SWBL

At the end of this unit, you should be able to: 

• Provide orientation (in-school and in-company) to the trainees;

• Describe methods of monitoring trainees’ progress and well-being;

• Provide appropriate feedback to trainees; and

• Determine actions to take in case problems arise.

Introduction

Trainees in a dual and dualized training program should undergo two types of training orientation. These are the in-school training orientation and the in-plant or in-company training orientation.

This lesson will guide you through the process of providing both types of orientation to the trainees.

Topic 1: In-School Orientation

Once the work-based learning plan has been accomplished, you must orient the trainees about the training that they will undergo. Through this orientation, the trainees must understand the following important information:

• Rationale and the objectives of the training program;

• The scope and limitation of the program;

• Requirements for the completion of the program such as performing all required tasks and fulfilling the necessary documentary requirements (weekly journal); and

• The established support mechanism to help the trainees alleviate stress or get the immediate technical or practical help they need. This support system may include the trainer, guidance counselor and other trainees.

Topic 2: In-Company Orientation

Before the trainees start their in-company/ in-plant training, the on-site supervisor or any relevant personnel must orient the trainees. As a trainer, you should attend this briefing or orientation to make sure that the following important information will be given to the trainees:

• Information on workplace facilities

• Security policies and procedures

• Company values and culture

• Organizational structure

• Relevant personnel

Introduction

In the implementation of work-based learning, monitoring is crucial to ensure that the training plan will be implemented accordingly. It is also through monitoring that you will determine if your trainee is performing well and adapting to his/her workplace and be able to address trainee concerns/ problems immediately. 

This lesson will present the different tools to monitor the progress of your trainees and tips for providing effective feedback.

Site Visit

Conducting site visits is another monitoring tool which usually involves going to the industry to talk to the trainees and the on-site supervisor. This is done to:

• Discuss concerns or additional training need with the on-site supervisor and the trainees;

• Assess the quality of the training being offered by the enterprise; and

• Arrange adjustments to the work-based learning plan.

On-the-Job Training Visit Form

An important part of conducting site visits is filling out an On-the-Job visit form. An on-the-job visit form should contain:

• The details of the trainee such as his/her name and the batch he/she is a part of;

• The date of the site visit;

• The company/ enterprise and the department the trainee is placed during the site visit;

• Status of the trainee and the training program;

• Any issues or concerns raised; and

• Recommendations for improvement.

Weekly Reporting

Weekly reporting is a method which requires the trainees to share their experiences either verbally or through a weekly journal or report duly noted and signed by the on-site supervisor. This activity helps ensure:

• That the TVI and the industry partner are updated on the OJT experience of the trainees; and

• That the program proceeds according to the work-based training plan.

Topic 2: Tools for Monitoring

Monitoring is done to ensure that trainees would attain the required competency at the end of the training program for them to be ready for the assessment. Here are the most commonly used monitoring tools:

• Work-based Learning Plan

• Rotation Plan

• On-the-Job Training Journal or Log Book

• Trainee’s Record Book (TRB)

• Trainee’s Progress Sheet

• Memorandum of Agreement

Work-Based Training Plan

The work-based learning plan is the basis of the learning process a trainee undergoes. The on-site supervisor should have a copy of this plan to remind him/her of the competencies a trainee must attain. Each trainee may have a different work-based learning plan from each other as a result of reviewing the learner’s profile and their identified strengths and weakness.

Rotation Plan

Rotation plan is used to ensure that the training is flexible and diverse by letting them experience different jobs/tasks. This will show if the trainee is having difficulty performing new tasks.  Monitoring the plan will show if further training, break-in, and/or accommodations can be made for trainees. Meetings with the trainees and the industry coordinator may be done to evaluate the job rotation. 

On-the-Job Training Journal / Log Book

The OJT journal contains the daily record of OJT tasks/responsibilities accomplished. This may include the following data: list of tasks performed and approximate time spent per task; significant learning/s for the day; and signature of the immediate supervisor.

This is commonly used in Dual Training System. The trainer will assess using this monitoring tool if the experience of the trainees is congruent with the work-based learning plan and learning objectives. This journal will help in the continuous improvement of the Training Program.

Trainee’s Record Book (TRB)

The objective of using a trainee’s record book (TRB) is to record the trainee’s accomplished learning tasks and progress. This record is an important document that must be kept by the trainee throughout the training.

The trainee’s record book should be given to the trainer/on-site supervisor, when requested, for inspection and to have entries updated, on a regular basis. It should have the trainer/ supervisor’s signature to certify that he has inspected the form and that the trainee was able to complete what was being requested.

The TRB may also be used by the trainees to: 

• Show to current or future employers the training they have completed

• Gain credits or exemptions in other training courses

• Serve as a reference in preparing for future job applications

• Determine their competency level thereby supporting eligibility for wage progression

• Confirm completion of the training program and their eligibility for the issuance of training certificate; and

• Assess their skill levels should competency be the subject of dispute between the trainee and his/her employer.

Trainee’s Progress Sheet

Accomplished by the training supervisor and monitored by the trainer or by the industry coordinator of the training institution, the trainee’s progress sheet is used to monitor and rate the performance and the individual’s accomplishment as per the work-based training plan. 

Memorandum of Agreement

This is the agreement between the TVI and the Industry. This will be used as a monitoring tool to assess whether all clauses in the agreement are being followed and implemented in the training proper.

Topic 3: Providing Constructive Feedback

Trainees should know how well their performing to make them aware of the aspects they need to improve. Knowing how well they are performing also motivates the trainees to work on the training tasks even better. 

Characteristics of a Constructive Feedback

• Compares performance to the standards or goal

• Relates performance to how well they apply specific strategies or steps

• Indicates progress

• Indicates corrective procedures/action

• Given frequently & immediately

• Specific and descriptive

• Focuses on key errors

• Focuses on effort attribution 

Guidelines for Giving Constructive Feedback

• Base all your comments only on observable behavior, not on assumed motives or intents. 

• Deliver positive comments first in order to give the trainees confidence and gain their attention. 

• Use descriptive language rather than general comments. 

• Make sure that all parties have an opportunity to contribute to emphasize the sharing of information. 

• Keep your feedback clear but brief. 

• Focus on the behavior that can be controlled or changed. 

• Deliver positive feedback first before the negative remarks. 

•  Make sure to conclude the conversation on a positive note.

Introduction

As a trainer or an industry coordinator, there will be times when you will have to attend to matters involving the trainees and your industry counterparts. For this reason, aside from the work-based training plan, you should also prepare a set of contingencies to address anticipated problems when they arise. 

This lesson presents the regulations you can use as a reference when addressing difficult situations as well as some useful tips for handling conflicts.

Topic 1: References for Addressing Difficult Situations

When supervising work-based learning, you might encounter concerns that need to be handled and resolved immediately, according to existing laws and regulations. 

The following are some of the laws that you can use as references in addressing concerns related to the conduct of work-based learning. 

• Labor Code of the Philippines;

• Magna Carta of Women;

• Anti-Sexual Harassment Act of 1995; and

• Magna Carta for Disabled Persons.

Topic 2: Resolving Conflicts

As a trainer or an industry coordinator, it is normal to be faced with difficult situations related to work-based training such as:

• Training arrangements that are not being followed;

• OHS requirements that are not being observed;

• Trainees or industry personnel that are difficult to deal with; and

• Conflict among trainees or between trainees and personnel of the partner establishment.

Tips for Resolving Conflict

• To address problems or concerns, here are some reminders for resolving conflict:

• Distract involved parties to help them relax and focus.

• Observe the non-verbal expressions of the persons involved such as the tone of voice, posture, touch and gestures.

• Communicate in a playful or humorous way to reduce tension and/ or to reframe the problem.

• Prioritize the relationship more than winning the argument.

• Be respectful of the persons involved and their viewpoints.

• Look at what you can do now to solve the problem and not at your past resentments.

• Make sure that both parties are willing to forgive.

• Learn when to agree to disagree.