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Module in Pts

PTS

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0% found this document useful (0 votes)
15 views72 pages

Module in Pts

PTS

Uploaded by

ysay torres
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Competency-Based Learning Materials

Planning
Training Sessions

, Technical Education and Skills Development Authority i ".


National TVET Trainers Academy
Marikina City

Competency-Based Learning Materials


Planning Training
Sessions
Printed by:
National TVET Trainers Academy
Technical Education and Skills Development Authority

ISBN 978-971-95388-0-6

April 2012

All rights reserved


These Competency-Based Learning Materials are
properties of the National TVET Trainers Academy.
NTTA encourages the use of the CBLMs contained
herein for education and training purposes with
appropriate credit given to NTTA. Duplication
and/or use of the CBLMs for commercial purposes
require prior written approval from NTTA.

For further information, please


contact

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 trainers, vocational instruction supervisors and administrators of TESDA


technolOgy institutione, who used the CBLMs during actual training and in the process,
gave their substantial comment s and recommendations; 8pecial mention is accorded to
members of the NTTA Training Facilitators Bureau, for their extra contributions;

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;

Atty. Teodoro C. Pascua, TESDA Deputy Director-General, Field Operations, for


recognizing, believing and trusting the NTTA in the pursuit of its mandate;

Secretary Joel Emmanuel J. Villanueva, TESDA Director-General, for supporting the


cause of the NTTA and inspiring its people to excel; and

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.

TO GOD BE THE G LORY!


HOW TO USE THIS COMPETENCY- BASED LEARNING
MATERIALS

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

TRAINERS METHODOLOGY LEVEL 1


COMPETENCY-BASED LEARNING MATERIALS

List of Competencies
No. Unit of Competency Module Title Code

1. Plan Training Planning Training TVT232301


Session Session

2. Facilitate Facilitating TVT232302


Learning Session Learning Session

3. Supervise Supervising TVT232303


Work-Based Work-Based Learning
Learning

4. Conduct Conducting TVT232304


Competency Competency
Assessment Assessment

5. Maintain Training Maintaining TVT232305


Facilities Training Facilities
6. Utilize Electronic Utilizing Electronic TVT232306
Media in Media in
Facilitating Facilitating
Training Training

CBLMs on Date Developed: Document No.


Trainers July 2010
Methodology Date Revised: Issued by: Page ii of viii
March 2012
Level I
NTTA
Developed by:
Planning Redilyn C. Agub
Training Revision # 01
Sessions

Table of Contents

HOW TO USE THIS COMPETENCY- BASEDLEARNING MATERIAL.................. i

LIST OF COMPETENCIES.............................................................................................. II

TABLE OF CONTENTS...................................................................................................III

MODULE CONTENT......................................................................................................VII

LEARNING OUTCOME # 1 DETERMINE LEARNER’S TRAINING REQUIREMENTS


................................................................................................................................................ 1

LEARNING EXPERIENCES............................................................................................. 3

INFORMATION SHEET 1.1-1 Competency-Based Training .............................................................5


SELF CHECK 1.1-1 ........................................................................................................................14
ANSWER KEY 1.1-1.......................................................................................................................16

INFORMATION SHEET 1.1-2 Training Regulations ........................................................................17


Self-Check 1.1-2 .............................................................................................................................19
Answer Key 1.1-2............................................................................................................................21

INFORMATION SHEET 1.1-3 Competency Standard......................................................................22


Self-Check 1.1-3 .............................................................................................................................26
Answer Key 1.1-3............................................................................................................................28

INFORMATION SHEET 1.1-4 Competency – Based Curriculum....................................................29


SELF CHECK 1.1-4 ........................................................................................................................34
ANSWER KEY 1.1-4.......................................................................................................................36

INFORMATION SHEET 1.1-5 Characteristics of Learners..............................................................37


Self –Check 1.1-5 ...........................................................................................................................48
Answer Key 1.1-5............................................................................................................................50

Task Sheet 1.1-5 Develop a data gathering tool for trainees characteristics .............................51
Performance Criteria Checklist 1.1-5 ..............................................................................................52

INFORMATION SHEET 1.1-6 Trainees’ Current Competencies.....................................................56


Self-Check 1.1-6 .............................................................................................................................68
Answer Key 1.1-6............................................................................................................................69
JOB SHEET 1.1-6 Prepare Training Needs Analysis Forms
..........................................................70 Performance Criteria Checklist
..............................................................................................71
CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page iii of viii
March 2012
Level I
NTTA
Developed by:
Planning
Redilyn C. Agub
Training Revision # 01
Sessions

LEARNING OUTCOME # 2 PREPARE SESSION PLAN.......................................... 72

LEARNING EXPERIENCES........................................................................................... 74

INFORMATION SHEET 1.2-1 Training Design.................................................................................75


Self-Check 1.2-2 .............................................................................................................................83
Answer Key 1.2-1............................................................................................................................84

Information Sheet 1.2-2 Training Delivery Modes and Methods ...................................................85


Self-Check 1.2-2 .............................................................................................................................98
Answer Key 1.2-2..........................................................................................................................100

INFORMATION SHEET 1.2-3 Session Plan....................................................................................101


Self-Check 1.2-3 ...........................................................................................................................111
Answer Key 1.2-3..........................................................................................................................112

INFORMATION SHEET 1.2-4 Learning Resources.......................................................................113


Self-Check 1.2-4 ...........................................................................................................................117
Answer Key 1.2-4..........................................................................................................................118

JOB SHEET 1.2-4 Make Session Plan ...........................................................................................119


Performance Criteria Checklist 1.2-4 ............................................................................................120

Assignment Sheet 1.2-4 Session Plan ..........................................................................................122

LEARNING OUTCOME # 3 PREPARE BASIC INSTRUCTIONAL MATERIALS123

LEARNING EXPERIENCES......................................................................................... 124

INFORMATION SHEET 1.3-1 Basic Instructional Materials .........................................................126


Self-Check 1.3-1 ...........................................................................................................................134
Answer Key 1.3-1..........................................................................................................................135

Information Sheet 1.3-2 Competency-Based Learning Module ..................................................138


Self-Check 1.3-2 ...........................................................................................................................134
Answer Key 1.3-2......................................................................................................................13546

TASK SHEET 1.3-2 Write Preliminary Pages of the CBLM ..........................................................147


Performance Criteria Checklist 1.3-2 ............................................................................................148

Information Sheet 1.3-3 Instruction Sheets ..................................................................................149


Self Check 1.3-3 ...........................................................................................................................156
Answer Key 1.3-3..........................................................................................................................157

TASK SHEET 1.3-3 Develop Information Sheet............................................................................158


Performance Criteria Checklist 1.3-3 ............................................................................................159
Information Sheet 1.3-4 Task Sheet...............................................................................................160
Self Check 1.3-4 ...........................................................................................................................166
Answer Key 1.3-4..........................................................................................................................167

TASK SHEET 1.3-4 Develop an Task Sheet ..................................................................................168


Performance Criteria Checklist 1.3-4 ............................................................................................169
Information Sheet 1.3-5 OPERATION SHEET................................................................................ 170
CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page iv of viii
March 2012
Level I
NTTA
Developed by:
Planning Redilyn C. Agub
Training Revision # 01
Sessions

TASK SHEET LO1.3-5 Develop Operation Sheet .......................................................................... 172


Performance Criteria Checklist 1.3-5 ............................................................................................ 173

Information Sheet 1.3-6 Job Sheet................................................................................................ 174

TASK SHEET 1.3-6 Develop Job Sheet.......................................................................................... 175


Performance Criteria Checklist 1.3-6 ............................................................................................ 176

JOB SHEET 1.3-6 Develop CBLM Package ................................................................................... 177

LEARNING OUTCOME NO. 4 PREPARE ASSESSMENT INSTRUMENTS


(INSTITUTIONAL)........................................................................................................ 183

LEARNING EXPERIENCES ............................................................................................................. 184

Information Sheet 1.4 -1 Institutional Competency Evaluation .................................................. 186


Self-Check 1.4-1 ........................................................................................................................... 189
Answer Key 1.4-1.......................................................................................................................... 191

Information Sheet 1.4-2 Evidence Plan.......................................................................................... 192


Self-Check 1.4-2 ........................................................................................................................... 196

TASK SHEET 1.4-2 Prepare Evidence Plan ................................................................................... 198


Performance Criteria Checklist 1.4-2 ............................................................................................ 199

Information Sheet 1.4-3 Table of Specification ............................................................................. 200


SELF-CHECK 1.4-3 ...................................................................................................................... 205
Answer Key 1.4-3.......................................................................................................................... 207

TASK SHEET 1.4-3 Prepare Table of Specification ...................................................................... 208


Performance Criteria Checklist 1.4-3 ............................................................................................ 209

Information Sheet 1.4-4 Written Test ............................................................................................ 210

TASK SHEET 1.4-4 Construct Written Test ................................................................................... 214


Performance Criteria Checklist 1.4-4 ............................................................................................ 215

Information Sheet 1.4-5 Performance Test.................................................................................... 216

TASK SHEET 1.4-5 Construct Performance Test.......................................................................... 220


The Performance Criteria Checklist 1.4-5 ..................................................................................... 221

Information Sheet 1.4-6 Questioning Tool.................................................................................... 222


Self-Check1.4-6 ............................................................................................................................ 224
Answer Key 1.4-6.......................................................................................................................... 225

Task Sheet 1.4-6 Construct Questioning Tool .............................................................................. 226


Performance Criteria Checklist 1.4-6 ............................................................................................ 227

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.
Trainers July 2010
Methodology Date Revised: Issued by: Page iv of viii
March 2012
Level I
NTTA
Developed by:
Planning Redilyn C. Agub
Training Revision # 01
Sessions

LEARNING OUTCOME NO. 5 ORGANIZE LEARNING AND


TEACHING RESOURCES............................................................................................. 231

LEARNING EXPERIENCES......................................................................................... 232

Information Sheet 1.5-1 Training Resources ...............................................................................231


Self-Check 1.5-1 ......................................................................................................................... 232
Answer Key 1.5-1......................................................................................................................... 233

Task Sheet 1.5-1 Prepare an Inventory of Training Resources...................................................237


Performance Checklist 1.5-1.........................................................................................................238

Information Sheet 1.5-2 Workshop Layout ...................................................................................239


SELF-CHECK 1.5-1 ......................................................................................................................245
Answer Key 1.5-1..........................................................................................................................247

JOB SHEET 1.5-1 Plan a Workshop Shop Layout........................................................................248


Performance Checklist 1.5-1.........................................................................................................249

BIBLIOGPRAHY ......................................................ERROR!BOOKMARK NOT DEFINED.


CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page vi of viii
March 2012
Level I
NTTA
Developed by:
Planning Redilyn C. Agub
Training Revision # 01
Sessions

MODULE CONTENT

UNIT OF COMPETENCY Plan Training Session

MODULE TITLE Planning Training Session

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:

1. Identify learner’s training requirements


2. Prepare session plan
3. Prepare instructional materials
4. Prepare assessment instruments (Institutional)
5. Organize learning and teaching resources

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
NTTA
Developed by:
Planning
Training Revision # 01
Sessions

• Session plan is finalized according to required format


• Instructional materials are prepared and focused on a key concept or idea
related to work activity.
• Text and illustrations are made clear and legible appropriate for the training
requirements of the trainees
• Languages , style and format of the materials are appropriate for the
trainees characteristics and needs
• Relevant modules of instruction are identified, read and interpreted to
identify required evidence
• Evidence requirements are determined which will show full coverage of the
training module to be assessed and consistent to the performance of the
training activities
• Suitable assessment methods are identified which are appropriate with the
learning outcome of the module of instruction.
• Assessment instrument are prepared in accordance with the content and
learning outcome specified under the assessment criteria of the module of
instruction.
• Assessment instruments are checked for validity, fairness, safety and cost
effectiveness.
• Resources required for training are checked for availability
• Appropriate training locations/venue are identified and arranged according to
training needs
• Training resources requirements are documented and access is arranged in
accordance with organization procedures and appropriate staff.
CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page viii of viii
March 2012
Level I
NTTA
Developed by:
Planning
Training Revision # 01
Sessions

LEARNING OUTCOME # 1 DETERMINE LEARNER’S TRAINING


REQUIREMENTS
CONTENTS:
1. Competency-based Training
2. Training Regulations
3. Competency Standards
4. Competency-based Curriculum
5. Characteristic of Learners
6. Trainees’ Current Competencies

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
March 2012
Level I
NTTA
Developed by:
Planning Training
Sessions Revision # 01

ASSESSMENT METHOD:
1. Portfolio
2. Written Test
CBLMs on Date Developed: Document No.
Trainers July 2010
Methodology Date Revised: Issued by: Page 2 of 251
March 2012
Level I
NTTA
Developed by:
Planning Training
Sessions Revision # 01

Learning
Experiences
Learning Outcome 1
DETERMINE LEARNER’S TRAINING REQUIREMENTS
Learning Activities Special Instructions

1. Read Information Sheet 1.1-1 In this Learning Outcome you shall


on Competency-Based Training prepare tools and materials needed
to determine training needs. To be
2. Answer Self-Check 1.1-1 able to do this, you should
Compare answers with Answer understand the characteristics of
Key 1.1-1 your trainees and analyze the
following:
3. Read Information Sheet 1.1-2
1. CS
on Training Regulations
2. TR
4. Answer Self-Check 1.1-2
3. CBC
Compare answers with Answer
Go through the Information Sheets
Key 1.1-2
and answer the self-checks to ensure
5. Read Information Sheet 1.1-3 that knowledge of the standards in
on Competency Standards Competency-based training are
acquired.
6. Answer Self-Check 1.1-3
Compare answers with Answer The outputs of your practice of this
Key 1.1-3 Learning Outcome are the following:
7. Read Information Sheet 1.1-3 on 1. TNA Forms
Competency-Base 2. Data gathering tool for
d trainees characteristics
Curriculum
These forms will be a part of your
8. Answer Self-Check 1.1-4 portfolio for you Institutional
Competency Evaluation.
Compare answers with Answer
Key 1.1-4 Show your output to your trainer for
his feedback as you accomplish
9. Read Information Sheet 1.1-5 them.
on Characteristics of
Learners

10. Answer Self-Check 1.1-5


Compare answers with Answer
Key 1.1-5

11. Perform Task Sheet 1.1-5 on


how to develop a data gathering
tool for trainees characteristics

12. Evaluate your own output


using PerformanceCriteria
Checklist 1.1-5

CBLMs on Date Developed: Document No.


Trainers July 2010
Methodology Date Revised: Issued by: Page 3 of 251
March 2012
Level I
NTTA
Developed by:
Planning Training
Sessions Revision # 01

13. Read Information Sheet 1.1-6

CBLMs on Date Developed: Document No.


Trainers July 2010
Methodology Date Revised: Issued by: Page 4 of 251
March 2012
Level I
NTTA
Developed by:
Planning Training
Sessions Revision # 01

on Trainees’ Current
Competencies

14. Answer Self-Check 1.1-6


Compare answers with Answer
Key 1.1-6

15. Perform Job Sheet 1.1-6 on


how to prepare TNA forms

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.

CBLMs on Date Developed: Document No.


Trainers July 2010
Methodology Date Revised: Issued by: Page 4 of 251
March 2012
Level I
NTTA
Developed by:
Planning Training
Sessions Revision # 01

INFORMATION SHEET 1.1-1


Competency-Based Training

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;

In a traditional educational system, the unit of progression is timeand it is


teacher-centered. In a Competency Based Training system, the unit of
progression is mastery of specific knowledge and skills and is learner- or
participant-centered. Two key terms used in competency-based training are:

∙ Skill—A task or group of tasks performed to a specific level of competency or


proficiency which often use motor functions and typically require the
manipulation of instruments and equipment (e.g., use of vacuum cleaner
in cleaning carpeted floor). Some skills, however, such as counseling, are
knowledge- and attitude-based.
∙ Competency—A skill performed to a specific standard under specific
conditions.

Trainers Methodology I is a training program for TVET trainers in using


the Competency-Based Training Delivery Approach for training and assessment.
The learning activities that you are about to undergo will give you a hands
on training on how to plan, design, implement, monitor and evaluate CBT.
In this lesson you will be introduced to CBT, its principles and
context.

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.
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 5 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01
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

Key features of competency


• being able to do the job
• knowing how and why things are done
• knowing what to do if things go wrong
• Knowing the right approach to do a job properly and safely.

Dimensions of competency

DIMENSIONS OF COMPETENCY

ENVIRONMENT
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 6 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01

1) Task Skills

• This requires performance of the task[s] to the required standard as described in


the unit of competency and expected in the workplace.
• Trainer needs to provide activities to develop individual actions as well as the
whole task.

2) Task Management 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.

3) Contingency Management Skills

• The requirement to respond to irregularities and breakdowns in


routines.
• Activities that develop skills of trainees in dealing with contingencies
should be well planned. For example:
a. breakdown
b. irregularities
c. imperfections
d. the unknown.
Exposure to these conditions during the in-house training
should be a part of the practice of the skills.

4) Job/Role Environment

• The requirement to deal with the responsibilities and expectations of the


work environment.
• The capacity to work with others and adapt to different situations is
central to successful performance
• Does the trainee comply with workplace procedures and standard
methods in performing the task?
• Does the trainee communicate effectively?
• Does the trainee observe enterprise and regulatory requirements?
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 7 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01

Ten (10) Principles of CBT

1) The training is based on curriculum developed from the competency


standards.

The 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.
The industry workers identify these standards and are promulgated by the
Technical Education and Skills Development Authority in the Training Regulations
(TR).
The Competency Based Curriculum (CBC) is derived from the Competency
Standards. It is a plan for structured series of learning experiences toward
achieving of competencies identified by the industry; it details training
methodologies, resources, facilities, infrastructure and other materials required
both for training and assessment strategies.

2) Learning is competency-based or modular in structure.


Module Module Module

Generally one competency is one module but some competencies maybe


divided into training modules. A qualification is composed of a set of competencies
a worker should have. When planning your training, your trainees should learn one
competency after another until they attain all competencies of the qualification.
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 8 of 251
Level I Date Revised:
March 2012
NTTA
Planning
Developed by:
Training Redilyn C. Agub
Sessions Revision # 01

3) Training delivery is individualized and self-paced.

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.

4) Training is based on work that must be performed.

5) Training materials are directly related to the competency standards and


the curriculum.
LMs
Competency Standards are updated specifications of the qualification.
Oftentimes, learning materials that are directly related to these standards are not
available in bookstores. You should put your resources together to produce
learning materials and learning activities appropriate to attain the performance
criteria in the CS.

The Competency-Based Curriculum will be your guide to plan for both


training and assessment of your trainees. Your learning materials should be
developed to attain the assessment criteria in the CBC.

The CBC will be further discussed in the succeeding information


sheet.
CBLMs on Date Document No.
Trainers Developed:J
Methodology uly 2010 Issued by: Page 9 of 251
Level I Date Revised:
March 2012
NTTA
Planning Training
Developed by:
Sessions Redilyn C. Agub
Revision # 01

6) Assessment of learners is based in the collection of evidences of work


performance based on industry or organizational required standards.
referenced Assessment)
CBTVET
Traditional Each Student is assessed
Students are judged against the evidences
against each other (norm based on standard

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.

10) Approved training programs are nationally accredited.

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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Comparative Analysis between Traditional Education and CBT


Traditional Competency Based

∙ Instructors focus on managing ∙ Trainers focus on managing learning


instruction

∙ Most students enter at about the ∙ Trainees enter at various times


same time throughout the year

∙ 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

∙ Very little continuous feedback is ∙ Immediate feedback is given to each


given trainees at critical points in the
learning process

∙ The instructor is involved in ∙ The instructor must be able to


teaching only one topic at a time answer questions on manydifferent
tasks each day

∙ Retesting is discouraged or not ∙ Retesting is encouraged to reach


allowed at all 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

∙ The number of students enrolled is ∙ As vacancies are filled, trainees


maximum capacity at the beginning enrolment remains at capacity all
of the year and declines to half or less year long
towards the end

∙ Most instructions are delivered by ∙ The trainer must manage the use of
a wide variety of instructional

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Traditional Competency Based

or dependent upon the instructor media and materials each day

∙ 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

∙ The instructor controls the sequence


∙ If possible, trainee determine the
in which topics will be covered
sequence of the tasks

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SELF CHECK 1.1-1

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.

1. The CBT approach is useful in determining the capability of the


trainers to apply into practice the obtained knowledge, skills
and attitude from the training.

2. CBT focuses on the learning process within a specified time or


duration rather than on the expected outcome.

3. The same with the traditional approach it begins with the


demand/needs of the customer, specifically the industry.

4. Institutions/schools are obliged to meet the set requirement of the


Authority before a training program is implemented.

5. Evidences are used in the evaluation of the obtained skills and


knowledge of the trainee according to the standard.

6. Group work/team is the main training delivery necessary in the


conduct of CBT.

7. Various trainees could be trained for different unit of competency in


one program.

8. CBT concentrates on managing instructions.


9. Trainers are allowed to give little feedback to maximize the time. 10.

Trainers/instructor encouraged trainees for re-evaluation.

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Identification: Given the following statements, identify what dimension of is


being described in the situations. (Task Management Skills, Task Skills,
Contingency Management Skills or Job/Role Environment Skills)
1. Notification of shift availability, or non attendance for shift, is given
without undue delay and according to store policies and procedures.
2. Relevant safety systems information is accessed, analyzed and used in
responding to an identified hazard.
3. Following presentation, feedback on product design is obtained from the
appropriate personnel. Any modifications are identified and
incorporated into the final design.
4. Tools and equipment are cleaned and stored in accordance with
workplace requirements.
5. Trainers manage unexpected circumstances happened during the
actual conduct of the tasks.
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INFORMATION SHEET 1.1-2


Training Regulations
Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:


1. define a Training Regulations;
2. describe the significance of the TR to Competency Based Training; 3.
enumerate the parts of a Training Regulations.

In the previous Information Sheet you were introduced to the Competency


Based Training (CBT). The Training Regulations plays a big role in TVET
training. It is the basis in the formulation of competency assessment and the
development of curriculum and instructional materials for CBT.
In this lesson you will have a tour of the different parts of the TR in relation
to Competency Based Training delivery.

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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3. Development of curriculum and assessment instruments.


Every qualification has its own TR. You can download the TR of your
qualification from the TESDA website (www.tesda.gov.ph).

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.

1. The authority that is mandated to develop the Competency Standards is


A. TESDA
B. NTTA
C. DEPED
D. CHED
2. The main basis of the assessment tools and instructional materials of
competency based training and assessment is the
A. Competency based curriculum
B. Competency standards
C. Training regulations
D. training standards
3. This section enumerates the job titles of workers who are competent in
the qualification described in the Training Regulation.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards
C. Section 3. Training Standards
D. Section 4. National Assessment and Certification Arrangement
4. This section contains information and requirements in designing
training programs for the qualification.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards
C. Section 3. Training Standards
D. Section 4. National Assessment and Certification Arrangement
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5. This section gives the specifications of competencies required for


effective work performance.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards
C. Section 3. Training Standards
D. Section 4. National Assessment and Certification Arrangement
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INFORMATION SHEET 1.1-3


Competency Standard

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;

The Competency Standard is the main basis of Competency-Based


Training. All learning materials shall be based on the assessment criteria of each
competency.
In this lesson, you will be introduced to the CS which will be helpful in
planning your training activities. You may need a copy of the Competency
Standards of your qualification to better understand this lesson.

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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Parts of Competency Standard

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

3. Elements and Performance Criteria

Elements describe in output terms the functions that a person who


works in a particular area of work is able to do.
Performance criteria are evaluative statements that specify what is to be
assessed and the required level of performance.
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4. Elements

• Building blocks of a unit of competency


• Describe in outcome terms the functions that a person who works in a
particular area of work is able to perform [start with a verb]
• Describes actions or outcomes that are demonstrable and assessable and
which the candidate must attain.

5. Performance Criteria

• Specifies what is assessed and the required level of performance. •


Precise standards of the competency
• Covers all components/ dimensions of competency
• Focus on evidence to prove competency evaluative statements

6. Range of Variable

• Describes the curriculum or context in which the work is to be


performed.
• Defines the boundaries within which the unit of competency applies •
Range of situations that should be the focus of assessment • Relates to the
unit of competency as a whole
• Allows for insertion of specific knowledge and enterprise requirements
7. Evidence Plan

• The purpose of the evidence guide is to guide the assessor in the


collection of evidence
• It must be related directly to: the elements and performance criteria and
range of variables.

8. Critical Aspect of Competency


• Tells the assessor what evidence is essential for successful performance.
• It identifies the essential:
⮚ Productive evidence – completes workplace/service to specification
⮚ Knowledge evidence – things that must be known
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⮚ 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

10. Underpinning Skills


• skills needed to achieve the elements and performance criteria in the unit
of competency.
• It includes both: generic skills (communication) and industry specific
skills (hand tools)
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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
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INFORMATION SHEET 1.1-4


Competency – Based Curriculum

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.

The Competency-Based Curriculum (CBC) is a guide in developing


learning activities. Understanding the CBC will help you establish trainee’s
training needs and plan for Competency-Based Training.

In this lesson, each part of the CBC will be discussed.

Competency-Based Curriculum (CBC)


The CBC is a plan for structured series of learning experiences toward
achieving of competencies identified by the industry; it details training
methodologies, resources, facilities, infrastructure and other materials required
both for training and assessment strategies. It is a specification of the course a
trainee will undertake to attain workplace competencies. It is
developed based on the Training Regulations.

Components of CBC

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Course Design – is an overall description of the course. It includes, among


others, information on the:
• Qualification covered by the course;
• Course outcomes;
• Units of competency and the corresponding module titles;
• Students entry requirements;
• Resources;
• Training delivery and assessment strategies; and
• Trainer’s qualifications.

Course Design Format


1. Course Title/ Qualification Level – a name rising out of the
qualification and NC level in the PTTQF.
Example: Computer Hardware Servicing NC II
2. Nominal Duration – the approximate length of time the course will be
finished.
Example: 329 hours
3. Course Description – statement on the coverage of the course, its
relevance in the industry sector, and the possible occupations the trainee
will have after completion.
Example: This course is designed to develop knowledge, skills, and
attitudes of a Computer Technician in accordance with industry standards. It
covers basic and common competencies such as installing, maintaining,
configuring, and diagnosing computer systems and networks.
4. Entry Requirements – qualifications of a trainee who intend to enter the
course. These are stated as competencies. Any physical traits must also be
stated.
Example: Student/trainee must possess the following
qualifications:
⌖ Able to communicate both oral and written
⌖Physicallyandmentallyfit.
⌖Withgoodmoralcharacter.
⌖ Can perform basic mathematical and
logical computations.
⌖ Analytical and logical thinking.
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5. Course Structure – tabulated presentation of units of competency covered


by the course and the corresponding module title- its learning outcomes and
nominal duration.
Example:
Units of Module Learning Outcomes Nominal
Competency Title Duration

1.Install 1.1Installi 1.1.1 Plan and prepare for 60 hours


computer ng installation
systems and computer
networks
1.1.2 Install equipment/device
systems
and system
networks 1.1.3 Conduct test

2.Diagnose and 2.1 2.1.1 Plan and prepare for 100


troubleshoot Diagnosing diagnosis of faults of computer hours
computer and trouble systems
systems shooting 2.1.2 Diagnose faults of computer
computer systems
systems
2.1.3 Repair defects in computer
systems and networks
2.1.4 Test systems and networks

6. Assessment Methods – A listing of all the methods of gathering evidences


used in the course to measure the attainment of the learning outcomes.
Example: Observation/questioning, demonstration/questioning,
written examination
7. Course Delivery – the training modes used to implement the course
Example: dual training, apprenticeship, distance education

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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4. Nominal Duration- estimated/suggested number of training hours per


module (time to achieve the module).
Example: 60 hours
5. Learning Outcome – it is a statement that specifies what learner will be
able to do as result of the learning process; it should be written in an action
statement, begins with action verb plus the object of the action.
Example: LO1. Plan and prepare installation LO2.
Install equipment/device system
6. Assessment Criteria – list of criteria by which the achievement of the
learning outcome will be judged based on evidence; specify the performance
outcome the learner will be expected to demonstrate at the conclusion of the
learning outcome.
Example:
1. Installation planned and prepared to ensure that safety measures, policies and
procedures followed, and that work is appropriately sequenced in accordance
with the industry standards

2. Technical personnel consulted to ensure that the work coordinated effectively


with others involved on the worksite

3. Computer systems and network devices obtained in accordance with the


established procedures and to comply with requirements

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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Example: The students/trainees must be provided with the following:


∙ Personal Protective equipment ( ex. protective eyewear, anti static
wrist wrap)

∙ Electronic laboratory hand tools (assorted pliers, assorted screw


drivers, soldering iron & desoldering tool)

9. Methodologies – one or combinations of different learning approaches,
methods and techniques to deliver learning activity/ies which are consistent
with CBT principles.
Example: Lecture-demonstration, self-paced, group discussion
10. Assessment Method – the methods used to gather evidences of sufficient
quantity on which to make sound judgement about trainee’s competency;
assessment methods include observation, demonstration/simulation,
questioning and written test.
Example: Demonstration with questioning, written examination
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SELF CHECK 1.1-4

Direction: Read the question below carefully. Choose the correct letter
which represents the best answer. Write your answers on a separate sheet.

1. The specifications of a qualification – the methodologies, resources,


facilities, infrastructure and other materials required both for training and
assessment strategies is the
A. Competency Standards
B. Qualification Title
C. Training Regulations
D. Competency Based Curriculum
2. This is a statement of one or combinations of different learning
approaches, methods and techniques to deliver learning activity/ies for the
qualification which are consistent with CBT principles.
A. conditions
B. contents
C. methodologies
D. learning outcomes
3. The statement on the coverage of the course, its relevance in the industry
sector, and the possible occupations the trainee will have after
completion is written in the
A. Assessment criteria
B. Course content
C. Course descriptor
D. Course title
4. This part of the CBC specifies the performance outcome the learner
will be expected to demonstrate at the conclusion of the learning
outcome.
A. Assessment criteria
B. Course content
C. Learning outcome
D. Performance criteria
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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

Learning Objective: After reading this INFORMATION SHEET, YOU MUST be


able to determine the different characteristics of
trainees.
One of the most important data that you must have when planning
training sessions is the characteristics of your trainees. In CBT, we consider
individual differences in training because CBT is self-paced. The design of
training and instructional materials should therefore suit characteristics of each
trainee.
This lesson will discuss the different characteristics that you should know
about your learner so that you will be able to plan training for each of them.

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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TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING


A TRAINING SESSION
Characteristics What does this mean to the plan?
of trainees
Language, This influences the methods you can use and
literacy and the activities and tasks that are suitable to
numeracy (LL&N) the training and the trainee. You must be
prepared for different LL&N levels and must
have numerous resources available for
different requirements.

Cultural Be aware of different cultural backgrounds


background and practices.
There maybe activities that you choose which
are inappropriate because of cultural
background and practices.

Education and General education levels are helpful for you


general to know at what level to pitch the delivery of
knowledge the session.

Gender The whole plan is affected if you have a group


of all female, all male or a mixture if there are
activities that involve demonstration, role
play and so on

Age Age can affect the plan depending on what is


delivered, how it is delivered and at what
pace it is delivered

Physical ability Be aware of any trainee who is less able than


others to perform physical tasks before the
beginning of the session

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Previous Different levels of experience can be useful,


experience with and to plan well ahead, you should know
the topic who has what experience so it can be used to
you and other trainees’ advantage

Previous It is helpful if you have knowledge of trainees’


learning general attitudes towards learning
experience
Training level This helps you identify other trainings
completed attended by your prospective students

Special courses You may use their special training and ability
in some special arrangements/assignments
during training

Learning style A trainee could be auditory, visual or


kinesthetic

Other needs This refers to special needs that would be


requested by the trainees. e.g. schedule for
working student, single parent, etc

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

The visual learner will benefit from:


1. Color-coded notes
2. Using drawings to illustrate
3. Outlining information
4. Using mind maps and flash cards

II. Kinesthetic Learner


Kinesthetic learners are 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 often referred to as hyperactive students with
concentration issues.
Kinesthetic learners are often:
Gifted performers
Naturally athletic

To get the most of an education the kinesthetic learner can:


1. Choose classes with hands-on labs
2. Study with (loud) music in the background
3. Use memory and flash cards
4. Study in small groups
5. Take breaks often during study
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III. Auditory Learner


For the auditory learner, oral presentations are crucial for understanding a
subject, as this kind of learner 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.

The auditory learner often has:


1. Strong language skills
2. A well-developed vocabulary
3. The ability to follow spoken directions well
4. A hard time remembering faces but easily remembers 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.

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What's Your Learning Style?


For these questions, choose the first answer that comes to mind and click
on a, b, or c. Do not spend too much time thinking about any one question.

1. When you study for a test, would you rather


A. read notes, read headings in a book, and look at diagrams and
illustrations?
B. have someone ask you questions, or repeat facts silently to
yourself?
C. write things out on index cards and make models or
diagrams?
2. Which of these do you do when you listen to music?
A. daydream (see things that go with the music)
B. hum a along
C. move with the music, tap your foot, etc.

3. When you work at solving a problem do you


A. make a list, organize the steps, and check them off as they are
done?
B. make a few phone calls and talk to friends or experts?
C. make a model of the problem or walk through all the steps in
your mind?

4. When you read for fun, do you prefer


A. a travel book with a lot of pictures in it?
B. a mystery book with a lot of conversation in it?
C. a book where you answer questions and solve problems?

5. To learn how a computer works, would you rather


A. watch a movie about it?
B. listen to someone explain it?
C. take the computer apart and try to figure it out for yourself?
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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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Kolb's Learning Inventory


Kolb’s learning inventory of learning styles describes a learning process and a
style with the emphasis on the need for learning to be grounded in experience, and
the importance of a person being active in learning.It provides guidance in situations
where learner differences play a role in communication and human interaction. The
model provides ways to gauge personal inclinations towardlearning, and offers
aclearand actionable way to accommodate learners in learning environments. There
are 4 main styles. Most people have a preference for 1 or 2 styles.
In the United Kingdom, Honey and Mumford (1992) built on David Kolb’s
innovative work and offered a model of learning preferences using the descriptions
Activist, Reflector, Theorist and Pragmatist.
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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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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.”
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Self –Check 1.1-5

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
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6. Imaginative thinkers who believe and reflects on their experiences are A.


Activist
B. Pragmatist
C. Reflector
D. Theorist
7. A trainee who form theories and concepts by integrating his observations
into what is known. He needs to know what the experts think.
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
8. A trainee who perceive information concretely and process it actively
and by trial and error.
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
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Task Sheet 1.1-5


Title : Develop a data gathering tool for trainees characteristics

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 :

Equipment : PC, printer with ink

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

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Performance Criteria Checklist 1.1-5


CRITERIA YES NO
Does your output have the following?

trainees characteristics discussed in this information sheet


in making your questionnaire

section for gathering the basic profiles of your trainees

choices for ease of accomplishing the form

ethnic groups belonging to your area of operation in the


cultural and language background category

previous learning experiences suited for your qualification

special courses that are related to your qualification


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Sample Data Gathering Instrument for Trainee’s


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, Average grade in: Average grade in:


literacy and English Math
numeracy
(LL&N) a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
e. 75 to 79 e. 75 to 79

Cultural and Ethnicity/culture:


language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)
Education & Highest Educational Attainment:
general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate

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Characteristics of learners

g. With units in Doctoral Level


h. Doctoral Graduate

Sex a. Male
b. Female

Age Your age:

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 TM Certificates
experience with
a. TQ certified
the topic
b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer

Previous List down trainings related to TM


learning
experience

Training Level National Certificates acquired and NC level


completed

Special courses Other courses related to TM


a. Units in education

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Characteristics of learners

b. Master’s 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
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)

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INFORMATION SHEET 1.1-6
Trainees’ Current Competencies
Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to: 1.


define current competencies;
2. explain why there is a need to identify the trainees’ current competencies;
In the previous lessons, you learned that important data about your
trainees are needed as inputs in planning your training sessions. One of them is
the trainee’s characteristics.
Trainee’s training needs is another important data that you need to collect as
a trainer so that you will be able to identify the skills and competencies needed by
individual trainees. In CBT, competencies or skills that are already previously
acquired by the trainee will no longer be repeated in their learning activities.
In this lesson, you will learn to determine these current competencies.

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.

How can the Current Competencies be Determined


Current competencies can be determined by using the following:
1. Self-Assessment Checklist – It is a checklist of competencies required of
a qualification.
2. Proof of Competencies - Portfolio assessment or validation of evidences of
competency such as employment certificates with specific duties and
responsibilities, projects personally done by the trainee, certificate of
awards and other related proofs.
3. Pre-assessment result
Pre-assessment in CBT has the following functions:
a. Diagnostic - intended to diagnose areas of weakness, or
misunderstanding, and strength. It involves collecting evidence to
diagnose or identify a training need or performance problem.
“You can’t prescribe the remedy till you understand the cause”
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This type of assessment is used to identify a learner’s gaps in
knowledge and to ensure the content of the subsequent training will
meet the learners’ needs.
The pre-test is a written test that would initially test the
knowledge of your trainees on the competencies that they need to
learn

b. Formative - This type of assessment assists and supports learning by


providing feedback about performance and progress towards the
achievement of competency. It is also a method for the collection of
evidence, and determining a candidate’s readiness for her or his
final assessment.
For our purpose, this type of assessment will be used to assess
whether a trainee is ready to be assessed for purposes of Recognition
of Prior Learning

c. Summative Assessment – In case the trainee is ready to be assessed


for a competency as a result of his employment and life experiences,
you may finally give him a summative assessment to recognize his
prior learning for some or all of the competencies of the qualification.

Why determine current competencies?


1. To identify the competencies to be covered in the training plan.
2. To assess the trainee’s current competency in comparison to the
stated standards of competence required
3. To identify which relevant skills the trainee possesses and does not
possess, so that the training program can be tailored accordingly.

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
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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.

Video or Audio Tapes


Recording performance in the workplace that is subsequently reviewed by
an assessor.

Certificate of Award or Employment


Certificate of employment or awards that reflect the responsibilities of
the trainee maybe a proof of his competency.

Assessment is the gathering of evidence from a range of sources, and


frequently more than one type of evidence is used to fairly and reliably determine
competence. When selecting an appropriate strategy for the collection of evidence
in determining trainees’ current competency, there are
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factors that need consideration. These factors, which will be discussed in


MODULE 4, include:
o The requirements of the specific competency unit(s) or learning
outcome
o The needs of the assessor and the trainee being assessed
o The authenticity of the evidence. That is, that it actually relates to the
performance of the person being assessed, and not that of another
person.
o Sufficiency of the evidence to demonstrate competency
o The currency of evidence. That the evidence is still relevant and
current according to competency standard requirements.
o Whether the task being assessed or the location of the assessment
involve a strong element of OH & S or environmental risk
In cases of doubtful proof or evidence submitted, it will always be the right
of the Trainer to investigate.

For Certificates of Award or Employment:


1. The Trainer can call or personally ask for confirmation from the
signatories of the certificate issued by a company or an industry.
In reviewing the documents submitted by the trainee, the following
should be considered:
⮚ Authenticity of the document
⮚ Date acquired
⮚ Standing of the company/employer who issued the certificate

For submitted projects/videos/photos:

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.
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This section presents sample methods and instruments in identifying


current competencies and training need of trainees.

Current Competencies are determined by using the following forms: 1.


Self-assessment Check (Form 4.1)
2. Validation of Competency evidences(Form 4.2)
3. Summary of Current competencies versus required competencies(Form
4.3)
4. Training Needs(Form 4.4)

Trainers may use their ingenuity to develop other instruments that may
validate proofs/evidences of current competencies such as assessment
instruments.

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.
BASIC COMPETENCIES

CAN I…? YES NO

1.

2.
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CORE COMPETENCIES

CAN I…? YES NO

3. Supervise Work-Based Learning

3.1 Establish training requirements for trainees?

3.2 Monitor work-based training?

3.3 Review and evaluate work-based learning


effectiveness?

4. Conduct Institutional Assessment

4.1 Orient the trainee?

4.2 Gather evidence?

4.3 Make assessment decision?

4.4 Record assessment results?

4.5 Provide feedback to trainees?

5. Maintain Training Facilities

5.1 Plan Maintenance activities?

5.2 Prepare schedule of maintenance?

5.3 Implement housekeeping activities?

5.4 Maintain training equipment and tools?


5.5 Document maintenance inspections?

6. Utilize electronic media in facilitating training

6.1 Inspect electronic media equipment?

6.2 Operate electronic media equipment to deliver a


lesson?

6.3 Maintain electronic media?

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.

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

Evidences/Proof of Current Competencies(Sample)

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


Current Proof/Evidence Means of validating
competencies

Prepare Complete session plan Submitted a complete set


Session Plan with the prescribed of session plan
format prepared by the
trainer

Prepare basic Complete CBLM with Submitted a complete


instructional the prescribed format CBLM for one qualification
materials prepared by the trainer
Organize Picture of actual Submitted the picture of
teaching and workshop layout of actual workshop layout
learning trainer certified by the
resources Vocational Instruction
Supervisor

Use Personal National Certificate in Submitted an


Computer in PC Operations authenticated copy
Educational of National
Technology Projects such as Certificate
presentations, CBLM,
session plans, flyers and
other instructional
materials

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

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 Current Training
Competency/Learnin Competencies Gaps/Requirements
g Outcomes based on
CBC

1. Plan Training Session

1.1 Determine Determine


trainee’s training trainee’s training
requirements requirements
1.2 Determine Determine relevant
relevant training training methods,
methods, training training activities
activities and and training
training delivery delivery modes
modes

1.3 Prepare session Prepare session plans


plans

1.4 Prepare basic Prepare basic


instructional instructional
materials materials

1.5 Organize Organize


teaching and teaching and
learning resources learning
resources

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

2. Facilitate Learning Session

Required Units of Current Training


Competency/Learnin Competencies Gaps/Requirements
g Outcomes based on
CBC

2.1 Orient trainers 2.1 Orient trainers


on the CBT on the CBT delivery
delivery system system

2.2 Use appropriate 2.2 Use


methods based on appropriate
the level and methods based on
characteristics of the level and
trainees characteristics of
trainees

2.3 Assist trainers in Assist trainers in


achieving learning achieving
outcomes learning
outcomes

2.4 Provide necessary Provide necessary


feedback to feedback to
improve trainer’s improve trainer’s
competence competence

3. Supervise Work-Based Learning

3.4 Establish Establish


training training
requirements for requirements for
trainees trainees

3.5 Monitor work Monitor


based training work-based
training

3.6 Review and Review and evaluate


evaluate work work-based learning
based learning effectiveness
effectiveness

4. Conduct Competency Assessment

4.1 Orient trainees 4.1 Orient


on the evidence trainees on the
requirements in evidence
the relevant requirements in
evidence plan the relevant
evidence
plan

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

Required Units of Current Training


Competency/Learnin Competencies Gaps/Requirements
g Outcomes based on
CBC
4.2 Gather and 4.2 Gather and
document document
evidences using evidences using
relevant relevant
assessment tools assessment tools

4.3 Evaluate and 4.3 Evaluate and


record assessment record assessment
results in results in accordance
accordance with with the approved
the approved rating system
rating system

4.4 Use appropriate Use appropriate


feedback feedback
mechanism to mechanism to
inform trainee of inform trainee of
his progress his progress

5. Maintain Training Facilities

5.1 Implement 5.1 Implement


housekeeping housekeeping
activities activities

5.2 Maintain training 5.2 Maintain


equipment and training
tools equipment and
tools

6. Utilize Electronic Media In Facilitating Training

6.1 Inspect electronic Inspect


media equipment electronic media
equipment

6.2 Operate Operate


electronic media electronic media
equipment equipment

6.3 Maintain Maintain


electronic media electronic media
equipment equipment

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

Form No. 4.4: Training Needs (Sample)


Training Needs Module Title/Module
of Instruction
(Learning Outcomes)

Identify trainees’ training requirements 1. Plan Training Session

Prepare assessment Instruments

Conduct Pre-assessment 2. Facilitate Learning


Session
Facilitate training session

Review delivery of training session

Establish training requirements 3. Supervise work-based


for trainees learning

Monitor work-based training

Review and evaluate work-based learning


effectiveness

Use appropriate feedback mechanism to 4. Conduct Institutional


inform learner of his/her progress Assessment

Maintain training equipment and tools 5. Maintain Training


Facilities

Inspect electronic media equipment 6. Utilize Electronic


media in facilitating
Operate electronic media equipment training
to deliver lesson

Maintain electronic media


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

In planning for competency-based training, the following


should be determined by the trainer:
1. The competencies as required by the Competency standards
2. Trainee’s characteristics
3. Trainees current competencies
4. Trainee’s Training Needs

To determine learner’s training needs the trainer need to do


the following:

1. Analyze the competency standard


2. Prepare the TNA forms
3. Prepare the pre-test
4. Prepare the Institutional Competency Evaluation
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

Self-Check 1.1-6

On your answer sheet, answer the following questions:

1. Why is it necessary to determine the current competencies


of your trainee before preparing your Session Plan?
2. What are the three factors to be considered in using
evidences submitted by a prospective trainee as proof of his
current competencies?
3. What are the ways of determining current competencies of a
trainee?
4. What is a training gap?
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

Answer Key 1.1-6

1. To ensure that the current competencies of the trainee are


recognized and learning activities related to the current
competencies are no longer assigned to him, trainees current
competencies has to be determined.
2. a. authenticity of the document
b. date when the competencies were acquired (currency)
c. standing of the company/employer who issued the
certificate (validity)
3. a. Self-Assessment Checklist
b. Proof of competencies such as employment certificates,
projects personally done by the trainee, awards and other
related proofs
c. Pre-assessment result
4. A training gap is the difference between the current
competencies and those required.
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

JOB SHEET 1.1-6


Title : Prepare Training Needs Analysis Forms

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.

Supplies : Bond paper


Equipment : PC, printer with ink

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

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

Performance Criteria Checklist


Trainee’s Name Date
Criteria YES NO

1. All required competencies are listed from BASIC,


COMMON to CORE(Form 1.1).

2. Possible evidences of current competencies are listed


(Form 1.2).

3. Means of validating evidences of competencies are


listed.

4. Templates in assessing discrepancies between


current and required competencies are prepared
(Form 1.3).
5. Training need form is prepared for basic, common
and core competencies (Form 1.4).

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

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