PLAN TRAINING SESSION

1. What questions did you consider before you wrote your session plan?
Before I start writing a session plan, I must know what the purpose of training is and
who the target trainees are so I can determine and analyze their characteristics,
educational background, and culture for their training needs. So, the questions I
needed to ask myself are: What is the purpose of the training? Who are the trainees?
What are the characteristics I need to include in their profile? And what types of
trainees are they? So, when I create a session plan, I can determine what are the
training goals and objectives to be included and the outline of the training content, so I
will develop instructional activities for the learning outcomes in order for it to be
successful.

2. Where did you discover the answers to your questions?

I got my answer from the pre-assessment tools like the learner’s profile, data
gathering instrument, self-assessment check, and training needs analysis.

3. Briefly describe the parts of your session plan.

These components of the session plan are the following: first, industry sector and
qualification title/level. I must refer to the TR to know the sector where a particular
qualification belongs to, the qualification title, and what level. Next, units of
competency are competencies that comprise a qualification that is grouped into Basic,
Common, and Core. Module Title is the unit of competency with the verb in present
participle form (ing). Next, learning outcomes are learning blocks that comprise the
module. The introduction is the part of the session plan that intends to motivate the
trainees to learn. Learning activities are actions that trainees will do to achieve the
learning outcome. Learning resources are materials that will be needed to support and
facilitate learning. Time is also important to know how long it took for each trainee to
finish and apply the process or idea presented. Evaluation indicates the method of
evaluating the achievement of the learning outcome. Lastly, the trainer’s reflection—
documentation of the conduct of training.

4. What reasons did you consider when you selected your training methods?
One factor to consider in selecting training methods is the characteristics of the
trainees. I must consider the individual differences in training because CBT is self-
paced. Another factor to consider is the learning style; some trainees learn through
lectures, while others benefit more from hands-on lab learnings. Thus, the design of
training and instructional materials should suit the characteristics of each trainee.

5. How did you chronologically arrange your learning Activities?

I organized the learning events and activities by first gaining their attention to
motivate them. Then inform them of the learning objectives to let them organize their
thoughts around what they are about to learn, then stimulate recall of prior knowledge
to establish the relationship of what they already know with the new knowledge. Then I
presented the learning material in a way that was appealing to each trainee. Provide
guidance while eliminating performance and giving them the opportunity to practice;
provide feedback to reinforce correct learning; assess performance to gain recognition
of their success; and enhance retention and transfer to encourage application of what
they learned.

6. What assessment method or evaluation tools did you use for your session
plan? Why did you use them?
I used pre-assessment tools like the Data Gathering Tool in order to understand the
trainees’ characteristics and learning style. I used Self-Assessment Check to determine
the current competencies and training needs. And to recognize prior learning, I ask
them to submit evidence like a certificate of training or a certificate of employment. I
think I made a good choice because, in order to plan and develop an effective training
 session, I have to understand each trainee and identify the skills and competencies
they need. Because in CBT, competencies or skills that are already previously acquired
by the trainee will no longer be repeated in their learning activities.

7. When conceptualizing the assessment tools. How did you factor validity and
cost?
In preparing assessment tools, I have to consider validity by following the procedure
for ensuring validity. To ensure the validity of the evaluation tool, I have to prepare an
evidence plan based on the competency standard, and to increase the validity of the
written test, I should prepare a table of specifications.

8. Why do you need to create a TOS before you make your written test?
The table of specifications is important to ensure the validity of the written test. This
will help us plan how many items we need to prepare to cover all the contents or
objectives we need to assess based on the evidence plan. It contains an estimate of
the percentage of the test to be allocated to each topic at each level at which it is to be
measured.

9. Give at least two adult learning principles that are always in your mind when
you are preparing a session plan and explain why.
One of the learning theories for adult learning is learner motivation. Their most
potent motivations are internal pressures like self-esteem and quality of life. Allow and
encourage them to explore, recognize their achievements, and apply them to their
learning and training. Another theory for adult learning is experience. Adults learn by
comparing past experience with new experience. When they learn something new, they
check how it fits in or how it differs from what they already know. So as a trainer, we
should devise a way to assist them in establishing relationships between what they
know and the new skills and knowledge.

FACILITATE LEARNING SESSION

1. State the Activities you did before the arrival of your trainees.
I undertook various preparatory activities integral to the execution of the training
program, and these included the arrangement of all needed tools, equipment, and
machinery essential for the training sessions. Additionally, I conducted a thorough
inspection of the facilities and venues to check their adherence to training regulation
standards. This inspection encompassed an evaluation of the adequacy of lighting,
ventilation, and overall safety.
I have also prepared various instructional materials, both print and non-print, which
encompassed the development of CBLM, session plans, and all other necessary
materials to be utilized daily throughout the training program.
Also, the pre-assessment instrument and the trainee need an analysis instrument.
Moreover, I review each learner's portfolio and profile, thereby gaining familiarity with
individual learning styles and characteristics. This comprehensive approach aimed to
ensure an effective learning experience for each trainee.

2. Give the events that happened in your training session. Make sure you list a
series of trainer and trainee activities briefly. Was your lesson Trainer-
centered or trainee-centered? State your reason.
The training session effectively engaged participants by initiating with an
orientation on learning outcomes and establishing clear objectives for their
understanding. I presented stimulus material using information sheets in the
competency-based learning material. Consistent communication and varied
instructional methods were employed to provide learner guidance.
Performance elicitation involved instructing trainees to complete self-checks and
task sheets in the CBLM, followed by constructive feedback. Utilizing the Performance
 Criteria Checklist, I assessed their competency across four dimensions and reinforced
retention and transfer by integrating knowledge across competencies.
The trainee-centered approach was evident as trainees determined how and what to
learn, fostering a self-paced and individualized training environment.

3. Assess your choice of learning materials. Would you like to change it or not
for your next training for the same learning content? Why?
I chose my learning materials by identifying first the trainee's characteristics and
learning styles. The relevance of the material to the qualification means that the
learning material should be based on the assessment criteria of each competency.

4. Define the type of questions you asked in your training session. Why was it
necessary to ask this question?
The type of questions that I am going to ask are questions that test their knowledge
comprehension and application. These are necessary to know if the trainees truly
acquired the underpinning knowledge. Skills and attitudes needed to satisfy the
aspects of competency.

5. How did you ensure the participation of the trainees?

I plan to incorporate group discussions to leverage active participant engagement,
fostering the practice of specific skills and eliciting emotional involvement. Additionally,
I will employ the lecture method to encourage participant interaction through
questions.

6. Which document did you use to help you manage the training of the
Activities? Describe the use of this document. Would you recommend other
types of documents that can be used to manage the class?
The training activity matrix, a document with each trainee's name on it and a tool
for the trainer to monitor the trainees' activities, is the one that I intend to use to help
me with organizing the training activities. It keeps track of how facilities and resources
are being used and includes a schedule. It is a daily schedule that details each trainee's
activities.

7. Explain briefly an adult learning principle you always have in mind when you
are facilitating a session.
One key adult learning principle I always keep in mind when facilitating a session is
“productive learning.” Adults are typically motivated to learn when they see what will
be the result of their work/output that will us in their personal or professional lives.
When facilitating, I focus on making sure that the content is relevant to their real-world
experiences and current needs. This involves using practical examples, relating
concepts to their everyday tasks, and addressing specific challenges they may face. By
demonstrating how the knowledge or skills being taught can be applied directly to their
work or personal goals, I help ensure that the learning is meaningful and immediately
useful, thereby enhancing engagement and retention.

8. What evaluation tools did you use in the training session? Is there a need to
improve on the tools? Why or why not?
Written examination, oral questioning, and demonstration. Written examination
checks the underpinning skills in the competencies of this qualification, while oral
questioning is used to test the attitude and the knowledge, and the demonstration will
show their underpinning skills in the competencies of disqualification.

9. How did you provide feedback to your trainees? Is there a need to make
improvements to your method? Why or why not?
I will provide each trainee individual feedback as soon as they complete their task.
Emphasize the trainees’ strengths, acknowledge the positive behavior explicitly first,
 and then openly address areas for development and strategies for overcoming
challenges.

10. Did you conduct a training program evaluation? What did you learn from
their validation?
I conducted a training program to figure out the areas for delivery improvement. I
recognize that more time needs to be allocated for trainees to improve their skills.

MAINTAIN TRAINING FACILITIES

1. Draw the layout of your workshop.

Practical Work Learning Computer Trainer’s Distance

Area Resource Area Laboratory Resource Area Learning

Institutional Contextual Quality Control

Support Staff Area
Assessment Area Learning Area Area

2. Itemize the training equipment and machines that are in your

Classroom/Laboratory/Workshop. If there are too many, write it as a set of.
 Portable Welding Machines with accessories
 Portable Grinder
 Electrode Oven

3. Itemize the major maintenance and housekeeping activities performed by all

personnel involved in the maintenance of your classroom/laboratory/workshop.
What improvement will you recommend? Why?
The practical work area, which consists of the welding machines, grinders, and
electrodes prepared by all maintenance personnel performing daily, weekly, and monthly
equipment maintenance checklists and equipment maintenance schedules, is the main
area for maintenance and housekeeping. Additionally, by strictly adhering to the workshop
housekeeping schedule, inspection checklist, and housekeeping schedule.

4. What is the standard operating procedure? Do you follow the request to

purchase additional tools, Equipment, And machines for your
classroom/laboratory/workshop? Is there a need for improvement and what
should you recommend for this procedure?
I request additional tools, equipment, and machines for the classroom, laboratory,
and workshop by filling out a purchase request form, attaching a letter stating the reason
for the request and the quantity that is needed, getting the training center manager to
authorize it, and then delivering it to the accounting department. The purchasing manager
will then assess it prior to the actual purchase. My recommendation for this procedure's
improvement is to minimize the number of steps required for obtaining needed machinery,
equipment, and tools.
 5. What is the procedure of your institution when equipment is found to be out of
order? Would you recommend an improvement to this procedure? Why or why
not?
The standard operating procedure (SOP) in my institution for addressing malfunctioning
equipment entails the following steps:
 Initiate a job order report documenting the events leading up to the equipment
breakdown, and promptly forward this report to the designated technician for
assessment.
 The technician will then evaluate the equipment to determine if it is repairable or if
replacement is necessary.
I propose an enhancement to this process by prioritizing direct communication with the
technician before initiating the formal reporting procedure. This adjustment would
expedite the inspection and repair of the equipment, reducing unnecessary delays
associated with completing a detailed report before the initial assessment.

6. State your institution's waste disposal system. If none, what can you
recommend?
Biodegradable, non-biodegradable, and metal wastes are separated at the
beginning of the institutional waste disposal system. When deciding what to do with the
collected waste, we proceeded to our waste segregation plan. Non-recyclable items are
subsequently given to the assigned waste collection, while recyclable items—like
cardboard and coupon bands—are reused.

7. State your institution's recording and documentation of equipment, machine

maintenance, and repair. If none, what can you recommend?
For the purpose to report and document equipment maintenance and repair, an
institutional process must be followed. This includes labeling defective welding machines
and grinders, tracking down the source of the damage or need for repair, creating an
incident report, taking corrective action, and then requesting replacement parts for the
equipment.

SUPERVISE WORK BASED LEARNING

1. How will you know and make a relationship with potential participating
companies?
Look for potential industry partners, and then choose a sector that 60–70% of the
course components can be trained in. Seek out industries in society that could fit the
requirements for structured, work-based training and are prepared to offer directed
training programs or designate personnel to oversee operations. Provide follow-up and
visitation proposal letters that include an overview of the combined training, the
program's characteristics, and the benefits it offers the company or industry. Make an
appointment for attending the presentation. Clearly state the purpose and concept of
work-based training. Use pamphlets or posters, give a live presentation, or make a
graphic presentation. Visit the locations of work-based training programs. The goal of
the training plan is to align the trainees' implant training activities with the school's
curriculum. Complete the memorandum of agreement and the training plan. Submit
the agreement memorandum and the training plan for approval. The agreement
memorandum must be signed by both parties as proof of agreement.

2. Will you write a training plan for your students? Why?

In fact! This is the process that will be followed for the training, including the
resources that will be used and the sequence of the training form from sources to
outcomes. Determining the strategies, tasks, and methods that will be performed to
meet the training equipment is the goal of the training plan.

3. What preparatory activity should you do before you send your trainees to
your participating company? Why?
 I plan to conduct a thorough orientation session prior to submitting the proposal to
the potential participating company. This session will provide a summary of the laws
and regulations governing the industry, an outline of the actual working conditions and
environment, the resources that will be used, and a breakdown of what is expected of
the trainees throughout the training program. In order to guarantee that trainees are
knowledgeable about and suitably ready for the actual training environments they will
face, this preliminary stage is essential.

4. How will you keep an eye on the performance of the trainees? Why is this
needed? When do you provide feedback to the trainees?
I will use the trainee's progress sheet and record book to systematically monitor
their performance. This method is crucial for monitoring timely development and
recognizing areas in which learning activities are challenging. Feedback and
improvements will be given on time during the training, and more feedback will be
given as soon as certain learning tasks are finished.

5. What will you do if the participating company makes any unfavorable remark
about the performance of the trainees?
I will go over the training plan to make sure nothing has been added or changed
without notice. I'll ascertain the reason for any modifications. Following that, I'll have
one-on-one conversations with each learner to gain their feedback on how the training
is going.

6. How will you appraise the effectiveness of work-based learning? Why do you
need to perform such an evaluation?
The purpose of the Training Evaluation form is to measure how effectively your trainer
performed his duties throughout the duration of your training.
Evaluation measures trainee progress and provides both the trainer and trainees a
performance evaluation.

CONDUCT COMPETENCY ASSESSMENT

1. What activities do you need to consider doing before conducting of
assessment?
I had already made certain that the facilities, tools, and equipment met the standards
outlined in the training requirements before the assessment.

2. During the orientation of the candidates, what will you explain or present?
It is recommended that the orientation include a discussion of the following: the
context and goals of the assessment; the qualifications and competency units to be
evaluated; the tasks and supporting evidence that must be provided; the procedures
that are required for the assessment; and any permissible or acceptable adjustments to
the assessment process.

3. What is the essence of giving an orientation to the candidates?

The assessment orientation's goal is to determine whether the candidate is ready
for the assessment.

4. How will you make sure that the candidate taking the assessment is the
same person in the application form?
We will compare the photo provided on the application form with the one on the
admissions slip in order to verify its identity. For the purpose to verify consistency and
guarantee that the signatures on both forms belong to the same person, we will also
compare them.

5. How do you make sure that the candidate understands the task to be
performed?
 I will ensure that the candidates comprehend the task that issue by asking queries,
providing clarifications, and giving them feedback.

6. What an assessor can and cannot do while observing the candidate

performing the task? Why?
It is essential that the assessor refrain from interjecting during a candidate's task
performance and withhold feedback until the assessment is over.

7. On oral questioning or interview, when the candidates answer is wrong do

you provide the correct answer immediately? Why?
I won't give them the correct answers right away. Rather of using the initial
questions, I will rephrase them so that candidates can provide accurate answers. and
the feedback will include the appropriate answers.

8. What is the source of your assessment decision? When you are in doubt what
will you do?
CARS, by also considering the 4 dimensions of competency, requirement of the unit
of competency, 6 rules of evidence, and Corroboration of evidence.

9. What way should you deliver feedback? In case the candidate does not agree
with your decision what will you do?
Conduct feedback individually. In case they are not agree they have the right to
appeal just write a letter with valid reason to the TESDA provincial office.