Work – based Training
Unit
2.1 Outcomes: At the end of this chapter, the students are expected to:
tended
Learninng
1.
Intended Learning Outcomes: At the end of this chapter, the students are
expected to:
1. Define and explain Work-Based Training.
2. Enumerate the objectives of work-based training.
3. Compare and contrast the types of work-based training.
Work-based training is one of the best components of Competency-based
training. It is a training approach that aims towards the acquisition of competencies that
directly related to the actual industry practices. Using this mode of training would
enhance and concretize skills that are learned in an in-house training.
Every trainer should be responsible for the on and off the job training of his
trainees. Discussions in this module will develop your skills and competency in planning,
implementing, monitoring and evaluating the work- based learning of your trainees.
This learning outcome requires you to learn how to establish trainee's training needs
and develop a training plan for work-based training. To be able make a training plan,
you must learn how to establish training needs and consider guidelines of work-based
training.
In this lesson, you will learn the objectives of work-based training and the different
types work-based training.
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2.1.1 Work Based Training
Work-Based Training is a
training delivery mode by
which trainees are exposed
in the workplace. Training
shall
be
done
in
coordination
with
Industry/Training Provider
thru a Memorandum of
Agreement
/
Training
Agreement by ILDO. It
involves a Training Plan
agreed and approved by
both parties.
A Training Plan shall be provided as a guide in the conduct of training in the
workplace. The paid or unpaid work experience must be monitored by a qualified
trainer/ training coordinator.
Workplace refers to industry and school-based activities e.g. Training cum
Production, and Entrepreneurial Activities like production of pastries.
2.1.2 Types of Work-Based Training
1. Job Shadowing
It is a school-supervised career
exploration activity wherein trainees visit
worksites and "shadow” employees as
they perform their jobs. Job shadows
emphasize observing the workplace, not
participating as a productive worker.
Job shadowing allows a student, employee, or intern to gain comprehensive
knowledge about what an employee who holds a particular job does every day. Job
shadowing provides a far richer experience than reading a job description or doing
an informational interview during which an employee describes their work.
Job shadowing allows the observer to see and understand the nuances of a
particular job. The job shadowing employee is able to observe how the employee does
the job, the key deliverables expected from the job, and the employees with whom the
job interacts.
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They can attend employee meetings, visit customers, attend conferences or
training events, and become completely familiar with the job.
Job shadowing is an essential component of any internship experience; interns
need the opportunity to experience a range of jobs within a company while they work in
their internship. (Having an intern sit at a desk and do the same tasks for the duration of
the internship is indicative of poor planning and providing a failed intern experience.)
Finally, job shadowing becomes essential when an employee is trained internally
for their next role. For example, the HR manager shadows the HR director when the
director is expecting a promotion to vice president; an HR assistant shadows the HR
generalist when the generalist expects a promotion to HR manager.
In a manufacturing company, the press operator cannot receive a promotion to a
supervisory role unless he has trained a press operator to replace him. Training starts
with job shadowing so the replacement employee understands the big picture before
working to operate the ten-ton press.
Different types of job shadowing:
1. Observation – “fly on the wall”
As a visitor/guest you will spend the agreed period of time observing the day
to day work of your host. This may involve a range of activities such as
attending meetings, watching interactions with customers, etc. In fact it
should be a typical representation of what the “host” individual does on a
daily basis. This type of shadowing works best when a visitor/guest is looking
to gain a greater understanding of what the host’s job role actually consists
of. So, for example, if someone is considering a career change but is not quite
sure if they fully understand what is involved in that role doing some job
shadowing will give them the opportunity to explore this further. The host
will provide opportunities for questions and a de-brief to ensure that both
parties benefit from the shadowing.
2. Regular Briefings – “Burst Interactions”
Here a visitor/guest will shadow the host for specific activities over a period
of time which are all preceded by a mini brief and follow up debrief. This
works best when individuals work near to the host and the host can then
advise them of dates and times of specific activities which are of value in
understanding the role of the host. This type of shadowing provides short
periods of focused activity, rather than passive ongoing observation.
However it needs careful timing and planning if it is not to become
disruptive.
3. Hands On – “job sharing”
This is an extension of the observation model, where the visitor/guest starts
to undertake some of the tasks they have observed. This provides the
visitor/guest with hands on experience of the role whilst having the safety
net of being closely supervised by the host. This is not always possible and
would need to be discussed on a case by case basis between the host and the
visitor/guest.
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2. Internship
Internships help trainees move from school to the workplace by offering "handson” learning, in real work settings, over a relatively long period of time. They are schoolsupervised and may be paid or unpaid. The internship is designed to give trainees a
better sense of the jobs within a particular business or industry; to provide trainees with
information about all aspects of the business; and to aid them in understanding,
through experience, how each part of a company aids another in meeting the goals and
objectives of a business or industry.
3. Apprenticeship Program
It is a training and employment program involving a contract between an
apprentice and an employer on an approved apprenticeable occupation. Generally, it
aims to provide a mechanism that will ensure availability of qualified skilled workers
based on industry requirements. The period of apprenticeship covers a minimum of four
months and a maximum of six months. Only companies with approved and registered
apprenticeship programs under TESDA can be hired as apprentices.
4. Learnership Program
It is a practical training on-the-job for approved learnable occupations, for a
period not exceeding three months. Only companies with TESDA approved and
registered learnership programs can hire learners.
In South Africa, learnerships are usually managed by SETA or Sector Education
and Training Authorities. The government introduces them to assist skill learners and to
prepare them for the job. The program can seriously provide a help so candidates can
obtain the workplace experience and necessary skills – leading to better selfemployment or employment chances.
Learnership provides you with both theoretical and practical training. In this way,
you gain both knowledge and also a direct working experience at the same time.
Through this comprehensive and integrated learning program, you can gain a lot.
Learnership programs are generally open for young people. Those who have completed
college or school can apply. The program is for them between 16 and 35 years of age.
Unemployed and disabled people are welcome to join.
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About the Learnership
Here are some things that you should know about learnership programs in general.



The candidates do not usually pay for participating in the program.
They can get a minimum allowance that is not necessarily a salary. Generally, the
allowance is to cover meals, travels, and accommodation. However, not all
programs provide such a thing. Sometimes, the candidates only get enough
allowance for meal without accommodation or travel. It depends on the
company’s policy and the nature of the learnership
The length of the learnership program depends on the qualification, the
company’s policy, and much more. In some cases, it may last for 6 months while
in others; it may last for 24 months.
The general stage for learnership programs are these:



Candidates need to sign legal documents. One is the learnership agreement
signed by the company (or organization), you as the candidate, and the provider
offering the theoretical compounds. This agreement is usually about the
obligations and rights of the involved parties.
Another one is the employment contract – it is between the employer and you.
This is only valid during the learnership period.
The candidates are not guaranteed the employment or vacancy in the company,
but they will definitely have a better position to ‘sell’ and market themselves.
5. Dual Training System
It is an instructional mode of delivery for technology-based education and
training in which learning takes place alternately in two venues: the school or training
center and the company. The student-trainee reports to the school once a week while
he works and trains in the company during the rest of the week.
One example is the Meralco Technological Institute (formerly Meralco
Foundation). It has been offering scholarships for two-year DTS courses in automotive
and motorcycle technology, industrial mechatronics, refrigeration and air-conditioning,
network administration, and marine technology.
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6. School-Based Enterprise
School-based enterprises (SBEs) typically involve trainees in the management of
a business that produces or sells goods and services as part of a school program. SBE
activities help trainees increase their skills in problem solving, business operations, time
management, and working in teams. The SBE is typically located at a school and is a
popular work-based strategy for school districts without access to many local
employers.
2.1.3 Objectives of Work-Based Training
The objectives of the Work-Based Training are as follows:






To expand and enhance the trainees' learning through planned career
experiences in an actual work setting.
To help the trainees make the transition from school to work and career.
To teach the environment of work.
To increase the trainees' awareness and appreciation of the relevance of basic,
common and core competencies as they apply to their qualification/
occupational choice.
To provide the trainees with opportunities for potential career placement in their
occupational choice.
To project a positive image for trainees through involvement in business and
industry
2.1.4 Definition of Terms:
Career Experience is a planned and progressive educational program by combining
academic studies with on-the-job experience. It helps the trainees
gain the experience needed to obtain the job of their choice.
(http://www.fms.treas.gov/hrd/students/scep.html)
Career – The general course or progression of one's working life or one's professional
achievements.
Placement - The finding of suitable accommodation or employment for applicants.

Please note that in this course/subject, you are the trainer and this work-based
training and its types would help you achieve the objectives of your training in
the future
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Module 2 (Prof Ed 324)
Activity No. 2.1
Name _______________________________________
Program/Year: ____________ Date Submitted:
SELF CHECK 2.1
I.
Identification
Instruction: Identify the words or group of words described by the following statements.
1. A practical training on-the-job for an approved occupation, for a period not
exceeding three months.
2. A training delivery mode for technology-based education and training, in which
learning takes place alternately in two venues: the school or the training center
and the company.
3. A training and placement programs involving a contract between a trainee and an
employer on the approved occupation. It covers a period of not less than four
months and not more than six months within the company.
4. The general term for a type training delivery mode by which trainees are exposed
in a work-place.
5. A school supervised career exploration activity wherein trainees visit worksites
and imitate employees as they perform their jobs. It emphasizes on observing the
workplace, not participating as a productive worker.
II.
Enumeration
Instruction.: Give what is asked for in the following statements.
1. What are the objectives of Work-Based Training?
a.
b.
c.
d.
e.
f.
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Module 2 (Prof Ed 324)
Activity No. 2.1
Name _______________________________________
Program/Year: ____________ Date Submitted:
Instructions: Answer or give what is/are asked in the following:
1. What is work-based training? What is its relationship with your future career as
a Technical Vocational Teacher?
Criteria:
In 3 sentences only
Content
5 points
5 points
Total 10 points
2. Compare and contrast the types of work-based training with the use of a Venn
diagram, shown below. You may choose three (3) among the six (6) types and
must have three (3) descriptions.
A
A&B
B
B&C
C
C&A
A&B&C
Total

– 3 points
– 3 points
– 3 points
– 3 points
– 3 points
– 3 points
– 3 points
– 21 points
For further understanding of a Venn diagram, you may watch a video with
the link below
https://www.youtube.com/watch?v=CkV_uRErIqk
Work-Based Learning with Emphasis on TM I
Module 2
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