FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
DEDICATION
This Teacher’s Training Module for Work Immersion Program is dedicated
with love and affection to all Senior High School Educators.
The Authors
AIRIZ MAE Y. GEONZON
JESUSA D. PALADAR
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
ACCEPTANCE
This Teachers’ Training Module for Front Office Servicing NCII Work Immersion
Program authored by AIRIZ MAE Y. GEONZON & JESUSA D. PALADAR for the
Division of Negros Oriental has been rendered by the Technical Panel and is hereby
recommended to be used by all Senior High Schools.
Technical Consultants:
ERMITA L. MIRANDA Ed.D.
DEPS-HOME ECONOMICS
RENANTE A. JUANILLO, Ed.D.
SHS Coordinator
ROSELA R. ABIERA
LRMDS Manager
Recommending Approval:
ERLINDA N. CALUMPANG, Ed.D.
Chief, Curriculum Implementation Division
LELANIE T. CABRERA, CESE
Assistant Schools Division Superintendent
Approved by:
SALUSTIANO T. JIMENEZ, CESO VI
OIC, Assistant Regional Director
Concurrent Schools Division Superintendent
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
INTRODUCTION
The DepEd designed this implementation of RA 10533 or known as the
Enhanced Basic Education Act within the framework of increased community
involvement in the learner’s experience. With this premise, DepEd offers venues for
various stakeholders to participate in the implementation of RA 10533.
This Teacher’s Training Module Work Immersion in Front Office Servicing
NCII is designed to provides an avenue for the teachers to understand what they
supposed to do during the immersion process. This said module also contains the
varied learning activities and identified competencies that can be used in the
process. Both immersion teachers and students will undergo three stages in the
immersion process namely: pre-immersion, wherein it includes the activities for
immersion teachers and the partner industry supervisor necessary for the Work
Immersion program of the students, proper immersion will focus on the activities to
be undertaken by the students in the partner industry environment during work
immersion and the post immersion includes the activities needed to end the work
immersion program in the partner industry . Through work immersion, the students
are exposed to and become familiar with work-related environment related to their
field of specialization to enhance their competence.
In relation to this work immersion program, the students are expected to
acquire basic skills required at the reception, management of customer services
operations and front office operations, and the basics of security and safety in
accommodation business. Overall, students are expected to make necessary reports
out from their work immersion experiences.
A. Goals
The goal of the immersion program is to help develop among learner’s life and
career skills, and will prepare them to make decisions on employment. Through
partnership building it provide the learners with work immersion opportunities,
workplace or hands-on experience, and additional learning resources in the actual
field of work in their chosen Senior High School track.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
This Work Immersion module aims to make learners:





gain relevant and practical industrial skills (Front Office Servicing NCII)
under the guidance of industry experts and workers
appreciate the importance and application of the principles and theories
taught in school
enhance their technical knowledge and skills
enrich their skills in communications and human relations
develop good work habits, attitudes, appreciation, and respect for work
B. Group Size
Option A:
In a school with 40 students deploy for work immersion, there are eight (8)
target partner industries that can accommodate five (5) learners a day for four (4)
hours. In the case that there are enough partner industries then they can
accommodate ten (10) learners a day for four (4) hours.
Option B:
In a school with 40 students deploy for work immersion, there are
eight (8) target partner industries that can accommodate five (5) learners a day for
eight (8) hours. In the case that there are enough partner industries then they can
accommodate ten (10) learners a day for four (8) hours.
However, if the school is located in remote areas, the immersion teacher will
make some adjustments or alternatives that would cater the situation.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
DATELINE AND LIST OF ACTIVITIES
A. Time Requirement
TRAINING
DELIVERY
MODELS
TIMELINE
First week of
September
Mid-week of
September
Model A
(80 Hours)
Last week of
September
First week of
October
PRE-IMMERSION
SCHEDULE OF
ACTIVITIES
 Conduct
Partner’s
Conference and
Physical Setting
 Parent &
Student PreImmersion
Orientation
 Process
student’s
insurance
 MOA Signing
 Identification of
Learning
Competencies
Mid-week of
 Teacher’s
October
Immersion
Training
PROPER IMMERSION
 Industry
Orientation
Second
 Training
Semester (First
Competencies
three months)
based on TESDA
regulations
 Weekly
Operational
Schedule and
Conference
TRAINING
VENUES
Chosen Partner
Industry
Training Center
(School)
Insurance
Company
Training Center
(School)
Chosen Partner
Industry
Public
Information
Office
Tourism Office
Hotel Reception
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
TRAINING
DELIVERY
MODELS
Model A
POST IMMERSION
TIMELINE
SCHEDULE OF
ACTIVITIES
Second Semester
(Last two
months)
 End of Immersion
Program
 Post Conference
 Accomplishment of
Reports and
Portfolios
*DTR
*Narrative Report
of *Accomplishment
*Documentation
*Reflection of the
Work Experience
*Suggestions for
work improvement
*Recommendation
 Celebration of
Accomplishment
*Acknowledging
and giving of
certificates to the
partner industries
and persons
involved in the
immersion program
TRAINING
VENUES
Training
Centers
(School)
B. Pre-Immersion
This is the time of focused preparation leading up to a teacher’s immersion
experience; wherein the immersion teacher will conduct the pre-immersion
orientation to students, guides the them in securing an accomplishing forms,
validates the accomplished forms, provides a checklist containing things to do and
documents needed for pre-immersion, during and after immersion.
In addition, the partner industry supervisor will negotiate appropriate
program of activities for the success of the Work Immersion Module. The
immersion teacher activities include the following: Conduct partner’s conference,
MOA signing, and Identification of Learning Competencies for an immersion teacher
to undertake.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
The immersion teacher will familiarize his/herself with the working
environment, facilities, policies, and business operations. Acquainting all of these
will serve as an avenue for an immersion teacher to be successful in the Work
Immersion Program of the students.
Partner’s Conference
This explains the conference between the immersion teacher and the
industry supervisor ( after the SHS focal person for partnership agreement for
possible acceptance of the immersion students in the working industry).Both
parties will agree on the scope of the work immersion program to run smoothly for
the benefit of the students who are the center of the endeavor.
Physical Setting
This describes the work immersion arrangements, duties and responsibilities
of the chosen partner industry, LGU, and the training center (school). (Refer to
Section 7 of DepEd Order No.30 s. 2017)
A. Joint Responsibilities
Both the School and the LGU shall:
1. Create a joint working group that will prepare the action plan to optionalize
the partnership.
2. Form a joint stirring committee to monitor progress of the partnership and
to make sure that the provisions of this MOA are met.
3. Adhere to all laws, memorandums and circulars especially those pertaining
to a child protection as provided for in the guidelines of Work Immersion
(Guidelines).
4. Develop the students work immersion module specifying goals and
objectives, desired outcomes of the program and how these outcomes will be
achieve, also noting the specific knowledge, skills, attitudes and
competencies that the student should acquire after completing the program.
5. Develop a Work Immersion daily schedule of activities that will be followed
by the student during the whole duration of the work immersion in the LGU.
6. Formulate local school work immersion policies and guidelines on selection,
placement, monitoring and assessment of student (immersion participants to
ensure that each student is assigned to an immersion partner match to his or
her desired track, qualifications, and aptitude).
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
The Work Immersion Partner Institution Supervisor
S/He shall be identified in the MOA and shall serve as the counterpart of the
Work Immersion Teacher. S/he shall:
a. exercise supervision over learners during the Work Immersion;
b. participate in the Joint Working Group;
c. coordinate with the School Partnership Focal Person and Work Immersion
Teacher on Work Immersion venue schedules and capacities;
d. provide input in the Pre-immersion and post-immersion activities;
e. schedule the learners’ activities in the Work Immersion venue together with
the Work Immersion Teacher; and
f. inform the Work Immersion Teacher on capacities, Work Immersion
completion performance of learners, and issues and concerns.
MOA Signing
This is an activity that will legally bind the agreement between the partner
industry and the school. This spells out the specific terms and conditions between
and among partners entering into a partnership to implement a program. This is
also going to be a ceremonial MOA signing. (Refer to Annex D: MOA Template for
LGU/ Cooperatives of DepEd Order No. 30 s. 2017)
Teacher Training Immersion
The Immersion teachers during this stage will be the one to immerse
himself/herself first in the chosen partner industry in order to: gain knowledge on
how business operates, know the arrangement of the working environment,
familiarize with the different facilities and policies implemented in the chosen
industry.
Self-Assessment Guide for Front Office Servicing NCII
The self-assessment guide will give trainer necessary data or information
which is essential in planning training sessions. (Please see attached Annex G for
Self Assessment Guide for each core competency)
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
Learning Competencies
These are the learning competencies that the immersion teacher needs to
know from the partner industry which are essentials in preparing the students for
the said program.
Code No.
Core Competencies
TRS5123105
TRS5123106
Receive and process reservations
Operate computerized
reservations system
TRS5123107
Provide accommodation
reception services
TRS5123108
Conduct night audit
TRS512305
Provide club reception services
TRS5123109
Provide concierge and bell
services
TRS5123110
Provide cashiering services
*Note: The immersion teacher will make some necessary adjustments if some of the
core competencies are not applicable to the industry.
A person who has achieved this Qualification is competent to be:

Front Office Agent
C. Proper Immersion
This is the time of immersion student deployment of school’s chosen partner
industries. The immersion students will follow the given schedule under the
supervision of the industry partner supervisor and the facilitator/trainer/lead
contact person in the industry. They will observe the Training Competency
Regulation to ensure success of the whole program conducted.
During this stage it is divided into two schedules of activities for the
immersion teacher and for the immersion student. Below are the lists of
schedule activities for both who will undergo the work immersion:
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
SCHEDULE OF ACTIVITIES FOR IMMERSION TEACHER
TIMELINE
ACTIVITIES
First week of November
 Coordinates with the
organization/establishment
Within the period of
 Monitors the students’ progress
immersion proper
 Provides interventions for students, if
necessary
 Provides general supervision to the
students
SCHEDULE OF ACTIVITIES FOR IMMERSION STUDENT
TIMELINE
ACTIVITIES
First Week of November
 Reports to the company based
on agreed timeframe
 Receives orientation from the
company/ establishment on
Second week of November
the nature of the business
description of the
product/services, target
clientele, organizational
structure, and rules and
regulations
 Participates in the activities of
Within the period of proper
the different offices that are
immersion
responsible for the areas
mentioned above
After the immersion proper
 prepares a report on the activities
performed
*Note: The immersion teacher and the student will meet once a week after the work
immersion for feed backing purposes.
Training Core Competencies based on TESDA Regulations
The students will follow the daily-weekly operational schedule as compliance
of the Training Competencies as stipulated by TESDA. This operational schedule will
aid them for their Weekly Conference for feedback purposes.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
NO. OF HOURS
10 hours
CODE NO.
TRS5123105
10 hours
TRS5123106
20 hours
TRS5123107
10 hours
10 hours
TRS5123108
TRS512305
10 hours
TRS5123109
10 hours
TRS5123110
CORE COMPETENCIES
Receive and process
reservations
Operate computerized
reservations systems
Provide
accommodation
reception services
Conduct night audit
Provide club
reception services
Provide concierge
and bell services
Provide cashiering
services
*Note: Students will bring their “immersion notebook” used in writing their
feedbacks. The overall feedback can be found in the accomplishment of
reports.
For the weekly operational schedule which must be followed by the immersion
students during work immersion proper, (refer to Annex H for Competency Map)
Training Standards based on TESDA REGULATIONS
Unit of
Competency
1. Receive and
process
reservations
Learning Outcomes
Methodology
1.1 Receives reservation
request
1.2 Record details of
reservation
Lecture
1.3 Update reservation
Supervised
Industry
Training
Supervised
Industry
Training
1.4 Advise others on
reservation details
Discussion
Assessment
Approach
Interview
Questioning
Observation
Written
exam
Role play
Hours
Demonstration
2
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
2
4
4
2. Operate a
computerized
reservations
system
2.1 Computerize
reservation system
is operated based on
property standards.
2.2 Create and process
reservations
3. Provide
accommodation reception
services
Demonstrati
on
Simulation
4
Discussion
Interview
Questioning
Observation
Written
exam
4
2.3 Send and receive
reservation
communications
3.1 Prepare reception
area for guest arrival
Discussion
Lecture
Observation
Questioning
2
3.2 Welcome and
register guests
Supervised
Industry
Training
1
3.3 Computerize
reservation system is
operated
Supervised
Industry
Training
Demonstrati
on
Role play
Interview
Demonstration
Simulation
3.4 Perform “During
Stay” functions
Supervised
Industry
Training
Discussion
Supervised
Industry
Training
Discussion
Lecture
Questioning
Interview
8
Interview
Written
exam
1
Written
exam
2
Lecture
Written
exam
Observation
Interview
4
3.5 Organize guest
departure
3.6 Prepare front office
records and reports
4.Conduct
night audit
Supervised
Industry
Training
4.1 Process internal
financial
transactions
4.2 Complete routine
records and reports
Discussion
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
4
2
4
5. Provide club 5.1 Provide
reception
information on
services
club services and
process
5.2 Monitor entry to
club
6. Provide
6.1 Handle guest
concierge and
arrivals and
bell services
departures
6.2 Handle guest
luggage
7. Provide
cashiering
services
6.3 Respond to request
for concierge
services
6.4 Manage
intoxicated persons
7.1 Prepare guest
portfolio
7.2 Collect cash, cash
equivalents or noncash transactions
Supervised
Training
Industry
Observation
Questioning
4
Discussion
Interview
4
Supervised
Training
Industry
Supervised
Training
Industry
Lecture
Role play
2
Role play
Demonstration
Interview
Questioning
2
Discussion
Interview
Observation
Demonstra tion
2
Questioning
Written
exam
4
Written
exam
Questioning
Interview
4
Supervised
Training
Industry
Lecture
Discussion
7.3 Process receipts and
payments
Lecture
7.4 Reconcile financial
transactions at the
end of the shift.
Discussion
2
4
4
TOTAL:
80 hours
*Note: If there core competencies that are not applicable in the work immersion area, then the
immersion teacher will be the one to make some adjustments
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
D.Post Immersion
This is the time to end the work immersion program in the chosen partner
industry. The activities that are included in this stage are the following: evaluate
the work immersion experiences of students and partner industries, giving of
due recognition to the partner industry, and making necessary reports.
End of Immersion Program
The Front Office Servicing NCII follows Model A which consist of 80 hours for
the work immersion program. If the immersion student will start on November 10,
2017 and granting that they can achieve the 8 hours per week work immersion then
they will probably end on January 26, 2018.
Post Conference
After the work immersion that last for 80 hours, there will be a post
conference among the chosen partner industry, the immersion teacher and the
immersion students.
Here the possible topics to be discussed after the work immersion experience:
a. Immersion teacher and students work immersion experience
b. Partner industry experience during the immersion
c. Overall work immersion feedback
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
Accomplishment of Reports and Portfolios
This is the time where the immersion students will comply all the necessary
requirements and portfolios related with the work immersion program.
Immersion Student’s Activity
 Present his/her portfolio
 Discusses his/her work
immersion experience and
relates its importance to
his/her specialization
 Participates in the exhibit
organized by the teacher
 Writes an updated resume
taking into consideration
his experience while in the
work immersion venue
 Reflects on their work
immersion experience
Immersion Student’s Output
1. Portfolio
a. Accomplishment forms
b. Pictures of work site and
nonwritten
output/projects with
captions
c. Illustrations of activities
performed (as needed)
d. Weekly diary
(narrative/account of
learning’s and
achievements, issues faced
and corresponding
resolutions)
e. Sample written output (if
any)
f. Work Immersion highlights
g. Other relevant
pictures/documents
2. Gallery
3. Updated Resume
4. Reflection paper
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
Celebration of Accomplishment
This time is the giving of recognition to the industry partners, and the people
involved in conducting a program. The celebration of accomplishment will happen
last week of March 2018.
During the celebration of accomplishment program, the training center
(school) will acknowledge and give a certificate of participation to the chosen
partner industries and the people involved in conducting the program. The students
also are given certificates of completion for completing the number of hours
required in the work immersion program.
List of Materials/Equipment needed of the entire
Work immersion Process
REQUIRED CREDENTIALS OF THE IMEMRSION STUDENTS
1. Application forms
2. PSA Birth Certificate
3. School’s Certification
4. Resume
5. Barangay Clearance
6. Police Clearance
7. Mayor’s Clearance
8. Medical Certificate
9. Photocopy of Student’s Insurance
10. Parent’s Consent
TRAINEE ENTRY REQUIREMENTS
Trainees or students wishing to gain entry into this course should
possess the following requirements:
 can communicate in English both in the oral and written
form; and
 can perform basic mathematical computation.
This list does not include specific institutional requirements such as
educational attainment, appropriate work experience, and others that may
be required of the trainees by the school or training center delivering the
TVET program.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
MATERIALS IN THE PREPARATION OF PORTFOLIOS







Short Clear File Folder
Short bond papers
Construction papers
Coloring materials
Pictures of work site with captions
Narrative reports
Other relevant pictures with captions
RECOMMENDED TOOLS/EQUIPMENT
Recommended list of tools, equipment and materials for the training of a
maximum of 25 trainees for Front Office Services NC II are as follows:
TOOLS
QTY
EQUIPMENT
QTY
1 pc.
Credit Card
Voucher holder
2
units
Bell boys cart
2 units
MATERIALS
QTY
Computer (with
reservation
system) and
printer
1
Log book
2 pcs.
Room key
1 pc.
Cash register
1 pc.
Fake Bills
detector
1 pc.
Hypercom
2 pcs.
Ving card
1 pc.
Credit card
imprinter
1 pc.
White board/cork
board
1 pc.
Key card
marker
5 pcs.
Empty envelopes
1 pc.
Key Card
verifier
5 pcs.
Luggage tag
1 pc.
Key rack
1 pc.
Cash box drawer
1 pc.
Guest folio rack
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
2 pcs.
Telephone
1 pc.
Typewriter
1 pc.
Fax machine
5 pcs.
Calculator
1 pc.
Safety deposit
box/ drop vault
Lapel
microphone
4 pcs.
Training Resources/
Materials:
25 pcs.
Registration
form
5 pcs.
Cancellation
booking form
5 pcs.
No-show forms
25 pcs.
General folio
25 pcs.
Credit card
voucher
25 pcs.
Different forms
5 pcs.
Notice slip
*NOTE: Implementation of the training program can be made possible through a
MOA (Refer to DepEd Order No. 30 series of 2017) between the Training school and
Industry for the use of the facilities. This is in response to school limitations on the
high cost of equipment.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
Evaluation
This provides an appropriate evaluation instrument both for the program or
activity described in the Module, and for the evaluation facilitator. The evaluation
should reflect the expectations or goals of the program, the facilitator and the
participants.
List of Monitoring and Evaluation Tools for Work Immersion Program
PRE-IMMERSION MONITORING AND EVALUATION TOOLS
Annexes
Description
The work immersion monitoring
A
action plan is about the step by step
WORK IMMERSION MONITORING
activities to be undertaken during the
ACTION PLAN
pre-immersion work program. The
action plan includes the following: major
activity, objectives, strategies, date,
person responsible, budget, resources
needed and success indicator.
B
ASSESSMENT TOOL FOR IDENTIFYING
INDUSTRY PARTNERS FOR SENIOR
HIGH SCHOOL
C
QUALIFICATION TOOL FOR
IDENTIFYING INDUSTRY PARTNERS
FOR SENIOR HIGH SCHOOL
This said assessment tool contains a
checklist for identifying industry
partners for Senior High School. This
contains the nature of company, human
resources and the physical facilities
available in the company.
This qualification tool is used by the
training center (school) to identify their
qualified industry partners for the work
immersion of their senior high school.
This tool includes the line of business,
number of employees, potential
requirement for work immersion,
distance from school, and number of
students for immersion.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
PROPER IMMERSION MONITORING AND EVALUATION TOOLS
Annexes
Description
This M & E tool is used during the
D
immersion proper wherein the school
WORK IMMERSION MONITORING AND heads of the respective schools will
EVALUATION TOOL
identify the track, strands and students
(List of Partner Institutions and their
specialization. After identifying those,
nature of business vs students’
the school heads will list the possible
specialization)
industry partners capable to cater those
student’s specializations, identify the
nature of business, hindering factors and
possible solutions to address those
problems.
E
This tool is used for the work
STUDENT’S STATEMENT OF PERSONAL immersion students to achieve their
GOALS IN THE WORK IMMERSION
personal goals, company’s needs and
student’s competencies.
POST IMMERSION MONITORING AND EVALUATION TOOLS
Annex
Description
This tool is used during the post
F
immersion program. This includes the
WORK IMMERSION MONITORING AND areas to be monitored namely:
EVALUATION TOOL
Curriculum Implementation and
(Checklist)
Compliance, Work Immersion Delivery
Process, Assessment of Student’s
Progress, Supervision of Work
Immersion Implementation, and
Administrative Concerns.
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE
ANNEXES
Annex A
WORK IMMERSION MONITORING ACTION PLAN
Annex B
ASSESSMENT TOOL FOR IDENTIFYING INDUSTRY PARTNERS FOR
SENIOR HIGH SCHOOL
Annex C
QUALIFICATION TOOL FOR IDENTIFYING INDUSTRY PARTNERS FOR
SENIOR HIGH SCHOOL
Annex D
WORK IMMERSION MONITORING AND EVALUATION TOOL
Annex E
STUDENT’S STATEMENT OF PERSONAL GOALS IN THE WORK
IMMERSION
Annex F
WORK IMMERSION MONITORING AND EVALUATION TOOL
Annex G
SELF-ASSESSMENT GUIDE
Annex H
COMPETENCY MAP
FRONT OFFICE SERVICING NCII TEACHER’S TRAINING MODULE