Teaching Methodology

Templates
Sector : TVET

Qualification Title: TRAINING METHODOLOGY I

Unit of Competency: Plan Training Session

Module Title: Planning Training Session

Technical Education & Skills Development Authority
NATIONAL TVET TRAINERS ACADEMY
Marikina City

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Document No.
Issued by:

NTTA
Page i of vii

Developed by:
Redilyn C. Agub
Revision # 01

Plan
Training
Session

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Document No. NTTA-TM1-01
Issued by:

NTTA
Page 2 of 250

Developed by:
Redilyn C. Agub
Revision # 01

Sample Data Gathering Instrument for Trainees
Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, literacy
and numeracy
(LL&N)
Average grade in:
English
a. 95 and above
b. 90 to 94
c. 85 to 89
d. 80 to 84
a. 75 to 79
Average grade in:
Math
a. 95 and above
b. 90 to 94
c. 85 to 89
d. 80 to 84
e. 75 to 79
Cultural and
language
background
Ethnicity/culture:
a. Ifugao
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)Kalinga
Education &
general
knowledge
Highest Educational Attainment:
a. High School Level
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Masters degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 3 of 250

Developed by:
Redilyn C. Agub
Revision # 01

Age Your age: 18-35
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness
if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous
experience with
the topic
TM Certificates
a. TQ certified
b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer ______
Previous
learning
experience
List down trainings related to TM
NC2- Computer Hardware Servicing
___________________________
___________________________
Training Level
completed
National Certificates acquired and NC level
NC2- Computer Hardware Servicing
___________________________________
Special courses
Other courses related to TM
a. Units in education
b. Masters degree units in education
c. Others(please specify)
_________________________
Learning styles a. Visual - The visual learner takes mental
pictures of information given, so in order for
this kind of learner to retain information,
oral or written, presentations of new
information must contain diagrams and
drawings, preferably in color. The visual
learner can't concentrate with a lot of activity
around him and will focus better and learn
faster in a quiet study environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 4 of 250

Developed by:
Redilyn C. Agub
Revision # 01

often referred to as hyperactive students
with concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs
a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 5 of 250

Developed by:
Redilyn C. Agub
Revision # 01

FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the ques below.
CORE COMPETENCIES
CAN I? YES NO
1. Install computer systems and networks
1.1 Plan and prepare for installation X
1.2 Install equipment/device system X
1.3 Conduct test X
2. Diagnose and troubleshoot computer systems
2.1 Plan and prepare for diagnosis of faults of
computer systems
X
2.2 Diagnose faults of computer systems X
2.3 Repair defects in computer systems and networks X
2.4 Test systems and networks X
3. Configure computer systems and networks
3.1 Plan and prepare for configuration X
3.2 Configure computer systems and networks X
3.3 Inspect and test configured computer systems
and networks
X
4. Maintain computer systems and networks
4.1 Plan and prepare for the maintenance of
computer systems and networks
X
4.2. Maintain computer systems X
4.3. Maintain network systems X
4.4 Inspect and test configured/repaired computer
system and networks
X

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 6 of 250

Developed by:
Redilyn C. Agub
Revision # 01

Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 7 of 250

Developed by:
Redilyn C. Agub
Revision # 01

Evidences/Proof of Current Competencies(Sample)

Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation

Current
competencies
Proof/Evidence Means of validating
Install computer
systems and
networks
Training certificate,
Transcript of records
Interview
Configure
computer
systems and
networks
OJT certificate Actual Demonstration
Maintain
computer
systems and
networks
Employment certificate Interview and actual
hands-on

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 8 of 250

Developed by:
Redilyn C. Agub
Revision # 01

Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the
evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required
Competencies (Sample)

Required Units of
Competency/Learning
Outcomes based on CBC
Current
Competencies
Training
Gaps/Requirements
1. Install computer systems and networks
1.1 Plan and prepare
for installation
Plan and prepare for
installation

1.2 Install
equipment/device
system
Install
equipment/device
system

1.3 Conduct test Conduct test
2. Diagnose and troubleshoot computer systems
for diagnosis of faults
of computer systems
diagnosis of faults of
computer systems

2.2 Diagnose faults of
computer systems
Diagnose faults of
computer systems

2.3 Repair defects in
computer systems
and networks
Repair defects in
computer systems
and networks
2.4 Test systems and
networks
Test systems and
networks
3. Configure computer systems and networks
for configuration
configuration

for configuration
configuration

3.3 Inspect and test
configured computer
systems and networks
Inspect and test
configured computer
systems and
networks

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 9 of 250

Developed by:
Redilyn C. Agub
Revision # 01

4. Maintain computer systems and networks
for the maintenance of
computer systems
and networks
the maintenance of
computer systems
and networks

4.2 Maintain
computer systems
Maintain computer
systems

4.3 Maintain network
systems
Maintain network
systems

4.4 Inspect and test
configured/repaired
computer system and
networks
Inspect and test
configured/repaired
computer system and
networks

Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.

Form No. 1.4: Training Needs (Sample)

Training Needs
(Learning Outcomes)
Module Title/Module of
Instruction
Repair defects in computer systems and
networks

Test systems and networks

Trainers Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 10 of 250

Developed by:
NTTA
Revision # 01

SESSION PLAN
Sector : INFORMATION AND COMMUNICATION TECHNOLOGY
Qualification Title : NC II IN COMPUTER HARDWARE SERVICING
Unit of Competency : Diagnose and troubleshoot computer systems
Module Title : Diagnosing and troubleshooting computer systems
Learning Outcomes: LO 3 Repair defects in computer systems and networks
LO 4-Test systems and networks
A. INTRODUCTION
B. LEARNING ACTIVITIES
LO 3: Repair defects in computer systems and networks
Learning Content Methods Presentation Practice Feedback Resources Time
Proper
repairing/replacing
procedures of different
components
Lecture-
demonstration
Discussion and
demonstration on
Proper
repairing/replacin
g procedures of
different
components
Interview

Redemonstr
ation on
proper
repairing/
replacing
procedures
of dif.
Component
Answer on
interview
Perform job
sheet 3.1
Compare
trainees
demonstra
tion using
checklist
Compare
with
answer key
Goggles
Gloves
Screw
drivers
Anti-static
wrist wrap
Board
marker
White
board
Job sheet


Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 11 of 250

Developed by:
NTTA
Revision # 01

Wiring techniques Lecture-demonstration,
Group discussion
Demonstrate
wiring technique
Open forum on
wiring technique
Interview
Redemonstr
ation of
wiring
technique
Hands-on
activity
Perform job
sheet 3.2
Compare
demonstr
ation with
checklist
Compare
with
answer
key

Crimping
tools
LAN tester
Pliers
Cutters
Hand-outs
Board
marker
White
board
Job sheet

Determining defective
components
Lecture-demonstration,
Self-paced instruction,
Group discussion
Distribute Hand-
outs
Open forum on
wiring technique
Interview
Identificatio
n of
defective
component
Oral
recitation
Perform
task sheet
3.1

Compare
with
answer
key
Compare
answers
with
checklist
LAN tester
Multi-
tester
Hand-outs
Board
marker
White
board
Task sheet

Basic networking Lecture-demonstration,
Self-paced instruction
Lecture-
demonstration
using power point
presentation
Individual
practice
Hands-on
Perform
Informatio
n sheet 3.1
Compare
trainees
demonstra
tion using
checklist
Crimping
tools
LAN tester
Board
marker
White


Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 12 of 250

Developed by:
NTTA
Revision # 01

board
Job sheet
LO 4: Test systems and networks
Guidelines for testing
computer system
Lecture-demonstration Presentation using
power point
Question and
answer

Viewing
power point
slides
Read
information
sheet 4.1
Critiquin
g using
answer
key
Hand-
outs
Board
marker
White
board
Informati
on Sheet

Advance networking Lecture-demonstration,
Distribute Hands-
out
Lecture-
Demonstration
Observe
trainers
demonstra
tion
Perform
job sheet
4.1 on
advance
networking

Compare
demonstr
ation
with
checklist

Hand-
outs
Crimpin
g tools
LAN
tester
Pliers
Cutters
Job
sheet

Computer systems
operation
Lecture-demonstration Lecture-
demonstration on
Computer System
Operation
Redemonst
ration on
Computer
system
operation
Perform job
Compare
answers
with
check list
Hand-
outs
Board
marker
White
board


Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 13 of 250

Developed by:
NTTA
Revision # 01

sheet 4.2
on
Computer
Systems
Operation
Digital electronics Lecture-demonstration Discussion on
digital electronics
Open forum on
digital electronics
Quiz
Interview
Read
information
sheet 4.2
Compare
answer
from
answer
key
Hand-
outs
Board
marker
White
board

Communications Lecture-demonstration,

Discussion on
communications
Distribute hand-
outs
Open forum on
communications
Oral
recitation
Interview
Read
information
sheet 4.3
Compare
answers
with the
answer
key
Hand-
outs
Board
marker
White
board

C. ASSESSMENT PLAN
Written Test
Performance Test
D. TEACHERS SELF-REFLECTION OF THE SESSION

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 14 of 61

Developed by:
NTTA
Revision # 01

Module Content
Module Content
Module Content
Module Content
Module Content
Learning Outcome Summary
Learning Experiences
Information Sheet
Self Check
Self Check Answer Key
Operation/Task/Job Sheet
Performance Criteria Checklist
References/Further Reading

PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
PACKAGE
In our efforts to standardize CBLM, the
above parts are recommended for use
in Competency Based Training (CBT) in
Technical Education and Skills
Development Authority (TESDA)
Technology Institutions. The next
sections will show you the components
and features of each part.
List of Competencies
Front Page

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 15 of 61

Developed by:
NTTA
Revision # 01

NC II COMPUTER HARDWARE SERVICING
COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code
1.
Install computer
systems and
networks
Installing computer
systems and
networks
ELC724318
2.
Diagnose and
troubleshoot
computer systems
Diagnosing and
troubleshooting
computer systems
ELC724319
3.
Configure computer
systems and
networks
Configuring
computer systems
and networks
ELC724320
4.
Maintain computer
systems and
networks
Maintaining
computer systems
and networks
ELC724321

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 16 of 61

Developed by:
NTTA
Revision # 01

MODULE CONTENT

UNIT OF COMPETENCY: DIAGNOSE AND TROUBLESHOOT COMPUTER
SYSTEM
MODULE TITLE: DIAGNOSING AND TROUBLESHOOTING COMPUTER
SYSTEM
MODULE DESCRIPTOR: This unit covers the knowledge, skills and attitudes
needed to diagnose computer systems and networks

NOMINAL DURATION: 100 Hours

LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Plan and prepare for diagnosis of faults of computer systems
2. Diagnose faults of computer systems
3. Repair defects in computer systems and networks
4. Test systems and networks

ASSESSMENT CRITERIA:
1. Defective components properly replaced and corrected
2. Error in networks clearly identified and repaired in line with standard
procedures
3. Defective components identified and separated to other components
4. Computer systems and networks are tested in accordance with the job
requirements
5. Information are shared from one computer to another as primary
requirement in computer networking
6. Reports are prepared and completed according to the company
requirements

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 17 of 61

Developed by:
NTTA
Revision # 01

LEARNING OUTCOME NO. 3
Repair defects in computer systems and networks
Contents:

1. Proper repairing/replacing procedures of different components
2. Wiring techniques
3. Power supplies
4. Determining defective components
5. Basic networking

Assessment Criteria
1. Defective components properly replaced and corrected
2. Error in networks clearly identified and repaired in line with standard
procedures
3. Defective components identified and separated to other components

Conditions
The students/trainees must be provided with the following:
Tools:
Screw drivers (assorted)
Pliers (assorted)
Soldering iron
Wrenches
Utility software
Crimping tools
Computer system:
Servers
Workstations
Printers
Policies and procedures:
Procedures and guidelines
Testing devices:
Multi-tester
Oscilloscope

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 18 of 61

Developed by:
NTTA
Revision # 01

Assessment Method:
1. Hands-on
2. Direct observation
3. Practical demonstration

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 19 of 61

Developed by:
NTTA
Revision # 01

Learning Experiences
Learning Outcome 1
(LO TITLE)

Learning Activities Special Instructions

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 20 of 61

Developed by:
NTTA
Revision # 01

Information Sheet 3.1
Basic Networking

Learning Objectives:
After reading topics in Basic Networking, YOU MUST be able to:
1. Understand basic concept of networking
2. Understand the types and categories of network.

INTRODUCTION:
A network is any collection of independent computers that communicate
with one another over a shared network medium. A computer network is a
collection of two or more connected computers. When these computers are
joined in a network, people can share files and peripherals such as modems,
printers, tape backup drives, or CD-ROM drives. When networks at multiple
locations are connected using services available from phone companies,
people can send e-mail, share links to the global Internet, or conduct video
conferences in real time with other remote users. When a network becomes
open sourced it can be managed properly with online collaboration software.
As companies rely on applications like electronic mail and database
management for core business operations, computer networking becomes
increasingly more important.

A. TYPES OF WORK
1. LANs (Local Area Networks)
A network is any collection of independent computers that
communicate with one another over a shared network medium. LANs
are networks usually confined to a geographic area, such as a single
building or a college campus. LANs can be small, linking as few as
three computers, but often link hundreds of computers used by
thousands of people. The development of standard networking
protocols and media has resulted in worldwide proliferation of LANs
throughout business and educational organizations.

2. WANs (Wide Area Networks)
Wide area networking combines multiple LANs that are geographically
separate. This is accomplished by connecting the different LANs using
services such as dedicated leased phone lines, dial-up phone lines
(both synchronous and asynchronous), satellite links, and data packet
carrier services. Wide area networking can be as simple as a modem
and remote access server for employees to dial into, or it can be as
complex as hundreds of branch offices globally linked using special
routing protocols and filters to minimize the expense of sending data
sent over vast distances.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 21 of 61

Developed by:
NTTA
Revision # 01

3. Intranet
With the advancements made in browser-based software for the
Internet, many private organizations are implementing intranets. An
intranet is a private network utilizing Internet-type tools, but available
only within that organization. For large organizations, an intranet
provides an easy access mode to corporate information for employees.

4. MANs (Metropolitan area Networks)
The refers to a network of computers with in a City.

5. VPN (Virtual Private Network)
VPN uses a technique known as tunneling to transfer data securely on
the Internet to a remote access server on your workplace network.
Using a VPN helps you save money by using the public Internet
instead of making longdistance phone calls to connect securely with
your private network. There are two ways to create a VPN connection,
by dialing an Internet service provider (ISP), or connecting directly to
Internet.

B. CATEGORIES OF NETWORK

1. Peer-to-peer networking
There are no dedicated servers or hierarchy among the computers. All
of the computers are equal and therefore known as peers. Normally
each computer serves as Client/Server and there is no one assigned to
be an administrator responsible for the entire network.

Peer-to-peer networks are good choices for needs of small
organizations where the users are allocated in the same general area,
security is not an issue and the organization and the network will
have limited growth within the foreseeable future.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 22 of 61

Developed by:
NTTA
Revision # 01

2. CLIENT/ SERVER
The term Client/server refers to the concept of sharing the work
involved in processing data between the client computer and the most
powerful server computer.

The client/server network is the most efficient way to provide:
Databases and management of applications such as Spreadsheets,
Accounting, Communications and Document management.
Network management
Centralized file storage.

The client/server model is basically an implementation of distributed
or cooperative processing. At the heart of the model is the concept of
splitting application functions between a client and a server processor.
The division of labor between the different processors enables the
application designer to place an application function on the processor
that is most appropriate for that function. This lets the software
designer optimize the use of processors providing the greatest possible
return on investment for the hardware.

Client/server application design also lets the application provider
mask the actual location of application function. The user often does
not know where a specific operation is executing. The entire function
may execute in either the PC or server, or the function may be split
between them. This masking of application function locations enables
system implementers to upgrade portions of a system over time with a
minimum disruption of application operations, while protecting the
investment in existing hardware and software.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 23 of 61

Developed by:
NTTA
Revision # 01

C. NETWORK TOPOLOGIES:
What is a Network topology?
A network topology is the geometric arrangement of nodes and cable links in
a LAN, There are three topology's to think about when you get into networks.
These are the star, rind, and the bus.
1. Star, in a star topology each node has a dedicated set of wires
connecting it to a central network hub. Since all traffic passes through
the hub, the hub becomes a central point for isolating network
problems and gathering network statistics.

2. Ring, a ring topology features a logically closed loop. Data packets
travel in a single direction around the ring from one network device to
the next. Each network device acts as a repeater, meaning it
regenerates the signal
3. Bus, the bus topology, each node (computer, server, peripheral etc.)
attaches directly to a common cable. This topology most often serves
as the backbone for a network. In some instances, such as in
classrooms or labs, a bus will connect small workgroups

D. NETWORK CABLES
1. Thick Coaxial Cable
This type cable is usually yellow in color and used in what is called
thicknets, and has two conductors. This coax can be used in 500-
meter lengths. The cable itself is made up of a solid center wire
with a braided metal shield and plastic sheathing protecting the
rest of the wire.

2. Thin Coaxial Cable
As with the thick coaxial cable is used in thicknets the thin version is
used in thinnets. This type cable is also used called or referred to as
RG-58. The cable is really just a cheaper version of the thick cable.

3. Fiber Optic Cable
As we all know fiber optics are pretty darn cool and not cheap. This
cable is smaller and can carry a vast amount of information fast and
over long distances.
4. Twisted Pair Cables
These come in two flavors of unshielded and shielded.

A. Shielded Twisted Pair (STP)
It is more common in high-speed networks. The biggest difference
you will see in the UTP and STP is that the STP use's metallic shield
wrapping to protect the wire from interference.-Something else to
note about these cables is that they are defined in numbers also.
The bigger the number the better the protection from interference.
Most networks should go with no less than a CAT 3 and CAT 5 is
most recommended.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 24 of 61

Developed by:
NTTA
Revision # 01

-Now you know about cables we need to know about connectors.
This is pretty important and you will most likely need the RJ-45
connector. This is the cousin of the phone jack connector and looks
real similar with the exception that the RJ-45 is bigger. Most
commonly your connector are in two flavors and this is BNC
(Bayonet Naur Connector) used in thicknets and the RJ-45 used in
smaller networks using UTP/STP.

B. Unshielded Twisted Pair (UTP)
This is the most popular form of cables in the network and the
cheapest form that you can go with. The UTP has four pairs of wires
and all inside plastic sheathing. The biggest reason that we call it
Twisted Pair is to protect the wires from interference from
themselves. Each wire is only protected with a thin plastic sheath.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 25 of 61

Developed by:
NTTA
Revision # 01

Self- Check 3.1

MULTIPLE CHOICE : Encircle the correct answer.
1. Any collection of independent computers that communicate with one
another over a shared network medium.
A. Data Communication C. Network
B. Network Management D. Network Configuration
2. It is a topology that combines multiple LANs that are geographically
separate.
A. Wide area network C. Local area network
B. Metropolitan area network D. Internet
3. It is a topology which each node has a dedicated set of wires
connecting it to a central network hub.
A. Star topology C. Ring topology
B. Bus topology D. Topology
4. It is a topology that features a logically closed loop. Data packets travel
in a single direction around the ring from one network device to the
next.
A. Star topology C. Ring topology
B. Bus topology D. Topology
5. It is a type of cable is usually yellow in color and used in what is called
thicknets, and has two conductors.
A. Shielded twisted pair C. Coaxial
B. Unshielded twisted pair D. Fiber optics

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 26 of 61

Developed by:
NTTA
Revision # 01

ANSWER KEY 3.1

1. C
2. A
3. A
4. C
5. C

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 27 of 61

Developed by:
NTTA
Revision # 01

COMMUNICATION

After reading topics in Data communication, YOU MUST be able to:
1. Understand basic concept of Data Communication
2. Differentiate Analog and Digital Signal

INTRODUCTION:

Data communications and networking are changing the way we do business
and the way we live. Business decisions have to be made ever more quickly,
and the decision makers require immediate access to accurate information.
Why wait a week for that report from Germany to arrive by mail when it
could appear almost instantaneously through computer networks?
Businesses today rely on computer networks and internetworks. But before
we ask how quickly we can get hooked up, we need to know how networks
operate, what types of technologies are available, and which design best fills
which set of needs. The development of the personal computer brought
about tremendous changes for business, industry, science, and education. A
similar revolution is occurring in data communications and networking.
Technological advances are making it possible for communications links to
carry more and faster signals. As a result, services are evolving to allow use
of this expanded capacity. For example, established telephone services such
as conference calling, call waiting, voice mail, and caller ID have been
extended.

COMMUNICATION MODEL (SYSTEM)
The purpose of a communications system is to exchange data between two
entities.
1. Source: entity that generates data; eg. a person who speaks into the
phone, or a computer sending data to the modem.
2. Transmitter: a device to transform/encode the signal generated by the
source.
- The transformed signal is actually sent over the transmission
system. eg. a modem transforms digital data to analog signal that can
be handled by the telephone network.
3. Transmission System (Channel): medium that allows the transfer of a
signal from one point to another. eg. a telephone network for a
computer/modem.
4. Receiver: a device to decode the received signal for handling by
destination device. eg. A modem converts the received analog data
back to digital for the use by the computer.
5. Destination: entity that finally uses the data.eg. Computer on other
end of a receiving modem.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 28 of 61

Developed by:
NTTA
Revision # 01

ANALOG AND DIGITAL SIGNAL:

Analog and digital signals are used to transmit information, usually
through electric signals. In both these technologies, the information, such as
any audio or video, is transformed into electric signals. The difference
between analog and digital technologies is that in analog technology,
information is translated into electric pulses of varying amplitude. In digital
technology, translation of information is into binary format (zero or one)
where each bit is representative of two distinct amplitudes.

Signal
Analog Digital
Analog signal is a
continuous signal which
represents physical
measurements.
Digital signals are discrete
time signals generated by
digital modulation.
Waves
Denoted by sine waves Denoted by square waves
Representation
Uses continuous range of
values to represent
information
Uses discrete or discontinuous
values to represent
information
Example
Human voice in air, analog
electronic devices.
Computers, CDs, DVDs, and
other digital electronic devices.
Technology
Analog technology records
waveforms as they are.
Samples analog waveforms
into a limited set of numbers
and records them.
Data transmissions
Subjected to deterioration
by noise during
transmission and write/read
cycle.
Can be noise-immune without
deterioration during
transmission and write/read
cycle.
Response to Noise
More likely to get affected
reducing accuracy
Less affected since noise
response are analog in nature
Flexibility
Analog hardware is not
flexible.
Digital hardware is flexible in
implementation.
Uses
Can be used in analog
devices only. Best suited for
audio and video
transmission.
Best suited for Computing and
digital electronics.
Applications
Thermometer PCs, PDAs
Bandwidth
Analog signal processing
can be done in real time and
consumes less bandwidth.
There is no guarantee that
digital signal processing can
be done in real time and
consumes more bandwidth to
carry out the same
information.
Memory
Stored in the form of wave
signal
Stored in the form of binary bit

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 29 of 61

Developed by:
NTTA
Revision # 01

Self- Check 4.3

MULTIPLE CHOICE : Encircle the correct answer.
1. It refers to the entity that generates data.
A. Receiver C. Transmission system
B. Transmitter D. Source
2. It is a device to transform/encode the signal generated by the source.
3. It is a medium that allows the transfer of a signal from one point to
another.
4. It is a device to decode the received signal for handling by destination
device
5. It is an entity that finally uses the data.
A. Receiver C. Destination

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 30 of 61

Developed by:
NTTA
Revision # 01

ANSWER KEY 4.3

1. D
2. B
3. A
4. B
5. C

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 31 of 61

Developed by:
NTTA
Revision # 01

ELECTRONICS

After reading topics in Digital Electronics, YOU MUST be able to:
1. Understand basic concept of Digital Electronics.
2. Understand the numbers system and logic gates.
INTRODUCTION:
Digital (electronic) circuits, represent signals by discrete bands
of analog levels, rather than by a continuous range. All levels within a band
represent the same signal state. Relatively small changes to the analog
signal levels due to manufacturing tolerance, signal attenuation or parasitic
noise do not leave the discrete envelope, and as a result are ignored by
signal state sensing circuitry.
In most cases the number of these states is two, and they are represented by
two voltage bands: one near a reference value (typically termed as "ground"
or zero volts) and a value near the supply voltage, corresponding to the
"false" ("0") and "true" ("1") values of the Boolean domain respectively.
Digital techniques are useful because it is easier to get an electronic device
to switch into one of a number of known states than to accurately reproduce
a continuous range of values.
Digital electronic circuits are usually made from large assemblies of logic
gates, simple electronic representations of Boolean logic functions

Computer - Number System
A. Decimal Number System
The number system that we use in our day-to-day life is the decimal number
system. Decimal number system has base 10 as it uses 10 digits from 0 to
9. In decimal number system, the successive positions to the left of the
decimal point represent units, tens, hundreds, thousands and so on.
Each position represents a specific power of the base (10). For example, the
decimal number 1234 consists of the digit 4 in the units position, 3 in the
tens position, 2 in the hundreds position, and 1 in the thousands position,
and its value can be written as
(1x1000)+ (2x100)+ (3x10)+ (4xl)

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 32 of 61

Developed by:
NTTA
Revision # 01

(1x10
3
)+ (2x10
2
)+ (3x10
1
)+ (4xl0
0
)
1000 + 200 + 30 + 4
1234
S.N. Number System & Description
1 Binary Number System
Base 2. Digits used: 0, 1
2 Octal Number System
Base 8. Digits used: 0 to 7
4 Hexa Decimal Number System
Base 16. Digits used: 0 to 9, Letters used: A- F
B. Binary Number System
Characteristics
Uses two digits, 0 and 1.
Also called base 2 number system.
Each position in a binary number represents a 0 power of the base (2).
Example, 2
0
.
Last position in a binary number represents a x power of the base (2).
Example, 2
x
where x represents the last position - 1.
Example
Binary Number: 101012
Calculating Decimal Equivalent:
Step Binary Number Decimal Number
Step 1 101012 ((1 x 2
4
) + (0 x 2
3
) + (1 x 2
2
) + (0 x 2
1
) + (1 x 2
0
))10
Step 2 101012 (16 + 0 + 4 + 0 + 1)10
Step 3 101012 2110
Note: 101012 is normally written as 10101.
C. Octal Number System
Characteristics
Uses eight digits: 0, 1, 2, 3, 4, 5, 6, 7.
Each position in a octal number represents a 0 power of the base (8).
Example, 8
0
.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 33 of 61

Developed by:
NTTA
Revision # 01

Last position in an octal number represents a x power of the base (8).
Example, 8
x
Example
Octal Number: 125708
Step Octal Number Decimal Number
Step 1 125708 ((1 x 8
4
) + (2 x 8
3
) + (5 x 8
2
) + (7 x 8
1
) + (0 x 8
0
))10
Step 2 125708 (4096 + 1024 + 320 + 56 + 0)10
Step 3 125708 549610
Note: 125708 is normally written as 12570.
D. Hexadecimal Number System
Characteristics
Uses 10 digits and 6 letters: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F.
Letters represent numbers starting from 10. A = 10. B = 11, C = 12, D
= 13, E = 14, F = 15.
Each position in a hexadecimal number represents a 0 power of the
base (16). Example, 16
0
.
Last position in a hexadecimal number represents a x power of the
base (16). Example, 16
x
Example
Hexadecimal Number: 19FDE16
Step Binary
Number
Decimal Number
Step 1 19FDE16 ((1 x 16
4
) + (9 x 16
3
) + (F x 16
2
) + (D x 16
1
) + (E x
16
0
))10
Step 2 19FDE16 ((1 x 16
4
) + (9 x 16
3
) + (15 x 16
2
) + (13 x 16
1
) + (14 x
16
0
))10
Step 3 19FDE16 (65536+ 36864 + 3840 + 208 + 14)10
Step 4 19FDE16 10646210
Note: 19FDE16 is normally written as 19FDE.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 34 of 61

Developed by:
NTTA
Revision # 01

LOGIC GATES
A logic gate is an elementary building block of a digital circuit. Most logic
gates have two inputs and one output. At any given moment, every terminal
is in one of the two binary conditions low (0) or high (1), represented by
different voltage levels. The logic state of a terminal can, and generally does,
change often, as the circuit processes data. In most logic gates, the low state
is approximately zero volts (0 V), while the high state is approximately five
volts positive
7 Basic Logic Gates
1. AND gate is so named because, if 0 is called "false" and 1 is called
"true," the gate acts in the same way as the logical "and" operator. The
following illustration and table show the circuit symbol and logic
combinations for an AND gate. (In the symbol, the input terminals are
at left and the output terminal is at right.) The output is "true" when
both inputs are "true." Otherwise, the output is "false."

2. OR gate gets its name from the fact that it behaves after the fashion of
the logical inclusive "or." The output is "true" if either or both of the
inputs are "true." If both inputs are "false," then the output is "false."

3. Logical inverter, sometimes called a NOT gate to differentiate it from
other types of electronic inverter devices, has only one input. It
reverses the logic state.

4. NAND gate operates as an AND gate followed by a NOT gate. It acts in
the manner of the logical operation "and" followed by negation. The
output is "false" if both inputs are "true." Otherwise, the output is
"true."

5. NOR gate is a combination OR gate followed by an inverter. Its output
is "true" if both inputs are "false." Otherwise, the output is "false."

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 35 of 61

Developed by:
NTTA
Revision # 01

6. XNOR (exclusive-NOR) gate is a combination XOR gate followed by an
inverter. Its output is "true" if the inputs are the same, and "false" if
the inputs are different.

7. XOR ( exclusive-OR ) gate acts in the same way as the logical
"either/or." The output is "true" if either, but not both, of the inputs
are "true." The output is "false" if both inputs are "false" or if both
inputs are "true." Another way of looking at this circuit is to observe
that the output is 1 if the inputs are different, but 0 if the inputs are
the same.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 36 of 61

Developed by:
NTTA
Revision # 01

TASK SHEET 3.1.1
Title: Determining defective components (Main memory)
Performance Objective: Given (condition), ,you should be able to
(performance) following (standard).
Supplies/Materials : Cotton, eraser,
Equipment : Main memory
Steps/Procedure: 1 Long Beep tone - Memory Problem, No Display
1. Ensure environment is static safe by removing any unwanted
plastic, bags from your workbench. Keep the computer system
plugged into your AC unit but ensure that the power switch on the
PC is turned off. Keeping the PC plugged in the AC will ensure that
case is grounded thus reducing the possibility of damaging the
module or system from ESD (Electro Static Discharge)
2. After removing the casing cover, ground yourself by touching any
of the metal surfaces on your computer casing. Doing this step
discharges any static built up on your body and clothing
3. Visually locate the computer memory expansion slots. This is
normal visible but if in doubt, refer to your operation manual
instruction book.
4. The first thing to do is to remove the memory module and perform
some visual inspection to check the memory socket which sits the
memory module. Make sure all the pins are straight, no cracks or
broken pins must be found.
(A) Wet the end of a cotton swab with the solvent, the swab should
be wet but not dripping (B) Using a circular motion, clean the
contacts on the memory module. (C) Allow the contact surface to
dry thoroughly. (D) Replace the memory module into the socket.
(E) Repeat steps B through D for each module you have. (F) Power
on the computer to test the RAM. G If you see no memory errors,
replace the PC's case and power-up away.
Additional Tips:
While contact cleaner is preferred, it is also a well-known trick that you
can also clean contacts with a pencil eraser. 6. Continuing RAM errors
are usually a sign of a bad memory module. If cleaning the contacts
doesn't solve your problem, try to isolate the faulty module and replace
it.
Assessment Method: Performance Assessment

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 37 of 61

Developed by:
NTTA
Revision # 01

Performance Criteria Checklist 3.1.1

CRITERIA
Did you.
YES NO
1. Ensure environment is static safe by removing any
unwanted plastic, bags from your workbench. Keep
the computer system plugged into your AC unit but
ensure that the power switch on the PC is turned off.
Keeping the PC plugged in the AC will ensure that
case is grounded thus reducing the possibility of
damaging the module or system from ESD (Electro
Static Discharge)

2. Ground yourself by touching any of the metal
surfaces on your computer casing.

3. Visually locate the computer memory expansion slots.
By referring it to the operation manual instruction
book.

4. Clean the main memory by applying the proper
procedure.

5. Properly insert the memory to the memory slot.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 38 of 61

Developed by:
NTTA
Revision # 01

JOB SHEET 3.1.1
Title: Proper repairing/replacing procedures of different components
(Motherboard)
Performance Objective:
After performing this job sheet, YOU MUST be able to:
1. Install and replace the Mother Board properly
2. Apply or observe the DOs and DONTs in
repairing/replacing procedures the Mother board.
Supplies/Materials :
Equipment : Mother board, Screw driver
Steps/Procedure:
Step 1 Prepare the needed materials
The only tool we need is a Phillips screwdriver. Be sure it is not
a magnetic screwdriver.

Standoff and Regular Screws
Nowadays the hardware is not so fragile, but it does not mean it
is entirely safe even today to do a motherboard installation
with bad tools. After all, you just bought a new motherboard
and you want to install it, not take the risk to destroy it.
We also need some standoff and regular screws to fix the whole
thing together.
Step 2: Opening the Computer Case
Open the computer case by removing the left panel and find

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 39 of 61

Developed by:
NTTA
Revision # 01

a suitable and clean area where you can work.
Step 3 Clean the system unit using vacuum cleaner
Step 4 Place and fit the motherboard with the case
Look carefully on your motherboard and the case's
right panel; you should see several holes that can be
used to install the motherboard, around 9 to 12
usually.
Spot the right holes where the motherboard will fit on
the right panel, then fix the standoff screws in those
holes. We will use them to fix the motherboard as
shown on the image below.

Where To Fix The Motherboard
Step 5 Check if motherboard perfectly fit with the casing

Computer Case Back Panel
We will now fix the motherboard on the standoff

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 40 of 61

Developed by:
NTTA
Revision # 01

screws. You will find out that the motherboard will not
fit perfectly blocked by the case back panel. Do not
worry, it is perfectly normal.
Take your time and gently push to continue the
motherboard installation until it fit perfectly in the
panel holes.
Now your motherboard should be in perfect position.
Fix it with the regular screws

Assessment Method:
Performance Assessment using the checklist

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 41 of 61

Developed by:
NTTA
Revision # 01


CRITERIA
Did you.
YES NO
1. Prepared the needed materials
2. Properly open the Computer Case
3. Cleaned the system unit using vacuum cleaner
4. Placed and fitted the motherboard with the case
5. Checked if motherboard perfectly fit with the casing

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 42 of 61

Developed by:
NTTA
Revision # 01

JOB SHEET 3.1.2
(Main Memory)
1. Install and replace the Main Memory properly
repairing/replacing procedures the Main Memory.
Equipment : Main memory
Steps/Procedure: REPLACING/ INSTALLING MAIN MEMORY
Procedure Steps:
STEP 1: Identify the Socket/ Memory Slot:
Determine which memory module sockets you are going to use for
these modules. As usual, the best way to do this is to consult your
motherboard documentation; most motherboards will also
physically label the modules with numbered identifiers. For a new
system, you will normally want to use the first bank of memory on
the motherboard, which normally means the lowest-numbered
socket(s). If you are installing more than one module, be sure to
install them in the correct order. This should be obvious by looking
at the orientation of the sockets on the motherboard. If you install
them in the wrong order then you'll block off the second socket
with the first SIMM in most cases, and you'll have to remove and
then reinstall them in the correct order.
Warning: SIMM and DIMM sockets are sometimes
numbered starting with zero. This means that on a
motherboard that takes SIMMs, the first bank of memory may be
"SIMM0" and "SIMM1". If you use "SIMM1" and "SIMM2", you will
be accidentally installing half a bank of memory into each of the
first two banks on the motherboard, and the system will not
function.

STEP 2 Orient the module
Line up the module next to the socket. Modules are keyed to
prevent incorrect insertion. The keying on the module itself is
obvious, but you may have to look very carefully at the socket to

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 43 of 61

Developed by:
NTTA
Revision # 01

see which way the notch goes, and the module itself may appear to
be able to sit into the slot either way. Don't worry too much about
this; if you put the module in the wrong way you'll realize it as
soon as you try to tilt the module into place (it won't work).
STEP 3 Insert the Module
Insert the module into the socket. The instructions depend on the
type of module:
o SIMM: Hold the module at about a 60 degree angle to the
motherboard and then insert it into the socket. You will
probably have to rock the module back and forth slightly to
get it to go in. Make sure that the module is seated all the
way into the bottom of the module; if it won't go all the way
in, you may have it oriented backwards.
o DIMM: Firmly but gently push the module straight down
into the socket. It will not go all the way to the very bottom
at this stage, but make sure it is pushed in as far as it will
go without requiring excessive force.
STEP 4 Lock module into place
The module will still be loose in the socket at this point; it is not
fully installed until you lock it into position:
o SIMM: Tilt the module up from the approximately 60 degree
angle you used when inserting it, to a 90 degree angle
(perpendicular to the motherboard). This may require a bit of
pressure, but if the module will not tilt up at all, it is almost
certainly inserted either backwards or not all the way into
the bottom of the socket. Do not force the module. Pull it out
and reinsert it if necessary; don't feel bad, this happens to
me all the time. After you tilt the module into place, you
should see (and may even hear) small metal or plastic clips
snap into place around the module's circuit board, on either
side. Sometimes the clips don't snap properly and you may
need to jimmy them a bit to get them to tuck behind the
SIMM; a small screwdriver may help here, but be careful
with it.
o DIMM: There should be a plastic lever on either end of the
socket. Grasp the lever and tilt it up. As you do this, the
DIMM should be drawn down into the socket. Tilt up both
levers and the module should be installed.
STEP 5 Double-Check Installation

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 44 of 61

Developed by:
NTTA
Revision # 01

It's sometimes hard to be sure those modules are inserted
correctly. The module should be securely and firmly in its socket.
It may wiggle a bit if you try to move it but it should not be loose.
For SIMMs, there should be clips on either side of the module
holding it into the socket. The contacts should be squarely inside
the socket. If you have installed two identical modules, check their
height from the surface of the motherboard; it should be the same
for both modules.
STEP 6 Repeat if necessary
Repeat steps 2 to 5 as necessary for each module being installed.

Assessment Method:

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 45 of 61

Developed by:
NTTA
Revision # 01


CRITERIA
Did you.
YES NO
1. Identify the Socket/ Memory Slot by consulting the
motherboard documentation.

2. Line up the module to prevent incorrect insertion.
3. Insert the Module into the socket (Depends on the
type of module)

4. Locked module properly into place.
5. Double-Check Installation by wiggling the module
securely and firmly in its socket.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 46 of 61

Developed by:
NTTA
Revision # 01

JOB SHEET 3.1.3
(Hard disk)
1. Install and replace the Hard disk properly
installing/replacing procedures the Hard disk.
Equipment : Hard disk
Procedure Steps: REPLACING/ INSTALLING HARD DISK
STEP 1 Find Pin 1 on Drive
Take a close look at the drive and determine which end of the
interface connector is pin 1. There should be some sort of a
marking near pin 1 to indicate it, which may be a small number
"1", a dot, an arrow, a square around the pin where it connects to
the circuit board, or some other indication. You'll need to know
where pin 1 is when you connect the drive up, which may be much
later on. It's much harder to determine which end is pin 1 after the
drive is installed.
Tip: Hard disks usually have pin 1 of the connector next to the
drive's power connector.

STEP 2 Install Mounting Kit, If Necessary
Virtually all modern cases have internal 3.5" drive bays meant
specifically for hard drives. However, if you are installing into an
older case or one that has its internal 3.5" bays full, you will need
to use a mounting or adapter kit. To use this kit, place the drive
into the middle of the adapter, and then use four screws to mount
the drive to the inside of the adapter. Some adapters mount using
screw holes on the bottom of the drive and some using screw holes
on the side. Make sure you orient the drive correctly. Then test
the mounted drive by sliding it into the drive bay. Ensure that it
fits properly.
STEP 3 Mount drive into the case
There are three common ways of mounting a hard disk drive into

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 47 of 61

Developed by:
NTTA
Revision # 01

the system case that I have encountered. Determine which of the
following matches your case and follow the appropriate
instructions:
o Direct Mount: The simplest and most common mounting
method is the direct mount, where the drive slides into the
bay and mounts directly to the drive bay walls. Slide the
drive into the bay and align the holes on the side of the drive
with the holes in the drive bay. There may be more than one
place in the bay where the drive will fit into the case. When
the drive is lined up correctly, secure the drive to the bay
using four screws.
o Drive Rails: Some cases, especially older ones, use two thin
rails that are mounted to the drive, and then used to slide
the drive into the drive bay. If your cases uses these, select
two matching rails, one for either side of the drive. Place the
drive into the bay without the rails first, to allow you to
visualize where the rails need to mount onto the drive so
that once inserted, the drive will fit properly into the bay.
Attach the rails to either side of the drive, using two screws
per rail. Then slide the drive into the bay. Verify that the
front of the drive lines up correctly. Some drive rail cases
have spring-loaded clips on the front that snap into place
when the drive is inserted all the way (mostly newer cases).
Others require you to screw the drive into the bay anyway,
using holes in the front of the drive bay. Either way, make
sure the drive is not free to move around when you are done.
o Mounting Box: Some cases, especially desktops, use a
removable metal box into which the drive is mounted. The
procedure here is similar to that for direct mount, above,
except that you have to remove the box first and insert the
drive into it, then remount the box.
STEP 4 Double-Check Installation
Make sure the drive has been fitted properly into the case and
that there is no interference with other components. In particular,
make sure that the logic board on the bottom of the drive is not
touching anything. Ensure that it is not loose in the case.

Assessment Method:

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 48 of 61

Developed by:
NTTA
Revision # 01


CRITERIA
Did you.
YES NO
1. Find Pin 1 on Drive by looking at the drive and
determine which end of the interface connector is pin 1

2. Properly install Mounting Kit (If Necessary)
3. Properly mount drive into the case.
4. Double-Check Installation by checking if hard drive is
fitted properly into the case and that there is no
interference with other components.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 49 of 61

Developed by:
NTTA
Revision # 01

JOB SHEET 3.1.4
(Processor)
1. Install and replace the Hard disk properly
installing/replacing procedures the Hard disk.
Equipment : Processor
Procedure Steps: REPLACING/ INSTALLING THE PROCESSOR
STEP 1: AREA PREPARATION
Find a suitable area for working, get ready your motherboard and the
CPU, and clean your hands and make them perfectly dry.
STEP 2: REMOVING THE CAP
If you are installing from a new motherboard, there is a good chance a
protection cap has been installed on the socket. Remove it and open the
load plate by lifting the load lever.
STEP 3: FIELD RECOGNITION
You should see alignment keys and pin 1 triangle indicators on your
CPU. The Indicators correspond to the socket and will ensure you
position the CPU correctly in the motherboard socket. Take your time to
determine the right position before you proceed to step 4.
STEP 4: INSTALLING CPU
Now that we know the right position for the CPU we can install it with
confidence.
PGA CPU form:
Take the CPU by its sides, and sit the unit in the socket holes. Do not
force it, if the CPU does not fit, it means the CPU is not in the right
position with the socket. Otherwise, close the load plate and secure the
load lever with its hook.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 50 of 61

Developed by:
NTTA
Revision # 01

LGA CPU form:
Caution: LGA socket pins are extremely fragile. It takes almost nothing
to break them. Do not move the CPU forward and backward or sideways
when installing, it could break or render the socket grid pins unusable.
Take the CPU by its sides, and sit the unit in the socket housing frame.
Close the load plate and secure the load lever with its hook.

Assessment Method:

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 51 of 61

Developed by:
NTTA
Revision # 01


CRITERIA
Did you.
YES NO
1. Area preparation is properly observed.
2. Carefully and properly remove cap.
3. Determine the right position of the processor
before installing.

4. Properly install CPU by following the right position.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 52 of 61

Developed by:
NTTA
Revision # 01

JOB SHEET 3.2
Title: Wiring Technique
1. Apply color codes standard in Ethernet cable
2. Properly crimp cross-over and straight through
connection using shielded twisted pair cable and RJ 45
connector.
Equipment : RJ 45 connector, UTP cable, Crimping tool
Procedure Steps: Wiring Ethernet patch cable
STEP 1: Strip off about 2 inches of the Ethernet cable sheath
STEP 2: Untwist the pairs - don't untwist them beyond what you have
exposed, the more untwisted cable you have the worse the problems you
can run into.
STEP 3: Align the colored wires according to the wiring diagrams below.

STEP 4: Trim all the wires with the same length, about 1/2" to 3/4" left
exposed from the sheath.
STEP 5: Insert the wires into the RJ45 plug - make sure each wire is

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 53 of 61

Developed by:
NTTA
Revision # 01

fully inserted to the front of the RJ45 plug and in the correct order. The
sheath of the ethernet cable should extend into the plug by about 1/2"
and will be held in place by the crimp.
STEP 6: Crimp the RJ45 plug with the crimper tool.
STEP 7: Verify the wires ended up the right order and that the wires
extend to the front of the RJ45 plug and make good contact with the
metal contacts in the RJ45 plug
STEP 8: Cut the ethernet cable to length - make sure it is more than
long enough for your needs.
STEP 9: Repeat the above steps for the second RJ45 plug.
Assessment Method: Performance Assessment using the checklist

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 54 of 61

Developed by:
NTTA
Revision # 01

Performance Criteria Checklist 3.2

CRITERIA
Did you.
YES NO
1. Properly strip off about 2 inches of the Ethernet cable
sheath

2. Untwist the pairs - the more untwisted cable you
have the worse the problems you can run into.

3. Align the colored wires according to the set standard.
4. Trim all the wires to the same length, about 1/2" to
3/4" left exposed from the sheath.

5. Insert the wires into the RJ45 plug - make sure each
wire is fully inserted to the front of the RJ45 plug and
in the correct order. The sheath of the ethernet cable
should extend into the plug by about 1/2" and will be
held in place by the crimp.

6. Crimp the RJ45 plug with the crimper tool
7. Verify the wires ended up the right order and that the
wires extend to the front of the RJ45 plug and make
good contact with the metal contacts in the RJ45 plug

8. Cut the ethernet cable to length - make sure it is
more than long enough for your needs.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 55 of 61

Developed by:
NTTA
Revision # 01

JOB SHEET 4.1.1
Title: Advance networking
1. Configure static IP address and Subnet mask
2. Creating and joining a work group
Equipment :
Procedure Steps: Configuring IP address and subnet mask/
Creating and joining a work group
Reminders before configuring the network:
1. Make sure that you logged in as Administrator to use these
features.
2. Check if Local Area Connections are created. If not install
the Network driver.
STEP 1: Go to My Network Places
My network Places could be found in the Left pane of My Computer and
My Documents

STEP 2: Open My network places, you should see the
screenshot below. Click to properties.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 56 of 61

Developed by:
NTTA
Revision # 01

STEP 3: After clicking properties. Click Internet Protocol (TCP/IP) and
then the Properties button. You will now see the following screen. Click
to Use the following IP and fill up the required filled.

STEP 4: Click OK. Network status should be Connected

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 57 of 61

Developed by:
NTTA
Revision # 01


CRITERIA
Did you.
YES NO
1. Checked if user is log on as administrator and
network driver are installed.

2. Did the trainees follow the correct steps in opening
TCP/IP network properties?

3. Did the trainees filled up the required fields (IP
address and Subnet mask)

4. Is the status of the network Connected?

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 58 of 61

Developed by:
NTTA
Revision # 01

JOB SHEET 4.1.2
Title: Advance networking
1. Create and join work group
2. Share files and printer to the network
Equipment :
Procedure Steps: Creating and joining work group/ Sharing files
and printers
Reminders before creating work groups and sharing resources
over the network: Make sure that IP addresses and subnet
mask are configured and network status is connected.
STEP 1: Go to systems properties
Systems properties can be found by right clicking my computer then
select properties. Screenshot below should appear.

STEP 2: Click change and fill all required fields (Computer name
and work group name)

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 59 of 61

Developed by:
NTTA
Revision # 01

STEP 3: Click Ok. The computer will restart.

STEP 4: To view work group go to My network Places and click View
work group
STEP 5: Share folder: Right click to the folder that you want to share,
go to properties. You should see the screenshot below.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 60 of 61

Developed by:
NTTA
Revision # 01

STEP 5: Click to share then OK. You can now view the folder or files to
other computer in a work group.
STEP 6: Share Printer: Go to control panel, click to View devices and
printers. You should see the shot screen below.

STEP 7: Click share this printer then OK. Other computer in the work
group can now print or view the shared printer.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 61 of 61

Developed by:
NTTA
Revision # 01


CRITERIA
Did you.
YES NO
1. Change computer name and filled the work group
name properly.

2. Successfully created and joined the work group
following the given instruction.

3. Shared files or folders to the work group and other
computer in the work group can now view the
shared folder.

4. Shared the printer to the work group and other
computer in the network can now install the
shared printer and print remotely.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 62 of 61

Developed by:
NTTA
Revision # 01

Evidence Plan

Competency
standard:

Unit of
competency:

Ways in which evidence will be collected:
[tick the column]
O
b
s
e
r
v
a
t
i
o
n

&

Q
u
e
s
t
i
o
n
i
n
g

D
e
m
o
n
s
t
r
a
t
i
o
n

&

Q
u
e
s
t
i
o
n
i
n
g

T
h
i
r
d

p
a
r
t
y

R
e
p
o
r
t

P
o
r
t
f
o
l
i
o

W
r
i
t
t
e
n

The evidence must show that the trainee

NOTE: *Critical aspects of competency

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 63 of 61

Developed by:
NTTA
Revision # 01

TABLE OF SPECIFICATION

Objectives/Content
area/Topics
Knowledge Comprehension Application
# of
items/
% of test

TOTAL

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 64 of 61

Developed by:
NTTA
Revision # 01

Performance Test

Specific Instruction for the Candidate
Qualification
Unit of Competency
General Instruction:
Specific Instruction:

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 65 of 61

Developed by:
NTTA
Revision # 01

QUESTIONING TOOL
Questions to probe the candidates underpinning knowledge
Satisfactory
response
Extension/Reflection Questions Yes No
1.

2.

3.

4.

Safety Questions
5.

6.

7.

8.

Contingency Questions
9.

10.

11.

12.

Job Role/Environment Questions

13.

14.

15.

16.

Rules and Regulations

17.

18.

19.

20.

The candidates underpinning
knowledge was:
Satisfactory Not
Satisfactory

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 66 of 61

Developed by:
NTTA
Revision # 01

Templates for Inventory of Training Resources
Resources for presenting instruction
Print Resources As per TR As per
Inventory
Remarks

Non Print Resources As per TR As per
Inventory
Remarks

Resources for Skills practice of Competency #1
______________________________
Supplies and Materials As per TR As per
Inventory
Remarks

Tools As per TR As per
Inventory
Remarks

Equipment As per TR As per
Inventory
Remarks

Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 67 of 61

Developed by:
NTTA
Revision # 01

Supervise
Work-Based
Learning

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 68 of 61

Developed by:
NTTA
Revision # 01

FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I? YES NO
1.

2.

3.

4.

5.

Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 69 of 61

Developed by:
NTTA
Revision # 01

Evidences/Proof of Current Competencies(Sample)

Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation

Current
competencies
Proof/Evidence Means of validating

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 70 of 61

Developed by:
NTTA
Revision # 01

Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the
evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required
Competencies (Sample)

Required Units of
Competency/Learning
Current
Competencies
Training
Gaps/Requirements
1.

Required Units of
Competency/Learning
Current
Competencies
Training
Gaps/Requirements
2.

3.

4.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 71 of 61

Developed by:
NTTA
Revision # 01

Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.

Form No. 1.4: Training Needs (Sample)

Gaps
Module
Title/Module of
Instruction
Duration (hours)

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 72 of 61

Developed by:
NTTA
Revision # 01

TRAINING PLAN

Qualification: ____________________________
Trainees Training
Requirements
Training
Activity/Task
Mode of
Training
Staff
Facilities/Tools
and Equipment
Venue
Assessment
Method
Date
and
Time

_______________________ ____________________ ______________________
Institutions Industry Industry Supervisor Trainee
Coordinator

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 73 of 61

Developed by:
NTTA
Revision # 01

Technical Education and Skills Development Authority
___(your institution)___

TRAINEES RECORD BOOK

Trainees No._______________

NAME: ___________________________________________________

QUALIFICATION: PLUMBING NC II_______

TRAINING DURATION :____________________________

TRAINER: __________________________________________________

I.D.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 74 of 61

Developed by:
NTTA
Revision # 01

Instructions:
This Trainees Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence
that can be submitted for portfolio assessment and for
whatever purpose it will serve you. It is therefore important
that all its contents are viably entered by both the trainees
and instructor.
The Trainees Record Book contains all the required
competencies in your chosen qualification. All you have to do
is to fill in the column Task Required and Date
Accomplished with all the activities in accordance with the
training program and to be taken up in the school and with
the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the Instructors Remarks
column regarding the outcome of the task accomplished by
the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.
It is of great importance that the content should be
written legibly on ink. Avoid any corrections or erasures and
maintain the cleanliness of this record.
This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainees document on file.

THANK YOU.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 75 of 61

Developed by:
NTTA
Revision # 01

NOTES:

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 76 of 61

Developed by:
NTTA
Revision # 01

Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION

NC Level I
Learning
Outcome
Task/Activity
Required
Date
Accomplished
Instructors
Remarks
Lay out
measurements
Cut pipe
within the
required
length and
according to
job
requirements
Thread pipes
in accordance
with standard
thread
engagement

__________________ ___________________
Trainees Signature Trainers Signature

Unit of Competency: 2 PERFORM MINOR CONSTRUCTION
WORKS

NC Level I
Learning
Outcome
Task/Activity
Required
Date
Accomplished
Instructors
Remarks
Perform
piping lay
outs
Cut pipes
through
walls and
floors

____________________ ______________________
Trainees Signature Trainers
Signature

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 77 of 61

Developed by:
NTTA
Revision # 01

Unit of Competency: 3 MAKE PIPING JOINTS AND
CONECTIONS

NC Level I
Learning
Outcome
Task/Activity
Required
Date
Accomplished
Instructors
Remarks
Fit-up
joints and
fittings for
PVC pipe
Perform
threaded
pipe joints
and
connections
Caulk
joints\

_____________________ ______________________

Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING
INSTALLATION AND ASSEMBLES

NC Level I
Learning
Outcome
Task/Activity
Required
Date
Accomplishe
d
Instructor
s Remarks
Prepare for
plumbing works
Install pipe and
fittings
Install hot and
cold water supply
Install/assemble
plumbing fixtures

_____________________ ____________________

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 78 of 61

Developed by:
NTTA
Revision # 01

Unit of Competency: 5 PERFORM PLUMBING REPAIR AND
MAINTENANCE WORKS

NC Level I
Learning
Outcome
Task/Activity
Required
Date
Accomplished
Instructors
Remarks
Clear
clogged
pipes
clear
clogged
fixtures

______________________ ____________________

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 79 of 61

Developed by:
NTTA
Revision # 01

TRAINEES PROGRESS SHEET

Name : JUAN DELA CRUZ Trainer :
Qualification : Machining NC I
Nominal
Duration
:
Units of Competency
Training
Activity
Training
Duration
Date
Started
Date
Finished
Rating
Trainees
Initial
Supervisors
Initial

Total

Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or
simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for
the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 80 of 61

Developed by:
NTTA
Revision # 01

PREPARATION Average
1. Workshop layout conforms
with the components of a
CBT workshop

2. Number of CBLM is
sufficient

3. Objectives of every training
session is well explained

4. Expected activities/outputs
are clarified

General Average

Average Ratings

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 81 of 61

Developed by:
NTTA
Revision # 01

Facilitate
Learning
Session

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 82 of 61

Developed by:
NTTA
Revision # 01

Training Activity Trainee
Facilities/Tools
and Equipment
Venue
Date &
Time
Remarks
(Workstation/
Area)
Prayer

8:00 AM
to 8:30
AM

Recap of Activities
Unfreezing Activities
All
trainees

Feedback of Training

Rejoinder/Motivation
(Specific Activities of
each Trainee for the
day here)

(List down all
Facilities/Tools
and Equipment
needed for the
workstation and
activities here)
Name of
Workstation1

observations
on the
progress of
each trainee
for the day
will be
written here

each Trainee here)

(List down all
Facilities/Tools
and Equipment
needed for the
workstation and
activities here)
Name of
Workstation 2

observations
on the
progress of
each trainee
for the day
will be
written here

day here)

(List down all
Facilities/Tools
and Equipment
needed for the
workstation and
activities here)
Name of
Workstation 3

observations
on the
progress of
each trainee
for the day
will be
written here
day here)

(List down all
Facilities/Tools
and Equipment
needed for the
workstation and
activities here)
Name of
Workstation 4

observations
on the
progress of
each trainee
for the day
will be
written here

Training Activity Matrix

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 83 of 61

Developed by:
NTTA
Revision # 01

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 84 of 61

Developed by:
NTTA
Revision # 01

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 85 of 61

Developed by:
NTTA
Revision # 01

Minutes of the Meeting
Focus Group Discussion

Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________
CBT Concerns Discussions Resolutions/Agreement
1. CBT Layout
2. Monitoring of
Attendance

3. Utilization of work
area

4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system

5. RPL

6. Teaching methods
and technique

7. Monitoring of
learning activities
a. Achievement chart
b. Progress chart

8. Feedback
9. Slow learners
10. Other
concerns

Minutes of the Meeting Template

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 86 of 61

Developed by:
NTTA
Revision # 01

Training Evaluation Report

1. Title of the Report

2. Executive summary

3. Rationale

4. Objectives

5. Methodology

6. Results and discussion
This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion

7. Recommendation

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 87 of 61

Developed by:
NTTA
Revision # 01

Maintain
Training
Facilities

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 88 of 61

Developed by:
NTTA
Revision # 01

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 89 of 61

Developed by:
NTTA
Revision # 01

Template #1

HOUSEKEEPING SCHEDULE
Qualification
Area/Section
In-Charge
ACTIVITIE
S
Responsib
le
Person
Schedule for the Month of _________________

Daily
Every
other
Day

Weekly

Every
15th
Day

Monthly

Remarks

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 90 of 61

Developed by:
NTTA
Revision # 01

Template #2
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE
EQUIPMENT CODE
LOCATION

ACTIVITIES

MANPOWER
Schedule for the Month of_____________
Daily Every
Other
Day
Weekly Every
15th
Day
Monthly Remarks

Special Instructions:
Trainer:

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 91 of 61

Developed by:
NTTA
Revision # 01

Template #3
HOUSEKEEPING INSPECTION CHECKLIST
Qualification
Area/Section
In-Charge
YES NO INSPECTION ITEMS

Remarks:

Inspected by: Date:

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 92 of 61

Developed by:
NTTA
Revision # 01

Template #4

EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type : ________________________________
Property Code/Number : ________________________________
Location : ________________________________
Trainer-In-Charge : ________________________________
YES NO INSPECTION ITEMS

Remarks:

Inspected by: Date:

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 93 of 61

Developed by:
NTTA
Revision # 01

Template #5
WASTE SEGREGATION LIST
Qualification
Area/Section
In-Charge
GENERAL/ACCUMULATED WASTES WASTE SEGREGATION METHOD
Recycle Compose Dispose

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 94 of 61

Developed by:
NTTA
Revision # 01

Template #6
LOG
SERIAL
DATE
ISSUED
TYPE
(Danger/Caution)
DESCRIPTION
(System Components, Test
Reference, etc.

Trainers
Methodology Level I

Templates
Date Developed:
July 2010
Date Revised:
February 2012
Issued by:

NTTA
Page 95 of 61

Developed by:
NTTA
Revision # 01

Template #7

BREAKDOWN / REPAIR REPORT

Property ID Number
Property Name
Location
Findings Recommendation

Inspected by:

Reported to:

Date: Date:

Subsequent Action Taken:

Recommendation:
By Technician

Reported to:
Date:

Date:

Teaching Methodology

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Teaching Methodology

Загружено:

Авторское право:

Доступные форматы

Templates

Вам также может понравиться