Module in Pts
Module in Pts
Planning
Training Sessions
ISBN 978-971-95388-0-6
April 2012
The Director
National TVET Trainers Academy
Marikina City
Telefax No.: (02)655-6577
Tel. No. : (02)655-7065
e-Mail Add. : [email protected]
ACRNOALEDGEMENT
The Competency-Based Learning Materials oii Plan thing Tra ining Session.s under
the Ttairier Mr.thodology Le ref I Qualification based on the Philippi we TVET Gainers puali
fm tion Frame work, could have not been made possible without the outsourced materials
presented in the Bibliography; and participation and support of the following who in one way
or another contributed in the development of the CBLMs,
and to whom the NTTA Family extend s ite sincerest gratitude:
Ms. Juliet E. Loria, former Chief of the NTTA, who su porvised the initial stage of the
development of the materials;
The staff of the Office for TEIDA Technology Institution s fnr their unwavering
assistance in organizing training pmgrains, which served as the hSA facilities in validating
CBLM s;
The TESDA Regional Directors and TTI Administrators fot: l) allowing their people
to participate in NTTA programs despite hectic schedules; and Z} for hosting the validation of
asscesment tools and regional conduct of program in the following TTIS: a) Jacobo Z.
Gonzales Memorial School of Atts and Trades in Region IV-A; b) New Lucena Polytechnic
College in Region VI; c) 9uezon National Agricultural School in Region IV-A; d) Regional
Training Center-KORPHlL Davao in Region XI; e) Southern Isabela College of Arts and Trades
in Region II; and f} TE8DA Training Center Taguig Campus Enterprise of the OTTI;
Dr. Teodoro S. Sanico, Executive Director, OTTI, for motivating the NTTA to develop
CBLMs in support of Com petency-Based Training implementation; and for extending the
much needed technical guidance;
Finally, we would like to thank trod Almighty for giving us the strength and the
passion to serve as one family which enables us to deliver beyond expectations.
Welcome!
The unit of competency, "Plan Training Session", is one of the competencies of
TRAINERS METHODOLOGY LEVEL I (TM) 1, a course which comprises the
knowledge, skills and attitudes required for a TVET trainer to possess.
The module, Planning Training Session, contains training materials and
activities related to identifying learner’s requirements, preparing session plan,
preparing basic instructional materials and organizing learning and teaching
activities for you to complete.
In this module, you are required to go through a series of learning activities
in order to complete each learning outcome. In each learning outcome are
Information Sheets, Self-Checks, Task Sheets and Job Sheets. Follow and perform the
activities on your own. If you have questions, do not hesitate to ask for assistance
from your facilitator.
Remember to:
∙ Read information sheets and complete theself-checks. Suggested references
are included to supplement the materials provided in this module.
∙ Perform the Task Sheets and Job Sheets until you are confident that your
outputs conform to the Performance Criteria Checklist that follows the
sheets.
∙ Submit outputs of the Task Sheets and Job Sheets to your facilitator for
evaluation and recording in the Accomplishment Chart. Outputs shall
serve as your portfolio during the Institutional Competency Evaluation.
When you feel confident that you have had sufficient practice, ask your
trainer to evaluate you. The results of your assessment will be recorded in
your Progress Chart and Accomplishment Chart.
You must pass the Institutional Competency Evaluation for this competency
before moving to another competency. A Certificate of Achievement will be
awarded to you after passing the evaluation.
You need to complete this module before you can perform the module on
Facilitating Learning Sessions.
CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page i of viii
March 2012
Level I
NTTA
Developed by:
Planning Redilyn C. Agub
Training Revision # 01
Sessions
List of Competencies
No. Unit of Competency Module Title Code
Table of Contents
LIST OF COMPETENCIES.............................................................................................. II
TABLE OF CONTENTS...................................................................................................III
MODULE CONTENT......................................................................................................VII
LEARNING EXPERIENCES............................................................................................. 3
Task Sheet 1.1-5 Develop a data gathering tool for trainees characteristics .............................51
Performance Criteria Checklist 1.1-5 ..............................................................................................52
LEARNING EXPERIENCES........................................................................................... 74
JOB SHEET 1.4-6 Construct an Institutional Competency Evaluation Tool ............................... 228
Performance Criteria Checklist 1.4-6 ............................................................................................ 229
CBLMs on Date Developed: Document No.
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Methodology Date Revised: Issued by: Page iv of viii
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Training Revision # 01
Sessions
MODULE CONTENT
MODULE DESCRIPTOR:
This unit covers the knowledge, skills and attitude in planning a training session.
It includes identifying learner’s requirements, preparing session plan, preparing
basic instructional materials and organizing learning and teaching resources
NOMINAL DURATION:
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
ASSESSMENT CRITERIA:
• Curriculum documents is reviewed and analyzed for training purposes
• Current competencies of target group are determined
• Competencies required to be attained are compared with current
competencies of target group
• Results of comparison is used to determine training requirements •
Training requirements are validated with appropriate people.
• Training delivery modes are identified appropriate for the training
• Training methods that pertains to the required competencies are
addressed
• Sequence of training activities are determined based on competencies
standards
• Resources to support training are identified
CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page vii of viii
March 2012
Level I
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Developed by:
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Training Revision # 01
Sessions
ASSESSMENT CRITERIA:
1. Curriculum documents is reviewed and analyzed for training purposes 2.
Current competencies of target group are determined
3. Competencies required to be attained are compared with current
competencies of target group
4. Results of comparison is used to determine training requirements 5.
Training requirements are validated with appropriate people.
CONDITION:
Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
- Computer
- LCD
3. TOOLS, ACCESSORIES AND SUPPLIES
- White board
- CD
- Tapes
4. TRAINING MATERIALS
- Learning Packages
- Ball pens
- Whiteboard marker
- Manuals
- The Philippine TVET Trainers-Assessors Qualification Framework -
Procedures Manual on Developing Competency-Based Curriculum
CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page 1 of 251
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Sessions Revision # 01
ASSESSMENT METHOD:
1. Portfolio
2. Written Test
CBLMs on Date Developed: Document No.
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Methodology Date Revised: Issued by: Page 2 of 251
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Sessions Revision # 01
Learning
Experiences
Learning Outcome 1
DETERMINE LEARNER’S TRAINING REQUIREMENTS
Learning Activities Special Instructions
on Trainees’ Current
Competencies
16. Evaluate your own output After doing all activities of this LO, you
using PerformanceCriteria
are ready to proceed to the next LO on
Checklist 1.1-6 preparing session plans.
Learning Objectives
After reading this information sheet, you must be able to:
1. define Competency-Based Training;
2. enumerate and explain the ten principles of CBT;
Competency-Based Training
• It is a training delivery approach that focuses on the competency
development of the learner as a result of the training;
• Emphasizes most on what the learner can actually do;
• Focuses on outcomes rather than the learning process within
specified time;
• It is concerned with the attainment and application of knowledge, skills
and attitude to a specific level of competency.
In CBT, the education and training system should begin and end with the
customer needs.
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Competency
Competency involves applying knowledge, skills and attitudes to
perform work activities to the standard expected in the workplace.
Competencies are gained through:
• life experience
• formal education
• apprenticeship
• on-the-job experience
• self-help programs
• training and development programs
Dimensions of competency
DIMENSIONS OF COMPETENCY
ENVIRONMENT
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1) Task Skills
• Captures the skills used as people plan and integrate a number of potentially
different tasks to achieve a complete work outcome.
• Trainees should be provided with learning activities that develop skills to be
able work efficiently to meet deadlines, handle a sequence of interrelated
tasks and progress smoothly between tasks.
4) Job/Role Environment
Learning is
done by the learner at own pace
As trainers, you should provide activities that will allow each trainee to
advance on his own without waiting for the other trainees in his class to finish.
Facilities, resources and materials should also be structured so that trainees
could learn competencies at their own pace.
7) Training is based on and off the job components and off the job
components.
8) The system allows Recognition of Prior Learning (RPL).
Workers and
Students can have prior skills recognized
CBT focuses on the competencies that are not yet acquired by the trainee
in any learning situation. Competencies acquired as a result of previous training,
employment and life experiences should be recognized so that trainees will not
waste time doing the learning activities of the competencies that they already
have. It is one of your task to identify these prior learning of your trainees and
plan for the training of each trainee based on this data.
9) The system allows for learner to enter and exit programs at different times
and levels and to receive an award for competencies attained at any point.
Training
programs are registered within UTPRAS
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Any program offered in TVET should be registered with the Unified TVET
Program Registration and Accreditation System (UTPRAS). This covers the
following:
1. Program Registration is a compulsory compliance with minimum
requirement prescribed in the Training Regulations(TRs) and anchored
on competency-based system. Program registration prescribes full
compliance with prevailing training standards, correction of
sub-standard ones and denial of registration of registration for those who
fail to comply. An integral part of program registration is the monitoring
of registered programs for continuous compliance to standards.
2. Program Accreditation is a voluntary process of demonstrating quality
assurance to programs and institutional processes that shall lead to the
recognition and conferment of awards various levels of exemplary
performance.
Compliance to UTPRAS would include training approaches, curriculum,
learning materials, facilities, resources and other training materials. You should
therefore learn how to plan and implement Competency-Based Training to comply
with UTPRAS.
This training on Trainers Methodology is one of the requirements of
UTPRAS.
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∙ Students all cover the same material ∙ Different trainees maybe trained for
different unit of competency within
the same program
∙ Students all proceed from one topic ∙ Each trainee moves on the next task
to the next at the same time only after mastering the task he or
she is currently working on
∙ The instructor controls the learning ∙ Each trainee progress at his or her
pace own pace
∙ All students are usually tested once ∙ Each trainee is tested when ready
to demonstrate mastery
∙ Materials, tools and supplies for ∙ The trainer must see that all
only one topic are needed at a time materials needed for many tasks are
readily available
∙ Most instructions are delivered by ∙ The trainer must manage the use of
a wide variety of instructional
∙ The programs is usually closed down ∙ The program usually operated year
or shortened during the summer round
months
∙ The evening program is usually ∙ Day and evening program both have
separated and distinct from the day access to all learning guides and
program resources
TRUE OR FALSE:
Tell whether the given statement about CBT is true or false. Write (T) if the
statement True and (F) if the statement is False. Write your answer to a separate
sheet.
The mandate
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, “Establishment and Administration of the National Trade
Skills Standards” of the RA 7796 known as the TESDA Act mandates
TESDA to establish national occupational skill standards. The Authority
shall develop and implement a certification and accreditation program in
which private industry group and trade association are accredited to
conduct approved trade tests, and the local government units to promote
such trade testing activities in their respective areas in accordance with the
guidelines to be set by the Authority
Training Regulations
The Training Regulation (TR) is the document that serves as a basis in the
formulation of competency assessment and the development of curriculum and
instructional materials for competency-based technical education and skills
development (TESD). The training Regulations consist of two components: the
occupational skills standard and the training standards.
The Training Regulations serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
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Sections of the TR
Section 1:
Definition of the Qualification – refers to the group of competencies that
describes the different functions of the
qualification.
This section enumerates the Basic
Competencies, Common Competencies and
Core Competencies of the qualification
It also enumerates the job titles of workers who
qualified for this qualification.
Section 2:
Competency Standards – gives the specifications of competencies required
for effective work performance.
This section will be further discussed in the
succeeding information sheets.
Section 3:
Training Standards – contains information and requirements in designing
training program for certain Qualification. It
includes:
1. Curriculum design,
2. Training delivery;
3. Trainee entry requirements;
4. Tools equipment and materials;
5. Training facilities;
6. Trainer’s qualification and
7. Institutional assessment.
Section 4:
National Assessment and Certification Arrangement – describes the policies
governing assessment and certification
procedure.
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Self-Check 1.1-2
Multiple Choice: Choose the letter of the best answer. Write the letter of your
choice on the your answer sheet.
Learning Objectives
After reading this information sheet, you must be able to:
1. define competency standard;
2. identify the parts of the Competency Standard;
3. identify the elements and performance criteria of your competency;
Competency Standard
Competency Standard (CS) is the written specification of the knowledge,
skills and attitudes and values required for the performance of a job, occupation or
trade and the corresponding standard of performance required for these in the
workplace.
Unit of Competency
Together all the parts of the unit of competency:
• Describe a work activity
• Guide the trainer in determining whether the learner is competent.
Each part of the unit of competency was written with the purpose of achieving these two
aims.
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1. Unit Title
• Defines the area of competency
• Written in output terms - ‘obtain, prepare and supply materials for
production’ [verb]
• Comprise a manageable component of work
2. Unit Descriptor
• Outlines what is done in the workplace
• Expands on information in the title
• Clarifies scope and intent of the unit
• Helps to differentiate competencies with similar titles
4. Elements
5. Performance Criteria
6. Range of Variable
⮚ Process evidence
⌖Complies with industry practice and procedures
⌖ComplieswithOH&Spractice
Examples:
❖ Sets up tools and equipment
❖ Handle tools, materials and equipment
❖ Identifies and solves faults and problems
❖ Communicate with others to ensure safe and effective
operations
9. Underpinning Knowledge
• knowledge or concepts involved in performing skills of the competency.
• It includes: Specific knowledge that is essential to the performance of the
competency and evidence of knowledge of legislation, regulations and Codes
of Practice
Self-Check 1.1-3
Multiple Choice:
Choose the letter of the best answer. Write the letter of your choice on your
answer sheet.
1. The written specification of the knowledge, skills and attitudes and values
required for the performance of a job, occupation or trade and the
corresponding standard of performance required for these in the workplace
is the
A. Training Regulations
B. Competency Standards
C. Competency-Based Curriculum
D. Competency Based Learning Materials
2. The building blocks of a unit of competency that describes the worker is
able to perform are the
A. Elements
B. Skills
C. Tasks
D. Performance criteria
3. This part of the competency standard identifies the knowledge evidence,
productive evidence and process evidence that are essential for successful
performance of the competency.
A. Evidence plan
B. Underpinning knowledge
C. Underpinning skills
D. Critical aspects of the competency
4. This part of the competency standards defines boundaries within
which the unit of competency applies
A. Evidence Plan
B. Nominal duration
C. Range of variables
D. Critical aspects of the competency
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5. Generic and industry specific skills needed to achieve the elements and
performance criteria are listed in this part of the competency standards.
A. Evidence plan
B. Underpinning knowledge
C. Underpinning skills
D. Critical aspects of the competency
6. This part of the CS describes in output terms the functions that a
person who works in a particular area of work is able to do.
A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge
7. These are the evaluative statements that specify what is to be
assessed and the required level of performance.
A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge
CBLMs on Date Document No.
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Learning Objectives
After reading this INFORMATION SHEET, YOU MUST able to:
1. explain the relationship of the Training Regulations and the
Competency-Based Curriculum;
2. identify and discuss the parts of the CBC.
Components of CBC
Module of Instruction
1. Unit Title – a unit of competency which when applied a work situation can
logically stand alone. It express in outcome terms.
Example: Install Computer Systems and Networks
2. Module Title – the name given to curricular unit, it should be associated
with the unit of competency.
Example: Installing Computer Systems and Networks
3. Module Descriptor – brief description of the intention of the module, its
scope and delimitation.
Example: this module covers the outcomes required in installing, assembling and
testing computers and common peripherals.
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7. Content – list of specific knowledge, skills, attitudes and safety that are
necessary in order to achieve the specific learning outcomes.
Example:
• Safety procedures
• Basic terms, concepts, functions and characteristics of PC
Hardware components
• Structure of operating systems
• Familiarization with the various computersystems’
Components and peripherals
• system configuration/settings of computersystems and Devices
8. Conditions – specifies the context of the training, this include list of tools
and equipment, access to learning resources and equipment manuals, and
types of facility.
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Direction: Read the question below carefully. Choose the correct letter
which represents the best answer. Write your answers on a separate sheet.
5. What part of the CBC specifies the context of the training, this include list
of tools and equipment, access to learning resources and
equipment manuals, and types of facility?
A. content
B. outline
C. condition
D. descriptor
6. It is a statement that specifies what learner will be able to do as result of
the learning process. It is written in
A. Assessment criteria
B. Learning outcome
C. Module content
D. Module descriptor
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INFORMATION SHEET 1.1-5
Characteristics of Learners
CHARACTERISTICS OF LEARNERS
1.
It is important to note that:
a. One of the key features of competency-based training is that, it is
customized and personalized. This is difficult to achieve if trainers are
not aware of, either, the differences among trainees, or, how they may
be able to work with these trainees to address their specific needs to
allow them to demonstrate competence.
b. While the issues are diverse, the solutions are frequentlyapplicable
across different topics.
c. Not all issues for trainers are issues for trainees.
d. By altering some simple components of training, issues can be resolved;
e.g. language issues - having assessment in the local language rather
than in English.
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Special courses You may use their special training and ability
in some special arrangements/assignments
during training
LEARNING STYLES
Some trainees sit through hours of lectures and retain all the information
presented while others benefit more from hands-on lab classes. Reason? Trainees
have different learning styles, which present both trainers and students with a
problem when classes are taught in one set way that might only benefit one kind
of learner. Trainees can however, help themselves by finding out what kind of
learner style they belong to and customize their study habits to that particular
style.
There are three major groups of learners, which are Kinesthetic, Visual and
Auditory. These groups represent three very different kinds of trainees, who are all
presented with difficulties during their education.
Most of the time trainees have combinations of these learning styles.
I. Visual Learner
The visual learner will often lose focus during long oral lectures, especially if
these are not accompanied by drawings and illustrations. 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
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visual learner can't concentrate with a lot of activity around him and will focus
better and learn faster in a quiet study environment.
Visual learners are often:
1. Good spellers
2. Fast readers
3. Great at seeing the big picture but often forget smaller details 4. Good at
remembering faces but have a hard time remembering names
For the auditory learner to get the most out of classes it can be helpful
to:
1. Record lectures
2. Use word associations
3. Listen to audiotapes
4. Read notes aloud
5. Sit in the front of the class where the teacher can easily be seen and
heard.
6. Study and discuss subjects with other students
The structured questionnaire below was prepared as a data
gathering tool to help determine trainees’ characteristics. Let trainees
answer these questions before answering the data gathering instrument
for determining trainees’ characteristics.
6. You have just entered a science museum, what will you do first?
A. look around and find a map showing the locations of the
various exhibits.
B. talk to a museum guide and ask about exhibits.
C. go into the first exhibit that looks interesting, and read
directions later.
7. What kind of restaurant would you rather not go to?
A. one with the lights too bright
B. one with the music too loud
C. one with uncomfortable chairs
8. Would you rather go to
A. an art class?
B. a music class?
C. an exercise class?
9. Which are you most likely to do when you are happy?
A. grin
B. shout with joy
C. jump for joy
10. If you were at a party, what would you be most likely to remember the
next day?
A. the faces of the people there, but not the names
B. the names but not the faces
C. the things you did and said while you were there
11. When you see the word "d - o - g", what do you do first?
A. think of a picture of a particular dog
B. say the word "dog" to yourself silently
C. sense the feeling of being with a dog (petting it, running with it,
etc.)
12. When you tell a story, would you rather
A. write it?
B. tell it out loud?
C. act it out?
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13. What is most distracting for you when you are trying to concentrate? A.
visual distractions
B. noises
C. other sensations like, hunger, tight shoes, or worry
14. What are you most likely to do when you are angry?
A. scowl
B. shout or "blow up"
C. stomp off and slam doors
15. When you aren't sure how to spell a word, which of these are you most
likely to do?
A. write it out to see if it looks right
B. sound it out
C. write it out to see if it feels right
16. Which are you most likely to do when standing in a long line at the
movies?
A. look at posters advertising other movies
B. talk to the person next to you
C. tap your foot or move around in some other way
TO
DETERMINE YOUR LEARNING STYLE:
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Activist
Learns by having a go
They perceive information concretely and process it actively. They integrate
experience and application. They learn by trial and error. They believe in self discovery.
They are enthusiastic about new things. They are adaptable, even relish change. They
excel when flexibility is needed. They often reach accurate conclusions in the absence of
logical reason. They are risk takers. They are at ease with people. They enrich reality by
taking what is and adding to it. Sometimes they are seen as manipulative and pushy.
Their philosophy is: “I’ll try anything once.”
Reflector
Learns most from activities where they can watch, listen and then review what has
happened.
They perceive information concretely and process it reflectively. They
integrate experience with the Self. They learn by listening and sharing ideas. They
are imaginative thinkers who believe in their own experience. They excel in viewing
direct experience from many perspectives. They value insightful thinking. They
work for harmony. They need to be personally involved, seek commitment. Are
interested in people and culture. They are thoughtful people who enjoy observing
others. They absorb reality. They seem to take in the atmosphere almost like
osmosis.
Their philosophy is to be cautious, to consider all possible angles and
implications before making a move. “I need more information.”
Theorist
Learns most when ideas are linked to existing theories and concepts.
They perceive information abstractly and process it reflectively. They form
theories and concepts by integrating their observations into what is known. They
seek continuity. They need to know what the experts think. They learn by thinking
through ideas. They value sequential thinking. Need details. They critique
information and collect data. They are thorough and industrious. They will
re-examine the facts if situations perplex them. They enjoy traditional classrooms.
Schools are made for them. They are more interested in ideas then people. They
prefer to maximise certainty and are uncomfortable with subjective judgements.
Their philosophy prizes rationality and logic: “If it’s logical, it’s good.”
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Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01
Pragmatist
Learns most from learning activities that are directly relevant to their situation.
They perceive information abstractly and process it actively. They integrate
theory and practice. They learn by testing theories and applying common sense.
They are pragmatists, they believe if something works, use it. They are
down-to-earth problem solvers who resent being given answers. They do not
stand on ceremony but get right to the point. They have a limited tolerance for
fuzzy ideas. They value strategic thinking. They are skills
oriented. They experiment and tinker with things. They need to know how things
work. They edit reality, cut right to the heart of things. Sometimes they seem
bossy and impersonal.
Their philosophy is: “There is always a better way.” “If it works, it’s
good.”
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 11 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01
Instruction: Write the letter of the correct answer on your answer sheet. 1.
Which of the following characteristics affect learning outcome? A.
educational attainment
B. learning styles
C. previous experiences
D. all of the above
2. What is the learning style of a learner who has a strong language
skills?
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
3. A learner who likes manipulating devices has a learning style.
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
4. Which of the following is not important in planning a session? A.
ability level
B. learning preferences
C. Training method
D. none of the above
5. A trainee that perceives things abstractly and process themactively and
learns by testing theories and applying common sense is an
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 11 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01
Performance Objective:
Given the qualification you are assigned to you should be able to
develop a data gathering tool for trainees’ characteristics that is suitable
for the learners that you have in your region or area of operation.
Supplies :
Steps/Procedure:
1. Search for the sample data gathering tool for trainees’
characteristics in the CD that was provided to you.
2. Based on the clients that you have and the qualification assigned to
you, edit the file to make a data gathering tool for trainees
characteristics which is suitable to your qualification and area of
operation.
3. Present your work to your trainer.
Note: the sample given below is a formatted for TM1. You have to
make a questionnaire that you can use with your prospective trainees.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
Characteristics of learners
Sex a. Male
b. Female
Characteristics of learners
Current Competencies
Current competencies are the skills and knowledge of your new trainees
obtained through formal training, work experience or life experience. These should
be determined before you can prepare your session plan, so as not include the same
competencies where the trainees are already competent.
Assessment Methodologies
Observation Checklist
This is a checklist completed by a trainer or the workplace assessor
while observing the learner’s performance on relevant
tasks.
Practical Demonstration
Demonstrates competence by showing steps or process usedto
produce a product or service
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 55 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01
Project
Demonstration of skills and knowledge in the completion of a project.
360º Feedback
Using a structured process to gather and analyse feedback from peers,
supervisors and people who are supervised.
Case Study
Response to a situation which is presented to the learner. Used to
ascertain the learners problem solving techniques and underpinning knowledge.
Oral presentation
Learners give an oral presentation about an area of knowledge or their
projects to a small group, usually including a trainer, their assessor, their
colleagues and any other interested parties.
Journal
A journal that records learning activities, skills and knowledge
acquisition.
Problem Solving
Implementing problem solving techniques to analyse a product or
process for problems or errors.
Project
Demonstration of skills and knowledge in the completion of a
project.
2. The Trainer can visit the company to prove the existence of the workplace
where the task/job was done.
In the example above, the Trainer must be assured that the documents are
valid and authentic. In this case he needs to call the company that issued the
certificates to confirm the validity and authenticity of the documents. Careful
consideration should be given to the collection of evidences to ensure that all
components of the competency being assessed are effectively
addressed.
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 55 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Training Developed by:
Sessions Redilyn C. Agub
Revision # 01
Trainers may use their ingenuity to develop other instruments that may
validate proofs/evidences of current competencies such as assessment
instruments.
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.
BASIC COMPETENCIES
1.
2.
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 55 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01
CORE COMPETENCIES
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.
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 55 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01
Summary
Self-Check 1.1-6
Performance Objective:
Given the sample forms for Identifying Training Needs Analysis, you
should be able to make Forms 4.1, 4.2, 4.3 and 4.4 for the qualification you
are assigned to.
Steps/Procedure:
1. Secure TR and CBC for the qualification you are assigned to. 2.
Search your CD for the templates of the TNA forms.
3. Make the Self-Assessment Check (Form 4.1).
4. Using sample Evidence of Current Competencies acquired related to
Job/Occupation (Form 4.2) of Trainer’s Methodology I, prepare a list of
possible evidences of current competencies.
5. Construct a blank form for determining discrepancies between
competencies in the TR and current competencies or Training
Gaps (Form 4.3) of prospective trainees.
6. Prepare a template for the Training Needs of trainees. (Form 4.4)
Assessment Method:
Portfolio Assessment
Comments/Suggestions:
Trainer: Date:
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 55 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01