Basic Competencies

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Competencies
UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

MODULE TITLE : LEADING WORKPLACE COMMUNICATION

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required to
lead in the dissemination and discussion of ideas, information and
issues in the workplace.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Communicate information about workplace processes

LO2. Lead workplace discussions

LO3. Identify and communicate issues arising in the workplace

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Competencies
LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES

ASSESSMENT CRITERIA:

1. Appropriate communication method is selected

2. Multiple operations involving several topics areas are communicated accordingly
3. Questions are used to gain extra information
4. Correct sources of information are identified
5. Information is selected and organized correctly
6. Verbal and written reporting is undertaken when required
7. Communication skills are maintained in all situations

CONTENTS:
 Methods of communication
 Organization requirements for written and electronic communication methods
 Effective verbal and no-verbal communication methods
 Communication protocol
 Communication strategies

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Communication resources
 Workplace or simulated environment

METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

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Competencies
 Information Sheet 1.1-1
Communicate information about workplace processes

Introduction
Communication is one of the major concerns in the workplace. Creating and maintaining a positive
work environment is what means effective workplace communication. Let’s find out how it
can be done.

Email, instant messenger, video calls, meetings,  It provides purpose

message boards – the “always on, always  It builds a positive company culture
available” approach isn’t working.  It creates accountability
Instead of making collaboration easier, a Improving communication starts at the top to
sum of different communication tools meet your business intent. Often,
interrupt our focus and pull us away effective communication at the
from meaningful work on a daily basis. workplace is what distinguishes a good
leader from a great one. Communication
But the problem doesn’t just lie with our tools. at workplace defines organizational
There is a right time and place for goals and helps coworkers collaborate.
communication; effective This is a step towards a fundamental
communication in the workplace simply business practice for a committed and
requires a little structure. Here’s where productive workforce. In a study,
most of us are going wrong and how a companies ranked communication skills
simple communication framework can twice as important as managerial skills.
help. Here are the skills that employers
mostly seek in new hires, ranked in
Communication in the workplace is one of the terms of priority.
signs of a high-performance culture.
Exchanging information and ideas  Oral communication
within an organization is called  Listening
workplace communication. However,  Written communication
effective communication occurs when a  Public speaking
message is sent and received accurately.  Adaptability
In every aspect of life (both professional
and personal), effective communication It’s vital to measure communication so you can
is important to success and happiness. see what works, what doesn’t, and
Effective communication in the tweak it accordingly. Workplace
workplace is central to all business goals. communication is important to your
growth and success. It allows everyone
Why is communication so important in the to share their inputs and feel that their ideas
workplace? are being valued.

 It avoids confusion
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Competencies
Why are we so bad at communicating? interact with our tools, or even what
Beyond the unreasonable amounts of time we sorts of communications go where, we
spend on workplace communication, the end up with a free-for-all approach.
distraction it creates can massively limit
our individual productivity. But why are And it’s a powerful cocktail: people push
we so bad at communicating exactly? information on inappropriate platforms,
different communications “get lost” and
Well, in part it’s down to our tools. The require you to painfully comb to hunt
disruptive potential of our tools is them down, and – worse still – things
undeniable – they interrupt us with are miscommunicated.
notifications, phone pushes, sound
effects and vibrations. Part of the reason Towards effective communication in the
Slack is seen as so “dangerous”, is workplace
because it’s so easy to use. A harmless
“quick” ping can see you sucked into Ultimately, to make team communication more
solving a much heftier problem. meaningful, we need to put more
thought into what we’re saying from the
That’s partly a human problem – we’re using very start. Laying out a simple structure
the wrong tool for the wrong type of for communication can go a huge way
query – but it’s also an unhappy towards improving its quality.
consequence of having a highly social
design that mimics the ease and And it really doesn’t have to be heavy. Start
immediacy of personal instant your own communications framework
messenger apps. Our tools simply make by just clarifying these key points:
every communication seem urgent.
1. Lay out what each communication channel is
But even if you haven’t got your Slack or email for
app open, you know it could be quietly
updating in the background at every Just as email is not the right place for group
moment. Without boundaries or “off” project communication, Slack is not the right
buttons, we’ve essentially developed a place for high-level discussions and making
form of communications anxiety – major decisions. To avoid miscommunication,
needing to see if anything has arrived in pulling people out of their deep work zone for
our inbox while our attention was something inappropriate, or losing messages to
elsewhere, before being able to continue the wrong platform, make sure you lay out
whatever we’re doing. what each of your channels is for. If you use one
more than others, consider setting up user
To a degree that’s socially programmed; you guidelines to keep everything structured and
don’t want to ignore people or leave logical.
someone hanging in the email ether. But
it’s also the result of a lack of distinct
boundaries. Without knowing how to
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Competencies
2. Set individual availability hours 5. Customize communication notifications

Set productive boundaries for how you will Sometimes, notifications can be useful. Often,
engage with communication. they’re just purely disruptive –
“Availability hours” have proven to be especially if someone pings you in the
extremely productive and structure evening from another time zone. Get
when different team members will familiar with how to set notification
check their communication apps. It’s preferences for your tools – like how to
essential if you’re a chronic “checker”. mute Slack notifications and turn off
phone pushes.
3. Consider if you’re using the best tools for the
job 6. Consider what you’re communicating

We often end up using the wrong Meaningful communication is considered. Don’t

communication platform for the job just flood colleagues with a stream of
because the main one our team uses disjointed requests. Instead, consider
doesn’t serve our purposes. Never settle how you can make your communication
into using a tool that over-complicates more useful and productive. Can you
or confuses your communication. Keep group several queries into one? Can you
testing the appropriateness of your tools reduce back-and-forth by providing
and discard those that aren’t working. context and linking to resources? Does
your question require urgent attention,
4. Define what necessitates a meeting or can it wait? Qualify your requests and
consider whether the colleague you’re
Requiring preparation, physical organization, contacting has enough information to
follow-ups and several people around know what you’re asking.
the table – meetings are extremely
resource intensive. So always consider if 7. Set limits for disturbance
it’s the most appropriate medium for
solving your problem. Use video This is essential if you work in an office. You
conferencing where possible to mitigate need ways to signal when you’re
the impact of travelling for meetings, available and when you’re not to be
and consider using an opt-in policy so disturbed. Headphone rules, blocking
only those who actually need to time in a public calendar, moving work
contribute attend. to a meeting room, or working remotely
to focus on big tasks – there are a ton of
ways of approaching this.

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Competencies
How do you improve communication? productivity and engagement.

What are effective communication strategies What is your communication process

we can use at work to increase
productivity? Timely examine the strategy of your
communication so that it reaps gains to
 Start using the right tools for your business the company.

 Fortunately, tools Zoom can help you boost Communication can be formal, informal,
company communication providing a total internal or external. And within an
seamless communication experience. organization, it is important to develop a
healthy and beneficial communication
 Encourage two-way communication process. Effective communication is the
key to achieving long-term success, so
 Encourage your employees to ask make sure you follow the above outline
questions or voice their opinions helping strategies. No matter what stage you are
them feel empowered. in the workplace, you need to
communicate ideas well in the
 Tell people what they are doing right workplace, so effective communication.

 It is a good idea to tell people about their

good things on a daily basis.

 Specific and descriptive feedback

 Give feedback that is concrete. Give

directions to the person exactly on what
they are doing well and what needs to be
improved.

 Schedule a compulsory check-in

 Organizing a short quick call with a very

specific agenda brings in a lot of
advantages.

 Organize engaging team building activities

According to a 2017 report by Gallup,

companies with engaged workers
generally earn 2.5-times more revenue.
Team building activities enhance
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Competencies
LO2.LEAD WORKPLACE DISCUSSIONS

ASSESSMENT CRITERIA:

1. Response to workplace issues are sought

2. Response to workplace issues are provided immediately
3. Constructive contributions are made to workplace discussions on such issues as
production, quality and safety
4. Goals/objectives and action plan undertaken in the workplace are communicated

CONTENTS:

 Workplace communication protocol

 Communication ethics
 Communication dissemination process

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Workplace or simulated environment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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Competencies
 Information Sheet 1.1-2
Lead Workplace Discussions

Introduction
A group of parents meets to wrestle with their feeling that their school district is shortchanging its students.
A college class in human services approaches the topic of dealing with reluctant participants. Members of
an environmental group attend a workshop on the effects of global warming. A politician convenes a “town
hall meeting” of constituents to brainstorm ideas for the economic development of the region. A
community health educator facilitates a smoking cessation support group.

All of these might be examples of group discussions, although they have different purposes, take place in
different locations, and probably run in different ways. Group discussions are common in a democratic
society, and, as a community builder, it’s more than likely that you have been and will continue to be
involved in many of them. You also may be in a position to lead one, and that’s what this section is about.

What is an effective group discussion? as a facilitator, but not exactly the same as that
The literal definition of a group discussion is either.
obvious: a critical conversation about a particular An effective group discussion generally has a
topic, or perhaps a range of topics, conducted in a number of elements:
group of a size that allows participation by all
members. A group of two or three generally  All members of the group have a chance to
doesn’t need a leader to have a good discussion, speak, expressing their own ideas and feelings
but once the number reaches five or six, a leader or freely, and to pursue and finish out their
facilitator can often be helpful. When the group thoughts
numbers eight or more, a leader or facilitator,  All members of the group can hear others’
whether formal or informal, is almost always ideas and feelings stated openly
helpful in ensuring an effective discussion.  Group members can safely test out ideas that
are not yet fully formed
A group discussion is a type of meeting, but it  Group members can receive and respond to
differs from the formal meetings in a number of respectful but honest and constructive
ways: feedback. Feedback could be positive,
negative, or merely clarifying or correcting
 It may not have a specific goal – many group factual questions or errors, but is in all cases
discussions are just that: a group kicking delivered respectfully.
around ideas on a particular topic. That may  A variety of points of view are put forward and
lead to a goal ultimately...but it may not. discussed
 It’s less formal, and may have no time  The discussion is not dominated by any one
constraints, or structured order, or agenda. person
 Its leadership is usually less directive than that  Arguments, while they may be spirited, are
of a meeting. based on the content of ideas and opinions, not
 It emphasizes process (the consideration of on personalities
ideas) over product (specific tasks to be  Even in disagreement, there’s an
accomplished within the confines of the understanding that the group is working
meeting itself. together to resolve a dispute, solve a problem,
 Leading a discussion group is not the same as create a plan, make a decision, find principles
running a meeting. It’s much closer to acting all can agree on, or come to a conclusion from
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 Directive leaders can be necessary in some
situations. If a goal must be reached in a short time
period, a directive leader might help to keep the
group focused. If the situation is particularly
which it can move on to further discussion difficult, a directive leader might be needed to keep
Many group discussions have no specific purpose control of the discussion.
except the exchange of ideas and opinions.
Ultimately, an effective group discussion is one in Why would you lead a group discussion?
which many different ideas and viewpoints are
heard and considered. This allows the group to A group discussion:
accomplish its purpose if it has one, or to establish
a basis either for ongoing discussion or for further  Gives everyone involved a voice. Whether the
contact and collaboration among its members. discussion is meant to form a basis for action,
or just to play with ideas, it gives all members
There are many possible purposes for a group of the group a chance to speak their opinions,
discussion, such as: to agree or disagree with others, and to have
their thoughts heard. In many community-
 Create a new situation – form a coalition, start building situations, the members of the group
an initiative, etc. might be chosen specifically because they
 Explore cooperative or collaborative represent a cross-section of the community, or
arrangements among groups or organizations a diversity of points of view.
 Discuss and/or analyze an issue, with no  Allows for a variety of ideas to be expressed
specific goal in mind but understanding and discussed. A group is much more likely to
 Create a strategic plan – for an initiative, an come to a good conclusion if a mix of ideas is
advocacy campaign, an intervention, etc. on the table, and if all members have the
 Discuss policy and policy change opportunity to think about and respond to
 Air concerns and differences among them.
individuals or groups  Is generally a democratic, egalitarian process.
 Hold public hearings on proposed laws or It reflects the ideals of most grassroots and
regulations, development, etc. community groups, and encourages a diversity
 Decide on an action of views.
 Provide mutual support  Leads to group ownership of whatever
 Solve a problem conclusions, plans, or action the group decides
 Resolve a conflict upon. Because everyone has a chance to
 Plan your work or an event contribute to the discussion and to be heard,
Possible leadership styles of a group discussion the final result feels like it was arrived at by
also vary. A group leader or facilitator might be and belongs to everyone.
directive or non-directive; that is, she might try to  Encourages those who might normally be
control what goes on to a large extent; or she might reluctant to speak their minds. Often, quiet
assume that the group should be in control, and people have important things to contribute,
that her job is to facilitate the process. In most but aren’t assertive enough to make
group discussions, leaders who are relatively non- themselves heard. A good group discussion
directive make for a more broad-ranging outlay of will bring them out and support them.
ideas, and a more satisfying experience for  Can often open communication channels
participants. among people who might not communicate in
any other way. People from very different
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 backgrounds, from opposite ends of the Leading the Discussion
political spectrum, from different cultures,
who may, under most circumstances, either Think about leadership style
never make contact or never trust one another
enough to try to communicate, might, in a
The first thing you need to think about is
group discussion, find more common ground
leadership style, which we mentioned
than they expected.
briefly earlier in the section. Are you a
 Is sometimes simply the obvious, or even the directive or non-directive leader? The
only, way to proceed. Several of the examples chances are that, like most of us, you fall
given at the beginning of the section – the somewhere in between the extremes of
group of parents concerned about their school the leader who sets the agenda and
system, for instance, or the college class – fall dominates the group completely, and
into this category, as do public hearings and the leader who essentially leads not at
similar gatherings. all. The point is made that many good
group or meeting leaders are, in fact,
You might choose to lead a group discussion, or
facilitators, whose main concern is
you might find yourself drafted for the task. Some
supporting and maintaining the process
of the most common reasons that you might be in
that situation: of the group’s work. This is particularly
true when it comes to group discussion,
 It’s part of your job. As a mental health where the process is, in fact, the
counselor, a youth worker, a coalition purpose of the group’s coming together.
coordinator, a teacher, the president of a
board of directors, etc. you might be expected A good facilitator helps the group set rules for
to lead group discussions regularly. itself, makes sure that everyone
 You’ve been asked to. Because of your participates and that no one dominates,
reputation for objectivity or integrity, because encourages the development and
of your position in the community, or because
expression of all ideas, including “odd”
of your skill at leading group discussions, you
might be the obvious choice to lead a
ones, and safeguards an open process,
particular discussion. where there are no foregone
 A discussion is necessary, and you’re the conclusions and everyone’s ideas are
logical choice to lead it. If you’re the chair of a respected. Facilitators are non-
task force to address substance abuse in the directive, and try to keep themselves
community, for instance, it’s likely that you’ll out of the discussion, except to ask
be expected to conduct that task force’s questions or make statements that
meetings, and to lead discussion of the issue. advance it. For most group discussions,
 It was your idea in the first place. The group the facilitator role is probably a good
discussion, or its purpose, was your idea, and ideal to strive for.
the organization of the process falls to you.
You might find yourself in one of these situations if
It’s important to think about what you’re most
you fall into one of the categories of people who
are often tapped to lead group discussions. comfortable with philosophically, and
how that fits what you’re comfortable
with personally. If you’re committed to
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 a non-directive style, but you tend to Consider all comments seriously, and try to
want to control everything in a evaluate them fairly. Others’ ideas and
situation, you may have to learn some comments may change your mind, or
new behaviors in order to act on your vice versa: it’s important to be open to
beliefs. that.

Put people at ease Don’t be defensive if someone disagrees with

you. Evaluate both positions, and only
Especially if most people in the group don’t continue to argue for yours if you
know one another, it’s your job as continue to believe it’s right.
leader to establish a comfortable
atmosphere and set the tone for the Generate an agenda or goals for the session
discussion.
You might present an agenda for approval, and
Help the group establish ground rules change it as the group requires, or you
and the group can create one together.
The ground rules of a group discussion are the There may actually be no need for one,
guidelines that help to keep the in that the goal may simply be to
discussion on track, and prevent it from discuss an issue or idea. If that’s the
deteriorating into namecalling or case, it should be agreed upon at the
simply argument. Some you might outset.
suggest, if the group has trouble coming
up with the first one or two: Lead the discussion

Everyone should treat everyone else with How active you are might depend on your
respect: no name-calling, no emotional leadership style, but you definitely have
outbursts, no accusations. some responsibilities here. They
include setting, or helping the group to
No arguments directed at people – only at set the discussion topic; fostering the
ideas and opinions. Disagreement open process; involving all participants;
should be respectful – no ridicule. asking questions or offering ideas to
advance the discussion; summarizing or
Don’t interrupt. Listen to the whole of others’ clarifying important points, arguments,
thoughts – actually listen, rather than and ideas; and wrapping up the session.
just running over your own response in Let’s look at these, as well as some do’s
your head. and don’t’s for discussion group leaders.

Respect the group’s time. Try to keep your Setting the topic. If the group is meeting to
comments reasonably short and to the discuss a specific issue or to plan
point, so that others have a chance to something, the discussion topic is
respond. already set. If the topic is unclear, then
someone needs to help the group define
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 it. The leader – through asking the right discriminatory or downright false.)
questions, defining the problem, and Odd ideas often turn out to be correct,
encouraging ideas from the group – can and shouldn’t be stifled.
play that role.
Involving all participants. This is part of
Fostering the open process. Nurturing the fostering the open process, but is
open process means paying attention to important enough to deserve its own
the process, content, and interpersonal mention. To involve those who are less
dynamics of the discussion all at the assertive or shy, or who simply can’t
same time – not a simple matter. As speak up quickly enough, you might ask
leader, your task is not to tell the group directly for their opinion, encourage
what to do, or to force particular them with body language (smile when
conclusions, but rather to make sure they say anything, lean and look toward
that the group chooses an appropriate them often), and be aware of when they
topic that meets its needs, that there want to speak and can’t break in. It’s
are no “right” answers to start with (no important both for process and for the
foregone conclusions), that no one exchange of ideas that everyone have
person or small group dominates the plenty of opportunity to communicate
discussion, that everyone follows the their thoughts.
ground rules, that discussion is civil and
organized, and that all ideas are Asking questions or offering ideas to advance
subjected to careful critical analysis. the discussion. The leader should be
You might comment on the process of aware of the progress of the discussion,
the discussion or on interpersonal and should be able to ask questions or
issues when it seems helpful (“We all provide information or arguments that
seem to be picking on John here – stimulate thinking or take the
what’s going on?”), or make reference discussion to the next step when
to the open process itself (“We seem to necessary. If participants are having
be assuming that we’re supposed to trouble grappling with the topic, getting
believe X – is that true?”). Most of your sidetracked by trivial issues, or simply
actions as leader should be in the running out of steam, it’s the leader’s
service of modeling or furthering the job to carry the discussion forward.
open process.
This is especially true when the group is stuck,
Part of your job here is to protect “minority either because two opposing ideas or
rights,” i.e., unpopular or unusual ideas. factions are at an impasse, or because
That doesn’t mean you have to agree no one is able or willing to say anything.
with them, but that you have to make In these circumstances, the leader’s
sure that they can be expressed, and ability to identify points of agreement,
that discussion of them is respectful, or to ask the question that will get
even in disagreement. (The exceptions discussion moving again is crucial to
are opinions or ideas that are the group’s effectiveness.
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 were agreed on.
Summarizing or clarifying important points,
arguments, or ideas. This task entails If the session was one-time, or was the last of a
making sure that everyone understands series, your job may now be done. If it
a point that was just made, or the two was the beginning, however, or part of
sides of an argument. It can include an ongoing discussion, you may have a
restating a conclusion the group has lot to do before the next session,
reached, or clarifying a particular idea including contacting people to make
or point made by an individual (“What I sure they’ve done what they promised,
think I heard you say was…”). The and preparing the newsprint notes to
point is to make sure that everyone be posted at the next session so
understands what the individual or everyone can remember the discussion.
group actually meant.
Leading an effective group discussion takes
Wrapping up the session. As the session ends, preparation (if you have the
the leader should help the group review opportunity for it), an understanding of
the discussion and make plans for next and commitment to an open process,
steps (more discussion sessions, action, and a willingness to let go of your ego
involving other people or groups, etc.). and biases. If you can do these things,
He should also go over any assignments the chances are you can become a
or tasks that were agreed to, make sure discussion leader that can help groups
that every member knows what her achieve the results they want.
responsibilities are, and review the
deadlines for those responsibilities. Do's and Don'ts
Other wrap-up steps include getting DO:
feedback on the session – including
suggestions for making it better –  Model the behavior and attitudes you want
pointing out the group’s group members to employ. That includes
accomplishments, and thanking it for its respecting all group members equally;
work. advancing the open process;
demonstrating what it means to be a
Follow-up learner (admitting when you’re wrong, or
don’t know a fact or an answer, and
Even after you’ve wrapped up the discussion, suggesting ways to find out); asking
you’re not necessarily through. If you’ve questions based on others’ statements;
been the recorder, you might want to focusing on positions rather than on the
put the notes from the session in order, speaker; listening carefully; restating
type them up, and send them to others’ points; supporting your arguments
participants. The notes might also with fact or logic; acceding when someone
include a summary of conclusions that else has a good point; accepting criticism;
were reached, as well as any thinking critically; giving up the floor
assignments or follow-up activities that when appropriate; being inclusive and
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 culturally sensitive, etc. question can be answered with a yes or no,
 Use encouraging body language and tone the second requires an analysis supporting
of voice, as well as words. Lean forward the speaker’s opinion, as well as discussion
when people are talking, for example, keep of the context and reasons for the decision.
your body position open and approachable,  Control your own biases. While you
smile when appropriate, and attend should point out factual errors or ideas
carefully to everyone, not just to those that are inaccurate and disrespectful of
who are most articulate. others, an open process demands that you
 Give positive feedback for joining the not impose your views on the group, and
discussion. Smile, repeat group members’ that you keep others from doing the same.
points, and otherwise show that you value Group members should be asked to make
participation. rational decisions about the positions or
 Be aware of people’s reactions and feelings, views they want to agree with, and
and try to respond appropriately. If a ultimately the ideas that the group agrees
group member is hurt by others’ on should be those that make the most
comments, seems puzzled or confused, is sense to them – whether they coincide
becoming angry or defensive, it’s up to you with yours or not. Pointing out bias –
as discussion leader to use the ground including your own – and discussing it
rules or your own sensitivity to deal with helps both you and group members try to
the situation. If someone’s hurt, for be objective.
instance, it may be important to point that  Encourage disagreement, and help the
out and discuss how to make arguments group use it creatively. Disagreement is
without getting personal. If group not to be smoothed over, but rather to be
members are confused, revisiting the analyzed and used. When there are
comments or points that caused the conflicting opinions – especially when
confusion, or restating them more clearly, both can be backed up by reasonable
may be helpful. Being aware of the arguments – the real discussion starts. If
reactions of individuals and of the group everyone agrees on every point, there’s
as a whole can make it possible to expose really no discussion at all. Disagreement
and use conflict, or to head off unnecessary makes people think. It may not be
emotional situations and resolved in one session, or at all, but it’s
misunderstandings. the key to discussion that means
 Ask open-ended questions. In advancing something.
the discussion, use questions that can’t be  Keep your mouth shut as much as possible.
answered with a simple yes or no. Instead, By and large, discussion groups are for the
questions should require some thought group members. You may be a member of
from group members, and should ask for the group and have been asked by the
answers that include reasons or analysis. others to act as leader, in which case you
The difference between “Do you think the certainly have a right to be part of the
President’s decision was right?” and “Why discussion (although not to dominate). If
do you think the President’s decision was you’re an outside facilitator, or leader by
or wasn’t right?” is huge. Where the first position, it’s best to confine your
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 contributions to observations on process,  Don’t let one point of view override others,
statements of fact, questions to help propel unless it’s based on facts and logic, and is
the discussion, and clarification and actually convincing group members to
summarization. The simple fact that change their minds. If a point of view
you’re identified as leader or facilitator dominates because of its merits, its appeal
gives your comments more force than to participants’ intellectual and ethical
those of other group members. If you’re in sensibilities, that’s fine. It’s in fact what
a position of authority or seen as an expert, you hope will happen in a good group
that force becomes even greater. The discussion. If a point of view dominates
more active you are in the discussion, the because of the aggressiveness of its
more the group will take your positions supporters, or because it’s presented as
and ideas as “right,” and the less it will something it’s wrong to oppose (“People
come to its own conclusions. who disagree with the President are
DON’T: unpatriotic and hate their country”), that’s
 Don’t let one or a small group of intellectual bullying or blackmail, and is
individuals dominate the discussion. the opposite of an open discussion. As
People who are particularly articulate or leader, you should point it out when that’s
assertive, who have strong feelings that happening, and make sure other points of
they urgently want to express, or who view are aired and examined.
simply feel the need – and have the ability  Don’t assume that anyone holds particular
– to dominate can take up far more than opinions or positions because of his
their fair share of a discussion. This often culture, background, race, personal style,
means that quieter people have little or no etc. People are individuals, and can’t be
chance to speak, and that those who judged by their exteriors. You can find out
disagree with the dominant individual(s) what someone thinks by asking, or by
are shouted down and cease trying to listening when he speaks.
make points. It’s up to the leader to cut off  Don’t assume that someone from a
individuals who take far more than their particular culture, race, or background
share of time, or who try to limit speaks for everyone else from that
discussion. This can be done in a relatively situation. She may or may not represent
non-threatening way (“This is an the general opinion of people from
interesting point, and it’s certainly worth situations similar to hers…or there may
the time we’ve spent on it, but there are not be a general opinion among them. In a
other points of view that need to be heard group discussion, no one should be asked
as well. I think Alice has been waiting to or assumed to represent anything more
speak…”), but it’s crucial to the open than herself.
process and to the comfort and
effectiveness of the group.

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LO3. IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE

ASSESSMENT CRITERIA:
1. Issues and problems are identified as they arise
2. Information regarding problems and issues are organized coherently to ensure clear
and effective communication
3. Dialogue is initiated with appropriate personnel
4. Communication problems and issues are raised as they arise

CONTENTS:

 Workplace problems and issues

 Problem/issues and resolution

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Workplace or simulated environment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.1-3
Identify and communicate issues arising in the workplace

Introduction
When it comes to office productivity, few things can undermine the collective goals of a company
more than internal communication issues. These issues can take on a variety of appearances from
coworker squabbles to ineffective use of email to nonproductive and poorly organized meetings.
Being able to identify communication issues within your company is not only helpful in
minimizing personal altercations before they get out of hand but can also help create a cohesive
and collectively-focused staff that is capable of reaching the important goals and aspirations of the
company. We will explore some of the most common communication issues which occur within
companies and suggest a few tips for how to fix and, in some instances, squash these issues before
they begin to grow. Let's start by looking at some typical communication issues that plague offices.

Common Workplace Issues  Discrimination

 Low motivation and job satisfaction
People spend nearly one third of their adult  Performance issues
lives at work, and workplace issues are a  Poor job fit
common source of stress for many. It is
impossible to have a workplace where The workplace is typically an environment in
everyone's roles, expectations, and which people with different personalities,
personalities work perfectly together, without communication styles, and worldviews
conflict. As such, certain workplace issues may interact. These differences are one potential
cause negative psychological symptoms. source of workplace issues and can ultimately
lead to stress and tension for those involved.
Research shows perceived stress in the Although all employees have the right to be
workplace, for example, is associated with a treated fairly and to feel safe in the workplace,
higher prevalence of mental health issues such some employees face bullying, harassment,
as depression and anxiety. Workers may find and/or discrimination.
discussing their workplace stress or challenges
with a trained mental health professional is Members of the LGBT community, specifically,
helpful to them both professionally and remain unprotected in the workplace by a
personally. national nondiscrimination policy. Additionally,
some employees may experience
Common workplace issues that employees face dissatisfaction with their work, struggle with
include: their performance on the job, or have difficulty
finding a job that fits their abilities and
 Interpersonal conflict interests.
 Communication problems
 Gossip Workplace issues can lead to decreased
 Bullying performance and productivity, loss of
 Harassment job/termination, decreased
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satisfaction/happiness, stress, and a wide take a time out if the discussion
variety of mental health issues. Harassment in deteriorates.
the workplace can also lead to legal troubles.  Use mutual restating until a party who
The American Psychological Association notes continues to feel misunderstood feels
job insecurity and lack of support at work can understood appropriately.
exacerbate workplace issues.  State requests for change in behavioral
terms. Don’t ask for changes in attitude or
feeling just to be different.
Good Communication Can Help Solve  Consistently express verbal and body
Problems messages. If negative feelings must be
expressed, only use words. Show
When organizing and operating a value-added confidence in the process, relax, use good
business, disagreements can arise among eye contact and show interest.
committee members or project managers over
how to solve problems facing the project or Nonverbal communication is important. The
business. Using good communication skills can persuasiveness of a message depends on:
help the group find solutions. Practice the
suggestions below to improve your  Nonverbal communication - includes facial
communication skills during problem solving expression, movement and gestures.
discussions.  Voice communication - includes the tone
with which the message is conveyed such
The following communication rules can as confidence, desperation, anger or
improve problem solving: condescension.
 Data communication - includes the actual
meaning of words and any supporting
 State your problem and interests. information.
Acknowledge others' problems and  You can listen to each other and still have
interests. Avoid name calling and differences. These characteristics apply:
answering a complaint with another
complaint.  Listen to understand.
 Listen to the other parties and know their  Accept that what the other person is
interests. Ask “why,” “why not” and “what saying is true for him/her. Respect the
if” questions to better understand. Use others’ feelings.
silence to demonstrate you are willing to  Repeat for clarification.
listen or to help move the other side into a  Find a point of agreement.
position to listen more effectively to you.  State or restate your own opinion.
 Offer an apology when appropriate.  Acknowledge another’s statements and
 Stay in the present and the future. The past state, “I will give it serious consideration
has already been lived. before I take further action.
 Stick to the present topic.
 Look for areas of agreement.
 Set the time for the next discussion and
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When you receive feedback encounter people with personalities that are
different from yours, lazy, with a different
Listen carefully and repeat what you heard. working pace and even grumpy. You have to
Ask to fully understand. face one situation or another, communications
Say thank you and state that you will consider problems in the workplace are the order of the
their comments before taking further action. day and learning to communicate within the
Seriously reflect on what you heard before team is vital for the work to move forward.
taking further action.
Peter Drucker, a well-known philosopher,
When you give feedback: dedicated to the administration of S.XX, he
affirms that “60% of the business problems are
Separate the behavior from the person. Be the consequence of bad communication”. And
specific and factual about behaviors. Avoid even if you think that you are an expert on
value judgments and demands for a change in communicating your ideas, check these tricks
attitude or emotion. to reduce communication problems in the
Describe how you feel. workplace:
Describe how this affected you.
Be sensitive and respectful. Present this You should know that not all communications
feedback as a gift, then leave it behind. are the same; here are three simple tricks to
achieve a great start on good work
How to Avoid communication problems environment without communication
problems in the workplace:
When you go to a job interview and they ask
you what is your experience working as a team, Think about the most appropriate way to
we all try to prove that we work great, that we deliver the message:
are friendly and that anyone would be
comfortable working with us. But the truth is Imagine that you’ve just received in your
that a lot of people prefer to work on their own. WhatsApp, a text from your wife in capital
Not because we are introverted people living letters and it says “COME HOME AND CLEAN
in caves and eating crickets, but because we UP THE KITCHEN”. When you first see it your
know that communication problems in the first reaction might be: oh my lord! I need to
workplace can cause great misunderstandings, get home as fast as I can, my kitchen is full of
and if you have been working for more than 10 tomato sauce from that lasagne that I made in
years, I am sure you have witnessed the morning and now my wife is going to kill
complicated and sometimes even horrific me. Then when you get home your wife greets
situations. you with a kiss, a big smile and goes back to
the sofa to see that last chapter of Walking
But still, working as a team is vital, so that we Dead. You ask her if she is mad at you and she
can give much more of ourselves. Sometimes answers: me? Why would I be?
you might be lucky to have wonderful
colleagues, who do their work, help you and I wonder how many times this has happened
solve your doubts, but you may as well to you on a single day! There are different
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methods to communicate, and sometimes,  Everyone must feel like members of the
short texts, emails or internal chats within the same team: by having a clear and defined
office, can be misinterpreted and might lead to goal and feeling that the work that needs
confusion. Leave those messages and texts for to be done, it is something important. We
later, in the office, whenever possible, go for a are all part of a chain, from assembling to
face to face chat. the sales department or support
department, all these are essential for a
How do we express what is going on? company to work.
 External activities: They say you cannot
In our case, a software development company, take trust for granted. But in this case,
developers, sales department, human foster peer relationships by doing
resources team, graphic designers, writers and activities outside the office hours might be
translators, they all have studied in different a good idea. Few beers in the pub down
fields. In order to deliver a message you have the road or karaoke day can improve the
to learn to adapt your speech depending on the environment and create longer
person you are talking to. relationships. There are a lot of companies,
which do barbecues, dinners, escape
Talk, but not too much: rooms; it does actually improve the
relationships and helps to remove the
On the one hand, it’s great when we ask communication problems in the workplace.
questions, but stop talking too much.  Learn to listen and share your ideas: It is
Continually interrupting our colleague by important to feel part of the group;
showing her how cute your dog is or showing otherwise it will be difficult for some
her videos of children singing covers on people to express their views freely.
YouTube, will confuse and annoy your Regardless of whether you are shy or very
colleague. There are times when you must be outgoing, it feels good to be heard. Each
quiet and respect others, and if you are having employee may have good ideas to improve
a lazy day, do not try to delay the work of your the product, department, organization,
colleagues by talking too much. On the other etc.…taking into account everyone’s ideas
hand, too many questions can be annoying, is almost impossible, so it is a very good
remember that there is Mr Google, and when idea to have a support tool to introduce
talking about issues that are not very suggestions, and if these are effective, then
important, we encourage you to use it, be a they can be carried out. Some examples for
more responsible person. this might be: software like gitHub or a
suggestions Tupper placed in your kitchen.
 Put these tips into practice, and you will  Avoid exaggerations: Communication is an
see that work relationships will be more art form. We all have that colleague who
bearable. But communication problems in exaggerates or spice up a bit all the news.
the workplace can be further reduced by It is important to learn to inform your
considering several guidelines that must colleagues at the right time without
be implemented by the workers and manipulating information. This way, we
representatives of each group: can avoid rushed decisions and panic.
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 Be empathetic with your colleagues:  Learning to solve problems: Because we
Although this word might be the trendy are all different people, it is normal that
word that everyone uses, there is a reason different opinions arise; often this will
for it, getting into someone’s shoes is create problems within the group. At this
critical in order to improve point it is important not to wait until the
communication at work. We are not all the problem explodes, the best thing to do
same and nowadays it’s very common to when problems arise is to do a meeting in
work with foreign colleagues. It does not order to discuss what is happening.
matter where you were born, whether or Sometimes it may be due to
not you believe in God, the language you misunderstandings or problems in the
speak, or your culture or gender. We must organization, so in order to prevent this
learn to communicate with every type of from going further, it should be treated on
person, it is very difficult to find someone time, by looking for solutions that do not
who thinks exactly like you, but if you’re harm any group. This way being fair and
respectful, you will almost certainly be intelligent.
respected. “Only when diversity is
assumed, we will be able to communicate
properly.”

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UNIT OF COMPETENCY : APPLY MATH AND SCIENCE PRINCIPLES IN TECHNICAL
TRAINING

MODULE TITLE : APPLYING MATH AND SCIENCE PRINCIPLES IN TECHNICAL

TRAINING

MODULE DESCRIPTOR : This module covers the outcomes required to integrate math and
science concepts in the content and delivery of technical training
programs and to motivate trainees in learning and applying such
concepts in the workplace.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES :

Upon completion of this module the trainee/student must be able to:

LO1. Identify math and science manifestations in the course content and the
workplace

LO2. Relate math and science concepts to common and workplace situations

LO3. Assess trainees’ internalization of math and science concepts

LO4. Introduce further enhancements

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LO1. IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE
CONTENT AND THE WORKPLACE

ASSESSMENT CRITERIA :

1. Course content and learning outcomes are reviewed and studied for math and science
content
2. Situations in the workplace and in everyday life are related to the course or program
are identified for inclusion or mention in the training
3. Training aids, lesson plans or session notes are prepared, adopted or customized
incorporating or highlighting applications of math and science principles

CONTENTS:

 Course content of Math and science as applied to technical training

- Basic Arithmetic/four fundamentals operations
- Elementary Algebra
- Basic Science
 Review of learning outcomes for math and science
 Training Methodology for science and math as applied to technical training
 Different training aids, audio visuals and learning materials in teaching and adopting
math and science in the area of technical training
 Different mathematical and science models/representations
- Quantitative models
- Basic laws, principles
- Graphs and diagrams

CONDITIONS: The student/trainee must be provided with the following:

 Different math and science teaching/learning models

 Different learning materials and training aids
 Contextual and experiential learning methods and activities
 Math and science laboratory paraphernalia
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METHODOLOGIES:

 Lecture
 Video presentation
 Group discussion

ASSESSMENT METHODS:

 Written examination
 Oral Interview
 Demonstration
 Case problems

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 Information Sheet 1.2-1
Identify math and science manifestations in the course content and the workplace

Introduction
During the last four decades, scientists have engaged in research that has increased our
understanding of human cognition, providing greater insight into how knowledge is
organized, how experience shapes understanding, how people monitor their own
understanding, how learners differ from one another, and how people acquire expertise.
From this emerging body of research, scientists and others have been able to synthesize a
number of underlying principles of human learning. This growing understanding of how
people learn has the potential to influence significantly the nature of education and its
outcomes.
practice will design their programs
The committee’s appraisal of advanced study differently from those who hold that
is organized around this research on students learn best through active
how people learn . Our appraisal also inquiry and investigation.
takes into account a growing
understanding of how people develop Principle 1: Principled Conceptual
expertise in a subject area. Knowledge
Understanding the nature of expertise Learning with understanding is facilitated
can shed light on what successful when new and existing knowledge is
learning might look like and help guide structured around the major
the development of curricula, pedagogy, concepts and principles of the
and assessments that can move discipline.
students toward more expert-like
practices and understandings in a Seven Principles of Learning
subject area. To make real differences
in students’ skill, it is necessary both to Learning with understanding is facilitated
understand the nature of expert when new and existing knowledge is
practice and to devise methods that are structured around the major concepts
appropriate to learning that practice. and principles of the discipline.

The design of educational programs is always Learners use what they already know to
guided by beliefs about how students construct new understandings.
learn in an academic discipline.
Whether explicit or implicit, these ideas Learning is facilitated through the use of
affect what students in a program will metacognitive strategies that identify,
be taught, how they will be taught, and monitor, and regulate cognitive
how their learning will be assessed. processes.
Thus, educational program designers
who believe students learn best Learners have different strategies, approaches,
through memorization and repeated patterns of abilities, and learning styles
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 that are a function of the interaction about subject matter. Their knowledge
between their heredity and their prior is connected and organized, and it is
experiences. “conditionalized” to specify the context
in which it is applicable.
Learners’ motivation to learn and sense of self
affects what is learned, how much is If one conceives of advanced study as moving
learned, and how much effort will be students along a continuum toward
put into the learning process. greater expertise, then advanced study
should have as its goal fostering
The practices and activities in which people students’ abilities to recognize and
engage while learning shape what is structure their growing body of content
learned. knowledge according to the most
important principles of the discipline.
Learning is enhanced through socially Therefore, curriculum and instruction
supported interactions. in advanced study should be designed
to develop in learners the ability to see
past the surface features of any
Highly proficient performance in any subject problem to the deeper, more
domain requires knowledge that is both fundamental principles of the discipline.
accessible and usable. A rich body of
content knowledge about a subject area Curricula that emphasize breadth of coverage
is a necessary component of the ability and simple recall of facts may hinder
to think and solve problems in that students’ abilities to organize
domain, but knowing many knowledge effectively because they do
disconnected facts is not enough. not learn anything in depth, and thus
Research clearly demonstrates that are not able to structure what they are
experts’ content knowledge is learning around the major organizing
structured around the major organizing principles and core concepts of the
principles and core concepts of the discipline. Even students who prefer to
domain, the “big ideas” (e.g., Newton’s seek understanding are often forced
second law of motion in physics, the into rote learning by the quantity of
concept of evolution in biology, and the information they are asked to absorb.
concept of limit in mathematics) . These
big ideas lend coherence to experts’
vast knowledge base; help them discern Principle 2: Prior Knowledge
the deep structure of problems; and, on Learners use what they already know to
that basis, recognize similarities with construct new understandings.
previously encountered problems.
Research also shows that experts’ When students come to advanced study, they
strategies for thinking and solving already possess knowledge, skills,
problems are closely linked to rich, beliefs, concepts, conceptions, and
well-organized bodies of knowledge misconceptions that can significantly
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 influence how they think about the
world, approach new learning, and go Moreover, when prior knowledge is not
about solving unfamiliar problems engaged, students are likely to fail to
(Wandersee, Mintzes, and Novak, 1994). understand or even to separate
People construct meaning for a new knowledge learned in school from their
idea or process by relating it to ideas or beliefs and observations about the
processes they already understand. world outside the classroom. For
This prior knowledge can produce example, despite instruction to the
mistakes, but it can also produce contrary, students of all ages often
correct insights. Some of this persist in their belief that seasons are
knowledge base is discipline specific, caused by the earth’s distance from the
while some may be related to but not sun, rather than the inclination of the
explicitly within a discipline. Research earth’s axis relative to the plane of its
on cognition has shown that successful orbit around the sun, which affects the
learning involves linking new amount of solar energy striking the
knowledge to what is already known. northern and southern regions of the
These links can take different forms, earth as it orbits the sun .
such as adding to, modifying, or
reorganizing knowledge or skills. How Effective teaching involves gauging what
these links are made may vary in learners already know about a subject
different subject areas and among and finding ways to build on that
students with varying talents, interests, knowledge. When prior knowledge
and abilities (Paris and Ayers, 1994). contains misconceptions, there is a
Learning with understanding, however, need to reconstruct a whole relevant
involves more than appending new framework of concepts, not simply to
concepts and processes to existing correct the misconception or faulty idea.
knowledge; it also involves conceptual Effective instruction entails detecting
change and the creation of rich, those misconceptions and addressing
integrated knowledge structures. them, sometimes by challenging them
directly.
If students’ existing knowledge is not engaged,
the understandings they develop The central role played by prior knowledge in
through instruction can be very the ability to gain new knowledge and
different from what their teacher may understanding has important
have intended; learners are more likely implications for the preparation of
to construct interpretations that agree students in the years preceding
with their own prior knowledge even advanced study. To be successful in
when those interpretations are in advanced study in science or
conflict with the teacher’s viewpoint. mathematics, students must have
Thus, lecturing to students is often an acquired a sufficient knowledge base
ineffective tool for producing that includes concepts, factual content,
conceptual change. and relevant procedures on which to
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 build. This in turn implies that they Principle 3: Metacognition
must have had the opportunity to learn Learning is facilitated through the use of
these things. Many students, however, metacognitive strategies that
particularly those who attend urban identify, monitor, and regulate
and rural schools, those who are cognitive processes.
members of certain ethnic or racial
groups, and those who are poor, are To be effective problem solvers and learners,
significantly less likely to have students need to determine what they
equitable access to early opportunities already know and what else they need
for building this prerequisite to know in any given situation. They
knowledge base. Inequitable access to must consider both factual
adequate preparation can take several knowledge—about the task, their goals,
forms, including (1) lack of appropriate and their abilities—and strategic
courses; (2) lack of qualified teachers knowledge about how and when to use
and high-quality instruction; (3) a specific procedure to solve the
placement in low-level classes where problem at hand. In other words, to be
the curriculum focuses on less rigorous effective problem solvers, students
topics and low-level skills; (4) lack of must be metacognitive. Empirical
access to resources, such as high- studies show that students who are
quality science and mathematics metacognitively aware perform better
facilities, equipment, and textbooks; than those who are not.
and (5) lack of guidance and
encouragement to prepare for Metacognition is an important aspect of
advanced study. students’ intellectual development that
enables them to benefit from
Students who lack opportunities to gain instruction and helps them know what
important knowledge and skills in the to do when things are not going as
early grades may never get to expected. For example, research
participate in advanced classes where demonstrates that students with better-
higher-order skills are typically taught developed metacognitive strategies will
(Burnett, 1995). Consequently, these abandon an unproductive problem-
students may be precluded very early in solving strategy very quickly and
their school careers from later substitute a more productive one,
participation in advanced study—even whereas students with less effective
when they are interested and motivated metacognitive skills will continue to use
to enroll. In essence, they are “tracked the same strategy long after it has failed
away.” The end result is that many to produce results. The basic
students are denied access to important metacognitive strategies include (1)
experiences that would prepare them to connecting new information to former
pursue the study of mathematics and knowledge; (2) selecting thinking
sciences beyond high school. strategies deliberately; and (3)
planning, monitoring, and evaluating
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 thinking processes. current capabilities and talents. Thus
among learners of the same age, there
Experts have highly developed metacognitive are important differences in cognitive
skills related to their specific area of abilities, such as linguistic and spatial
expertise. If students in a subject area aptitudes or the ability to work with
are to develop problem-solving symbolic quantities representing
strategies consistent with the ways in properties of the natural world, as well
which experts in the discipline as in emotional, cultural, and
approach problems, one important goal motivational characteristics.
of advanced study should be to help
students become more metacognitive. Additionally, by the time students reach high
Fortunately, research indicates that school, they have acquired their own
students’ metacognitive abilities can be preferences regarding how they like to
developed through explicit instruction learn and at what pace. Thus, some
and through opportunities to observe students will respond favorably to one
teachers or other content experts as kind of instruction, whereas others will
they solve problems and consider ideas benefit more from a different approach.
while making their thinking visible to Educators need to be sensitive to such
those observing. Having students differences so that instruction and
construct concept maps for a topic of curricular materials will be suitably
study can also provide powerful matched to students’ developing
metacognitive insights, especially when abilities, knowledge base, preferences,
students work in teams of three or and styles.
more. It is important to note that the
teaching of metacognitive skills is often Appreciation of differences among learners
best accomplished in specific content also has implications for the design of
areas since the ability to monitor one’s appropriate assessments and
understanding is closely tied to the evaluations of student learning.
activities and questions that are central Students with different learning styles
to domain-specific knowledge and need a range of opportunities to
expertise. demonstrate their knowledge and skills.
For example, some students work well.
Principle 4: Differences Among Learners
Learners have different strategies, Concept maps are two-dimensional,
approaches, patterns of abilities, and hierarchical representations of
learning styles that are a function of concepts and relationships between
the interaction between their concepts that model the structure of
heredity and their prior experiences. knowledge possessed by a learner or
expert. The theory of learning that
Individuals are born with potential that underlies concept mapping recognizes
develops through their interaction with that all meaningful learning builds on
their environment to produce their the learner’s existing relevant
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 knowledge and the quality of its Some beliefs about learning are quite
organization. The constructivist general. For example, some students
epistemology underlying concept maps believe their ability to learn a particular
recognizes that all knowledge consists subject or skill is predetermined,
of concepts, defined as perceived whereas others believe their ability to
regularities in events or objects or their learn is substantially a function of effort.
representation, designated by a label, Believing that abilities are developed
and propositions that are two or more through effort is most beneficial to the
concepts linked semantically to form a learner, and teachers and others should
statement about some event or object. cultivate that belief. The use of
instructional strategies that encourage
Principle 5: Motivation conceptual understanding is an
A learner’s motivation to learn and sense of effective way to increase students’
self affects what is learned, how interest and enhance their confidence
much is learned, and how much about their abilities to learn a particular
effort will be put into the learning subject.
process.
Cultivating the belief among a broad range of
Humans are motivated to learn and to develop students that the ability to learn
competence. Motivation can be advanced science and mathematics is,
extrinsic (performance oriented), for for the most part, a function of effort
example to get a good grade on a test or rather than inherited talent, ability,
to be accepted by a good college, or and/or intelligence has other benefits
intrinsic (learning oriented), for as well. For example, the belief that
example to satisfy curiosity or to successful learning in advanced study is
master challenging material. Regardless a matter of effort fosters risk taking in
of the source, learners’ level of course selection and promotes
motivation strongly affects their students’ motivation to succeed in
willingness to persist in the face of challenging situations . A belief in the
difficulty. Intrinsic motivation is value of effort is especially important
enhanced when learning tasks are for students who are traditionally
perceived as being interesting and underrepresented in advanced study.
personally meaningful and are For students to maintain their beliefs
presented at the proper level of about the role of effort in successful
difficulty. A task that is too difficult can performance, teachers and other school
create frustration; one that is too easy personnel must act in ways that do not
can lead to boredom. contradict students’ sense that they are
capable of understanding science and
Research has revealed strong connections mathematics and that sustained effort
between learners’ beliefs about their will produce such understanding, even
own abilities in a subject area and their though there may be struggles along the
success in learning about that domain. way.
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 conventions, tools, and artifacts of the
Several recent studies document the power of culture and the context in which it is
a high school culture that expects all situated.
students to spend time and effort on
academic subjects and is driven by a Because the practices in which students
belief that effort will pay off in high engage as they acquire new concepts
levels of academic achievement for shape what and how the students learn,
everyone, regardless of prior academic transfer is made possible to the extent
status, family background, or future that knowledge and learning are
plans. When such norms and grounded in multiple contexts. Transfer
expectations are held in common for all is more difficult when a concept is
students, they define the school’s taught in a limited set of contexts or
culture. In such settings, remediation of through a limited set of activities. When
skill deficits takes on a different concepts are taught only in one context,
character, teachers are able and willing students are not exposed to the varied
to provide rigorous academic practices associated with those
instruction to all students, and all concepts. As a result, students often
students respond with effort and miss seeing the concepts’ applicability
persistence. to solving novel problems encountered
in real life, in other classes, or in other
Principle 6: Situated Learning disciplines. It is only by encountering
The practices and activities in which people the same concept at work in multiple
engage while learning to shape what contexts that students can develop a
is learned. deep understanding of the concept and
how it can be used, as well as the ability
Research on the situated nature of cognition to transfer what has been learned in
indicates that the way people learn a one context to others.
particular domain of knowledge and
skills and the context in which they If the goal of education is to allow learners to
learn it become a fundamental part of apply what they learn in real situations,
what is learned. When students learn, learning must involve applications and
they learn both information and a set of take place in the context of authentic
practices, and the two are inextricably activities. J. S. Brown and colleagues
related. McLellan states that situated define authentic activities as “ordinary
cognition “involves adapting knowledge practices of a culture”—activities that
and thinking skills to solve unique are similar to what actual practitioners
problems … and is based upon the do in real contexts. A. L. Brown and
concept that knowledge is contextually colleagues offer a somewhat different
situated and is fundamentally definition: given that the goal of
influenced by the activity, context, and education is to prepare students to be
culture in which it is used.” Learning, lifelong learners, activities are
like cognition, is shaped by the authentic if they foster the kinds of
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 thinking that are important for learning Principle 7: Learning Communities
in out-of-school settings, whether or Learning is enhanced through socially
not those activities mirror what supported interactions.
practitioners do. Regardless of which
definition is adopted, the importance of Learning can be enhanced when students have
situating learning in authentic activities the opportunity to interact and
is clear. Collins (1988) notes the collaborate with others on instructional
following four specific benefits: (1) tasks. In learning environments that
students learn about the conditions for encourage collaboration among peers,
applying knowledge, (2) they are more such as those in which most practicing
likely to engage in invention and scientists and mathematicians work,
problem solving when learning in novel individuals build communities of
and diverse situations and settings, (3) practice, have opportunities to test
they are able to see the implications of their own ideas, and learn by observing
their knowledge, and (4) they are others. Research demonstrates that
supported in structuring knowledge in opportunities for students to articulate
ways that are appropriate for later use. their ideas to peers and to hear and
discuss others’ ideas in the context of
Teachers can engage learners in important the classroom is particularly effective in
practices that can be used in different bringing about conceptual change.
situations by drawing upon real-world Social interaction also is important for
exercises, or exercises that foster the development of expertise,
problem-solving skills and strategies metacognitive skills, and formation of
that are used in real-world situations. the learner’s sense of self.
Such an approach provides language,
activities, and procedures that can The social nature of learning has important
acculturate students into the implications for the consequences of
community of scholars and lifelong the ways in which students are grouped
learners. Problem-based and case- for instruction. For example, students
based learning are two instructional who are placed in low-track classes
approaches that create opportunities often have less time to collaborate and
for students to engage in practices interact around instructional tasks.
similar to those of experts. Technology Research indicates that teachers in low-
also can be used to bring real-world track science and mathematics classes
contexts into the classroom. The spend more time than teachers in
committee emphasizes that with all of higher-track classes on routines, and
these approaches, care must be taken to more frequently provide seatwork and
provide multiple opportunities for worksheet activities that are designed
students to engage in activities in which to be completed independently.
the same concept is at work; otherwise Additionally, teachers in higher-track
learning could become overly classes often orchestrate more frequent
contexualized. and varied opportunities for students to
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 participate in small-group problem- “substantive conversation,” in which
solving activities than are provided by students engage in extended
teachers in lower-track classes, who conversational exchanges with the
tend to focus on behavior management teacher and/or peers about subject
and on maintaining control during matter in a way that builds an improved
learning activities. Some might contend or shared understanding of ideas or
that teachers in both types of classes topics. The authors stress that such
are responding to the needs of their subject matter conversations go far
students. However, teachers must beyond reporting facts, procedures, or
strike a balance between providing the definitions; they focus on making
structure that is often appropriate for distinctions, applying ideas, forming
low-ability students and the active generalizations, and raising questions.
engagement that allows these students According to the results of research, the
to learn at deeper levels. opportunities for such substantive
engagement are far fewer in low-track
Newmann and Wehlage identify teaching than in higher-track classes.
strategies that promote intellectual
quality and authenticity. One of the
most powerful strategies is the

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 LO2. RELATE MATH AND SCIENCE CONCEPTS TO COMMON AND WORKPLACE
SITUATIONS

ASSESSMENT CRITERIA :

1. Practical applications of math and science related to the desired learning outcomes are
incorporated, explained and stressed during the training
2. Trainees are aided and encouraged to identify and apply math and science concepts in
their work and everyday life
3. Class examples/cases, exercises, and assignments are given for trainees to explore and
reflect on the applications/manifestations of math and science along the course content

CONTENTS :

 Practical Applications of Math and science related to technical training

 Different training aids in encouraging trainees in the study of math and science in
technical training
 Different Mathematical and science examples as applied to technical training
 Different situations/cases of math and science common to workplace
 Different exercises as well as assignment that reflects math and science along the
course content

CONDITIONS: The student/trainee must be provided with the following:

 Math and science training aids

 Models and representations
 Different Contextual and experiential learning methods

METHODOLOGIES:

 Lecture
 Video presentation
 Group discussion

ASSESSMENT METHODS:
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 Written test
 Oral Interview and questioning
 Demonstration

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 Information Sheet 1.2-2
Relate math and science concepts to common and workplace situations

Introduction
The impacts of mathematical science research can spread very in some cases, because a new
insight can quickly be embodied in software without the extensive translation steps that
exist between, say, basic research in chemistry and the use of an approved pharmaceutical.
When mathematical sciences research produces a new way to compress or analyze data,
value financial products, process a signal from a medical device or military system, or solve
the equations behind an engineering simulation, the benefit can be realized quickly. For
that reason, even government agencies or industrial sectors that seem disconnected from
the mathematical sciences have a vested interest in the maintance of a strong mathematical
sciences enterprise for our nation. And because that enterprise must be healthy in order to
contribute to the supply of well-trained individuals in science, technology, engineering, and
mathematical (STEM) fields, it is clear that everyone should care about the vitality of the
mathematical sciences.

This chapter discusses how increasing interaction with other fields has broadened the definition
of the mathematical sciences. It then documents the importance of the mathematical
sciences to a multiplicity of fields. In many cases, it is possible to illustrate this importance
by looking at major studies by the disciplines themselves, which often list problems with a
large mathematical sciences component as being among their highest priorities.

Broadening the definition of the mathematical sciences

Over the past decade or more, there has been a structures that enable modeling; in
rapid increase in the number of ways algorithm development; in fundamental
the mathematical sciences are used and questions of computing; and in model
the types of mathematical ideas being validation, uncertainty quantification,
applied. Because many of these growth analysis, and optimization. Advances in
areas are fostered by the explosion in these areas are essential as
capabilities for simulation, computational scientists and engineers
computation, and data analysis (itself tackle greater complexity and exploit
driven by orders-of-magnitude advanced computing. These
increases in data collection), the related mathematical science aspects demand
research and its practitioners are often considerable intellectual depth and are
assumed to fall within the umbrella of inherently interesting for the
computer science. But in fact people mathematical sciences.
with varied backgrounds contribute to
this work. The process of simulation- At present, much of the work in these growth
based science and engineering is areas—for example, bioinformatics,
inherently very mathematical, Web-based companies, financial
demanding advances in mathematical engineering, data analytics,
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 computational science, and that they overlap with many other
engineering—is handled primarily by disciplines of science, engineering, and
people who would not necessarily be medicine, and, increasingly, with areas
labeled “mathematical scientists.” But of business such as finance and
the mathematical science content of marketing. Where the small ellipses
such work, even if it is not research, is overlap with the main ellipse
considerable, and therefore it is critical (representing the mathematical
for the mathematical sciences sciences), one should envision a mutual
community to play a role, through entwining and meshing, where fields
education, research, and collaboration. overlap and where research and people
People with mathematical science might straddle two or more disciplines.
backgrounds per se can bring different Some people who are clearly affiliated
perspectives that complement those of with the mathematical sciences may
computer scientists and others, and the have extensive interactions and deep
combination of talents can be very familiarity with one or more of these
powerful. overlapping disciplines. And some
people in those other disciplines may
There is no precise definition of “the be completely comfortable in
mathematical sciences.” The following mathematical or statistical settings, as
definition was used in the 1990 report will be discussed further. These
commonly known as the David II report interfaces are not clean lines but
after the authoring committee’s chair, instead are regions where the
Edward E. David: disciplines blend. A large and growing
fraction of modern science and
The discipline known as the mathematical engineering is “mathematical” to a
sciences encompasses core (or pure) significant degree, and any dividing line
and applied mathematics, plus statistics separating the more central and the
and operations research, and extends to interfacial realms of the mathematical
highly mathematical areas of other sciences is sure to be arbitrary. It is
fields such as theoretical computer easy to point to work in theoretical
science. The theoretical branches of physics or theoretical computer science
many other fields—for instance, that is indistinguishable from research
biology, ecology, engineering, done by mathematicians, and similar
economics—merge seamlessly with the overlap occurs with theoretical ecology,
mathematical sciences. mathematical biology, bioinformatics,
and an increasing number of fields. This
The 1998 Odom report implicitly used a is not a new phenomenon—for
similar definition, as embodied in example, people with doctorates in
Figure 1, adapted from that report. mathematics, such as Herbert
Hauptman, John Pople, John Nash, and
Figure 1captures an important characteristic Walter Gilbert, have won Nobel prizes
of the mathematical sciences—namely, in chemistry or economics—but it is
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 becoming more widespread as more commonality of experience and thought
fields become amenable to processes, and there is a long history of
mathematical representations. This insights from one area becoming useful
explosion of opportunities means that in another.
much of twenty-first century research
is going to be built on a mathematical Thus, the committee concurs with the
science foundation, and that foundation following statement made in the 2010
must continue to evolve and International Review of Mathematical
expand. Sciences:

A long-standing practice has been to divide the

mathematical sciences into categories
that are, by implication, close to
disjoint. Two of the most common
distinctions are drawn between “pure”
and “applied” mathematics, and
between “mathematics” and “statistics.”
These and other categories can be
useful to convey real differences in
style, culture and methodology, but in
Note that the central ellipse in Figure 1 is not the Panel’s view, they have produced an
subdivided. The committee members— increasingly negative effect when the
like many others who have examined mathematical sciences are considered
the mathematical sciences—believe in the overall context of science and
that it is important to consider the engineering, by stressing divisions
mathematical sciences as a unified rather than unifying principles.
whole. Distinctions between “core” and Furthermore, such distinctions can
“applied” mathematics increasingly create unnecessary barriers and
appear artificial; in particular, it is tensions within the mathematical
difficult today to find an area of sciences community by absorbing
mathematics that does not have energy that might be expended more
relevance to applications. It is true that productively. In fact, there are
some mathematical scientists primarily increasing overlaps and beneficial
prove theorems, while others primarily interactions between different areas of
create and solve models, and the mathematical sciences. . . . [T]he
professional reward systems need to features that unite the mathematical
take that into account. But any given sciences dominate those that divide
individual might move between these them.
modes of research, and many areas of
specialization can and do include both What is this commonality of experience that is
kinds of work. Overall, the array of shared across the mathematical
mathematical sciences share a sciences? The mathematical sciences
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 aim to understand the world by On the contrary, each aspect of the
performing formal symbolic reasoning effort enriches the others with new
and computation on abstract structures. problems, new tools, new insights,
One aspect of the mathematical and—ultimately—new paradigms.
sciences involves unearthing and
understanding deep relationships Put this way, there is no obvious reason that
among these abstract structures. this approach to knowledge should
Another aspect involves capturing have allowed us to understand the
certain features of the world by physical world. Yet the entire
abstract structures through the process mathematical sciences enterprise has
of modeling, performing formal proven not only extraordinarily
reasoning on these abstract structures effective, but indeed essential for
or using them as a framework for understanding our world.
computation, and then reconnecting
back to make predictions about the In light of that “unreasonable effectiveness,” it
world—often, this is an iterative is even more striking to see, in Figure 2,
process. A related aspect is to use which is analogous to Figure 1, how far
abstract reasoning and structures to the mathematical sciences have spread
make inferences about the world from since the Odom report was released in
data. This is linked to the quest to find 1998.
ways to turn empirical observations
into a means to classify, order, and Reflecting the reality that underlies Figure 2,
understand reality—the basic promise this report takes a very inclusive
of science. Through the mathematical definition of “the mathematical
sciences, researchers can construct a sciences.” The discipline encompasses
body of knowledge whose the broad range of diverse activities
interrelations are understood and related to the creation and analysis of
where whatever understanding one mathematical and statistical
needs can be found and used. The representations of concepts, systems,
mathematical sciences also serve as a and processes, whether or not the
natural conduit through which person carrying out the activity
concepts, tools, and best practices can identifies as a mathematical scientist.
migrate from field to field. The traditional areas of the
mathematical sciences are certainly
A further aspect of the mathematical sciences included. But many other areas of
is to investigate how to make the science and engineering are deeply
process of reasoning and computation concerned with building and evaluating
as efficient as possible and to also mathematical models, exploring them
characterize their limits. It is crucial to computationally, and analyzing
understand that these different aspects enormous amounts of observed and
of the mathematical sciences do not computed data. These activities are all
proceed in isolation from one another. inherently mathematical in nature, and
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 there is no clear line to separate offshoots of statistics. It includes some
research efforts into those that are part fraction of researchers in scientific
of the mathematical sciences and those computing and computational science
that are part of computer science or the and engineering. It includes number
discipline for which the modeling and theorists who contribute to
analysis are performed.3 The cryptography, and real analysts and
committee believes the health and statisticians who contribute to machine
vitality of the discipline are maximized learning. It includes operations
if knowledge and people are able to researchers, some computer scientists,
flow easily throughout that large set of and physicists, chemists, ecologists,
endeavors. biologists, and economists who rely on
sophisticated mathematical science
approaches. Some of the engineers who
advance mathematical models and
computational simulation are also
included. It is clear that the
mathematical sciences now extend far
beyond the definitions implied by the
institutions—academic departments,
funding sources, professional societies,
and principal journals—that support
the heart of the field.
So what is the “mathematical sciences
community”? It is the collection of
people who are advancing the
mathematical sciences discipline. Some
members of this community may be
aligned professionally with two or more
disciplines, one of which is the
mathematical sciences. There is great
value in the mathematical sciences
welcoming these “dual citizens”; their Analogously, membership figures from
involvement is good for the the Society for Industrial and Applied
mathematical sciences, and it enriches Mathematics (SIAM) demonstrate that a
the ways in which other fields can large number of individuals who are
approach their work. affiliated with academic or industrial
departments other than mathematics or
The collection of people in the areas of overlap statistics nevertheless associate
is large. It includes statisticians who themselves with this mathematical
work in the geosciences, social sciences, science professional society. Figure 3
bioinformatics, and other areas that, for shows the departmental affiliation of
historical reasons, became specialized SIAM’s nonstudent members.
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Implications of the broadening of the that the mathematical sciences
mathematical sciences community actively embraces the broad
community of researchers who
The tremendous growth in the ways in which contribute intellectually to the
the mathematical sciences are being mathematical sciences, including
used stretches the mathematical people who are professionally
science enterprise—its people, associated with another discipline.
teaching, and research breadth. If our
overall research enterprise is operating Anecdotal information suggests that the
well, the researchers who traditionally number of graduate students receiving
call themselves mathematical training in both mathematics and
scientists—the central ellipse in Figure another field—from biology to
2—are in turn stimulated by the engineering—has increased
challenges from the frontiers, where dramatically in recent years. This trend
new types of phenomena or data is recognized and encouraged, for
stimulate fresh thinking about example, by the Simons Foundation’s
mathematical and statistical modeling Math+X program, which provides cross-
and new technical challenges stimulate disciplinary professorships and support
deeper questions for the mathematical for graduate students and postdoctoral
sciences. researchers who straddle two fields. If
this phenomenon is as general as the
Many people with mathematical sciences committee believes it to be, it shows
training who now work at those how mathematic sciences graduate
frontiers—operations research, education is contributing to science and
computer science, engineering, engineering generally and also how the
economics, and so on—have told the interest in interfaces is growing. In
committee that they appreciate the order for the community to rationally
grounding provided by their govern itself, and for funding agencies
mathematical science backgrounds and to properly target their resources, it is
that, to them, it is natural and healthy to necessary to begin gathering data on
consider the entire family tree as being this trend.
a unified whole. Many mathematical
scientists and academic math Recommendation 3-1: The National Science
departments have justifiably focused on Foundation should systematically
core areas, and this is natural in the gather data on such interactions—for
sense that no other community has a example, by surveying departments in
mandate to ensure that the core areas the mathematical sciences for the
remain strong and robust. But it is number of enrollments in graduate
essential that there be an easy flow of courses by students from other
concepts, results, methods, and people disciplines, as well as the number of
across the entirety of the mathematical enrollments of graduate students in the
sciences. For that reason, it is essential mathematical sciences in courses
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 outside the mathematical sciences. The mathematics and physical sciences. A
most effective way to gather these data broader such study would help the
might be to ask the American Society to mathematical sciences community
extend its annual questionnaires to better understand its current reach, and
include such queries. it could help DMS position its own
portfolio to best complement other
Program officers in NSF/DMS and in other sources of support for the broader
funding agencies are aware of many mathematical sciences enterprise. It
overlaps between the mathematical would provide a baseline for identifying
sciences and other disciplines, and changes in that enterprise over time.
there are many examples of flexibility Other agencies and foundations that
in funding—mathematical scientists support the mathematical sciences
funded by units that primarily focus on would benefit from a similar self-
other disciplines, and vice versa. DMS in evaluation.
particular works to varying degrees
with other NSF units, through formal Data collected in response to
mechanisms such as shared funding Recommendations 3-1 and 3-2 can help
programs and informal mechanisms the community, perhaps through its
such as program officers redirecting professional societies, adjust graduate
proposals from one division to another, training to better reflect actual student
divisions helping one another in behavior. For example, if a significant
identifying reviewers, and so on. Again, fraction of mathematics graduate
for the mathematical sciences students take courses outside of
community to have a more complete mathematics, either out of interest or
understanding of its reach, and to help concern about future opportunities, this
funding agencies best target their is something mathematics departments
programs, the committee recommends need to know about and respond to.
that a modest amount of data be Similarly, a junior faculty member in an
collected more methodically. interdisciplinary field would benefit by
knowing which NSF divisions have
Recommendation 3-2: The National Science funded work in their field. While such
Foundation should assemble data about knowledge can often be found through
the degree to which research with a targeted conversation, seeing the
mathematical science character is complete picture would be beneficial
supported elsewhere in the Foundation. for individual researchers, and it might
(Such an analysis would be of greatest alter the way the mathematical sciences
value if it were performed at a level community sees itself.
above DMS.) A study aimed at
developing this insight with respect to In a discussion with industry leaders
statistical sciences within NSF is under recounted in Chapter 5, the committee
way as this is written, at the request of was struck by the scale of the demand
the NSF assistant director for for workers with mathematical science
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 skills at all degree levels, regardless of • The large number of career paths now
their field of training. It heard about the based in the mathematical sciences
growing demand for people with skills calls for changes in the curricula for
in data analytics, the continuing need mathematics and statistics
for mathematical science skills in the undergraduates and graduate students.
financial sector, and many novel This will be discussed in the next
challenges for mathematical scientists chapter.
working for Internet-driven
corporations and throughout the This striking growth in the need for
entertainment and gaming sector. mathematical skills in and for people
There is a burgeoning job market based who might be called “mathematical
on mathematical science skills. science practitioners,” people with
However, only a small fraction of the cutting-edge knowledge but who may
people hired by those industry leaders not be focused on research—presents a
actually hold degrees in mathematics great opportunity for the mathematical
and statistics; these slots are often filled sciences community. In the past,
by individuals with training in training in the mathematical sciences
computer science, engineering, or was of course essential to the education
physical science. While those of researchers in mathematics,
backgrounds appear to be acceptable to statistics, and many fields of science
employers, this explosion of jobs based and engineering. And an undergraduate
on mathematical science skills major in mathematics or statistics was
represents a great opportunity for the always a good basic degree, a stepping-
mathematical sciences, and it should stone to many careers. But the
stimulate the community in three ways: mathematical sciences community
tends to view itself as consisting
• These growing areas of application bring primarily of mathematical science
associated research challenges. This is researchers and educators and not
already well recognized in the areas of extending more broadly. As more
search technology, financial people trained in the mathematical
mathematics, machine learning, and sciences at all levels continue in careers
data analytics. No doubt new research that rely on mathematical sciences
challenges will continue to feed back to research, there is an opportunity for the
the mathematical sciences research mathematical sciences community to
community as new applications mature; embrace new classes of professionals.
At a number of universities, there are
• The demand for people with appropriate opportunities for undergraduate
skills will be felt by mathematical students to engage in research in
science educators, who play a major nonacademic settings and internship
role in teaching those skills to students programs for graduate students at
in a variety of fields; and national laboratories and industry.
Some opportunities at both the
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 postdoctoral and more senior levels are people who received federal research
available at national laboratories and or training support in the past, to
government agencies. It would be a determine whether they are now in U.S.
welcome development for universities, foreign universities, U.S. or
opportunities of this kind to be foreign industry, U.S. or foreign
expanded at all levels. Experiences of government, military, and so on;
this kind at the faculty level can be
especially valuable. • A compilation and analysis of collaborations
involving mathematical scientists.
In an ideal world, the mathematical sciences
community would have a clearer Perhaps the mathematical science professional
understanding of its scale and impacts. societies, in concert with some funding
In addition to the steps identified in agencies, could work to build up such
Recommendations 3-1 and 3-2, annual an information base, which would help
collection of the following information the enterprise move forward. However,
would allow the community to better the committee is well aware of the
understand and improve itself: challenges in gathering such data,
which would very likely be imprecise
• A compilation of important new technology and incomplete.
areas, patents, and business start-ups
that have applied results from the Two major drivers of expansion:
mathematical sciences, and estimates of computation and big data
employment related to these
developments; Two factors have combined to spark the
enormous expansion of the role of the
• A compilation of existing technology areas mathematical sciences: (1) the
that require input and training from the widespread availability of computing
mathematical sciences community, and power and the consequent reliance on
estimates of employment related to simulation via mathematical models by
these areas; so much of today’s science, engineering,
and technology and (2) the explosion in
• A compilation of new undergraduate and/or the amount of data being collected or
graduate programs with significant generated, which often is of a scale that
mathematical science content; it can only be evaluated through
mathematical and statistical techniques.
• The ratio of the number of jobs with As a result, the two areas of
significant mathematical science computation and “big data” have
content to the number of new emerged as major drivers of
graduates (at different levels) in the mathematical research and the
mathematical sciences; broadening of the enterprise. Needless
to say, these are deeply intertwined,
• An analysis of current employment of and it is becoming increasingly
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 standard for major research efforts to those sectors and the mathematical
require expertise in both simulation sciences are strengthened. That is
and large-scale data analysis. because computational modeling is
inherently mathematical. Accordingly,
Before discussing these two major drivers, it is those fields depend on—and profit
critical to point out that a great deal of from—advances in the mathematical
mathematical sciences research sciences and the maintainance of a
continues to be driven by the internal healthy mathematical science
logic of the subject—that is, initiated by enterprise. The same is true to the
individual researchers in response to extent that those sectors increasingly
their best understanding of promising rely on the analysis of large-scale
directions. (The often-used phrase quantities of data.
“curiosity driven” understates the
tremendous effectiveness of this This is not to say that a mathematical scientist
approach over centuries.) In the is needed whenever someone builds or
committee’s conversations with many exercises a computer simulation or
mathematical scientists, it frequently analyzes data (although the
heard the opinion that it is impossible involvement of a mathematical scientist
to predict particular research areas in is often beneficial when the work is
which important new developments are novel or complex). But it is true that
likely to occur. While over the years more and more scientists, engineers,
there have been important shifts in the and business people require or benefit
level of activity in certain subjects—for from higher-level course work in the
example, the growing significance of mathematical sciences, which
probabilistic methods, the rise of strengthens connections between
discrete mathematics, and the growing disciplines. And it is also true that the
use of Bayesian statistics—the complexity of phenomena that can now
committee did not attempt to be simulated in silico, and the
exhaustively survey such changes or complexity of analyses made possible
prognosticate about the subjects that by terascale data, are pushing research
are most likely to produce relevant frontiers in the mathematical sciences
breakthroughs. The principal lesson is and challenging those who could have
that it continues to be important for previously learned the necessary skills
funding sources to support excellence as they carry out their primary tasks. As
wherever it is found and to continue to this complexity increases, we are
support the full range of mathematical finding more and more occasions where
sciences research. specialized mathematical and statistical
experience is required or would be
As science, engineering, government, and beneficial.
business rely increasingly on complex
computational simulations, it is Some readers may assume that many of the
inevitable that connections between topics mentioned in this chapter fall in
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 the domain of computer science rather also the creative partners who can
than the mathematical sciences. In fact, adapt mathematical sciences results
many of these areas of inquiry straddle appropriately for different problems.
both fields or could be labeled either This latter sort of collaboration can
way. For example, the process of result in breakthrough capabilities well
searching data, whether in a database worth the investment of time that is
or on the Internet, requires both the sometimes associated with establishing
products of computer science research a cross-disciplinary team. It is not
and modeling and analysis tools from always enough to rely on the
the mathematical sciences. The mathematics and statistics that is
challenges of theoretical computer captured in textbooks or software, for
science itself are in fact quite two reasons: (1) progress is continually
mathematical, and the fields of scientific being made, and off-the-shelf
computing and machine learning sit techniques are unlikely to be cutting
squarely at the interface of the edge, and (2) solutions tailored to
mathematical sciences and computer particular situations or questions can
science (with insight from the domain often be much more effective than more
of application, in many cases). Indeed, generic approaches. These are the
most modeling, simulation, and analysis benefits to the nonmathematical
is built on the output of both sciences members of the team. For
disciplines, and researchers with very mathematical science collaborators, the
similar backgrounds can be found in benefits are likewise dual: (1) fresh
academic departments of mathematics, challenges are uncovered that may
statistics, or computer science. There is, stimulate new results of intrinsic
of course, a great deal of mathematical importance to the mathematical
sciences research that has not that sciences and (2) their mathematical
much in common with computer science techniques and insights can
sciences research—and, likewise, a have wider impact.
great deal of computer science research
that is not particularly close to the In application areas with well-established
mathematical sciences. mathematical models for phenomena of
interest—such as physics and
Because so many people across science, engineering—researchers are able to
engineering, and medicine now learn use the great advances in computing
some mathematics and/or statistics, and data collection of recent decades to
some ask why we need people who investigate more complex phenomena
specialize in the mathematical sciences and undertake more precise analyses.
to be involved in inter disciplinary Conversely, where mathematical
teams. The reason is that mathematical models are lacking, the growth in
science researchers not only create the computing power and data now allow
tools that are translated into for computational simulations using
applications elsewhere, but they are alternative models and for empirically
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 generated relationships as means of theory of wave propagation in fluids
investigation. and elastic media, and in more practical
areas such as fast numerical methods
Computational simulation now guides and image processing. As ultrasound
researchers in deciding which technologies have improved, new
experiments to perform, how to mathematical challenges also need to
interpret experimental results, which be addressed.
prototypes to build, which medical
treatments might work, and so on. The mathematical sciences contribute in
Indeed, the ability to simulate a essential ways to all the items on this
phenomenon is often regarded as a test list except the fourth.
of our ability to understand it. Over the
past 10-15 years, computational The great majority of computational science
capabilities reached a threshold at and engineering can be carried out well
which statistical methods such as by investigators from the field of study:
Markov chain Monte Carlo methods and They know how to create a
large-scale data mining and analysis mathematical model of the
became feasible, and these methods phenomenon under study, and standard
have proved to be of great value in a numerical solution tools are adequate.
wide range of situations. Even in these cases, though, some
specialized mathematical insights might
For example, at one of its meetings the study be required—such as knowing how and
committee saw a simulation of when to add “artificial viscosity” to a
biochemical activity developed by representation of fluid flow, or how to
Terrence Sejnowski of the Salk Institute handle “stiffness” in sets of ordinary
for Biological Studies. It was a tour de differential equations—but that degree
force of computational simulation— of skill has spread among numerical
based on cutting-edge mathematical modelers in many disciplines. However,
sciences and computer science—that as the phenomena being modeled
would not have been feasible until become increasingly complex, perhaps
recently and that enables novel requiring specialized articulation
investigations into complex biological between models at different scales and
phenomena. As another example, over of different mathematical types,
the past 30 years or so, ultrasound has specialized mathematical science skills
progressed from providing still images become more and more important.
to dynamically showing a beating heart Absent such skills and experience,
and, more recently, to showing the computational models can be unstable
evolution of a full baby in the womb. or even produce unreliable results.
The mathematical basis for ultrasound Validation of such complex models
requires solving inverse problems and requires very specialized experience,
draws from techniques and results in and the critical task of quantifying their
pure mathematical analysis, in the uncertainties can be very challenging.
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 And when models are developed statistical modeling following the
empirically by finding patterns in large- emergence of genomics. High-
scale data—which is becoming ever throughput data in biology has been an
more common—there are many important driver for new statistical
opportunities for spurious associations. research over the past 10-15 years.
The research teams must have strong Research in genomics and proteomics
statistical skills in order to create relies heavily on the mathematical
reliable knowledge in such cases. sciences, often in challenging ways, and
of disease, evolution, agriculture, and
In response to the need to harness this vast other topics have consequently become
computational power, the community quantitative as genomic and proteomic
of mathematical scientists who are information is incorporated as a
experts in scientific computation foundation for research. Arguably, this
continues to expand. This cadre of development has placed statisticians as
researchers develops improved central players in one of the hottest
solution methods, algorithms for fields of science. Over the next 10-15
gridding schemes and computational years, acquiring genomic data will
graphics, and so on. Much more of that become fairly straightforward, and
work will be stimulated by new increasingly it will be available to
computer architectures now emerging. illuminate biological processes. A lot of
And, a much broader range of that work depends on insights from
mathematical science challenges stem statistics, but mathematics also
from this trend. The theory of provides foundations: For example,
differential equations, for example, is graph theoretic methods are essential
challenged to provide structures that in evolutionary biology; new algorithms
enable us to analyze approximations to from discrete mathematics and
multiscale models; stronger methods of computer science play essential roles in
model validation are needed; search, comparison, and knowledge
algorithms need to be developed and extraction; dynamical systems theory
characterized; theoretical questions in plays an important role in ecology; and
computer science need resolution; and more traditional applied mathematics is
so on. Though often simply called commonly used in computational
“software,” the steps to represent neuroscience and systems biology. As
reality on a computer pose a large biology transitions from a descriptive
number of challenges for the science to a quantitative science, the
mathematical sciences. A prime mathematical sciences will play an
example of how expanding enormous role.
computational and data resources have
led to the “mathematization” of a field To different degrees, the social sciences are
of science is the way that biology also embracing the tools of the
became much more quantitative and mathematical sciences, especially
dependent on mathematical and statistics, data analytics, and
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 mathematics embedded in simulations. Contributions of mathematical sciences to
For example, statistical models of science and engineering
disease transmission have provided
very valuable insights about patterns The mathematical sciences have a long history
and pathways. Business, especially of interaction with other fields of
finance and marketing, is increasingly science and engineering. This
dependent on methods from the interaction provides tools and insights
mathematical sciences. Some topics in to help those other fields advance; at
the humanities have also benefited the same time, the efforts of those fields
from mathematical science methods, to push research frontiers routinely
primarily data mining, data analysis, raise new challenges for the
and the emerging science of networks. mathematical sciences themselves. One
way of evaluating the state of the
The mathematical sciences are increasingly mathematical sciences is to examine the
contributing to data-driven decision richness of this interplay. Some of the
making in health care. Operations interactions between mathematics and
research is being applied to model the physics are described, but the range
processes of health care delivery so extends well beyond physics. A
they can be methodically improved. The compelling illustration of how much
applications use different forms of other fields rely on the mathematical
simulation, discrete optimization, sciences arises from examining those
Markov decision processes, dynamic fields’ own assessments of promising
programming, network modeling, and directions and identifying the directions
stochastic control. As health care that are dependent on parallel progress
practices move to electronic health care in the mathematical sciences.
records, enormous amounts of data are
becoming available and in need of Contributions of mathematical sciences to
analysis; new methods are needed industry
because these data are not the result of
controlled trials. The new field of The role of the mathematical sciences in
comparative effectiveness research, industry has a long history, going back
which relies a great deal on statistics, to the days when the Egyptians used
aims to build on data of that sort to the 3-4-5 right triangle to restore
characterize the effectiveness of various boundaries of farms after the annual
medical interventions and their value to flooding of the Nile. That said, the
particular classes of patients. recent period is one of remarkable
growth and diversification. Even in old-
Contributions of mathematical sciences line industries, the role of the
mathematical sciences has expanded.
For example, whereas the aviation
industry has long used mathematics in
the design of airplane wings and
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 statistics in ensuring quality control in computer game industry makes use of
production, now the mathematical techniques as diverse as differential
sciences are also crucial to GPS and geometry and partial differential
navigation systems, to simulating the equations. The biotech industry heavily
structural soundness of a design, and to uses the mathematical sciences in
optimizing the flow of production. modeling the action of drugs, searching
Instead of being used just to streamline genomes for genes relevant to human
cars and model traffic flows, the disease or relevant to bioengineered
mathematical sciences are also involved organisms, and discovering new drugs
in the latest developments, such as and understanding how they might act.
design of automated vehicle detection The imaging industry uses ideas from
and avoidance systems that may one differential geometry and signal
day lead to automated driving. Whereas processing to procure minimally
statistics has long been a key element of invasive medical and industrial images
medical trials, now the mathematical and, within medicine, adds methods
sciences are involved in drug design from inverse problems to design
and in modeling new ways for drugs to targeted radiation therapies and is
be delivered to tumors, and they will be moving to incorporate the new field of
essential in making inferences in computational anatomy to enable
circumstances that do not allow double- remote surgery. The online advertising
blind, randomized clinical trials. The industry uses ideas from game theory
financial sector, which once relied on and discrete mathematics to price and
statistics to design portfolios that bid on online ads and methods from
minimized risk for a given level of statistics and machine learning to
return, now makes use of statistics, decide how to target those ads. The
machine learning, stochastic modeling, marketing industry now employs
optimization, and the new science of sophisticated statistical and machine
networks in pricing and designing learning techniques to target customers
securities and in assessing risk. and to choose locations for new stores.
The credit card industry uses a variety
What is most striking, however, is the number of methods to detect fraud and denial-
of new industries that the mathematical of-service attacks. Political campaigns
sciences are a part of, often as a key now make use of complex models of the
enabler. The encryption industry makes electorate, and election-night
use of number theory to make Internet predictions rely on integrating these
commerce possible. The “search” models with exit polls. The
industry relies on ideas from the semiconductor industry uses
mathematical sciences to make the optimization to design computer chips
Internet’s vast resources of information and in simulating the manufacture and
searchable. The social networking behavior of designer materials. The
industry makes use of graph theory and mathematical sciences are now present
machine learning. The animation and in almost every industry, and the range
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 of mathematical sciences being used commercial vendors and their academic
would have been unimaginable a partners with industry is often at a very
generation ago. low level. This, in turn, leads to the
observation that yesterday’s problems
The major effort concerned with the in industry can be solved, but not the
construction of reliable, robust and problems of today and tomorrow. The
efficient virtual design environments is, latter can only be addressed adequately
however, not recognised. As a result, if an effort is made to drastically
mathematics is not usually considered a improve the communication between
key technology in industry. The industrial designers and
workaround for this problem usually mathematicians.
consists of leaving the mathematics to
specialised small companies that often
build on mathematical and software
solutions developed in academia.
Unfortunately, the level of
communication between these

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LO3. ASSESS TRAINEES INTERNALIZATION OF MATH AND SCIENCE CONCEPTS

ASSESSMENT CRITERIA:
1. Trainees’ retention of basic math and science concepts are reviewed to identify areas
needing further intervention
2. Trainees’ appreciation of math and science principles along the trade area or subject
matter is determined using applicable assessment methodology
3. Simple mathematical and scientific models/representations are discussed to aid in the
understanding and application of principles and theories using language, style and
format that are readily understood
4. Poorly-understood areas of math and science relevant to the course are given extra
attention and explained in user-friendly terms in accordance with trainees’ interests
and learning styles

CONTENTS:
 Different concepts of math and science as applied in technical training
 Different math and science principles along the technical trade areas
 Different math and science teaching/learning models
 Study of Different math and science learning styles
 Different assessment methodology as applied in math and science
 Different assessment tools/packages

CONDITIONS: The student/trainee must be provided with the following:

 Math and science training aids
 Models and representations
 Different Contextual learning styles methods
 Self assessment

METHODOLOGIES:
 Lecture
 Video presentation
 Group discussion

ASSESSMENT METHODS:
 Written test
 Oral Interview
 Direct observation
 Demonstration

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 Information Sheet 1.2-3
Assess trainees’ internalization of math and science concepts

Introduction
The assessment standards provide criteria to judge progress toward the science education vision
of scientific literacy for all. The standards describe the quality of assessment practices used
by teachers and state and federal agencies to measure student achievement and the
opportunity provided students to learn science. By identifying essential characteristics of
exemplary assessment practices, the standards serve as guides for developing assessment
tasks, practices, and policies. These standards can be applied equally to the assessment of
students, teachers, and programs; to summative and formative assessment practices; and
to classroom assessments as well as large-scale, external assessments.

This introduction is followed by the well. Recognition of the importance of

assessment standards and then by assessment to contemporary
discussions of some ways teachers use educational reform has catalyzed
assessments and some characteristics research, development, and
of assessments conducted at the implementation of new methods of data
district, state, and national levels. The collection along with new ways of
chapter closes with judging data quality. These changes in
measurement theory and practice are
The assessment process is an effective tool for reflected in the assessment standards.
communicating the expectations of the
science education system to all In this new view, assessment and learning are
concerned with science education. two sides of the same coin. The
methods used to collect educational
The assessment process is an effective tool for data define in measurable terms what
communicating the expectations of the teachers should teach and what
science education system to all students should learn. And when
concerned with science education. students engage in an assessment
Assessment practices and policies exercise, they should learn from it.
provide operational definitions of what
is important. For example, the use of an This view of assessment places greater
extended inquiry for an assessment confidence in the results of assessment
task signals what students are to learn, procedures that sample an assortment
how teachers are to teach, and where of variables using diverse data-
resources are to be allocated. collection methods, rather than the
more traditional sampling of one
As science educators are changing the way variable by a single method. Thus, all
they think about good science aspects of science achievement—ability
education, educational measurement to inquire, scientific understanding of
specialists are acknowledging change as the natural world, understanding of the
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 nature and utility of science—are IDENTIFYING A WORTHWHILE AND
measured using multiple methods such RESEARCHABLE QUESTION.
as performances and portfolios, as well Throughout the school science
as conventional paper-and-pencil tests. program, students have been
encouraged to identify questions that
Assessing the Ability to Inquire interest them and are amenable to
The content standards call for understanding investigation. These questions are
scientific inquiry and developing the recorded in student research
ability to inquire. As in understanding notebooks. Early in the senior year of
the natural world, understanding and high school, students prepare draft
doing inquiry are contingent on statements of the question they
knowing concepts, principles, laws, and propose to investigate and discuss why
theories of the physical, life, and earth that question is a reasonable one. Those
sciences. Inquiry also requires drafts are circulated to all members of
reasoning capabilities and skills in the class. Students prepare written
manipulating laboratory or field reviews of their classmate's proposals,
equipment. commenting on the quality of the
research question and the rationale for
As in understanding the natural world, investigating it. Students then revise
inferences about students' ability to their research question based on peer
inquire and their understanding of the feedback. Finally, students present and
process can be based on the analysis of defend their revised questions to the
performance in the science classroom class.
and work products.
PLANNING THE INVESTIGATION. The teacher
The example that follows describes twelfth encourages but does not require
grade students' participation in an students to work together in research
extended inquiry. The exercise serves groups of two to four students. After
two purposes. It provides the teacher presenting research questions to the
with information about how well class, students form the research
students have met the inquiry groups, which come to agreement on a
standards. Equally important, it serves question to investigate and begin
as a capstone experience for the school developing a preliminary plan for
science program. The extended inquiry conducting the investigation. Each
is introduced early in the school year. It individual in the group is required to
involves students working as keep extensive records of the group's
individuals and in small groups work, especially documenting the
investigating a question of their choice. evolution of their final research
question from the several questions
originally proposed. As plans for
investigations evolve, the research
questions are sharpened and modified
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 to meet the practical constraints of time draw conclusions.
and resources available to the class.
Each student maintains journal notes After a seminar at which the research group
on this process. When a group is presents its data, the analysis, and
satisfied that their plan has progressed conclusions, the group prepares a first
to the point where work can begin, the draft of the research report. This draft
plan is presented to classmates. Written is circulated to classmates for
copies of the plan are distributed for preparation of individual critiques. This
written review, followed by a class feedback is used by the group to
seminar to discuss each research plan. prepare its final report.
On the basis of peer feedback, each
group revises its research plan, ASSESSING INDIVIDUAL STUDENT
recognizing that as the plan is ACHIEVEMENT. While the class is
implemented, it will require still further engaged in the extended investigation,
revisions. Each student in the class is the teacher observes each student's
responsible for reviewing the research performance as the student makes
plan of every group, including a written presentations to the class, interacts
critique and recommendations for with peers, and uses computers and
modifying the plan. laboratory apparatus. In addition, the
teacher has products of the individual
EXECUTING THE RESEARCH PLAN. During this student's work, as well as group work,
phase of the extended investigation, including draft research questions,
students engage in an iterative process critiques of other student work, and the
involving assembling and testing individual student's research notebook.
apparatus; designing and testing forms Those observations of student
of data collection; developing and performance and work products are a
testing a data collection schedule; and rich source of data from which the
collecting, organizing, and interpreting teacher can make inferences about each
data. student's understanding of scientific
ideas and the nature of scientific
DRAFTING THE RESEARCH REPORT. Based on inquiry. For instance, in the context of
the notes of individuals, the group planning the inquiry, students pose
prepares a written report, describing questions for investigation. Their
the research. That report also includes justifications for why the question is a
data that have been collected and scientific one provide evidence from
preliminary analysis. Based on peer which to infer the extent and quality of
feedback, the groups modify their their understanding of the nature of
procedures and continue data science, understanding of the natural
collection. When a group is convinced world, understanding of the life,
that the data-collection method is physical, and earth sciences, as well as
working and the data are reasonably the quality and extent of their scientific
consistent, they analyze the data and knowledge and their capacity to reason
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 scientifically. information based on data. In either
case, the quality of the reasoning can be
Evidence for the quality of a student's ability to inferred from how well connected the
reason scientifically comes from the chain of reasoning is, how explicit the
rationale for the student's own research student is about the assumptions made,
question and from the line of reasoning and the extent to which speculations on
used to progress from patterns in the the implications of having made
collected data to the conclusions. In the alternative assumptions are made.
first instance, the student distills a
research question from an The writing and speaking requirements of this
understanding of scientific extended investigation provide ample
evidence for assessing the ability of the
deas associated with some natural student to communicate scientific ideas.
phenomenon. In the second instance,
the student generates scientific
LESS EMPHASIS ON MORE EMPHASIS ON
Assessing what is easily measured Assessing what is most highly valued
Assessing discrete knowledge Assessing rich, well-structured knowledge
Assessing scientific knowledge Assessing scientific understanding and reasoning
Assessing to learn what students do not know Assessing to learn what students do understand
Assessing only achievement Assessing achievement and opportunity to learn
End of term assessments by teachers Students engaged in ongoing assessment of their
work and that of others
Development of external assessments by Teachers involved in the development of external
measurement experts alone assessments

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LO4. INTRODUCE FURTHER ENHANCEMENTS

ASSESSMENT CRITERIA:
1. Personal knowledge, experiences and observations of self and others in the area of
math and science applications are cited and incorporated in the lessons and lecture-
discussions
2. Results of application of math and science concepts are evaluated and documented for
replication and enhancement
3. Logical, systematic and scientific thinking and methods are introduced and developed
for trainees to assimilate and apply in their own work and study
4. Contextual and experiential learning methods are utilized to aid in appreciation of math
and science concepts
CONTENTS:
 Personal point of view, knowledge and experiences in the area of math and science and
its application
 Evaluation and documentation of math and science applications
 Introduction to Logical, systematic and scientific method of thinking
 Application of logical, systematic and scientific thinking to own work
 Introduction to Contextual and experiential learning method
CONDITIONS: The student/trainee must be provided with the following:
 Access to math and science training lab or workshop
 Models and representations
 Different contextual and experiential learning methods

METHODOLOGIES
 Lecture
 Video presentation
 Group discussion

ASSESSMENT METHODS:
 Written test
 Interview
 Direct observation
 Demonstration

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 Information Sheet 1.2-3
Assess trainees’ internalization of math and science concepts

Introduction

It is increasingly apparent from studies related to sustainable development of industrialised

economies that there are fewer and fewer people with a mathematics and science1 background
sufficient to support the industries upon which these economies depend (APA, 2012; Freeman et
al., 2015; Olson and Riordan, 2012; The Royal Society, 2014). Reports from the Australian
Government Office of the Chief Scientist (Chubb et al., 2012; OCS, 2014) argue that Australia,
like the USA and other industrialised nations, has stagnated in producing the mathematics and
science teachers and students necessary to sustain its industrialised economy. This argument is
supported, for the Australian context, by reports that standards and interest in mathematics and
science are declining (Lyons and Quinn, 2015). Statistical analysis of national and international
data, such as that from the TIMSS and PISA2 surveys, also support this argument, with Australian
results disappointing in some areas when compared across the country or when compared across
countries, both in Australasia and elsewhere (Haar et al., 2005; Leigh and Ryan, 2008).

As part of a program to address this situation,

five collaborative projects were funded in With this in mind, IPOML aims to drive
2013 as part of an Australian government improvements to university education
initiative through its Office for Learning and curriculum by connecting PSTs with
Teaching (OLT), in order to improve pre- university-based science and mathematics
service teacher (PST) education in researchers and education specialists, as well
mathematics and science.3 This paper reports as with the mathematics and science that is
on the development of one of these projects, part of the daily life of Australian regional
It’s part of my life: Engaging university and communities. The project utilizes the
community to enhance science and development of a collaboration nexus that
mathematics education (IPOML) conducted links PSTs with university mathematics and
across six partner universities belonging to the science researchers working at or above world
Regional Universities Network (RUN).4 This standard (ERA 4 or 5),5 as well as with
project addresses two critical issues in university education specialists from teacher
mathematics and science education in education courses. The nexus is structured to
Australia: the lack of confidence of teachers of provide the PSTs with access to high quality
mathematics and science, particularly in mathematics and science knowledge and
primary (elementary) school; and the related related pedagogical knowledge as part of a
lack of student interest in mathematics and collaborative effort to improve their teaching
science, particularly in the middle years of high confidence and competence.
school.
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A major focus of the project includes the elsewhere, e.g., Yeigh et al., 2016).
development of processes that link, for PSTs,
the scientific and mathematical thinking of Project context and background
university researchers and educators with the
thinking that people use to solve problems in 1.1 Enhancement, Lesson, Reflection structure
their daily lives. Additionally, the project The process for PST interaction was based
provides opportunities for the educators to around iterations of the following sequence
work with the PSTs to break this (abbreviated as ELR): an Enhancement session
knowledge down into approachable and (E) with content experts and pedagogy
familiar scenarios that can be used for student- specialists that also involved the PST’s peers –
centered approaches that have high levels of where everyone worked collaboratively to
classroom engagement. PSTs also receive plan for a particular science-based Teaching
support in developing skills in fostering a Lesson; the science Teaching Lesson (L) –
supportive classroom environment, as well as which was also video recorded in situ; and a
in overcoming any anxiety they may have in self-reflection and guided collaborative
teaching mathematics and science. Reflection session (R) – which focused on an
examination of critical moments with peers
This paper outlines the project as it has and the pedagogy specialists. The ELR process
unfolded in science-based trials and in the and its planned iterative structure are shown
embedding of project processes in university in Figure 1.
curricula, and reports on qualitative data
collected from participating PSTs, research In line with theory on the value of iteration in
scientists and education academics. The learning processes for PSTs (e.g., Davis and
project was developed around a model derived Dargusch, 2015; Gahan and Lawrie, 2011), this
from teacher education processes related to sequence was repeated as iterations of the ELR
the collaboration nexus previously described process. Each Module was treated as a
for Australian contexts (e.g., Cook and Buck, discussion-based learning intervention for the
2013; Gahan and Lawrie, 2011) and seeks to PSTs and each intervention was preceded by a
improve confidence and competence in the training session that explained the process to
teaching of science and mathematics. A key be undertaken and the rationale behind each
focus of the project reported here was to module.
improve PST competence and confidence
through collaborations between high-level
science researchers and university educators
prior to Teaching Lessons, and to provide
feedback through structured reflection
sessions after each lesson. In particular, the
project investigates how PSTs could use
information from scientists about how they
solve problems and link this to how people
solve problems in their daily lives
(mathematics- based trials are reported
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Enhancement Module (E): Face-to-face sessions of
interactions with university research scientists and
specialist educators to improve competence in
science content, thinking, related science pedagogy
and possible local contexts to support situated (e.g., Kennedy-Clark, 2013). Trials reported here
learning. Each PST group, comprising up to three used either two or three iterations of the ELR
students, was given a topic for the relevant process.
primary or secondary science lesson (provided by
the target school) and one PST volunteered to The reflective emphasis of the ELR process for this
deliver the lesson. The PSTs then developed their study can be located in relation to Kram’s (1985)
initial ideas in relation to how the lesson might be model of mentoring, in particular his notion of an
taught. All PSTs then met with a science researcher inner-oriented mentoring dimension known as
with whom the science content, associated psychosocial development. In this model of
thinking and possible local contexts where the mentoring, self and collaborative reflection is
science could be applied were discussed. The viewed as a form of coaching, and Kram argued
teaching PST then prepared the final lesson in that these aspects of mentoring are particularly
consultation with the university educators. helpful in the development of confidence and
competence as professional attributes. This
Teaching Lesson (L): One PST delivered the reflective construct is also in accord with the
planned lesson. The collaboratively planned lesson ideas of Schön (1987), who described reflection as
was taught to a class of students at a local school a key element involved in the development of new
and videotaped, while the remaining PSTs understandings and insights related to
observed along with specialist educators. professional practice.

Reflection Module (R): Reflection utilising self- and

group-evaluation to examine the experience of
teaching science. In this session PSTs reflected on 1.1 The collaboration nexus
and evaluated their Teaching Lesson in a further The IPOML project utilises a research/education
60-minute session with the university educators. A collaboration nexus model for pre-service teaching
feature of this reflection was the use of a positive drawn together from Australian-based studies.
and negative affect reporting system, based around This includes studies that have successfully
critical moments in the Teaching Lesson (Woolcott developed educational resources and teacher
and Yeigh, 2015; Yeigh et al., 2016). These critical professional development programs using a
moments were determined by the teaching PST, collaboration nexus (e.g., Tytler, 2007; Tytler et al.,
who reviewed the video of the lesson and selected 2011). The project focuses, in particular, on the
teaching moments which were considered to be projects that have developed sustainable and
very positive or very negative. scalable models through iterative trials of learning
procedures (e.g., Gahan and Lawrie, 2011; Lawrie
At the end of each ELR sequence, data collected et al., 2011). The project process is iterated to
during the process were analysed in order to allow opportunities for using both collaboration
determine how to re-configure the and feedback/reflection to impact on lesson
discussions/lessons in the following iteration. As teaching (e.g., Davis and Dargusch, 2015).
shown by the iterative path included in Figure 1,
this allows the process to follow a design-study Iteration in early project trials served also as a
research approach, where each iteration of the manageable way of testing processes through
process informs the next repetition across small volunteer groups prior to
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up-scaling and embedding of similar processes in reflection experiences after the lesson. With this in
courses and workshops for larger groups. mind, established protocols have been developed
Collaborations through which undergraduate in conjunction with a research psychologist in
teachers have developed anchored learning, or order to assess attitudes and interests of the
similar scenario-based or problem-based learning PSTs (e.g., Rothman et al., 2012). These protocols
strategies, developed since the early 1990s (e.g., included assisting PSTs working within the
Barab and Plucker, 2002), were also considered. project to identify and consider affective states
There was a focus, however, on strategies that in their teaching in order to assess their own
combine explicit teaching or guided instruction emotions and motivations, and to ensure that the
with student-centred activities promoting emotional and motivational climate of the
imitation, enquiry, discovery and discussion, with a classroom is supportive (e.g., Tobin and Ritchie,
hoped-for result of meaningful student 2012; Yeigh et al., 2016). Feedback and reflection is
engagement as a lived or situated experience important for learning, and the scaffolding
(Schweingruber et al., 2012). approach of Howitt (2010), with its expectations
regarding the quality of reflection, was used to
In the project, a collaboration nexus model was develop effective reflection in order to increase
used as a method for deriving such lived learning.
experiences or contexts from everyday community,
since it is here that experienced researchers may Studies of undergraduate education show that
see mathematics and science where others may not. student confidence can be built through active
The collaboration with scientists is designed to engagement in guided teamwork that optimises
provide PSTs with explanations of science in cooperative interdependency (Kavanagh, 2007 in
community contexts, allowing the specialist Gahan and Lawrie, 2011). Consequently, in the
educators involved in the project to assist PSTs to project, PSTs worked in groups to develop
confidently prepare lessons based in the relevant contexts and scenarios related to familiar regional
State/Territory curriculum or the Australian contexts. As part of the collaboration nexus, the use
Curriculum Framework. The project, therefore, of a team approach is aimed at remedying some of
aims to build on PST motivation and personal the issues related to contextualised or situated
interests in converting regional and/or community learning as applied in the Australian classroom, for
contexts into scenario-based lessons that will example, goal alignment of teacher and student,
engage classroom students. and teachers’ lack of confidence in subject content
(Kidman, 2012).

Research Questions
1.2 Confidence and competence of pre-service
teachers (PSTs) in teaching science There were a number of research questions being
The project aims to address changes in PST considered within the broader project that related
confidence and competence as a result of the specifically to the use of a collaboration nexus as
collaborative experiences of working with real- part of an Enhancement Module. The following is
world mathematicians, scientists and university an example of a primary research question
education specialists prior to teaching a lesson, as considered over the project as a whole.
well as feedback and
· Does improved competence lead to improved
confidence in teaching science?

The key research questions of the pilot program

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reported here, however, are related to the effect of
the Enhancement Module on PST competence and 1.2 Qualitative analysis and representation
confidence in teaching science as observed in the Qualitative data obtained from the enhancement
Teaching Lessons. sessions, and from the semi-structured interviews
prior to the Enhancement Module sessions and
· What were the merits of repeated opportunities after the Teaching Lessons, were first coded and
within the sequence for collaboration between scored using constant comparative analysis
PSTs, research scientists and university educators? (Denzin and Lincoln, 2000). This process allowed
meaningful words and phrases to emerge from
· Did the confidence and competence of the PSTs participant responses, and then to be coded to
improve as a result of the trial? nodes using the qualitative data analysis software
NVivo (QSR International, version 10). The nodes
A complete analysis of the Reflection Module is to were then cross-coded with categories of meaning
be published elsewhere, but some results are significant to the research questions (focus areas of
discussed here to provide an overall context for research), and the participant perspectives within
discussion of the iterative process. these nodes examined in terms of the research
questions themselves.
Method
Results and discussion
1.1 Participants and data collection
Data were collected from trials conducted by two 1.1 Pre-service teachers (PSTs) and the
of the partner universities involving primary and collaborative experience
secondary school students. Project trials, The first focus area of research was to investigate
comprising up to 3 PST participants per team, were the merits of multiple opportunities for
analysed from a total of 17 primary PSTs and 7 interactions between PSTs, research scientists and
secondary PSTs. While a range of data collection university educators. The responses from the PSTs
methods were employed to serve the needs of about the value of the Enhancement Module were
the full ELR process, the data upon which this predominantly positive with a number of PST
report is based were collected from participants participants referring to the value associated with
via semi-structured interviews and recorded speaking to the research scientists and educators
enhancement sessions. prior to teaching:

Each participant participated in a semi-structured “… loved the interpretation of the curriculum from
interviewed prior to the commencement of each the scientific community on what they considered
Enhancement phase, with a second semi- important and integral in learning particular
structured interview with the teaching PST topics …”
completed following the teaching of the lessons
based on an Enhancement phase. The trials also “Observing each other in the classroom. Talking
involved a team of volunteers at each school, with the scientists and hearing their ideas …”
including classroom teachers and school students
involved in the lesson taught by the PST. The data “Working with mentors and professionals to
collection was conducted under the appropriate brainstorm ideas for lessons. So many options
ethical guidelines and approvals of the Human were explored that I would not have thought of as
Ethical Research Committee at each institution, well as exposure to resources that I was unaware
with appropriate informed consent from all of.”
participants.
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“I really liked collaborating with the scientists who experience
had so much knowledge about topics in the local The scientists and educators also responded
area and how they could be related to content in favourably about the value of the Enhancement
the syllabus. Using that knowledge to teach a Module, although the discussions functioned
lesson was also really interesting.” differently for them than for the PSTs. Some of the
scientists saw the collaborations of the
“Loved the interpretation of the curriculum from Enhancement Sessions as affirming for the regional
the scientific community on what they considered focus:
important and integral in learning particular
topics” “making science relevant to peoples life is
important ….. a regional context for Science is a
“I think it was useful just to talk to other people great way to do that …… application of science to
about what I was going to do um and yeah discuss help solve real-world problems and lead to better
it as a group is always good.” understanding and management”

Others saw the collaborative nexus as an integral

part of research:

Any negative comments seemed to relate to the “Sharing knowledge of resources and perhaps
time the scientists had available: identifying new ways to describe a topic to help
understanding.”
“The enhancement sessions were good …. and
seemed a big commitment for the scientists. Whilst The university educators were also positive,
they were interesting not sure they would be a pointing out the value of the overarching views of
sustainable way to do things.” science that scientists provide:

Importantly, the PSTs who were given “The portable aspects – science and maths as a way
enhancement prior to teaching their first lesson of solving real world problems using
were positive about the whole experience from the methodologies from maths and science, with
beginning of the trial right through to the end. content learned as required.”
Having educators present in the Enhancement
session was also considered valuable: Some educators remarked on the value of the two-
way interaction for their own practice:
“… Especially with the educators like yourself
talking about my outcomes. Leaving that session “I need to focus on the overall concept of this
with my two outcomes written clearly enabled me project – scientific thinking in everyday life and the
to go away for the weekend and develop my lesson connection to this that people are not aware of!.”
with a, you know, with a start line and I’d already
started so it was good…”

“Experience in a school before practicum. Working 1.3 Pre-service teachers (PSTs) confidence and
with researchers and educators.” competence
All responses from PSTs were positive in relation
to confidence and/or competence in teaching
science improving during the trial. The PSTs
1.2 Other participants and the collaborative reported that the collaborative nexus gave them
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increased confidence that their planned lesson was been really beneficial as they have given me a
correctly aligned with the relevant syllabus multitude of ideas to take away to make my classes
outcomes, a feature indicating improved more engaging for students.”
competence in planning for teaching. PSTs also
reported that the interchange with the scientists
and educators facilitated a more focused attention
on precise areas of discipline knowledge 1.4 Other participants and pre-service teachers
(PSTs) confidence and competence
The university educators also commented
positively on how the project sequence, including
the enhancement, allowed PSTs to gain both
in regional contexts and where common scientific confidence and competence:
misconceptions are more likely to instantiate if not
specifically addressed. The combined effect of the “The value of having students build up their …
collaborative discussions was that the PSTs felt confidence by working with researchers and
much calmer and more confident in the time educators to plan lessons and then having
leading up to their lesson. These views are structured detailed feedback sessions.”
exemplified by the following PST comments.
The educators in these small-scale trials also
“I think they just have so much knowledge to offer observed each lesson and participated in each of
and different ideas and that really helped me figure the Reflection Module interactions. Some of the
out what I wanted to do in my lesson and that comments gave insight into the focus on scientific
made me feel more relaxed and more confident thinking and regional context as an approach to
about what I was going to do ” lesson delivery, with content options being
investigated once the problem or scenario options
“My confidence um it increased my confidence in were established:
terms of um having a structure, knowing content is
correct, so that I’m like teaching the right “I would target more clearly the scientific thinking
principles and um yeah so it just helped getting the that PSTs and students already have, i.e., the
concepts down correctly.” problem-solving skills that they use that are based
in claim and evidence and in testing predictions.”
“I think it was very beneficial, very, very beneficial,
yep. Being able to talk through um all different Using this type of approach helped the PSTs realise
aspects of the topic and really boil it down to what that they do not need to know everything about
was relevant and then to find out some key things science, but that they do need to know where to
like make it dramatic to get their attention and find content as needed and have strategies in place
then um simplifying it down but also having really to utilise this content. One educator summed this
good activities, getting the students to do things.” up by saying:

“A lot um I think they just have so much knowledge “the importance of having a tool kit of effective
to offer and different ideas and that really helped teaching strategies to draw from and the
me figure out what I wanted to do in my lesson and importance of time in the classroom…. access to
that made me feel more relaxed and more resources e.g., specialists is very inspiring.”
confident about what I was going to do.”

“Meeting with the researchers and educators has

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 approached knowing that the expressed purpose of
1.5 Reflection as a complement to Enhancement the session was to facilitate a sustained reflection
An important area of focus was whether the on their performance.
Reflection Module sessions were useful as a
complement to the Enhancement Module. The PSTs Conclusion
indicated that these sessions had an orienting This initial qualitative report supports the
effect that better prepared them to engage in and literature (e.g., Gahan and Lawrie, 2011; Tytler,
utilise constructive criticism in the following 2007; Tytler et al., 2011) in indicating that
Enhancement sessions (in the iterative cycle). The engagement of world-class science researchers in
analysis looked specifically for any sign in the PSTs collaboration with specialist educators assists in
meta-language in the Reflection Module that their building the competence and confidence of PSTs
teaching had benefitted from competence and and has the potential to enhance university
confidence. As was the case with the Enhancement education curricula. The findings support the view
Module, responses here were positive. that such a collaboration nexus model can be
successfully applied to enhance lesson delivery
“…I feel that the practical experience and the and the confidence and perceived competence
opportunity for constructive criticism was very of pre-service science education teachers through
beneficial in the development of my competence the incorporation of higher levels of scientific
and confidence as a science teacher….” thinking and the use of appropriate regional
contexts relevant to students from rural and peri-
“Getting to discuss it with a group and have urban Australia.
feedback and opportunities to watch it on a video
is good experience” One of the challenges of the use of the ELR model
in preservice teacher education is that it is a
“having this feedback and everything has really, relatively complex process, involving staff from a
really helped and identify what I need to work on number of different areas of the university. An
to become better.” institution that embraced the ELR approach in both
mathematics and science would require the active
The PSTs reported that the Reflection sessions involvement of a range of academics from outside
created a form of reflective space where they and the education area. This appears to be more of a
others could critique their own performance challenge in the science area, due to the number of
without being too discouraged about the less different disciplines involved, for example, biology,
effective sections of the lesson: physics, chemistry, and geology. The capacity for
the ELR process, which requires multiple sessions
“… the more reflection you get involved in, the of involvement for the researchers due to its
more you get comfortable with it…” iterative nature, to be implemented and sustained
would require evidence of the benefit of its use to
The idea of becoming conditioned to constructive be made clear to all involved, particularly for
criticism, in fact, was a common theme articulated researchers outside education. The analysis of the
by the PSTs. The idea here was that isolated or data from this project provides clear support for
one-off criticism, even when expertly given with the benefit to all participants.
the noblest of intentions, is nevertheless still
daunting and confronting for someone striving to The continued success and development of the
construct an identity of a competent teacher. In project processes has encouraged consideration of
contrast, the scheduled Reflection sessions created a variety of ways to embed such processes into the
a very different collegial space, one which the PSTs framework of university teaching. Although the
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results reported here are from a relatively small PSTs have made or written, and the classroom
number of participants at two universities, these student feedback and observer comments, indicate
results indicate that the Enhancement Module has that the PSTs realise that they can utilise the types
the potential to have a two-way effect in building of thinking that they and their classroom students
PST and educator confidence in the mathematics are familiar with from daily use.
and science that is ‘out there’ in the real world and
in giving participants an appreciation of high- The project as it develops should have a flow-on
engagement teaching methodologies and strategies. effect and, if these limited trials are any indication,
The findings also indicate that the collaborative its broader development should serve to assist in
discussions give PSTs a better idea of the different revitalising PST education and current teaching
levels of understanding of science of educators, practices in regional Australia. This is particularly
PSTs and school students. In particular, PSTs the case given that project development is linked
understand the key role that science plays in their strongly to currently accredited curricula in
everyday lives. The discussions in the undergraduate university education curricula and
Enhancement Module have shown them the in Federal, State and Territory school curricula.
similarity between the types of thinking that they
use in their every-day lives and the scientific
thinking used by researchers. The comments that

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UNIT OF COMPETENCY : APPLY ENVIRONMENTAL PRINCIPLES AND ADVOCATE
CONSERVATION

MODULE TITLE : APPLYING ENVIRONMENTAL PRINCIPLES AND ADVOCATE

CONSERVATION

MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to
apply/adopt environmental principles and advocate conservation
in diverse technical-vocational training environments, including
observing and contributing to positive environment work
practices. This covers the following: environmental work practices,
contributing to improvements of environmental practices, and
reporting potential environmental threats.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the trainee/student must be able to:

LO1. Follow environmental workplace practices

LO2. Contribute to improve environmental work practices

LO3. Recognize and report potential environmental threats

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LO1. FOLLOW ENVIRONMENTAL WORKPLACE PRACTICES

ASSESSMENT CRITERIA:

1. Workplace practices and work instructions relating to potential environmental impacts

are recognized and followed, and clarification is sought where necessary.
2. Relevant legislation, codes and national standards that impact on workplace
environmental practices are recognized and followed.
3. .Changes to work practices and procedures are responded to positively and promptly in
accordance with organizational requirements.
4. Individual roles/responsibilities are determined and performed based on the program/
activities identified
CONTENTS:
 Workplace practices
 Work Instructions
 Relevant Legislation on workplace environmental practices
 Codes and National Standards on workplace environmental practices
 Waste minimization and segregation
 Environmental monitoring
 Signs and labels
 Hazards and incident data recording and documentation
 Environmental legislation, codes and national standards
- Philippine Clean Air Act of 1999
- Philippine Clean Water Act of 2004
- Ecological Solid Waste Management
- Montreal Protocol
- Kyoto Protocol
- Environmental Awareness and Education Act of 2008
- Philippine Climate Change Act of 2009
 Changes in work practices in accordance with organizational requirements
 Individual role and responsibilities performed based on program and identified
activities

CONDITIONS: The student/trainee must be provided with the following:

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  Workplace instructions and practices
 Philippine legislation codes and national standards guidebook
 Emergency procedures/guidebook
 Signs and label guides/chemical labels
 First aid kit
 OSHC guidelines

METHODOLOGIES:

 Lecture
 Role play
 Video presentation
 Group discussion

ASSESSMENT METHODS:

 Written examination
 Oral Interview
 Demonstration

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 Information Sheet 1.3-1
Follow environmental workplace practices

Introduction
The international community, though they seek to demonstrate a consensus on climate change
and global warming through various agreements, the real work of minimizing and reversing
environmental damage will be in the hands of national governments and businesses. Governments,
like the forward-thinking government of the UAE, will be responsible for setting and enforcing
environmental regulations. Businesses, too, have a crucial role to play. This is not only because
they are one of the main sources of environmental pollution, but also because they have the
opportunity and incentive to create innovative solutions to avoid and perhaps, reverse continuing
damage to the ecosystem. Some examples would be investing in alternative energy sources and by
implementing sustainability indicatives in the workplace.

Environmental sustainability is defined as “the impacts company results.

quality of not being harmful to the
environment or depleting natural resources, Environmental
and thereby supporting long-term ecological
balance”. Sustainable workplace practices can  Buildings have the largest potential of
be roughly defined as those that achieve the reducing greenhouse gas emissions
following:  Emission savings potential could be as
high as 84 gigatons of CO2 by 2050
 Minimise damage to the environment  US Leadership in Energy and
 Reduce resource wastage Environmental Design (LEED) certified
buildings use 25% less energy and 11%
Benefits of an Environmentally Sustainable less water than those uncertified and non-
Workplace green buildings
Every day, more companies are beginning to
adopt more environmentally sustainable Economic
workplace practices, not only to fulfil their
corporate social responsibility, but because  According to owners, green buildings,
sustainability makes business sense, in terms whether new or retro-fitted, increase
of reduced operational costs, improved around 7% in asset value.
employee health and well-being, and a better
bottom line. Environmentally sustainable  Employees in environmentally sustainable
workplaces are those that seek to protect the workplaces are on average 16% more
environment, to conserve precious natural productive.
resources and to minimize damage both
internally and externally to the business. In a  LEED buildings’ maintenance is 20% lower
previous post, we discussed how creating than typical commercial buildings. Green
green working spaces through sustainable fit building retrofit can have an immediate
out has multiple benefits and positively effect of reducing operational costs by
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 10% in just a year.

Social

 Employees in “Green” working spaces

experience significant improvement in
cognitive scores.

 An improvement in indoor air quality due

to lower concentrations of CO2 and better
ventilation) has been linked to at least 7%
improvement in employee performance.

 Studies suggest employees prefer to work

in companies with sustainability A sustainable interior fit out is the essential first
credentials. step in creating an environmentally sustainable
workplace. It creates the base conditions in terms
of energy and resource consumption, lighting, air
Sustainable Workplace Practices quality, thermal comfort and others. Aiming for an
environmental certification such as LEED for a new
Based on our experience, we have identified 7 fit out enables sustainable commercial interiors to
key recommendations to create a greener, be created to an international standard.
healthier, happier and more sustainable
working space for you and your employees. There are also many cutting-edge technological
Our main objective is to help companies go innovations that can contribute to making interior
beyond just talking about becoming more fit out more sustainable. Green fit out enables the
environmentally sustainable and to start implementation of workplace practices that
walking the talk. Some of these improve employee health and productivity, while
cutting operational costs. Experienced fit out
recommendations will possibly involve
contractors will also use environmentally
upfront investment. For example, in changing sustainable materials where possible and reduce
or upgrading plumbing fixtures and A/C internal pollutants by using non-toxic paints and
equipment, others are simpler to implement materials, contributing to improved indoor air
but require longer term commitment to begin quality.
showing results like employee engagement
initiatives. 2. Energy Management

1. Sustainable Fit Out  Perform an energy audit to find opportunities

to cut consumption. The US Department of
Energy says that just sealing leaks and cracks
in the workplace can cut 20% of heating and
cooling costs.
 Set in place systems for smart metering and
monitoring of energy consumption, and
increase employee accountability for the
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 results  Making clear purchasing choices to use goods
 Set an automatic turn off and turn on of the and materials which stop waste being
office lighting, A/C, equipment and appliances generate. This can be in the form choosing
 Set up occupancy sensors products with minimal packaging or using
 Use natural lighting as much as possible not recycled or recyclable materials
only because it cuts down on electricity usage,  Ensuring safe disposal for waste that cannot
but because it helps create a more healthy be reused or recycled.
workplace that integrates biophilic elements
 Invest in LED and energy-efficient office 5. Go Digital
equipment and appliances
 Raise A/C temperature by 2 degrees

3. Water Efficiency & Conservation

Water is a scarce resource. Some of the measures
that can be taken to manage water consumption
include:

 Using water efficient plumbing fixtures

including ultra-low flow toilets and
showerheads, low-flow aerators that fit on the
sink faucets, and water-efficient dishwashers
and washing machines
 Water recycling or reusing measures (Grey
water and process recycling systems), and
 Reducing water use in HVAC systems.
There are many ways to help office become a
4. Waste Reduction greener space. Workers can use different kinds of
Waste generation rates are among the highest in software and devices to work more efficiently,
the world, due to the rapid growth in population using time more effectively and cutting down on
and economic development. Each resident is waste. For some companies, this will involve a shift
estimated to produce between 1.9-2.5 kg of waste in culture, and having clear policies requiring
daily. But only 10% of residents are currently people to think and work differently.
recycling. In response, the country has set an
ambitious goal of cutting the amount of waste No Paper is the Greenest Paper
reaching landfill by 75% by 2021. Various A staggering 90% of all US office waste is due to
measures are being implemented to encourage documents being printed needlessly multiple times.
residents and local businesses to become more Employees can be encouraged to go paperless, by
aware, and to recycle more. So having an efficient reducing the number of printers, rationing paper
waste disposal system in place is not only good for and toner, and printing on both sides. Other ways
the environment, it will save companies’ money too. to go paperless is to move to electronic invoicing
This can be done through: and e-statements. Creating a collaborative work
culture that uses online sharing tools rather than
 Developing clear waste disposal policies, with paper.
defined accountability and reduction targets
 Implementing recycling policies in all work Virtual meetings are more efficient
areas – including reusing and sorting Using technology to facilitate online collaboration
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and to organize virtual meetings and conferences is transport or to use hybrid, electric vehicles.
one of the best decisions a company can make. 7. Procurement & Supply Chain
First, it cuts down on travel time and costs as well At another level, one way of applying
as the associated carbon footprint generated by environmental concerns in the workplace is to put
transportation. Second, it cuts down on time in place policies and procedures for sustainable
consumed in getting to and from meeting places. procurement, as well as to examine all phases of
Third, it can reduce costs associated with the supply chain to see if environmental
organizing meetings, including facilities and improvements are feasible.
refreshments. Finally, they can cut down on waste
produced by more traditional meetings, including Sustainable procurement typically means including
printed materials. Virtual meetings can be held environmental, non-cost elements in the
using a combination of voice, online chat, video procurement process. Procurement decisions are
instant messaging and desktop sharing. There are then made not only with regards to cost and
many web conference applications available as quality, but also with regards to sustainability. This
well. involves considering whether the supplier has
environmental processes and policies in place and
6. Employee Engagement & Awareness whether the goods themselves are environmentally
Offices are living spaces. To ensure that a sustainable. It may also mean engaging with
sustainable office remains that way, employee suppliers to help them put in place more green
engagement is key. This includes motivating and policies.
involving employees in implementing
sustainability measures. Smart thermal interior Other ways to Encourage an Environmentally
controls and recycling policies are positive, but so Conscious Workplace
much more can be achieved if employee awareness Implement a recycling program
of being sustainable is high.
One standard way of supporting mindfulness
Raise Awareness & Increase Accountability around sustainability is to establish a recycling
among Employees: Each company has its own program within your office. From the kitchen area
corporate culture. Involving employees in creating to your workspaces, provide education on
an environmentally aware culture is essential to responsible waste disposal through clear signage
the success of any sustainable workplace initiatives. on designated waste stations to help your people
Employees can become more engaged in a variety distinguish between what items belong in recycling,
of ways. Depending on the nature of the company compost, and in the trash bin. You can also look
and its size, an employee group can be formed to into the safe removal and donation of old computer
lead employee actions. They are more effective in parts and other items unnecessarily taking up
motivating their colleagues to participate in space in your workplace to a local organization
recycling and to cut down on paper use than any supporting the ethical recycling of electronics.
office memo. More aware employees can also push
a more sustainable purchasing and procurement Conserve energy within the office
decisions.
Incentivise Employee Environmental Turning off the lights and switching off electronic
Behaviour: Provide employees with way to equipment around the office during off-hours will
monitor their resource consumption and carbon help to conserve energy resources as well as save
footprint. Incentivise employee behaviour changes your company a significant amount on your electric
through competitions, coupons or gifts. For bill. Ensure that your workplace has communicated
example, encourage employees to use public your policy around reducing energy consumption
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at their desks and around the office and provide and anxiety for your workforce. Indoor greenery
suggestions such as shutting off their computers at can boost oxygen levels and remove harmful
the end of the work day and keeping the lights off pollutants such as carbon dioxide and
when a meeting room is not in use. formaldehyde. In fact, NASA research reveals that
indoor plants reduce 87% of indoor air pollutants
Promote a paperless office within 24 hours. If you’re convinced of the health
benefits of office greenery, this infographic can
Digital and cloud computing solutions have help you select the ideal plant for your office
enabled companies to become more collaborative, environment.
streamlined, efficient, and yes, green too. From
using desktop applications such as Microsoft Office Conserve human energy
and Google Drive for coordinating work projects to
investing in digital HR and payroll software to This may not be an idea that readily comes to mind
handle workforce management, paper and ink are when considering environmental practices, but the
swapped out for an eco-conservative alternative. wellbeing of your people is crucial to the healthy
habits of your organization. Mindfulness is just as
Support green vendors important. Consider that sustaining healthy and
energetic employees will be beneficial to your
Opt to do business with green-friendly brands and company’s overall productivity. Help to keep your
companies. Conduct research into vendors of team happy and energized by establishing a safe,
interest to learn more about their sustainability non-toxic environment at all times. It can start by
efforts and see if they align with your company’s providing sustainable and nutritious options, such
own vision and values regarding environmental as organic fruits and vegetables.
impact. At Rise, we are proud to be partnered with
Thirst First, a locally-based organic and fair-trade Encourage sustainable transportation
coffee provider.
Support your team members in taking alternative
Reduce by reusing modes of transportation to and from the office—
such as walking or carpooling with fellow
Annually, Canadians use approximately 1.6 to 2 colleagues—during the work week. Your company
billion disposable coffee cups. Discourage this can offer transit subsidies to employees who
wasteful habit from your employees by commute to work as a benefit. Additionally, if it is
encouraging the use of reusable coffee mugs, along not mandatory for your people to be in the office
with reusable water bottles. You can promote this from Monday to Friday, consider cutting out their
initiative in office by offering company commute time during the week by allowing
merchandise items such as travel mugs and employees to do remote work from home on
stainless steel water bottles, and also by occasion.
incentivizing the program by doing a monthly gift
card draw for team members who use their Get outside and volunteer
reusable mugs for an entire week.
Cause-driven volunteer programs are an excellent
Invest in office plants way to support something meaningful and have a
big impact on your communities. There are all
Placing plants around the office can help to sorts of green causes and conservation campaigns
beautify your workspaces, uplift the overall your company can participate in. Last summer,
atmosphere of your workplace, and reduce stress Rise participated in a beach cleanup with CPAWS
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BC. Find a philanthropic project that’s close to your Over to you
organization’s heart and get your people involved.
From promoting workplace wellness through a
Make green thinking a key part of your mindful and healthy office environment to allowing
company culture your team members to think of the bigger picture,
encouraging environmentally conscious practices
Include your employees in your environmental in the workplace will help your people feel
vision by getting them engaged and involved. Talk healthier, more satisfied with your company, and
to and collaborate with your team members to more driven to thrive at work. Above all, the
gather their ideas for how your organization can go benefit of leaving a lasting impression of
green and be more environmentally conscious in environmental impact for your organization will
the workplace. Getting input from your employees stay for generations to come.
will allow them the opportunity to embody and
embrace your new mission and goals.

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 LO2. CONTRIBUTE TO IMPROVE ENVIRONMENTAL WORK PRACTICES
ASSESSMENT CRITERIA:
1. Suggestions are made to designated personnel for improvements to workplace practices where
possible.
2. Information is gathered and improvements are suggested to support the development of
improved workplace approaches to environmental practices.
3. Environmental issues and their relationship to workplace practices are discussed in the
workplace with colleagues and designated personnel.
4. Contributions to the review of environmental practices and policies are made within limits of
responsibility
CONTENTS:
 Different suggestions made for designated personnel for improvement of workplace practices
- Minimize environmental hazards and risk
- Reduce waste disposal
- Conserve water
- Reduce air and water pollution
- Make more efficient use of resources and improve environmental performance
- Reduce soil disturbance
- Improve habitat resources
 Different information gathered for the improvement of workplace approaches to
environmental practices
- Preventing and minimizing production of pollution e.g., discharge to air, land and water
hazardous waste
- Reducing “burning off”
- Composting
- Recycling materials
- Conservation practices
- Improve workplace maintenance practice
 Different environmental issues
 Environmental practices and policies
CONDITIONS: The student/trainee must be provided with the following:
 Environmental practices and policies and guidelines
 Records and data of environmental issues
 Charts containing different information gathered to support workplace approaches to
environmental practices
 OSHC guidelines
METHODOLOGIES:
 Lecture
 Video presentation
 Role play
 Group discussion
ASSESSMENT METHODS:
 Written test
 Oral Interview and questioning
 Demonstration

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 Information Sheet 1.3-2
Contribute to improve environmental work practices

Introduction:
More and more companies across business industries are committing to reducing their impact on
the environment, by creating environmentally conscious workplaces. This means having policies and
programs in place that encourage green behaviours.

Developing an eco-conscious organization begins on the ground level with your workforce, as it is crucial
for your people to believe in your vision and practice environmentally-friendly habits in the office in order
for your mission of sustainability to signal out accordingly.

There are various accessible and cost-effective measures your company can take to reduce your carbon
footprint and affect your environmental impact. Here are ten examples of sustainable initiatives you can
implement to encourage an environmentally conscious workplace for your employees, not just on Earth
Day, but every day.

Implement a recycling program streamlined, efficient, and yes, green too. From
One standard way of supporting mindfulness using desktop applications such as Microsoft Office
around sustainability is to establish a recycling and Google Drive for coordinating work projects to
program within your office. From the kitchen area investing in digital HR and payroll software to
to your workspaces, provide education on handle workforce management, paper and ink are
responsible waste disposal through clear signage swapped out for an eco-conservative alternative.
on designated waste stations to help your people
distinguish between what items belong in recycling, Support green vendors
compost, and in the trash bin. You can also look Opt to do business with green-friendly brands and
into the safe removal and donation of old computer companies to create a more environmentally
parts and other items unnecessarily taking up conscious workplace. Conduct research into
space in your workplace to a local organization vendors of interest to learn more about their
supporting the ethical recycling of electronics. sustainability efforts and see if they align with your
company’s own vision and values regarding
Conserve energy within the office environmental impact. At Rise, we are proud to be
Turning off the lights and switching off electronic partnered with Thirst First, a locally-based organic
equipment around the office during off-hours will and fair-trade coffee provider.
help to conserve energy resources as well as save
your company a significant amount on your electric Reduce by reusing
bill. Ensure that your workplace has communicated Annually, Canadians use approximately 1.6 to 2
your policy around reducing energy consumption billion disposable coffee cups. Discourage this
at their desks and around the office and provide wasteful habit from your employees by
suggestions such as shutting off their computers at encouraging the use of reusable coffee mugs, along
the end of the work day and keeping the lights off with reusable water bottles. You can promote this
when a meeting room is not in use. initiative in office by offering company
merchandise items such as travel mugs and
Promote a paperless office stainless steel water bottles, and also by
Digital and cloud computing solutions have incentivizing the program by doing a monthly gift
enabled companies to become more collaborative, card draw for team members who use their
Date Developed: Document No.
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Competencies
reusable mugs for an entire week. sorts of green causes and conservation campaigns
your company can participate in. Last summer,
Invest in office plants Rise participated in a beach cleanup with CPAWS
Placing plants around the office can help to BC. Find a philanthropic project that’s close to your
beautify your workspaces, uplift the overall organization’s heart and get your people involved.
atmosphere of your workplace, and reduce stress
and anxiety for your workforce. Indoor greenery Make green thinking a key part of your
can boost oxygen levels and remove harmful company culture
pollutants such as carbon dioxide and Include your employees in your environmental
formaldehyde. In fact, NASA research reveals that vision by getting them engaged and involved. Talk
indoor plants reduce 87% of indoor air pollutants to and collaborate with your team members to
within 24 hours. If you're convinced of the health gather their ideas for how your organization can go
benefits of office greenery, this infographic can green and be more environmentally conscious in
help you select the ideal plant for your office the workplace. Getting input from your employees
environment. will allow them the opportunity to embody and
embrace your new mission and goals.
Conserve human energy
This may not be an idea that readily comes to mind From promoting workplace wellness through a
when considering environmental practices, but the mindful and healthy office environment to allowing
wellbeing of your people is crucial to the healthy your team members to think of the bigger picture,
habits of your organization. Mindfulness is just as encouraging environmentally conscious practices
important. Consider that sustaining healthy and in the workplace will help your people feel
energetic employees will be beneficial to your healthier, more satisfied with your company, and
company’s overall productivity. Help to keep your more driven to thrive at work. Above all, the
team happy and energized by establishing a safe, benefit of leaving a lasting impression of
non-toxic environment at all times. It can start by environmental impact for your organization will
providing sustainable and nutritious options, such stay for generations to come.
as organic fruits and vegetables.

Encourage sustainable transportation

Support your team members in taking alternative
modes of transportation to and from the office—
such as walking or carpooling with fellow
colleagues—during the work week. Your company
can offer transit subsidies to employees who
commute to work as a benefit. Additionally, if it is
not mandatory for your people to be in the office
from Monday to Friday, consider cutting out their
commute time during the week by allowing
employees to do remote work from home on
occasion.

Get outside and volunteer

Cause-driven volunteer programs are an excellent
way to support something meaningful and have a
big impact on your communities. There are all
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LO3. RECOGNIZE AND REPORT POTENTIAL ENVIRONMENTAL THREATS
ASSESSMENT CRITERIA:
1. Signs or symptoms of the potential environmental threat are recognized.
2. Information about or observations of a potential environmental threat are reported to
supervisors and/or appropriate authorities.
3. Location and extent of the potential environmental threat is accurately recorded.
4. Reports on the potential environmental threat are completed according to organizational
guidelines.
CONTENTS:
 Signs and symptoms of potential environmental threat
- Observation of the presence of weeds
- Pest animals and chemicals
- Damage cause to plants, animal or the environment
- Changes in plant, trees and animal health
- Erosion of soil
- Soils in water suspension
- Presence of salt
 Reports of environmental threats
 Environmental records of location and extent of potential environmental threats
- Environmental data
- Maintenance and inspection reports
- Incident and accident reports
- Complaints from the public
 Creation of organizational guidelines for the potential environmental threats
 Identification of different Potential environmental threats and hazards
CONDITIONS: The student/trainee must be provided with the following:
 Workplace assessment/location
 Case studies/scenarios relating to environmental protection
 Geodetic mapping for potential environmental threats
 OSHC guidelines

METHODOLOGIES:

 Lecture
 Video presentation
 Group discussion

ASSESSMENT METHODS:

 Written test
 Oral Interview
 Direct observation
 Demonstration

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 Information Sheet 1.3-3
Contribute to improve environmental work practices

Introduction
No matter how small or large, every employer needs to create a safe working environment. This obligation
not only stands as a moral imperative and a legal obligation but also makes financial sense.
The nature of certain industries makes them particularly vulnerable to incidents. Construction, for example,
accounts for 1 in 5 worker deaths in the private sector. Other vulnerable industries include transportation,
manufacturing, health care and warehousing.
Whether safety incidents result from falls or overexertion, they cost industries over a billion dollars a week,
according to a recent study by Liberty Mutual. This is in addition to potential legal expenses. However,
organizations can protect employees from environmental hazards in the workplace by taking strategic
precautions that address air circulation, slips and trips, ergonomic hazards, natural disasters, and electrical
safety.

What Is Environmental Health? Physical Hazards

Environmental health refers to limiting health Physical hazards include activities or natural
hazards in the workplace. This involves examining substances in a work environment that pose health
an environment to identify potentially hazardous risks. Extreme temperatures, poor air quality,
agents and putting measures in place that protect excessive noise and radiation in the workplace can
workers. all harm workers, potentially causing respiratory
problems, hearing loss and cancer, among other
Types of Hazards problems.

In a work environment, employees can face The Dual Purpose of Environmental Health
numerous health risks, including those outlined in
the following sections. Environmental health focuses on preventing illness
and injury in a workplace, but it also strives to
Biological Hazards promote worker health and well-being.
Biological hazards come from organisms, including Organizations can create opportunities for workers
people, animals and plants, and threaten human to practice healthy behaviors. For example, by
health. Examples of biological hazards include providing a pleasant break room or a cafeteria
mold, sewage, blood and bodily fluids. These serving nutritious food, a business can encourage
dangers can result in diseases and allergic healthy social interactions and eating habits for its
reactions and limit employees’ ability to carry out employees.
their work.
Some businesses have fitness centers to help
Chemical Hazards employees stay physically active. Others have
Chemicals can be toxic, corrosive, flammable and bulletin boards that post information about
combustible. As such, they can pose health risks to wellness programs and other information that
workers and become hazards if workers inhale, promotes health. These efforts can not only build
ingest or absorb them through their skin. Chemical morale but also reduce poor health that can affect
hazards can cause acute harm, such as burns, productivity.
irritation and vomiting, or create chronic health
issues, such as asthma, liver damage and cancer.

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The Role of Safety Managers
Poor indoor air quality has been linked to:
Those charged with mitigating the effects of
environmental hazards in workplaces engage in  Headaches
the following:  Irritation of eyes, skin and nose
 Poor concentration
Investigation
To locate workplace dangers and assess their risks, Air circulation plays a key role in air quality.
safety professionals examine the materials in a Without proper circulation irritants remain in the
work environment, such as cleaning supplies and air. However, proper air circulation can help
equipment, and the safety of the work environment eliminate the contaminants that lead to health
itself. They consider questions such as: problems.

Are there chemicals that need special handling? Another potential danger of poor air circulation in
Does a workspace have proper ventilation? a workplace includes easier disease transmission.
Can workers exit safely and quickly? Ventilation helps remove exhaled airborne bacteria
and viruses from the air and reduce the risk of
Analysis transmitting airborne diseases from long range.
After measuring and sampling materials in a work This has become of vital importance with the
environment or investigating the characteristics of emergence of epidemics like SARS and MERS, as
a work environment, safety professionals must well as the COVID-19 pandemic.
interpret the data collected. In this way, they can
gauge the risks and prepare reports or summaries Some work generates potentially dangerous
of their findings. Their analysis involves using substances in the air including noxious fumes,
scientific evidence to determine how the unhealthy vapors, smoke and other irritants that
environment can affect workers’ health. can cause serious health risks. For example, nail
technicians may breathe in chemicals from the
Making Recommendations products they use, construction workers often
come into contact with dust and fumes, and health
Following analysis, safety experts develop care workers can be exposed to biological hazards.
protective interventions that prevent health
hazards. This involves establishing guidelines, By inhaling or coming into contact with dangerous
procedures and policies that control hazards. It substances in uncirculated air, workers can
also involves creating educational materials and develop:
communicating with workers about how to stay
safe.  Bronchitis
 Lung cancer
The Importance of Air Circulation  Asthma

Air quality affects employees’ comfort and health. They may also experience damage to their nervous
Several factors can impact air quality, such as and reproductive systems.
humidity level, lack of outside air, poorly
controlled temperatures and remodeling projects. Tips for Improving Air Quality
Additionally, air contaminants, including fumes
from cleaning supplies, pesticides or dust from OSHA requires ventilation in buildings that ensure
construction, affect air quality. that workers have clean air to breathe. OSHA
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standards put limits on the amount of pollutants
allowed in the air and mandate sufficient  Damaged or slippery flooring
ventilation to ensure toxins remain at safe levels.  Exposed cables
To meet and exceed OSHA standards, employers  Cluttered walkways
and work facilities can do the following:  Missing handrails

Address Carbon Monoxide Issues For example, an employee restroom might have a
Work areas can’t have carbon monoxide levels that leaking sink. Upon being made aware of the
average higher than 50 parts per million within an problem, the business might assign a custodian to
eight-hour period. Employers must regularly test regularly mop the area, but on one occasion, the
carbon monoxide levels and provide ample mopping doesn’t happen, the water accumulates
ventilation to meet this standard. and an employee slips and breaks an ankle. In this
case, the business not only failed to fix the leak but
Ensure Ventilation System Safety also failed to post the appropriate sign and
Uncovered ventilation systems pose health risks. perform routine mopping.
Make sure that the intakes and belt drives of these
systems, particularly portable blowers, remain While the trip hazards mentioned above can cause
covered to prevent accidents. Additionally, make fatalities, deadly falls also result from the improper
sure that the ventilation systems operate correctly: placement or use of ladders and scaffolding,
Regularly inspect their hoods, ducts and pressure unprotected sides or exposed holes, and unsafe
gauge. Also check fan housing, pulley belts and air working surfaces.
cleaner components.
Aside from these more obvious slip and trip
Monitor Solvent Vapors hazards, other less-apparent factors can contribute
Some solvents have flammable vapors that can to falls. For example, obstructed views and poor
become explosive at high concentrations. To lighting can also lead employees to slip or trip and
reduce these risks, employers must keep these injure themselves.
vapors at levels well below their explosive
concentration limits. Safety management experts Tips to Prevent Slips, Trips and Falls
must know the explosive levels of the solvents they
use and ensure that their vapor levels meet OSHA The No. 1 violation of OSHA standards pertains to
standards. Using exhaust systems that improve fall protection. However, organizations can prevent
ventilation can help achieve that. these incidents by keeping in mind the following:

A Look at Slip and Trip Hazards in the Slip Prevention

Workplace Slips often result from a lack of floor traction
Data from the National Safety Council (NSC) shows caused by spilled substances, such as soaps, oils or
that slip and trip accidents account for more than 1 solvents. Prevention involves:
in 4 of all workplace injuries, and according to
recent BLS data, they cause 792 workplace Quick cleanups after spills
fatalities a year. Use of mats and other nonslip materials
Proper drainage
Causes of Slips, Trips and Falls Proper signage
Any number of simple, fixable problems can result Handrails
in slips, trips and falls. Some slip and trip hazards High-traction treads on stairs
include the following: Trip Prevention
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Any number of objects can result in tripping. To Tips to Address Ergonomic Hazards
avoid trips, employers can: Organizations can turn to several solutions that
help address common high-risk behaviors and
Ensure that rugs and mats are anchored elements related to ergonomics.
Install proper lighting
Keep aisles and pathways clear Assess Ergonomic Hazards
Maintain flooring An important first step to addressing this problem
Fall Prevention involves locating where it exists. Ask questions
Three steps can help prevent falls: such as:

Organizations should assess all potential fall Do workstations consider an employee’s height?
hazards on a project, especially those that require Do workspaces encourage proper posture?
working from heights, and then carefully plan the What repetitive movements do workers perform?
tasks and safety equipment needed. Make Adjustments
Using the proper equipment. Organizations must After identifying ergonomic hazards, employers
provide the right types of safety gear, ladders and can properly counteract them. This might involve
scaffolds, and regularly inspect them. redesigning aspects of workstations or modifying
Training workers. Organizations must train employee routines. When employers can’t remove
workers to use equipment safely and recognize job ergonomic hazards, they can implement controls
hazards. that reduce their negative impacts. For example,
they may break up tasks to reduce exertion,
Ergonomic Hazards: Key Symptoms and increase break periods, or rotate employees
Dangers engaged in repetitive tasks.
Poor ergonomics in the workplace can lead to
health issues for employees, such as cumulative Natural Disaster Safety and Role of Emergency
trauma disorders, repetitive motion injuries and Management
musculoskeletal disorders. Often, ergonomic Organizations must prepare themselves for natural
hazards arise due to workplace design. disasters and emergencies. Should a tornado or an
earthquake hit, how will employers keep their
Possible ergonomic hazards include the following: workers safe? Those in safety, security and
emergency management play key roles when it
 Poorly adjusted chairs or workstations comes to preparing a workplace for hurricanes,
 Repetitive movements fires, floods and other natural disasters.
 Regular lifting
 Incorrect posture Ways to Ensure Emergency and Natural Disaster
 Vibration Safety
Whether employees sit at desks that are too short Organizations can take several actions to protect
for them, overuse their thumbs on laptops with their employees in emergencies and natural
centrally positioned track pads or strain their eyes disasters. They include the following:
looking at screens all day long, poor ergonomics
can lead to debilitating symptoms. Sore joints and Developing Emergency Action Plans
muscles; tingling in the hands, fingers and limbs; OSHA regulates that companies must document
and pain and stiffness in the neck and back can all their emergency action plans according to specific
result from ergonomic hazards. standards. Additionally, employees should go
through practice drills that familiarize them with
emergency procedures and be provided with
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copies of emergency action plans. possible.

Preparing Emergency Kits When remote work isn’t an option, employers are
Survival kits include basics such as water (a gallon assessing sources of exposure and implementing
per day for each employee), nonperishable foods, controls that reduce exposure. Additionally, they’re
first-aid kits, flashlights and battery-operated promoting or requiring behaviors that emphasize
radios. Other items to store in stormproof rooms infection prevention, such as social distancing and
might include blankets, maps and cellphones. frequent handwashing.

Establishing Evacuation Plans Electrical Safety in the Workplace

Employees should know the location of the nearest In 2018, 160 workers died from electrocution
exit, as well as alternatives. Additionally, while on the job, an 18% increase from the prior
evacuation plans should indicate the best routes to year. That same year, 1,560 workers suffered
exit a building and where to meet after exiting a electrical injuries. While electrical hazards pose a
building. Organizations should have evacuation danger to workers across every industry, those
plans posted in visible areas throughout work most likely to suffer electrical fatalities or injuries
areas. work in construction, which is responsible for 52%
of electrical fatalities. Such numbers highlight the
Managing Disaster Recovery importance of high standards for electrical safety
Recovering from disasters and emergencies in the workplace.
requires thoughtful management. Security and
emergency managers help a workplace recover in Electrical Hazards
the aftermath of a disaster in several ways. Electrical hazards can result in burns, shock, fires,
explosions and death. Some common electrical
First, they perform a damage assessment, hazards include the following:
examining property to determine what requires
repairs or replacement and to identify areas of a Overhead Power Lines
building that pose safety threats. After damage Overhead power lines carry deadly voltages of
assessment, emergency managers work to help an electrical power. Failure to maintain a careful
organization return to normal operations. They distance from them can result in electrocution or
also reflect on what aspects of their emergency severe burns.
action plans need revision.
Damaged Equipment and Tools
The Impact of COVID-19 on the Workplace Tools or equipment with damaged cords and wires
The COVID-19 pandemic has highlighted another or other defects can pose dangers to those using
threat to safe working environments: them. Additionally, untrained workers shouldn’t
communicable disease. As a result, employers are use tools.
considering different ways to protect their
employees from exposure to the virus and others Improper Wiring
like it. Different electrical currents call for specific types
of wiring. Using the wrong wiring can cause
COVID-19 poses a greater risk to older people and overheating and fires. They can also occur from
those with certain preexisting conditions. As such, using the wrong type of extension cords,
employers are examining ways to accommodate overloading outlets and using improper circuit
workers in high-risk categories and set up remote breakers.
working arrangements for all workers when
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Exposed Electrical Parts
Creating a Culture of Safety
As potentially dangerous levels of electrical power Organizations that commit to addressing
surge through electrical components, they must environmental hazards in the workplace can best
remain safely covered. Temporary lighting, power create and maintain safe environments for their
distribution units and power cords with exposed employees. Safe working environments not only
electrical parts all pose electrical dangers. prevent injuries and illness but also reduce costs,
improve productivity and increase employee
Wet Conditions morale.
Water makes electrocution more likely. Using
electricity in wet environments, particularly when
equipment has damaged insulation, poses
significant safety risks.

Strategies to Improve Electrical Safety in the

Workplace
Safety, security and emergency management
professionals can help minimize the risks of
electrical incidents in several ways. Many electrical
accidents result from a failure to recognize
energized sources and the incorrect use of
extension cords. However, by implementing the
following strategies organizations can protect
employees from electrical hazards.

Understand and Follow OSHA Regulations

OSHA outlines standards that promote electrical
safety. Organizations must understand and follow
the guidelines, which deal with:

Avoiding the use of hot equipment to avoid

electrical hazards
Disconnecting conductors or circuit components
from energized parts to ensure electrically safe
working conditions
Establish Electrical Safety Programs
Electrical safety programs can bring awareness to
electrical hazards and provide the training
employees need to remain safe. They can also
develop safe work procedures and identify
electrical safety principles.

Identify and Assess Electrical Hazards

By locating and assessing risks, organizations can
best address electrical hazards and properly
inform employees.
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UNIT OF COMPETENCY : UTILIZE IT APPLICATIONS IN TECHNICAL TRAINING

MODULE TITLE : UTILIZING IT APPLICATIONS IN TECHNICAL TRAINING

MODULE DESCRIPTOR : This module covers the knowledge, skills and attitude required in using
computer software/applications in training. Specifically it covers
setting-up of work environment, utilization of word processing,
spreadsheet, presentation applications and utilization of internet and
world wide web to communicate and collect information.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the trainee/student must be able to:

LO1. Set-up work environment

LO2. Utilize word processing application

LO3. Utilize presenter application

LO4. Utilize spreadsheet application

LO5. Utilize internet and www to communicate and collect information

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LO1. SET-UP WORK ENVIRONMENT

ASSESSMENT CRITERIA:

1. Work folder is configured in accordance with enterprise IT utilization guidelines.

2. Desktop and shortcuts settings are configured in-line with personal preference.
3. Connectivity to printer are checked and tested in accordance with equipment user guide.

CONTENTS:

 Putting Computer Parts together

 Creating Folder and Directories
- Folder Creation
- Folder Copy and Transfer
- Sharing Folder
 Connecting printer to PC
 Equipment User Guide
 Desktop Settings and Shortcuts
- Background and Screen saver settings
- Screen resolution setting
- Short Cut and Link settings

CONDITIONS: The student/trainee must be provided with the following:

 Personal computer
 Printer
 Installer/software
 Bond paper
 USB drive
 CD/DVD

METHODOLOGIES:

 Lecture
 Video presentation
 Group discussion

ASSESSMENT METHODS:

 Written examination
 Oral Interview
 Demonstration
 Case problems

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 Information Sheet 1.4-1
Set-up work environment
Introduction:
Your work environment is made up of all of the elements that can affect your day-to-day productivity,
including when, where and how you work. During your career development, you can pursue opportunities
that provide a comfortable work environment that promotes your success and aligns with your core values.
In this article, we discuss what work environment is, the elements that make it up and how to best identify
a suitable work environment during your job search.
What is a work environment? The size of your working area can have an impact
A work environment is the setting, social features on whether you have everything at hand to
and physical conditions in which you perform your accomplish your job, while at the same time
job. These elements can impact feelings of significantly influencing how you feel at work. To
wellbeing, workplace relationships, collaboration, evaluate the size of your workspace, consider the
efficiency and employee health. Here are the amount of space you have to move freely, whether
significant aspects of a work environment: you have all the equipment you need nearby and if
Physical environment the area is large enough to accommodate all staff
This element is made up of the size, layout and members.
location of a workplace, whether work is Layout
conducted indoors or outdoors, the facilities Some indoor workplaces have an open floorplan,
offered in a workplace and the furnishings used while others use cubicles or other dividers to
while working. separate spaces. The design of a workplace may
Company culture depend on the type of work. For example, a more
This element refers to the way a company and its collaborative environment may benefit from an
employees operate, including what effective open layout, while a job that requires discretion
communication looks like between different levels would better operate with separate offices or
of staff, employees’ perspective of company leaders, cubicles to ensure privacy.
the company’s goals and what the organization Furnishings
values. Desks, chairs, conference tables and other
Working conditions workplace furniture can also impact employees on
This element includes the formal terms under the job. Access to comfortable and adequate
which staff members are hired, such as the rate of seating, clean workspaces and functional desks can
pay, contract of employment and length of the ensure indoor workplaces remain efficient.
workday. It can also cover recreational activities Outdoor workplaces may include comfortable
and other initiatives to promote a healthy furniture for break times.
workplace. Equipment
Some roles require special equipment to do their
Elements of a work environment
job, and depending on the company, the employer
Use the following descriptions of each work
may or may not provide it. Some roles, such as a
environment element to identify a positive and
mechanic, may be required to bring their own set
productive workplace:
of tools. Indoor office spaces are more likely to
Physical environment
provide the necessary equipment, such as
The physical conditions you work under will play a
computers, printers and other essential technology
crucial role in enabling you to reach your full
used on the job.
potential. Some critical aspects of your physical
Facilities
environment to consider include:
Other facilities can influence how you feel
Size
physically and mentally during your working life.
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Being able to take a break or go to the bathroom Work-life balance
are essential parts of any productive daily routine, The number of hours worked each week and when
so the location of these facilities can also impact can vary depending on the role, company and
the work environment. Additional facilities such as industry. Some organizations may promote work-
relaxing spaces and on-site gyms can also have a life balance by offering generous paid time off or
positive influence on employees. flexible work schedules. Other employers may
Location encourage employees to work overtime to meet
Some roles predominantly work inside, some deadlines or provide 24/7 service to clients.
spend most of their working day outside and Terms of employment
certain roles may have a mixture of both indoor In addition to set hours, these terms may include
and outdoor work. Many employers may provide whether your work is a temporary contract or
additional facilities or equipment to ensure permanent employment. This element may also
employees are comfortable while working and include benefits and paid time off stipulations as
productivity is maintained. well.
Workplace safety
Company culture There are nationally mandated workplace safety
Your company’s beliefs and how their goals align regulations that all employers must follow. Your
with yours can be a substantial factor in your employer might display the regulations in public
comfortability in the workplace. Here are the spaces to ensure all employees understand and
significant elements of company culture: adhere to these policies. Also, the safe use of
equipment, as well as accessibility to exits,
Code of conduct emergency equipment and first-aid, impacts this
Some companies may explain their business element of working conditions.
culture in a formal code of conduct or provide Healthy lifestyle
guidelines for employees. These documents can Some employers may encourage employees to stay
have you following certain conditions when fit and eat balanced meals to improve their overall
performing tasks as well as when interacting with wellbeing. They may even stock healthy snacks,
coworkers, workplace leaders and external partner with a nearby gym or host team events
stakeholders. These guidelines are often found in that incorporate physical activity.
an employee handbook. Types of work environments
Encouragement and development There are many different types of work
Some employers directly promote collaboration environments that include a combination of
and teamwork, emphasize positive feedback and physical components, company culture and
consistently celebrate employees who succeed. working conditions. What elements make for the
Other employers may provide more constructive best type of work environments depend on an
feedback to encourage employees to improve. organization’s industry and age, the number of and
Company mission statement types of employees, and the ideal environment the
This statement is a set of values the company seeks organization wants to cultivate.
to advance through its work. While these values According to the Holland theory of personality and
may not be discussed daily, they guide every task job compatibility, some environments may be a
you do and each goal you set as a contributor to the better match for certain personalities. When
organization. considering a work environment, discover the
Working conditions characteristics and values of your personality type
The following elements determine what the day-to- to find one that best suits you. Personality-based
day may look like and how your employment work environments include:
impacts areas of your life unrelated to work: Realistic
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This environment promotes physical activity and traditional environments are often referred to as
may be best for more kinesthetic employees, also “organizers” and work best in settings that have
called “doers.” Those who work well in this clear order, encourage practicality and value
environment are often skilled at and prefer using dependability. Roles that exist in conventional
tools and working with their hands. Jobs with work environments include those in finance,
realistic work environments include those in assistant positions and traditional office settings.
engineering, maintenance and construction. How to identify a suitable work environment
Investigative During your job search, consider evaluating
This type of environment is built on critical prospective employers to find a comfortable work
thinking, experimentation and problem-solving. environment that promotes your productivity,
Much of the work in this environment involves efficiency and success. Use the following tips to
gathering evidence, studying information and discover ways to identify work environment
learning as well as making conclusions. Employees elements:
who are “thinkers” can thrive in these 1. Read the job description carefully
environments, which are often found in careers The description may give you a sense of the
like healthcare, engineering and technology. physical environment you’ll be working in, such as
Artistic the common daily tasks and type of physical setting.
This environment encourages innovation and Review the employer’s expectations for the role to
experimentation as well as personal expression. find elements of company culture.
Artistic environments are often best for those 2. Research the company online
known as “creators” who thrive in more flexible Many companies have a website, so use this
and emotional settings. Some careers that work resource to learn more about their values or goals,
best in this type are in fields like design, fine art discover if they have recreational facilities or read
and performance. about their latest team-building activity. You can
Social also find their social media pages and see how they
This type of environment promotes interact with customers or other external parties.
communication, helping, healing and education 3. Ask questions at the interview
between employees. Those who do well in this After doing your research ahead of time, you can
environment are often known as “healers” and also prepare several questions focusing on the
have traits such as kindness, empathy and work environment, such as which equipment you’ll
compassion. Careers that typically offer social be using, whether they have healthy eating options
working environments include education, social nearby and how they prefer to resolve conflicts on
work, counseling and nursing. teams.
Enterprising 4. Visit your workplace
This work environment also involves After some interviews, the company may invite you
communication but has an emphasis in guiding to tour its facilities and see what it’s like to work
others toward goals. Enterprising environments there. You can visit the physical environment
are best for “persuaders” who thrive on where you could be working.
competition and prefer to serve in roles that 5. Ask contacts who work at the
involve selling, convincing and debating. Some company
careers that have enterprising environments If you know any current or past employees, contact
include real estate, politics and public service and them to ask what it’s like to work there. You may
sales. gain more insight into employer-employee
Conventional relations and the company culture.
This environment is built on specificity, 6. Read online reviews
predictability and organization. Those who prefer Many career or job search websites offer you the
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chance to read about other employees’ experiences.
Read positive and negative reviews to understand
the pros and cons that a job or company may offer.
View these responses in terms of how these
elements may affect you if you worked there.
7. Read through your employment
contract and introductory documents
Once you receive a job offer, you are likely to
review onboarding documents that discuss the
specific conditions that make up your work
environment. For example, contracts typically
include your hours of work, requirements of the
job and rate of pay. You may also review the
employee handbook to understand company
policies and procedures.
8. Ask questions if you have any
outstanding concerns
If you feel you need more information about the
work environment after receiving an offer, ask the
human resources representative or the hiring
manager to learn about their experience with the
company.

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LO2. UTILIZE WORD PROCESSING APPLICATION

ASSESSMENT CRITERIA:

1. Document layout and formatting are applied in line with document formatting requirements.
2. Application features are utilized to enhance productivity in line with application guide/ help
instructions
3. Printing of documents is performed in line with enterprise IT utilization guidelines

CONTENTS:
 Working with word processing program
- Window features
- Menus and commands
- Graphics and Icons
- Paragraphs
- Short cuts commands
 Document lay-out and formatting
- Page settings
- Font Settings
- Formatting styles
- Table utilization
 Different application features
- Printing Footer and header setting
- Mail merge
- Review and editing tools
- Reference features
 Form creation features Procedures and options

CONDITIONS: The student/trainee must be provided with the following:

 Personal computer
 Printer
 Word processing software (installed)
 A4 size bond paper
 Printer Ink

METHODOLOGIES:
 Lecture
 Hands on
 Discussion

ASSESSMENT METHODS:
 Written test
 Demonstration

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 Information Sheet 1.4-2
Utilize word processing application
Introduction:
Microsoft Word or MS Word (often called Word) is a graphical word processing program that users can
type with. It is made by the computer company Microsoft. Its purpose is to allow users to type and save
documents. Similar to other word processors, it has helpful tools to make documents.

Creating a Basic Document

 Blank document - A blank
document with default formatting.
 Creative Resume/Cover
Letter - A clean, pre-formatted
resume (and accompanying cover
letter) document.
 Student Report with Cover
Photo - A document format geared
toward an academic demographic.
 Fax Cover Sheet - A document
to preface fax reports.
 You can also search for specific
templates online from within Word
by using the search bar at the top of
this screen.
1:Open the Microsoft Word application. Do
this by double-clicking the Microsoft Word .
icon.

.
3:Choose a template. Doing so will open the
template in Word with whatever pre-
determined formatting applies to it. Now that
your document is open, you're ready to review
2:Review the available templates. On the
your Toolbar options.
right side of the screen, you'll see several
.
templates of interest:
 When in doubt, open a blank
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 document. a different name or file format).
  Print - Click this to bring up
Navigating the Microsoft Word Toolbar your printer settings.
 Share - Click this to view
. sharing options for this document,
including email and cloud options.
 Export - Click this to quickly
create a PDF or change the file type.

1:Click the File tab. It's in the top left side of

the screen (or in the menu bar for Mac users).
From here, you have several useful options on
the far left side of your screen:
 Info (PC only) - Click this to .
review the documents statistics, 2:Click ← in the top left corner of your
such as when it was last modified, screen. If you're using a Mac, you won't have
as well as any potential issues with this option--simply click your document to
the document. exit the "File" menu.
 New - Click this to bring up the .
"New Document" page that lists all
of the pre-formatted templates. .
Opening a new document will
prompt you to save your old one.
 Open - Click this to review a
list of recently-opened documents.
You can also select a directory (e.g.,
"This PC") in which to search.
 Save - Click this to save your
document. If this is your first time
saving this particular document,
you'll be prompted to enter a name,
save location, and preferred file
format as well.
 Save As - Click this to save
your document "as" something (e.g.,
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 another--live here.

.
3:Review the Home tab to see your .
formatting options. At the top of your 4:Click the Insert tab to review the types of
screen--from left to right--are five sub- media you can place in your
sections of this tab: document. Insert is to the right of the Home
 Clipboard - Whenever you tab. The Insert tab allows you to add things
copy text, it is saved on your like graphics and page numbers to your
clipboard. You can view copied text document. From left to right, a couple of
by clicking the Clipboard option notable options include the following:
here.  Table - Clicking this option
 Font - From this section, you will allow you to create an Excel-
can change your font style, size, style table right in your document.
color, formatting (e.g., bold or italic),  Pictures - Use this feature to
and highlighting. insert a picture into your document.
 Paragraph - You can change  Header, Footer, and Page
aspects of your paragraph Number - These options are all
formatting--such as line spacing, essential for writing in MLA- or
indentation, and bullet formatting-- APA-style formatting. The Header
from this section. places a space at the top of the
 Styles - This section covers document for comment, while the
different types of text for various Footer goes at the bottom--page
situations (e.g., headings, titles, and numbers are customizable.
subtitles). You'll also see the  Equation/Symbol - These
popular "No Spacing" option here, options use special formatting to
which removes excess spaces accurately display simple equations.
between lines of text. You can select these equations or
 Editing - A couple of symbols from the pertinent drop-
commonly-used tools--such as down menu.
"Find and Replace", which allows
you to quickly replace all .
appearances of one word with
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  Location of page breaks
 Indentation

. .
5:Click the Design tab to create your own
template. It's to the right of the Insert tab. .
 The Design tab contains pre- 7:Click the References to manage your
designed themes and formats listed citations. If you have a bibliography page, you
across the top of the page. can also manage it from here.
.
 For quick bibliography
formatting, click
the Bibliography drop-down menu
and select a template.
 In the "Citations &
Bibliography" group of options, you
can change your bibliography
formatting from APA to MLA (or
other citation styles).
 The "Captions" group has an
option to insert a table of figures.
This is useful for scientific review
papers or similar documents in
6:Click the Layout tab to customize your which statistical data is prioritized
over quotations.
page's formatting. This tab contains options
for changing the following aspects of your
document: .
 Margins
 Page orientation (vertical or
horizontal)
 Page size
 Number of columns (defaults
to one)
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 9:Click the Review tab. The Review section
is geared towards editing, so it includes
options for marking up documents and
proofreading. A couple of important options
include:
.
 Spelling & Grammar - Click this
option (far left corner) to underline
any spelling or grammatical errors.
 The "Changes" section - This is
to the far right of the toolbar. From
here, you can enable the "Track
Changes" feature which
automatically formats any additions
or deletions you make in a
. document to appear in red print.
8:Click the Mailings tab to review your
document sharing options. You can review .
your email settings and share your documents
from within this section.
.
 You can also print an envelope
or label template by clicking the
pertinent option in the top left
corner of your screen.
 The Select Recipients drop-
down menu allows you to choose
Outlook contacts as well as an
existing contact list within Word.

.
10:Decide on the set of options that best
apply to your work. If you're a student, for
example, you'll likely use the Insert and
References tab often. Now that you're familiar
with the toolbar options, you can format your
first Word document.

Formatting Your Writing

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 3:Highlight a section of text. To do this, click and
. drag your cursor across your writing, then let go when
1:Open a new Blank Document in Word. If
you've highlighted the section you wish to edit.
you have an existing document, you can open
that instead.
.

.
4:Consider what you want to do to the
writing. Some potential options include:
.
 2:Enter text. Do this by  Quickly format your writing.
clicking on the blank section of the Do this by right-clicking (or two-
document and typing away.If you finger clicking) your highlighted
opened an existing document, be text and then selecting an option
sure to save your work before re- from the right-click menu.
formatting.  Change the font of your
selection. You can do this by
clicking the drop-down bar at the
top of the "Font" section (Home tab)
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 and then selecting a new font.
 Bold, italicize, or underline
your highlighted section. To do this,
click the B, I, or U in the "Font"
section of the Home tab.
 Change your document's
spacing. This is easiest to
accomplish by right-clicking your
selected text, clicking Paragraph,
and modifying the "Line Spacing"
value in the bottom right corner of
this window.

5:Continue working with Word. Your

preferred options for your documents will
differ based on the intention behind creating
them, so the more you work within your own
particular format, the more proficient you'll
become.
.

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LO3. UTILIZE PRESENTER APPLICATION
ASSESSMENT CRITERIA:
1. Presentation layout, formatting and theme utilization are applied in line with target audience
requirements
2. Animation and slide transitions are applied to enhance viewing and interactivity experience in-
line with best practices in utilizing presentation package.
3. Printing of presentation materials are performed in line with user requirements and enterprise
IT utilization guidelines
4. Packaging and exporting of presentation is performed in line with application help
instructions/wizard.
5. Presentation of information is performed in line with best practices in utilizing presentation
package.

CONTENTS:
 Presentation Software (Power point) Features
- Screen features
- Icons and Menus
- Commands and task
 Document lay-out and formatting
- Page settings
- Font Settings
- Formatting styles
- Table utilization
 Best Practices in utilizing presentation Packages
 Animation and Effects
 Packaging and exporting presentation
 Savings and Printing Options

CONDITIONS: The student/trainee must be provided with the following:

 Personal computer
 Printer
 Word processing software (installed)
 A4 size bond paper
 Printer ink

METHODOLOGIES:
 Lecture
 Video presentation
 Group discussion

ASSESSMENT METHODS:
 Written test
 Oral Interview
 Discussion
 Direct observation
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 Information Sheet 1.4-3
Utilize presenter application
Introduction:
PowerPoint is Microsoft's presentation software that enables users to create engaging presentations that
consist of individual pages, or slides, which may contain text, graphics, sound, movies, hyperlinks, and
other objects. PowerPoint enables users to add animation and effects to slideshow elements.

Creating a Presentation browse the available templates. You

can also download additional
templates from a variety of
resources online.

1:Choose between a blank presentation

and a template. When you start a new
PowerPoint file, you can either create a blank
presentation or a template. Blank
presentations allow you to apply your own 2:Create your title slide. Your title is the first thing
style, but this can be a time-consuming that your audience will see. It should be easy to read
process. Templates can give your presentation and give a basic overview about the topic of the
a uniform style, but they may not suit your presentation. Most presenters will include their or
exact needs. their group's name on the title as well.
 You can edit any aspect of a
template, so feel free to choose one
that mostly matches your vision
and tweak it as you see fit.
 You can apply themes to your
project at a later time after you've
added content. Click the Design tab
and select a theme. It will be
immediately applied to your project.
You can either undo it (Ctrl + Z) or
revert to a blank theme if you don't
like it.
 You can access templates from
the File tab. Click New and then

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3:Add new slides for content. Press Ctrl + M for a
new slide. A blank slide will be added after the
slide you are currently on. The slide will contain a
title box and a text box. You can choose to use
these or insert your own objects using the Insert
tab.
 When adding a text box, you
can click and drag to make it
whatever size you'd like. You can
then adjust this later by grabbing
one of the corners with your cursor
and then clicking and dragging
again.
 You can click on any text box
and start typing to begin adding
text to your presentation. You can 5:Preview your presentation. You can get a
format text just as you would in basic feel for the flow of your presentation at
Word, with formatting options this point by pressing F5 to start the slide
available in the Home tab. show. Click the mouse to advance the slides.
Use the preview slide show to get an idea of
how long the presentation is and how well
information flows from one slide to the next.

Jazzing It Up
.

4:Navigate your presentation. You can use the

frame on the left side of the window to quickly
scroll through your slides. Clicking any of them will
open that slide so that you can edit it. You can click
the Outline tab to see an outline tree of your
presentation. Each slide will be labeled by the slide
title.
.
1:Add transitions between slides. Once you
have some content in your slides, you can
start adding some effects to help make it a bit
more interesting for your audience. Select a
slide and click the Transitions tab. You will see

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a list of the most common transitions. You can several options for it, such as fill
also click the arrow at the end of the list to color, picture location, gradient
open the full listing of available transitions. settings, and more. Experiment
 When you pick a transition, it until you find the background that
will affect how that slide appears. fits your presentation.
For example, adding a transition to  By default, the background will
Slide 2 will affect how Slide 1 only be applied to your active slide.
transitions into Slide 2. You will be Click the "Apply to All" button to
able to see a preview in the slide apply your background choices to
editing window when you click each every slide.
transition.  Make sure that your text is still
 Don't add too much transitions easily readable with the
to your presentation. This can be background you choose.
distracting to the audience and
keeps them from focusing on your .
what is the most important which is
your content.

3:Add images. Adding pictures, diagrams, and

other visual aids can help the audience grasp
2:Add backgrounds. Plain white is boring. If the ideas of your presentation and drive your
your presentation is standard text on a plain point home. Images break up the monotony of
white background, half of your audience will text and help keep the audience from tuning
be asleep before you reach the third slide. Use out.
subtle backgrounds to add a little visual flair  Click the Insert tab. There will
to your project. be a large number of options when
 Right-click on a blank section it comes to inserting objects. Click
of your slide and select "Format the Picture button to insert a
Background", or click the Design tab picture from a file on your
and the click the arrow icon next to computer. You can click the Photo
"Background" on the far right. Album button to insert an entire
 Choose your fill type. You can album of photos into the slide as
choose a solid color, a gradient fill, a well.
picture background, or a pattern fill.  Use the Charts button to insert
Selecting each choice will display easy-to-read charts that will help
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 the audience understand your data.
Once you choose your Chart type,
Excel will open, allowing you to
enter in your data or copy it from
an existing spreadsheet.
 Use the Shapes button to insert
pre-made shapes or dray your own.
You can use the shapes to outline
important text or create arrows and
other visual indicators.
 Avoid drowning your
presentation with pictures. If it
looks too busy, the audience will
have a hard time parsing your
written information. .
5:Embed video. You can add video files to
your slides. This can be useful for reports or
any other video file that may relate to your
presentation. The video file will play when the
slide appears
 Click the Video button in the
Insert tab. you will be able to
browse your computer for video
files.
 While it's not as
straightforward, you can embed
YouTube videos as well. See this
guide to learn how.

Making It Memorable
4:Add links. You can add links to your slides .
that will allow you to quickly access websites
or email addresses. This can be especially
useful if you are distributing the presentation
and want people to be able to easily view
related webpages or send you an email.
 To add a link, place your
cursor in a text box and then click
the Hyperlink button on the Insert
tab. You can choose to link to a file
on your computer, a webpage, an
email address, or even another slide
in your presentation.

.
.
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1:Keep the number of slides to a
minimum. Extremely long presentations will
bore your audience, even if they are obsessed
with your subject matter. Extraneous slides
with little to no content will also make the
presentation drag and wear on the audience's
interest. Try to keep your presentation short
and sweet, and make sure you are using the
space on each slide to it's maximum potential.

3:Apply a consistent, subtle style. The best

presentations are those that have a consistent,
deliberate style. use minimal amounts of color
and stylistic accents to make your
presentation stand out without being garish.
When in doubt, use one of the templates for a
guide.
.

2:Choose a good font size. Presentations are

designed to be read, otherwise it would just be
a speech. Make sure that your audience will be
able to easily read what you have written. A
10 point font may look okay when you're
sitting at your computer, but when it's
projected on the screen, people may be
leaning forward in their seats straining to read.
 On a related note, make sure
that your font choice is readable as
well. Curvy and extravagant fonts
may look cool, but they'll make your
audience just stop caring if they
4:Triple-check for spelling and grammar
can't read it.
errors. If you misspell a word, you might not
notice it, but someone in your audience will be
sure to spot it. Spelling and grammar mistakes
will lower your credibility, even
subconsciously, so you'll want to work extra
hard to ensure that everything is written
clearly and correctly.
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Competencies
 Get someone to help you .
proofread your presentation before
you give it. A fresh set of eyes are .
much more likely to catch mistakes 5
that you gloss over. .
Practice! The PowerPoint is only part of your
presentation. The other part is you! Take
some time and practice your talking points as
well as moving through the slides. Work on
your timing and ensure that each slide
accurately sums up your talking points. Make
your own notes or memorize your
presentation; reading off of your slides while
you are giving your presentation is a big no-no.
.
.

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Competencies
LO4. UTILIZE SPREADSHEET APPLICATION
ASSESSMENT CRITERIA:
1. Workbook and worksheet settings and formatting are applied in line with printing requirements.
2. Formula and conditional formatting are utilized to enhance productivity in line with the application help
instructions.
3. Charts are utilized to enhance data presentation in line with the application help instructions.
4. Printing of worksheet is performed in line with document layout requirements and enterprise IT
utilization guidelines.
CONTENTS:
 Worksheet and workbook (Spreadsheet) Features and settings
- Screen features
- Icons and Menus
- Commands and task
- Page set up
- Header set up
- Worksheet organization
 Document lay-out and formatting
- Page settings
- Font Settings
- Frames and border
- Cell Formatting
 Basic and Conditional Formulas
- Summation
- Division
- Multiplication
- Average
- Rounding Off
- If
 Charts utilization and presentation
 Printing options
 Saving files and documents
 Packaging and exporting presentation
CONDITIONS: The student/trainee must be provided with the following:
 Personal computer
 Printer
 Spreadsheet software (installed)
 A4 size bond paper
 Printer ink
METHODOLOGIES:
 Lecture
 Video presentation
 Group discussion
ASSESSMENT METHODS:
 Written test
 Oral Interview
 Discussion
 Direct observation
 Demonstration

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 Information Sheet 1.4-4
Utilize spreadsheet application
Introduction:
Microsoft Excel is a software program created by Microsoft that uses spreadsheets to organize numbers
and data with formulas and functions. Excel analysis is ubiquitous around the world and used by
businesses of all sizes to perform financial analysis.

Preparing to Use Excel

3:Open Excel. Click or double-click the Excel

app icon, which resembles a white "X" on a
1:Install Microsoft Office if you don't have dark-green background.
it. Microsoft Excel isn't available as a standalone
program, but it is included in a Microsoft Office
package or subscription.

4:Select a template if necessary. If you want

to use an Excel template (e.g., a budget
planner template), scroll down until you find
the template you want to use and then click it
once to open its window.
2:Open an existing Excel document. If you  If you just want to open a new
want to open an existing Excel document at blank Excel document, click
any time, simply double-click the document in the Blank option in the upper-left
question. This will bring up the document in side of the page and then skip the
an Excel window. next step.
 Skip this step if you want to
open a new document in Excel. .

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 to know include the following:
.
 Home — Contains options for
formatting text, changing cell
background color, and so on.
 Insert — Contains options for
tables, charts, graphs, and
equations.
 Page Layout — Contains
options for page margins,
orientation, and themes.
5:Click Create. It's to the right of the  Formulas — Contains various
template's name. formula options as well as a
function menu.

2:Consider using the top row of cells for

6:Wait for the Excel workbook to
headers. When adding data to a blank
open. This will take a few seconds. Once you
spreadsheet, you can use the top cell in each
see the Excel template or blank page, you can
column (e.g., A1, B1, C1, etc.) as your column
proceed with entering your sheet's data.
heading. This is helpful when creating graphs
or tables which require labels.
Entering Data
.

1:Familiarize yourself with the Excel

ribbon tabs. In the green "ribbon" at the top
of the Excel window, you'll see a series of tabs.
Each of these tabs can be used to access .
different Excel tools; the main ones you'll need

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Competencies
 3:Select a cell. Click the cell into which you .
want to enter data. 6:Edit your data. To go back and edit data
 For example, if you're using a later, click the cell you want to edit, then
budget-planning template, you change whatever you need to change in the
might click the first empty cell to text box above the top row of cells.
select it.

7:Format text if necessary. If you want to

change the way a cell's text is formatted (e.g.,
4:Enter text. Type in whatever you want to if you want to change it from money
add to the cell. formatting to date formatting), click
the Home tab, click the drop-down box at the
top of the "Number" section, and click the type
of formatting you want to use.
 You can also use conditional
formatting to cause your cells to
change based on factors in the
spreadsheet (e.g., if a cell's value is
below a certain number, the cell
might turn red).

Using Formulas
5:Press ↵ Enter . Doing so adds it to the cell and
moves your selection to the next available cell.

. .

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Competencies
 1:Select a cell for your formula. Click the cell
in which you want to create a formula.

3:Add a whole column of numbers. If you

want to add all of the numbers in a whole
column (or in a section of a column),
2:Perform basic operations. You can add,
type =SUM(cell:c ell) (e.g., =SUM(A1:A12))
subtract, divide, and multiply cell values with
into the cell you want to use to display the
the following formulas:
result.
 Add —
Type =SUM(c ell+cell) (e.g., =SU
M(A3+B3)) to add two cells' values
together, or type
{{kbd|=SUM(cell,cell,cell)
(e.g., =SUM(A2,B2,C2)) to add a
series of cell values together.
 Subtract — Type =SUM(cell-
cell) (e.g., =SUM(A3-B3)) to
subtract one cell value from another
cell's value.
 Divide — 4:Select a cell for an advanced formula. To use a
Type =SUM(c ell/cell) (e.g., =SUM more advanced formula, you'll use the Insert
(A6/C5)) to divide one cell's value Function tool. Start by clicking the cell in which you
by another cell's value. want to display your formula.
 Multiply — .
Type =SUM(c ell*cell) (e.g., =SUM
(A2*A7)) to multiply two cell values .
together.

.
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Competencies
5:Click Formulas. It's a tab at the top of the
Excel window.

8:Fill out the function's form. When

prompted, type in the number (or select a cell)
for which you want to use the formula.
 For example, if you select
the TAN function, you'll type in the
number for which you want to find
the tangent.
 Depending on your selected
function, you may need to click
through a couple of on-screen
prompts.

6:Click Insert Function. This option is in the

far-left side of the Formulas toolbar. Doing so
opens a window.

9:Press ↵ Enter . Doing so applies your

function and displays it in your selected cell.
Creating Charts

7:Select a function. Click in the window the

function you want to use, then click OK.
 For example, to select the
formula for finding the tangent of
an angle, you would scroll down
and click the TAN option.
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1:Set up the chart's data. If you're creating a
line graph or a bar graph, for example, you'll
want to use one column of cells for the
horizontal axis and one column of cells for the
vertical axis.
 Typically speaking, the left
column is used for the horizontal
axis and the column immediately to
the right of it represents the vertical
axis.
4:Click Recommended Charts. You'll find
this option in the "Charts" section of
the Insert toolbar. A window with different
chart templates will appear.

2:Select the data. Click and drag your mouse

from the top-left cell of the data down to the
bottom-right cell of the data.

5:Select a chart template. Click the chart

template you want to use.

3:Click Insert. It's a tab at the top of the Excel

window.
6:Click OK. It's at the bottom of the window. Doing
so creates your chart.

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Competencies
 accessed by clicking the green ＋ to the right
of the selected chart.
.
Saving an Excel Project
.

7:Edit your chart's title. Double-click the title

at the top of the chart, then delete and replace
the chart's current title with your own title.

1:Click File. It's in the upper-left side of the

Excel window (Windows) or the screen (Mac).
A menu will appear.

2:Click Save As. This is on the left side of the

page if you're using Windows.
 On a Mac, you'll click this in
the File drop-down menu.
.

.
8
.
Change your chart's axis titles. If you want
to add axis titles to the chart, you can do so
from the "Chart Elements" menu which is
.
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3:Double-click This PC. It's in the middle of 6:Click Save. It's at the bottom of the window.
the page. Doing so saves your spreadsheet in the
 On Mac, click On my selected folder under the specified name.
Mac instead.

7::Save future edits with the "Save" keyboard

shortcut. If you're editing the Excel document in
4:Enter a name for your project. Type
whatever you want to name your spreadsheet the future, pressing Ctrl + S (Windows)
into the "File name" (Windows) or "Name" or ⌘ Command + S (Mac) will save your changes
(Mac) text box in the Save As window. to the document without bringing up the Save As
window.

5:Select a save folder. Click the folder in

which you want to save your spreadsheet.
 On a Mac, you may first need to
click the "Where" drop-down box
before you can select a file. .

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Competencies
LO5. UTILIZE INTERNET AND WWW TO COMMUNICATE AND COLLECT INFORMATION

ASSESSMENT CRITERIA:
1. Chat and email facility is utilized to exchange information and resources in line with chat help
instructions.
2. Browser is configured to enhance productivity in line with the application help instruction
3. World wide web is utilized to research and acquire resources in line with enterprise IT
utilization guidelines.

CONTENTS:
 Theory on the Internet and the World wide web
- Internet Service Provider
- Search Engine
- Search Bar
 Internet terminology
 Internet explorer and Browser
- Cookie settings
- Plug-in setup
- Accessibility adjustments
 Local Area Network
 Network Printer
 Working with electronic mail (e-mail) and chat facilities
 Search using the internet

CONDITIONS: The student/trainee must be provided with the following:

 Personal computer
 Printer
 Internet connection
 A4 size bond paper
 Printer ink
 Router/hub/switcher

METHODOLOGIES:
 Lecture
 Video presentation
 Demonstration

ASSESSMENT METHODS:
 Written test
 Oral Interview
 Discussion
 Direct observation

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Competencies
 Information Sheet 1.4-5
Utilize internet and www to communicate and collect information
Introduction:
The Internet is a tremendously useful tool, but can easily become a black hole for productivity. In today's
world, many people need to use the Internet daily for work, school, or as a means of connecting with friends
and family, but we also frequently find ourselves using it distractedly, without intention or purpose. While
for most people it's not realistic to try to avoid the Internet altogether, it's entirely possible to manage our
habits in a way that allows us to use the time we do spend online more effectively.

Becoming Aware of Your Existing Internet

Habits

2:Identify your problem areas. Checking our

email or refreshing our Twitter feed every five
minutes is an impulse that keeps us from
1 being able to focus on longer tasks. If the
:Create an Internet activity log. If you find paper we’re researching begins to feel
yourself wondering “Where does all the time frustrating or boring, it seems harmless to
go?”, this is a great way to find out. For one take a 10-second break in order to see if
week, write down everything you do while something more exciting is going on in
using the Internet. What websites you visit, another window. The problem, though, is that
how much time you spend on each, how often all these little breaks, plus the time it takes us
you refresh or update pages, each time you to refocus our attention as it shifts back and
click on an embedded link, etc. Often our forth, really add up. Particular habits will vary
worst Internet time-wasting habits are things from person to person, but some examples
we do mindlessly. might include:
 Make sure you include the time  Do you check your email fifty
you spend using the network on times in a day?
your smart phone or other hand-  Perhaps you spend an
held device. For people with on-the- appalling amount of time on
go lifestyles, this is often where we celebrity gossip blogs or websites?
clock in most of our Internet hours!  Maybe you keep yourself
logged in to Google Chat or
Facebook Messenger when you’re
doing other things, and find you are
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 frequently interrupted by friends the urge to find out is greater than
looking to chat? the satisfaction we feel once we’ve
 Or maybe you find that after actually seen the message, which
thirty minutes of concentrating leaves us feeling a little low, and
hard on something, you get a eager for another dopamine boost.
sudden intense “craving” to see if  While technology dependence
anyone new has “liked” your new is becoming increasingly common
Facebook profile picture, and then in today’s world, we don’t have to
just get sucked into your newsfeed be slaves to our dopamine
for an hour or more? receptors. With a little mindfulness
and dedication, we can train
ourselves to resist this eternally
unsatisfying, unproductive loop.

3:Get acquainted with your dopamine. It might

seem like your friend is being hyperbolic when she
says something like “I’m totally addicted to my
iPhone!”, but there’s actual science behind this. 4:Resolve to make necessary changes. For
Technology dependence actually changes the way many people, unlearning pre-existing habits
our brains work, very similar to the changes a can be difficult, especially at first.
brain undergoes in the instance of drug, alcohol, or  Recognize that most of these
gambling addictions. changes are going to require
 The culprit is a chemical in our restricting yourself things that
brain called dopamine, which bring you comfort or pleasure.
controls our moods, motivation,  It’s not uncommon to even
and sense of reward. experience mild withdrawal
 Every time you hear the bloop symptoms when we begin to alter
of your Facebook messenger, a little our Internet behaviors in this way,
surge of dopamine is released in due to the decrease in dopamine
your brain, which is what triggers production.
the urge to check it.  Keep in mind that this
 Dopamine addiction is an transitional discomfort is
endless cycle. The brief “high” is temporary, and that you are on
caused by the anticipation, the your way to being a happier,
uncertainty of the unknown. Who healthier, and more productive
could the message be from? Usually person.
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Getting Prepared to searching for things you need, and will keep
you from being distracted by something that
catches your eye in the searching process.

1:Organize your workstation. It’s amazing

3:Make a list of what you need to do on the
how much space we free up in our brains just
Internet before you open your browser. Is
by having a workspace free of visual
there a song you’ve been meaning to listen to?
distractions. If there’s a pile of papers begging
Do you need to read some restaurant reviews
to be organized, or dirty dishes scattered
to figure out where to bring your mom for her
around, it’s going to be more difficult to focus
birthday? Do you need to need to research
on the task at hand. Try to keep your desk (or
costs for a home-improvement project?
other work area) free of everything but
 This is something you should
current projects and whatever items you use
be doing throughout the day, every
every day.
day, as things pop into your head.
 Keeping an Internet to-do list
will give you a clearer sense of
purpose, and remind you of your
long-term time-management goals.

2:Organize your computer desktop. Make

sure to keep your files organized into folders,
rather that splattered all over your screen,
and bookmark websites you use frequently.
This will save you a lot of time when it comes .
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4:Determine what time of day you are most Implementing Changes
productive. Some people are most alert first
thing in the morning, others don’t reach their
peak until the middle of the night. If you have
some flexibility in your daily schedule, try to
plan your Internet time for when you are most
likely to be awake, energized, and thinking
clearly.

1:Minimize your screen time. In other words, simply

aiming to spend less time on the Internet in general is
a good start. While it may seem counter-intuitive, we
tend to be more productive when we have a shorter
window in which to get something done.

5:Plan to do more with less. Internet efficacy is

going to mean something different to everyone,
depending on career, interests, and other lifestyle
factors. Some people need to be logged on all day long
for their jobs, while others primarily use the Internet
in the evenings as a way to unwind.
 While the specific time-
management goals will vary from
person to person, everyone should
be aiming to simultaneously
accomplish more while also
spending less time online.
2:Avoid multitasking. While it might seem
like it’s more productive to do two or three
things at once, it can actually slow us down in
the long run, as we’re not able to give our full
attention to any one thing. It might be
tempting to switch back and forth between
Internet tasks in order to keep things
interesting, but try to stick to your Internet to
do list, finishing each thing before you move
on to the next.

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 4:Restrict the time you spend on social
networking websites. This is something
you’re going to want to be tough with yourself
about, as these websites are not only black
holes for productivity, but also very addictive.
 If you remember, dopamine
thrives on anticipation and the
unknown, and social networking
sites are never static, always
changing as people update their
statuses, add photos, “like” things.
And nothing is actually ever as
interesting or fulfilling as we think
it might be.
 If you must visit sites such as
3:Do what you can while offline. If you need Facebook, Twitter, Pinterest, etc.,
to read something longer than a page, such as do so with great awareness, and
an article or proposal, see if you can download give yourself a strict time limit. Try
it, and read it with your browser closed. If you using a kitchen timer to keep
need to write a long email reply, try yourself on track.
composing it in Microsoft Word.  It's important to actually sign
 This will further minimize off of and close these websites,
distractions, by preventing you rather than just opening a new tab
from going down hyperlink rabbit or window on top of them. The
holes, or protecting you from the easier something is to access, the
bloops or dings of email more tempting it is.
notifications as they inevitably
trickle in. .
.

.
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 5:Reckon with your email. Try checking to, but you can block Gmail,
your email just three times daily: once in the Facebook, Twitter, YouTube,
morning, once around lunch time, and once in Buzzfeed, or any other website that
the evening. Your email, while necessary, can might tempt you to lose your focus.
be as bad for time-management as social It also keeps track of your daily
networking sites if you are constantly Internet habits for you, letting you
refreshing or checking it incessantly. know how much time you spend on
 Make sure to trash, archive, or email, on Skype, on wikiHow, etc.
respond to every new email in each There are many other Internet-
sitting. This will not only save you blocking applications available, all
time in the long run, but will give with slightly different parameters
you a sense of accomplishment as or additional features. Find one that
you stay on top of your works well for you!
correspondences.  The Email Game turns plowing
through your email into a timed
. game. You earn points the faster
you can clear your inbox!
 Pocket allows you to save
websites you come across for
viewing at a more convenient time.
Maybe you're reading an article that
includes an enticing hyperlinked
article. You can save this link, or
anything else, to look at later.

6:Look outside of yourself for help with self-

control. If you are having trouble abiding by the
restrictions you’ve set for yourself, you’re not the only
one! A majority of people find it challenging to
efficiently managing their Internet time. So many
people, in fact, there are a bunch of free or cheap
downloadable applications out there to help you with
just this. Here are just a few examples:
 RescueTime keeps you from 7:Consider getting rid of your Internet at
being able to access certain home. While this might seem like an extreme
websites for a certain amount of measure for some, it will absolutely force you
time. Let’s say you’re working on a to plan out the majority of your Internet usage,
paper about different types of cloud inherently making more productive use of
formations; you'll be able to access your Internet time. If you're struggling a lot
Google, and the National Weather with self-control, this might be something to
Service website that it directs you look into.
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 Having to use the Internet with  If you want to experiment with
other people around also has the this idea but aren't ready to make
potential to make you more aware the full-blown commitment of
of your bad habits. You'll be less canceling your internet service, try
likely to unconsciously browse your stashing your router at a friend's
way over to your recent ex- house for a few days.
boyfriend's Facebook page if you're  Or if you live with a roommate
sitting in the window of a café or spouse who's not amenable to
where anyone who walks past can the idea of going Internet-free, have
see your laptop screen, for instance. them change wifi password.

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UNIT OF COMPETENCY : LEAD SMALL TEAMS

MODULE TITLE : LEADING SMALL TEAMS

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required to lead
small teams including setting and maintaining team and individual
performance standards in education and training environment.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Provide team leadership

LO2. Supervised team performance

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LO1. PROVIDE TEAM LEADERSHIP

ASSESSMENT CRITERIA:
1. Work requirements are identified and presented to team members
2. Reasons for instructions and requirements are communicated to team members
3. Team members’ queries and concerns are recognized, discussed and dealt with
4. Duties, and responsibilities are allocated having regard to the skills, knowledge and aptitude
required to properly undertake the assigned task and according to company policy
5. Duties are allocated having regard to individual preference, domestic and personal
considerations, whenever possible
6. Performance expectations are established based on client needs and according to assignment
requirements
7. Performance expectations are based on individual team members duties and area of
responsibility
8. Performance expectations are discussed and disseminated to individual team members

CONTENTS:
 Work requirements
 Company policies and procedures
 Team members concerns and issues
 Duties and responsibilities of team members
 Relevant legal requirements
 How performance expectations are set
 Client expectations
 Team member’s duties and responsibilities

CONDITIONS: Students/trainees must be provided with the following

 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Organizational policy
 Workplace or simulated environment

METHODOLOGIES
 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS
 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.5-1
Provide team leadership
Introduction:
Communication is defined as a process by which we assign and convey meaning in an attempt to create
shared understanding. This process requires a vast repertoire of skills in intrapersonal and interpersonal
processing, listening, observing, speaking, questioning, analyzing, and evaluating. Use of these
processes is developmental and transfers to all areas of life: home, school, community, work, and
beyond. It is through communication that collaboration and cooperation occur.

Communication maybe verbal or non-verbal, depending on the medium used. Verbal communication
uses either the written or spoken language. Non-verbal communication makes use of non-linguistic
symbols such as sign language, facial expressions, and body language.

Effective Communication person who is sending the message. There are two
A good working definition for effective factors that will determine how effective
communication is to share meaning and the communicator will be. The first factor is
understanding between the person sending the the communicator’s attitude. It must be positive.
message and the person receiving the message. The second factor is the communicator’s selection
The key element is “understanding.” So in order to of meaningful symbols, or selecting the right
be an effective communicator, we must first and symbols depending on your audience and the right
foremost be understood in our various environment.
communications. B. Message – A communication in writing, in
COMMUNICATION PROCESS AND KEY speech, or by signals
ELEMENTS C. Receiver – The receiver is simply the person
The communication process is a simple model that receiving the message, making sense of it, or
demonstrates all the factors that can affect understanding and translating it into meaning.
communication. Communication is effective if the Now think about this for a moment: the receiver is
message that is received is the same one that is also a communicator. How can that be? (When
sent. receiver responds, he is then the communicator.)
Communication is only successful when the
reaction of the receiver is that which the
communicator intended. Effective communication
takes place with shared meaning and
understanding.
D. Channel – It is a medium through which a
message is transmitted to its intended audience,
such as print media or broadcast
(electronic) media.
If the wrong channel is used for the content and
intent of the message they might get lost. For
example, when a supervisor asks one of his
employees to come and see him in his office, the
message might not be perceived the same if
A. Sender – The communicator or sender is the ommunicated in person or through a note left on
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the employee’s desk. · emotions.
E. Feedback – Feedback can be a verbal or
nonverbal reaction or response. It can be external Examples of external barriers include:
feedback (something we see) or internal feedback · noise
(something we can’t see), like self-examination. It’s · distractions
the feedback that allows the communicator to · e-mail not working
adjust his message and be more effective. Without · bad phone connections
feedback, there would be no way of knowing if · time of day
meaning had been shared or if understanding had · sender used too many technical words for
taken place. the audience
Discuss that communication is a two-way process. · environment.
The information goes out to a person on the other Barriers keep the message from getting through.
end. There is a sender and a receiver. Simply put, When communicating, watch out for barriers.
effective communication is getting your message Monitor the actions of the receiver. Watch her body
across to the receiver. It is the sender’s language; check to make sure the message the
responsibility to make sure that the receiver gets receiver received is the one sent—ask questions
the message and that the message received is the and listen.
one sent.
Communicating is not an isolated series of one skill, Group Planning and Decision Making
it involves several skills. For example, speaking
involves not only getting your message across but GROUP PLANNING Process - Details
also being able to listen and understand what 1. PREPARATION
others are saying (active listening) and observing a. Select the planning team which typically consists
the verbal and nonverbal clues in order to monitor of the leader, direct reports and a number of other
the effectiveness of your message. key employees.
b. Determine data requirements and
Barriers in Communication analyze information.
Have you ever been talking to someone and they c. Determine the leader's expectations for the
misunderstand what you were saying? Why do you meeting and process.
think that happens. At any point in the 2. INTERVIEWS
communication process a barrier can occur. a. Strategic planning facilitator conducts one-on-
Barriers keep us from understanding other’s ideas one interviews with the Team Planning
and thoughts. Barriers can appear at any point of participants in order to understand the culture,
the communication loop. There are two types of organization, issues and opportunities.
barriers—internal and external. b. B. Hold interviews 2-4 weeks prior to the
Examples of internal barriers are: planning meeting by telephone or on-site.
· Fatigue 3. QUESTIONNAIRE
· poor listening skills a. Prepare a questionnaire covering a variety of
· attitude toward the sender or the information subjects appropriate to strategic planning for the
· lack of interest in the message organization. Questions could revolve around:
· fear growth opportunities, growth impediments,
· mistrust markets, product roadmaps, culture, core
· past experiences competencies, time-to-market, strategic
· negative attitude weaknesses and issues, financial forecasts, etc.
· problems at home b. Each participant to complete the questionnaire
· lack of common experiences with personal responses. This homework
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assignment will require 1-2 hours and will prepare common, it is often not pretty. The terms used to
each person to participate from the first moment of describe it--crisis management, putting out fires,
the planning meeting. seat-of-the- pants governing--all reveal the
c. Receive questionnaires about one week prior to inelegance and awkwardness of this way of life.
the planning meeting. Summarize the key points Planning allows decisions to be made in a much
for use and discussion during the session. more comfortable and intelligent way. Planning
4. OFF-SITE PLANNING MEETING even makes decisions easier by providing
a. Facilitate a detailed, open and candid discussion guidelines and goals for the decision. We might
of the present situation of the organization. This even say that planning is a type of decision
will bring all participants to the same level of simplification technique (see the discussion of
understanding of the business situation from these techniques below).
which a plan for the future can be developed. The Decision makers will find four major benefits to
discussions will be wide ranging, covering the planning:
questionnaire materials and additional subjects. 1. Planning allows the establishment of
b. Develop conclusions and assumptions about the independent goals. The vision which will shape
future environment your organization will face. the decisions is set apart from surrounding events.
The discussions will cover anticipated directions Decisions are not made only as reactions to
for your industry, competition, buyers, suppliers, external stimuli. "Management by firefighting" is
new entrants, technologies, etc. replaced by a conscious and directed series of
c. With an understanding of the present situation choices. Managers now steer the organization,
and where your environment is headed; determine individuals now steer their lives, rather than being
where you are going and want to go as an steered by external forces. Sometimes the
organization by engaging in Strategic Thinking and difference between planning and not planning is
the creation of a vision, grand strategy statement, described as "proactive" (taking control of the
key success factors and 2-4 major situation) versus "reactive" (responding to stimuli).
strategic objectives. 2. Planning provides a standard of
d. Establish how you will achieve your desired measurement. A plan provides something to
objectives through the development of business measure against, so that you can discover whether
area and cross-functional strategies and action or not you are achieving or heading toward your
plans. goals. As the proverb says, If you don't know where
e. Assign action parties, action dates and you're going, it doesn't matter which way you go.
accountabilities to provide the steps for 3. Planning converts values to action. When you
subsequent implementation and follow-up. are faced with a decision, you can consult your plan
and determine which decision will help advance
5. FOLLOW-UP your plan best. Decisions made under the guidance
a. Facilitate follow-up meetings at the of planning can work together in a coherent way to
client's option. advance company or individual goals.
b. Determine progress on objectives, strategies Planning is useful in emergency situations, too.
and commitments. When a crisis arises, a little thought about the
c. Make adjustments to plans if dictated by changes overall plan will help determine which decision to
in the environment and continue the make that will not only help resolve the crisis but
Strategic Thinking. will also help advance the overall plan. Without a
d. Change planning from a one-time event to a plan, crises are dealt with haphazardly and
continuing process. decisions are made which may ultimately be in
Planning for Decision Making conflict with each other.
While decision making without planning is fairly 4. Planning allows limited resources to be
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committed in an orderly way. Budgets, time, 3. Operational. These are every day decisions,
effort, manpower--all are limited. Their best use used to support tactical decisions. They are often
can be made when a plan governs their use. made with little thought and are structured. Their
DECISION LEVELS impact is immediate, short term, short range, and
We all recognize that some decisions are more usually low cost. The consequences of a bad
important than others, whether in their immediate operational decision will be minimal, although
impact or long term significance. As a means of a series of bad or sloppy operational decisions can
understanding the significance of a decision so that cause harm. Operational decisions can be
we can know how much time and resources to preprogrammed, pre-made, or set out clearly in
spend on it, three levels of decision have been policy manuals.
identified: An important comment should be made here.
1. Strategic. Strategic decisions are the highest Issues should be examined and decisions should be
level. Here a decision concerns general direction, made at all of these levels. If you discover that
long term goals, philosophies and values. These nearly all of your thinking and decision making is
decisions are the least structured and most taking place at the operational level, then you are
imaginative; they are the most risky and of the probably not doing enough strategic thinking and
most uncertain outcome, partly because they reach planning. As a result you will lead a reactive life,
so far into the future and partly because they are of responding only to the forces around you and
such importance. never getting control of your life, your direction or
2. Tactical. Tactical decisions support strategic your goals.
decisions. They tend to be medium range, medium
significance, with moderate consequences.

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LO2. SUPERVISED TEAM PERFORMANCE

ASSESSMENT CRITERIA:
1. Monitoring of performance takes place against defined performance criteria and/or assignment
instructions and corrective action taken if required
2. Team members are provided with feedback, positive support and advice on strategies to
overcome any deficiencies
3. Performance issues which cannot be rectified or addressed within the team are referred to
appropriate personnel according to employer policy
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
5. Team operations are monitored to ensure that employer/client needs and requirements are
met
6. Follow-up communication is provided on all issues affecting the team
7. All relevant documentation is completed in accordance with company procedures
CONTENTS:
 Relevant legal requirements
 Feedbacks
 Methods of Monitoring Performance
 Client expectations
 Team member’s duties and responsibilities

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Organizational policy
 Workplace or simulated environment
METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation
ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.5-2
Assign responsibilities
Introduction:
Team comprises a group of people or animals linked in a common purpose. Teams are especially
appropriate for conducting tasks that are high in complexity and have
many interdependent subtasks.

A group in itself does not necessarily constitute a of people assembled to act upon some matter.
team. Teams normally have members with
complementary skills and generate synergy 3. Work Group - a permanent group of workers
through a coordinated effort which allows each who receive direction from a designated leader.
member to maximize his or her strengths and
minimize his or her weaknesses. 4. Work Team (also called Self-Directed Work
Team or Self-Managed Work Team) - an ongoing
Today we find all kinds of teams in society, and group of workers who share a common mission
they generally fall into one of two primary who collectively manage their own affairs within
groups: permanent teams and temporary teams. predetermined boundaries.
Here are some of the common types:
5. Quality Circle (today also under various other
1. Task Force - a temporary team assembled to names) - a group of workers from the same
investigate a specific issue or problem. functional area who meet regularly to uncover and
solve work- related problems and seek work
2. Problem Solving Team - a temporary team improvement opportunities.
assembled to solve a specific problem. They are
typically of 5 to 12 people from the same field/ The name of the group or team type is less
department who meet for a few hours each week to important than the purpose for which it exists.
discuss ways of improving quality, efficiency and These names simply give us a common language to
the work environment. help us define team types.

6. Virtual Teams As the way we work changes

radically, the evolution of teams is also
undertaking a radical leap. The virtual team is the
current reality in the emergence of new team
structures. Such teams are formed where people
are no longer co-located, or necessarily operating
in the same time or in a shared process (i.e.
telework, collaborative teams, virtual teams, etc).
With the event of the World Wide Web and
emergence more recently of interactive satellite
networks, the virtual team has taken on many
shapes. Like conventional teams, this form of team
1. Product Design Team - a temporary team
exists to serve a real purpose.
assembled to design a new product or service.
The reason for their existence can abound. Some of
2. Committee - a temporary or permanent group
the core reasons for virtual teams include:

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· Global operations make it impossible for team needed. The length of this stage will depend on
members to meet in a physical sense; how clearly the task is defined. Groups with simple
tasks will move through orientation quickly, but
· Teams involve members from multiple groups with complex goals and tasks may spend
organizations as organizations increasingly work much longer in this stage.
outside their own operational boundaries;
This is an important stage because it serves to
· Virtual can be quicker; clarify the team's mission and bond team members.
Teams that pay attention to building the
· Virtual meetings have evolved with the relationships as well as focusing on the task tend to
technology and now some advanced technology do better than those that skip over relationship
and applications operates better in a cyber building. Teams, after all, are made up of people
environment than a meeting room; who must work cooperatively for a successful
outcome.
· The virtual network is harnessing emerging
technology (wireless applications, high speed two- 2. Dissatisfaction (Storming)
way satellite connection) to form new ways to This stage is characterized by:
organise work and people;
· argument
· The right people can be sourced when they are
available, wherever they are available. · conflict

· a dip in morale
Understanding these stages is a good point to begin
our journey in understanding team problems. It results from differences between initial
expectations and the reality of the situation as
Stages of Team Development perceived by the members. Members may
have varying opinions of what the group was to
1. Orientation (Forming) - This is simply the do and how to accomplish it. Members are also
bringing together of a group of individuals. At this beginning to confront the differences in their
stage, members are: personalities and values, a condition that is
present anytime strangers meet. Members may feel
· moderately eager anger or frustration with the task or with other
members or may even resent the presence of
· have generally positive expectations formal leadership.

· have some anxiety about why they are there and Generally, the dissatisfaction stage is relatively
what it all means short. Some groups, however, may become stuck in
this stage and continue to be both demoralized and
· have some anxiety about other members such as relatively unproductive. In the worst cases, some
who they are and what they are like groups never emerge from this stage and, if
possible, disband in frustration.
During orientation, the work output is generally
low as members are focused on defining the goals 3. Resolution (Norming) - This stage in the
and task, how to approach it, and what skills are
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group's development involves the: the process.

· resolving of issues Depending on the team's success in accomplishing

its task and how strongly the members have
· setting up group processes bonded, this stage may reflect either a sense of
loss or relief.
· setting of group policies, procedures, and values
When a team ends, time should be spent
· increasing production addressing how it should be done to
properly recognize the team's accomplishments.
Members are now resolving differences and
clarifying the mission and roles. Members are less Team Roles
dissatisfied as in the previous stage because they Almost all team activity falls under two main topics:
are now learning more about each other and task accomplishment and team building. Task
how they will work together. They are making accomplishment is any activity that accomplishes
progress toward their goals. They are developing work and moves the team toward its
tools to help them work better together such as a mission. Team building is any activity that builds
problem solving process, a code of conduct, a set of and strengthens the team as a team. The experts
team values, and measurement indicators. agree that teams that focus on both sets of
activities tend to be stronger and more successful
Member attitudes are characterized by over time.
decreasing animosities toward other members;
feelings of cohesion, mutual respect, harmony,
and trust; and a feeling of pleasure in Team Mission and Vision
accomplishing tasks. The work is characterized
by slowly increasing production as skills develop. The driving force behind every team is a clear
The group is developing into a team. mission and vision. A mission is the task at
hand…what the team does…its purpose for existing.
4. Production (Performing) - The team is A vision is a mental image of a possible and
accomplishing work effectively. Production is desirable future state for the team that is better
high and the climate is positive. Member than what now exists.
attitudes are characterized by positive feelings and
eagerness to be part of the team. Members are The best teams have members who share a
confident about the outcome, enjoy open common understanding of the mission and vision,
communication, exhibit high energy, and and have great clarity of how their mission and
disagreement is welcome and handled without vision support those of the larger organization.
emotional conflict. Teams that perform poorly are frequently found to
lack this common understanding.
Although work is being accomplished through all
the stages, this stage reflects the work being Team Operating Processes
accomplished most effectively.
To accomplish tasks effectively and efficiently,
5. Termination - In the case of temporary teams good teams develop operating processes. These are
such as task forces, design teams, and problem agreed-upon ways, such as sequential steps, to
solving teams, a fifth stage reflects the ending of perform work, communicate, meet, arrive at

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decisions, problem-solve, resolve differences, or reasoning
apportion work, schedule activities, and more. For
clarity, and to aid understanding, a team operating 11. Evaluator-Critic - subjects the
process is usually written or displayed. accomplishment of the group to some set of
standards. Questions the "practicality," the "logic,"
the "facts," or the "procedure"
14 Team Task Roles
12. Energizer - prods the group to action
Team task roles are those roles that members
assume, either consciously or unconsciously, that 13. Procedural Technician - performs routine
move the team forward in accomplishing its tasks tasks related to group functioning
and mission. These roles are of vital importance in
good team functioning. 14. Recorder - keeps a written record of the
groups work
1. Initiator - suggests new ideas to the group
Team Building
2. formation Seeker - seeks clarification of issues
in terms of their factual adequacy Team building is any activity that builds and
strengthens the team as a team. For teams to
3. Opinion Seeker - seeks clarification of the function optimally over the long term, building
values pertinent to the issue, rather than facts team spirit, enthusiasm, cohesiveness,
and camaraderie are vitally important.
4. Information Giver - offers facts or other Unfortunately, these activities have been deemed
"authoritative" information less significant to their sister activities of task
accomplishment, so little emphasis has been
5. Opinion Giver - offers beliefs or other value- placed on team building.
based ideas
Team Values
6. Elaborator - spells out suggestions in terms of Our values are those beliefs that we possess that
examples or developed meanings help us to make decisions such as right from wrong,
good from bad, or normal from not normal. These
7. Summarizer - pulls together ideas, concepts, values come into play each time we interact with
and group decisions to help the group identify others, and are the source of rich discussions or
where it is in its thinking significant conflict.

8. Coordinator-Integrator - clarifies and Our values reflect our teachings from our family,
integrates relationships between various ideas, friends, schools, mentors, and media. When we
suggestions, and people form teams, we must understand that each team
member brings a unique value system to the table.
9. Orienter - defines the position of the group with These learned insights on life add important
respect to its goals information to team discussions, but their
differences are frequently the source of conflict. So
10. Disagreer - takes a different point of view, understanding how values affect team member
argues against, and implies error in fact relationships is a critical piece of the team building

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puzzle. relationships, cohesiveness, and spirit. They are
vitally needed roles that play a large part in
Team Operating Principles maintaining team performance over the long term.
As opposed to operating processes that deal with These roles include:
task accomplishment, team operating principles
are standards of behavior that build and 1. Encourager - praises other members'
strengthen the team. Team members discuss contributions to the team
how they will behave with each other, then
formalize their results in a set of standards or a 2. Harmonizer - mediates differences between
Code of Conduct. other members

For example, one team's Code of Conduct included 3. Compromiser - offers a compromise during
the following: disagreement or conflict by yielding position or
admitting error
· Respect the opinions of others
4. Gatekeeper -regulates the flow of
· Allow equal participation in discussions communication, particularly in meetings, by
encouraging the participation of those less inclined
· Take responsibility for what is going on in the to participate and quieting those who are
team, and take action when needed overly talkative

Teams will inevitably experience difficulties and 5. Standard Setter - expresses standards for the
conflict, but having a basis for dealing with the team regarding its operation
interpersonal issues will help to protect the team
and allow it to grow. 6. Group Observer - observes and reports back to
the team on its group dynamics.
The Six Team Building Roles

Team building roles are those carried out by

members, either consciously or unconsciously, that
tend to build the team's interpersonal

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 Information Sheet 1.5-3
Set performance expectations for team members
Introduction:
To perform well, employees need to know what is expected of them. The starting point is an up-to-date job
description that describes the essential functions, tasks, and responsibilities of the job. It also outlines the
general areas of knowledge and skills required of the employee an employee to be successful in the job.

Performance expectations go beyond the job description. When you think about high quality on-the-job
performance, you are really thinking about a range of expected job outcomes, such as

 What goods and services should the job produce?

 What impact should the work have on the organization?
 How do you expect the employee to act with clients, colleagues, and supervisors?
 What are the organizational values the employee must demonstrate?
 What are the processes, methods, or means the employee is expected to use?

In discussing performance expectations an employee should understand why the job exists, where it fits in
the organization, and how the job's responsibilities link to organization and department objectives. The
range of performance expectations can be broad but can generally be broken into two categories:

 Results (The goods and services produced by an employee often measured

by objectives or standards)
 Actions & Behaviors (The methods and means used to make a product and the behaviors and
values demonstrated during the process. Actions and Behaviors can be measured
through performance dimensions.)

Performance expectations serve as a foundation for communicating about performance throughout the
year. They also serve as the basis for reviewing employee performance. When you and an employee set
clear expectations about the results that must be achieved and the methods or approaches needed to
achieve them, you establish a path for success.

Characteristics of Objectives performance review period.

A performance objective is a future state of  Performance objectives are not separate
achievement that helps the organization succeed from an employee’s job, but part of the job.
and create value. It is a direct link between the  Performance objectives are “ends” towards
work an employee does and the department and which you and your employee direct effort
organization’s overall objectives and mission. As and focus resources.
the organization’s needs change and direction
shifts, so will an employee’s performance For these reasons it is best not to dictate objectives,
objectives. but set them through discussion, negotiation,
compromise, and agreement.
 Performance objectives express mutually
understood agreements for results that an While much has been written about differences
employee is expected to produce during the between objectives, targets, and goals, there are no
real differences. There are some authors who may

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make a distinction based on scale and time, but for  Do not underestimate resource needs.
our purposes the term “objective” will be used.  Build in flexibility. Regular status update
and check-in meetings make it much easier
Why Set Objectives to identify problems or shifts in unit
priorities and change course.
Objectives force you and the employee to think
of planning for results, not just Performance Standards
planning activities. Identifying objectives
encourages you and the employee to continually Characteristics of Performance Standards
look for ways to improve overall department
effectiveness and efficiency, and link individual and Standards describe the conditions that must exist
departmental operations and results to the overall before the performance can be rated satisfactory.
planning and mission of the University. Objectives Performance standards are approved expressions
set through a collaborative process between the of the Performance threshold(s), Requirement(s),
employee, supervisor, and department elicit or Expectation(s) employees must meet to be
commitment. reviewed at particular levels of performance.

Considerations When Developing Objectives  A standard focuses on task completion. It is

specifically tied to duties/responsibilities.
You and the employee should develop objectives A performance standard should:
together whenever possible. 
 Be realistic, in other words, attainable by
 Set short-term goals with a long-term view. any qualified, competent, and fully trained
Objectives are generally set for periods of a person who has the authority and
year or less, which may sacrifice long-term resources to achieve the desired result
gain to generate results in the short-term.  Be “exceedable.” Employees should know
 Identify critical issues and possible that they can and should exceed
obstacles expectations. Standards should not be used
 Do not underestimate resource needs. as an excuse to maintain the status quo if
 Build in flexibility. Regular status update change is needed.
and check-in meetings make it much easier  Describe the conditions that exist when
to identify problems or shifts in unit performance meets expectations
priorities and change course.  Be expressed in terms of quantity, quality,
time, cost, effect, manner of performance,
Considerations When Developing Objectives or method of doing
 Be measurable, with specified method(s) of
 You and the employee should develop gathering performance data and measuring
objectives together whenever possible. performance against standards
 Set short-term goals with a long-term view.
Objectives are generally set for periods of a Expressing Standards
year or less, which may sacrifice long-term
gain to generate results in the short-term. The terms for expressing performance standards
 Identify critical issues and possible are outlined below:
obstacles

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 write standards for every task.
 Quantity: specifies how much work must be 
completed within a certain period of time,  Standards are usually established when an
e.g., enters 30 enrollments per day. assignment is made, and should be
 Quality: describes how well the work must reviewed if the employee's job description
be accomplished. Specifies accuracy, is updated. Whenever possible, have
precision, appearance, or effectiveness, e.g., employees participate in developing
95% of documents submitted are accepted standards. The discussion of standards
without revision. should include the criteria for achieving
 Timeliness: answers the questions: By satisfactory performance and the proof of
when, how soon, or within what period, e.g., performance (methods you will use to
all work orders completed within five gather information about work
working days of receipt. performance).
 Effective Use of Resources: used when 
performance can be reviewed in terms of  In departments where more than one
utilization of resources: money saved, person does the same task or function,
waste reduced, etc., e.g., the computer standards may be written for the parts of
handbook project will be completed with the jobs that are the same and applied to all
only internal resources. positions doing that task.
 Effects of Effort: addresses the ultimate
effect to be obtained; expands statements
of effectiveness by using phrases such as:
so that, in order to, or as shown by, e.g., Identifying Actions & Behaviors for
establish inventory levels for storeroom so Success
that supplies are maintained 100% of the
time.
 Manner of Performance: describes Understanding the actions and behaviors that
conditions in which an individual's employees can use to perform the job is often as
personal behavior has an effect on important to success as end results. Behavior is the
performance, e.g., assists other employees day-to-day activity in which people engage to
in the work unit in accomplishing produce results and relates closely to the process
assignments. side of work.
 Method of Performing Assignments:
describes requirements; used when only Focusing on the way people go about their work is
the officially-prescribed policy, procedure, based on the belief that doing things correctly will
or rule for accomplishing the work is lead to positive organizational results. However,
acceptable, e.g., 100A Forms are completed many actions and behaviors are not easy to
in accordance with established office measure. For this reason, managers and employees
procedures. should discuss difficult to quantify aspects of
 Create Standards for Key Areas of performance in terms that are
Responsibility
 Write performance standards for each key  Specific,
area of responsibility on the employee's job  Observable,
description. Focus on tasks that have the  Job-related, and
greatest importance; it is not necessary to  Behavioral.

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When described in this way, behaviors and actions  Decision-Making and Results Orientation
can be grouped into performance dimensions that  Adaptability
can be used to review job performance.  Fostering a Safe and Secure Environment

For example, if success in meeting an objective This list is by no means exhaustive. Each
such as “updating an on-line graduate application organization should agree on the definitions used
program” requires strong interpersonal skills, then for a dimension and the job or job groups to which
the employee should know that s/he will have to a dimension will be applied. It is common, for
build solid relationships, collaborate, and example, to have a series of dimensions that apply
incorporate ideas and suggestions made by to all supervisors and/or managers in an
colleagues. Performance will be reviewed on how organization. The definition and validation of
well behaviors associated with the dimension, dimensions is a key objective of the Staff
interpersonal skills, are demonstrated in reaching Infrastructure Steering Committee (SISC)
the objective. Performance Management Working Group.

Characteristics of Performance Dimensions Expressing Performance Dimensions

Performance dimensions are defined based on the For dimensions to be an effective means of
job and the work itself. measuring performance, they must have two
characteristics:
In creating a performance dimension you start
with the job and state the range of behaviors  Have a clear general definition, and
employees must exhibit to successfully meet or  Have well-defined levels of performance at
exceed job expectations. These behaviors are then each point along a rating scale.
grouped into broad categories that we are calling
“dimensions.” Performance dimensions help This definition of Teamwork is one example of a
answer the question: “How does someone act performance dimension definition.
and/or behave when s/he does the job well?”
The Teamwork Dimension describes how
Since dimensions are broad categories, a specific employees build alliances to solve problems and
dimension generally applies to any employee achieve objectives, work cooperatively and
working in a given job. It is also possible for respectively with co-workers, use diplomacy and
departments and units and even entire tact when interacting with others, diffuse tension,
organizations to have dimensions that apply to any help manage conflict, collaborate, foster collegial
employee who works in the group. and cooperative attitudes, relate well to all kinds of
people regardless of level inside or outside of
In addition to strong interpersonal skills, other organization, and contribute to the overall success
examples of performance dimensions include: of their work units and departments by sharing
knowledge and information.
 Customer Service Orientation
 Teamwork Performance Dimensions and Competencies –
 Effective Communication There is a Difference
 Valuing Diversity
 Analysis and Problem-Solving Performance dimensions focus on the actions that
need to be taken by anyone doing that job to get

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the work done. As discussed above, performance 2. “Produces timely budget documents and
dimensions are groupings of behaviors/actions reports that are tailored to each customer’s
and are defined based on the requirements and needs. and,
expectations of the job. 3. Frequently uses graphics and other aids to
summarize and synthesize data.
In contrast, a competency is a cluster of knowledge,
skills and abilities that describes a general trait If the person holding the position is a highly
that an employee has or should have to perform a competent communicator and knowledgeable
job. While competencies relate to the individual, about the budget process, then there is an overlap
performance dimensions relate to the job. between the performance dimension “Prepare
budget documents and reports” and the
For example, a performance dimension for a employee’s “communication” and “technical
Budget Analyst’s position may be to “Prepare knowledge” competencies.
budget documents and reports.” It will then be
useful to measure how well an employee holding Since competencies focus on an employee’s traits
the job: they are useful in hiring and development.
Performance dimensions, which focus on the job,
1. “Presents information in a clear, concise are useful for performance management and
manner that illustrates budget issues that review.
need to be resolved”,

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 Information Sheet 1.5-4
Supervised team performance
Introduction:
Whilst the terms supervision and team leadership are sometimes seen as interchangeable, there are subtle
differences between the two terms. Traditionally supervision is focused
on directing people to get work done where team leadership is focused
on developing an environment where people are motivated to do the
work.

Supervision is an act or instance of directing, supervision roll, you will find that there is a range
managing, or oversight. of new capabilities for you to develop.

A team leader is someone who provides guidance, We can structure these new capabilities under
instruction, direction and leadership to a group of three broad headings, “Leading People”, “Managing
other individuals (the team) to achieve a key result Work” and “Organisations Savvy” these new
or group of aligned results. capabilities are transportable skills meaning, once
you learn these skills you can apply them in all
Good Verse Poor Supervision organisations in all industries. These skills are
industry agnostic.
A good team leader will provide a positive friendly
environment that strengthens their people’s self- Leading People Capabilities
esteem. The positive effects of the good leadership
on the employee will permeate every aspect of the  Giving Feedback (One on One, Performance
employee’s life. In return, the employees will give Appraisal, Informal Feedback)
more of themselves, they will choose to work  Coaching Others
harder and go the extra mile for the organisation.  Performance Management
 Managing Reward and Recognition
Whereas a poor leader creates an environment,  Setting Measurable Objectives
where they harm their people’s self-esteem, where
self-doubt creeps in and the employees stress Managing Work Capbilities
increases. These negative feelings permeate all
aspects of the employee’s life. The employees  Planning Work
switch to survival mode and their performance is  Monitoring Progress
about half that of their potential performance.  Setting Measurable Goals
 Facilitating Meetings
Team leaders have high levels of influence over
their employee’s overall quality of life. With this in We advocate that not having industry experience is
mind, all leaders should feel obliged to ensure that no barrier to obtaining a role in a new industry, as
the employees experience is a positive one. most leadership skills are transportable between
industries. However, once employed in a new
The 9 Must Have Team Leader Capabilities industry the leader will be less effective if they do
not learn the about the work your people do and
Prior to becoming a leader, the focus of your skills the industry. Research shows that employees are
or capabilities was on the tasks that you performed generally happier if they believe that their manager
on a day-to-day basis. Then when you step into a
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could do their job. impact on employee motivation.

The various roles of a team leader There is a lot of information around on how to
motivate your employees, to save you time we
Different organisations, even different have collated the eight things that you need to do
departments within the same organisation, vary in and do well if you wish to improve the motivation
how they define the role of their team leaders. This of your employees. However, there is no quick fix,
difference in role comes about for two reasons, motivating your employee will take effort.
firstly the organisation needs vary and, secondly
the work preferences of the team leader may shape When Ian Pratt coach’s leaders to embrace theses
the role in a different direction to the original eight drivers of motivation the coaches teams tend
intention. to improve performance by a 80-220% and he has
coached leaders in manufacturing, services, large
When it comes to the understanding the role of a corporates and small businesses.
team leader, you will quickly find that you cannot
rely on a job title alone. Job titles such as The top eight drivers of employee motivation are
“supervisor” or “team Leader” are broad job titles
that can be used to describe a wide range of 1. Receiving frequent informal positive
different positions. feedback
2. Their manager demonstrates that they are
 Team Coach knowledgeable about the employees recent
 Supervision performance
 Team Leader 3. Having an opportunity to work on the
things you do best
Team Motivation 4. Receiving regular formal performance
feedback
Building a High Performance Team 5. Receiving feedback that helps to develop
your capabilities
One of the primary roles of any team leader or 6. Having the ability to do their job without
supervisor is to create an environment where fear
employee motivation will flourish. Effectively 7. Being clear about expectations
employee motivation, morale and engagement are 8. Having far more communication than is
all measures of the quality of your people required to do the job
leadership capabilities.
Team Communication
You will find that your people are motivated by
what you do, not what you say. Research as clearly For High Employee Engagement
identified strong relationship between your
leadership behaviour (the things you do with your
When communication is not effective people wind
time at work) and the performance of your
up doing less than they are capable of, distrust
employees.
creeps and people fill the communication void with
gossip, which tends to be negative and inaccurate.
Leaders are all time poor, making it important to
focus on doing the things that have the greatest
Effective communication provides the context for
decision-making empowering employees to get on
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with their job and provides an understanding of The role of a manager isn’t always smooth sailing.
what needs to be done enabling employees to just Whereas at the beginning of your career it’s likely
get on with it. that you were purely responsible for your work
alone, it’s is now your duty to inspire, lead and
Team Meetings motivate your team to accomplish a set of goals for
the organization.
Meetings are an effective way to bring people
together to increase communication effectiveness,
collaboration and to achieve results.
1) Maintain good communication
Meetings result in far more effective
communication than either email or Employees want to be kept in the loop about
teleconferences. This is true because 55% of the ongoing projects, goals, and deadlines, so it’s
meaning and feeling associated with a message is essential that you communicate well with them
delivered through facial expression and non-verbal and inform them about goings-on within the
signals. organization. It’s also essential that you encourage
feedback and that your staff feel that they can
Email is effective in communicating only 7% of the approach you with any questions or issues they
true meaning and feeling of a message and want to address, so making yourself accessible to
teleconferences communicate only 38%. Discover your staff is critical.
Effective Team Meetings

Having Fun At Work

2) Build positive working relationships
Great Supervision: Work is definitely better if you
allow your people to have some fun; It’s important to get to know members of your
team individually, not only on a professional level
Let your team pick a fun team name but on a more personal level too. When you put the
effort in to get to know a bit more about how your
Have a team member of the month colleagues are doing and what they are interested
in, it will build a much better rapport among the
Celebrate birthdays team.

Celebrate years of service

Ask quiz questions in your meetings (Goggle quiz 3) Acknowledge good work
questions)
Don’t be one of these bosses who only gives
Create a crossword or a puzzle (It’s easy to do and feedback when you’ve got something to criticize!
only takes a few minutes) By providing your staff with positive feedback it
will help to build their confidence and encourage
them to get more involved in the future, so it’s vital
that you acknowledge their achievements and the
Tips for Managing Your Team effort that they are putting in. Encourage creativity
Effectively and ensure that everyone is clear about what is

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expected of them. individually is so you can assess what their
strengths are. People perform better and are more
engaged in roles where they feel they are
employing their best skills, so delegating proper
4) Be real functions that suit each will have a significant
impact on the productivity of the team.
Your team doesn’t expect you to be superhuman,
so if you’re feeling the pressure and need a helping
hand, don’t be afraid to admit it and if you make a
mistake, own up! By showing the human side of 7) Manage conflict
yourself and allowing your staff to get to know you
a bit better, your team will feel more relaxed and When there is conflict in the workplace, it should
comfortable approaching you. not be ignored. Turning a blind eye could lead to a
negative atmosphere, which could have
implications for staff productivity, and
communication among the team may suffer. When
5) Be decisive an issue arises, it’s crucial that it is addressed
straight away before it builds.
A good leader needs to be able to assert their
authority and make important decisions for the
team. There is no space for flakiness in a leadership
role, so it’s crucial that you stick to your guns and 8) Set a good example
go with what you feel is best for the business.
Your staff will look to you for guidance and
inspiration, so it’s essential that you set a good
example to gain their respect. If you expect them to
6) Delegate jobs to the right people behave professionally and commit to their work,
it’s vital that you do so yourself. Make sure that you
Part of why it is vital that you establish a are doing your job, continuing to develop your
relationship with your team and get to know them career and support your team in doing so too.

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UNIT OF COMPETENCY : APPLY WORK ETHICS, VALUES AND QUALITY PRINCIPLES

MODULE TITLE : APPLYING WORK ETHICS, VALUES AND QUALITY PRINCIPLES

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required to apply
and maintain ethical standards and quality principle within education
and training environment.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Observe workplace policies and guidelines

LO2. Observe proper conduct in dealing with learners and parents

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LO1. OBSERVE WORKPLACE POLICIES AND GUIDELINES

ASSESSMENT CRITERIA:
1. Attendance and punctuality are observed in line with enterprise policies and guidelines.
2. Work functions are performed in line with work position/delegation and according to
enterprise goals and objectives.
3. Communication, request, complaints are channeled through authority in line with enterprise
policies and procedures.
4. Academic freedom is exercised in line with enterprise goals and objectives
5. Best practices in teaching are demonstrated at all times.
6. Personal and professional upgrading is exercised in line with personal goals and enterprise
guidelines and policies.
7. Confidentiality of records and other documents are maintained in line with enterprise policies
and guidelines.
8. Professional courtesy is exercised at all times

CONTENTS:
 Enterprise policies and guidelines
 Teaching best practices
 Code of ethics and right conduct
 Academic freedom
 Work ethics
o Self -worth
o Confidentiality
o Personal commitment
 Personnel management
 Filipino customs and traits
CONDITIONS: Students/trainees must be provided with the following:
 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Organizational policy and guidelines
 Workplace or simulated environment

METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.6-1
Observe workplace policies and guidelines
Introduction:
Policies and procedures are an essential part of any organization. Together, policies and procedures
provide a roadmap for day-to-day operations. They ensure compliance with laws and regulations, give
guidance for decision-making, and streamline internal processes.
However, policies and procedures won’t do your organization any good if your employees don’t follow
them.
Employees don’t always like the idea of having to follow the rules. But policy implementation is not just a
matter of arbitrarily forcing employees to do things they don’t want to do.
Following policies and procedures is good for employees and your organization as a whole.
The importance of following policies and
procedures
As your organization’s leaders create and enforce
policies, it’s important to make sure your staff
understands why following policies and
procedures is critical.
Here are just a few of the positive outcomes of
following policies and procedures:
Consistent processes and structures
Policies and procedures keep operations from
devolving into complete chaos. Better quality service
When everyone is following policies and When employees follow procedures, they perform
procedures, your organization can run smoothly. tasks correctly and provide consistent customer
Management structures and teams operate as service. This enhances the quality of your
they’re meant to. And mistakes and hiccups in organization’s products and services. And, in turn,
processes can be quickly identified and addressed. improves your company’s reputation. Employees
When your staff is following policies and can know they are fulfilling their roles and take
procedures, your organization will use time and pride in their work.
resources more efficiently. You’ll be able to grow A safer workplace
and achieve your goals as an organization. When your staff is following policies and
Consistency in practices is also right for employees procedures, workplace accidents and incidents are
individually. They know what they’re responsible less likely to occur.
for, what’s expected of them, and what they can This reduces liability risks for your organization
expect from their supervisors and co-workers. This and limits interruptions in operations. Your
frees them up to do their jobs with confidence and employees can feel safe and comfortable in the
excellence. workplace, knowing that their managers and co-
workers are looking out for their best interest.
They can rest assured that they’ll be taken care of if
something does happen.
Ways to implement policies and procedures
Maybe your employees already grasp the
importance of following policies and procedures.
How can you ensure your staff follows through on
your steps toward compliance? Here are a few
ideas for making sure your team knows how to
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follow procedures: Making sure your employees read policies and
Make policy manuals more accessible procedures is the first step toward ensuring
Employees can’t follow policies they don’t know. compliance, but it’s not enough on its own.
Many organizations still use paper-based policy Employees may not entirely understand a policy or
manuals, passing out binders containing the know how to put it into practice.
employee handbook. Your organization needs to train employees on the
Unfortunately, these policy manual binders often substance of policies as well as on how to perform
end up stuffed in a drawer or on a shelf gathering procedures in real-life situations.
dust. A survey by GuideSpark found that 43% of Thorough training on policies and procedures
millennial employees and 30% of non-millennial should happen for every new hire during the
employees hadn’t read most of their employee onboarding process. Statistics show that
handbooks. More than one-third of employees employees who receive formal onboarding training
didn’t even know where their handbooks were are more productive, gain full proficiency faster,
anymore. and are more likely to hit their performance
This is problematic because employees need to be milestones.
able to refer to policies at any time. If they don’t However, policy and procedure training should be
have easy access to an up-to-date policy and ongoing for all employees. Training will look
procedure manual, they won’t know the correct different depending on your industry and the size
procedures to follow. of your organization.
For example, in industries such as law enforcement
and health care, hands-on, scenario-based training
is of particular importance.
But every organization will have information that
employees can effectively learn through online
training courses. An online training management
program can save your organization time and
money by allowing employees to complete training
independently on their own time.
Test employee comprehension
Policy distribution and training don’t guarantee
Using a policy management software such as
that every employee truly understands policies. An
PowerDMS makes policies and procedures
employee may sign off on a document without
available to every staff member. You can quickly
actually comprehending it.
send out policy updates, and require employee
This may not seem to matter in the short-term, but
signatures to make sure everyone has read the
in the long run, it will result in employees not
policy.
following policies and procedures.
With online policy management, your staff can
Encourage accountability
access procedures from anywhere, using any
Policy implementation happens from the top down.
computer or mobile device.
Employees are more likely to abide by policy if
Instead of having to thumb through pages of a
they see their managers and leaders consistently
binder, they can do a simple keyword search to
following policies and procedures, as well.
pull up the procedure they need.
Employees also must know the consequences of
This ensures they are actually following policies
not following policies and procedures. This means
and procedures rather than just trying to
your organization must have a structure for
remember the correct steps off the top of their
discipline and corrective action.
head.
Again, this starts with the leaders. Managers and
Implement training courses
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supervisors must be trained in when and how to training, test on policies, and hold employees
conduct disciplinary reviews. accountable.
Supervisors shouldn’t have to micromanage Making sure your employees are following policies
employees to make sure they are following policies and procedures takes work, but it doesn’t have to
and procedures. Procedure checklists and be difficult.
reporting mechanisms can help keep employees on Use a policy management system to ensure that
track. employees understand the importance of following
policies and procedures and know how to do so.

This documentation will help leaders see which

employees are following procedures and which are
not. They can reward employees or offer correction
as needed. Employees who are deviating from
procedures may just need some guidance or
further training.
Regularly review policies and procedures
When practices deviate from policy, it usually
means one of two things:
1. Your organization needs to better
communicate policy and procedure with your
staff and enforce compliance.
2. Your policy and procedures are outdated or
incomplete.

Employees can’t follow procedures that don’t exist,

contradict other policies, or fail to address a
significant shift in technology or practice.
Organizational leadership must regularly review
and revise policies and procedures, take new
regulations, standards, technology, and structural
changes into account.
Every time you update policies, make sure to
follow the steps listed earlier. Send out policy
changes to your staff, incorporate them into

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LO2. OBSERVE PROPER CONDUCT IN DEALING WITH LEARNERS AND PARENTS

ASSESSMENT CRITERIA:

1. Promotion of learners is performed based on non-prejudice decision and actual

accomplishments and performance of learners.
2. Learners were given equal opportunities to learn and utilize school facilities in line with the
enterprise objective and goals.
3. Parent consultations are performed in line with enterprise policies and guidelines.

CONTENTS:

 Impartiality towards learning

 Teaching best practices
 Code of ethics and right conduct
 Academic freedom

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Organizational policy
 Workplace or simulated environment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.6-2
Observe proper conduct in dealing with learners and parents

Introduction:
Many aspects of the trainer's role may create ethical dilemmas of one sort or another. Your roles as adviser,
evaluator, exam administrator, authority figure and peer have the potential to become problematic at times,
often because they present conflicting demands. Because fairness is a perception based on interpretations
of behavior, not intentions, many instructors may inadvertently engage in what students perceive to be
unfair behavior.

How to be Fair and Ethical in the Classroom

Concern for students. Students expect their
Impartiality. Students expect an instructor to instructors to care about them and their academic
treat everyone in the class equally. Few professors performance. You can demonstrate such concern
intentionally favor certain students over others, by learning and using students' names, talking to
but it is probably impossible not to like some them before and after class, carefully answering
students more than others. Differences in liking questions, and inviting students who appear to be
may foster differences in interactions, such as having problems with the course to discuss those
allowing certain students to dominate discussions. problems and potential solutions. You also can
Even subtle differences in how students are treated express concern by giving due consideration to
may lead to perceptions of partiality where none student complaints, taking remedial action when
exist. To avoid giving the impression of partiality, the complaints are valid, and carefully explaining
carefully monitor your behavior and interactions your position when the complaints are not valid.
with all students.
Integrity. Integrity means being consistent and
Respect. Respect involves treating students truthful, and explaining your policies, procedures
politely. Ridiculing a student or calling a student's and decisions and why they are necessary, so that
comment “stupid” is inappropriate in all their fairness can be judged and understood. For
circumstances. Students expect an instructor to example, an attendance policy may be justifiable
listen to, carefully consider, and give thoughtful because attendance is correlated with increased
replies to their ideas when they challenge the learning and better grades. Explaining the
instructor’s views. An instructor who is perceived educational goals of various types of assignments
as impatient or demeaning, either directly through also can be effective. You also can demonstrate
comments or indirectly through tone of voice, integrity by delivering promised rewards and
facial expressions, or posture, loses students' penalties, and admitting ignorance when
respect. appropriate.

Patience is especially difficult when students Propriety. Propriety means acting in a socially
actively misbehave in class. However, students also acceptable manner that does not offend students'
expect instructors to be polite in those situations. sensibilities. Students expect you to follow the
Should you face disrespect, try to remain civil and rules when interacting with them, even if you
calm, thereby modeling the appropriate behavior believe there might be pedagogical value in
for students. It is always appropriate to meet breaking them. For example, research indicates
privately with an offending student, during which that most students find it inappropriate in most or
you can be more direct in communicating all circumstances for an instructor to tell an off-
expectations for classroom deportment. color story or joke. Likewise, showing an
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emotionally upsetting film without warning
students in advance was considered highly 3.) Reach out to the Community
inappropriate.
Reaching out to the community can build great
Students also expect instructors to respect their rapport. This is a win-win-win situation. Students
privacy; most students find it inappropriate to win as they showcase their skills and gain the
require them to reveal highly personal information euphoria of helping another. The community wins
in a class discussion. Finally, students expect as they see their young citizens showing concern
instructors to maintain an appropriate social for the community. The school wins as it can get
distance: great press and the community may look more
Conclusion. Ethical issues are often seen in terms favorably on the needs of the school. After all, the
of outright abuse of power or privilege. However, school is willing to help the community, so the
where fairness is concerned, many behaviors that community should in turn help the school.
teachers may unthinkingly exhibit on a day-to-day
basis, such as sharing personal information about 4.) Show You Care
their weekend “activities” or making changes in
course content and procedures during the Parents want to see a teacher who truly cares
semester, may be perceived quite differently by about their children. As schedules come out only a
students few days prior to the start of school, meeting with
the parents prior to the first day is impossible.
Strategies for Dealing with Difficult Parents
5.) Establish Your Authority
1.) Keep Your Cool
Another measure to present confidence and
Yelling at each other will accomplish nothing. authority in a difficult situation is to look the
Advancements can only be made when there is person directly in the eye. By looking the person in
dialogue and understanding. When dealing with a the eye, it shows that you are interested in what is
difficult parent, teachers must maintain their being said. You are concerned about the situation
decorum. Teachers must find a way to be able to and are actively listening to acquire all of the
reach the difficult parent in order to help the information. Second, you are showing respect to
student. Don’t take their yelling personally. Often, a the other person by giving them your undivided
parent is frustrated and is lashing out at the attention. What they say means a great deal to you.
nearest person, you.
6.) Speak with a Low Voice
2.) Build the Parents/Guardians Trust
Parents often feel that they must “go to bat” for
One technique to build trust is to touch base. their child. In many cases, the parents feel that the
Parents want to hear the good things that are going child has been unfairly pointed out by the teacher
on in a classroom. They do not only want to hear and want this situation corrected. Too often, they
from the teacher when something goes wrong or ask too little questions to get the full story and
when the student is in trouble. A quick email or call make assumptions – often to the detriment of the
to the parent can go a long way in building rapport teacher. They are out looking for justice before the
with the parent. It shows that the teacher is looking teacher has had the opportunity to provide
at all the good things a child does and not strictly additional information or explain the situation. One
focus on the bad. I know that these quick little technique that is helpful is for the teacher to lower
notes lead to a positive perception. their voice. Upset parents often talk at an elevated
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level and in an accusatory nature. It is quite Sometimes, the person just wants a shoulder to cry
common for the person on the receiving end of this on. Other times, a wrong may have occurred and
conversation to become nervous. When one this person would like a remedy. Either way, you
becomes nervous, coherent sentences are often have put a priority on the person’s situation. By
lost. A person’s voice can become shaky and lack stating that you are sorry that the situation
confidence. With the lowered volume, the occurred, you can calm an irate parent down and
shakiness in the voice will become less obvious. In provide an opportunity to have a calm
addition, the decreased volume forces the other conversation to obtain the details. This is a highly
party to focus more closely on what is being said. effective way to have a discussion and increase
Instead of focusing on their needs or concerns, the relations. Chances are, whether you are a teacher
upset parent must channel additional energy to or as an administrator, you are sorry in some way.
listen to what the other person is saying. Another situation has come across your desk that
Furthermore, the upset parent will start noticing needs your attention and is taking you away from
how loud they are speaking and how this will not chipping down the work that you had previously
benefit the conversation. committed to completing. It is like the comic strip –
just when you think your inbox is empty, it is
7.) Realize Everyone Makes Mistakes quickly filled up with new stuff. The basket is
NEVER empty.
Everyone makes mistakes. Teachers have many
responsibilities and there are many opportunities 9.) Use and Show Concrete Examples
to error. When a parent brings an error to light, the
proper procedure for the school (teacher or “I can’t believe that my Jimmy threw a paper ball
administrator) is to be gracious and accepting of at Sally.” Usually I will overlook one transgression
the information. If the parent is taking the time to before a parent is notified. When I do contact the
bring attention to the matter, the school must be parent and he/she denies that the event is possible,
willing to put in the time to investigate. By I highlight the earlier instance that occurred in
acknowledging the possibility of an error and which the student was reprimanded. For example,
looking into it, the parent feels that the school Jimmy decided to paint his sneakers with white out
cares enough to do the right thing. An investigation during a group presentation. Jimmy was asked to
must be done in a timely manner and the results stop and the incident was simply noted on a log.
shared with the parent. If the teacher has made an The next day, Jimmy did it again. This time the
error, it should be quickly rectified and extend an parent was contacted. She could not believe that he
apology. Teachers are not infallible. They make would do such a thing. I mentioned the earlier
mistakes and must own up to those mistakes. incident and how the behavior did not change. It
was also noted that in his file was another incident
8.) Show Empathy the week prior with a different teacher.
Highlighting these instances helped the parent see
The words, “I am so sorry that happened” are that perhaps little Jimmy is capable of doing “less
highly effective. These six little words convey a than angelic things”.
great deal. First, it shows that you listened to what
was said and are concerned about everyone’s well- 10.) Set up a Parent Resources Area
being. In addition to acknowledging what
happened, you are providing an opportunity to It has been suggested that a room dedicated to
establish a rapport with the other party. The parents and equipped with a multitude of
person has shown concern and would like to resources be available. This sounds like a
address the matter to alievate or remedy it. wonderful idea and would be a fabulous thing to
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implement in my school. If it were possible to have can be shared. I have seen parents come in and
a parent room, it needs to be an inviting place. A discuss their work experience and demonstrate on
soft color pallet on the walls, comfortable chairs, how the current subject of study applies to real life.
and computer access would be necessary. If there is something that a teacher would like
Resources for the parents should be grouped parent assistance with, there can be a board to post
according to grade level and subject. Parents can the “position”. Finally, the parents must feel
see what the scope of the curriculum is. Past welcomed in the building. They should not feel like
projects can be placed on display. Future projects they are outsiders.
can be listed with the hope of parental expertise

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UNIT OF COMPETENCY : WORK EFFECTIVELY IN VOCATIONAL EDUCATION AND TRAINING

MODULE TITLE : WORKING EFFECTIVELY IN VOCATIONAL EDUCATION AND

TRAINING

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required to work
effectively in the policy and operating environment of the vocational
education and training sector

NOMINAL DURATION : 16 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Work within the vocational education and training policy framework

LO2. Work within the training organization’s quality framework

LO3. Manage work and work relationships

LO4. Perform a client-focused approach to work

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LO1. WORK WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICY FRAMEWORK

ASSESSMENT CRITERIA:

1. Relevant national vocational education and training policies and frameworks are accessed,
analyzed, applied and guided in accordance with work practices and responsibilities.
2. Key vocational education and training organizations and stakeholders are identified, accessed
and informed in accordance with updated work practices.
3. Legislation and guidelines are accessed, used, complied and ensured in accordance work
practices and policy requirements.
4. Sources of information and advice on vocational education and training policy and operating
context are accessed on a regular basis and changes are noted as appropriate.
5. Opportunities are taken up to contribute to vocational education and training in accordance
with organizational policy developments.
6. Vocational education and training terminology is used to communicate effectively in accordance
with sector.

CONTENTS:

 Training Regulations, including the purpose and structure of:

o units of competency
o Assessment Guidelines
o qualifications
o Employability Skills
o support materials
 Philippine TVET Trainers Qualification Framework (PTTQF)
 Education and training stakeholders
 Legislations guidelines:
o guidelines on program/project funding
o User Choice
o apprenticeships/traineeships
o implementation of Training Packages
o registration
o course accreditation
o access and equity
o anti-discrimination including equal opportunity, racial vilification and disability
discrimination
o industrial relations
o code of practice
o occupational health and safety (OHS)
 Sources of information on vocational education and training opportunities:
o attendance at workshops and consultations
o individual or organizational written submissions and feedback to relevant vocational
education and training organizations and stakeholders
o participation in forums, networks, conferences
o participation in training organization meetings
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 o participation in validation meetings
o research/consultancy
o contribution to online consultations

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Legislation, codes, frameworks, guidelines , on vocational education and training handbook or
manuals
 organizational manuals, documents, publications

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.7-1
Work within the vocational education and training policy framework
Introduction:
In the implementation of Competency Based Training delivery, you were introduced to its basic principles.

The Training Regulation has a significant role in vocational education and training. It is the basis of
formulation of competency assessment and the development of curriculum and instructional
materials for CBT.

The Training Regulation (TR) is the document

that serves as a basis in the formulation of Section 3:
competency assessment and the development of Training Standards – contains information and
curriculum and instructional materials for requirements in designing training program for
competency based technical education and skills certain qualification. It includes:
development (TESD). 1. Curriculum design;
Components of the Training Regulations 2. Training delivery;
1. Occupational skills standard 3. Trainee entry requirements;
2. Training standards 4. Tools, equipment and materials;
5. Training facilities;
Purpose 6. Trainer‘s qualification and
The Training Regulation serve as a basis for the: 7. Institutional assessment. Section 4:
1. Competency assessment and certification; National Assessment and Certification
2. Registration and delivery of training Arrangement – describes the policies governing
programs; and assessment and certification procedure.
3. Development of curriculum and
assessment instruments. Philippine TVET Trainer Qualification
Every qualification has its own TR. You can Framework (PTTQF)
download the TR of your qualification from the INTRODUCTION
TESDA website www.tesda.gov.ph. Rationale
Technical Education and Skills Development
Sections of the TR Authority‘s (TESDA‘s) mandate is to manage and
Section 1: supervise technical education and skills
Definition of the Qualification – refers to the development in the Philippines. As part of this
group of competencies that describes different mandate, TESDA uses competency assessment and
functions of the qualifications. certification as both the means and the end of
competency and skills development.
This section enumerates the Basic Competencies, TESDA‘s vision is being the leading partner in the
Common Competencies and Core competencies of development of the Filipino workforce with world-
the Qualification. It also enumerates the job titles class competence and positive work values.
of workers who qualified for this qualification. Objectives:
Over-all Objectives:
Section 2: To ensure consistent delivery of quality technical-
Competency Standards – gives the specifications vocational education and training services through
of competencies required for effective work the training, assessment, qualification and creation
performance. This section will be further discussed of a pool of technical trainers-assessors competent
in the succeeding information sheets. in trade qualifications and training and assessment
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methodologies. change is manifest in terms of behaviors that is
Objectives for TESDA: observable and measurable. Learning outcomes
1. Specify the competency standards of TVET are therefore measurable and can be assessed
Trainers given different roles and against established standards. The ability to
qualification levels. achieve consistent learning outcomes is indicative
2. Establish a structure that will ensure the system of training effectiveness.
atic and purposive 2. For learning to be effective in the workplace,
development of TVET Trainers. there must be an alignment of the organization‘s
3. Certify the competence of TVET Trainers at business/institutional needs, performance needs,
different roles and levels of technical training. capability needs and environmental needs
Objectives for TVET Trainers: (Blanchard, Robinson and Robinson). This implies
1. Enumerate the competency requirements at that addressing the capability needs through
different qualification levels of TVET Trainers. workplace learning must be anchored on the
2. Be motivated to pursue continuous self- performance that will enable achievement of the
development in competencies related to the organization‘s over-all needs and objectives.
competency requirements at various qualification Likewise, learning interventions must be based on
levels of the technical-vocational education and environmental infrastructures and support
training. systems to enable application of learning in
3. Demonstrate and be certified on the required the workplace.
competencies of a given qualification level prior to 3. There are several concepts and principles that
performing role specific to that level. enable effective learning such as the adult learning
principle (Knowles), constructivism, information
TVET Trainer theory, multiple intelligences, whole brain
A TVET Trainer is a professional who enables a approach, etc. Facilitators of adult learners must be
learner or a group of learners to develop well-versed in the appropriate learning concepts,
competencies to performing a particular trade or principles and theories to be able to apply the
technical work. Towards this end, a TVET Trainer appropriate methodologies that will be effective in
may assume various roles such as training various learning situations and learner profile and
facilitator, competency assessor, training designer to ensure consistent delivery of learning outcomes
and developer and training supervisor. that enable performance improvements.
Coverage:
1. Targets all TVET Trainers of With Training 4. The training cycle consists of: training needs
Regulation (WTR) registered programs such as analysis; training design and development; training
those in the private TVET Institutions, Public delivery (training administration and facilitation);
Schools and Training Centers, enterprises and, training evaluation. All these training
providing learnership and apprenticeship functions, including the management of these
programs and TESDA Technology Institutions functions, contribute to training effectiveness.
2. Includes definition of qualification, competency Trainers need to perform various roles and be
standards, curriculum, training standards, and competent in the function of such roles.
assessment and certification procedures 5. There are three domains of learning outcomes:
3. Competency standards based on the functions of cognitive, affective and psychomotor skills (Bloom).
training delivery, competency assessment, training To be effective, the learning interventions must
design/development and training supervision. consider these three domains as the goals of the
GUIDING PRINCIPLES: training process and as the basis for assessing
1. Learning is defined as a change in the individual learning outcomes.
that is not attributable to biological changes. Such 6. There is a zone of proximal development which
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implies that learning occurs just above the industry standard;
learner‘s current competency (Vygotsky). g. Training is based both on and off-the-
Scaffolding, or step-by-step approach, facilitates job components;
learning and development. Knowledge, skills and h. Training program allows for recognition of prior
prior experience provide the foundation for the learning (RPL) or current competencies;
scaffolding. The zone of proximal development also i. Training allows for multiple entry and exit; and,
implies that the learner must work with a more cap j. Training programs are nationally accredited.
able person or the QUALIFICATION FRAMEWORK:
―more knowledgeable other‖ to learn effectively. General Guidelines
7. To facilitate the acquisition of competencies 1. The Framework shall consist of four (4) levels
effectively, trainers must be a specialist in the area corresponding to the different roles assumed by
of competency being facilitated. However, as the trainers. These are: Trainer Qualification Level I for
trainer assumes broader responsibilities, Trainer/Assessors; Trainer Qualification Level II
particularly through the exercise of management for Training Designers/Developers; Trainer
responsibilities, there is a need for said trainer to Qualification Level III for Training Supervisors and
be a specialist and a generalist at the same time. Mentors; and, Training Level IV for Master Trainer.
8. Learning is not always facilitated by an 2. Those being certified in Levels I and II must be
individual. Team teaching enables holistic specialists in the areas of competencies they will
development through the pooled expertise of two facilitate while those being certified in Levels III
or more facilitators. Team teaching likewise and IV must be both specialists and generalists.
enables trainer development as the junior trainers 3. The trainer curriculum specified in this program
learn from the more senior trainers. is an enabler and is intended to facilitate trainer
9. Learning is a lifelong process that is acquired development through the various qualification
through formal and non- formal education as well levels. Taking the various courses under the
as from personal experiences and exposure. curriculum is not a strict requirement as the
Formal education has its equivalence in terms of trainer may acquire the required competencies
both non-formal education and personal through other means.
experiences, which can be measured and validated 4. While there is an implied progression in the
in terms of acquired competencies. qualification levels, any trainer who feels
10. The delivery of training should adhere to the competent and qualified for a particular level may,
design of the curriculum. Delivery shall be guided without necessarily being certified in the previous
by the 10 basic principles of competency- levels, apply for assessment and certification for
based TVET: that level, provided that the level‘s entry
a. The training shall be based on curriculum requirements for certification has been satisfied.
developed from the competency standards; 5. The educational requirement as entry
b. Learning is modular in its structure; requirement for certification may be waived
c. Training delivery is learner-centered and should through demonstration of the following equivalent
accommodate individualized and self-paced competencies:
learning strategies; a. Bachelor‘s Degree
d. Training is based on work that must i. Oral and written English communication
be performed; ii. Quantitative and Qualitative Analysis
iii. Verbal Reasoning
e. Training materials are directly related to the b. Masteral Degree
competency standards and the curriculum modules; i. Leadership
f. Assessment is based on the collection of evidence ii. Research Project
of the performance of the work to the
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 Benefits of the PQF For the Person
• Encourages lifelong learning allowing the person
Philippine Qualification Framework to start at the level that suits him and then build-up
(PQF) his qualifications as his needs and interests
The Philippine Education System develop and change over time
• Certificates and licenses recognized
by government
For the Employers
What is PQF? • Assures that standards and qualifications are
• It is a national policy describing the levels of consistent to job requirements/demand
educational qualifications and sets the standards • Provides common understanding on standards,
for qualification outcomes. qualifications and levels
• A quality assured national system for the For the education and training providers
development, recognition and award of • Ensures transparency in training provision,
qualifications based on standards of knowledge, conformance to standards and preciseness of
skills and values acquired in different ways and accountability for learning outcomes
methods by learners and workers of a • Provides common understanding of policies and
certain country guidelines on credit transfers, articulation,
• It is competency-based and labor market driven. portability, bridges pathways and RPL
• It is assessment- based qualification recognition. For the authorities
• Provides the standards, taxonomy and typology
Objectives of the PQF of qualifications as bases for granting approvals to
• To establish national standards and levels for providers and stakeholders
outcomes of education and training, skills • Harmonizes qualifications in E & T
and competencies across Philippines
• To support the development and maintenance of
pathways and equivalencies which provide access Philippine Qualification Framework
to qualifications and assist people to move easily (PQF) Implementing Bodies and
and readily between the different E & T sectors Working Groups
and between these sectors and the labour market PQF Implementing Bodies PQF-NCC (Sec. 2, EO
• To align the PQF with international qualifications No. 83 s.2012)
framework to support the national and The PQF National Coordinating Committee was
international mobility of workers thru increased signed for implementation by the virtue of
recognition of the value and comparability of Executive Order No. 83 Sec. 2, s.2012. It was
Philippine qualifications created with the following composition:
What is Qualification? a) Secretary of the Department of Education
Qualification is a formal certification, issued by an (DepEd) - Chair
official agency, in recognition that an individual has Members:
been assessed as achieving learning outcomes or b) Secretary, Department of Labor
competencies to the standard specified for the and Employment (DOLE)
qualification title. c) Director General, Technical Education and Skills
It is a package of competencies describing a Development Authority (TESDA)
particular function or job role existing in an d) Chairperson, Commission on Higher
economic sector. It covers the work activities Education (CHED)
required to undertake a particular life/job role. e) Chairperson, Professional Regulations
Commission (PRC)
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 – Provide regular, timely data/information to the
Powers and Functions of the PQF-NCC PQF Secretariat and to the employers, trainers,
1. Creates technical working groups in support of trainees and other stakeholders
the detailing and implementation of the PQF The Philippine Qualifications Register
2. Harmonizes the levels of qualifications with all The Philippine Qualifications Register is the
levels of education national database of quality assured qualifications.
3. Aligns education standards and learning It contains information on the qualifications and
outcomes to the level descriptors contained herein their corresponding competency standards,
4. Develops and recognizes pathways learning outcomes and the authorized licensing
and equivalencies and certification arrangements. It will also include
5. Discuss and agree on the elements of the PQF information on the quality assurance system and
including but not limited to their principles, key procedures applied to the authorization of the
features, definitions or terminologies, structure qualifications and the agencies mandated to issue
and governance arrangements the authorization.
WG on Pathways and Equivalences Functions
6. Review and update the PQF – Establish equivalency pathways and equivalency
7. Provides information and guidelines in the system for seamless educational transfer and/or
implementation of the PQF progression between education levels
8. Establishes a quality assurance mechanism corresponding to the PQF levels;
9. Maintains the national registry of – Develop a National System of Credit Grant and
qualified manpower Transfer inter and intra qualifications
10. Ensures the international alignment of the PQF WG on Quality Assurance Functions
with the qualification frameworks of – Establish a convergence system for the RQUAT,
other countries. the TESDA QMS on UTPRAS and CAC and the
11. Represents the country in international fora or PRC QMS
negotiations on – Facilitate the reporting and review of the various
qualification agreements/arrangements quality assurance system by the National
12. Provides regular feedback on the progress and Coordinating Committee
accomplishments to the Office of the President
with respect to the implementation of the Order. WG on Information and Guidelines Functions
13. Perform such other functions that may be – Formulate guidelines, circulars and policy
related to the implementation of the PQF issuances for the approval of the NCC
– Develop information, education and
PQF Working Groups/Chair communication (IEC) materials to promote and
1.WG on Qualifications Register, TESDA advocate PQF;
2.WG on Pathways and Equivalences, CHED
3.WG on Quality Assurance, CHED WG on International Alignment Functions
4.WG on Information and Guidelines, DepEd – Conduct researches/ studies for comparability/
5.WG on International Alignment, PRC benchmarking of Philippine qualifications with
WG on Qualifications other countries and
Register Functions: regional/international groupings;
– Establish, maintain/update the database of all – Coordinate with other related international
qualifications that have been entered into the PQF organizations in the pursuit of mutual recognition
Register as aligned with the descriptors of the PQF arrangements/ agreements
in the 8 levels in coordination with the pertinent
offices of CHED, TESDA and DepEd
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LO2. WORK WITHIN THE TRAINING ORGANIZATION’S QUALITY FRAMEWORK
ASSESSMENT CRITERIA:
1. Relevant organizational documentation is accessed, used, supported and ensured in accordance
work roles and responsibilities.
2. Work is conducted in accordance with the training organization’s quality assurance strategies,
processes, policies and procedures.
3. Ethical and legal responsibilities are adhered to in accordance with work practices.
4. Work is undertaken in accordance with the prevailing industrial and employee relations
systems and practices.
5. Feedback and advice on work quality is actively sought from colleagues and clients in
accordance with the prevailing industrial and employee relations systems and practices.
CONTENTS:
 Relevant organizational documentation:
o strategic plans
o business plans
o policies and procedures
o position descriptions
o responsibility statements
 quality arraignment for clients
 internal quality policies and procedures
 learning and professional staff development
 training organization staff development
 participation network
 individual learning initiatives
 effective communication strategies
CONDITIONS: Students/trainees must be provided with the following:
 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 organizational manuals, documents, publications
 organizational data systems
 publications, newsletters of relevant authorities
METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation
ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.7-2
Work within the training organization’s quality framework
Introduction:
Although the business environment has been endlessly experiencing negative changes such as economic
downsizing and restructuring resulting in fewer hierarchical positions but at the same time the
need for improving productivity while keeping a pace with continuously changing technology has
also increased. Organizations, therefore, instead of hiring a new individual from the market prefer
to promote their already existing employee to a specific position as he or she is already aware of the
organizational culture and does not need to be trained. This requires a careful succession planning
of employees and developing and preparing them continuously for filling topmost designations in
future.

The process of organizational career development is important for both employees and employers. There
may be several unintended and undesired changes as well as consequences that can change the
entire scenario. In such a situation both employees and employers must be ready to keep with the
changing environment and act accordingly. Employees continuously need to upgrade their skills
and competencies to meet the current demands whereas organizations must be ready with those
employees who can handle the pressure efficiently and cease the risk of falling prey to the changed
scenario. Therefore, understanding the importance of career development is very necessary for
both the parties.

Business Environment Factors that can Bring Organization: Co Cost-reduction strategies

Undesired Changes of the organizations are again very
dangerous for those individuals who are
 Economic Downsizing: The biggest of all not prepared to move on to the next level. If
the factors that has badly affected the organizations have to cut down their
careers of millions of individuals is operating costs, the employment of those
economic downsizing. The jobs are cut individuals is at stake who are not
from the organizations and the fittest of all employable or who have not performed up
employees survive. If employees to the mark in past. Employees
continuously learn new and better skills, continuously need to upgrade themselves
chances are that economic conditions won‘t and show their talent in order to remain in
hurt them that badly as compared to other the organizations till long.
individuals.  IT Innovations: Continuous changes and
 De-layering: De-layering means upgrading in the technology is also one of
reclassification of jobs. This is an the major factors that bring change. Some
organizational change initiative where a individuals can keep a pace with the
company decides to reclassify the jobs changing technology and are always ready
more broadly. However, old reporting lines to learn and adopt new IT applications
do exist in order to maintain managerial while some show immense resistance
control but some jobs may be removed or which is not acceptable to the
cut down during the process. Again, those organizations. Employees need to keep
individuals have to leave the organization themselves updated and show willingness
who are not competent enough to be to accept changes as and when they occur
shifted to other job with different nature. and mould themselves accordingly.
 Cost Reduction Strategies of the
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The business changes affect both organizations and be well acquainted with the job and will need less
employees. The need is to understand them and of supervision. Thus, there will be less wastage of
find a way to cope with them effectively. time and efforts.
3. Fewer accidents- Errors are likely to occur if
Need and Importance of Training Employee the employees lack knowledge and skills required
Training of employees takes place after orientation for doing a particular job. The more trained an
takes place. Training is the process of enhancing employee is, the less are the chances of committing
the skills, capabilities and knowledge of employees accidents in job and the more proficient the
for doing a particular job. Training process moulds employee becomes.
the thinking of employees and leads to quality 4. Chances of promotion- Employees acquire
performance of employees. It is continuous and skills and efficiency during training. They become
never ending in nature. more eligible for promotion. They become an asset
for the organization.
Importance of Training 5. Increased productivity- Training improves
Training is crucial for organizational development efficiency and productivity of employees. Well
and success. It is fruitful to both employers and trained employees show both quantity and quality
employees of an organization. An employee will performance. There is less wastage of time, money
become more efficient and productive if he is and resources if employees are properly trained.
trained well.
Ways/Methods of Training
Training is given on four basic grounds: Training is generally imparted in two ways:
1. On the job training methods are those which
1.New candidates who join an organization are are given to the employees within the everyday
given training. This training familiarizes them with working of a concern. It is a simple and cost-
the organizational mission, vision, rules and effective training method. The in proficient as well
regulations and the working conditions. as semi- proficient employees can be well trained
2.The existing employees are trained to refresh and by using such training method. The employees are
enhance their knowledge. trained in actual working scenario. The motto of su
3.If any updates and amendments take place in ch training is ―learning by doing.‖ Instances of
technology, training is given to cope up with those such on-job training methods are job-rotation,
changes. For instance, purchasing a new coaching, temporary promotions, etc.
equipment, changes in technique of production, 2. Off the job training methods are those in which
computer implantment. The employees are trained training is provided away from the actual working
about use of new equipment and work methods. condition. It is generally used in case of new
4. When promotion and career growth becomes employees. Instances of off the job training
important, raining is given so that employees are methods are workshops, seminars, conferences, etc.
prepared to share the responsibilities of the higher Such method is costly and is effective if and only if
level job. large number of employees have to be trained
The benefits of training can be summed up as: within a short time period. Off the job training is
1. Improves morale of employees- Training helps also called as vestibule training, i.e., the employees
the employee to get job security and job are trained in a separate area( may be a hall,
satisfaction. The more satisfied the employee is entrance, reception area, etc. known as a vestibule)
and the greater is his morale, the more he will where the actual working conditions
contribute to organizational success and the lesser are duplicated.
will be employee absenteeism and turnover.
2. Less supervision- A well trained employee will ndividual Learning
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Individual learning is defined § Learner motivation can be hard to maintain
as the capacity to build knowledge through in § The trainer‘s role needs to change
dividual reflection about external stimuli and
sources, and through the personal re-elaboration This kind of training is probably most appropriate
of individual knowledge and experience in light of when the trainer is providing on-the-job training
interaction with others and the environment. for one or a small number of colleagues. It is a good
idea to link the training to practical exercises based
on the working need — for example, planning a
Individual learning is training that is record survey, drawing up appraisal guidelines etc.
individualized to take into consideration the It can also be very effective to provide this kind of
differences between learners. It is most training as a follow-up to face- to-face training.
appropriately used in a one-to-one situation, such
as training successors or team members in the Effective Communication Strategies
workplace. Unlike facilitated learning where the 5 Tips for Effective Communication in the
trainer takes a more passive role, with individual Workplace
learning the trainer needs to consider and cater for 1. Develop a Communication Strategy
the needs of individual participants for example: The first steps is to get a group of employee in a
room and develop a strategy for how the
§ Rates of learning and learning style organization will communicate with employees.
§ Attitude This team should think through and define a
§ Maturity process and purpose for better
§ Interests which effect the level of learning business communication management.
§ Motivation This will require considering who needs to
§ Learning environment know what information, when they need to know
it and how it will be delivered to them. This
It doesn‘t necessarily mean learners are at home — strategy will help to create a standard
they can be in a classroom and still work through for organizational communication.
things at their own pace. For example, should new company endeavors be
communicated when the idea is in
The main types of individual learning are: the planning phase, when it is funded or when it
is ready to launch? Any of the three stages can be
§ Distance learning appropriate there just needs to be consistency
§ Resource-based learning so employees know when to expect different
§ Computer-based training levels of information.
§ Directed private study The advantages are: 2. Create a Communication Process
§ Many learner differences can be taken As with most things in business having a defined
into account process – that is owned by someone – is the best
§ Learners can work at their own pace at the time way to ensure consistent communication. This can
most convenient to them be as simple as the secretary who takes meeting
§ Different learning styles can be accommodated notes, sending a copy of the notes to a central
§ It is cost-effective for large number of learners communication person and that person is
§ Learners are more in control of how and what responsible for sharing it with all employees. It is
they learn overly simplified but can be an effective and
§ It is active not passive learning There are practical step in the process.
some disadvantages: 3. Multiply the Message
§ There is a long lead time to prepare materials Over communicate the message and use every
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available forum – email, newsletter, bulletin boards, 7. Give the speaker regular feedback, e.g.,
intranet, social media, staff meetings, town hall summarize, reflect feelings, or simply say "uh huh."
meetings, text messaging or video delivery. The 8. Pay attention to nonverbal cues -- to feelings,
more often the message is communicated the tone of voice, inflection, facial expressions,
better chance that employees will absorb it and gestures, posture.
remember it. 9. Be aware of potential barriers that impact your
4. Explain the Why ability to listen effectively.
Often leaders come up with a great idea, plan it, Barriers to Listening
implement it and may even communicate it but Sometimes people have a barrier that impedes
may not think to explain the why a particular their listening skills.
initiative makes sense for any given time. Awareness of a barrier is the first step in being able
This requires communicating from the 50,000 foot to overcome it. Barriers to listening include:
level and making sure employees understand why • past experiences that influence our reaction to
something is done and how supports business the speaker or the message
goals and strategies. • worry, fear, anger, grief and depression
5. Create Feedback Process • individual bias and prejudice
One way communication rarely works well so it is • semantics and language differences
important that employees have a forum to offer • noise and verbal "clutter"
feedback and ask questions. This helps to ensure • preoccupation, boredom and shrinking
that the message was received as it was intended. attention spans
These feedback sessions can be done in staff
meetings or an online employee forum. Five Components of Your Message
Regardless of the structure or process, employees In expressing yourself, your communication should
need to feel like their thoughts and opinions are include these five important components:
heard. This process also helps the organization 1. What you are seeing – have seen
identify areas that can be improved upon. 2. What you are hearing – have heard
Employees spend a great deal of their lives on the 3. What you are feeling – have felt about the issue
job and helping them stay connected to the mission 4. What you need or want
and vision of the organization is one of the ways to 5. What the positive result will be from
foster employee engagement. The more we can do receiving/acting on your request
to keep employees in the loop the organizational
strategy. Emotional Obstacles
Nine Steps to Effective Listening Emotional obstacles to effective communication
1. Face the speaker and maintain eye contact. include:
2. Be attentive, yet relaxed. Vulnerability – people may not express their true
3. Keep an open mind to the speaker‘s message – feelings because they do not want to expose
try to feel what the speaker is feeling. themselves to others
4. Listen to the words and try to picture what the Protecting – people may not want to express their
speaker is saying. true thoughts because they don‘t want to hurt or
5. Do not interrupt and do not impose upset the other person
your "solutions". Expectations -
6. Wait for the speaker to pause to ask clarifying social, professional, or cultural ―rules‖ may inhibi
questions - ask questions only to ensure t expression of some feelings
understanding of something that has been said Fear – people seek approval and acceptance so
(avoiding questions that disrupt the speaker's train they are often reluctant to say what they really
of thought). mean for fear of rejection .
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 • Keep yourself calm by breathing slowly and
Manage your emotions deeply. Remember that this is only one temporary
• Recognize what you are feeling. Are you angry, moment in your life.
embarrassed, or hurt? • Concentrate on what you need to move forward
• Simplify your feelings. Select one or two words to rather than dwell on the other person‘s mistakes.
describe how you feel. Be specific. • Summarize the other person‘s feelings to make
• Do not act on your feelings right away. Don‘t sure that you understand what they
make a decision, enter into a discussion, or send an are communicating.
email in anger or frustration. • Give affirmation to the other person about what
• Choose an appropriate time and place they may be feeling.
to communicate. • Acknowledge and apologize for any mistakes you
• Accept that you are responsible for your emotion may have made.
s; Use ―I‖ statements. • Focus on positive results and make specific
Say ―I feel angry when…‖ rather than ―You make requests that will enable the achievement of
me mad…‖ those goals.
Managing a conflict

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LO3. MANAGE WORK AND WORK RELATIONSHIPS

ASSESSMENT CRITERIA:

1. Work is planned, prioritized and organized to achieve agreed and expected outcomes.
2. Workloads are assessed and guidance/support is sought from relevant personnel where work
issues arise and in accordance with existing organizational policies and guidelines.
3. Relevant technological skills are used to enhance work outcomes and in accordance with
prevailing industrial systems and practices.
4. Work is undertaken in a collaborative manner with colleagues through sharing of information
and ideas and working together on work outcomes in accordance with the prevailing industrial
and employee relations systems and practices.
5. Feedback on managing work and professional relationships is obtained from clients and
colleagues and is evaluated and acted upon.

CONTENTS:

 Planning and prioritizing of works

 Organizational guidelines on work loads
 Relevant technological skills
 Employees relationship
 Managing work and professional relationship

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 organizational manuals, documents, publications
 organizational data systems
 publications, newsletters of relevant authorities

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.7-3
Manage work and work relationships
Introduction:
It is rightly said ―Time and Tide wait for none. An individual should understand the value of time for him
to succeed in all aspects of life. People who waste time are the ones who fail to create an identity of their
own.

What is Time Management ? finish the tasks within the stipulated time frame.

§ Time Management refers to managing time 2. Setting Goals and Objectives

effectively so that the right time is allocated to the Working without goals and targets in an
right activity. organization would be similar to a situation where
§ Effective time management allows individuals to the captain of the ship loses his way in the sea. Yes,
assign specific time slots to activities as per you would be lost. Set targets for yourself and
their importance. make sure they are realistic ones and achievable.
§ Time Management refers to making the best use
of time as time is always limited. 3. Setting Deadlines
Set deadlines for yourself and strive hard to
Ask yourself which activity is more important and complete tasks ahead of the deadlines. Do not wait
how much time should be allocated to the same? for your superiors to ask you every time. Learn to
Know which work should be done earlier and take ownership of work. One person who can best
which can be done a little later. set the deadlines is you yourself. Ask yourself how
Time Management plays a very important role not much time needs to be devoted to a particular task
only in organizations but also in our personal lives. and for how many days. Use a planner to mark the
important dates against the set deadlines.
Time Management includes:
1. Effective Planning 4. Delegation of Responsibilities
2. Setting goals and objectives Learn to say ―NO‖ at workplace. Don‘t do
3. Setting deadlines everything on your own. There are other people as
4. Delegation of responsibilities well. One should not accept something which he
5. Prioritizing activities as per their importance knows is difficult for him. The roles and
6. Spending the right time on the right activity responsibilities must be delegated as per interest
and specialization of employees for them to finish
1. Effective Planning tasks within deadlines. A person who does not
Plan your day well in advance. Prepare a To Do List have knowledge about something needs more time
or a ―TASK PLAN‖. Jot down the important than someone who knows the work well.
activities that need to be done in a single day
against the time that should be allocated to each 5. Prioritizing Tasks
activity. High Priority work should come on top Prioritize the tasks as per their importance and
followed by those which do not need much of your urgency. Know the difference between important
importance at the moment. Complete pending and urgent work. Identify which tasks should be
tasks one by one. Do not done within a day, which all should be done within
begin fresh work unless you have finished your pre a month and so on. Tasks which are most
vious task. Tick the important should be done earlier.

ones you have already completed. Ensure you 6. Spending the right time on right activity
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Develop the habit of doing the right thing at the issues, considering the competition to stay ahead
right time. Work done at the wrong time is not of by innovating is immense. Issues like data mining,
much use. Don‘t waste a complete day on invasion to privacy, data theft and workplace
something which can be done in an hour or so. Also monitoring are common and critical.
keep some time separate for your personal calls or
checking updates on Facebook or Twitter. After all In technology we speak of ethics in two contexts;
human being is not a machine.
ü one is whether the pace of technological
For Effective Time Management one needs to be: innovation is benefiting the humankind or not,

Organized - Avoid keeping stacks of file and heaps ü the other is either severely empowering people
of paper at your workstation. Throw what all you while choking others for the same. Technology, for
don‘t need. Put important documents in folders. example, has drastically replaced people at work.
Keep the files in their respective drawers with
labels on top of each file. It saves time which goes In the first case we are compelled to think about
on unnecessary searching. the pace at which technology is progressing. There
are manifold implications here, be it things like
Don’t misuse time - Do not kill time by loitering or computer security or viruses, Trojans, spam‘s that
gossiping around. Concentrate on your work and invade the privacy of people or the fact the
finish assignments on time. Remember your technology is promoting consumerism.
organization is not paying you for playing games
on computer or peeping into other‘s cubicles. First Nowadays data storage is primarily on computer
complete your work and then do whatever you feel systems. With the advent of internet technology
like doing. Don‘t wait till the last moment. the world has got interconnected and data can be
accessed remotely by those who are otherwise
Be Focused - One needs to be focused for effective unauthorized to do the same. This is one of the
time management. pitfalls of innovation. The other one i.e. the pace of
technological change also raises the question
Develop the habit of using planners, organizers, of ethics.
table top calendars for better time management.
Set reminders on phones or your personal New products make their way and leave the
computers. existing ones obsolete. In fact technological change
and innovation is at the heart of consumerism,
Ethics and Technological Skills which is bad for economy and environment in
Ethics and Technology general. The recent economic downturn makes up
Businesses today are technology and innovation for a very good example.
driven. There is huge competition in the sphere
and therefore like other industry or business Increasingly technological products are adding up
function ethics is essential here also. Specially to environmental degradation. Computer screens,
because ethics by itself is only a tool to create and keyboards, the ink used in the printers are some of
doesn‘t know ethics or morals! the ways in which technology is polluting the
environment. All these produce toxins that cannot
Every day we have innovative products and be decomposed easily.
services that announce their arrival in the market
place and others that go obsolete. It is this The other major issue in technology that brings
technology and innovation that leads to ethical in ethics is interface between technology and
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the computers. Many scientists are of the opinion one of the most important factors which either
that the world will come to an end with a war improves or spoils the relationship among
between the humankind and the technology. employees.
Technology they say will advance to an extent
beyond the control of those who have made it! The communication has to be transparent and
precise for a warm relationship among
No doubt technology has replaced people at work employees. Clarity in thoughts is important. Don‘t
and made certain others redundant. On the flip assume that the other person will come to know on
side many people have been raised to power while his own what is going on in your mind. The
others have been severely handicapped. The latter thoughts must be converted sensibly into relevant
is especially true for third world countries. New words such that the other person is able to
manufacturing processes that are outsourced understand you well.
either replace manpower there or either exploits
the latter in the name of employment by engaging The employees must be very clear about what
them cheaper prices. is being expected from them. Their key
responsibility areas, roles and responsibilities
Technology has also made inroads into the field of must be communicated to them in the desired form
medicine and life care. New cloning techniques, for them to perform their level best. Don‘t play
genetic modifications or other life saving drugs with words. Be straightforward and precise in
need continuous monitoring and surveillance. what you expect from your team members. Don‘t
Bioethics has thus emerged as ethics in the field of blame them later. Haphazard thoughts and abstract
medical technology and life care. ideas only lead to confusions and spoil the
relationship among the employees.
Whereas we cannot talk of controlling technology
and innovation, the better way is to adapt and Let us go through the below example:
change. The role of ethics in technology is of
managing rather controlling the same. Continuous Janet was working as a key accounts manager with
monitoring is required to keep track of latest a leading advertising firm. First she wanted Ted to
innovations and technological changes and for prepare a report on marketing and sales strategies
ensuring fair practices. undertaken by her organization, then she wanted
him to prepare a report on the
Employees Relationship
Role of Communication in Employee branding techniques and finally she asked him to
Relationship also include the promotion strategies. She herself
A healthy employee relationship ensures a positive was not very clear about her expectations. Poor
environment at work and also helps the employees Ted was so confused that he submitted an
to achieve their targets at a much faster rate. incomplete report to Janet. She was not at all happy
People are more focused, can concentrate better in with Ted‘s performance and always side-lined him
their assignments and hence the output increases. in future.
Employees are not engaged in constant fights, are
eager to help each other and do not take work as a In the above example, Janet was not very clear
burden. They enjoy each and every moment at about the content of the report and also confused
work and do not take leaves often. Ted. One needs to express his ideas clearly for the
other person to understand it correctly. Poor
Communication is not only important in our daily communication in this case spoiled the relation
lives but also plays a crucial role at workplace. It is between Janet and Ted who were once good
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friends. resulting in major displeasure and conflict among
the team members. Do take care of your pitch and
Had Janet told Ted to prepare an exhaustive report tone. It should not be too loud.
on Marketing, sales, branding as well as the
promotion techniques undertaken by the Depend more on written modes of
organization, things would been crystal clear and communication as they are more reliable as
Ted would not have made any mistakes. One compared to verbal communication. An
should be first very clear about his needs, individual might back out if the information is
expectations and then only communicate it to the passed on to him verbally as there are no records,
other person. but it never happens in written modes of
communication. Prefer passing on
Don’t change statements quite often. Be firm.
One should not tamper any data or manipulate information through Emails. All the related team
truth. You would never gain anything out of it. Be members must be marked a carbon copy so that
honest and pass on information in its desired form. everyone knows what is being communicated to
If your boss has asked you to download some his fellow member. One should master the art of
information to your fellow team members, please writing emails. Remember an email is nothing but
do pass it on as it is. Don‘t try to add or delete a mirror image of one‘s thoughts. Make sure that
words as it would earn you a bad name. No one your mail is self- explanatory and everyone is clear
would trust you in future or come to your help about your ideas and opinions.
whenever required. Remember honesty always
pays in the long run. An employee needs to be constantly motivated to
avoid a dip in his performance. If someone has
Think twice before you speak. Avoid using foul performed exceptionally well, do not hesitate to
words against anyone at the workplace as it praise him. Words like ―Well done‖,―Bravo‖,―Gre
spoils the ambience of the office and leads to at Performance‖ go a long way in making the
several disputes among individuals. Don‘t say individual happy. If you are satisfied with your
anything which would hurt anyone. Avoid lose team member‘s performance, do communicate
talks. It is okay to enjoy at work but one should your feelings to him.
never cross his limit. If you do not agree to
anyone‘s ideas, it is better to discuss things with Communicate effectively with your fellow team
him rather being rude or harsh. Whatever you members and you would never have a problem
communicate has to be crisp, relevant and should with anyone. People would respect you and work
make sense. Don‘t utter non sense at work. Be a would be fun for you.
little professional in your approach.

Important information should be passed on in Importance of Employee Relations at the

the presence of each and every employee for Workplace
better clarity. Every employee should have the Every individual at the workplace shares a certain
liberty to express his views and ideas. Don‘t expect relationship with his fellow workers. Human
you would clear your doubts later on, ask beings are not machines who can start working
questions then and there. No one would feel bad, just at the push of a mere button. They need people
rather appreciate your interest and attentiveness to talk to, discuss ideas with each other and share
but do not jump in between. Do wait for your turn their happiness and sorrows. An individual cannot
to speak. Don‘t meet anyone separately as the work on his own, he needs people around. If the
other person might feel neglected or left out organization is all empty, you will not feel like
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sitting there and working. An isolated environment each other, tensions automatically evaporate and
demotivates an individual and spreads negativity one feels better. Learn to trust others, you will feel
around. It is essential that people are comfortable relaxed. One doesn‘t feel like going to office if he is
with each other and work together as a single unit not in talking terms with the person sitting next to
towards a common goal. him. An individual spends around 8-9 hours in a
day at his workplace and practically it is not
It is important that employees share a healthy possible that one works nonstop without a break.
relation with each other at the work place. Let us You should have people with whom you can share
find out why employee relations are important in your lunch, discuss movies or go out for a stroll
an organization: once in a while. If you fight with everyone, no one
will speak to you and you will be left all alone. It is
§ There are several issues on which an important to respect others to expect the same
individual cannot take decisions alone. He from them.
needs the guidance and advice of others as well.
Sometimes we might miss out on important points, § An individual feels motivated in the company
but our fellow workers may come out with a of others whom he can trust and fall back on
brilliant idea which would help us to achieve our whenever needed. One feels secure and confident
targets at a much faster rate. Before implementing and thus delivers his best. It is okay if you share
any plan, the pros and cons must be evaluated on your secrets with your colleagues but you should
an open forum where every employee has the right know where to draw the line. A sense of trust is
to express his opinions freely. On your own, you important.
will never come to know where you are going
wrong, you need people who can act as critic and § Healthy employee relations also discourage
correct you wherever you are wrong. If you do not conflicts and fights among individuals. People
enjoy a good relation with others no one will ever tend to adjust more and stop finding faults in each
come to help you. other. Individuals don‘t waste their time in
meaningless conflicts and disputes, rather
§ Work becomes easy if it is shared among all. A concentrate on their work and strive hard to
healthy relation with perform better. They start treating each other as
your fellow workers would ease the work load on y friends and try their level best to compromise and
ou and in turn make everyone happy.

increases your productivity. One cannot do § A healthy employee relation reduces the
everything on his own. Responsibilities must be problem of absenteeism at the work place.
divided among team members to accomplish the Individuals are more serious towards their work
assigned tasks within the stipulated time frame. If and feel like coming to office daily. They do not
you have a good rapport with your colleagues, he take frequent leaves and start enjoying their work.
will always be eager to assist you in your Employees stop complaining against each other
assignments making your work easier. and give their best.

§ The organization becomes a happy place to § It is wise to share a warm relation with your
work if the employees work together as a fellow workers, because you never know when
family. An individual tends to lose focus and you need them. You may need them any time.
concentration if his mind is always clouded with They would come to your help only when you are
unnecessary tensions and stress. It has been nice to them. You might need leaves for some
observed that if people talk and discuss things with personal reasons; you must have a trusted
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colleague who can handle the work on your behalf. Establishing proper professional relationships is
Moreover healthy employee relations also spread the backbone of career development.
positivity around. The nature of a person's relationships with
colleagues and those under direct care,
management or supervision can determine success
in a chosen professional. A professional
It is essential that employees are comfortable relationship is typically characterized by
with each other for better focus and collegiality that doesn't cross over into over-
concentration, lesser conflicts and increased familiarity or inappropriate closeness. Most
productivity. professions have standards that govern
interpersonal relationships to prevent
A professional relationship is an ongoing improprieties ranging from coercion to harassment.
interaction between two people that observes a set Failing to maintain the proper level of
of established boundaries or limits that is deemed professionalism in a business relationship can lead
appropriate under governing ethical standards. to loss of employment and legal problems.

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LO4. PERFORM A CLIENT-FOCUSED APPROACH TO WORK

ASSESSMENT CRITERIA:

1. Clients and their needs and expectations form the basis for developing effective work practices
and outcomes in accordance with operational limits.
2. Effective communication strategies are developed, utilized, established and maintained in
accordance with client relationships.
3. Processes for evaluating and improving client satisfaction are developed and built in
accordance with work practices

CONTENTS:

 the diversity of clients, client needs, client expectations for vocational education and training
services
 relevant legal and policy requirements, codes of practice, national standards and
 effective communication strategies
 client satisfaction evaluation process

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Organizational manuals, documents, publications
 Organizational data systems
 Publications, newsletters of relevant authorities

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.7-4
Perform a client-focused approach to work
Introduction:
When we‘re a customer in a shop or a client of a company, we like help, respect, understanding,
satisfaction, value for money, action, friendly service. So whether you‘re
dealing with a colleague‘s or a multimillion-pound client‘s request, you
will have to satisfy these four basic needs: the need to be understood,
the need to feel welcome, the need to feel important and the need for a
comfortable environment.

Top Ten Tips to Meet Client Needs you over the edge!
7. Accept their changes to plans,
So here are the top ten tips to help you meet those deadlines and bad news
needs and guarantee that your clients remain your positively. Consider what you can now do rather
clients: than what you can‘t. Remember, whilst it‘s true
they may need to know what isn‘t possible, their
1. Listen carefully to what they are telling you. real need is to get things done!
Put aside any negativity or previous experiences 8. Be proactive by
involving them and focus on their current situation providing suggestions and guidance. It‘s not the
and issues. one thing you do 100% better that will meet your
2. Remember (or write down) your clients’ clients‘ needs; it‘s the hundreds of things you can
names and points about them to refer to the next do for them just 1% better that will keep them
time you meet or speak on the telephone. This will coming back for more.
help build a positive client relationship and 9. Always do what you say you’re going
positivity will likely be returned next time they to do, and do it on time. And if you can‘t keep to
have to speak to you. an agreed deadline, keep them informed of what is
3. Always be pleasant, even if clients are not going on before the deadline expires.
pleasant to you. Most of the time it is not you 10. Always remember: Clients are not the icing on
personally they are being unpleasant to; it is the cake; they are the cake!
simply that you are the person who is dealing with The Top Five Tips for Managing Client
their needs on this occasion. Expectations
4. Graciously receive and handle
any concerns, complaints or problems. Use Managing expectations is the single most
positive feedback words like ‗I understand‘ or ‗Yes, important aspect to maintaining a healthy &
I see‘ to show you are really listening. rewarding relationship with clients. Many learned
a lot about managing the expectations of some
5. Provide service ‘above and beyond’ pretty important people. Imagine telling your staff
what they expect of you. So rather that the guest you almost had booked canceled ten
than ‗It doesn‘t work like that‘ or ‗We don‘t do that minutes before a live show. Needless to say, that
here‘, try giving them some other options to only had to happen once before someone learned a
consider – things that will work or things that you valuable lesson in managing expectations.
do at your firm. Reputation is everything in public relations.
6. Smile, even during the times when you don’t Consistently having positive relationships with
feel like it! The mark of a professional is the ability clients leads to a calmer work day and a higher
to be positive, friendly and helpful in every level of productivity.
situation, even when your personal life is driving Five steps to follow for managing client
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expectations that your client‘s won‘t abuse your generosity
1. Be Honest From The Get-Go. Though it may with time.
sound counterintuitive, always tell potential new
clients in 5. Reports. Probably not anyone‘s favorite task
the very first initial conversation about possibly during the week, but reports show a clear
working together that there are no guarantees. As delineation of work that was done over the course
with most things in life, there are too many factors of a week or month. Remember – reports don‘t
at play to make any grandiose promises. You can‘t have to be very long, or in a format that clogs up a
predict whether a producer will like a pitch, or a lot of your time. A simple email detailing tasks
reporter will quote your client. Although it may feel completed for the week shows your clients what
uncomfortable, positions the client to take a leap of they‘re paying for, and thus, keeps them happy.
faith in your work and also helps them to Hopefully, by following these steps, you‘ll be on a
understand the process behind your work. road to an even better relationship with your
clients. By following this process, you‘ll most likely
2. Under-Promise, Over-Deliver. This old adage is achieve better results in your work, too.
one to live by! you promise your clients that they Client Satisfaction Evaluation
will have immediate & constant access to you and Methods of Measuring Customer Satisfaction
your team; that you will, every day, work on their Managing customers‘ satisfaction efficiently is one
behalf through pitching and meetings with the the biggest challenge an organization face. The
media; and that if nothing else, it is guaranteed that tools or methods to measure customer satisfaction
they will become known to key members of the needs to be defined
media. After that, when big interviews start rolling sophisticatedly to fulfill the desired norms. Ther
in, it‘s much more appreciated! e are following methods to measure
customer satisfaction:
3. Anticipate the Client’s Needs
Before They Know Their Own Need. This one 1. Direct Methods: Directly contacting customers
definitely takes time and practice, but think about and getting their valuable feedback is very
it: no one knows your businesses as well as you do. important. Following are some of the ways by
You know when things are going great and when which customers could be directly tabbed:
you need to ramp up your efforts. It‘s so important a. Getting customer feedback through third
to share that with a client through a simple e- party agencies.
mail stating ―I‘m going to spend b. Direct marketing, in-house call centers,
complaint handling department could be treated
extra time this week working on your project – I as first point of contact for getting customer
really want to get you out there as much as you feedback. These feedbacks are compiled to analyze
do.‖ It can go a long way. customers‘ perception.
c. Getting customer feedback through face to face
4. Constant Communication. If you‘re in the conversation or meeting.
service industry of any kind, that is what you do – d. Feedback through complaint or
serve. That means being bubbly, bright and (almost) appreciation letter.
always available. While of course it‘s important to e. Direct customer feedback through surveys
set boundaries so that you can maintain a and questionnaires.
rewarding personal life, it‘s critical that your
clients know they can gain access to you as needed. Organizations mostly employ external agencies to
Hopefully just knowing you‘re available and ready listen to their customers and provide dedicated
to jump on a project as needed will be enough so feedback to them. These feedbacks needs to be
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sophisticated and in structured format so that under a particular segment go high in a specific
conclusive results could be fetched out. Face to face period of time then the performance of the
meetings and complaint or appreciation letter organization is degrading in that specific area or
engages immediate issues. The feedback received segment. But if the complaints diminish in a
in this is not uniformed as different types of specific period of time then that means the
customers are addressed with different domains of organization is performing well and customer
questions. This hiders the analysis process to be satisfaction level is also higher.
performed accurately and consistently. Hence the b. Customer Loyalty: It is necessarily required for
best way is to implement a proper survey which an organization to interact and communicate with
consists of uniformed questionnaire to get customers on a regular basis to increase customer
customer feedback from well segmented loyalty. In these interactions and communications
customers. The design of the prepared it is required to learn and determine all individual
questionnaire is an important aspect and should customer needs and respond accordingly. A
enclose all the essential factors of business. The customer is said to be loyal if he revisits supplier
questions asked should be in a way that the on regular basis for purchases. These loyal
customer is encouraged to respond in an obvious customers are the satisfied ones and hence they
way/. These feedback could receive by the are bounded with a relationship with the supplier.
organizations can be treated as one of the best way Hence by obtaining the customer loyalty index,
to measure customer satisfaction. suppliers can indirectly measure customer
satisfaction.
Apart from the above methods there is another
very popular direct Maintaining Service Quality
method which is surprise market visit. By this, info After having attained the desired service level, the
rmation regarding next great challenge faced by service providers is
to maintain service standards at levels of
different segment of products and services excellence. This is as important, and as tough, as
provided to the customers could be obtained in an establishing service standards and attaining to
efficient manner. It becomes easy for the supplier them in the first place.
to know the weak and strong aspects of products
and services. Approaches towards Maintaining Service
Standards
2. Indirect Method: The major drawback of direct
methods is that it turns out to be very costly and There are basically two approaches that any
requires a lot of pre compiled preparations to organization can have towards maintaining service
implement. For getting the valuable feedbacks the standards - a proactive approach or a reactive
supplier totally depends on the customer due to approach.
which they loses options and chances to take
corrective measure at correct time. Hence there are Proactive approach entails actively reaching out
other following indirect methods of getting to customers and trying to gather their feedback on
feedback regarding customer satisfaction: service quality and suggested areas of
a. Customer Complaints: Customer‘s complaints improvement. This can be done by way of
are the issues and problems reported by the
customer to supplier with regards to any specific 1. Surveys and administering questionnaires
product or related service. These complaints can 2. Gap Analysis, and
be classified under different segments according to 3. Staff training
the severity and department. If the complaints
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a. Surveys and questionnaires: Such an approach provider, the metric for measuring service quality
helps a brand to anticipate customer demands and could be the average time taken for handling a call
expectations and align its service offering or rectifying a complaint. For a fast food outlet, the
accordingly. Also, the findings of such surveys can metrics for measuring service quality of the sales
help to identify common issues and demands of staff could be the number of bills generated as a
customers hence helping a company to customize percentage of total customer footfalls or the
its service offering. increase in sales month on month.
b. Gap Analysis: Another approach that is adopted
for analyzing service quality is that of the gap
analysis. The company has an ideal service
standard that it would like to offer to its customers.
This is contrasted with the current level of service
being offered. The gap thus identified serves both
as a measure and as a basis for planning a future
course of action to improve the service offering.
c. Staff Training: Another crucial aspect of the
proactive approach is staff training. Companies
nowadays spend generously on training their
personnel to adequately handle customer queries
and/or complaints. This is particularly true if a
company is changing its service offering or going in
for a price hike of its existing services. For example,
when a fast food chain increases the price of its
existing products, the staff has to handle multiple
customer queries regarding the hike. Lack of a
satisfactory explanation would signify poor service
standards and lead to customer dissatisfaction.

Reactive approach basically consists of resorting

to a predetermined service recovery mechanism
once a customer complains about poor service
quality. It usually starts with apologizing to the
customer and then taking steps to redeem the
situation. The fundamental flaw with this approach
is that, here the customer has already had a bad
experience of the brand‘s service.

Measuring Service Quality

Another crucial element to be kept in mind while

seeking to maintain
service quality is to have in place a metric for ‗mea
suring‘ quality. The particular parameters selected
would depend on the type of business, service
model and the customer expectations. For example:
at a customer service call center of a telecom
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UNIT OF COMPETENCY : FOSTER AND PROMOTE AN INCLUSIVE LEARNING
CULTURE

MODULE TITLE : FOSTERING AND PROMOTING AN INCLUSIVE

LEARNING CULTURE

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude
required to foster and promote an environment
which supports inclusive work practices and learning
culture.

NOMINAL DURATION : 16 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Practice inclusivity

LO2. Promote and respond to diversity

LO3. Develop and implement work strategies to support inclusivity

LO4. Promote a culture of learning

LO5. Monitor and improve work practices

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LO1. PRACTICE INCLUSIVITY

ASSESSMENT CRITERIA:
1. Individual differences and clients with particular needs are acknowledged,
respected and valued in accordance with existing work practices and
learning culture.
2. Personal perceptions and attitudes about difference are examined and
revised to improve communication and professionalism in accordance with
existing work practices and learning culture.
3. Principles underpinning inclusivity are integrated into all work practices.
4. The training organization’s access and equity policy is used in accordance to
work practices.

CONTENTS:
 Individual differences
 Clients with particular needs
 The principles underpinning inclusivity and how to integrate them into work
practices
 Ethical and inclusive behaviors expected of professional relationships with
clients and colleagues
 Sources of information to support inclusive practices
 Availability and types of supports for clients with specific needs
 Relevant policies, legal requirements, codes of practice on:
 Disability, discrimination, inclusiveness, human rights, equal opportunity,
racial discrimination
 Duty of care responsibilities
 Access and equity policies
 Individuals' rights and confidentiality are respected at all times.

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials

METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.8-1
Practice inclusivity
Introduction:
All people should have an equal opportunity to succeed in education. This is regardless
of their background, academic ability, and cognitive level. For a school
community to be safe and welcoming, it must embrace and value diversity and
individual differences.

Therefore, all schools should promote inclusive practice in both their teaching methods
and educational activity. This article will focus on how this relates to early years
and the benefits of adopting an inclusive approach
accepted and can be successful in
What is Inclusive Practice? the school setting.

Inclusive practice is a teaching approach While there are not necessarily any
that recognises the differences between pieces of inclusive practice legislation,
students and uses this to ensure that all those who work with children should
students can access educational content ensure that each child is treated equally.
and participate fully in their learning. It There have been publications in this area,
understands that no two pupils are the such as The Equality Act 2010 and
same and ensures that lessons and Schools, which explains that it’s unlawful
activities accommodate this. to discriminate against any pupil because
they possess one (or more) of the
The approach also recognises the benefits protected characteristics. Inclusive
that student diversity can bring to the practice ensures that pupil diversity is
overall learning experience. In fact, accepted and championed, rather than
inclusive practice has a whole range of discriminated against.
benefits for students as well as their
teachers and families. What is Inclusive Practice in Early
Years?
Some of the benefits of inclusive practice
include: If you work in education, you should
understand both the inclusive practice
 Teaching pupils about diversity definition and how you can apply it to
and equality. your classroom. Promoting equality and
 Developing student empathy and diversity in childcare settings is essential
sensitivity to people who are for ensuring children grow up as
different from themselves. accepting, well-rounded, and kind
 Improving friendships, confidence, individuals. Adopting inclusive practices
and self-image. is the perfect way to demonstrate to
 Providing teachers with children that you, and they, should strive
additional ways to incorporate towards equality.
problem-solving, teamwork, and
collaboration into their lessons. Early years are a period of time when
 Promoting parental confidence children are most in need of support.
that their children are being
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During these years, children are just Examine Your Affinities and Prejudice
beginning to learn fully about themselves,
other people, and the world around them. As well as assessing your teaching
They are discovering their identity and methods, you should think about any
their place in the world. However, they opinions that you might hold towards
are also at their most vulnerable within certain people or groups of people. This
these years, particularly if they consider includes any empathy and prejudices that
themselves to be ‘different’ from you might have. For example, you may
everyone else. have an affinity for a student who
reminds you of your own child, or you
Inclusive practice ensures that all may have a prejudice towards a child who
children receive equal opportunities, reminds you of someone you previously
despite who they are. We’ve provided taught.
some examples to show what inclusive
practice in early years might look like, Take the time to think about these things
and what you should do to achieve it. – they are often subconscious so may
require some digging. Then, think about
Assess Your Teaching Methods whether they are inclusive or if they are
disadvantaging certain pupils.
You should take the time to reflect on
your teaching methods and practices Embrace Variety
and why you teach how you do.
Inclusive practice aims to ensure that all
Your educational background, upbringing, children can flourish in education, in spite
personality, likes and dislikes, and of any challenges they face in their daily
opinions all affect your identity and life. To make sure this is the case, you
therefore, subconsciously, the way you should use a variety of teaching methods
teach. and be flexible. For example:

Start to consider how your identity  Working in pairs, groups, and

affects the way you act, how you deliver individually.
your lessons, and how you design and  Working on computers and out of
choose your resources. For example, do books.
you read books at the start of every day  Making posters and other creative
because that’s what you did at school? Do materials.
you base your activities on what  Reading books.
you think the children will enjoy? Think  Story writing.
about how you plan your lessons, the  Role play.
reasons behind them, and whether they  Sporting activities.
are equal and accessible for all students.  Musical activities.

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By being flexible and using a variety of Meet Your Students’ Needs
teaching methods, you are giving each
student the opportunity to use their If you have disabled children in your
strengths and succeed. Additionally, you classroom, or children with additional
will help them to improve things that needs, then you will need to make
they find more challenging. reasonable adjustments for them. This
basically means that you should remove
Adapt Your Content or minimise disadvantages that they may
face because of their condition.
Make your lessons diverse and adapt
them towards your students. For example, This can include changing rooms or
if you have a new student who has just reading materials, for instance, or can be
immigrated from Spain, you could spend something much more specific. For
some lesson time learning about Spanish example, regularly breaking up activities
culture, looking at pictures of Spanish for a child with ADHD, allowing a break
monuments, and learning some Spanish for a diabetic child to eat, or arranging a
words. sporting activity that a child in a
wheelchair can get involved in.
Aim to illustrate your points with
examples that reflect the diversity of your
students. For instance, using an example
of a disabled child in one of your
exercises. Ensure that you teach your Inclusive practice is a teaching approach
class about different cultures, religions, that recognises student diversity and
countries, disabilities, and communities uses this to ensure all children receive
by including them in your day-to-day equal treatment, opportunities, and
teaching. respect. Adopting inclusive practices is
vital for ensuring that all children, despite
their background or who they are, have
an equal opportunity to succeed.

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LO2. PROMOTE AND RESPOND TO DIVERSITY

ASSESSMENT CRITERIA:

1. The ground rules for participation and behavior with colleagues and clients
are established in accordance with a cooperative and agreed process/es.
2. Individuals are encouraged to express themselves and to contribute to the
work and learning environment in accordance with a cooperative and agreed
process/es
3. Individuals are provided with opportunities to indicate specific needs to
support their participation in learning and work in accordance with a
cooperative and agreed process/es.
4. Relevant research, guidelines and resources are accessed to support
inclusivity in accordance with existing guidelines and procedures.
5. Verbal and body language is sensitive to different cultures and backgrounds
and differences in physical and intellectual abilities and as appropriate.

CONTENTS:

 OHS relating to the work role/work context, and OHS considerations

when fostering and promoting an inclusive learning culture including:
 internal policies and procedures to meet OHS requirements
 hazards commonly found in the work environment
 Rules for participation and behavior with colleague and clients
 Culture sensitivity

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Risk control action plan

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.8-2
Promote and respond to diversity
Introduction:
In our increasingly diverse and multicultural society, it’s more important than ever for
teachers to incorporate culturally responsive instruction in the classroom --
whether teaching elementary school, middle school or high school students. And
the increase of diversity doesn’t only relate to race and ethnicity; it can include
students of different religion, economic status, sexual orientation, gender
identity, and language background.

WHY IS IT IMPORTANT TO ENCOURAGE HOW DO YOU MANAGE DIVERSITY IN

DIVERSITY IN SCHOOLS AND THE CLASSROOM?
WORKPLACES? There are several ways teachers and
Fostering inclusion and awareness administrators, such
around multicultural education as principals and coaches, can
and taking a culturally responsive ensure that both the classroom
approach to teaching benefits all environment and curriculum are
students. Not only does creating responsive to the increasing
greater multicultural awareness cultural diversity of our society.
and inclusion help students with These strategies will encourage
different backgrounds and needs all students’ cultural awareness,
succeed, but it encourages enhancing each student’s sense of
acceptance and helps prepare identity, and foster inclusion in
students to thrive in an the classroom community.
exponentially diverse 1. Get to Know Your Students
world. Our Social, Emotional, and Ensuring that cultural awareness is
Behavioral Wellness Certificate promoted in the classroom starts
Program is a great opportunity with the teacher understanding
for teachers to learn how to each individual student. Take the
create positive classroom time to learn about each student’s
environments and can serve as a cultural background, hobbies,
foundation for understanding learning styles, and what makes
how to promote diversity in your them unique. Demonstrating a
classroom. genuine interest in learning about
Diversity in and out of the classroom will each student and their culture
continue to grow, so it’s essential will help establish trust and allow
we prepare students to adapt to you to form a bond with them so
an evolving world and embrace they feel valued. If students feel
those different from themselves. appreciated by and comfortable
Learn more how the programs at with the teacher, there’s a better
the Drexel School of Education chance they’ll feel comfortable
are helping to prepare more talking with and respect their
culturally-responsive educators peers in the class –
today.

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 and communication is the core to a Acknowledging these differences and
culturally aware and inclusive creating a safe space for
classroom. discussion helps promote
2.Maintain Consistent Communication understanding in the classroom
Aside from getting to know your students, and beyond. Also, as you
teachers should also continue to encourage students to learn about
maintain ongoing communication their diverse backgrounds,
throughout the semester or remember to take the time to
school year. Scheduling 1-on-1 highlight what’s offensive and the
meetings with students to “check distinction between cultural
in” every so often will allow you celebration and appropriation.
to consistently improve how Learning how to talk about other
accessible the classroom is to cultures in a respectful, mature
everyone. Students can talk about way is essential for success in life
whether they felt included in the outside the classroom.
classroom culture. This can help 4.Practice Cultural Sensitivity
identify issues or ways to improve While it’s important to keep an open
the overall experience. It’s also an dialogue amongst students, it’s
opportunity to discuss their equally as important to make sure
progress in the class and offer you’re being sensitive to
guidance on how they can everyone’s culture, beliefs, and
improve, based on their language concerns. Take the time
individual needs as a student. to understand each student’s
3.Acknowledge and Respect Every cultural nuances – from learning
Student styles to the language they use –
It’s also important for students to and use these insights to design
celebrate and respect their own your lesson plans. For example,
diverse backgrounds, as well as provide English language learners
each other’s. When appropriate, with appropriate and relevant
teachers should encourage resources that help them improve
students to research and learn their English comprehension
about their own ethnic and skills. Rather than teach with a
cultural backgrounds. This allows traditional lecture style, create
them to better understand their learning experiences that are
own culture as well as the more interactive and require
differences and nuances with collaboration. These
their peers. As a bonus, this can considerations will help ensure
be a great ice breaker assignment, that every student feels included,
allowing students to give is given the space to learn in their
presentations about their family own way and is given a chance to
traditions and culture to help succeed.
expose the class to concepts
outside of their own familiar
comfort zone.

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5.Incorporate Diversity in the Lesson Allow students to read and present their
Plan own materials that relate to the
The classroom environment is important fundamental lesson so they can
for fostering cultural awareness, approach the topic from their
but you also should ensure own perspective. As a teacher,
diversity is represented in your you can act as a facilitator and
actual lesson plan. For example, encourage conversation and
broaden history lessons so that healthy debate between diverse
they encompass the world beyond opinions. Group assignments are
United States history and culture. also a great way to expose
Or, use references and analogies students to diverse perspectives,
to other cultures in your lessons allowing them to work together to
and assignments to help students explore and solve a problem. This
with diverse backgrounds will also help prepare them for a
personally connect. Another great diverse workforce where they’ll
strategy is bringing in diverse have to partner with a range of
speakers to add varying points of people to accomplish their
view and real-life context to professional goals.
different subjects.There are WHY IS IT IMPORTANT TO TEACH
several ways you can ingrain CULTURE IN THE CLASSROOM?
cultural awareness and diversity It is important to remind ourselves why
into your lesson plan, and it will diversity and cultural awareness
vary depending on the cultures is so crucial in the classroom and
represented in your classroom the benefits it can have on
and the course you’re teaching. students now and in the long-
Regardless of the subject, always term. Teaching diversity exposes
try to present and connect lessons students to various cultural and
to real-world issues. It’s easier to social groups, preparing students
promote cultural awareness to become better citizens in their
within your lessons when there’s communities. These culturally
a real example for students to responsive teaching strategies
relate to. will help you to promote diversity
6.Give Students Freedom and Flexibility in the classroom.
Teachers often feel like they need to take With these culturally responsive teaching
on a strict, authoritative approach strategies in mind, it’s important
when it comes to managing their to remind ourselves why diversity
classroom. The most valuable and cultural awareness is so
lessons are often learned through crucial in the classroom and the
a student’s own experiences, so benefits it can have on students
giving them some freedom in the now and in the long-term.
course encourages more
connection to the curriculum.

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Students Become More Empathetic Students Are Better Prepared for a
Promoting awareness and creating a Diverse Workplace
personal connection with diverse With the rise of globalization, it’s more
cultures in the classroom can important to be able to work with
prevent students from developing people from different cultures
prejudices later in life. It allows and social groups. If students are
them to empathize with people exposed to diversity and learn
different from themselves since cultural awareness in the
they’re more aware of the classroom, it sets them up to
experiences someone of a flourish in the workforce.
different race or cultural group
may face.
Students Gain a Better Understanding of
Lessons and People
When working and learning with people
from a variety of backgrounds
and cultures present in the
classroom, students gain a more
comprehensive understanding of
the subject matter. It also teaches
students how to use their own
strengths and points of view to
contribute in a diverse working
environment.
Students Become More Open-Minded
Naturally, by exposing students to a
diverse range of opinions,
thoughts, and cultural
backgrounds, you’re encouraging
them to be more open-minded
later in life. This will make them
open to new ideas and be able to
attain a greater comprehension
on a topic by taking in different
points of view.
Students Feel More Confident and Safe
Students who learn about different
cultures during their education
feel more comfortable and safe
with these differences later in life.
This allows them to interact in a
wider range of social groups and
feel more confident in themselves
as well as in their interactions
with others.

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Competencies
LO3. DEVELOP AND IMPLEMENT WORK STRATEGIES TO SUPPORT INCLUSIVITY

ASSESSMENT CRITERIA:

1. Documented resources to support and guide inclusive practices are identified and used to
inform work strategies in accordance with existing guidelines and procedures.
2. Support persons are identified and included in the work and learning process where
appropriate and agreed to.
3. Relevant professional support services are identified and accessed, as required.
4. Any physical environment support needs are acknowledge and incorporated into work
practices, where practicable and approved by appropriate personnel.
5. OHS issues associated with inclusivity are identified and addressed in accordance with existing
guidelines and procedures.
6. Inclusiveness is modeled in accordance with work performance.

CONTENTS:

 Support persons
 Physical environment support needs
 Organizational work systems, practices
 Professional supports
 Type of documented resources

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Workplace or simulated area

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.8-3
Develop and implement work strategies to support inclusivity
Introduction:
Building a classroom community where all students feel a sense of belonging is an area most educators
spend weeks of school, especially the first few weeks of school, focused on. We know that creating a
safe space for different learning styles, genders, racial, religious and ethnic backgrounds goes well
beyond the first month back in our classrooms.

1. Get to Know Your Students and Let Them Get to with fresh videos, books, and gamified
Know You digital activities. A study conducted by the
Establishing a bond with your students takes time. Canadian Journal of Action Research
Creating opportunities for students to comparing student engagement with
share their interests, struggles, and gamified lessons vs. alternative traditional
aspirations with you and sharing yours lessons found that students showed higher
with them builds a connection that can class average scores for both focus and
continue to grow. Some teachers like to use attentiveness during digital game-based
surveys or journals to find out more about learning six out of eight times.
their students. Think about what has
worked for you in the past and what hasn’t; Varied learning content that appeals to different
what is something you can do consistently student interests is just as essential as the
to connect with each student? instruction style. Provide students the
chance to learn about a social justice
2. Create a Safe Space for Students to Share movement, history or current events
Students also need explicit time to establish through different mediums and have the
connections with their peers. Regularly unit culminate in a team-based project.
split students into new small groups and
use the “I see, I think, I wonder” strategy to 4. Choose Relevant Literature
digest something they have learned about Part of culturally responsive teaching includes
or a current event that may be on their providing students with literary works that
minds. By modeling how this should work highlight the human experience. Include
and creating group norms, students can indigenous,, as well as stories that include
have fruitful conversations that build characters with a physical or learning
empathy and share different opinions in a disability.
respectful way. Reinforcing social- 5. Invite Guest Speakers to Share Their Stories
emotional skills like empathy and According to an article published in the Economics
compassion in your classroom fosters of Education Review, when students can
positive interactions between your identify with a teacher or guest speaker’s
students. racial or ethnic background they are more
likely to perform higher and be more
3. Deliver Instruction in a Variety of Ways engaged as they see a potential role model
There is increasing evidence that shows that or mentor in that person. By inviting a
gamified lessons positively influence guest speaker, you are providing your
student engagement. To appeal to different students access to an authentic learning
learning styles, reimagine existing lessons, experience they may never otherwise have.
especially those that feel lecture heavy,

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Competencies
LO4. PROMOTE A CULTURE OF LEARNING

ASSESSMENT CRITERIA:

1. Support and advice is provided to colleagues and clients to encourage new and ongoing
participation in accordance with learning opportunities.
2. The benefits of learning are explored with colleagues and clients in accordance with a culture of
learning.
3. Learning and competency achievement is recognized and rewarded in accordance with the
work and/or learning environment.
4. Opportunities to develop own and others generic skills are identified in accordance with the
work and/or learning environment.
5. Multiple pathways to achieve own and others future learning goals are discussed in accordance
with the work and/or learning environment.

CONTENTS:

 Opportunities for self development

 Exploring the benefits of learning
 Supporting and advising colleague and clients
 Pathways for self development and future learning
 Culture of learning

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Risk control action plan
 OHS documentations

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.8-4
Promote a culture of learning
Introduction:
Learning is a culture.

It starts as a culture with the students as human beings needing to understand their environment. And it
ends as a culture with students taking what we give them and using it in those physical and digital
environments they call home.

Even the practices that promote or undermine the learning process itself are first and foremost human and
cultural artifacts. Literacy, curiosity, self-efficacy, ambition and other important agents of learning
are born in the native environments of students' homes.

Further, learning is ongoing, perishable and alive -- just like culture.

Creating Culture result in sustained critical learning.

But what about your classroom? Can you  Demonstrate the think-alouds, reflective
promote a certain culture there strategically, writing, metacognitive conversations
or does it just happen, the seemingly random and other human practices and habits
product of the student roster assignments that lead to learning, and then reflect
mixed with your personality as a teacher? again on their impact. How were they
More to the point, what exactly is a culture successful? Where did they fall short?
of learning -- and can you create one What might you do next time?
yourself? 2. Help Them
The short answer is that a culture of learning The next step of the Gradual Release of
is a collection of thinking habits, beliefs Responsibility Model is to help students do
about self, and collaborative workflows that on their own what you just showed them how
result in sustained critical learning. to do. Put them in groups. Have them publish
Or that's how I think of it, anyway. their thinking in a podcast. Give them soft
Can you cause this to happen? Of course you cushions to land on when they fail. Offer
can. Almost anything can be learned -- and strategies, coaching and general support to:
unlearned. It is simply a matter of identifying  Help them publish their thinking -- the
desired characteristics and then using right bits at the right time for the right
the Gradual Release of Responsibility audience.
Model, intentionally letting it happen.  Help them self-assess their performance.
"Intentionally letting" may seem like an  Help them create their own standards
oxymoron. Well, it is. The idea is to create the for their own work.
conditions conducive to some result -- here, a  Help them revisit old ideas, old writing
culture of learning -- and then get out of the and old projects. (This should actually
way. You can't cause curiosity, enthusiasm or be a requirement.)
affection, but you can let them happen.
Intentionally.
Use the Gradual Release of Responsibility Model
1. Show Them
 Model the thinking habits, beliefs about
self, and collaborative workflows that
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3. Let Them Sustainability
The final stage of promoting a culture of If we consider the definition of culture as the
learning in your classroom is to simply get customs and beliefs of a community of human
out of the way. Give them only just enough beings, then the fact that culture both
for them to take off on their own: precedes and proceeds from learning makes
 A topic sense. There is an ecology to the learning
 A community process that can't be extracted, unpacked or
 A project idea tightly sequenced to fit into some edu-box
 An app the way you hoped it might.
 A problem worth solving I mean, you can squeeze it into a box, but at
Then let them show what they can do. And if the risk of losing the kind of sustainable
they just sit there like bumps on a log, go culture of learning that's been the whole
back to step #1. point of all this .

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Competencies
LO5. MONITOR AND IMPROVE WORK PRACTICES

ASSESSMENT CRITERIA:

1. Effective work practices to enhance inclusivity and a learning culture are identified in
accordance with the work and/or learning environment.
2. Conscious actions are taken to modify and improve in accordance with work practices.
3. Strategies and policies to support inclusivity are regularly reviewed in accordance with
continuous improvement of work processes.
4. Proposed changes to relevant strategies and policies are documented and reported in
accordance with organizational structure.

CONTENTS:

 Effective work practices

 How to improve work practices
 Strategies and policies to support inclusivity
 Documenting changes to strategies and policies

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Risk control action plan
 OHS documentations

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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Competencies
 Information Sheet 1.8-5
Monitor and improve work practices
Introduction:
In this digital era, employees can work on the go, communicate seamlessly with each other and use online
tools to streamline time-consuming tasks. The downside is that they
spend less time working productively. As a business manager, it's your
responsibility to monitor and improve workplace operations so your
team can reach peak performance and avoid distractions.
Why Monitor Work Operations? operations. Consider asking your customers for
According to a survey, the average employee is feedback after every interaction with your
productive for less than three hours in an business. This will give you a better idea of how
eight-hour day. Most office workers spend their your customer service team is performing.
time reading news websites, gossiping, checking Depending on the situation, you may use
their social media feeds or even searching for new checklists, reports, benchmarking, surveys and
jobs. other tools for monitoring change in the
The modern workplace is full of distractions that workplace and assessing employees' performance.
keep your employees from getting work done. Set Realistic Business Goals and Objectives
Taking a break every now and then is perfectly A common problem for many startups and small
fine and is even recommended. However, if your businesses is having unrealistic or unclear goals.
team members are wasting hours on social media, This creates a workplace culture where failure
it's time to do something about it. becomes expected.
In addition to distractions, there are plenty of Set realistic objectives for the next quarter or the
other things that can hurt employees' productivity next year and then communicate them to your
and overall performance. Low team morale, team. Outline the steps needed to accomplish
limited access to technology and equipment, poor those goals and define milestones for each goal.
communication, workplace conflict and bad Consider offering incentives to your
management are just a few examples. Each year, employees to boost their motivation and
employee disengagement alone costs American engagement. For example, you may offer
companies up to $550 billion in lost additional training, bonuses or flexible work
productivity, as reported by Gallup. Taking time schedules. Recognize and reward your top
to monitor work operations can improve your performers with an additional day off or paid
company's productivity and help you identify vacation. Provide constructive feedback and let
potential issues before they escalate. your employees know when they are doing a good
Make a Checklist for Items to Monitor job.
First of all, determine what needs to be Collect and Analyze Employee Feedback
monitored. Focus on areas of critical activity, Poor employee communication,
such as those with high revenue streams. Also, misunderstandings and conflicts can have a
identify any areas where things are not going as dramatic impact on workplace operations. These
planned. problems affect employees' motivation, increase
For example, if your project management team is turnover and harm a company’s reputation.
constantly missing deadlines, try to figure out Collecting employee feedback is an effective
why that happens. If your customers are not way to monitor and improve workplace
satisfied with their experience, keep an eye on operations. Take time to talk one on one with
your customer service team. your team members and hold regular team
Next, come up with a plan and decide what meetings. Consider placing a suggestion box in
methods you're going to use to monitor work the office so your employees can provide
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anonymous feedback. Encourage them to share like they are having a bad day? Are they
their ideas and express any concerns they may constantly missing work or taking time off? These
have. red flags indicate that something is wrong, so try
Pay attention to nonverbal cues when walking to determine the cause and address any potential
around the office. Do you see tight faces or issues in a timely manner.
downcast eyes? Do your employees always seem

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UNIT OF COMPETENCY : ENSURE A HEALTHY AND SAFE LEARNING ENVIRONMENT

MODULE TITLE : ENSURING A HEALTHY AND SAFE LEARNING ENVIRONMENT

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required to
ensure the health, safety and welfare of learners and candidates.

NOMINAL DURATION : 16 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Identify Occupational Health and Safety (OHS) responsibilities

LO2. Identify hazards in the learning environment

LO3. Assess risks in the learning environment

LO4. Develop and implement actions to ensure the health safety and welfare of learners and/or candidates

LO5. Provide appropriate Occupational Health and Safety (OHS) requirements to learners and/or
candidates

LO6. Monitor Occupational Health and Safety (OHS) arrangements in the learning environment

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LO1. IDENTIFY OCCUPATIONAL HEALTH AND SAFETY (OHS) RESPONSIBILITIES

ASSESSMENT CRITERIA:
1. The purpose and approaches of OHS in the learning environment are defined in accordance
with OHS standards
2. Documentation outlining the OHS legal responsibilities of the various parties in the learning
environment is accessed, read and interpreted in accordance with OHS standards
3. Organizational OHS documentation is identified and accessed in accordance with standard
operating procedures

CONTENTS:
 relevant policies, legal requirements, codes of practice and national
 legislative requirements for information and consultation relevant to safety
 legislative requirements for record keeping related to OHS
 legislative requirements for safe workplaces
 OHS roles and responsibilities of employers, the training/ trainers/facilitators, learners and/or
candidates, managers and supervisors
 duty of care obligations for training and/or trainers/facilitators
 basics of a systematic approach to OHS
 sources of information on OHS requirements relevant to the specific industry where learning
will take place
 organizational OHS documentation including policies, procedures and risk control strategies

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 OHS regulatory manuals and documents
 Industry code of practices manuals

METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.9-1
Identify Occupational Health and Safety (OHS) responsibilities
Introduction:
The aim of this module is to promote safe work practices, to manage OHS risks, to inform staff and to
assist in providing a safe environment for University staff and contractors, students and visitors.

Responsibilities of all managers requirements and expectations

 Review
Prepare  Review incident reports, ensure staff welfare
 Understand OHS Risk Management and how to and identify root causes
carry out risk assessments
 Understand University processes for Responsibilities of all Staff
supporting staff welfare including issue
resolution and making reasonable adjustments Manage or supervise:
Plan  other continuing or casual staff
 Contribute to the Activity Plan including  work experience students
workplace inspection schedule  volunteers
 Develop appropriate local emergency
arrangements Responsibilities of all Students
Check
 Check whether your risk assessments and Supervise:
standard operating procedures are relevant  teaching or tutorial classes
and up to date  practical classes
 Verify that staff, students and contractors are  research work carried out by others
competent to carry out work safely and are  organise placements
following safe work practices  organise field work
 Ensure that staff, students and contractors  organise study tours
have received appropriate inductions and
training Responsibilities of all Visitors
 Ensure that all staff, students (as appropriate)  Supervise or invite visitors
and contractors are familiar with emergency  Look after or control spaces used or occupied
and evacuation procedures by visitors
Do
 Coach staff on safety matters and have safety Delegation of responsibilities
conversations to promote safe working
practices and behaviours For practical reasons managers may delegate
 Organise and participate in safety activities some of their OHS responsibilities to other
including training, risk assessments and managers or supervisors. The manager
workplace inspections remains fully responsible for the health and
 Intervene early to address staff HWS matters safety of their staff.
including psychological health and workplace The manager must ensure the person to whom
conflict responsibility has been delegated has the
 Assist injured or ill staff to return to work appropriate skills and authority to carry out
successfully the delegated duties.
 Inform staff, students and contractors of OHS
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 Example of responsibilities  wear protective clothing provided
 read health and safety information provided at
The role of employees work
Employees are expected to:  report any injury suffered by them in the
workplace
 follow safety instructions in the workplace 
 keep their work spaces safe (e.g. ensure that Who is an employee
they do not leave items to trip over) For OHS purposes, "employee" includes:
 take care when performing duties to ensure
that they do not expose themselves, a all staff, whether ongoing, fixed-term or casual
colleague, a student or any other person to independent contractors of the University and
risk of harm their employees
 report health and safety hazards in the work experience students engaged by the
workplace University
 participate in required training

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LO2. IDENTIFY HAZARDS IN THE LEARNING ENVIRONMENT

ASSESSMENT CRITERIA:

1. Sources of information are researched and accessed to identify hazards common within the
industry in which the learning will take place.
2. Learning environment is inspected prior to use in consultation with various parties in order to
identify hazards
3. Any specific OHS needs of learners and/or candidates are in accordance with OHS standards.
4. Any potential hazards created by learners and/or candidates with specific needs are identified
in accordance with OHS standards.
5. Personal limitations and responsibilities in identifying hazards are recognized and specialist
advisers are consulted in accordance with OHS standards.

CONTENTS:

 hazards and risks in the specific industry where learning will take place
 common risk control strategies applicable to the industry where learning and/or will take place
 hierarchy of control as it applies to risks encountered in the learning environment
 knowledge of the learning environment sufficient to be able to identify hazards and conduct
simple risk assessment

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Workplace or simulated environment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.9-2
Identify hazards in the learning environment
Introduction:
When identifying and addressing potential health and safety risks in schools or educational environments,
hazards can broadly be broken down into two main categories:risks to employees and risks to
pupils
Responsibilities and record-keeping Common Queries
Parents are welcome to request a copy of the
Schools are responsible for the day-to-day health school’s health and safety policy, which all
and safety of its pupils whenever those pupils are educational establishments will have
under the care of school staff
 Concerned parents are encouraged to contact
In most cases, this includes both lesson and break the school directly, and subsequently to bring
times, as well as school trips and any other staff- unresolved matters to the attention of local
supervised extracurricular activity held on or off councils
the immediate school premises
 Schools are legally obliged to report all serious
The Management of Health and Safety at Work accidents, outbreaks of disease or other
Regulations 1999 require that schools make a dangerous incidents
suitable and sufficient assessment of the risk to
health and safety of staff, pupils and others  Parents are welcome to contact HSE
themselves to check that this has been done
If pupils will be involved in an activity where there
is an element of risk, schools need to be able to  Schools are not required by law to keep to a
show that they have taken ‘all reasonably maximum class size on health and safety
practicable precautions’ grounds, although maximum class sizes for
children aged 5-7 have been set at 30 pupils to
Final sign-off duties for an individual help raise standards in maintained schools
establishment’s internal health and safety policy
will depend to some extent on the type of school in  Schools are required by law to abide by the
question same standard indoor temperature guidelines
as all other workplaces
Similarly, ultimate legal responsibility (including
health and safety accountability) for staff and  There is no specific health and safety
pupils lies with the employer, just like in other legislation limiting the weight that children in
workplaces school can carry (i.e. in backpacks or when
helping to set up lesson equipment)
In schools, the definition of ‘the employer’ can
change according to the school type HAZARD AWARENESS AND LIMITATION

Other school managers involved in the day-to-day Notes on general areas of risk in school
running of educational establishments also have activities
some key responsibilities
i. Practical science and hands-on experiments

The Commons Select Committee on Science and

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Technology reported in 2011 that ‘practical school duty of care to pupils under supervision, and the
science inside and outside the classroom’ was teaching of effective safety principles as part of the
‘essential’ students’ wider curriculum. In seeking to achieve
the latter, RoSPA identifies the following measures
It was also agreed that existing health and safety as key:
legislation did not limit this, but that excessive
concern regarding legislation sometimes did i. Encouraging the adoption of, or reinforce, a
whole school approach within the wider
The HSE encourages schools to allow children to community
experience risk in a managed environment, and ii. Using active approaches to teaching and learning
does not advocate stopping pupils from (including interactive and experiential learning)
participating due to perceived risk iii. Involving young people in real decisions to help
them stay safe, such as risk assessments for school
HSE acknowledges that, as well as learning the visits
principles of science, hands-on experiments allow iv. Assessing children and young people’s learning
pupils to develop an appreciation of the hazards needs
and risks v. Teaching safety as part of a comprehensive
personal social and health curriculum
It explicitly notes that ‘sensible health and safety vi. Using realistic and relevant settings and
means focusing on managing the real risks and resources
going ahead with activities’ vii. Working in partnership
viii. Addressing known risk and protective factors;
ii. Design and technology workshops an understanding of risk and protective factors can
help those designing and delivering safety
Safe use of equipment, machine tools, materials education resources to focus on wider aspects of
and chemicals, cutting mats, safety goggles and any injury prevention and personal safety
other personal protective equipment (PPE) should ix. Addressing psychosocial aspects of safety e.g.
all be considered as part of a school’s risk confidence, resilience, self-esteem, self-sufficiency;
assessment process for these types of facilities psychosocial risk and protective factors are
individual characteristics that may predispose
Detailed inventories of available facilities and children to injury, or to being a victim of bullying,
equipment should be kept and regularly updated violence or abuse
by all schools, including all PPE such as face masks, x. Adopting positive approaches which model and
respirators, safety glasses and goggles, ear reward safe behaviour within a safe, supportive
defenders or plugs, gloves, bench mats and overalls; environment
individual class sizes should not exceed available
PPE stock levels MAINTAINING A SAFE SCHOOL ENVIRONMENT
FOR CHILDREN
Appropriate training and guidance should be
provided in the correct and safe use of PPE for both Making an actionable checklist
teachers and pupils
HSE guidance outlines the best approach to active
10 Principles for more effective safety risk assessment in schools, using the same five-
education step process it recommends for all workplaces:
It is broadly acknowledged that health and safety
responsibility in schools should cover both the i. Identify the hazards
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 This is best done as a walk-around activity iv. Make and keep accurate, detailed written
with two or more staff members records of all findings

 When thinking about potential hazards,  Records should include full details of any
consider the activities, behaviours, processes, potential hazards or risks found
items or substances used that could
potentially injure staff or pupils engaging in  Make note of levels of risk assigned to
normal day-to-day use of different areas of the different areas
building and its grounds
 Outline any steps taken to mitigate hazards,
 In all areas of risk assessment, be mindful of at the resulting change in risk level (if any), and
least the four main hazard groups: physical, accurate schedules/plans for prioritising any
mental, chemical and biological outstanding steps that will need to be taken

ii. Make specific assessment notes about who may  Be aware when creating risk assessment
be harmed, and how documents that they are a work in progress,
and will form the basis for subsequent reviews
 Examine potential risks and hazards to pupils, of working practices; as such, they should be
staff (see section 4 below), visitors, and the easy to read, update and amend
public
 Make sure the document is readily accessible
 Again, be aware of the differences between e.g. to all relevant members of staff, carers etc
physical and mental hazards
v. Incorporate frequent reviews
 Consider the differing needs, challenges and
vulnerabilities for specific groups, such as Regularly scheduled reviews of previous health
younger or older people, disabled pupils and safety risk assessments should be scheduled
and/or staff, shift workers, pregnant women throughout the school year
etc
 The documents should be able to help ensure
iii. Assess the different levels of risk that agreed safe working practices continue to
be applied in the day-to-day running of the
 Consider how likely each potential school premises
hazard or scenario is to result in
accident or injury, and prioritise  Any changes to the physical layout of the
address measures accordingly building and its grounds, significant staffing
movements, changes to working policies or
 Be mindful of the fact that remedial targets, and acquisitions of new equipment or
measures won’t ever eliminate risk facilities should also be used as an opportunity
completely to review risk assessments

 Any that remain should be categorised

in terms of high, medium or low risk,
and appropriate plans of action drawn
up in the event of accidents or injuries
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LO3. ASSESS RISKS IN THE LEARNING ENVIRONMENT

ASSESSMENT CRITERIA:
1. Likelihood of injury as a result of exposure to identified hazard/s is assessed
in accordance with OHS standards.
2. Severity of any potential injury, illness or negative/adverse outcome arising
from the identified hazard is assessed for risk in accordance with OHS
standards.
3. Hazards are prioritized for action in consultation with various parties in
accordance with OHS standards.
4. Personal limitations in assessing risks are recognized and specialist advisers
are consulted in accordance with OHS standards

CONTENTS:
 Types of potential risk and hazards
 Methods of assessing risk and hazards
 hazards and risks in the specific industry where learning will take place
 common risk control strategies applicable to the industry where learning
and/or will take place
 individual/personal role in assessing risk in learning environment
 risk and hazards hierarchal order
 potential injury, ailment and severity as a results of identified risk/hazards

CONDITIONS: Students/trainees must be provided with the following

 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Workplace ore simulated area
 Potentials risks and hazards
 Risk/hazard assessment standards
 Risk /hazard assessment procedures manual

METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.9-3
Assess risks in the learning environment
Introduction:
Risk Assessment
A classroom risk assessment is a professional document that identifies potential hazards
and how to manage these. It provides a plan to follow if something does go wrong.
Part of health and safety compliance, a classroom risk assessment is usually part of a
wider risk management strategy. All schools should have one of these. We can't
completely avoid risks, but an assessment is designed to help manage and control them
as much as possible.

Some helpful
definitions...

 Hazard - something that

may cause harm
 Risk - the likelihood that
someone will be harmed by the
hazard
Some examples of hazards you might
encounter in school include:
 Trip hazards
 Using glue
 Using stairs
 Using scissors
 Using plug sockets

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 You might also need to be aware of any Some different types of risk assessments
students with allergies and make sure include:
everyone practises good road safety.  Individual - these assess
What does a risk assessment contain? the well-being of a single person
A risk assessment is carried out in order  Systems - an assessment on
to find out: a larger scale, such as risks to
 What are the hazards? technology or networks
 Who may be affected and  Site-specific - assess the
how? risks in a certain place, such as
 What precautions will you your school
take to prevent harm?  Dynamic - this means a
 Are there any further constant risk assessment process
actions needed? that changes dependent on the
A risk assessment also helps you hazards observed or encountered
evaluate whether potential risks are Classroom risk assessment templates
manageable enough by determining what Here at Twinkl, we have a range of
could go wrong and what the helpful risk assessment templates for
consequences might be. Risks can be you to use when creating your own risk
expressed as statements (qualitative) or assessments for your classroom.
numerically, such as percentages or on a Need help making a risk assessment?
scale (quantitative). Try some of these great risk assessment
When do I need to do a risk templates to help you get started:
assessment?  This great Risk Assessment
You many have identified activities that Template Pack features child-
could contain a certain amount of risk, friendly visual cards to remind
like school trips, sports or fire evacuation students of potential risks
safety. Most schools have risk  You might also want to
assessments in place for: discuss risks with students using
 Practical science this helpful Risk-Taking Discussion
experiments Pack
 Design and Technology  Use this handy Risk
workshops Assessment Template to give you
 Playground safety guidance during Physical
 Bullying Education lessons
 Any vehicles on-site, such  You could also use this
as school car park safety versatile Blank Risk Assessment
Types of risk assessment Template multiple times for many
different situations

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LO4. DEVELOP AND IMPLEMENT ACTIONS TO ENSURE THE HEALTH
SAFETY AND WELFARE OF LEARNERS AND/OR CANDIDATES

ASSESSMENT CRITERIA:

1. Risk controls are developed based on the hierarchy of control in accordance

with OHS standards.
2. Risk control action plan is identified and accessed or formulated in
consultation with various parties.
3. Actions within the control and responsibility of the trainer/facilitator are
implemented in accordance with OHS standards.
4. Outstanding risk control actions are referred to the various parties for
implementation.
5. Supervisory arrangements appropriate to learner’s and/or candidate’s
levels of knowledge/skill/ experience are monitored to ensure their health
and safety.

CONTENTS:

 Risk control and hierarchy

 Risk control action plan
 Procedures in formulating risk action plan
 Risk control responsibilities of trainer/facilitators
 Standards for determining risk control best practices
 Monitoring learners/candidates knowledge and skills level or experiences

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Workplace or simulated environment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.9-4
Develop and implement actions to ensure the health safety and welfare of
learners and/or candidates
Introduction:
Managing safety and health is an integral part of managing a business. Businesses need
to do a risk assessment to find out about the hazards and risks in their workplace(s) and
put measures in place to effectively control them to ensure these hazards and risks
cannot cause harm to workers.

Occupational safety and health, including Worker participation

compliance with the OSH requirements Worker participation is an essential
pursuant to national laws and regulations, element of the OSH management system
is the responsibility and duty of the in the organization.
employer. The employer should show
strong leadership and commitment to The employer should ensure that
OSH activities in the organization, and workers and their safety and health
make appropriate arrangements for the representatives are consulted, informed
establishment of an OSH management and trained on all aspects of OSH,
system. The system should contain the including emergency arrangements,
main elements of policy, organizing, associated with their work.
planning and implementation, evaluation
and action for improvement, as shown in The employer should make arrangements
figure 1. for workers and their safety and health
representatives to have the time and
resources to participate actively in the
processes of organizing, planning and
implementation, evaluation and action for
improvement of the OSH management
system.

The employer should ensure, as

appropriate, the establishment and
efficient functioning of a safety and health
committee and the recognition of
workers’ safety and health
representatives, in accordance with
Figure 1. Main elements of the OSH national laws and practice.
management system Organizing
Responsibility and accountability
Policy The employer should have overall
Occupational safety and health policy responsibility for the protection of
The employer, in consultation with workers’ safety and health, and provide
workers and their representatives, leadership for OSH activities in
should set out in writing an OSH policy to the organization.
which they are committed and which is
communicated to all workers.
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  ensuring the internal
The employer and senior management communication of OSH
should allocate responsibility, information between relevant
accountability and authority for the levels and functions of
development, implementation and the organization; and
performance of the OSH management  ensuring that the concerns, ideas
system and the achievement of the and inputs of workers and their
relevant OSH objectives. representatives on OSH matters
are received, considered and
Competence and training responded to.
The necessary OSH competence (includes Planning and Implementation
education, work experience and training, Initial review
or a combination of these) requirements The organization’s existing OSH
should be defined by the employer, and management system and relevant
arrangements established and arrangements should be evaluated by an
maintained to ensure that all persons, in initial review, as appropriate. In the case
particular new and young workers have where no OSH management system exists,
been trained and are competent to carry or if the organization is newly established,
out the safety and health aspects of their the initial review should serve as a basis
duties and responsibilities. for establishing an OSH management
system.
The employer should have, or should
have access to, sufficient OSH competence System planning, development and
to identify and eliminate or control work- implementation
related hazards and risks, and to The purpose of planning should be to
implement the OSH management system. create an OSH management system that
supports:
Occupational safety and health  as the minimum, compliance with
management system documentation national laws and regulations;
According to the size and nature of  the elements of
activity of the organization, the OSH the organization’s OSH
management system documentation management system; and
should be established and provided to all  continual improvement in OSH
members of the organization so that performance.
management and workers fully
comprehend their respective duties and Occupational safety and health
responsibilities and how OSH is managed objectives
in the organization. Consistent with the OSH policy and based
on the initial or subsequent reviews,
Communication measurable OSH objectives should be
Arrangements and procedures should be established, which are:
established and maintained for:  specific to the organization, and
 receiving, documenting and appropriate to and according to
responding appropriately to its size and nature of activity;
internal and external  consistent with the relevant and
communications related to OSH; applicable national laws and
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  regulations, and the technical and result of amendments of national laws
business obligations of and regulations, organizational mergers,
the organization with regard to and developments in OSH knowledge and
OSH; technology) should be evaluated and
 focused towards continually appropriate preventive steps taken prior
improving workers’ OSH to the introduction of changes.
protection to achieve the best
OSH performance; Emergency prevention, preparedness
 realistic and achievable; and response
 documented, and communicated Emergency prevention, preparedness and
to all relevant functions and levels response arrangements should be
of the organization; and established and maintained. These
 periodically evaluated and if arrangements should identify the
necessary updated. potential for accidents and emergency
Hazard prevention situations, and address the prevention of
Prevention and control measures OSH risks associated with them. Quick
and effective action may help to ease the
Hazards and risks to workers’ safety and situation and reduce the consequences.
health should be identified and assessed However, in emergencies people are
on an ongoing basis. Preventive and more likely to respond reliably if they:
protective measures should be  are well trained and competent;
implemented in the following order of  take part in regular and realistic
priority: practice;
 eliminate the hazard/risk;  have clearly agreed, recorded and
 control the hazard/risk at source, rehearsed plans, actions and
through the use of engineering responsibilities.
controls or organizational The arrangements should be made
measures; according to the size and nature of
 minimize the hazard/risk by the activity of the organization.
design of safe work systems,
which include administrative Procurement
control measures; and Procedures should be established and
 where residual hazards/risks maintained to ensure that:
cannot be controlled by collective  compliance with safety and health
measures, the employer should requirements for
provide for appropriate personal the organization is identified,
protective equipment, including evaluated and incorporated into
clothing, at no cost, and should purchasing and leasing
implement measures to ensure its specifications;
use and maintenance.  national laws and regulations and
the organization’s own OSH
Management of change requirements are identified prior
The impact on OSH of internal changes to the procurement of goods and
(such as those in staffing or due to new services; and
processes, working procedures,  arrangements are made to
organizational structures or acquisitions) achieve conformance to the
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and of external changes (for example, as a requirements prior to their use.
 Contracting Audit
Arrangements should be established and Arrangements to conduct periodic audits
maintained for ensuring that are to be established in order to
the organization’s safety and health determine whether the OSH management
requirements, or at least the equivalent, system and its elements are in place,
are applied to contractors and their adequate, and effective in protecting the
workers. safety and health of workers and
preventing incidents.
Evaluation
Performance monitoring and An audit policy and programme should be
measurement developed, which includes a designation
Procedures to monitor, measure and of auditor competency, the audit scope,
record OSH performance on a regular the frequency of audits, audit
basis should be developed, established methodology and reporting.
and periodically reviewed. This activity is
vital and many subject areas can be The audit includes an evaluation of
studied to establish what is working well the organization’s OSH management
and what could be improved. system elements or a subset of these, as
Responsibility, accountability and appropriate.
authority for monitoring at different Action for Improvement
levels in the management structure Preventive and corrective action
should be allocated. Arrangements should be established and
maintained for preventive and corrective
Investigation of work-related injuries, ill action resulting from OSH management
health, diseases and incidents, and their system performance monitoring and
impact on safety and health measurement, OSH management system
performance audits and management reviews. These
The investigation of the origin and arrangements should include:
underlying causes of work-related  identifying and analysing the root
injuries, ill health, diseases and incidents causes of any non-conformities
should identify any failures in the OSH with relevant OSH regulations
management system and should be and/or OSH management systems
documented. arrangements; and
 initiating, planning, implementing,
Such investigations should be carried out checking the effectiveness of and
by competent persons, with the documenting corrective and
appropriate participation of workers and preventive action, including
their representatives. changes to the OSH management
system itself.
The results of such investigations should When the evaluation of the OSH
be communicated to the safety and health management system or other sources
committee, where it exists, and the show that preventive and protective
committee should make appropriate measures for hazards and risks are
recommendations. inadequate or likely to become
inadequate, the measures should be
addressed according to the recognized
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hierarchy of prevention and control Mandated control measures should be
measures, and completed and assessed as part of the overall risk
documented, as appropriate and in a assessment.
timely manner. Identify the hazards
Continual improvement One of the most important aspects of the
Arrangements should be established and risk assessment is accurately identifying
maintained for the continual the potential hazards in the workplace.
improvement of the relevant elements of An unidentified hazard cannot be
the OSH management system and the controlled.
system as a whole.
Employers in conjunction with their
Controlling the Risks workers can start by walking around the
Risk assessments workplace and thinking about any
As part of managing the safety and health hazards. In other words, what is it about
of the organization, the employer must the activities, processes or substances
identify the hazards and control the risks used that could injure workers or harm
in their workplace. To do this they need their health?
to think about what might cause harm to
workers and others and decide whether Who might be harmed?
they are doing enough to prevent that. Then think how workers (or others who
may be present such as contractors or
This process is known as risk assessment. visitors) might be harmed. Asking the
workers what they think the hazards are
Risk assessment is about identifying and is essential, as they may notice things that
taking sensible and proportionate are not obvious and may have some good
measures to control the risks in the ideas on how to control the risks.
workplace, not about creating huge
amounts of paperwork. For each hazard employers need to be
clear about who might be harmed – it will
Organizations are probably already help them identify the best way of
taking steps to protect their workers, but controlling the risk. That doesn’t mean
the risk assessment will help them decide listing everyone by name, but rather
whether they should be doing more. identifying groups of workers/people (e.g.
‘people working in the storeroom’ or
Employers should think about how ‘passers-by’).
accidents and ill health could happen and
concentrate on real risks – those that are Evaluate the risks
most likely and which will cause the most Having identified the
harm. hazards, organizations then have to
decide how likely it is that harm will
For some risks, national legislation may occur, i.e. the level of risk and what to do
require particular control measures. about it.
The organization’s assessment will help
identify whether it needs to look at Risk is a part of everyday life
certain risks and these particular control and organizations are not expected to
measures in more detail. eliminate all risks. What they must do is
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make sure they know about the main
risks and the things they need to do to 2. A 5 step guide for employers,
manage them responsibly. Generally, they workers and their representatives on
need to do everything ‘reasonably conducting workplace risk
practicable’ to protect people from harm. assessments
3. European Agency for Safety and
Record the findings Health at Work online interactive
It is good practice if organizations make a Risk Assessment
record of their significant findings – the 4. HSE’s risk management website
hazards, how people might be harmed by 5. Napo in…risk assessment
them and what is in place to control the online
risks. Any record produced should be 6. Napo in ... risky business
clear, practical and focused on control
measures. Accidents and Investigations
Employers should monitor the
The paperwork produced as part of the effectiveness of the measures they put in
risk assessment is intended to place to control the risks in their
assist organizations to communicate and workplace. As part of the monitoring,
manage the risks in their business. For they should investigate incidents to
most this does not need to be a complex ensure that corrective action is taken,
exercise – just note the main points down learning is shared and any necessary
about the significant risks and what was improvements are put in place.
concluded.
Investigations will help them to:
Regularly review the risk assessment  identify why their existing control
Few workplaces stay the same. Sooner or measures failed and what
later, organizations will bring in new improvements or additional
equipment, substances and procedures measures are needed;
that could lead to new hazards. So it  plan to prevent the incident from
makes sense to review what is being done happening again;
an ongoing basis, the risk assessment  point to areas where the risk
ought to be reviewed assessment needs reviewing;
and organizations should ask themselves:  improve risk control in the
 Have there been any significant workplace in the future.
changes? Reporting incidents (Protocol of 2002 to
 Are there improvements still the Occupational Safety and Health
needed to be made? Convention, 1981 ) should not stop
 Have workers spotted a problem? employers from carrying out their own
 Have we learnt anything from investigation to ensure risks in their
accidents or near misses? workplace are controlled efficiently. An
Organizations must make sure the risk investigation is not an end in itself, but
assessment stays up to date. the first step in preventing
future adverse events that includes:
1. Training package on workplace  occupational accidents;
risk assessment and management for  occupational diseases;
small and medium-sized  dangerous occurrences;
enterprises  commuting accidents.
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Are these matters being reported to the they are the competent person and can
correct authorities in a timely manner carry out the risk assessments
and in accordance with national themselves.
legislation?
Consulting Workers
1. Investigation of occupational Workplaces where workers are involved
accidents and diseases - A practical in taking decisions about safety and
guide for labour inspectors. The health are safer and healthier. It is
guide provides inspectors with therefore vital that employers consult
information on the importance of, workers and their representatives (if
and a suggested methodology for, present) on all matters that affect
conducting effective investigations occupational safety and health.
and compiling reports.
Collaboration with workers helps
Multi-employer workplaces employers to manage safety and health in
Where employers share workplaces a practical way by:
(whether on a temporary or permanent  helping them spot workplace
basis), they need to co-operate with each risks;
other to comply with their respective  making sure safety and health
health and safety obligations. Many controls are practical;
national OSH systems have specific  increasing the level of
requirements to ensure worker safety on commitment to working in a safe
multi-employer worksites. and healthy way;
 providing them with feedback on
Each employer needs to take all the effectiveness of their safety
reasonable steps to co-ordinate the and health arrangements and
measures they adopt to fulfil those control measures.
obligations. They also need to tell the Employers must consult all their workers,
other employers about any risks their in good time, on safety and health matters.
work activities could present to their In workplaces where a trade union is
employees, both on- and off-site. recognized, this will be through union
safety and health representatives. In non-
These requirements apply to self- unionized workplaces, they can consult
employed people where they share a either directly or through other elected
workplace with other employers or representatives.
where they share a workplace with other
self-employed people. Representatives’ main role is to talk to
Deciding who can help employers with their employer about issues affecting the
their duties safety and health of workers they
Employers should appoint someone represent in the workplace. Employers
competent to help them meet their safety should ensure that any representatives
and health duties. A competent person is receive paid time off during normal
someone with the necessary skills, working hours so they can carry out their
knowledge and experience to manage duties. They should also receive suitable
safety and health. In many cases, training and access to any facilities
employers will know the risks in their needed to help them in their role.
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own business best. This will mean that
Consultation involves employers not only know about any new safety and
giving information to workers but also health implications;
listening to them and taking account of  young workers are particularly
what they say before making decisions on vulnerable to accidents and
safety and health. Employers have to give employers need to pay particular
workers or their representative’s attention to their needs, so their
information to allow full and effective training should be a priority. It is
participation in consultation. also important that new,
inexperienced or young workers
This should include: are adequately supervised;
 risks arising from their work;  worker representatives or safety
 proposals to manage and/or representatives will require
control these risks; training that reflects their
 what to do if workers are exposed responsibilities;
to a risk;  some people’s skills may need
 the best ways of providing updating by refresher training.
information and training. The employer’s risk assessment should
identify any further training needs
Providing Training and Information associated with specific risks. If they have
All workers need to know how to work identified danger areas in their
safely and without risks to health. workplace, they must ensure that their
Employers must provide clear workers receive adequate instruction and
instructions, information and adequate training on precautions they must take
training for their workers. Workers also before entering these areas.
have responsibilities with regards to
safety and health including cooperating Employers also need to think about any
with their employers and following the legal requirements for specific job
instructions they have received. training. If employers introduce new
equipment, technology or changes to
Employers must not forget contractors working practices/systems, their workers
and self-employed people who may be will need to know about any new safety
working for them and make sure and health implications.
everyone has information on:
 hazards and risks they may face; Workers also have responsibilities under
 measures in place to deal with international labour standards with
those hazards and risks; regards to safety and health namely to:
 how to follow any emergency  take care of their own safety and
procedures. health and that of others;
Some workers may have particular  co-operate with employers to
training needs, for example: help them comply with their
 new recruits need basic induction obligations;
training in how to work safely,  follow any instructions or safety
including arrangements for first and health training employers
aid, fire and evacuation; provide;
 people changing jobs or taking on  tell employers about any work
extra responsibilities need to situations that present imminent
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 and serious danger to their life or being done.
health;
 let you know about any other Effective supervision can help employers
failings they identify in your monitor the effectiveness of the training
safety and health arrangements. that people have received, and whether
workers have the necessary capacity and
Providing supervision competence to do the job.
Employers must provide an adequate and
appropriate level of supervision for their First aid
workers; Employers need to assess their first-aid
 Supervisors need to know what is requirements to help them decide what
expected from them in terms of equipment and facilities they need, and
safety and health. They need to how many first-aid personnel they should
understand the employer’s safety provide.
and health policy, where they fit
in, and how the employer wants The minimum first-aid provision in any
safety and health managed. workplace is:
 Supervisors may need training in  a suitably stocked first-aid box;
the specific hazards of the  an appointed person to take
employer’s processes and how charge of first-aid arrangements.
the risks are expected to be Employers also need to put up notices
controlled. telling their workers where they can find:
 New, inexperienced or young  the first-aiders or appointed
people, as well as those whose persons;
first language is not that of the  the first-aid box.
country, are very likely to need Their assessment may also indicate that
more supervision than others. they should provide a first-aid room,
Employers must ensure workers particularly where their work involves
know how to raise concerns and certain hazards, including some of those
supervisors are familiar with the found in chemical industries and on large
possible problems due to construction sites or if required by
unfamiliarity, inexperience and national legislation.
communication difficulties.
 Supervisors need to ensure that The self-employed should have
workers in their charge equipment to be able to provide first aid
understand risks associated with to themselves at work. They should make
the work environment and an assessment of the hazards and risks in
measures to control them. their workplace and establish an
 Supervisors will need to make appropriate level of first-aid provision.
sure the control measures to
protect against risk are up to date If they carry out low-risk activities (e.g.
and are being properly used, clerical work) in their own home, they
maintained and monitored. may only need to provide first-aid
 Employers must also ensure they equipment appropriate to their normal
have arrangements in place to domestic needs. If their work involves
check the work of contractors is driving long distances or they are
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1. continuously on the road, their
assessment may identify the need to
keep a personal first-aid kit in their
vehicle.

Safety signs
Employers must provide safety signs if
there is a significant risk that can’t be
avoided or controlled in any other way,
such as through safe systems of work or
engineering controls.

There is no need for employers to

provide safety signs if they don’t help
reduce the risk or if the risk isn’t
significant. This applies to all places and
activities where people are employed.
The installed safety signs must be
relevant there is no benefit to installing
safety signs detailing equipment that is
not required as this tends to mean that
workers ignore all the signs and
requirements!

Employers should, where necessary:

 use road traffic signs in
workplaces to regulate road
traffic;
 maintain the safety signs they
provide;
 explain unfamiliar signs to their
workers and tell them what they
need to do when they see safety
signs.

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LO5. PROVIDE APPROPRIATE OCCUPATIONAL HEALTH AND SAFETY (OHS)
REQUIREMENTS TO LEARNERS AND/OR CANDIDATES

ASSESSMENT CRITERIA:

1. Learners and/or candidates are provided with appropriate information related to OHS.
2. Learners and/or candidates are assessed for knowledge of OHS requirements.
3. Learners and/or candidates are supplied with personal protective equipment in accordance
with OHS standards

CONTENTS:

 Purpose of OHS
 OHS approaches
 OHS requirements
 Type of PPE and applications

CONDITIONS:

Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 OHS manuals

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.9-5
Provide appropriate Occupational Health and Safety (OHS) requirements to learners and/or
candidates
Introduction:
Keeping our schools safe is a high priority for everyone. We must keep in mind that school safety isn't just
about violence control. Schools share many of the same hazards commonly seen in industries, and
they have a few unique hazards as well. With laboratories, food-processing areas and other
specialized facilities, schools are like small communities and are loaded with potential safety and
health hazards.
but the basic elements of an emergency
What Are the Requirements for School Safety? preparedness plan are the same. These elements
Schools are like all other industries in that they include:
have safety and health regulations and guidelines  A written emergency program to ensure
they must follow. However, most are decided at the student, faculty, staff and visitor safety during
state and local levels. For the most part, states have and after an emergency
adopted Occupational Safety and Health  An alarm system
Administration (OSHA) regulations, while  Evacuation plans
modifying certain requirements to make them  Emergency drills
more applicable to schools. To develop a successful emergency preparedness
plan, follow these basic steps:
First Aid Concerns  Identify the types of emergencies you might
All schools need basic first aid equipment. encounter — weather related, non-weather
Bandages, antiseptic wipes, cold packs and hot related, fires and medical emergencies.
packs are frequently needed items. Items such as  Determine how to respond to the emergency.
tweezers, scissors and disposable gloves also come All potential emergencies have different safety
in handy. and health concerns, and a response must be
Many schools usually have one large first aid kit in customized. For each emergency, the following
the school's office or nurse's office. However, some actions must be considered:
classes such as chemistry, art, industrial  How will you become aware of the emergency?
technology and family and consumer sciences  How will you provide warning?
should have their own kits readily available. The  How will you evacuate if necessary?
kits in these classrooms should contain the items  What steps are necessary to implement
needed to deal with specific hazards in the emergency response procedures?
particular classroom. Industrial technology classes,  What steps are necessary to return to normal
for example, have additional hazards such as flying activities?
debris and welding spatter. Therefore, these kits  Assign responsibility. Normally, faculty are
should also contain burn relief products, eye pads responsible for ensuring that their classes
and eye-irrigating solutions. See Quick Tips respond safely and properly to an emergency.
#219, First Aid Kit: Components, Use, Inspection However, there also are other responsibilities,
and Placement, for more guidance on what should including maintaining documentation on your
be in a first aid kit and where the kit should be emergency preparedness plan. The emergency
placed. program should be evaluated and updated on
a regular basis. Also, a designated person
Emergency Preparedness Concerns should be charged with training all faculty and
Depending on your state or school district’s supporting staff when the program is
regulations and guidelines, the details might differ, developed, when there is a change, and at least
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 once a year as a refresher course. EXIT must be written in letters at least six inches
 Finally, drills — scheduled and unscheduled — high with brush strokes at least one inch wide; and
can help determine preparedness. Drills also the exit sign must not blend into its background. It
help to calm fear in case of a real emergency. should be a color and a shape that makes it readily
When conducting drills, it's a good idea to visible. Always check with the Authority Having
have a person or a group of people monitoring Jurisdiction (AHJ) to determine specific exit sign
the situation to see how well everything requirements that may apply.
operates. For monitoring evacuations, a simple In case of a power outage, automatic illumination
stopwatch is a good way to determine how (emergency lighting) for a minimum of 90-minutes
quickly and efficiently people can evacuate a may be required. The National Fire Protection
building. But before conducting drills, notify Association (NFPA) 101, Life Safety Code, describes
the fire department, police and neighbors so exactly what is required for emergency lighting.
you don't cause alarm. When required, a minimum of one foot-candle is
required at the light, and a minimum of one-tenth
Pedestrian Traffic Concerns of a foot-candle is required along the path of egress
School hallways are extremely busy places. at floor level. Not all buildings and areas require
Between classes and even during them, these areas emergency lighting. Refer to NFPA 101 and your
are filled with students, faculty and staff. In order AHJ to determine whether your school needs
to comply with applicable school safety regulations, emergency lighting.
a few issues need to be addressed — means of
egress, signage and emergency lighting. Indoor Air Quality (IAQ)
According to 29 Code of Federal Regulations (CFR) Indoor air quality (IAQ) is a growing concern for
1910.35, a means of egress is a path from any point newer airtight buildings and buildings that have
in a building to a public way. The means of egress poor or inadequate ventilation. There are two basic
must be an unobstructed path. Exit doors cannot illnesses associated with IAQ problems — sick
be locked, and obstructions (backpacks, gym bags, building syndrome (SBS) and building-related
etc.) must not sit in hallways. There must be a illness.
sufficient number of exits. The discharge from Sick building syndrome is a physical reaction to
those exits must lead to a safe, public area that is multiple low-level contaminants. The contaminants
large enough to handle the anticipated load. The might be chemical, biological or physical in nature.
OSHA standard details what is required for exits The symptoms generally include nausea, headache,
based on occupant load and building design. fatigue or eye irritation. SBS symptoms usually
However, checking your local regulations and disappear when the person leaves the building for
guidelines for any additional requirements is a prolonged period of time, such as over the
suggested. weekend, but return when the person returns.
To help ensure students, faculty, and staff are Building-related illnesses differ from SBS in that
familiar with the closest exit and the appropriate they are caused by one contaminant. An example of
path to the exit, posting evacuation plan maps building-related illness is legionnaires' disease – a
showing the nearest exits and paths to them is severe form of pneumonia caused by the legionella
suggested. Exit signs direct the flow of people in bacteria primarily spread through aerosolized
case of an emergency. Doors that look like they water droplets found in HVAC systems of buildings.
could be exits but are not exits need to be marked Poor building ventilation or new building materials
with their stated purpose, i.e., “Closet” or "Not an are usually the cause of IAQ problems. To avoid
Exit," so they are not mistaken as exits. Exit signs IAQ problems, properly maintaining ventilation
must also be illuminated by a reliable light source, systems is key. Take a closer look at potential
giving off no less than five foot-candles; the word problem areas and identify potential contaminants
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and stressors to help diagnose IAQ problems. Once If the fumes cannot be controlled through
identified, they can be eliminated one by one. Often, ventilation, respirators may be required. Spill
the activities in a laboratory or new carpeting or cleanup kits are also suggested. Proper personal
furniture can be the culprit. protective equipment (PPE)— gloves and
protective clothing — may also be in order. Due to
Janitorial Concerns the possibility of chemical exposure, emergency
Janitorial closets and supply cabinets accumulate eye wash stations and safety showers should be
various chemicals and cleaning supplies. The two considered.
main safety concerns with janitorial chemicals are Industrial Technology
proper storage and maintaining compliance with PPE is needed for many processes in industrial
the Hazard Communication standard. technology classrooms. Eye protection is needed to
To determine what type of storage container you guard against projectiles created through drilling,
may need, you must first understand the OSHA lathing, sanding or other mechanical processes.
definition of flammable liquids. A flammable liquid Cut-resistant gloves should be worn to protect
is any liquid with a flashpoint lower than 199.4º F. hands from sharp, manually propelled
Flammable liquids are further divided into four blades. Machine guards are necessary when
different categories dependent upon their exact working with moving machinery due to point-of-
flashpoint and boiling point. This helps determine operation hazards, in-going nip points, rotating
the amount of liquid you can have before requiring parts, flying chips and sparks. Welders should wear
a flammable safety cabinet. The OSHA standard proper welding goggles, welding shields, welding
that specifically deals with this topic is 29 CFR gloves, welding aprons and spats.
1910.106. However, always check with your AHJ or Orchestra and Band
insurance carrier for rules that may be more The main concern with band practices is hearing
stringent. protection because decibel (dB) levels can exceed
. OSHA-recommended limits. The most concern is
Subject-Specific Requirements for students who have instruments directed near
Each classroom and subject may have its own their heads, such as the students sitting in front of
safety and health requirements and guidelines. trumpets or trombones. Earplugs can reduce sound
Each classroom needs a hazard assessment based levels without distortion so that the true sounds
on its activities. Although the following suggestions around them will not be affected.
mirror OSHA requirements, checking with your Family and Consumer Sciences / Education
AHJ to determine whether more stringent Family and consumer sciences/education
requirements apply is suggested. classrooms mirror many of the hazards found at
Art and Science home in the kitchen. Burns and cuts are even more
Art and science classrooms require proper eye likely because of distractions from other students.
protection due to the potential for exposure to Crowding also becomes an issue when students
both non-splash and splash hazards. Proper work with others because someone might push or
ventilation (fume hoods) may also be required due bump another classmate, leading to a serious
to the potential exposure to toxic fumes and vapors. accident.

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LO6. MONITOR OCCUPATIONAL HEALTH AND SAFETY (OHS) ARRANGEMENTS IN THE LEARNING
ENVIRONMENT

ASSESSMENT CRITERIA:

1. Achievement against the risk control action plan is monitored and any issues addressed as
appropriate.
2. The effectiveness and reliability of existing risk controls are confirmed with relevant parties.
3. Effective hazard and incident reporting and investigation processes are confirmed on a
continuing basis.

CONTENTS:

 Hazards and accident reporting procedures

 Organizational OHS documentations
 Risk control monitoring

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Risk control action plan
 OHS documentations

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.9-6
Monitor Occupational Health and Safety (OHS) arrangements in the learning environment
Introduction:
In order to implement the Safety Statement, the board should set key objectives and targets for the senior
management team for safety and health management, and ensure their
structures drive good performance. Key performance ‘leading and
lagging indicators’ must be specific to the business needs and link in
with the board’s overall safety and health strategy.
Monitoring and improvement 5. Do we know how well we perform on
The legal requirement for carrying out Risk safety and health issues?
Assessments has an improvement programme 6. Are we as Directors kept informed by our
built into it. The Safety Statement, which must senior management team of our safety and
include the workplace specific Risk Assessments, is health performance?
where the safety and health organisation plan 7. Do we comment on safety and health
should be spelt out. performance in our annual report, where
To properly implement the Safety Statement your relevant?
undertaking must put in place a monitoring system 8. How do we know if we are meeting our
which suits its needs and gets the job done in an own objectives and standards for safety
efficient manner. and health? Are our risk controls good
This system must ensure that everyone in the enough?
workplace knows what is expected of them. It 9. Do we have an active monitoring system in
should set the ground rules which all must follow place for safety and health critical issues?
to comply with their legal responsibilities.
10. How do we know we are complying with
Most successful undertakings now want to do
the safety and health legislation that
much more than the minimum and strive to have
applies to our business?
safety and health rules which ensure they have no
11. Do our accidents or incident investigations
accidents and continue to improve. This approach
get to all the underlying causes - or do they
ensures they are, and will continue to be, a
stop when we find the first person that has
business success.
made a mistake?
A checklist for Directors and managers
The following list of questions which the Board and 12. Do we have accurate records of injuries, ill
its senior management team should ask themselves health, bullying complaints, accidental loss,
will help undertakings make a judgement on the etc.?
level of safety and health monitoring and auditing 13. Do we as Directors get reports on our
being carried out: safety and health failures?
1. Do we reward excellence in safety and 14. How do we learn from our mistakes and
health? our successes?
2. When did we last review our Safety 15. Do we carry out safety and health audits
Statement and our safety and health policy? regularly, as necessary? If we do, what
3. Are we committed to continuously action do we take on audit findings?
improving our safety and health 16. Do these audits involve staff at all levels?
performance? Do we involve our safety representative
4. Do we monitor the performance, and safety committee, where they exists, in
maintenance and integrity of safety critical the audits?
plant, equipment and processes?

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UNIT OF COMPETENCY : MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE

MODULE TITLE : MAINTAINING AND ENHANCING PROFESSIONAL PRACTICE

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required to
manage the personal professional performance and to take
responsibility for own professional development in relation to the
provision of training and services.

NOMINAL DURATION : 8 hours

QUALIFICATION LEVEL :

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Model high standards of performance

LO2. Determine personal development needs

LO3. Participate in professional development activities

LO4. Reflect on and evaluate professional practice

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LO1. MODEL HIGH STANDARDS OF PERFORMANCE

ASSESSMENT CRITERIA:

1. Personal performance is consistent with the organization’s goals and objectives.

2. Appropriate professional techniques and strategies are patterned in accordance with existing
organizational policies and guidelines.
3. Personal work goals and plans reflect individual responsibilities and accountabilities in
accordance with organizational/legal requirements.
4. Ethical and inclusive practices are applied in professional practice and in accordance with
existing organizational policies and guidelines.

CONTENTS:

 organizational goals/objectives
 organizational processes, procedures and opportunities relating to professional development
 a range of continuous improvement techniques and processes and their application
 ethical and inclusive practices
 standards/principles, ethnical/inclusive principles and practices

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Organizational goals, policies, and guidelines handbooks/manuals

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.10-1
Model high standards of performance
Introduction:
Values are the core of an organisation’s being; they help to distinguish an organisation from others. They
underpin policies, objectives, procedures and strategies because they provide an anchor and a
reference point for all things that happen. Values should be stated explicitly and unambiguously,
and be feasible so that they provide guidance and motivation for people’s actions in all of the
organisation’s activities.

Implied values on the other hand are things that all organisations believe in such as ‘honesty’, ‘fairness’ and
‘integrity’. However while these are expected, they may not be clearly documented or stated. These
would be considered implicit.

What is Leadership?
Many people believe that leadership is simply
being the first, biggest or most powerful.
Leadership in organisations has a different and
more meaningful definition. Very simply put, a
leader is interpreted as someone who sets the
direction in an initiative and influences people to
follow that direction. How they set that direction
and influence people depends on a variety of
factors that we will consider below. To really
comprehend the ‘territory’ of leadership, you
should understand some of the major theories on,
and styles of, leadership. This will enable you to The Autocrat
review some of the traits and characteristics that The autocratic leader dominates team members,
leaders should have. using unilateralism to achieve a singular objective.
This approach to leadership generally results in
Leadership Styles passive resistance from team members and
The role of leadership in management is largely requires continual pressure and direction from the
determined by the organisational culture of the leader in order to get things done. Generally, an
company. It has been argued that managers’ beliefs, authoritarian approach is not a good way to get the
values and assumptions are of critical importance best performance from a team.
to the overall style of leadership that they adopt. There are, however, some instances where an
There are several different leadership styles that autocratic style of leadership may not be
can be identified within each of the following inappropriate. Some situations may call for urgent
management techniques. Each technique has its action, and in these cases an autocratic style of
own set of good and not-so- good characteristics, leadership may be best. In addition, most people
and each uses leadership in a different way. are familiar with autocratic leadership and
therefore have less trouble adopting that style.
Furthermore, in some situations, subordinates may
actually prefer an autocratic style.

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The Laissez-Faire Manager Being an Effective Leader
The Laissez-Faire manager exercises little control There are five keys to being an effective leader:
over his group, leaving them to sort out their roles 1. Focus
and tackle their work, without participating in this In order to be a leader who people want to follow,
process him / herself. In general, this approach you need to ensure that you are aware of the
leaves the team floundering with little direction or results you want to achieve and where you want to
motivation. go. Look at your vision, your mission and your
Again, there are situations where the Laissez-Faire values and use these to find the most effective
approach can be effective. The Laissez-Faire strategic goals for your organisation. By focusing
technique is usually only appropriate when leading on where you want to go, you can be sure that you
a team of highly motivated and skilled people, who will actually get there.
have produced excellent work in the past. Once a 2. Authenticity
leader has established that his / her team is People like to follow those people who are always
confident, capable and motivated, it is often best to themselves. Be real! Be yourself and manage
step back and let them get on with the task, since people in the way that you feel works best.
interfering can generate resentment and detract Consider, for example, the way that you want to be
from their effectiveness. By handing over managed and manage those under you using
ownership, a leader can empower the group to similar techniques. By being real, you can build the
achieve their goals. trust that people feel when working with you.
3. Courage
The Democrat A leader needs to recognise when they are doing
The democratic leader makes decisions by things right and needs to have the courage to admit
consulting his team, while still maintaining control their mistakes.
of the group. The democratic leader allows their 4. Empathy
team to decide how the task will be tackled and Empathy is all about showing you understand how
who will perform which task. other’s feel. Listening skills need to show this
The democratic leader can be seen in two lights: empathy as much as you can. Appreciate what
A good democratic leader encourages participation others are saying and use this knowledge to gain
and delegates wisely, but never loses sight of the new ideas and build your relationships to be as
fact that they bear the crucial responsibility of strong as possible.
leadership. They value group discussion and input 5. Timing
from the team, and can be seen as drawing from a An effective leader understands the timings behind
pool of the team members’ strong points in order certain events and knows when and when not to
to obtain the best performance from their team. make decisions. They understand the manner
The Democrat motivates the team by empowering which is needed to make decisions, they
them to direct themselves, and guides them with a understand the speed at which to move and they
loose reign. know which decisions to make, and when.
However, the Democrat can also be seen as being
so unsure of themselves and their relationship
with subordinates that everything is a matter for
group discussion and decision. Clearly, this type of
‘leader’ is not really leading at all.

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Professionalism as a Leader Planning Performance Management
As a leader, you are going to need to undertake
planning. Planning occurs whenever something
needs to be put into action. In order to do this, you
need to set performance standards and objectives
for your teams to follow. Planning processes also
mean putting effective means in place to measure
overall performance, trying to find ways in which
you can be sure that your leadership on a given
task is actually working, and you are achieving
what needs to be achieved

Writing Performance Standards

The first thing to do is to identify the purpose of
Some major aspects of professional behaviour are: the position. This is generally easy to do because it
Respect for Others is stated separately or is included in the
A good leader respects those that work for him or introduction to the position description. An
her. They do this by: excellent check to use in determining if the overall
• Always displaying good performance plan and related standards make
manners sense, is whether they reflect the purpose of the
• Being courteous position itself.
• Being on time
• Being discrete when needed Purpose of the Position
• Being fair The purpose provides managers with objectively
• Being honest based information for making decisions. You need
• Keeping personal opinions to to identify the major duties of the position using
themselves the position description. Let’s take an example of a
• Doing the work that needs to be position that has four key tasks. Within the
done themselves descriptions of each of the duties, key words can be
• Accepting feedback given found that tell what the duties involve.
• Being sensitive 1. Studies the structure and / or
• Understanding that mistakes functions of organisations.
happen 2. Provides program cost
• Apologising when appropriate. analysis, annual and multi-year
fiscal planning.
An effective leader gets all their team members 3. Provides program support,
working towards a common goal. assessment and consultation
services.
Develop and Implement Performance Plans in 4. Conducts management surveys
Accordance with Organisation’s Goals and and research projects.
Objectives 2.
Establish and Use Key Performance Indicators to Note that duties one and four involve the
Meet Organisation’s Goals and Objectives conducting of studies, surveys and other projects
Performance Standards that require similar skills. Therefore, they can be
combined into a single critical element.

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Critical Elements of the Position an excellent time to let them know what you intend
During this step you are again trying to place the to do. This may be a good time to discuss with your
position within the context of the organisation. employee his or her career goals and the training
Two questions come to mind: and development that you think might help his or
1. What is the organisation her career or current performance. Finally, if there
attempting to achieve? are some changes in the position description that
2. What contribution can this might be appropriate, this is the time to discuss
position be expected to make? those changes.
2. Remember that the goal of this entire process is to
This step demands more creativity than simply get everyone in your organisation performing at
reviewing a position or job description for key the highest level possible. Good performance plans
words. Other questions to ask might include: Does with clear standards are an important component
my organisation have any special projects to in this process. Developing clearly written
accomplish this year, are there any initiatives that mutually agreed upon performance standards is
my department / division could work on or not easy, but it is well worth the investment of time.
support, or, are there some long standing problems
that could be addressed? Getting the Best Performance
This is by far the most difficult step. This step In order to lead and get the best possible
states clearly what you expect then employee to do, performance from your staff, you need to look for
as well as how well he or she is expected to do the ways to actually measure the level of performance
work assigned. This takes time and thought. We of your staff, and determine exactly where and
will work through each of the three critical when this is to be done. Without this knowledge,
elements and describe each standard. The you have no idea if what you are doing is actually
standards may then be consolidated into the draft working or not. Such measurement may be
performance plan. undertaken at a range of times, including:
Note the similarity between the performance • Professional Development
standards for critical elements one and two. This Reviews
often happens when a position has consistency in • Project Appraisals
the duties assigned and skills employed. Could they • Compensation reviews
be combined? Yes, but in this case we would • And many more opportunities
recommend against doing that because there will that are informal.
probably be a great deal of difference between the Determining how to monitor performance is an
approaches used in most management studies and important step in developing performance plans.
the analytical approach needed to assess and You may have worked through the previous steps
recommend a forecasting model. of the process, developed what you thought were
The next step is a ‘reality check’ to make sure the great elements and standards, and then found that
standards are realistic, complete and understood. monitoring performance on an element is
It is also an exercise in getting the employee to impossible, or too costly, or too time-consuming. If
‘buy-into’ the work for the year. this happens, think through other specific
You are finally in the position to sign the measures that indicate performance that are as
performance plan with your employee. Review specific as possible.
again what is expected and make clear why
accomplishing the standards IS important to the
overall success of the organisation. If the employee
needs training,a commitment to travel funds, a
computer upgrade or new software, this would be
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The process involves you in attempting to:
• Establish the type of
information that you need to
obtain and then look at where
you can get it from.
• Establish the times for
collecting the information that
you need and then who will
gather it.
• Look at reports that are already
available to determine if they
will be useful.
• Give feedback to appropriate
staff.

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LO2. DETERMINE PERSONAL DEVELOPMENT NEEDS

ASSESSMENT CRITERIA:

1. Personal knowledge and skills are assessed against units of competency and other relevant
benchmarks in accordance with the development needs and priorities.
2. Changes in vocational education, training policy and operating environments are identified in
accordance with the impact on professional practice and personal development needs.
3. Feedback from colleagues and clients is identified and used in accordance with personal
learning needs/areas of professional development.
4. Future career options are identified as appropriate.
5. Personal learning needs are documented and updated in accordance with existing policies and
procedures.
6. Personal development needs are discussed with relevant personnel for inclusion in accordance
with the professional development plan.

CONTENTS:

 Social and education trends and changes impacting on the vocational education and training
environment, for example:
o policy changes
o technological changes
o cultural changes
o economical changes
 Future career options
 Personal development needs

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.10-2
Determine personal development needs
Introduction:
Identifying your development needs can be challenging. Often, we find ourselves looking at what training
courses are available and deciding which of those would be most helpful. In fact, it is better to try
and identify what the development need is and then to work out ways of meeting that need, which
may or may not be a training course.
Development and Performance Review (DPR) is a You may know, for example, that your role will be
great opportunity to discuss your development changing or that you will be working on different
needs with your line manager. You may be able to projects or that you are interested in a career
discuss the changing requirements of your role, as change. What new or different skills, knowledge
well as your personal development aspirations (for and behaviours will you need?
example, career development). It is important that Make a list of current and future skills, knowledge
you have considered your development needs and behaviours that you need
before your Development and Performance Review 2. Look at the skills, knowledge and behaviours
(DPR) meeting as this will enable you to make the you actually have now.
most of your discussion. The 'Identifying Your Look at the list you have produced. Now ask
Development Needs' form, combined with the yourself how effectively you match against each
steps below, can be a useful tool in this process. one. You could consider talking this through with a
There are 3 stages to identifying your needs. friend or colleague, or with your manager or HOD.
1. Identify what skills, knowledge and It’s important to ask yourself some rigorous
behaviours are ‘required’ for you to do your job questions at this stage and answer honestly! Are
well. there areas of your work, for example, where
Every role in the University has a job description developing more confidence would make a real
and a person specification. Your job description difference to your success in your job? Are there
will list the things that you are expected to do, and knowledge, skills and behaviours that you only
the person specification will identify the skills, need on occasion that would benefit from some
experience, knowledge and behaviours that you development? Can you identify areas where you
need to do that job well. feel confident and believe you perform well that
You may find it helpful to talk to your line manager could be an even greater strength for you with
or Head of Department if you feel you want to some development?.
clarify any of the requirements set out in the 3. Compare ‘actual’ with ‘required’ to identify
person specification. Your Development and the gaps. These are your development needs.
Performance Review (DPR) meeting will be one Try and be as specific as possible about what you
place to have this discussion, but you can raise the need to do differently. This will really help you
issue of development at any meeting with your when you are deciding how to best address your
manager or HOD during the year. development needs. It will also help you review
At this stage, it’s also worth thinking about the and measure your success.
skills, knowledge and behaviours that you may
need to develop in the future in your current job.

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LO3. PARTICIPATE IN PROFESSIONAL DEVELOPMENT ACTIVITIES

ASSESSMENT CRITERIA:

1. Development opportunities suitable to personal learning style/s are selected and used in
accordance with continuous support of learning and maintenance of current professional
practice/s.
2. Professional networks are participated in accordance with continuous support of learning and
maintenance of current professional practice/s.
3. Own performance and professional competency is continuously improved through engagement
in accordance with professional development activities.
4. Technology is used to maintain regular communication in accordance with relevant networks,
organizations and individuals

CONTENTS:

 Development opportunities
 Networks relevant to professional practice
 Types and availability of training development activities and opportunities
 Networking technology

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.10-3
Participate in professional development activities
Introduction:
Professional development is all about how you build your skills in your field. As a project manager, you
might take a short course to learn more about capacity planning.
As a team leader, you might watch some YouTube videos on ways to connect with your team during virtual
meetings.
Just quickly, as we’ll get deeper into examples in a minute here are some examples of activities that
contribute to developing your skills professionally:

Formal education
Informal learning
Being part of a professional body and participating in their activities
On the job learning.
So that’s the kind of things we are talking about, OK?

Before we dive into how to do professional development (with more examples), let’s talk about how
planning out why anything you do for career development matters.

 You learn new skills

Create a Professional Development Plan  You demonstrate those skills at work
 Your boss sees you using new skills
The best way to ensure you actually do some  You boss considers you for a promotion
professional development is to make a plan.
Or
Whether you want to achieve a certification, gain
more confidence, build your technical skills or
 Your boss doesn’t consider you for a
something else — it isn’t going to happen unless
promotion but you now have an awesome
you make it happen.
CV and are snapped up by another
organization.

Basically, the benefits of professional development

are that you get to grow in your career into bigger
and more responsible jobs. And that comes with
the chance of a greater salary, leading larger teams
and being more confident at what you do.

So what does doing professional development look

like?

The Benefits of Professional Development How to do Professional Development

There are lots of reasons why professional Here are some suggestions of ways to build your
development benefits your career. This is how it professional capability easily. Some involve an
sometimes goes: investment, but many don’t. You’ll be sure to find
something in the list you can implement tomorrow
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to start gaining new skills. You can do it, and just the act of challenging
yourself to do it will help you develop all kinds of
1. Journalling skills.
Journalling works. Take some time each day or
each week to write down how you felt your work is
going. Think about what you did well and what you
didn’t.

Mind-map your goals. Doodle your thoughts about

your career. Let it all out on to paper, then close the
notebook and let your subconscious work on how
you are going to achieve the changes you’ve
thought about.

If journalling feels a bit out there for you, I have

another (less woo) suggestion below which
achieves a similar aim. It’s number 8.

2. Feedback
Ask for feedback. Ask your manager, your team,
your subordinates if you have any, your colleagues.
If your HR department runs a formal 360 degree
feedback program, get into that.

Talk to your mentor — in my experience, mentors

are the kind of people who will tell you straight.

The feedback you get will astound you and be

incredibly valuable in planning your professional 4. Doing Your Job Better
development.
Be honest, you know what you aren’t very good at,
don’t you? Do it better tomorrow.
3. Networking
Networking? On a list of things that are supposed It’s low cost, low stress and you’ll feel awesome
to be easy? when you’ve cracked it.

Networking is easy! If it feels outside your comfort 5. Get Certified

zone it’s probably because you haven’t done it
Getting a professional certification can help your
often enough or planned it properly.
career — studies like the PMI Project Management
Salary Survey (2020) show that certification is
o something small, like attend an internal work
directly linked to earning more money and it
town hall meeting and speak to one new person in
certainly can’t hurt your employment prospects.
the queue to get coffee. Then build up to attending
industry seminars.
Think about what qualification would be the most
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meaningful to you as there are plenty of certificate the good old fashioned book.
schemes out there.
Get one on a subject that interests you and drink it
This is an easy one to decide to do, less so to follow all in.
it through as you actually have to study and then
take an exam. But it’s worth it. 10. Get a Mentor
This is probably the hardest thing to do on this list
6. Attend a Conference because it involves effort in selecting someone,
One of my favorite ways to take time out to work paying for their time (if they aren’t part of an in-
on my own professional skills is to go to a company mentoring program) and then spending
conference. time working with them.

7. Join A Community You can develop incredibly with the support of a

mentor. If you feel this would benefit you in taking
A community of interest can take many forms, from
your work to the next level, go for it. You’ll quickly
your professional community of project managers
find out how it can benefit you, and it will be worth
at work, perhaps organized by your PMO, an online
making the investment in your career.
community or an industry group or professional
body that you are part of — one that has regular
meet ups. 11. Mentor Someone Else
It’s fantastic to be mentored but mentoring
8. Reflect someone else will give you a totally different
experience. It’s a good way to build your leadership
OK, so journalling isn’t for you. Take a walk at
skills and to make new connections.
lunchtime and don’t think about what your
stakeholders are up to and why your team isn’t Mentoring is simply supporting someone else
getting their work done. through their career journey, and you can learn
from them at the same time, as well as developing
Think about you, how you reacted to a situation, your own skills in listening, teaching and coaching.
how you could have kept your cool better. Or
where you want to be in 5 years’ time. 12. Take a Secondment
Ask your manager to give you time away from your
We often don’t build enough thinking time into the
day job to do something else. This could be a
day. Without it, you can’t focus on what’s
secondment to a big project, a period of time for
important to move forward professionally.
study or a shift to another department for 6
months.
9. Read
Conference papers and informal chats with your This is time where you can try out something new
community members can only take you so far. To and come back to your job feeling as if you have
get in depth about a subject you really need to read developed new skills — that is, if you want to come
up on it. back at all.

And, although I’m a blogger myself, I would say 13. Do Some Training
that 99% of blog posts and online articles don’t go
There are plenty of courses that don’t lead to
deep into a subject. For that, you need to turn to
qualifications. These are worth looking at for
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professional development as well, especially those particularly tricky situations and I respect her
around soft skills and leadership. opinion.

However, in my experience it doesn’t much matter Find someone like this at work. It’s a fast way to
what the training is. Getting time away from the get answers and to learn from each other in a
office to focus purely on learning something new or supportive environment.
developing deeper expertise in an existing skill will
help you return to work feeling refreshed. Why is Professional Development Important?
If you want to show your manager that you are
These days, there are plenty of options for online
ready to take on more responsibility at work, lead
learning that you can do around the edges of your
a bigger team or more complex projects, then you
day job.
need to demonstrating that you have the skills to
do it.
Here are some of my self-pace training options,
developed based on feedback from the community:
No one is born brilliant at their job — the most
successful people in your office will have worked at
 Stakeholder Management Masterclass
their skills for some time. So if you want to be like
 How to Write Better Project Status Reports
them, you need to work at your skills too.
 Change Management Workshop
The good news is, it isn’t hard to make professional
14. Book an Appraisal development work for you because not everyone is
You don’t have to wait until the end of the year to doing it.
review your progress with your manager. If you
want time with them to talk about your objectives The truth is, many people aren’t investing in their
and professional development, book it. career development. They are coasting. And
probably doing a pretty good job, but they are
Many managers aren’t that great at either happy at the level where they are currently
managing. Manage up. It’s OK, they might be performing or they aren’t bothered about
grateful and if they are trying to do management professional growth.
well then they’ll appreciate the fact you are making
it easy for them. That’s great for you, because it means anything you
do to boost your skills is actively taking ownership
15. Find a Buddy of your career. You’re more likely to get your goals
and the job you want, because you’re going for it.
I have someone at work whom I turn to with
questions. Recently I asked her how she dealt with
Even if you aren’t interested in a “bigger” job
project issues in our project management software.
(which is going to come with more stress and
She doesn’t know she’s my buddy (she might now
possibly more hours at work), career development
if she’s reading this) but we’ve got the kind of
gives you massive confidence to do what you do
relationship where we can bounce ideas off each
well.
other.
She asks me for tips, I ask her. We don’t meet up That confidence boost alone makes it worthwhile.
that regularly but when we do it always ends up in
sharing good advice, strategies for dealing with

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LO4. REFLECT ON AND EVALUATE PROFESSIONAL PRACTICE

ASSESSMENT CRITERIA:

1.Developments and trends impacting on professional practice are researched and integrated in
accordance with work performance.
2.Feedback from colleagues/clients is used to identify and introduce improvements in accordance
work performance.
3.Innovative and responsive approaches for improving professional practice are identified and used
in accordance with continuous support to improve techniques and processes.
4.Records, reports and recommendations for improvement are managed in accordance with the
organization’s systems and processes.

CONTENTS:

 Relevant policies, legislation, codes of practice and national standards for example:
o Training Packages, competency standards, other relevant benchmarks
o licensing requirements
o industry/workplace requirements
o duty of care under common law
 Recording information and confidentiality requirements
 Anti-discrimination including equal opportunity, racial vilification and disability discrimination
 Workplace relations
 Industrial awards/enterprise agreements

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Relevant policies, legislations , code of practice

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.10-4
Reflect on and evaluate professional practice
Introduction:
Reflection and evaluation are two separate, but related concepts.
Reflection is the process of reflecting on your experience in order to learn from that experience.
Evaluation is the process of making an assessment or judgement about an experience or a person.
It is possible to reflect on an experience, especially when reflecting at a shallow (recount or report)
level, without evaluating that experience. It is difficult (but not impossible) to evaluate an experience
without reflecting on that experience

Reflection on your teaching or educational practice what you already know and what you
is a form of evaluation and we will continue to intended for the experience and integrating
explore this in detail in this course.When can you new knowledge.
reflect?Reflection can be done during a teaching Talking point
session or after the session Reflection can take Time to vote. Which model of the
place while you are in the act of teaching or reflective process resonates most
supporting the teaching role. As an educator you with you? The three-step or the six-
are working towards putting into action the theory stage model? Vote for which model
of your discipline with the theory of pedagogy. you prefer together with a reason
Reflection in action can support you to make real- as to why.
time decisions about what is the best practice for Systematic observation and appraisalSystematic
your context while also evaluating that practice. observation and appraisal are the two common
You could do this by taking down quick reflective features between evaluation of, and reflection on,
points to use as prompts for later reflection on one’s experiences.The analytical process involved
action. (Schön, 1987) Reflection on action takes in systematic reflection (and reflective writing) on
places after the act of teaching or supporting teaching is similar to critical appraisal and
teaching. This refers to reviewing and evaluating reporting that you might do in a research study.
past actions in order to learn from those actions If you start thinking about your teaching or
and then apply the learning to future actions. Many educational role in a systematic way and consider
models and tools are available to support this your role in the evaluation process, then you might
reflection, for example, a ‘critical incident’ also ask yourself more specific questions:
(Brookfield, 1995b) may have occurred that  what knowledge, skills or abilities are
prompts or challenges your thinking and this can necessary to deliver a specific learning
be a strong prompt for reflective practice.(Schön, experience?
1987)How can you reflect?There are many models  to what extent do I possess those skills?
that can be used for reflective practice.Three step  what do I need to do to develop or enhance
process (Boud, Keogh & Walker, 1985) those skills?
1. Returning to the experience – recalling  how will this affect the way I present that
and/or detailing significant events learning experience?
2. Attending to feelings – being aware of how  what problems might this entail that I need
the situation felt. Be aware of emotions that to anticipate and overcome?
are useful, and try not ignore feelings These are useful starting points in considering
which might be troublesome or painful your development as an educator and your career
such as fear or disappointment. progression.
3. Evaluating the experience – this involves
re-examining the experience in the light of
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UNIT OF COMPETENCY : DEVELOP AND PROMOTE APPRECIATION FOR COSTS AND
BENEFITS OF TECHNICAL TRAINING

MODULE TITLE : DEVELOPING AND PROMOTING APPRECIATION FOR COSTS AND

BENEFITS OF TECHNICAL TRAINING

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required in
estimating and evaluating costs and benefits of training, determining its
cost-effectiveness and returns, and identifying, recommending and
advocating cost-efficient training practices

NOMINAL DURATION : 16 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Study and evaluate training cost components and benefits

LO2. Monitor conduct and results of training

LO3. Promote awareness of costs and benefits of training

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LO1. STUDY AND EVALUATE TRAINING COST COMPONENTS AND BENEFITS

ASSESSMENT CRITERIA:

1. Features and benefits of training programs are identified and analyzed based on financial and
customer requirements
2. Cost components are analyzed to determine those which deliver the desired training features
and benefits
3. Wastages or excesses are determined for possible reduction or elimination
4. Variances in training performance and results are studied to determine good and bad practices
5. Planned performance is compared with actual performance to identify future enhancements in
conduct of training
6. Cost reduction and control measures that do not impact greatly on training results are
recommended
7. Usage of training resources is analyzed for optimization or reduction

CONTENTS:

 Basic arithmetic – four fundamental operations

 Basic cost accounting and bookkeeping
 Basic training methodology including training costs and benefits
 Training system evaluation concepts
 Positive work traits and values (attention to detail, persistence, cost-consciousness, safety- and
time-consciousness, quality-consciousness)

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Training program/curriculum offering

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.11-1
Study and evaluate training cost components and benefits
Introduction:
Employee training can be a difficult investment for many organizations to evaluate. One the one hand, there
are some obvious costs associated with it. The more time new hires spend in training, the longer it
takes to prepare them for their jobs, and the less flexibility the organization has in managing
workplace turnover.

On the other hand, by investing in employee training, organizations not only improve the capabilities of
their workforce, they also boost job satisfaction, which can lead to better productivity.

There are clearly a number of factors at play, and some people may appear to be natural
while many can be difficult to measure—let alone leaders, others benefit from guided
assign a strict dollar value to—a careful leadership training.
breakdown of your program’s purpose can help to 2. How can you measure your results?
clarify the picture. Once you have established your objectives, it’s time
1. Why are you running a training to identify what results you’re hoping to find.
program? These results are often not the same for every
When you hear the words “employee training,” you program, and many programs are looking for
may be thinking about a specific scenario, such as several results, including:
bringing on a new hire. However, employee  Time to complete training. A training
training can involve many different situations. program that can be reduced from a month
Knowing your objectives is the first step toward to two weeks, or from a week to a few days,
determining the costs and benefits behind a without sacrificing the material or learning
program. These objectives might include: outcomes, can be a big cost saver.
 Facilitating employee onboarding. Far  Positive outcomes in emergency
too many organizations fall short of scenarios. In crisis response situations,
providing their employees with adequate training is of the utmost importance. The
training. Even experienced workers face a more learners can prepare for emergencies,
learning curve when entering a new office. the more likely it is they’ll be able to
Starter courses would go a long way respond well.
toward helping this situation.  Number of qualified employees. Your
 Improve emergency responses. Learning total number of workers who have
scenarios give employees a more realistic achieved certification can affect your
environment in which they can put capabilities, and add to the flexibility of
theoretical knowledge to the test. your organization.
 Train a new skill. As technologies and  Reduction in costly mistakes. Poorly-
industries change, many workers require trained employees can contribute to
extra training to keep up. Since this support production errors, or can lead to customer
has a lot of value for workers, many view service complaints.
ongoing training as an incentive to stay 3. Consider qualitative results as well.
with a company. Not all measures of success are easily quantified.
 Develop leadership abilities. Most But that doesn’t mean they don’t translate to a real
organizations have better success return on investment. A few other factors to
promoting new leadership from within, consider are:
rather than hiring from without. But while  Does the new training program boost
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 employee satisfaction? Training can boost  Time spent by instructors or mentors
confidence by helping employees feel more working with new learners. It’s not just
prepared. the time the workers spend that must be
 Is your staff more productive? Both taken into account, but the time instructors
higher satisfaction and better management spend working with them. This is true
can lead to a more efficient office whether you assign this task to a manager,
environment, which can quickly offset the or hire someone from the outside.
cost of employee training.  Cost of upkeep. Finally, let’s not forget
 Have you improved communication ongoing training and the cost
between employees? Training provides of recertification. While this is usually less
common ground for employees, as well as than the other expenses, it’s still important
improving their work proficiency. to establish whether part of the expense
4. Factor in the costs of developing involved will be recurring.
and running the program. Measure, iterate and improve.
Finally, subtract from the benefits any costs you You may run your numbers and achieve a result
are able to identify. Again, some of these may be that fits your parameters, but that doesn’t mean
easier to measure and quantify than others. you should leave it there. Very few training
 Costs of training program programs are perfect on their first run-through,
development. Any online educator can tell and even fewer stay perfect over time.
you that developing a training program is Organizations change, industries change, and
one of your biggest and most obvious costs. generational expectations change. The good news
This cost will be affected by the complexity is, if you pay attention to your outcomes and refine
of your program, as well as the method of your program, your training can only get better.
delivery. Online training programs and blended classrooms
 Training materials. Does your program can be of particular assistance in this area.
require books? Printed training manuals? Whereas live classrooms and one-on-one
Computers? Other technology? While there mentoring sessions can provide learners with the
many be a number of costs to include, these personal feedback they need to finish a course,
usually have a specific dollar amount online modules can reduce the cost of teaching
attached. time, standardize the lessons, and provide data
 Internal worker time spent in feedback about learner progress.
training. Employee training at most It’s clear that the best results will come from a
organizations can take anywhere from a combination of the two. And if organizations can
day or two to several weeks. During this use data from their training programs to refine
time you will be paying wages without their processes, they will see their ROI improve as
seeing any gain in revenue. well.

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LO2. MONITOR CONDUCT AND RESULTS OF TRAINING

ASSESSMENT CRITERIA:

1. Simple formative and summative evaluations of training are done to evaluate achievement of
learning outcomes
2. Quality training programs are monitored and noted/documented for best practices and results
replication
3. Benefits and returns on training investments are studied using relevant data
4. Cost-effective training programs are identified and recommended for documentation,
replication and further enhancement.

CONTENTS:

 Training evaluations methods

 Best practices in TVET training
 Relevant training data
 Methods of collecting data on training investment
 Documentation of cost- effective training programs

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Sample training programs
 Data on training investment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.11-2
Monitor conduct and results of training
Introduction:
Well-trained employees are essential to the success of any company. Unfortunately, in a bad economy, a lot
of businesses consider employee development to be an unnecessary expense. But while cutting
your training budget can seem like the logical thing to do, stop and think about its long-term
implications, as they can far outweigh the immediate costs saved.

The right training program will have a plethora direct and indirect costs associated with courses
of benefits for a company: it increases employee and materials needed to analyze, design, develop,
engagement, retention, and productivity; it implement, evaluate, and maintain employee
decreases the need for supervision, reduces training or retraining.
absenteeism, improves customer service, and In some sectors, there is an ongoing requirement
boost sales. for maintaining certifications to adhere to local,
Well-trained employees make fewer state and federal regulations related to their jobs.
mistakes and, because they feel valued and This can create substantial expense for small and
appreciated, training increases their commitment medium companies.
and personal confidence. Creating a training budget plan is not just
It’s all about creating a positive and stimulating necessary from a regulatory point of view, but
work environment. If you plan your training it does make sense financially. It is one way to
budget wisely, you can minimize staff turnover and ensure your personnel has the skills and
maintain productivity. competencies required to complete tasks up to the
As you attempt to make money-conscious required standard of quality.
choices on staff – always turn to your trustworthy The question becomes “how to prepare training
HR department for suggestions on how to manage budgets without breaking the bank?“. Let’s look at
training and development budgets. Their guidance a few ways to maximize the return on your training
will help you handle motivation levels and cost.
business inefficiencies before they’ve gotten out of How much do companies spend on training?
hand. Many medium and large organizations invest
According to the Training Industry Report, an anywhere from 2 to 5% of salary budgets back
average training budget for a small company into training. While that may not be realistic for a
amounts to $234,850 on an annual basis. The small business, it’s important to find a training
average training cost per employee in 2016 comes budget per employee your company can absorb.
to $1,041. For this purpose, you can go on a ‘needs’ basis. For
Proper training has a positive effect on example, outside trainers can seem attractive, but
employee and customer retention, sales, and they are not absolutely necessary.
overall profitability. Of course, your training Sometimes, senior employees under management
budget will vary based on your specific business supervision can do just as good a job as external
training needs, but typically 2 – 2.5% of the training providers, and they’ll cost you next to
company’s budget allocated to employee training is nothing. Of course, it all depends on the type of
considered standard. training you’re interested in, as some professional
What is a training budget? and industry-specific subjects can’t be handled
There is no real need to go into lengthy internally.
explanations about the training budget Before you begin planning your budget, start by
definition, but it’s good to have a general idea assessing the training needs of your
of what it is and what it isn’t. Think of it as all business. You may need to focus on researching
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which skill deficit is affecting productivity costs
and performance. This way, your program can Once you have prioritized the training needs of
identify and focus on the real issues and actual your employees and drafted an initial training
needs of the business and its employees, and your budget, you can look at ways to maximize its cost-
training budget can be put to good use. efficiency. Once you look at the cumulative
How to manage training expenses expenses of training cost per employee, you can
Budgeting for your company’s training needs consider several ways of reducing them:
does not mean using surplus money when you Internally
have it. Ideally, you need to build a separate line There are a lot of options for employers who can’t
item for training into your annual budget. A afford to bring outside help and they can produce
training budget should factor in the following costs: adequate results in training your employees.
 Initial briefing about the training program These include:
 Training delivery (e.g. classes, video  Rolling out group training: Earn volume
tutorials, eLearning, course fees) discounts by training multiple employees at
 Training materials (workbooks, videos) once.
 Staff time (including replacement time)  Finding trainers within your
 Instructor fee (if applicable) company: Focus on training one employee
 Travel, lodging or meal expenses required with strong communication and interaction
to participate (if applicable) skills and have them train the rest. You can
 Ongoing training (upkeep) expand their job description to include
 Contingencies training their colleagues.
Upon approval, your training budget needs to  Hosting weekly or monthly
be carefully managed if you want to stay on events: These don’t have to be formal and are
track. This responsibility lies with the HR a great way for team members to get involved,
department. Naturally, every now and then there educated, and motivated. Select a topic of
will be extra costs due to unforeseen events, such discussion in advance and cover all questions
as employees quitting or temporarily leaving the and concerns they may have. Listen to the
company (maternity leave, sick days, vacations, information they’re sharing and synthesize it
etc.). in follow-up e-mails or memos for quick
Bear in mind that training costs increase if you access.
need to rely on external resources. As your  Cross-training employees: This is
company and staff grows, your training cost per common practice in businesses that rely on an
employee will increase as well. agile workforce. Give your employees new
Keep in mind that the most important item in roles or responsibilities and have them sit
effective cost management is understanding with someone who is comfortable performing
the cost-revenue structure of your the tasks you want them to learn. Change roles
business. When you take a strategic view of your frequently to keep your employees motivated
training program, you can accurately determine and continuously learning.
what your company needs and how to go about  Starting a mentorship
delivery in the most cost-efficient way possible. program: Expanding on cross-training
Prioritize and develop a clear understanding of employees, a mentorship program benefits
how the learning and development activities can be new and inexperienced workers without
factored into your organization’s strategy. This having you actually pay for their training.
will allow you to achieve the desired results Have a senior worker act as a mentor and ease
without going over the budget. their transition into your corporate
Optimizing training structure and minimizing environment. The added benefit of a
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 mentorship program is increased You can use these techniques individually or try a
accountability. combination based on your business needs.
Externally Ultimately, having the right training program in
External training resources don’t have to break place will save you money in the long run.
the bank and throw your training budget out of Supporting company goals through efficient
order. If you’re smart about how you distribute training budgets
resources and take advantage of industry-specific Ultimately, efficient training cost management
offers, there are ways to optimize your training comes down to employee commitment. If you
costs: want to be successful you need to factor in this
 Re-using materials: Most training component. This means setting specific goals for
materials such as videos have a long shelf life employees that you expect them to achieve.
and may be used repeatedly. A lot of offices Of course, they shouldn’t feel pressured that their
don’t want to have anything lying around jobs depend on it, but holding them accountable is
that’s not constantly in use, but textbooks, CDs, part of the dynamic of your working relationship.
and DVDs can be stored and used for new Many employers use training courses as part of
employees, so don’t be quick to throw them employee annual performance reviews to
away just yet. address competency gaps, as well as employees’
 eLearning: Online options are more desired areas of improvement. This includes
affordable than traditional setting specific training goals for each employee
training. eLearning is usually associated with and letting them know they are monitored.
decreased material costs as all or most of the It’s a good idea to assess the impact training has
training information is available online. It had on their overall skills and performance on a
allows for flexibility and reduces travel costs monthly and annual basis as well.
too, as employees can access courses remotely. If you are paying for outside classes to improve
The eLearning model supports the learner’s their knowledge on a specific subject, get
development in real-time and offers a certain employees to commit to working for you for a
degree of personalization and synchronization. specified period of time after completing the
 Associations or trade groups: Some training. You can have your HR department
industry associations offer discounted or include a reimbursement clause in their
free training programs for members at employment contract if they aren’t able to fulfill
annual events, online, and through seminars. the agreement.
 Turning to your vendors and clients: You Ultimately, you want to have the full support
can negotiate free or reduced-cost training for training efforts from your senior staff and
from your vendors for specific projects or HR employees. If they understand the long-term
products. Clients are motivated to invest in value of employee development and training
training if it means they will receive better budget allocation, they will be able to assist you in
service. every way possible.

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Competencies
LO3. PROMOTE AWARENESS OF COSTS AND BENEFITS OF TRAINING

ASSESSMENT CRITERIA:

1. Benefits of training as investment rather than cost center are explained and stressed to
trainees, fellow trainers and administrators where applicable
2. Economy in use of training supplies and materials and care in use of training equipment and
facilities are stressed continually
3. Model/best practices in optimum and judicious use of training resources are documented,
practiced and demonstrated

CONTENTS:

 Benefits and returns on training investment

 Relevant training data
 Economy on the use of training resources
 Documentations of best practices in using training resources

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Relevant information benefits and returns of training investment
 Relevant training data
 Workplace or simulated environment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.11-3
Promote awareness of costs and benefits of training
Introduction:
Training effectiveness refers to the quality of the training provided and measuring whether the training
met its goals and objectives. One of the most widely used ways to
evaluate training is the Kirkpatrick Model. This approach, developed by
Don Kirkpatrick in the 1950s, offers a four-level approach to evaluating
any course or training programs.

The four levels are:

Level 1: Reaction
How did the participants react or respond to the training?

Level 2: Learning
What did participants learn from the training?

Level 3: Behavior
Did the trainees take what they learned and put it into practice on-the-job?

Level 4: Results
Did the training meet the stakeholders’ expectations? What was the return on these expectations (ROE)?

In the Kirkpatrick Model of Training Evaluation, into the workplace environment. Lastly, you’ll
training is judged against two main factors. measure the overall results of the training and its
1. The stakeholders’ expectations impact on the business.
The stakeholders are usually the management of a However, you don’t need to follow this model.
company or organization. Therefore your first step is to make your
2. The objectives of the training evaluation fit for purpose and decided what you
What was the training designed to accomplish? need to measure. This is a critical part of choosing
Training evaluations are an attempt to get gather the right things to evaluate.
data about the effectiveness of the training and the You have five main options, as follows:
value it offered the organization. If you'd like to 1. Identify the expected outcomes and the goals
learn more about the Kirkpatrick Model, check out of the training
our Noob guide to the Kirkpatrick Learning You must ensure that the training meets the
Evaluation Model; you'll be up to speed in no time! stakeholders’ expectations and/or the business
In this post, we’ll show you how to measure needs and that the evaluation measures against
training effectiveness and help you evaluate any these expectations.
training course or program in four simple steps. 2. Measure participant reaction
Step #1. Identify what you need to measure This helps you determine whether the training
If you decide to follow an established training created the conditions necessary for learning to
evaluation program such as the Kirkpatrick Model take place. This is the first level (Level 1) in the
then you will have a pre-determined path. You’ll Kirkpatrick Model.
start by measuring the participants’ reactions to 3. Measure learning
the training, then measure what learning took This helps you find out what learning took place.
place and what behavioral changes made their way The Kirkpatrick Model’s level 2 (Learning)
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addresses this area. training is developed. You need a clear
4. Measure job impact understanding of the following two areas:
This helps you determine whether the training  What are the stakeholders’
impacted the learners’ on-the-job performance. expectations?
Kirkpatrick’s Level 3 – Behavior – focuses on this. Everything you measure and assess will be
5. Measure business impact, and ROI judged against these expectations.
At this level, you’d examine the impact that the Therefore, it is vitally important that you
training had on the business. The Kirkpatrick clarify what these expectations are before
model focuses on Return on Expectations (ROE), the training is developed.
not Return on Investment (ROI). However, Jack
Phillips expanded upon the Kirkpatrick model in  What are the objectives of the training?
1980 and added a fifth level that calculated the Next, examine the goals for the training. Do
financial return of any training program. these match the stakeholders’ expectations?
If not, address this during the training
development phase.
Which evaluation is right for you? These two areas will help you define the training
For a comprehensive measurement of training needs and clarify how you’ll measure success.
effectiveness, you may wish to complete all stages. 2. Measure participant reaction
In this case, you’d simply follow through the stages Participant reaction is usually measured quite soon
sequentially. after the training is completed. Some courses ask
However, some organizations place less participants to complete a pre-training survey, but
importance on some areas and omit them entirely this isn’t mandatory.
from the evaluation process. 3. Measure learning
For instance, there is little evidence to suggest that At a bare minimum, you should ask participants to
participant reaction has any correlation with complete a post-training learning test or quiz. This
learning or job impact. This leads some could be a paper-based test, a verbal test such as
organizations to skip this step entirely. an interview, or a meeting or focus group. You
Likewise, the fifth option – measuring business could also use a practical test where the learners
impact – may not be necessary for every training perform a task related to their jobs.
effectiveness evaluation. A simple one-day training A more comprehensive way to measure learning is
program is unlikely to require an evaluation of this to conduct a pre-training test and a post-training
depth or complexity, for instance. test and compare the results from each. This is a
A wide variety of factors such as the goals, costs, form of ipsative assessment where you are
and visibility of the training will determine which measure participants’ current performance against
type of things you need to measure. ROI their previous performance. This offers a more
evaluations are usually reserved only for training objective way of assessing the effectiveness of
programs and events that are expected to change training.
business performance in some way. 4 & 5. Measuring job impact, business impact,
Step #2. Create an evaluation schedule and ROI
Once you’ve decided what you want to measure, To measure behavioral changes, you should wait
you need to create a schedule. Each type of training two or three months after the training has been
evaluation must be conducted at a specific point in completed. This gives the learners time to apply
the process. their learning. The same applies to the
1. Identify the expected outcomes and the goals measurement of business impact and financial
of the training benefits such as calculating the ROI of training.
Ideally, you should start this step before the
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  Pre- and post-training assessments
Step #3. Design and deploy your evaluations
Your third stage is to design and deploy your  Pre- and post-training self-assessments
evaluations in the areas you want to measure. If you’d like more tips about designing an
Identifying stakeholder expectations assessment, check out our Kirkpatrick Level 3 Free
The first stage of identifying the stakeholders’ evaluation examples. These examples offer ways to
expectations, the training needs and the measures implement a behavioral evaluation.
of success can be accomplished through one or a One of the easiest approaches is to use a post-test
series of meetings with the stakeholders and the survey two or three months after the training took
training course providers. You need to analyze the place. You would ask the participants to judge their
needs of business managers and those of the own on-the-job performance against KSAs
training participants to ensure there’s a good fit (Knowledge, Skills, and Attributes).
between expectations and reality. As surveys are self-reported and a form of self-
Evaluating participant reactions reflection, this wouldn’t give you the objectiveness
To measure participant reaction, the most or a professional assessment. This makes it simple
straightforward approach is to design a simple and cost-effective, but it relies on trust and
survey. Dedicated platforms such as KodoSurvey responses would require further work to
help automate much of the process of designing independently verify.
and deploying evaluations. They automate many of Some sample questions you may ask include:
a processes such as sending the surveys, reminders 1. Briefly describe the training you completed
and everything else you need to make your
evaluation a success. 2. Did the training provide any lessons related
Measuring learning to your on-the-job roles?
To measure learning, you need to develop learning
evaluations to measure the knowledge and skills 3. If yes, please describe them.
that the training is intended to impact. Regardless
of whether you design these evaluations yourself
4. Did the training improve your ability to
or use a platform, you’ll need to liaise with the
perform your job?
course trainers and/or managers to help facilitate
these evaluations. One pre-training and one post-
5. If so, please write how
training evaluation should be sufficient to measure
Measuring business impact and ROI
whether learning has taken place.
You’ll need to collect financial data relevant to the
Evaluating behavioral changes
stakeholders’ expectations that help you calculate
To measure behavioral changes such as job impact,
the ROE (Return on Expectations) and/or the ROI
you’ll need to evaluate training participants in the
(Return on Investment). This usually entails
workplace. There are multiple approaches to this
meeting with business managers.
aspect of measuring training effectiveness
including:
Some examples of level three evaluation strategies
include:
 Workplace observations Step #4. Data analysis and reporting
The last step of measuring training effectiveness is
 Peer observations to analyze the data you collected and generate
reports for relevant parties. Your approach to this
 Self-reflections step will depend on the size of your organization,
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your available time and budget, the number of Measuring learning
participants and the stakeholders’ requirements. Many course trainers are able to administer both
As we mentioned, not all training requires all levels the pre-training and post-training evaluations.
of evaluation and, similarly, not all training data They can analyze the results themselves to identify
needs to be analyzed and reported in the same way. areas where learning took place. This data can be
Some example, some organization stakeholders used to generate a report that expresses the
may simply request that the evaluation data is effectiveness of the training in terms of facilitating
processed and passed on as raw statistics. This learning.
information could be presented during a meeting Measuring job impact
as a printed document with the findings clearly Assessing the participants’ on-the-job performance
presented. For example, “27 percent of participants can be accomplished in a number of ways.
increased their levels of knowledge and Responsibility for gathering and analyzing data is
understanding as a result of the training”. routinely handed to the participants’ supervisors
Other stakeholders may request a more detailed or managers. They can generate reports that help
report where the findings are analyzed in more identify what impact the training had on workplace
details. They may wish to see what impact a performance.
training course had on business metrics, for An alternative and costlier approach is to hire a
instance. trained evaluator to conduct workplace
If you are struggling with simple spreadsheets, observations and assessments. Arguably, this
limited LMS reporting (Learning Management approach may produce more accurate but the
System) and need help analyzing and interpreting additional expense may be a barrier for some
the data, consider using a dedicated platform such organizations.
as KodoSurvey. This will help you collect and Measuring business impact, and ROI
analyze everything need to make data-driven If you are following the Kirkpatrick model and
decisions and become a strategic learning partner. simply want to evaluate the training according to
Participant reaction stakeholders’ expectations, you or the business
If you used a platform like KodoSurvey to design managers can gather financial data and draw links
and deploy your participant reaction surveys, the between the benefits of the training and the
platform will help crunch the data and generate evidence.
reports that you can share with the stakeholders, For example, following a training course aimed to
management and the participants themselves. improve customer satisfaction, you may expect
customers to report a more favorable impression
on the company and staff. You could gather this
data through surveys and argue that the training
met stakeholders’ expectations.

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UNIT OF COMPETENCY : DEVELOP AND PROMOTE UNDERSTANDING OF GLOBAL LABOR
MARKETS

MODULE TITLE : DEVELOPING AND PROMOTING UNDERSTANDING OF GLOBAL

LABOR MARKETS

MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude required to
describes the outcomes required in understanding, analyzing and
disseminating information on global labor-market trends and concerns
as they affect the TVET, labor and employer sectors.

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Identify current and future trends/concerns

LO2. Assess new developments

LO3. Utilize labor market information to best effect

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LO1. IDENTIFY CURRENT AND FUTURE TRENDS/CONCERNS

ASSESSMENT CRITERIA:

1. Relevant and reliable sources of labor-market information (LMI) are identified and accessed
based on needs
2. Global and local relevance of labor-market (LM) trends are studied and analyzed for their
implications in the labor and training market
3. Relevant events, including positions and interests of trainees, clients and training providers are
studied and considered in the design and delivery of training

CONTENTS:

 Accessing Labor market information

 Labor-market paradigm
 Supply side – TVET providers and schools, communities
 Demand side – employers (government and private sector)
 Labor requirements variations and seasonality in the LM
 TVET sector knowledge – work regime, systems, technologies and unique aspects relevant to
sector or geographic area
 Profile of TVET sector stakeholders, opinion leaders and major players
 Legislations and regulations that impact on the TVET sector
 Events and trends that have shaped the global labor market over time

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Labor market information resources

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.12-1
Identify current and future trends/concerns
Introduction:
The only constant in our world is change. We are facing a change that is becoming faster and faster in many
areas, for example through digitization. Change brings risks and opportunities. A change can mean a
risk for a company if the market changes and there is no longer a need for its products. But change
also brings many opportunities and possibilities for new innovations. Read here how to identify
relevant trends.

If a company plays a proactive role, it can help interaction effects. The second reason is that a
shape the future, bring products to market that trend in one's own industry can have very different
meet the latest demands and are not surprised by effects.
destructive changes.
On the basis of these facts, great attention must be
This is the task of trend research and innovation paid to dealing with trends. The management of
management. Today, potential for the future is to trends includes:
be recognized and solutions are to be developed  Identification of trends- "Which trends
that will be needed tomorrow. The future is being are there or will there be in the future? And
shaped instead of the future doing the shaping. But which of these are relevant to us?"
this requires good, well-founded information on  Analysis of the effects and possible
possible trends, future developments and their projections and scenarios - "In which
effects. directions can a trend develop? What impact
can a trend have in general?"
Definition of trend  Analysis of the implications for our
A trend is an assumed development in the future industry or company and derivation of search
that will have a long-term and lasting effect on and and innovation fields - "What does the trend
change something. Current developments are mean for our company?
moving in a different direction or intensifying even
more. Trend research and identification of relevant
trends
Nutritional trends are an example. In the upswing You can't travel to the future to know how it will
in the 1960s, fatty food was part of the quality of turn out. You can't read in any book what the
life. Today, the trends are moving towards healthy world looks like in 15 years. You can only guess the
eating and vegan nutrition. future. A solid foundation of expertise and facts is
important. The best source for the predictions and
Trends in an industry usually have far-reaching characteristics of trends is therefore to bring
effects. Nutritional trends, for example, are causing together as many expert opinions as possible.
changes in the retail, catering, tourism, leisure and
agricultural sectors. In order to obtain a good foundation from future
information, with which you can continue to work
Trend management in innovation management, a systematic approach,
Since trends are very multidimensional, a high process and methodology is required.
degree of attention is paid to them.
Multidimensional means that many trends that one Systematics for identifying trends
does not see in one's own industry at first glance Systematics in trend research is not a high science.
are nevertheless often relevant due to chain and This involves many and intensive analyses of:
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. Megatrends: There are many public source and basis for trend determination. In the
publications about megatrends. Megatrends course of primary research, it is also advisable to
are long-term developments over several first determine the available trends by means of a
decades that have a formative effect on all secondary research. This can also provide the basis
areas of society and the economy worldwide. for first-hand trend-setting.
. Setting: Changes in the business
environment also have an indirect and Process for processing trends
immediate impact on one's own organization. Answering the questions mentioned above will
The analysis of the environment includes result in trends, significant changes in the future
customers, users, customers, customers' and also fields of innovation. In order to obtain
customers, suppliers, administration, structured results, a systematic process must be
neighboring companies and industries (e. g. applied:
upstream and downstream) etc.  Collection of information
Important questions to be asked and answered in  Derivation of trends
trend research are the following:  Thematic clustering of trends
 What impact do megatrends have on our  Assessment of trends: Relevance for our
company, our business and our industry? company, scope of impact, time (short-to-
 What impact do megatrends have on our medium-term)
environment (e. g. customers, legislators)?  Prioritizing trends
 What major changes will there be?  Preparation of trends for further
 What does this mean for our company, processing in the innovation and strategy
business and industry? process
 What are the trends in our industry? The findings from trend research are important
Methodology for identifying trends information for current and future business
The basis for identifying trends are the right decisions.
questions as shown above. Answering them is
nothing less than a creative process that requires Fit for the future through trend research
a lot of knowledge, experience, analytical and The knowledge of trends and possible future
creative thinking. developments flows into strategic innovation
management, where future search fields are
Methods that provide information on trends and derived, which in turn can be found in the roadmap.
their effects are divided into primary and
secondary research. But it is not only the innovation strategy that is
built on this; the future information is also relevant
The primary research is first-hand research into for the development of the corporate strategy itself.
trends, using the following methods:
 Interviews with customers, LEAD Users, And last but not least, trend information is
users, employees and suppliers important for all corporate decisions, not only for
 Expert interviews (science and business) innovation. Because all decisions always have to do
 Workshops with experts and stakeholders, with the future. It is therefore also important to
offering creativity techniques, among other spread this information very widely throughout
things the company and to initiate a discussion about it. In
 Delphi studies this way, the employees deal with the trends,
The secondary search uses available information. which initiates a creative process that delivers
There are a large number of trend reports for the ideas suitable for the future.
most diverse industries, which can be used as a
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 Conclusion: Trend research be surprised by a disruption overnight. Another
Dealing with trends and the future is one of the disaster would be a wrong basic orientation, for
most important innovation tasks. It provides the example focusing on a wrong customer need that
basis for the development of the innovation will no longer exist in the morning. This shows that
strategy and future orientation, from which the trend research is an important success factor in
search fields and the roadmap are derived. If you innovation management.
don't have solid information here, a company can

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LO2. ASSESS NEW DEVELOPMENTS

ASSESSMENT CRITERIA:
1. Emerging issues of potential significance to the local and global labor markets are identified and
studied
2. Research findings are assessed for significance to the technical and vocational education and
training (TVET) sector
3. Opportunities and risks of new developments are identified and assessed
4. Views of trainees, training providers and other stakeholders are identified and assessed for
their potential benefit or impact
5. Where necessary responses and strategies for LM threats and opportunities are developed in
consultation with other TVET partners
6. New and emerging concepts, technologies, products and processes are noted and evaluated
based on their implications for the TVET and labor market

CONTENTS:
 Labor market information assessment process
 TVET sector knowledge – work regime, systems, technologies and unique aspects relevant to
sector or geographic area
 Profile of TVET sector stakeholders, opinion leaders and major players
 Legislations and regulations that impact on the TVET sector
 Events and trends that have shaped the global labor market over time
 Trends in customer expectations and buying patterns
 Positive work values (proactiveness, practicality, results and service orientation, quality-
consciousness)

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents
 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials

METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.12-2
Assess new developments
Introduction:
Many countries are experiencing a persistent gap between the skills needed in the labour market and those
offered by the workforce. Skills anticipation is a strategic and systematic process through which
labour market actors identify and prepare to meet future skills needs, thus helping to avoid
potential gaps between skills demand and supply. A skills anticipation strategy enables training
providers, young people, policy-makers, employers and workers to make better educational and
training choices, and through institutional mechanisms and information resources leads to
improved use of skills and human capital development.

Guidelines on Rapid Assessment of is a strategic and systematic process through which

reskilling and upskilling needs in
response to the COVID-19 crisis labour market actors identify and prepare to meet
future skills needs, thus helping to avoid potential
Skills development has an important role to play in
gaps between skills demand and supply. Skills
the immediate effort to lessen the impact of COVID-
anticipation enables training providers, young
19 while the pandemic is active, in building the
people, policy-makers, employers and workers to
resilience of workers and firms, and in preparing
make better educational and training choices, and
for recovery. Time is of the essence in this
through institutional mechanisms and information
response, to help speed recovery from recession, to
resources leads to improved use of skills and
get people back to work safely, to limit the career
human capital development. This guidance note
scarring effects of prolonged unemployment and
explains the key components of skills anticipation
skills mismatch, and to take advantage of
systems, including data, methodologies, tools and
opportunities that may otherwise dissipate over
institutions
time. These Rapid Assessment guidelines aim to
inform timely and practical action within the
Skills for social inclusion
constraints of public health and workplace OSH
policies. The guidelines focus on three broad types Improving the labour market prospects and quality
of work for those disadvantaged in the labour
of impact on the labour market, and hence on
market is a key focus of the ILO’s research and
demand for skills and opportunities for workers, capacity building agenda. Concerted and focused
with implications for reskilling and upskilling efforts are needed to improve outreach, quality and
relevance of education and training, and improve
needs.
the links to the world of work. Given the
Guidance Note: Anticipating and matching heterogeneity of disadvantaged groups, such as
skills and jobs women, youth, persons with disabilities, workers
in rural areas or in the informal economy, migrants
Many countries are experiencing a persistent gap or refugees, education and training systems and
programmes need to:
between the skills needed in the labour market and
those offered by the workforce. Skills anticipation
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  overcome the range of existing barriers (ALMPs) that offer a package of support services
through carefully designed policy including remedial education, core skills,
intervention; vocational and job readiness training, work
experience, awareness of labour rights and
 respond flexibly to different needs, and; occupational safety and health, job-search
 address questions of status and challenge assistance, career guidance and counselling are
social perceptions. more likely to enhance employability and facilitate
transitions to decent work.
Moreover, targeted initiatives to address
challenges faced by particular groups should
complement efforts to build inclusive TVET
systems. Active labour market programmes

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LO3. UTILIZE LABOR MARKET INFORMATION TO BEST EFFECT

ASSESSMENT CRITERIA:

1. Awareness of LM situation and related concerns are promoted through talks, lectures and other
training opportunities
2. Relevant information on LM and new technologies are incorporated in the curriculum and
during the training
3. Mention/Presentations of LMI and trends are made during meetings, fora and training
situations using language and delivery styles adapted to the audience
4. Where necessary, responses and strategies to global labor-market developments are developed
and recommended using analytical tools and current LMI

CONTENTS:

 Events and trends that have shaped the global labor market over time
 Trends in customer expectations and buying patterns
 Positive work values (proactiveness, practicality, results and service orientation, quality-
consciousness)

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Access to LM information
 Workplace or simulated environment

METHODOLOGIES:

 Lecture/discussion
 Demonstration/application
 Oral presentation

ASSESSMENT METHODS:

 Oral questioning
 Written examination
 Demonstration

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 Information Sheet 1.12-3
Utilize labor market information to best effect
Introduction:
While labour market information is extremely useful, the numbers and stats can sometimes seem
overwhelming. Read on to gain insight into how to navigate the information to make it work for you.
The right labour market information will help you make the best decision, if you are:

 looking for a job

 planning your career or considering a career change
 interested in hiring new workers

What Is Labor Market Information? Wage Estimates to find this information for
Data about labor supply and demand, earnings, approximately 800 occupations. This resource also
employment and unemployment statistics, job shows what industries employ people in this
outlook, and demographics of the labor force make occupation. Find earnings here too.
up what is known as labor market information. In Navigate to the National Occupational Employment
the United States, the Bureau of Labor Statistics and Wage Estimates page, select the major
(BLS) of the Department of Labor, collects and occupational group that contains the one in which
analyzes statistical data about the labor market in you are interested, and then choose the specific
this country. This independent statistical agency occupation. For example, if you want to see
then disseminates it to Congress, other federal information about computer programmers, select
agencies, state and local governments, and the "Computer and Mathematical Occupations" and
public. Many countries throughout the world have then "Computer Programmers."
agencies similar to the U.S. Bureau of Labor That will take you to a page that displays a table
Statistics. containing employment estimates and mean hourly
If you are in the exploration phase of the career and annual wage estimates for the occupation. You
planning process, labor market information is will also see the percentile wage estimates,
invaluable. Use it to find answers to many including the median salary (50th percentile) and
questions, including: 10th, 25th, 75th, and 90th percentiles. Percentile
 Which industries employ people in this wage estimates provide an accurate look at the
occupation? range of earnings in an occupation by showing the
 Where, geographically, will I be able to find percentage of people earning less than a particular
a job? salary. For instance, if the annual wage of $24,780
 Will there be opportunities in the field I am is in the 10th percentile, it means 10 percent of
considering after I complete the required people working in that occupation earn less than
training or education? that.
 How much will I earn? This resource also presents information about
Employment, Earnings, and Industries employment by industry. You can see which
How many people work in the occupation in which industries employ the most people in general and
you are interested? Is it a reasonably large career in the occupation, and which pay the most.
field or a pretty small one? You can use the Location, Location, Location
BLS's National Occupational Employment and Are you are willing to relocate for your career or
Date Developed: Document No.
CBLMs on Trainers
Methodology Level I Issued by:
Date Revised:
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Utilize Electronic Developed by:

Jan Nikolai D.
Basic Gongora Revision # 01
Competencies
will you limit your job search to a particular city?
Find out where to find the best employment
opportunities for an occupation.
The aforementioned National Occupational
Employment and Wage Estimates includes data on
which states and which metropolitan and non-
metropolitan areas have the highest levels of
employment for an occupation. Select the career
you want to research by following the instructions
above. Find tables that contain this information, as
well as ones that tell you which states, metro
areas, and non-metro areas have the highest wages.
What Does the Future Hold in Store?
The BLS predicts how the labor market will change
between a base year and a target year that is 10
years away. This data, called the outlook, is very
informative as you plan your career. You will want
to know your chances of finding a job after you
complete ​ educational requirements. After all, do
you want to spend the time and money to prepare
for an occupation if job opportunities are going to
be scarce? Keep in mind the BLS does not account
for recessions or other economic anomalies. The
agency generally publishes employment
projections every other year.
One way to access the BLS's employment
projections is through the Selected Occupations
Data tool. This database offers the option of
searching by occupation or by education or
training category. The output will include the
following:
 Total Employment in Base Year and Target
Year
 Employment Change Between Base Year
and Target Year (as a number and a
percentage)
 Percentage of Workers in This Occupation
Who Are Self-Employed
 Job Openings in Target Year Due to Growth
and Replacement Needs
 Median Annual Wages
 Most Significant Source of Post-Secondary
Education or Training

Date Developed: Document No.

CBLMs on Trainers
Methodology Level I Issued by:
Date Revised:
Page 267

Utilize Electronic Developed by:

Jan Nikolai D.
Basic Gongora Revision # 01
Competencies