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TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITYNational Institute for Technical Vocational Education and TrainingTESDA Complex, East Service Road, South Expressway, Taguig, Metro Manila, Philippines

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Produced by:CURRICULUM AND TRAINING AIDS DIVISIONNATIONAL INSTITUTE FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAININGTECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITYTESDA Complex, Service Road South Superhighway, Taguig, Metro Manila, Philippines.

A PROCEDURE GUIDE FOR REGIONAL DEVELOPMENT OFTRAINING REGULATION

INTRODUCTION

Any individual performing a job is required to follow a set of procedures.For a TESDA Program Specialist who desire to facilitate development of anoccupational Training Regulation need to learn new tasks, these may bemarketing Training Regulation development program or planning thedevelopment of Training Regulation. Each of these procedures is composed of setof activities. Activities may be things such as: Assess customers need for newprograms, present DACUM concept, rationale & benefits. These activities arecalled doing activities because they require the individual to physically completesome action. A second type of activity is to answer a question, such as: do youhave a Training Regulation for your occupational area? Do you know your roleas TR facilitator. These activities are called knowing activities, because theindividual is required to use his/ her knowledge with no physical actions required.A job is, therefore, the sum of all the doing and knowing activities the individualassigned to a job must perform.

The TESDA Program Specialist who plans to make use of the DACUMprocess of developing a curriculum will be doing quite a different job. This newjob was analyzed in terms of the activities to be performed and incorporated into aset of JOB GUIDE called PROGUIDE (Procedure Guides).

After each Proguide a set of performance checks is given to measure yourability to do the task. Check yourself, if you can perform the given task beforegoing to the next Proguide. Call your Resource Person for advice for furtherreading or advance materials for the particular Proguide.

ABOUT THIS PROGUIDE

A PROGUIDE is a road map of the doingand knowing activities you will performedas a CBTESD instructor.

• The doing activities are shown as

• The knowing activities is as shown

• The arrows between symbols show You which activity is performed first, Second, third, and so on.

• The Home base symbol shows you which Proguide title is next.

• The text on the right side of the Proguide Will give you additional information

• In some instances, you will need additional Information Sheet (INFOSHEET)

PROGUIDE

Text

INFOSHEET

PROGUIDE 1

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(#%+.+6#614I5�41.'A person who plans the occupational analysis

process, makes the necessary pre-workshoparrangement—including the selection of thecommittee of occupational experts is a coordinator,while the person who lead and facilitate the conductof occupation/job analysis, task analysis, validationof Training Regulation preliminary draft verificationis referred to as facilitator.

Under the CBTESD professional and staffdevelopment program, the trend is combining thesetwo functions to the role of the same person.

Although, Training Regulation DeveloperFacilitator training profile was adapted from theDACUM Research Chart for DACUM Facilitator,attempt was made in this guide to customize it withthe local condition, particularly for TESDA TOQCSand CBTESD reforms.

As facilitator, a person should exhibit thefollowing worker behaviors:

"Professional image and outlook, sensitivity forothers, ability to establish and maintainenthusiasm, a sense of humor, ability to showempathy, ability to display and maintain apositive image, patience, and the ability to makedecisions."

In addition, he must also possess the followingcharacteristics:

� Understanding of the TESDA reforms� Skill in occupational (job) analysis

procedures� Ability to display warmth and establish

rapport quickly with participants� High degree of sensitivity to both verbal and

nonverbal communication� Ability to motivate and encourage

participants� Willingness to assume and “act out” the role

of process expert while accordingparticipants the role of content experts

� An appreciation of the value of small-groupprocess so that participants are allowed towork things through by themselves

� Excellent listening skills and memory� Ability to obtain consensus from

participants

PLAN AND ORGANIZED TRDEVELOPMENT

TR DEVELOPERFACILITATOR’SROLE

1

Whatdoes a TR Developer

Facilitators do?

Are youready to develop a

Training Regulation foryour occupational

areas?

ATTEND DACUMWORKSHOP

OR READ TESDA DACUM

PROGUIDEA

LEAD TR DEVELOPMENTWORKSHOPS

NO YES

READ/STUDY SUCCEEDINGPROGUIDES

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DACUM Facilitator

A. Market theDACUMProcess

A-1 PresentDACUMconcepts,rationale& benefits

A-2 PrepareDACUMpromotionalmaterials

A-3 Establishprocedure forprovidingDACUMservices

A-4 PromoteDACUMservices

A-5 Consultwith potentialDACUMcustomers

A-6 Assesscustomer needfor DACUM

B. Plan theDACUMWorkshop

B-1 Conductoccupationalanalysisliterature search

B-2 OrientStakeholders toDACUMprocess

B-3 Developcommitteemember profile

B-4 Arrangefor workshopfacilities

B-5 Scheduleworkshop andrelated activities(e.g., dates,times

B-6 Arrangefor supportservices (e.g.,media, food)

B-7 Decidewhether toallowobservers

B-8 SelectDACUMworkshop team

B-9 Prepareworkshopagenda

B-10 Obtainworkshopmaterials

B-11 Prepareroom forworkshop

B-12 Monitorlogisticalarrangements

C. Recruit theDACUMWorkshopCommittee

C-1 Develop working definition ofjob, occupations, process orfunctional area

C-2 Researchsources ofcommitteemembers

C-3 Developexpert workerselection criteria

C-4 Establishgeographicalarea to berepresented

C-5 Developcriteria forselectingindustryrepresentatives

C-6 Identifykey contactpersons

C-7 Assess needfor supervisorsof expertworkersrepresentation

C-8 Assess needto involvespecial interestgroups

C-9 ExplainDACUM toemployers whenrecruiting

C-10 Invitecommitteemembers

C-11 Assistcommitteemembers inobtainingemployerapproval

C-12Accommodatecommitteemembersspecial needs

C-13Confirmparticipation ofDACUMcommitteemembers

D. Orient theDACUMCommittee

D-1 Greetcommitteemembers uponarrival

D-1 Collectcommitteemembersidentifying data

D-3 Conductcommitteememberintroductions

D-4 Facilitatean ice-breakeractivity

D-5 Reviewworkshopagenda

D-6 Presentrational forspecificDACUMworkshop

D-7 Clarifyroles offacilitator,committeemembers,recorder,observers,andcurriculumdevelopers

D-8 PresentDACUMphilosophy andconcepts

D-9 Reviewhigh qualitysampleDACUM chart

D-10 Teachcommitteemembers tocompose dutyand taskstatements

D-11 Presentthe DACUMprocedural steps

D-12 Explainthe workshopground rules

D-13 Conduct aconsensus-seeking exercise

D-14Describeplannedfollow-upactivities

E. Manage theGroup Process

E-1 Controlgroup pace

E-2 Resolvegroupconflicts/concerns

E-3 Direct thegroup’s focus(clarify role ofcommittee)

E-4 Enforcerules forobservers

E-5 Balancecommitteeparticipation

E-6 Reinforceproductivebehaviorcontributions

E-7 Dealwithdisruptiveorunproductive committeemember

E-8 Probe withquestions

E-9 Evaluateprogress ofworkshop

E-10 Coordinatehospitalityfunctions

E-11 Terminateunproductivesession

F. FacilitateChartDevelopment

F-1 Conduct ajob,occupational,process, orfunctional areareview

F-2 Conductbrainstormingof the wholeoccupation

F-3 Elicit dutystatements

F-4 Obtainconsensus oninitialsequencing ofduty statements

F-5 Conductbrainstorming toelicit taskstatements (eachduty)

F-6 Obtainconsensus ontask statements(each duty)

F-7Reintroduceunresolvedcontributions

F-8 Elicit list ofgeneralknowledge andskills

F-9 Elicit list ofworkerbehaviors

F-10 Elicit listof tools,equipment,supplies andmaterials

F-11 Elicit listof futuretrends/concerns

F-12 Identifylist of acronymsand theirmeanings

F-13 Reviewinitialbrainstorminglists with thecommittee

F-14 Refineduty andtaskstatements

F-15 Sequencetask statements

F-16 Sequenceduty statements

F-17 Assesschart usingDACUMqualitystandards

F-18 Conductfinal review ofchart

F-19 Code taskand dutystatements

F-20Administercommitteeevaluation ofworkshop

F-21Arrange forrecognitionandpublicity

G. VerifyDACUMResults

G-1 Publishdraft DACUMResearch Chart

G-2 Developverificationstrategy

G-3 Developverificationinstruments

G-4 Selectverificationrespondents

G-5 Collectverification data

G-6 Analyzeverification data

G-7 defineDACUMchart basedonverificationdata

G-8 Publishverificationreport

H. CoordinatePost DACUMActivities

H-1 PublishrevisedDACUM chart

H-2 MaintainoriginalDACUM data

H-3 Distributethe revisedDACUM chart

H-4Acknowledgecontributors tothe DACUMprocess

H-5 Consult onthe applicationof DACUMresults

H-6 Identifycustomer needsfor workshopassistancebeyondDACUM

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SUGGESTED TRAINING PROFILE FOR TRDEVELOPMENT FACILITATOR

DUTY TASKS

A - MARKET THE TRDEVELOPMENTPROGRAM

A-1 Establishprocedure forproviding TRdevelopment services

A-2 Assess customersneed for new program

A-3 Present DACUMconcept, rationale, &benefit

A-4 Prepare TRdevelopmentAgreement &Documents

B – PLAN TRDEVELOPMENTWORKSHOPS

B-1 Conductoccupational analysisliterature search

B-2 Select TRdeveloper team

B-3 Arrange forsupport services

B-4 Obtain workshopmaterials

B-5 Arrange forworkshop and relatedactivities

B-6 Arrange forworkshop facilities

B-7 Prepare workshopagenda

B-8 Prepare room forworkshop

B-9 Monitor logisticalsupport

C – RECRUIT THE TRDEVELOPMENTWORKSHOP COMMITTEE

C-1 Research sourceof committee member

C-2 Developcommittee memberprofile

C-3 Develop criteriafor selecting industryrepresentatives

C-4 Identify keycontact persons

C-5 Invite committeemembers

C-6 Confirmparticipation ofworkshop committeemembers

D – CONDUCT DACUMWORKSHOP OFOCCUPATIONALSTANDARD

D-1 Conductcommittee membersintroduction

D-2 Present rationalefor specific DACUMworkshop

D-3 Clarify roles offacilitator, committeemembers, recorder,and observer

D-4 Teach committeemembers to composeduty and taskstatement

D-5 Present DACUMprocedural steps

D-6 Explain theworkshop ground rules

E – CONDUCT DACUMWORKSHOP FORTRAINING STANDARD

E-1 Conductconsensus seekingexercise

E-2 Control grouppace

E-3 Resolve groupconflicts/concerns

E-4 Balancecommitteeparticipation

E-5 Prove withquestions

E-6 Evaluate progressof workshop

F – FACILITATEDEVELOPMENT OF TRPRELIMINARY DRAFT

E-7 Conductbrainstorming of thewhole occupation

E-8 Obtain consensuson sequence of dutyand task statement

E-9 Elicit taskelements

F-1 Review TRdocuments with thecommittee

F-2 Refine TRdocuments

F-3 Conduct finalreview of TRdocuments

F-4 Reproduce TRpreliminary draft

G – CONDUCTVALIDATION WORKSHOP

G-1 Select validationcommittees

G-2 Collect validationdata

G-3 Analyzevalidation data

G-4 Refine TR basedon validation data

H – COORDINATE POSTTR DEVELOPMENTACTIVITIES

H-2 Arrange forapproval by TESDABoard

H-3 Publishedapproved TR

H-1 Acknowledgecontributor to the TRdevelopment

H-4 Distribute thepublished TR

H-5 Maintain files andrecords of TR

G-5 DocumentValidation Workshop

E-10 Elicit list of othertraining components

SAMPLE 4

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HOW FREQUENTLY IS THE TASK PERFORMED?

Veryimportant

Very frequentlyModerately frequentlyInfrequently

Training Level 2Training Level 1Training Level 1

How important is the task? Moderatelyimportant



Yes Notimportant



Is the task difficult?

Veryimportant



No

How important is the task?

Moderatelyimportant



NotImportant



KEY TO TRAINING LEVEL1 = Very high priority. Very high standards required ensuring skill retained without frequent practice on the job2 = High training priority. Standards up to the level required to do the task completely without further training or practice.3 = Moderate training priority. Standards below those required to do the job efficiently and further training or practice required.4 = Low priority. Standards well below competent task performance. Formal training merely provides basis for subsequent in-unit training and practice.5 = Formal training not required. Task can be picked up easily on the job.

SOURCE: INPO selection devices, taken from Instructor/Instructional Technology Training, Unit II. Analysis(Newport, MI: Edison Nuclear Operation Training, Enrico Fermi Atomic Plant, n.d.), p 2-20.

FIGURE 1

TASK SELECTION DECISIONS

USE COLLECTED DATA TO HELP MAKE DECISIONS ABOUT WHATTASKS:

1. Must be taught2. Should be taught3. Could be taught4. Should not be taught

SOME OPTIONS:

1. May use arbitrary cut-off scores� On importance (e.g., 2.5)� On difficulty� On a combination of the two or more scores

2. May weigh different scores differently May devise a formula for this

RELATED DECISIONS:

1. How will each task be taught?a. Classroomb. Classroom and labc. Lab onlyd. OJT

2. How much time will be allotted?3. What print and media materials will be used?

REMEMBER YOU MUST:

1. Decide in advance what information you want to aid you in decisionmaking

2. Make justifiable professional decisions – tere are no magic sure-fireformula

WORKSHEET 1

QUESTIONNAIRE INVENTORY

HOWIMPORTANT IS

THE TASK/

HOW FREQUENTIS THE TASKPERFORMED?

OCCUPATION TITLE:

CodeDUTY/TASK No. V

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PROGUIDE A

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Training Regulation (TR) is the documentthat serves as basis for establishment ofqualification and certification system of theTESDA, Likewise it also serve as guide forcurriculum and instructional materialsdevelopment for CBTESD.

At the national level, the TechnicalAdvisory Panel and Technical Expert Panel whodetermine the priority occupation for a sector aresupervising the development of TrainingRegulation.

At the regional level, however there areoccupational areas that are not covered aspriority sector, but have potential for training inthe locality. Under this situation a facilitator hasto develop the training regulation for this sectoror occupation. This mean that facilitator shouldestablish procedures for providing TRdevelopment following the existing proceduresand policies being set by the TESDA directorate.

Since developing training regulation wouldrequire customer's participation, there is a needinformation campaign to inform and seek theirparticipation in the process. Information such asthe following:

� What services will be offered?� How cost of services will be determined� Type of agreement needed?� What approval is needed?� How billing and payment will be handled� Where workshops can be conducted,

what facilities are available, and what isthe geographical area of interest?

In order to do these, facilitator need to:• Assess customers need for new

program• Present DACUM concept, rationale

and benefit• Prepare agreement and documents.

ESTABLISH PROCEDUREFOR PROVIDING TR

DEVELOPMENT

A

Does youroccupational

area has a TR?

PROGUIDEB

MARKET THE TRDEVELOPMENTPROGRAM

ASSESS CUSTOMER’S NEEDFOR NEW PROGRAM

PRESENT DACUM CONCEPT,RATIONALE, & BENEFIT

PREPARE TR DEVELOPMENTAGREEMENT &

DOCUMENTS

NO

PROGUIDE B

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One of the first tasks the facilitator maywant to perform is to conduct a search of theliterature for existing job analysis. TESDAINFODOS has a compilation of existing jobanalysis and DACUM charts developed fromother sources.

Why should a facilitator conduct aliterature search?

• No existing TR• Search and review can provide a

good idea of what has already beendone where and by whom

• Literature can be useful as youdevelop a working definition of theoccupation.

The TR developer team will usuallyconsist of four or fine carefully selected persons.These persons performance will determine to alarge degree the success or failure of theworkshops and post activities. Ideal compositionof the team include:

• Facilitator• Coordinator• Recorder• Editor/proofreader• Contracting Agency representative

Your workshop will require three primary typesof support services:

• Media equipment• Food services• Reproduction services

CONDUCT OCCUPATIONALANALYSIS LITERATURE

SEARCH

PLAN THEDACUMWORKSHOPS

B

Does yourOccupational areas Has a nationally

approvedTR?

SELECT TR DEVELOPERTEAM

PROGUIDEB-1

NO

Do youHave the workingteam to assist you?

ARRANGE FOR SUPPORTSERVICES

NO

PROGUIDE B-1

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A few days before the workshop begins is agood time to check your supplies and materialsto see if you have everything needed and inadequate supply.

Related activities such as transportation,accommodations, welcoming, the participantsshould also be look into as a matter ofpreparation.

The room should have an unbroken wallsurface of at least 30 feet and should be ofsufficient size to house the participants and anyobservers comfortably.

The workshop agenda should specify thebeginning and ending times of the workshop andoutline the major activities and the approximatetimes they should occur. It is reassuring to thecommittee that the workshop is well planned andmembers can see the major time frames needed.

To facilitate the interactions that must takeplace in a DACUM workshop, the participantsshould be comfortably seated so that they caneasily see and hear each other, as well as read allitems placed on the wall.

While important arrangement should havebeen initiated or made, you or someone youdesignated needs to closely monitor all thelogistical preparations for the DACUMworkshops and post activities.

OBTAIN WORKSHOPMATERIALS

PLAN THEDACUMWORKSHOPS

B-1

ARRANGE FOR WORKSHOPRELATED ACTIVITIES

PROGUIDEC

ARRANGE FOR WORKSHOPFACILITIES

PREPARE WORKSHOPAGENDA

PREPARE ROOM FORWORKSHOP

MONITOR LOGISTICALSUPPORT

PROGUIDE C

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There are many ways to identify sources ofcommittee members and key contact personswithin business, industry, government andacademe. Facilitator should exert every effort toidentify the type and category of expert workersneeded for the DACUM committee.

• Advisory committee• Chamber of Commerce• Business and industrial associations• Yellow pages• Public employment service office• Instructors• Former students

The committee member are the contentexperts for the entire process, and, therefore,selected with the utmost care. A range of 5-12 persons is recommended. A minimum offive persons are needed for a high qualityDACUM workshop.

Recommended expert worker selectioncriteria:

• Technical competence• Full-time employment• Occupational representativeness• Effective communicator• Team player• Full time commitment

With a committee member list in mind, your areready to contact and invite the committeemember. Infosheet 4 provide additionalinformation.

RECRUIT THE TRDEVELOPMENTWORKSHOPSCOMMITTEE

RESEARCH SOURCE OFCOMMITTEE MEMBER

PROGUIDED

DEVELOP COMMITTEEMEMBER PROFILE

DEVELOP EXPERTWORKER SELECTION

CRITERIA

IDENTIFY KEY CONTACTPERSONS

INVITE COMMITTEEMEMBERS

Where ?Who? and how will

You recruit yourWorkshops committee?

CONFIRM PARTICIPATIONOF COMMITTEE

MEMBERS

C

PROGUIDE D

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Conducting DACUM workshop foroccupational standard development is the firstphase in developing the Training Regulation.Occupational analysis workshop is intended toproduce the DACUM Research Chart of theparticular occupation being analyzed.

The normal procedure for conductingintroductions is for the facilitator to call themeeting to order. A simple opening programwhere administrator or sponsor takes part inwelcoming and setting rationale and goal andobjective could be very effective.

At this point, the facilitator should takeover the leadership of the workshop andmaintain for the next days. The facilitator mustimmediately begin to create a friendly , warm,and cooperative atmosphere. After a few wordsof personal greeting, the facilitator should ask allthe participants to briefly introduce themselves.Specifically, the should give their name,company or agency name, current position, andyears in that position.

In the succeeding one hour the facilitatorshould exert every effort orient the committee onrationale, agenda, procedures, ground rules ofthe DACUM process.

CONDUCTDACUMWORKSHOP OFOCCUPATIONALSTANDARDS

D

CONDUCT COMMITTEEMEMBERS

INTRODUCTION

PROGUIDED-1

PRESENT RATIONALE FORSPECIFIC DACUM

WORKSHOP

PRESENT DACUMPRODURAL STEPS

Do youHave Occupational

Standards?

EXPLAIN THE WORKSHOPGROUND RULES

PROGUIDE D-1

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Before the DACUM process can begin,the facilitator must explain the roles of thecommittee, the facilitator, the recorder andobserver (If any). He must present a clear andconcise overview of the entire DACUM process.Each member needs to be motivated toparticipate actively in the process. Theirindividual and collective contributions will bevital.

It is essential for the facilitator to establish his orher role clearly and thereby establish his or hercredibility as the DACUM process expert, at thesame time clearly acknowledge the committeemembers as the occupational or content experts.

The committee members in the DACUM processare charged with deciding what skills should betaught to students wanting to enter work in theirfield. Hence, their role is also critical tosuccessful development of a valid DACUMchart. In all decisions regarding the skillsinvolved in the occupation, the participants mustbe given the authority to decide.

The recorder is an assistant to the facilitatorwhose job is to record the committeecontributions, as directed by the facilitator. Theobserver's role is to do just that--observe.

In Infosheet 5 guidelines in writing duty and tasklist provide useful information and aids inunderstanding of the committee in composingduty and task statement.

CONDUCTDACUMWORKSHOP OFOCCUPATIONALSTANDARDS

D-1

CLARIFY ROLES OFFACILITATOR,COMMITTEE,

RECORDER, ANDOBSERVER

PROGUIDEE

TEACH COMMITTEEEMEMBERS TO COMPOSE

DUTY AND TASKSTATEMENT

PROGUIDE E

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Conducting DACUM workshop fortraining standards development is the secondphase in developing the Training Regulation.Task analysis workshop is intended to producethe task sheets for each task in the DACUMchart of the particular occupation beinganalyzed. In addition, other training componentsare elicited from the committee, e.g., traineequalification, instructor qualification, list of toolsand equipment, list of training materials andreference materials, and shop layout.

The major purpose of brainstorming theoccupation/job, process and functional area is toclearly establish the parameters of theoccupation to be analyzed. Everyone needs toknow which job or occupational specialties areto be included in the analysis and which one areto be excluded.

Once the committee is satisfied that allduties task have been identified, review if theirsome task that are duplication with the others, orthere are some task that should be sequenceahead or after the other. Also look for job thatare related and could cluster as one a duty wherethe task often occurs.

The step should be viewed as anopportunity--perhaps during a brief break topersonally check to see if everything that shouldbe done to meet DACUM quality standard hasbeen done.

The facilitator should now be ready toobtain final agreement on whether the chart is areasonably accurate and comprehensivedescription of the particular occupation. Codethe duty and task.

CONDUCTDACUMWORKSHOP FORTRAININGSTANDARDS

CONDUCT A JOB,OCCUPATIONAL,

PROCESS, ORFUNCTIONAL AREA

REVIEW

PROGUIDEE-1

OBTAIN CONSENSUS ONSEQUENCING OF DUTYAND TASK STATEMENT

ASSESS CHART USINGDACUM QUALITY

STANDARDS

Do youHave Training

Standards?

CONDUCT FINAL REVIEWOF CHART

E

PROGUIDE E-1

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ELICIT TASK ELEMENTS

CONDUCT DACUMWORKSHOP FORTRAININGSTANDARD

E-1

CONDUCT CONSENSUSSEEKING EXERCISE

PROGUIDEC

CONTROL GROUP PACE

RESOLVE GROUPCONFLICT/CONCERNS

BALANCE COMMITTEEPARTICIPATION

PROBE WITH QUESTIONS

ELICIT LIST OF OTHERTRAINING COMPONENT