FACILITATE LEARNING SESSION

5 minutes’ preparation before start of DEMO

- set-up LED monitor for presentation (make sure laptop is compatible with their LED monitor)
- prepare Demonstration documents (fill-up all documents)
- post achievement and progress chart in Quality Control Area (bring tape for posting)
- post Individual Tasks in QCA (use tape for posting or use sticky notes)
- prepare tools, equipment and materials
- if u don’t know the dummy’s names, just create names, and while calling trainees look into their eyes or
use hand gesture to let them know that they are the one who is being called
- wear your Trainer’s ID
Start of DEMO
"Assessors, I am ready to perform Facilitate Learning Session.”

(Prepare and Check training facilities and resources, set up the learning stations, prepare and set up tools and equipment.)

Training facilities, learning stations and tools and equipment are prepared and complete based on the training
requirements.

Before we will start, may I request everyone to please stand for a Prayer? (Prayer)
Thank you, please be sited.
Ok. Let me check first your attendance. This is the attendance sheet. Kindly affix your signature and pass it
to the other trainees.
Please submit the attendance sheet if you are done.

Alright everyone, kindly keep all your unnecessary things down except your ballpen and your notebook. I want
you to listen and write down the important lesson for this training session.

Start Presentation – (Oriented the Trainees on the CBT delivery system)

I welcome you all to Sibugay Technical Institute Incorporated. Thank you for choosing STII as your training
provider. You will now undergo training on FOOD PROCESSING NCII. My name is REYMARK CALLEDO
BUENO. I will be your trainer for this training.

(Objectives of the Training)

These are the objectives of the training:

 To understand the roles of the trainers and trainees

 To understand the meaning and principles of CBT

(What is my Role?)

Again, I am your trainer in FOOD PROCESSING and as a trainer my role for this training is a Facilitator,
Stimulator, Nurturer, Manager and Evaluator.

(Roles of the CBT Trainer)

 Serves as a team member to determine what is to be learned – As your trainer, I will be the one to
identify your training needs which will be based on your Self-Assessment Checklist.
(Major Role)

The major role of a CBT trainer is to manage your learning activities. It will not be traditionally dispensing of
information or spoon-feeding.

(Roles of CBT Trainee)

These are the roles of CBT trainees:

 Trainees may choose how they want to learn-individually, on a one-to-one basis, in small group, in large
groups, or with audio-visuals.

(CBT)

I will now give an orientation for us to have a common understanding on this training particularly the CBT.
CBT stands for Competency Based Training. It is a training delivery approach that focuses on competency
development of the learner as a result of the training.
– In other words, the training delivery is based on the competency standard.

These are other definition of CBT:

 Emphasizes most on what the learner can actually do – As your trainer, I will look into how well you
perform your tasks.
 Focuses on outcomes rather than the learning process within specified time – The training is based on
outcome. There should be results.

(10 Principles of CBT)

CBT has Ten Principles.

1. The training is based on curriculum developed from the competency standards

 The program has Training Regulation that was developed by the experts from the industry and the
training should meet the standard that they had set. The curriculum developed should be base from the
training regulation.

2. Learning is competency-based or modular in structure

 The trainee should learn one module at a time until trainee acquires all modules in the unit of
competencies.

10. Approved training programs are nationally accredited

 Food Processing is an accredited program. If you qualify in this program, you will be Nationally
Certified.

N (Comparison between Traditional Approach and CBT Approach)

In traditional approach, instructor focuses on managing instructions while in CBT approach, trainers focuses on
managing learning. The Rating System in Traditional Approach is in Numerical such as 95 or 85 while in CBT
Approach, there are only Two Outcome: It is either you are Competent or Not Yet Competent.

(CBT Process Flow)

As u can see, this is the beautification of CBT Process Flow.

BREAD AND PASTRY PRODUCTION has Core Competencies.

(CBLM)

CBLM stands for Competency Based Learning Materials. It contains training materials and activities for you to
complete the training. CBLM consists of Task Sheet, Operational Sheet, Informational Sheet and Job Sheet.
Which can be used to acquire knowledge and skills of this training.

(Evaluation System)

These are the methods of Evaluation:

 Written Test
 Demonstration/Practical Exam
 Interview

(Performance Evaluation)

These are the tools in Evaluation of Performance:

 Based on Performance Criteria Checklist

 Achievement Chart Update
 Progress Chart Update
 Trainee’s Record Book Update
 Provide Continual Feedback to Trainees

(Monitoring Tools)

These are the Monitoring Tools:

 Achievement Chart
 Progress Chart
 Trainee’s Record Book/ TRB

(CBT Rating)

In Competency Based Training, there are only two outcomes:

 Competent – if you satisfactorily performed the Tasks or the Learning Activities

 Not Yet Competent – if you did not satisfactorily perform the Tasks

(Workshop Layout)

This is the Workshop Layout. And it has 9 CBT Areas.

(9 CBT Area)

These are the 9 CBT Areas. After this orientation, I will tour you around the training facilities.
Thank you for listening!

(End of Presentation)

Do you have questions or clarifications?

END OF ORIENTATION

Now, for you to familiarize the different training facilities or workstations, may I request everyone to stand and
follow me? Don’t forget to wear your face mask, face shield and observe social distancing.

9 CBT AREAS

Quality Control Area – This is the Quality Control Area where the Achievement and Progress Chart are
located to monitor the progress of your performance. Any question?

Trainer’s Resource Area - this area houses the learning materials, the training regulations and curriculum
exemplars and where instructor produces courseware of training materials. Any question?

Computer Laboratory Area - This area allows you to do online research that could help you in this training.
Computer units are available in this area with internet connection. Any question?

Learning Resource Area - This is where the CBLM and other module are available for you to acquire
knowledge and skills in this training. Do you have questions?

Contextual Learning Laboratory - This is where you can read textbooks, journals and magazines that are
related to your qualification. This serves as the mini library of the training venue. Do you have questions?

Support Service Area - this area provides value adding competencies. Cleaning Materials are located in this
area. Do you have questions?

Institutional Assessment Area - This is where the Institutional Assessments are conducted. This is also where
recognition of prior learning is assessed. Any question?

Distance Learning Area - this area enhances the accessibility of TVET to enable the learning provision outside
and away from the Training Institution in terms of print and non-print media. Any question?

Practical Work Area - This is where you can perform the task assigned to you, this area is for demonstration.
Any question?

In addition, Fire extinguisher is provided in the Trainer’s Resource Area to ensure safety in case of fire. First
aid cabinet and medicines are also provided in the Trainer’s Resource Area. You must also observe the Entrance
and the Emergency Exit of the training venue. You can find the emergency exit at the back of this building. If
you need to use the Comfort Room, you can find it at the end of the hall. Do you have questions? If none, please
sit down.

(Self-Assessment Checklist and Pre-Test – Explain the context and procedures of pre-training assessment
according to the guidelines)

Now, I will distribute the Self-Assessment Checklist and Pre-test. The purpose of this is to determine your
characteristic, to recognize your prior learning and to determine your training needs. Kindly read and fill up and
answer the questions provided in the pre-test.
Kindly submit the Self-Assessment Checklist and pre-test answer sheet if you are done.
(Provide Feedback for the Self-Assessment Checklist and Pre-test)
Based on the evidence gathered on your self-assessment checklist and pre-test, you have different ideas in
your learning competency development just like
Mr. _____________(fast learner), it is good that you already have an experience in (Mention 1st core
competency) in your previous work.
Ms. ______________(moderate learner), has attended skills training in (mention 2nd core competency) in their
Barangay.
For other trainees you need to learn more and perform all the performance task in this training in order to
acquire the skills in (mention the Qualification)

I will distribute to you the Trainers Record Book, kindly fill out the front page of your TRB. Your rate in every
learning outcome or task to be performed is rated in the TRB.

You may now take a 15 minutes’ break.

Preparations:
 Post the Individual Tasks to the Quality Control Area
 Prepare the tools, equipment and materials for Task Demonstration

AFTER THE BREAK

How was your break? OK.

I think everyone is settled, lets continue the training.

In Food Processing you are going to perform the 5 Competencies. These are:
• Process Food by Salting, Curing and Smoking
• Process Food by Fermentation and Pickling
• Process Food by Sugar Concentration
• Process Food by Drying and Dehydration
• Process Food by Thermal Application

(Provide Trainer Demonstration of Skills)

I am going to demonstrate on how to make a mango jam. We have here the different materials and tools.
The measuring cup, mixing bowl, knife and especially the blender. First, blend the mango and after the
blending process, measure it by using the measuring cup and put into the mixing bowl. Put sugar into the
mixing bowl equal to the measurement of the mango and mix it well. Then cook it atleast 10-15 minutes.

(Provide Time for Student to Practice and Perform)

Any volunteer? OK, Ms. ͟͟͟͟͟, please come forward!

Very good. Thank you. You may take your seat.

After the demonstration, this is the final output.

Do you have questions or clarifications? If none, let’s proceed.

Since I am done performing the Core Competencies, you may now get your Individual Task to the Quality
Control Area.

(Trainee #1) Ms. Camay_ kindly read your task.

(Trainee #2) Ms. Cruz͟ kindly read your task.
(Trainee #3) Ms. Gonzaga͟ kindly read your task.
Ok this is your specific instruction.

Since you already have your specific instructions with you, so kindly read and follow the step by step
procedures to guide you in your tasks. Please be reminded that all tools, equipment and materials are
provided in every work stations. (Provided competency assessment tools, materials and equipment to the
trainees)

(Indicate safety precautions)

Before you proceed to your different workstations, let me remind you a few things. Always wear your face
mask, face shield and observe social distancing. You can also wear your appropriate Personal Protective
Equipment if it is required in performing your task. And don’t forget to bring with you your TRB. Your
rate in every task to be performed is rated in the TRB.
Do you have questions? If none, you may now proceed to your respective areas.

MONITORING – (Monitor work and learning activities based on learning plan)

1. Moderate learner – Computer laboratory Area (Watch videos on how to perform the mention the
assign task)
2. Fast Learner - Practical Work Area (prepare variety of fillings coating)
3. Slow Learner - Practical Work Area (Storing pastry products)

(Rate the performance before approaching the trainee)

 Moderate Learner - Ms. Camay, how are you doing? OK, let me check
your work. Are you done watching the videos on how to perform (mention the 1 core competency)
Very good! Where is your TRB so I can sign it? (Return the TRB)
 Kindly follow me to the Quality Control Area to check your Achievement and Progress Chart.
 Since you are done with watching the video on how to perform (mention 1st core competency), your
next task is to perform the (mention the 1st core) in the practical work area. Competency assessment
tools, equipment and materials are available in the practical work area for you to perform the task.
You may now go.
(Provide Feedback to improve learners’ competence)

(Check the performance before approaching the trainee)

 Fast Learner -Ms. Cruz how are you doing? OK, let me check your work Very good! You did
very well in performing the (mention the task) (provide feedback to improve learners competence).
Where is your TRB so I can sign it? (Return the TRB)
 Kindly follow me to the Quality Control Area to check your Achievement and Progress Chart.
 Based on the gathered evidence, you have completed the (mention 1st Core Competencies) in food
processing. You may now proceed to the Institutional Assessment Area to perform the (mention the
1st Core Competencies) You may now go.

(Check the performance before approaching the trainee)

 Slow Learner –Ms. Gonzaga how are you doing? (Provide feedback to improve learners’
competence) OK, to properly sort the pastry you need to (provide ways on how to improve the
assigned task), Please continue your task and I will come back later to check your output.

(Check the performance before approaching the trainee)

  Moderate Learner –Ms. Camay how are you doing? OK, let me check your work. (provide
feedback to improve learners competence) Very good, but you need to master the task and wear the
appropriate Personal Protective Equipment while performing the task to ensure safety while
performing the task. Where is your TRB so I can sign it? (Return the TRB)
 Kindly follow me to the Quality Control Area to check your Achievement and Progress Chart.
 Ms. Camay you are done performing your task in (mention 1st core competency), but since we were
running out of time, we will continue the training next meeting. Kindly wait for the other trainees in
the waiting area.

(Rate the performance before approaching the trainee)

 Fast Learner - Ms. Cruz how are you doing? OK, let me check your work. Very good, you have
executed the task well (provide feedback to improve learners’ competence). Where is your TRB so I
can sign it? (Return the TRB)
(Recorded assessment results in accordance with the approved rating system)
 Kindly follow me to the Quality Control Area to check your Achievement and Progress Chart.
 Congratulations! You have satisfactorily completed the Core competencies in Food processing
which is Process Food by Salting next meeting your will proceed to the next core competency.
Again, congratulations! Since you are done with your training session, can you please help Ms.
Gonzaga with her task, if it is okay with you? You can find him in the Practical Work Area.

(Check and Rate the performance before approaching the trainee)

 Slow Learner - Ms. Gonzaga let me check your work. You are done performing in Storing but you
did not perform prepare appropriate equipment for food processing, but since we were running out
of time, you may continue your work next meeting. Ms. Cruz thank you for assisting Ms. Gonzaga.
You may now take your seats.

FEEDBACK
(Gathered and documented evidences using relevant assessment tools)
So, trainees based on my observation and the gathered evidence with your performance criteria checklist, all of
you have different ideas in your learning competency development, I suggest everyone to study in advance, we
will continue your activity next meeting.

(Used appropriate training session evaluation instruments)

But before we will dismiss may I ask everyone to evaluate my performance today as a trainer for further
enhancement on our next session?

(Distribute Trainer’s Evaluation Form)

Kindly submit the Trainer’s Evaluation Form if you are done. (Collect the form)

Do you have questions or clarifications?

If there is none, thank you and you can go now. See you next meeting.

END OF DEMO

"Assessors, I am done performing Facilitate Learning Session.”

 FACILITATE LEARNING SESSION SCRIPT

Step 1: Set-up Projector for Presentation

Good afternoon Ma’am. I am now ready to perform Facilitate Learning Session.

Step 2: Prayer

Good Afternoon Everyone!

Before we will start, may I request everyone to please stand for a Prayer? End of Prayer
You may take your sit now.
Step 3: Attendance Checking
Before we start, kindly affix your signature on this Attendance Sheet and pass it to the other Trainees then
you may return the Attendance Sheet to me if you are done.
Step 4: Gaining Attention to start the Presentation
Alright everyone, kindly keep all unnecessary things down except your ball pen and your notebook so that you
may listen and write down the important lesson for today’s training session.

Step 5: Start the PowerPoint

First, I welcome you all to Sibugay Technical Institute, Inc. Thank you for choosing STII as your Training
Provider. You will now undergo Training on Electronic Products Assembly and Servicing NCII.

I am AIZA S. PUNO and I will be your Trainer for this Training.

A. Objective of the Training

We have here the Objectives of the Training:
 To understand the roles of the Trainers and Trainees
 To understand the Meaning and Principles of CBT
 Identify the learning development in performing the activities of the 3 Core Competencies of
Electronic Products Assembly and Servicing NC II
 To familiarize the different work stations

Again, I am your Trainer in Electronic Products Assembly and Servicing and my Role for this Training is a
Facilitator, Stimulator, Nurturer, Manager and Evaluator.

B. Roles of the CBT Trainer

These are the Roles of the CBT Trainer:

 Serves as a team member to determine what is to be learned

 Stimulates trainees’ motivation
 Manages learning: a consultation rather than a provider of information;
a facilitator of the learning
 Diagnose and solves learning problems
 Evaluate student’s achievement

Major Roles of the CBT Trainer

The major role of the CBT Trainer is to manage, facilitate and evaluate the Trainee’s learning
activities.

C. Roles of the CBT Trainees

These are the Roles of the CBT Trainees.
 Mr./Ms. ͟͟͟͟ kindly read the first role of the CBT Trainees.
 Mr./Ms. ͟͟͟͟ please read the next role.
 Mr./Ms. ͟͟͟͟ please read the last role of the CBT Trainees.
D. Competency Based Training
I will now give an orientation on CBT for us to have a common understanding. CBT stands for
Competency Based Training. It refers to training delivery approach that focuses on competency
development of the learner as a result of the training. In other words, the training delivery is based on
the competency standard.

These are other definitions of CBT:

1. CBT emphasizes most on what the learner can actually do - I will look into how u perform your task
2. CBT focuses on outcomes rather than the learning process within specified time - It is an outcome
base there should be a result on the task perform.
3. CBT is concerned with the attainment and application of knowledge, skills and attitude to a specific
level of competency.

E. Ten Principles of Competency Based Training

These are the 10 Principles of Competency Based Training:

NOTE: Explain only #1, 2, 3 & 10

4. The training is based on curriculum developed from the competency standards - Training
Regulation was developed by the Expert from the Industry. So training should meet the standard
that they had set.
5. Learning is competency-based or modular in structure - Learning process is by module. Trainees
should learn one module at a time until the trainee completes all unit of competencies.
6. Training delivery is individualized and self-paced - Trainee could learn at their own pace.
7. Training is based on work that must be performed
8. Training materials are directly related to the competency standards and the curriculum
9. Assessment of learners is based on the collection of evidences of work performance based on
industry or organizational required standards
10. Training is based both on and off the job components
11. The system allows recognition of prior learning
12. The system allows for learners to enter and exit programs at different times and levels and to
receive an award for competencies attained at any point
13. Approved training programs are nationally accredited - Electronic Products Assembly and
Servicing is an Accredited Program so if you qualified on this Competency, you will be
Nationally Certified.
F. Comparison between Traditional and CBT Approach

These are the Comparisons between Traditional and CBT Approach.

In Traditional Approach, Instructors focus on managing instructions while in CBT, Trainer’s focus is on
managing learning.
Also the Rating System of Traditional Approach is in numerical such as 95 or 85 while in CBT, there are
only 2 results which are Competent or Not Yet Competent.

G. CBT Process Flow

This is the Competency Based Training Process Flow.

When the Trainee enters the program, an Orientation will be held in order for the Trainee to learn the Role
of the Trainer and the Role of the Trainees as well as all other objectives of the Training.

Next, the Trainee selects Competency and receives instructions from the Trainer and receive individual task
to be perform. CBLM materials and other resources are also provided to the Trainees.

The Trainee will perform the given task while the Trainer observes and rates his/her performance. The
Trainee also rates his/her own performance.

There are some conditions here:

2. if the Trainee Satisfactorily perform the given task?

- the Trainee will be given another task to be performed. If not, the Trainee will perform the task again.

3. If the Trainee complete all the Competencies?

- the Trainee is ready to undergo the National Assessment and exits the program.

But if the trainee didn’t complete all the competencies, the trainee needs to practice again until he/she
completes all competencies.

CBLM

CBLM consist of Task sheet, job sheet and operational sheet necessary for training in order for the Trainees
to acquire knowledge and skills for the competency.

H. Evaluation System
These are the methods of Evaluating the performance of the trainee.
1. Written Test
2. Demonstration/Practical Exam
3. Interview

I. Performance Evaluation
These are the materials used in evaluating the Trainee’s Performance:
1. Based on Performance Criteria Checklist
2. Achievement Chart Update
3. Progress Chart Update
4. Trainee’s Record Book Update
5. Provide continual Feedback to Trainees

J. Monitoring Tools
 These are the materials used in monitoring the Trainee’s development:
1) Achievement Chart
2) Progress Chart
3) TRB Trainer’s Record Book

K. CBT Rating
The Trainer rates the trainees with Competent and Not Yet Competent according to their performances.

L. Workshop Layout
This is the Workshop Layout. It has 9 CBT Areas.
1. Learning Resource Area
2. Quality Control Area
3. Contextual Learning Area
4. Practical Work Area
5. Computer Laboratory Area
6. Distance Learning Area
7. Institutional Assessment Area
8. Support Service Area
9. Trainers Resource Area

END OF PRESENTATION
Do you have any questions or any clarifications?

TURN OFF PROJECTOR

Step 6: Training Areas

May I request everyone to stand for the tour of our different facilities area. But before we proceed kindly wear
your face mask, face shield and observe social distancing.
 Quality Control Area this is where the achievement and progress chart are located to monitor the
progress of your performance.
Do you have any questions?
 Computer Laboratory Area Computer units with internet connection are available in this area for you
to do online research that could help for the training.
Do you have any questions?

 Learning Resource Area. This is where the CBLM and other modules are available for you to acquire
knowledge and skills.
Do you have any questions?

 Cleaning Materials are located in the Support Service Area. This area provides value adding
competencies.
Do you have any questions?
  Distance Learning Area enhances the accessibility of TVET to enable the learning provision outside
and away from the training institution in terms of print and non-print media.
Do you have any questions?

 This is the Practical Work Area where you can perform the task assigned to you, this area is for
demonstration.
Do you have any questions before we proceed to the next work station?

 Institutional Assessments are conducted here in Institutional Assessment Area where recognition of
prior learning is assessed.
Do you have any questions?

 This is the Contextual Learning Laboratory where you can read textbooks, journals and magazines
that are related to your qualification. This serves as the mini library of the training venue.
Do you have any questions before we proceed to the next work station?

 Learning materials, training materials, training regulations, curriculum samples and CBC are available
here in the Trainer’s Resource Area.
Do you have any questions?

Additional Facilities

The Comfort Room is located at the end of the hall. Also, you can find the First Aid cabinet and Fire
extinguisher in the Practical Work Area in case of emergency or being injured. You also have to keep in mind
where the entrance and emergency exit for safety measures. You can find the emergency exit at the back of this
building.

Do you have any questions or clarifications?

If none, let us go back to the Orientation Room. (Let the Trainees sit.)

I will now distribute the self-assessment checklist. The purpose of this is to recognize your prior learning
and determine your training needs. Kindly read and fill up the form. If you are done u can submit it to
me.

(collect self- assessment checklist)

Before I will assign the task based on the evidence gathered, I will distribute to you first the Trainers
Record Book, kindly filled out the front page of your TRB. Your rate in every learning outcome/task to be
performed is rated in the TRB.
You may take a 15 minutes break.
Step 7: Assigning Individual Tasks

NOTE: Place the trainee's task in the Quality Control Area.

So, how’s your break? I have already organized your training needs according to your selected competencies
based on your Self-Assessment Checklist. But before you get your individual task I will demonstrate to you
first on how to assemble Electronic product, service consumer electronic product and service industrial
electronic modules, product and system.

(Assuming you are done demonstrating)

So, this is the assembled electronic product which is a power supply.

Anyone want to volunteer? To test the power supply?
(need interaction with the trainee)
okay, thank you…
Since I am done performing, you may now get your individual task at the quality control area.

Okay, Ms.__ kindly read your task.

Trainee A (slow learner): perform core 1, (assemble electronic product) at the practical work area. (this is
your specific instruction)

Trainee B (Fast learner): Perform Core 2, (service consumer electronic product and system) at the practical
work area. (this is your specific instruction)

Trainee C (moderate learner): read information on core 3, (service industrial electronic product, modules
and system) at the learning resource area. (this is your specific instruction)
Kindly read your specific instruction and do it in step by step manner as reflected in the performance criteria.

Before you proceed with your different tasks, let me remind you a few things.
First, the ratings of your tasks will be recorded on your TRB so don’t forget to bring your TRB with you.
Wear your face mask and face shield and observe social distancing. You can also wear the appropriate PPE
according to the given task.
Do you have any questions?
If none, you may now proceed to your respective areas.

Step 8: Monitoring Individual Task

 MONITORING

FIRST CHECK

Ms. A: How are you doing? Can I check your work?

You have acquired the knowledge on how to mounting and soldering components, but you are not finish
yet, so, kindly continue your work and I will check you later.

Ms. B: How are you doing? Can I check your work?

Very good. You have acquired the knowledge on how performing mechanical/electronic testing. Where
is your TRB so I’m going to sign it, and come with to the quality control area to check you progress and
achievement chart.
Congratulation, you have completed all core competency. You satisfactorily perform the given task, so,
your next task is to perform all core competencies at the institutional assessment area. You may
now proceed.

Ms. C How are you doing? Can I check your work?

Very good Ms. C, you’re done reading on how to applying soldering/desoldering technique and
procedures, where is your TRB so I’m going to rate your performance. Come with me to the quality
control area to check your achievement and progress chart. Now you are going to perform demonstration
on applying soldering/desoldering technique and procedures at the practical work area. You may now
go.

SECOND TIME CHECKING

Miss A. Can I check your work? you are still didn’t fix well your work, do it step by step manner, kindly
continue fixing your work. I will check you later to check you task.

Ms. B Are you done? Can I check your work?

Very good Ms. B, the given task was very well executed.
Can I have your TRB so I can sign it?
Please follow me to the Quality Control Area to check your progress and achievement chart.
Congratulations Ms. B, u have completed all Core Competencies. U are now ready to undergo the
National Assessment.

I am now going to assign you to assist your co-trainee if it is ok with u?

Kindly help Ms. A on how mounting and soldering components. You may find her at the Practical Work
Area. Thank you.
Ms. C, are you done? Can I check your work?

Good job Ms. C, u have performed well. Can i have your TRB so I can sign it?
Please follow me to the Quality Control Area so that I can check your Achievement and Progress Chart.
Very good Miss C. the given task was very well executed, based on the gathered evidence you have
satisfactorily perform core 1 which is assemble electronic products and core 2 which service consumer
electronic product and system, now your next task is to perform core 3 which is service industrial
electronic module product and system, but since we are running out of time you will continue you task
next meeting. You may take your seat.

Ms. A. are you done? Can I check your work?

You are able to mounting and soldering components but you didn’t finish your task. Since we are
running out of time you will continue you task next meeting. Ms B. thank you for assisting Ms A. you may take
your seat.

END OF MONITORING

So, trainees based on my observation, all of you were able to get a high rating in the written test but some of
you were not able to perform well during demonstration. So I suggest everyone to practice more and review all
your learning.

We will continue your activity next meeting.

But before we will dismiss may I ask everyone to evaluate my performance today as a trainer. Kindly answer
this Trainer’s Evaluation Form.

You may submit it to me if you are done.

Do you have any questions?

If none, you can go now. Thank you and see you next meeting.