies and regulations
2. Business/Corporate plan May include:
2.1 Action steps and responsibilities of departments
and individual workers
2.2 Resource requirements and budget
2.3 Tactics and strategies to achieve objectives
3. Helpful mechanisms May include:
3.1 Wage and non-wage benefits
3.2 Employee awards and recognition systems
3.3 Employee rights and welfare policies
3.4 Full-disclosure/Transparency policies

EVIDENCE GUIDE

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

competency 1.1 Demonstrated ability to build and maintain a profitable
and stable enterprise as shown by stakeholder
feedback, employee testimonies and company financial
statements
2. Resource The following resources should be provided:
Implications 2.1 Simulated or actual workplace
2.2 Tools, materials and supplies needed to demonstrate the
required tasks.
2.3 Interview guide for entrepreneurs, enterprise workers
and third parties
3. Methods of Competency in this unit may be assessed through :
Assessment 3.1 Case problems
3.2 Portfolio assessment with interview
3.3 Third-party report
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

UNIT TITLE : PREPARE APPLICATION DOCUMENTS FOR ASSESSMENT

CENTER ACCREDITATION

UNIT CODE : CS-TVET413504

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitude required to
prepare application documents for assessment center accreditation.
It also includes competencies in gathering required documents for
application, checking form and substance of gathered documents and
organizing application documents based on TESDA checklist.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in
the Range of Variables KNOWLEDGE SKILLS
1. Gather 1.1. Document source/s and Technology 1.1. Computer
required location are determined 1.1. File and record operation skills
documents for based on file and record management 1.2. Communication
application management system* system skills
1.2. Documents are accessed 1.2. Productivity tools 1.3. Interpreting work
and collected based on instructions
checklist* Mathematics 1.4. Interpersonal
1.3. Copies of accessed 1.3. Basic arithmetic skills
documents are reproduced 1.5. Document
based on checklist.* Communication gathering skills
1.4. Document sources 1.6. Internet browsing
1.5. TESDA document
checklist
2. Check form 2.1. Prescribed forms are used Technology 2.1. Computer skills
and substance based on checklist. 2.1. Productivity tools 2.2. Communication
of gathered 2.2. Required contents of forms skills
documents are checked for validity Mathematics 2.3. Interpreting work
and correctness based on 2.2. Basic arithmetic instructions
checklist 2.4. Interpersonal
2.3. Prescribed forms are Communication skills
properly filled out based on 2.3. Document sources 2.5. Data analysis
checklist 2.4. TESDA document skills
2.4. Gathered documents are checklist
checked for completeness
based on checklist
3. Organize 3.1. Application documents are Technology 3.1. Computer skills
application compiled based on 3.1. Productivity tools 3.2. Communication
documents checklist skills
based on 3.2. Compiled documents are Mathematics 3.3. Interpreting work
TESDA organized according to 3.2. Basic arithmetic instructions
checklist TESDA checklist/template 3.4. Interpersonal
standard Communication skills
3.3. Documents are packaged 3.3. Document sources 3.5. Data analysis
based on TESDA 3.4. TESDA document skills
prescribed checklist checklist 3.6. Packaging skills

VARIABLE RANGE
1 Document May include but not limited to:
source/s 1.1 TESDA Offices
1.2 TESDA Website
1.3 TVI
1.4 TTIs
1.5 ACs
1.6 Securities and Exchange Commission (SEC)
1.7 Bureau of Fire Protection (BFP)
2 Documents May include but not limited to:
2.1 Letter of Intent
2.2 Copy of SEC Registration or equivalent (CDA- registered,
R.A., except Sole Proprietorship)
2.3 Financial Statement (Latest audited)
2.4 Business Permit (Current and valid)
2.5 Fire Safety Certificate (Current and valid)
2.6 BIR Registration (Valid)
2.7 Company Profile
2.8 Organizational Structure
2.9 Staff Complement and Profile
2.10 Building lay-out/floor plan/shop lay-out
2.11 Self-Assessment Checklist(TESDA-OP-CO-03-F03)
2.12 List of complete facilities, tools, equipment, and materials
appropriate to the qualification/applied for (identified in the
CATs)
2.13 Location map
2.14 Lease Contract/Proof of Ownership of the
location/premises of the Assessment Center
2.15 Checklist of tools, equipment, supplies and materials, and
facilities (TESDA-OP-CO-03-F04)

3 Packaged May include:

3.1 tabbed
3.2 labeled
3.3 uniform size of bond paper

1.2. Checked form and substance of gathered documents

1.2.1. Used prescribed forms based on checklist
1.2.2. Checked Required contents of forms for validity
and correctness based on checklist
1.2.3. Filled out prescribed forms properly filled out based
on checklist
1.2.4. Checked gathered documents for completeness
based on checklist

1.3. Organized application documents based on TESDA

checklist
1.3.1. Compiled application documents based on
checklist
1.3.2. Organized compiled documents according to
TESDA checklist/template standard
1.3.3. Packaged documents based on TESDA prescribed
checklist

2. Resource The following resources should be provided:

Implication 2.1. Appropriate supplies and materials
2.2. Applicable equipment
2.3. Appropriate software
2.4. Workplace or assessment area

3. Method of Competency in this unit may be assessed through:

Assessment 3.1. Demonstration with oral questioning (virtual or face-to-face)
3.2. Written test/ questioning (online or Face-to-face)
3.3. Portfolio with interview (virtual or face-to-face)

4. Context of 4.1. Competency may be assessed in the actual workplace or at

Assessment the designated TESDA Accredited Assessment Center.

UNIT CODE : CS-TVET413505

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitude required to
process application for national competency assessment. It also
includes competencies in facilitating the acceptance and processing
of all applications for assessment and encoding the data of
candidate’s profile in the TESDA Online Data-based System.
PERFORMANCE CRITERIA REQUIRED REQUIRED
ELEMENT Italicized terms are elaborated in the
Range of Variables KNOWLEDGE SKILLS
1. Facilitate the 1.1. The applicants were oriented Technology 1.1. Computer
acceptance regarding the application of 1.1. Office operation skills
and national competency Productivity tools 1.2. Communication
processing of assessment per qualification 1.2. Digitization of skills
all application and needed requirements. Documents 1.3. Interpreting work
for 1.2. Application Form and Self- 1.3. Google instructions
assessment assessment Guide (SAG) are Application 1.4. Interpersonal
accomplished by the candidate skills
with completeness and Mathematics 1.5. Data verification
required compliance. 1.4. Basic Arithmetic skills
1.3. Application Forms and SAG 1.5. Scheduling of 1.6. Preparing
are endorsed to AC Manager Assessment schedules
for approval.
1.4. List of Applicants and digitized Communication
application documents/hard 1.6. How to orient
copy is submitted to the applicants/
provincial office (PO)/ district candidates
office (DO) at least one week 1.7. Filling up of
before the assessment application forms
schedule. 1.8. Submission of list
1.5. Approved Schedule is verified of applicants
from the PO/DO. 1.9. Self-assessment
1.6. Qualified candidates are Guide (SAG)
advised to pay the assessment 1.10. PTCACS
fee based on List of Fees guidelines
promulgated by TESDA for
walk-in clients.
1.7. Admission Slip is issued to the
candidates.
1.8. Candidates are advised of the
assessment schedule and
reminded of requirements
during the assessment day.
2. Encode the 2.1. Approved List of Candidates Technology 2.1. Computer
data of from PO/DO are received. 2.1 Office Productivity operation skills
candidate’s 2.2. The completeness and tools 2.2. Communication
profile in the correctness of the documents 2.2 Digitization of skills
T2MIS/BSRS endorsed by the PO/DO are Documents 2.3. Interpreting
reviewed and evaluated. 2.3 Google work
2.3. Candidate’s profiles are Application instructions
encoded correctly and 2.4 T2MIS

VARIABLE RANGE
1 Needed May include but not limited to:
requirements 1.1 Passport size ID picture
- 3 pcs.
- (3.5cm x 4.5cm with headsize from hairline to
chin with 27mm to 31mm)
- colored with white background
- with collar
- No eyeglass, no dangling earrings, no contact
lens
- Both ears are visible. (Wearing a hijab/headscarf
or any head cover for some religious reasons
and health conditions is allowed.)
- matte finished (standard photo paper)
- with a name tag if required.
1.2 Photocopy of Birth certificate (PSA/NSO/Local Civil
Registry)
1.3 Photocopy Marriage contract, if married for female
candidates
1.4 Certificate of Employment, if applicable
1.5 TESDA approved assessment fees
1.6 Barangay certificate
1.7 Photocopy of Passport

2 TESDA Online May include but not limited to:

Data Based 2.1 T2MIS
System 2.2 BSRS
3 Submitted May include:
3.1 via google drive
3.2 via courier,
3.3 thru liaison officer
3.4 thru processing officer

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CS – Data Management and Processing Level II Page 49
EVIDENCE GUIDE
1. Critical Aspect of Assessment requires evidence that the candidate:
Competency
1.1. Facilitated the acceptance and processing of all application
for assessment
1.1.1. Oriented applicants regarding the application on
national competency assessment per qualification and
the needed requirements.
1.1.2. Accomplished application form and self-assessment
guide (SAG) by the candidate with completeness and
required compliance.
1.1.3. Endorsed application forms and SAG to AC Manager
for approval.
1.1.4. Submitted list of applicants and digitized application
documents/hard copy to the provincial office
(PO)/district office (DO) at least one week before the
assessment schedule.
1.1.5. Verified approved schedule from the PO/DO.
1.1.6. Advised qualified candidates to pay the assessment
fee based on the list of fees promulgated by TESDA.
1.1.7. Issued ‘Admission Slip’ to the candidates.
1.1.8. Advised candidates of the assessment schedule and
reminded of requirements during the assessment day.

1.2. Encoded the data of candidate’s profile in the T2MIS/BSRS

1.2.1. Received approved list of candidates from PO/DO .
1.2.2. Reviewed and evaluated the completeness and
correctness of the documents endorsed by the PO/DO
1.2.3. Encoded candidate’s profiles correctly and completely
in the T2MIS/BSRS to generate the Unique Learner’s
Identification (ULI).
1.2.4. Registered candidates in the assessment schedule
created and approved by the PO/DO in the
T2MIS/BSRS.

2. Resource The following resources should be provided:

Implication 2.1. Appropriate supplies and materials
2.2. Applicable equipment
2.3. Appropriate software
2.4. Workplace or assessment area

3. Method of Competency in this unit may be assessed through:

Assessment 3.1. Demonstration with oral questioning (virtual or face-to-face)
3.2. Written test/ questioning (online or Face-to-face)
3.3. Portfolio with interview (virtual or face-to-face)

4. Context of 4.1. Competency may be assessed in the actual workplace or at

Assessment the designated TESDA Accredited Assessment Center.

UNIT CODE : CS-TVET413506

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitude required to
perform post-assessment activity. It also includes competencies in
reviewing and submitting assessment packages and organizing
assessment documents and/or reports.

PERFORMANCE CRITERIA REQUIRED REQUIRED

ELEMENT Italicized terms are elaborated in
the Range of Variables KNOWLEDGE SKILLS
1. Review and 1.1. The copy of the Registry of Technology 1.1. Computer
submit Workers Assessed and 1.1 Office Productivity operation skills
Assessment Certified (RWAC) is printed tools 1.2. Communication
Package to and signed by the skills
PO/DO processing officer, Mathematics 1.3. Interpreting work
assessor and AC Manager. 1.2 Basic Arithmetic instructions
1.2. Assessment packages 1.4. Interpersonal
and assessment related Communication skills
documents are reviewed. 1.3 Understanding the 1.5. Data verification
and submitted to PO/DO. data skills
1.3. Feedback on information/ 1.4 Assessment
concerns raised are packages and
clarified with appropriate related documents
personnel. 1.4 Giving feedback
1.5 TESDA Circular and
Memos
2. Organize 2.1. All the documents related Technology 2.1 Computer
assessment to assessment and 2.1 Office Productivity operation skills
documents certification are digitized. tools 2.2 Communication
and/or reports 2.2. Logbooks of kept, released 2.2 Digitization of skills
and issued assessment Documents 2.3 Interpreting work
documents are prepared 2.3 File Management instructions
and updated. 2.4 Interpersonal skills
2.3. Directory/file of the saved Mathematics 2.5 Data verification
copy of CCTV footage per 2.4 Basic Arithmetic skills
assessment conducted are 2.6 5s Housekeeping
accessed, if needed. Communication
2.4. All digitized documents 2.5 Interpersonal Skills
dated five (5) years beyond 2.6 TESDA Circular,
for safekeeping are Memorandum and
archived. Resolutions
2.5. Registry of Accredited 2.7 Data Privacy Act
Assessors per qualification
are maintained.
2.6. Copies of Assessor’s
Competency Accreditation
are compiled and updated.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
CS – Data Management and Processing Level II Page 51
PERFORMANCE CRITERIA REQUIRED REQUIRED
ELEMENT Italicized terms are elaborated in
the Range of Variables
KNOWLEDGE SKILLS
3. Facilitate/ 3.1. Documents needed for Technology 3.1 Computer
Prepare billing are gathered. 3.1 Office Productivity operation skills
documents for 3.2. Billing statements are tools 3.2 Communication
assessor’s fee prepared for the skills
Assessment Center Mathematics 3.3 Interpreting work
according to the required 3.2 Basic Arithmetic instructions
template. 3.3 Basic Accounting 3.4 Interpersonal
3.3. A request for the skills
assessor's fee is submitted Communication 3.5 Data verification
to the Finance Office. 3.4 Interpersonal Skills skills
3.5 Submission of list of
candidates
3.6 TESDA Circulars,
Memo and
Resolutions

4. Facilitate 4.1. Documents are gathered Technology 4.1 Computer

needed needed for billing. 4.1 Office Productivity operation skills
documents for 4.2. Billing statement and tools 4.2 Communication
billing transmittal letter are skills
purposes prepared for the Mathematics 4.3 Interpreting work
Assessment Center 4.2 Basic Arithmetic instructions
according to the required 4.3 Basic Accounting 4.4 Interpersonal skills
template. 4.5 Data verification
4.3. All documents are signed Communication skills
by the AC manager 4.3 Interpersonal Skills
4.4. The billing of assessment 4.4 TESDA Circulars,
conducted is processed. Memo and
4.5. The billing documents are Resolutions
submitted to the
Concerned
Personnel/Office within
the required days.

VARIABLE RANGE
1 Assessment May include but not limited to:
packages 1.1 Rating Sheets
1.2 Written Test, if applicable.
1.3 Competency Assessment Result Summary (CARS)
1.4 Performance Evaluation Instrument (PEI)
1.5 Report on the Assessment Proceedings
1.6 Registry of Workers Assessed and Certified (RWAC)
1.7 Assessor’s Guide
1.8 Specific Instructions to the Candidate

2 Assessment related May include:

documents 2.1 Application Form with picture
2.2 Admission Slip
2.3 Self-Assessment Guide (SAG)
2.4 Attendance Sheets
2.5 Letter of Endorsement
2.6 Letter of Request
2.7 Letter of Appointment
2.8 Letter of Assignment
2.9 Registry of Workers Assessed and Certified (RWAC)
2.10 Letter of Request for Venue, if applicable

3 Documents May include and not limited to:

3.1 Attendance sheets
3.2 Registry of Workers Assessed and Certified (RWAC)
3.3 Admission slips
3.4 Billing statement
4 Assessment May include and not limited to:
Conducted 4.1 CACW
4.2 TWSP
4.3 STEP
4.4 PESFA
4.5 UAQTE
4.6 TTSP
4.7 LGU Funded Scholarship
5 Concerned May include:
Personnel/Office 5.1 Finance Office
5.2 TESDA PO
5.3 Liaison Officer

2. Resource The following resources should be provided:

Implication 2.1. Appropriate supplies and materials
2.2. Applicable equipment
2.3. Appropriate software
2.4. Workplace or assessment area
3. Method of Competency in this unit may be assessed through:
Assessment 3.1. Demonstration with oral questioning (virtual or face-to-face)
3.2. Written test/ questioning (online or Face-to-face)
3.3. Portfolio with interview (virtual or face-to-face)

4. Context of 4.1. Competency may be assessed in the actual workplace or at

Assessment the designated TESDA Accredited Assessment Center.

3.1 TRAINEE ENTRY REQUIREMENTS

The trainees who wish to enter the course should possess the following
requirements:

● At least Diploma Graduate

● Can communicate both in oral and written in English and Filipino language
● Can perform basic mathematical computations
● Able to operate/manipulate a computer with knowledge on office productivity
tools

This list does not include specific institutional requirements such as

educational attainment, appropriate work experience, specific clearances and others
that may be required from the trainees by the school or training center delivering the
TVET program.

3.2 TRAINERS QUALIFICATIONS

● Must be a holder of a Trainer’s Qualification Level I or TMC holder

● Must have 2 years related industry experience as a processing officer
● Must be computer-literate
● Must be able to communicate, both orally and in writing
● Must be physically and mentally fit

3.3 LIST OF TOOLS, EQUIPMENT AND MATERIALS

Recommended list of tools, equipment and materials for the conduct of training
in Data Processing and Management (Competency Assessment & Certification) Level
II:
TOOLS
Qty. Unit Description/Specification
1 Learning Management System
(Educational/Academic Subscription/License)
26 *Office Productivity Tools (offline or online)
1 1 TB External hard drive or higher
1 Router, LAN or WiFi
1 Switch, 32 ports or higher
3 White board eraser, magnetic
3 White board marker, assorted colors
internet subscription 10 Mbps or higher (per class of 25 students/trainees)
* Can be either educational, license or open-source software

26 units Computer Set (software dependent specifications)

Processor : i3 8th Gen Core Processor or its
equivalent and/or higher version
Memory : 8GB DDR4 or higher
Storage : 500 GB
Accessories : Mouse and Keyboard
26 units Headphone with microphone
26 units Monitor, 24” Flat, 1920x1060
1 unit LCD Projector and projector screen
1 unit Printer with Scanner
1 set CCTV with at least 2 channels or camera with Audio
capability and Network Video Recorder (NVR)
1 unit White board and / or glass board
26 sets Computer tables and chairs

MATERIALS

Qty. Unit Description/Specification

26 pcs Hand-outs / Learning materials manual (full-course)
1 pc Video learning materials (offline & online)
26 pcs Practice sets / materials (offline & online)
as needed pcs Reference books/materials (offline & online)
Online Reference Subscription is a plus
10 boxes Printer Ink, black & colored
3 reams Bond/Copy paper, A4

Due to the fast-changing nature of technology, the experts may recommend to

TVET providers other similar up-to-date tools, equipment and materials with equivalent
functions as alternatives and to be provided and used by their trainees, whichever is
appropriate and applicable. This also applies in consideration of community practices
and their availability in the local market.

Based on class size of 25 students/trainees the space requirements for the

teaching/learning and circulation areas are as follows:

TEACHING/LEARNING SIZE IN AREA IN SQ. TOTAL AREA IN

QTY
AREAS METERS METERS SQ. METERS
Computer/ Laboratory/
5 x 10 50 1 50
Lecture Area
Learning Resource Area 3x5 15 1 15
Wash & Toilet Area 2x2 4 2 8
Admin and Staff Room 4X5 20 1 20
Total 93
Facilities / Equipment / Circulation (Area requirement is equivalent to
19
30% of the total teaching/learning areas)

Total Area 112

Note: Subject to conformity of the health and safety protocols

Appropriate consideration should be given in providing and allocating workspace,

communications facilities, and the usual workplace amenities to ensure a proper learning
environment. Where applicable, training shall be held or conducted in learning facilities in
accordance with generally accepted industry standards and practice.

GENERAL

1) Certification - is the process of verifying and validating the competencies of a

person through assessment

2) Certificate of Competency (COC) – is a certification issued to individuals who pass

the assessment for a single unit or cluster of units of competency

3) Common Competencies - are the skills and knowledge needed by all people
working in a particular industry

4) Competency - is the possession and application of knowledge, skills and attitudes

to perform work activities to the standard expected in the workplace

5) Competency Assessment - is the process of collecting evidence and making

judgments on whether competency has been achieved

6) Competency Standard (CS) - is the industry-determined specification of

competencies required for effective work performance

7) Context of Assessment - refers to the place where assessment is to be conducted

or carried out

8) Core Competencies - are the specific skills and knowledge needed in a particular
area of work - industry sector/occupation/job role

9) Critical aspects of competency - refers to the evidence that is essential for

successful performance of the unit of competency

10) Elements - are the building blocks of a unit of competency. They describe in
outcome terms the functions that a person performs in the workplace.

11) Evidence Guide - is a component of the unit of competency that defines or identifies
the evidences required to determine the competence of the individual. It provides
information on critical aspects of competency, underpinning knowledge,
underpinning skills, resource implications, assessment method and context of
assessment

12) Level - refers to the category of skills and knowledge required to do a job

13) Method of Assessment - refers to the ways of collecting evidence and when,
evidence should be collected

14) National Certificate (NC) – is a certification issued to individuals who achieve all
the required units of competency for a national qualification defined under the
Training Regulations. NCs are aligned to specific levels within the PTQF

16) Qualification - is a cluster of units of competencies that meets job roles and is
significant in the workplace. It is also a certification awarded to a person on
successful completion of a course in recognition of having demonstrated
competencies in an industry sector

17) Range of Variables - describes the circumstances or context in which the work is
to be performed

19) Recognition of Prior Learning (RPL) – is the acknowledgement of an individual’s

skills, knowledge and attitudes gained from life and work experiences outside
registered training programs

18) Resource Implication - refer to the resources needed for the successful
performance of the work activity described in the unit of competency. It includes
work environment and conditions, materials, tools and equipment

19) Basic Competencies - are the skills and knowledge that everyone needs for work

20) Required Knowledge - refers to the competency that involves in applying

knowledge to perform work activities. It includes specific knowledge that is essential
to the performance of the competency

21) Required Skills - refers to the list of the skills needed to achieve the elements and
performance criteria in the unit of competency. It includes generic and industry
specific skills

22) Unit of Competency – is a component of the competency standards stating a

specific key function or role in a particular job or occupation; it is the smallest
component of achievement that can be assessed and certified under the PTQF

SPECIFIC

1) Assessment Document - is a document which captures all aspects of competency

assessment performed on a particular qualification. It includes all the related forms
and documents as prescribed by the QSO.

2) Assessment Methods - are the techniques used to gather evidence when

assessing a candidate to a particular qualification.

3) Assessor’s Guide - a set of documents which contains information that will assist
the assessor in the evidence gathering process.

4) Assessment Center Manager - shall assume full responsibility for ensuring quality
assured assessment services, objectivity, confidentiality and integrity of assessment
conducted in the assessment center and by the competency assessor. He/She shall
be accountable for the confidentiality of all assessment related documents which
shall not be reproduced and disseminated in any form.

6) Assessment Methods - are the techniques used to gather evidence when

assessing a candidate to a particular qualification.

7) Assessment Package - a set of assessment materials that are used in the

assessment process. It consists of the following: 1) Assessor's Guide; 2) Specific
instructions to the Candidates; 3) Rating Sheet; and 4) Portfolio Assessments
Results Summary.

8) Assessment Process - the step by step procedure in conducting assessment.

9) Accredited Assessment Center - an establishment officially authorized to manage

the assessment of candidates for national certification.

10) BSRS - Biometric enabled Scholarship Registration System

11) Candidate - an individual seeking recognition of his/her competencies to acquire a

National Certificate or Certificate of Competency.

12) Competency Assessment Tools - materials containing both the instrument and
the instructions for gathering and interpreting evidence. It is also an instrument used
to determine the acquired knowledge, skills, and attitude of an individual candidate
with the collection of evidence based on the applicable method of assessment. It
refers to materials containing both the instrument and the instructions for gathering
and interpreting evidence.

13) Philippine TVET Competency Assessment and Certification System (PTCACS)

- defines a national, comprehensive, and flexible certification system for Technical
– Vocational Education and Training (TVET).

14) Processing Officer - an individual officially designated by the AC Manager as it

appears at the organizational structures. He/She shall be responsible for the
completeness, correctness, and accuracy of information and timeliness of
processing and submission of assessment related documents.

15) Rating Sheets - contains specific questions or activities developed from the
selected assessment methods and the conditions under which the assessment
should be conducted and recorded.

16) Registry of Workers Assessed and Certified (RWAC) - refers to a record that
contains the documentation of the results of assessment and as a basis for national
certification.

17) Self-Assessment Guide - a pre-assessment tool to help the candidate and the
assessor determine what evidence is available, where gaps exist, including
readiness for assessment.

19) Unique Learner’s Identifier (ULI) - a personal 14-digit alpha-numeric code

generated and allocated/assigned to a learner when he/she avails of TESD training
or assessment services for the first time. This shall be used in the future transactions
relative to training and assessment.

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 donated their time and expertise to the
development and validation of these Training Regulations.

● TECHNICAL EXPERTS PANEL

NAME POSITION/ OFFICE EMAIL ADDRESS

Joseph V. Gallego Assistant Professor IV, MAIS [email protected]
Abigail A. Siano Sr. TESD Specialist, PO-Ilocos [email protected]
Norte
Joy M. Racho Instructor I, Quezon National [email protected]
Agricultural School
Jaime U. Raña, Jr. TESD Specialist I, PTC- [email protected]
Camarines Norte
Hermel B. Tapit Asst. Professor II, Cabugao [email protected]
School of Handicraft
and Cottage Industries
John M. Parra Sr. TESD Specialist, TESDA [email protected]
PTC-Guimaras
Josefina B. Arellano VIS II, Leon Ganzon Polytechnic [email protected]
College
Lujenet P. Juadiong Instructor III, New Lucena [email protected]
Polytechnic College
Franklin R. Beltran Sr. TESD Specialist, TESDA [email protected]
Cotabato PO
Christine E. Fernandez TESD Specialist I, Sultan [email protected]
Kudarat PO [email protected]
Ma. Felomina N. Balois Guidance Counselor III/ [email protected]
Processing Officer, Northern
Mindanao School of Fisheries
Grace P. Alcano Instructor II/AC Manager, [email protected]
Agusan del Sur School of Arts [email protected]
and Trades
Mark Garcia Don Bosco College Canlubang [email protected]
Laguna
Jennifer Silao Don Bosco College Canlubang [email protected]
Laguna

● THE MANAGEMENT AND STAFF OF TESDA SECRETARIAT

Qualifications and Standards Office (QSO)

Name Company/industry Email Address

Dir. Lorenzo Emanuel L. Guillermo TESDA/QSO [email protected]

Ma. Isabel G. Gamurot TESDA/QSO [email protected]
Samuel E. Calado Jr. TESDA/QSO [email protected]
Adrian Brian C. Sabanal TESDA/QSO [email protected]

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