FACILITATE

TRAINING
SESSION
COMPETENCY – BASED LEARNING MATERIALS

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

1
Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 HOW TO USE THIS COMPETENCY- BASED
LEARNING MATERIALS

Welcome!
The unit of competency, "Facilitate 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.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 MODULE OF INSTRUCTION

UNIT OF COMPETENCY : Facilitate Training Session

MODULE TITLE : Facilitating Training Session

MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes in
delivering Competency-Based Training Session. It covers the following:
preparing training session, conducting pre-assessment, facilitating training
session, conducting competency assessment and reviewing delivery of
training session

NOMINAL DURATION : 35 Hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, the trainees/ students should be

able to:

LO1. Prepare Training Facilities/ Resources

LO2. Conduct Pre-Assessment
LO3. Facilitate Training Session
LO4. Conduct Competency Assessment
LO5. Review Delivery of Training Session

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

3
Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
LO1. Prepare Training Facilities/ Resources
ASSESSMENT CRITERIA:
1. Appropriate training facilities/ resources are prepared based on
the session requirement
2. Learning stations are prepared and set-up according to learning
activities
3. Tools and equipment are prepared and set-up according to
learning activities

CONTENTS:
 Competency-Based Training Delivery Plans
 Competency-Based Training Facilities and Stations
 Utilization of Training Facilities and Resources in Facilitating
Training Session

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- CBLM
- Training Regulation
- Competency Based Curriculum
- Labels
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

METHODOLOGIES:
- Self-paced Learning
- Modularized Learning
- Individualized Learning
- Blended
- Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

4
Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
ASSESSMENT METHODS:
- Written
- Oral Questioning
- Portfolio
- Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
LO2. Conduct Pre-Assessment

ASSESSMENT CRITERIA:
1. Pre-assessment instruments are prepared in accordance with the
number of applicants
2. Context and procedures of pre-training assessment are well
explained according to guidelines
3. Evidence is gathered using the assessment tools specified in the
evidence plan
4. Evidences are evaluated and feedbacks are discussed based on
the results of the pre-training assessment
5. Current competencies and prior learning are determined and
credited
6. Characteristics and profile of learners are evaluated

CONTENTS:
 Procedures in gathering evidences for recognition of prior
learning
 Purpose and procedures of pre-assessment

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Training Regulations
- RPL Materials
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

METHODOLOGIES:
- Self-paced Learning
- Modularized Learning

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 - Individualized Learning
- Blended
- Demonstration

ASSESSMENT METHODS:
- Written
- Demonstration
- Oral questioning
- Portfolio

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
LO3. Facilitate Training Session

ASSESSMENT CRITERIA:
1. Learners are properly oriented on the CBT delivery system
2. Appropriate training methods are used based on the level and
characteristics of the learners
3. Learners are assisted to achieve session outcomes
4. Work and learning activities are monitored based on training
plan
5. Feedback is provided to improve learners’ competence

CONTENTS:
 Competency-Based Training Delivery System
 Strategies in Providing Feedback Mechanism
 Different Monitoring Tools Utilized in CBT
 Competency-Based Actual Training Procedure
 Conduct of Focused Group Discussion

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

METHODOLOGIES:
- Self-paced Learning
- Modularized Learning

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

8
Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 - Individualized Learning
- Blended
- Demonstration

ASSESSMENT METHODS:
- Written/oral examinations
- Portfolio
- Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
LO4. Conduct Competency Assessment

ASSESSMENT CRITERIA:
1. Learners are oriented on the evidence requirements relevant to
the evidence plan
2. Competency assessment tools, materials and equipment are
provided to learners
3. Evidences are gathered and documented using relevant
assessment tools
4. Assessment results are recorded in accordance with the
approved rating system
5. Appropriate feedback mechanism is used to inform learner of
his/her progress

CONTENTS:
 Conduct of Institutional Competency Assessment

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

METHODOLOGIES:
- Self-paced Learning
- Modularized Learning
- Individualized Learning
Date Developed: July 2020 by NTTA
TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

10
Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 - Blended
- Demonstration

ASSESSMENT METHODS:
- Written Test
- Portfolio
- Demonstration
- Oral Questioning

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

11
Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
LO5. Review Delivery of Training Session

ASSESSMENT CRITERIA:
1. Appropriate training session evaluation instruments are used
2. Interpretation is made on the results of evaluation on delivery of
training session
3. Adjustments on delivery of training session are made based on
the results of evaluation

CONTENTS:
 Competency – Based Training Evaluation
 Analysis of Pre-Test and Post-Test Results
 Training Evaluation Results Analysis and Adjustments

CONDITIONS:
Students/trainees must be provided with the following
 Equipment
-Projector/ LCD
-Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

METHODOLOGIES:
- Self-paced Learning
- Modularized Learning
- Individualized Learning

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

12
Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 - Blended
- Demonstration

ASSESSMENT METHODS:
- Written test
- Portfolio
- Demonstration
- Oral Questioning

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Plan Training Planning Training TVT232301

1.
Session Session

Facilitate Facilitating TVT232302

2.
Learning Session Learning Session

Supervise Work-Based Supervising Work-Based TVT232303

3.
Learning Learning

Conduct Conducting TVT232304

4.
Competency Competency
Assessment Assessment

Maintain Training Maintaining Training TVT232305

5.
Facilities Facilities

Utilize Electronic Utilizing Electronic

Media in Media in TVT232306
6.
Facilitating Training Facilitating
Training

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 MODULE CONTENT

UNIT OF COMPETENCY: Facilitate Training Session

MODULE TITLE: Facilitating Training Session

MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes in delivering
Competency-Based Training Session. It covers the following: preparing
training session, conducting pre-assessment, facilitating training session,
conducting competency assessment and reviewing delivery of training
session.

NOMINAL DURATION: 35 Hours

LEARNING OUTCOMES:
At the end of this module, you must be able to:
1. Prepare training Facilities/ Resources
2. Conduct pre-assessment
3. Facilitate Training Session
4. Conduct Competency Assessment
5. Review Delivery of Training Session

ASSESSMENT CRITERIA:
 Appropriate training facilities/resources are prepared based on the
session requirement
 Learning stations are prepared & set-up according to learning
activities
 Tools and equipment are prepared and set-up according to learning
activities
 Pre-assessment instruments are prepared in accordance with the
number of applicants
 Context and procedures of pre-training assessment are well explained
according to guidelines
 Evidence is gathered using the assessment tools specified in the
evidence plan.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 Evidences are evaluated and feedbacks are discussed based on the
results of the pre-training assessment
 Current competencies and prior learning are determined and credited
 Characteristics and profile of learners are evaluated.
 Learners are properly oriented on the CBT delivery system
 Appropriate training methods are used based on the level and
characteristics of the learners.
 Learners are assisted to achieve session outcomes.
 Work and learning activities are monitored based on training plan..
 Feedback is provided to improve learners’ competence
 Learners are oriented on the evidence requirements relevant to the
evidence plan.
 Competency assessment tools, materials and equipment are provided
to learners
 Evidences are gathered and documented using relevant assessment
tools.
 Assessment results are recorded in accordance with the approved
rating system.
 Appropriate feedback mechanism is used to inform learner of his/her
progress.
 Appropriate training session evaluation instruments are used.
 Interpretation is made on the results of evaluation on delivery of
training session.
 Adjustments on delivery of training session are made based on the
results of evaluation.

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 LEARNING OUTCOME 1: PREPARE TRAINING
FACILITIES/ RESOURCES
CONTENTS:
1. Competency Based-Training Delivery Plans
2. Competency-Based training Facilities and Stations
3. Utilization of Training Facilities and Resources in Facilitating
Training Session

ASSESSMENT CRITERIA
1. Appropriate training facilities/resources are prepared based on
the session requirement Current competencies of target group
are determined.
2. Learning stations are prepared & set-up according to learning
activities
3. Tools and equipment are prepared and set-up according to
learning activities.

CONDITION:

Students/trainees must be provided with the following

 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- CBLM
- Training Regulation
- Competency Based Curriculum
- Labels
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

ASSESSMENT METHODS

1. Written Test
2. Portfolio
3. Oral Questioning
4. Demonstration

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 LEARNING EXPERIENCES
Learning Outcome 1
PREPARE TRAINING FACILITIES/ RESOURCES
Learning Activities Special Instructions
Read information Sheet 2.1-1 on
Competency Based-Training The Competency Facilitate Learning
Delivery Plans Sessions deals with the delivery of
Answer Self – Check 2.1-1 Competency-Based Training (CBT).
This Learning Outcome will discuss
Compare answers to the Answer the preparation of the workshop,
Key 2.1-1 training resources and the training
Read Information Sheet 2.1-2 on activity matrix which are essential
Competency-Based Training in the delivery of CBT.
Facilities and Stations
The Information Sheets gives you
Answer Self- Check 2.1-2
information on the training
Compare answers to the Answer principles in the CBT delivery.
Key 2.1-2 The Training Activity Matrix is the
Read Information Sheet 2.1-3 on output of this LO. This matrix
Utilization of Training Facilities and should more or less how CBT will
Resources in Facilitating Training flow in your workshop. It shall be
Session used as one of your portfolio for
Answer Self – Check 2.1-3 your Institutional Competency
Evaluation for Facilitate Learning
Compare answers to the Answer Sessions.
Key 2.1-3 Feel free to ask for the guidance of
Perform Task Sheet 2.1-3 on your facilitator as you undergo the
Prepare Training Activity Matrix learning activities outlined for you
on the left column
Evaluate performance using Upon the accomplishment all the
Performance Criteria Checklist 2.1- activities and task, and acquire the
3 desired result you can now proceed
to the next Learning Outcome on
Conduct Pre-Assessment

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 INFORMATION SHEET 2.1-1
COMPETENCY-BASED TRAINING DELIVERY PLANS
Learning Objectives
After reading this information sheet, you must be able to:
1. Define the importance of CBT Principles in conducting training
2. Enumerate the importance of conducting a training in
accordance to CBT and Adult Learning Principles
3. Describe how the training should flow or should be done.

CBT is a learner-centered and a learner based approach to training.

The delivery should, however, be well-prepared and well-planned for it to
become effective since it is different from the traditional approach that
trainees experienced from their education outside of TVET.
This information sheet provides you with trainers’ guides to make
teaching and learning more effective using the Competency-Based Training
delivery approach. These guides will help you plan the delivery of training.

CBT has distinct characteristics as a delivery approach. These

characteristics make it very appropriate in training skills
The competency-based TVET system recognizes various types of
delivery modes, both on and off-the job as long as the learning is driven by
the competency standards specified by the industry. The following training
modalities may be adopted when designing training programs:
The dualized mode of training delivery is preferred and
recommended. Thus programs would contain in-school and in-industry
training or fieldwork components. Details can be referred to the Dual
Training System (DTS) Implementing Rules and Regulations.
Modular/self-paced learning is a competency-based training
modality wherein the trainee is allowed to progress at his own pace. The
trainer just facilitates the training delivery.
Peer teaching/mentoring is a training modality wherein fast learners
are given the opportunity to assist the slow learners.
Supervised industry training or on-the-job training is an approach
in training designed to enhance the knowledge and skills of the trainee
through actual experience in the workplace to acquire specific competencies
prescribed in the training regulations.
Distance learning is a formal education process in which majority of
the instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, or audio, video
Date Developed: July 2020 by NTTA
TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
or computer technologies.
Project-based instruction is an authentic instructional model or
strategy in which students plan, implement and evaluate projects that have
real applications.

Trainees of TVET are generally adults. In planning and delivery of

training therefore, you should consider this principles so that appropriate
activities and materials are prepared and used during the delivery of
training.

Key Characteristics of Adult learner

Adult learners desire that learning be:

relevant;
task-oriented;
participatory (two-way communication);
friendly (controlled stress, positive feedback);
varied (demonstrations, case-studies, role
play; not just lectures); and
built on past experience.

These characteristics are based on the following eight principles of adult

learning (Sullivan et al 1995):

 Learning is most productive when the student is ready to learn.

Although motivation is internal, it is up to the trainer to create a
climate that will nurture motivation.
 Learning is most effective when it builds on what the student
already knows or has experienced.
 Learning is most effective when students are aware of what they
need to learn.
 Learning is made easier by using a variety of training methods
and techniques.
 Opportunities to practice skills initially in controlled or
simulated situations (e.g., through role play or use of anatomic
models) are essential for skill acquisition and for development of
skill competency.
 Repetition is necessary to become competent or proficient in a
skill.
 The more realistic the learning situation, the more effective the
learning.
 To be effective, feedback should be immediate, positive and
nonjudgmental

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 Training delivery is based on different principles of education and
training. As a trainer, should have a clear understanding of these principles
and the characteristics of your trainee so that you can provide activities
most appropriate to them. Integrating these principles of education and
training should make your training more efficeint and most effective

Your role as a trainer in CBT is more of a facilitator. More than a

presenter of contents, you serve as a guide that teaches trainees how to
learn. You should seek and provide suitable opportunities, resources and
guidance to your trainees. The success of the teaching-learning activities
depends very much on how you have prepared and how you delivered. “If
the learner have not learned, it’s because you have not prepared and failed
to perform your role.”
The following activities will useful guides for a facilitator like you:

Explain the objectives and the outcomes of the training

The participants of your training activities should know
where they are going, what goals they need to achieve and what outcomes
they are supposed attain. By sharing understanding of the objectives,
they will better understand the relevance of the activities they will
undergo.

Explain the learning and assessment process

As a part of the orientation process, the CBT process flow, the use of the
CBLM and other learning materials should be explained extensively to
the trainees. Since trainees came from a traditional way of learning, they
would expect the same activities like sitting down while listening to their
teacher who is expected to be always in front of them explaining every
lesson that they should learn. It is your role to explain to them how they
would learn in your workshop.
Trainees would also expect for a grade. The evaluation or
assessment process should be fully explained to make them
understand that every competency requires for an institutional
competency evaluation which consists of a written test, a performance
test and an interview.
This explanation would empower your trainees because they
deserve to know they will learn and how they shall be assessed.

Ensure that presentation and training methods are appropriate

The TNA forms you developed in the module Plan Training Sessions
should be used to know the learning styles, capabilities and aptitudes of

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
your individual trainees. This will help you select the right methods and
materials to be used by the individual trainee. Since CBT is
individualized learning, a method for one trainee may not be appropriate
for the other. Inappropriate method used may have adverse effects on
your trainees.
Use training equipment and materials correctly
Training equipment when used correctly adds value and efficiency
in the learning experiences. When they see and actually practice proper
use of these equipment, their learnings will be enhanced. Visuals and
other learning materials should be properly used and reviewed so that
they can be enhanced periodically.

Provide frequent advice and feedback to facilitate the learning

process
Facilitators should be in constant contact with the trainees.
Continuous and immediate feedback is critical to the acquisition of
knowledge and skills. The CBLM is designed to provide this kind of
feedback. Answer keys to self-checks are provided so that immediate
feedback on knowledge practice is offered. Performance criteria checklist
always goes with task sheets, job sheets and operation sheet to provide
for self-evaluation and peer-evaluation while the task is being practiced.
But ultimately, the trainer should always evaluate the performance of
trainees so that corresponding feedback is provided and trainees are
guided through the learning process.

Provide ample practice opportunities

Competency-based training is teaching what to do, how and why to do
it and then being given the opportunity for guided practice. The task
sheets, job sheets and the operation sheets provided in the CBLMs
provide guides for the practice of skill. The performance objectives
should be carefully stated so that the objectives of the practice are
specific for the learning situation.
Before the practice, however, the trainee should actually see how
the skill is being done so that the practice reinforces the correct approach
to the task. The procedures should be stated so that it can be understood
and followed easily.
While trainees are practicing skills, feedback and diagnostic
aspects of guidance should be properly managed so as to ensure both
confidence and competence.

Monitor trainees’ readiness for assessment

Monitoring achievements of trainees is a very important aspect of

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 the delivery of training. Your role as a trainer here is to see to it that the
activities and requirements are properly sequenced and accomplished to
achieve outcomes desired. Recording of accomplishments would
motivate trainees to achieve learning outcomes based on standards set.
If the trainees sees that you are closely monitoring their achievements,
this will give them the signal that you are serious about your set goals
and standards in the training program.
You can establish the trainee’s readiness for assessment only if you
monitor achievements of your individual trainee.
As a guide, the nine events of instruction should be considered
when planning for delivery of training.

The Nine Events of Instruction

In 1965, Robert Gagné published The Conditions of Learning, which

identified the mental conditions for learning. These were based on the
information processing model of the mental events that occur when adults
are presented with various stimuli. Gagné’s theory stipulates that there are
several different types or levels of learning and that each specific type
requires unique types of instruction.

1. Gain attention
The first step is to arouse the student’s interest with novelty or
surprise. You may also want to appeal to the learner by asking questions, so
that they will be further motivated to engage with the content.
In CBT, it is then essential to gather trainees every morning to achieve
this purpose. Orientation every start of the competency is also an essential
part of the training in order to motivate trainees to learn and achieve learning
outcomes.

2. Inform learner of objectives

It is important to inform the learner of the expectations that you have

of them. This will help reduce anxiety in students who would otherwise not
know what they should be studying.
During the morning activities trainees are reminded of the overall goal
of their training as well as the objectives of the days activities. Since they
are working on different competencies and different activities, the
Competency Based Learning Material should have objectives, learning
objectives for Information Sheets and Performance Objectives for the
activities that need practice of skill.

3. Stimulate recall of prior learning

Date Developed: July 2020 by NTTA

TRAINERS METHDOLOGY LEVEL I 1st Revision: March 2012 by Redilyn C. Agub

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 Trainees, especially adult learners, retain concepts and new
information better if the concepts are related to something they already
know. In this way, they can make the connection to their personal
experiences and the learning will be more meaningful.
This step is essentially the recall and rejoinder. The facilitator should
be able to point out the interconnection between the concepts previously
learned to the skill that needs to be practiced and the importance of single
tasks with the bigger Job that needs to be honed. Relationship of the
competency to the overall qualification should also be emphasized to
motivate trainees to learn all concepts and skills of the qualification.

4. Present stimulus material

At this point in the learning process, the content is presented to the

students. For the student to retain information it is preferable that the
content be organized into meaningful chunks, and that a variety of methods
appealing to all learning styles be used. Using examples and real-life
situations is also a great way to enhance the retention of information, as
learners can apply the material to their own life experiences and internalize
the content.
Contents that are directly related to the attainment of the learning
outcomes are carefully selected.

5. Provide learner guidance

Communication between the instructor and the learner is an essential

means of providing guidance. Not only does communication help the learner
stay on track, but it also ensures that the instructor has an idea of how the
trainees are doing.
This step is the development of the lesson. Different methodologies should be
prepared by the trainer to capture the trainees with different learning styles.
Trainers should provide every opportunity for trainees to actually see how
skills are done. Actual demonstration of skills either by the trainer, by
advanced students or through video presentations are essential methods in
the acquisition of skills.
Step number 4 and 5 are carefully planned in the session plan. These
steps are dependent on what content is presented and what method of
training is employed. It is recommended that methods should vary
depending on the learning styles of the trainee. These would allow learning
to fit to the trainee and would provide for self-paced learning.

6. Elicit performance

The contents in your session plan is classified as knowledge based

and skills based. Contents that are classified as knowledge are practiced
through the self-checks or through face to face questioning depending on

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Date: July 2020
 the the method used. For modular self-paced method, self-Checks are
provided every after Information Sheet to provide frequent and immediate
practice.
Skills that need to be practiced are presented in the CBLM as Task
Sheets for single Tasks, Operation Sheet for the operation of equipment and
Job Sheets for combination of tasks and operations required in performing a
Job which usually requires an output or a service.

7. Provide feedback

Immediate, frequent and continuous feedback is essentially additional

guidance. If the learner has not yet grasped a concept or idea, this is the time
to provide more information and different examples.
In CBT, you provide feedback for the practice of knowledge using the
self-check answer keys. Asking trainees to check their own answers against
a key would allow self-paced learning of knowledge.
While practicing skills, the trainees should be able to check against
standards whether he is doing the skill as required. The performance
criteria checklist is a list of required standards for judging both performance
and outputs. Instruct your trainees to always check the criteria while they
are practicing. When they are confident that they can perform the task
based on set criteria, the trainee should be instructed to let you check his
performance. During this time, additional feedback can be provided by you.

8. Assess performance

Assessment should be a very important step in the teaching learning

process. In CBT it is recommended that written test, performance test and
interview are the methods of assessment for every competency learned.
Assessment should cover the four dimensions of competency – task skills,
task management skills, job role and environment and contingency
management skills.

9. Enhance retention and transfer

Learning should not stop with the institutional competency

evaluation. Integration of knowledge learned from other competencies to
skills in the other competencies of the qualification should be provided to
enhance retention and transfer.
Providing for supervised industry training or On-the-Job training
would be a very important practice

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FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 SELF CHECK 2.1-1
Ordering: Arrange the following events in its correct sequence by rewriting
them on your answer sheet.

1. Gaining attention
2. Stimulating recall of prior learning
3. Informing the learner of the objective
4. Providing learner guidance
5. Providing Feedback
6. Assessing performance
7. Eliciting performance
8. Presenting the stimulus
9. Enhancing retention and transfer

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Date: July 2020
 ANSWER KEY 2.1-1
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prior learning
4. Presenting the stimulus
5. Providing learner guidance
6. Eliciting performance
7. Providing Feedback
8. Assessing performance
9. Enhancing retention and transfer

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 INFORMATION SHEET 2.1-2
COMPETENCY – BASED TRAINING FACILITIES AND
STATIONS

Learning Objectives:

After reading this information sheet, you must be able to:

1. Identify different training facilities and resources applicable for
each training activity
2. Define differences of thee learning stations
3. Determine different set-up appropriate for the competencies of
each qualification

Learning station set-up is essential in training. In this lesson you will

identify learning stations appropriate for the acquisition of skills in each
competency of your qualification. Learning station set-up will depend on the
skills to be practiced and the activities to be performed.

Reading Area
Reading modules to acquire knowledge, for example, would only
need the CBLM, a table and chairs which are located in the components
of the your workshop such as the Learning Resource Area. The
Computer Area may also provide additional reading materials which
can be searched from the internet or a part of your e-Learning Materials.

Simulators

Norton (1987) believes that participants in a competency-based

training course should learn in an environment that duplicates or
simulates the work place. Richards (1985) in writing about performance
testing indicates that assessment of skills requires tests using
simulations (e.g., models and role plays) or work samples (i.e.,
performing actual tasks under controlled conditions in either a
laboratory or a job setting). Finally, Delker (1990) in a study of business
and industry found that the best approach for training involved learner-
centered instruction using print, instructional technology and
simulations.

Training simulators or mock-ups – this learning stations should

closely micmic or model the equipment and materials that are usually in
a work area. You should be able to identify what simulators needs to be

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Date: July 2020
 set- up so as to provide actual practice of skills within a competency.

The number of simulators or mock-ups will depend on the number

of machines used in your qualification.

Role-play Area

Role-play areas should mimic the actual work area. As in a

restaurant, the essential parts and workstation arrangements should be
a prime consideration in setting-up the role-play area. The role-play area
may not be the set-up of a whole restaurant but the area where a Task
is being done, as in serving a guest, including the furnitures and other
utensils should be physically present in order that the performance of
the trainee will not be limited by the absence of these materials.

Benchwork Area

Some qualifications would require a benchwork area to be set-up.

This maybe the common area where benchwork maybe done before the
actual performance of a task, operation or a job.

Other learning stations maybe set-up depending on the need of the

qualification you are teaching. Always consider setting-up at least one
learning station particularly for each competency. As much as possible
avoid using the same station for two or more competencies. Duplication
of workstations or mock-ups is recommended to allow trainees to have
more practice of the skills.

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Date: July 2020
 SELF-CHECK 2.1-2

Multiple Choice:

1. Which of the following learning stations is use when the use of a

machine is necessary?
a. Role-play area
b. Reading area
c. Simulation area
d. Bench work area

2. Which of the following area is most appropriate when you need to

practice customer service?
a. Role-play area
b. Reading area
c. Simulation area
d. Bench work area

3. Which of the following learning stations will you set-up when a trainee
needs to learn the knowledge aspect of your competency?
a. Role-play area
b. Reading area
c. Simulation area
d. Bench work area

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FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 ANSWER KEY 2.1-2

1. C
2. A
3. B

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FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 INFORMATION SHEET 2.1-3
UTILIZATION OF TRAINING FACILITIES AND RESOURCES IN
FACILATING TRAINING SESSION

Learning Outcomes:

After reading this information sheet, you must be able to:

1. Identify the relevance of training activity matrix

2. Plan the activities of each trainee using the training activity
matrix
3. Prepare training facilities and resources for training sessions

Training Facilities/Resources
In LO 5 of the Module on Planning Training Session you learned how
to make an inventory of your training resources and how to layout your
workshop and your training facilities. You also learned how to organize
these resources for easy access and maintenance. In this module, you will
learn how to prepare training facilities and resources based on session
requirements.

In this section we will discuss how you will prepare the training
facilities and resources for your sessions for ease of access and use.

Your shop layout specified locations for your CBT areas and the
learning stations for each competency. Resources were also specified in
your Job Sheets. These are your reference materials in preparing them for
your training sessions. Since your trainees are working with different
competencies at the same time, you should design a way such that
materials needed by trainees for their learning activities can easily be
accessed. This is the reason why each instructional sheet should have a list
of training Facilities and Resources. This will be the main basis for the
preparation of training materials for the day or the session.

Proper scheduling and management is the answer for the use of

limited equipment. The trainer should therefore schedule training activities
based on both current competencies of trainees and the availability of
training resources making sure that no trainee is idle.

The following Training Activity Matrix is recommended to schedule

and monitor the use of the facilities and resources. This Training Activity
Matrix should work hand in hand with your session plan. The session plan
is a plan for the whole qualification and for trainees with different learning
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Date: July 2020
styles while the training activity matrix is a daily plan which will show the
activities of each trainee.

This Matrix is a monitoring tool of trainees’ activities for the

trainer. The Vocational Instruction Supervisor and the administrators may
also look for this matrix when monitoring competency based trainings. This
matrix, along with a well-prepared session plan, is a good indicator that the
training being implemented is using the CBT approach. The trainer may print
a copy of this plan or he may keep it to his computer. It is recommended that
this matrix is updated daily

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Date: July 2020
Guidelines in making the Training Activity Matrix

1. Write the training activities for the session based on training

needs and on trainee’s chosen competency.
2. Based on the instructional sheet needed in the activity (Job
Sheet, Task Sheet, and Information Sheet) list down the
facilities/Tools and Equipment needed for the activity. The
inventory of training supplies, tools, equipment and facilities is
very useful when planning for the activities of trainees in a
class.
3. Instructional Sheet number should be specific.
4. Trainees should not be crowding in a workstation/area. Limit
the number of trainees to 5 and below per work
station/learning area.
5. Ensure full utilization of equipment/work area. Avoid limited
number of equipments to be idle to prevent crowding of
trainees.
6. Date and time of use should be specified.
7. Remarks should be made on the activity of each trainee. This
will be your guide in planning for the activities of your trainees
the next sessions. You may include the following remarks “for
assessment”, “to be assisted by (name of a peer mentor)”, “needs
more practice of Job Sheet #” and any other comments
pertaining to the training of each trainee.
8. The number workstations will vary depending on the number of
workstations in the CBT Layout. Number of workstations may
also be dependent on the number of mock-ups per competency.

It is recommended that this training matrix be accomplished as

guide in scheduling trainees every training session. This is an additional
tool in monitoring trainee’s activities and the use of facilities, tools,
supplies and materials.

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Date: July 2020
 SELF –CHECK 2.1-3

TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is
not correct. Write your answers in your answer sheet.

1. The Training Activity Matrix is updated daily.

2. The session plan is a plan prepared daily.
3. Activities in the Matrix are different from the
activities in the session plan.
4. The Matrix is a monitoring tool for the trainees.
5. The Matrix is used to schedule the use of equipment.
6. Limited number of equipment maybe allowed to idle when no
trainees need the equipment.
7. More than 5 trainees maybe scheduled in a workstation during
a group work.

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FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 ANSWER KEY 2.1-3

1. True
2. False
3. False
4. False
5. True
6. False
7. False

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Date: July 2020
 TASK SHEET 2.1-3
Title: Prepare Training Activity Matrix

Performance Objective:
Given a qualification of your choice, you should be able to
prepare a training matrix for a day of Competency-Based Training
session.

Supplies/Materials : a template for Training Matrix

Equipment : PC, printer with ink

Steps/Procedure:
This activity is an implementation of the materials you prepared in
Plan Training Session. You should have the following with you when
preparing this Matrix.
a. CBT layout
b. Inventory of Training Materials
c. Session plans
1. Determine the workstations in your workshop.
2. Secure a copy of the template of the Training Activity Matrix.
3. Fill-up the column on Workstations.
4. Determine the activities to be done on each workstation.
Write them down on the column for activities.
5. Fill-up the column of Materials needed based on the activity
and the inventory of training materials. Be sure that
materials are available. In case materials are needed in 2
different workstations, you should schedule the time of its
use. Write the time down on the column for date and time.
6. Consider the use of the material in case the same is used for
assessment. Assessment should also be an activity to be
scheduled.
7. Write the names of the trainees on the column for Trainees.
You should have at least 15 to 25 trainees.
8. Fill-up remarks column.
Assessment Method:
Portfolio Evaluation using the Performance Criteria Checklist,
Questioning

Date Developed: July 2020 by NTTA

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Date: July 2020
 PERFORMANCE CRITERIA CHECKLIST 2.1-3

CRITERIA YES NO
Training activities are based on the activities in the
session plan
Instructional sheets needed for the activity have
speci
fic number
All equipment, facilities, supplies and materials listed in
the instruction sheets are reflected in the specified
column
Not more than 5 trainees are in a station/area at one time
Total number of facilities listed should not exceed the
number of the specific tool, materials or facilities in the
inventory
Date and time of use is specified
Number of workstations reflects that in the CBT Layout

Date Developed: July 2020 by NTTA

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
LEARNING OUTCOME 2: CONDUCT PRE-ASSESSMENT
CONTENTS:
1. Procedures in gathering evidences for recognition of Prior
Learning
2. Purpose and procedures of pre-assessment
ASSESSMENT CRITERIA

 Pre-assessment instruments are prepared in accordance with

the number of applicants
 Context and procedures of pre-training assessment are well
explained according to guidelines
 Evidence is gathered using the assessment tools specified in
the evidence plan.
 Evidences are evaluated and feedbacks are discussed based on
the results of the pre-training assessment.
 Current competencies and prior learning are determined and
credited.
 Characteristics and profile of learners are evaluated.

CONDITION:

Students/trainees must be provided with the following

 Equipment
- Projector/ LCD
- Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Training Regulations
- RPL Materials
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

ASSESSMENT METHODS

1. Written Test
2. Portfolio
3. Oral questioning
4. Demonstration

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FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 LEARNING EXPERIENCES
Learning Outcome 2
CONDUCT PRE-ASSESSMENT
Learning Activities Special Instructions
Read information Sheet 2.2-1 on This learning outcome will deal with
Procedures in gathering evidences
your practice on how to use the
for Recognition of Prior Learning
forms prepared in Plan Training
Answer Self – Check 2.2-1
Sessions to recognize prior learning
of trainees and to establish their
Compare answers to the Answer
training needs and characteristics.
Key 2.2-1
Read Information Sheet 2.2-2 on You will be asked to use a
Purpose and Procedures of Pre- hypothetical data to produce your
Assessment output in Job Sheet 2.2-2.
Answer Self- Check 2.2-2
Demonstration of this skill will be a
Compare answers to the Answer part of your performance test during
Key 2.2-2 the Institutional Competency
Perform Job Sheet 2.2-2 on Evaluation for Facilitate Learning
Conduct Pre-Assessment Session.
Upon the accomplishment all the
Evaluate performance using activities and task, and acquire the
Performance Criteria Checklist 2.2- desired result you can now proceed
2 to the next Learning Outcome on
Prepare Training Session

Date Developed: July 2020 by NTTA

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 INFORMATION SHEET 2.2-1
PROCEDURES IN GATHERING EVIDENCES FOR
RECOGNITION OF PRIOR LEARNING

Learning Objectives:
After reading this information sheet, you must be able to:
1. Define RPL and its advantages in terms of training delivery
under TVET
2. Determine procedures on how to gather evidences for each
competency
3. Identify the criteria to meet the necessary competency required
as per evidence provided.

Before starting training, you should recognize prior learning of your

trainees so that skills previously learned will not be trained anymore.
Training should focus on the things that are not yet known by the trainee.
This will make CBT more interesting to your trainees.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) refers to the acknowledgement of
skills and knowledge held as a result of formal training, work experience
and/or life experience.
Recognition of prior learning or experience is a form of assessment used
to determine whether a person has achieved, through informal and formal
learning and experience, the required competence for entry and/or credit in
a recognised course or training program. (Rumsey 1994, p.15)
RPL is an essential component of competency-based training. It
focuses on current competency standards gained by individuals through:
 Work experience
 Life experience
 Formal training
 Informal training

Advantages of RPL
 RPL allows you to complete formal education in a shorter
period of time and at less cost.
 RPL means that you do not have to repeat or waste time

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Date: July 2020
 learning what you have already learned.
 RPL increases your career and education options through
recognized skills and knowledge.
 RPL allows for fairer access to studies that you wish to
undertake

Evidences for RPL

A trainee needs to provide sufficient evidence of his knowledge and skills
by submitting relevant documents and/or materials. The integrity of the RPL
process cannot be compromised, therefore the burden is on the trainee to
supply as much evidence as possible but it is with the trainer to confirm
trainee’s competence.

Evidence could consist of any or all of the following:

 formal statements of results
 examples of work or resources which you have produced
 performance appraisal reports
 references from current or previous employers
 position descriptions/job role
 details of formal training, seminars, conferences and
workshops you have attended
 which are relevant to this qualification
 certificates of participation/achievements/awards/letters of
commendation
 video tapes, tape recordings and/or photographs of work
activities
 specific details of work and/or participation in projects
 written testimonials from managers or colleagues
 written validation from workplace supervisor
 documented workplace demonstration

RPL assessment
The process includes an assessment of skills and knowledge against
the elements and performance criteria of the relevant unit. Trainee’s
competence will be assessed against the following six criteria.
 Authenticity Does the trainee have evidence of his skills and
knowledge? (Include formal qualifications, position descriptions,
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FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 references and any other material to support the claim. The evidence
must be authenticated by the appropriate authority.)
 Currency Are the skills and knowledge used in the work force now?
 Quality Are the skills and knowledge at a standard appropriate
for current requirements as per Competency Standards?
 Relevance Are the skills and knowledge relevant to the particular
qualification?
 Transferability Are the skills and knowledge gained elsewhere
relevant to the particular qualification?
 Validity Can the applicant demonstrate a skill required for the
course? (This may be necessary for practical units.)
The perceived benefits of RPL for participants:

 formal recognition of work and life skills

 elimination of redundant learning
 reduction in time spent in college
 boosted self-esteem
 more rapid access to higher paid and higher status jobs

The perceived benefits for the Training Institution:

 avoid wasting resources on retraining students who already

 possess relevant skills and experience
 maximizing places for those people who need training
 in the longer term, closer liaison with industry

The perceived benefits for employers:

 speedier training of employees

 continuity of staff
 more effective and efficient use of skills in the industry resulting in
a balance between labor supply and demand
 employees' study leave requirements and time away from the
workplace being kept to a minimum

Date Developed: July 2020 by NTTA

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 SELF – CHECK 2.2-1
Matching Type:
Match the questions on the column A to the criteria for assessing
evidences on the Column B. Write the letter of your choice on your
answer sheet
Column A Column B
a. Authenticity
1. Are the skills and knowledge
used in the work force now?
2. Are the skills and knowledge b. Relevance
gained elsewhere relevant to
the particular qualification?
3. Are the skills and knowledge c. Transferability
at a standard appropriate for
current requirements as per
Competency Standards?
d. Quality
4. Can the trainee demonstrate a
skill required for the
competency?
5. Does the trainee have e. Currency
evidence of his skills and
knowledge?
6. Are the skills and knowledge f. Validity
relevant to the particular
qualification?
g. Reliability

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Developed by: Crizyl P. Gonzaga and
FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 ANSWER KEY 2.2-1

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

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FACILITATE TRAINING SESSION Princess S. Pandes
Date: July 2020
 INFORMATION SHEET 2.2-2
PURPOSE AND PROCEDURE OF PRE-ASSESSMENT

Learning Objectives:
After reading this information sheet, you must be able to:
1. Identify the purpose of having or conducting a pre-assessment
2. List the training materials needed in conducting pre-assessment
3. Determine activities enclosed in the pre-assessment

In LO 1 of the module for Planning Training Sessions you were able to

prepare the gathering tools to determine trainee’s characteristics and their
training needs. In this module you will use the pre-assessment tools you
prepared in Plan Training Session.
Pre-assessment is a very important process in CBT. This is very critical
for the identification of training needs and appropriate methods of training
for each individual trainee.

Purposes of pre-assessment
The following are some of the purposes of pre-assessment:
1. To determine trainee’s characteristics
Trainee’s characteristics are inputs in the preparation and
scheduling of the activities of each trainee. Training methods
appropriate for the trainee will be dependent on his
characteristics and learning styles. In the Plan Training
Session, you were asked to prepare the Data Gathering
Instrument for Trainees Characteristics. This should be
administered to each trainee for reference.
2. To recognize prior learning
CBT recognizes prior learning. This is especially important
when planning the learning activities of each trainee. A pre-
assessment is necessary to recognize the skills that are already
learned previously through training or experience of the trainee.
Before recognizing the prior learning however, pre-assessment
should be done. It is recommended that the following methods
of assessment shall be done to ensure that prior knowledge
are recognized:
a. Self-assessment (use Form 4.1)
b. Portfolio assessment (use Form 4.2)

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Date: July 2020
 c. Interview (use the institutional competency evaluation
tools)
After the self-assessment and portfolio assessment, it is
necessary to make sure the trainee has a prior learning for
recognition. If in doubt about the portfolio submitted, the
ultimate test is to let him demonstrate the skill. Before the
demonstration however, it is more cost efficient to interview
the trainee to establish the possibility that he can demonstrate.
The Institutional Competency Evaluation Tool is the best source
of the interview questions since these questions were based on
the evidence plan.
d. Demonstration method (use the institutional evaluation tools)
The ultimate test of competency is demonstration of
skills. The Institutional Competency Evaluation Tool is
most appropriate for this purpose.
Note: A Certificate of Achievement should be awarded to a trainee who
has prior learning. The Certificate is the proof of recognizing the
prior learning.

3. To determine training needs (use Form 4.3 & Form 4.4)

After assessing the skills of the trainee, Forms 4.3 and 4.4 are
used. This will summarize the training needs of each trainee.

Pre-assessment Activities

1. Determine the time for each student to accomplish all forms. Write
them down on the board before the pre-assessment starts.
Nitko(2001, p.117) provides some estimates of time to complete
various types of questions for junior and senior high school students.
Oosterhof(2001, p. 117), gives similar estimates but indicates poor
readers might need more time.

Type of Test Time to finish a question

True-False 15-30 seconds
Multiple Choice(recall questions 30-60 seconds
that are brief)
More complex multiple choice 60-90 seconds
Multiple choice problems 2-5 minutes
with
Calculations
Short answer(one word) 30-60 seconds
Short answer(longer than one word) 1-4 minutes
Matching(5 premises, 6 responses) 2-4 minutes
Short essays 15-20 minutes
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Date: July 2020
 Data analyses/graphing 15-25 minutes
Drawing models/labeling 20-30 minutes
Extended essays 35-50 minutes

2. Explain the purpose of the pre-assessment which are the following:

a. To determine the learner’s characteristics
b. To determine current competencies
c. To recognize prior learning
d. To determine training needs
e. The data gathered will be used to adjust learning methods,
facilities/resources to fit individual training needs
3. Plan adjustments for trainees special needs such as the following:
i. Providing written instructions for students with hearing problems
ii. Using large print, reading or recording the questions on audiotape
(The student could record the answers on tape.)
iii. Having an aide or assistant write/mark the answers for the student
who has coordination problems, or having the student record the
answers on audiotape or type answers
iv. Using written assessments for students with speech problems
v. Administering the test in sections if the entire test is too long.
vi. Asking the students to repeat the directions to make sure they
understand what to do
vii. Starting each sentence on a new line helps students identify it as a
new sentence Including an example with each type of question,
showing how to mark answers
4. Check to see that directions for marking or scoring (point values, etc.)
are included with each type of item.
5. Decide if students are to mark answers on the test, use a separate
answer sheet, or use a blank sheet of paper.
6. Make an answer key. (This is easy to do as you write the questions.)
7. Prepare the following forms for the pre-assessment for each student:
 Form 4.1
 Form 4.2
 Form 4.3
 Form 4.4
 Questionnaire for determining learner’s characteristics

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Pre-assessment
Before the pre-assessment
 Written Pre-assessment Instrument (pre-test)
A trainer’s test administration procedures can have great
impact on trainee’s test performance. As you will see in the
guidelines below, test administration involves more than simply
handling out and collecting the test.
1. Avoid instilling anxiety
2. Give as many of the necessary oral directions as possible
before distributing the tests, but keep them to a minimum.
3. Explain the purpose of the test.
4. Give test-taking hints about guessing, skipping and
coming back, etc.
5. Tell students the amount of time allowed for the test. You may
want to put the length of time remaining for the test on the
board. This can be changed periodically to help students
monitor their progress. If a clock is prominently available, an
alternative would be to write the time at which they must be
finished.
6. Tell the students how to signal you if they have a question.
7. Tell the students what to do with their papers when they are
finished (how papers are to be collected).
8. Tell the students what they are to do when they are finished,
particularly if they are to go on to another activity (also write
these directions on the chalkboard so they can refer back to
them).
9. Rotate the method of distributing papers so you don't always
start from the left or the front row.
10. Make sure the room is well lighted and has a comfortable
temperature.
11. If a student is absent, write his/her name on a blank copy of
the test as a reminder that it needs to be made up.

During Pre-assessment
1. Distribute the following:
a. Data Gathering Tool for Trainees Characteristics
b. Form 4.1
c. Form 4.2
2. Ask trainees to fill-up the questionnaire and forms. Time

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 allotment is to be determined by the trainer.
3. Administer the pre-test.

After the Test

1. Collect the test paper and answer sheets immediately after a
trainee finishes.
2. Check the answers of the pre-test. This will be one of your basis
in assigning trainees in their work stations. This is also an input
for the RPL.
3. Base on the data collected from Form 4.2 and the pre-test
scores, determine trainees who possibly have RPL.
4. Set a schedule for interview and demonstration for trainees
who are candidates for RPL.
5. After the interview and demonstration of skill, recognize prior
learning by awarding Certificate of Achievement.
6. Record results to the progress chart.
7. Identify individual training needs using Form 4.3 and 4.4.

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Identification: Identify the words or group of words described by
the phrases. Write your answers on your answer sheet.

1. The form that is used to

determine learners characteristics which is
adminstered during pre-assessment
2. The form that is used for self- assessment
3. The form used to collect data on the profile of
the trainee
4. The form where the trainee writes the evidences
of his competency.
5. The test given during pre-assessment to
measure prior learning of trainees.
6. The form that summarizes the trainee’s training
needs
7. Three forms that are needed as bases for
recognition of prior learning.
8. It is the proof that prior learning was recognized.

Enumeration: Enumerate the purposes of pre-assessment

1.
2.
3.

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 ANSWER KEY 2.2-2
Identification:
1. Gathering Tool for Trainees Characteristics
2. Form 4.1 (Self Assessment Form)
3. Trainee’s Profile
4. Form 4.2
5. Pre-assessment
6. Form 4.4
7. Form 4.1, 4.2, 4.3
8. Certificate of Achievement

Enumeration
1. Recognition of prior learning
2. Gather trainees characteristics
3. Establish training needs

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 JOB SHEET 2.2-2
Title: Conduct Pre-assessment

Performance Objective: Given the TNA instruments, you must be

able to:
1. conduct pre-training assessment and
2. produce the following:
a. Pre-assessment result
b. Individual trainee’s characteristics
c. Individual Trainee’s training needs

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Get copies of the pre-assessment instrument of the
qualification assigned to you, Forms 1-4 you developed in
LO1 of Plan Training and the Gathering Instrument of
Trainees’ Characteristics.
2. Prepare copies enough for every trainee.
3. Distribute the following:
a. Data gathering tool for trainee’s characteristics
b. Form 4.1 and 4.2
4. Orient the trainees on the following:
a. Purpose for collecting the data through these forms
and questionnaire
b. Instruction on how to accomplish the form
5. Let trainees accomplish the forms.
6. Collect the forms for analysis.
7. Administer the pre-test
7.1 Distribute the test papers and answer sheets.
7.2 Orient the trainees on the following:
a. Purpose of the test
b. Type of test

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 c. Test instructions
d. Time allotment
e. Scoring
7.3 Solicit feedback from trainees about instructions to
ensure of their understanding.
7.4 Be at the testing room all the time as the test is
going on to assist trainees.
7.5 Collect the test papers and the answer sheet.
8. Check the answers for pre-test.
9. Score each paper.
10. Secure 3 filled-up forms (Form 4.1 & 4.2) from your
trainer. This will be the basis for your analysis in
preparing the training needs of your trainees.
11. Based on the Self-assessment Form (Form 4.1) and the
Validation of Competency Evidences (Form 4.2) decide
who among the trainees are qualified for recognition of
prior learning (RPL).
12. Recommend actions on how RPL should be administered
to trainees who are candidates for RPL as per your
analysis.
13. Prepare the summary of Current Competencies versus
required competencies(Form 4.3) and the Training Needs
Form(4.4) for each trainee
14. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning

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 PERFORMANCE CRITERIA CHECKLIST 2.2-2
CRITERIA YES NO
Did you
Orient the trainees on the following:
 Purposes of the pre-assessment?
 Type of test?
 Instructions
 Time allotted for the test?
 Scoring?
Prepare the answer key before the assessment?
Check and score the test immediately?
Analyze Forms 4.1 and 4.2?
Identify trainees who are candidate for RPL?
Recommend methods of assessment for trainees who are
candidate for RPL?
Prepare Form 4.3 and 4.4 for each trainee?

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 LEARNING OUTCOME 3: FACILITATE TRAINING
SESSION
CONTENTS:
1. Competency-Based Training Delivery System
2. Strategies in Providing Feedback Mechanism
3. Different Monitoring Tools Utilized in CBT
4. Competency-Based Actual Training Procedure
5. Conduct of Focused Group Discussion
ASSESSMENT CRITERIA

 Learners are properly oriented on the CBT delivery system

 Appropriate training methods are used based on the level and
characteristics of the learners
 Learners are assisted to achieve session outcomes
 Work and learning activities are monitored based on training
plan
 Feedback is provided to improve learners’ competence.

CONDITION:

Students/trainees must be provided with the following

 Equipment
-Projector/ LCD
-Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

ASSESSMENT METHODS

1. Written Test and Oral Questioning

2. Portfolio
3. Demonstration

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 LEARNING EXPERIENCES
Learning Outcome 3
FACILATE TRAINING SESSION
Learning Activities Special Instructions
Read information Sheet 2.3-1 on
Competency – Based Training
Delivery System This learning outcome deals on your
Answer Self – Check 2.3-1 practice in delivering competency-
based training.
Compare answers to the Answer
Key 2.3-1 You shall use the tools and plans
Perform Job Sheet 2.3-1 on that you prepared in Plan Training
Perform a Demonstration – Sessions to be able to deliver CBT.
Performance Method in Training Your delivery shall consist of the
Session following:

Evaluate performance using  Pre-assessment

Performance Criteria Checklist 2.3-  Orientation
1  Training
Read Information Sheet 2.3-2 on  monitoring
Strategies in Providing Feedback  Evaluation
Mechanism A video of a sample demonstration
Answer Self – Check 2.3-2 shall be provided to you by your
facilitator. You may view it on your
Compare answers to the Answer laptop or on the LCD projector.
Key 2.3-2
Outputs of this LO aside from the
Read Information Sheet 2.3-3 on
actual delivery shall be the
Different Monitoring Tools utilized
following:
in CBT
Answer Self – Check 2.3-3  achievement chart
 progress chart
Compare answers to the Answer  minutes of the meeting for the
Key 2.3-3 FGD
Perform Task Sheet 2.3-3a on In some learning activities you need
Prepare Progress Chart, Task Sheet to create a small group of at most 5
2.3-3b on Prepare Achievement members who shall alternately act
Chart as trainees and trainers.
You will need your overall
Evaluate performance using
understanding of CBT approach in
Performance Criteria Checklist 2.3-
all of the learning activities of this
3a and 2.3-3b
Learning Outcome.
Read Information Sheet 2.3-4 on
Competency-Based Actual Training
Procedure
Answer Self-Check 2.3-4
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 Note: Feel free to consult your
Compare answers to Answer Key facilitator for guidance
2.3-4
Perform Job Sheet 2.3-4 on
Facilitate Training Session

Evaluate performance using

Performance Criteria Checklist 2.3-
4
Read Information Sheet 2.3-5 on
Conduct of Focused Group
Discussion
Answer Self-Check 2.3-5

Compare answers to Answer Key

2.3-5
Perform Job Sheet 2.3-5 on Upon the accomplishment all the
Undergo Focused Group activities and task, and acquire the
Discussion on Facilitate Training desired result you can now proceed
Session to the next Learning Outcome on
Conduct Competency Assessment
Evaluate performance using
Performance Criteria Checklist 2.3-
5

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 INFORMATION SHEET 2.3-1
COMPETENCY-BASED TRAINING DELIVERY SYSTEM

Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Identify the sequence of the activities in a CBT workshop
2. Determine the roles of the trainer
3. Determine the roles of the trainee

The Module on Planning Training Session presents your session plan

which is a documentation of how you will be undergoing the training. In
this module, Facilitating Learning Session you will be implementing your
plan. However, before the sessions, different learning management tools
should be prepared to help you manage your learning session.
In CBT approach the trainees are given opportunities to learn in their
own pace but the trainer, like in any teaching-learning approach, is still an
integral part in the success of the trainees. All trainees may require guidance
and support to actively participate in the learning process. It is, therefore,
very important for the trainee to know exactly what you expect them to do.

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 The Competency Based Training Delivery approach should be
explained so that the trainee will know exactly what activities he needs to
undergo to acquire the required competencies. The diagram above shows
the CBT process.

Managing CBT versus Traditional Programs

There is always a tendency for you, the trainer, to go back to the
traditional approach of teaching because of the Law or Primacy in learning.
That is, the things that are learned first are very difficult to re -learn but if
you are aware of the advantages of CBT you would be more conscious about
this tendency.
The following table differentiates Traditional Approach and CBT
Approach.
Traditional Approach CBT Approach

Instructors instruction focus on Trainers focus on managing

managing learning

Most students enter at about the Trainees enter throughout the year
same time various times
Students all cover the same Different trainees may be training
material for different occupations within the
same program
Students all proceed from one Each trainee moves on to next task
topic to the next at the same only after mastering the task he she
time is currently working on.
The instructor controls the Each trainee progresses at his or
learning pace her own pace
All students are usually tested Each trainee is tested when ready
once to demonstrate mastery
Very little continuous feedback Immediate feedback is given to each
is given trainee at critical points in the
learning process.
The instructor is involved in The trainer must be able to answer
teaching only one topic at a time questions on many different tasks
each day.
Retesting is discouraged or Retesting is encouraged for mastery
not allowed at all

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 Materials, tools and supplies for The trainer must see that all
only one topic are needed at a materials needed for many tasks
time. are readily available.
The number of students enrolled As vacancies are enrollment
is maximum capacity at the remains capacity all year long.
beginning of the year or term and filled, at trainees maximum
declines to half or less toward the
end
Most instruction is delivered by The trainer must manage the use of
or dependent upon the instructor a wide variety of instructional
media and materials each day
The program is usually closed The program usually operates
down or shortened during the year round
summer months.
The instructor controls the If possible, trainees determine
sequence in which topics will be the sequence of tasks.
covered.
The evening separate and Day and evening programs both
program. have access to all learning guides
program distinct is usually and resources.
from day

Role of the CBT Trainer

Your major role as the trainer is one of “coordinating learning
activities” other than traditional “dispensing of information”. Trainer in a
CBT system spend the major portion of training time giving demonstrations,
assigning tasks to students, providing individual and small group
assistance, evaluating trainee’s progress and providing individual
consultation. The following functions outline the role of the trainer in learner-
centered instructional situations.
1. Serves as a team member to determine what is to be learned
2. Stimulates trainees’ motivation.
3. Manages learning: a consultation rather than a provider of
information; a facilitator of the of the facilitator of the learning
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized plan of study.
8. Installs confidence in the learner by providing experiences where

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 learners may succeed
9. Serves as a model for desirable work habits, attitudes and tasks
performance in the occupational field
10. Spends more time interacting with students on a 1:1 or small
group basis
11. Helps those students who really need help
12. Accepts responsibility along with the student for the tasks
learned or not learned.

Role of the CBT Trainee

Competency Based Training is individualized and “Learner-centered”.
Trainees, therefore, pursue instructions for their personal goals and
objectives. The trainee spends most of his time in directed self-study and
practice, supervised by the trainer who can provide immediate assistance
and feedback.
In CBT, Trainees have the following roles:
1. Trainees may select what they want to learn and when they want to
learn it, within reason.
2. Trainees learn at their own rate within program guidelines. They may
speed up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already know. This
is done either through pre-testing or through a review o a task list
completed at another training site.
4. Trainees may choose how they want to learn-individually, on a one- to-
one basis, in small group, in large groups or with audio-visuals.
5. Trainees are responsible for what they learn and when they learn it.
6. Trainees decide when they are ready to perform each task or
demonstrate mastery of learning to a job-like level of proficiency before
receiving credit for the task.
7. Trainees help develop personalized prescription for learning worked out
cooperatively and based upon what the students already knows, his
preference for learning, learning style and other needs.
8. Trainees compete against pres job standards and not against other
students and are graded on achievement of the standards or criteria
of each task.
9. Trainees know “up front”, before instruction begins what they are
expected to know and do to complete the program.
10. Trainees evaluate their own progress to see how well they are
doing.
11. Trainees move freely in the workshop, laboratory and or training
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 center.
12. Trainees know they will be rated mainly on performance, while
paper and pencil tests will be used mainly to check their knowledge of
the task.
13. Trainees learn according to their interest, needs and abilities – not
14. According to teacher timelines and expediency.

The diagram on the Competency Based Training Delivery would show

how learning in a CBT approach is undergone. After discussing the
Trainer’s and the Trainee’s Role in the acquisition of learning, the trainee
should be oriented on his training environment which include the workshop,
the facilities and the training resources available.

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 SELF – CHECK 2.3-1
Identification: Identify which of the following statement is a characteristic
of a CBT approach. On your answer sheet, write down the number of the
item which characterizes CBT.
1. Trainers focus on managing learning
2. Very little continuous feedback is given.
3. As vacancies are filled, trainees’ enrollment remains at maximum
capacity all year long.
4. Retesting is discouraged or not allowed at all
5. The trainer must be able to answer questions on many different
tasks each day.
6. All trainees are usually tested once.
7. Each trainee progresses at his or her own pace
8. Trainees enter various times throughout the year
9. If possible, trainees determine the sequence of tasks.
10. Trainees all proceed from one topic to the next at the same time

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 ANSWER KEY 2.3-1
1, 3, 5, 7, 8, 9

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Date: July 2020
 JOB SHEET 2.3-1
Title: Prepare a Demonstration-Performance Method Training Session

Performance Objective: Given a skill in the qualification assigned

to you, you should be able to demonstrate how to use demonstration
method in training following recommended steps.
Supplies/Material : TR and CBC
s
Equipment : PC, printer with ink

Steps/Procedure:

1. Select a skill for demonstration from the skills of the

qualification assigned to you.
2. Using the following steps, prepare the plan:

4. Prepare the equipment, facilities, supplies and materials

needed for the demonstration.
5. Demonstrate the skill. Explain to trainees how to use the
Performance Criteria Checklist as a self-evaluation tool or a
peer- evaluation instrument.
6. Select a trainee or a pair of trainees to perform the same skills.
7. Evaluate their performance using the Performance Criteria
Checklist.
Assessment Method:
Portfolio Assessment, Questioning, Demonstration

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 PERFORMANCE CRITERIA CHECKLIST 2.3-1

CRITERIA YES NO

Selected a skill for demonstration from the skills of

the qualification assigned
Prepared a Plan
1. Explanation
2. D e m o n s t r a t i o n
3. Student Performance
4. Instructor Supervision
5. Evaluation
Prepared the equipment, facilities, supplies and
materials needed for the demonstration.
Demonstrated the skill. Explain to trainees how to
use the Performance Criteria Checklist as a self-
evaluation tool or a peer- evaluation instrument.
Selected a trainee or a pair of trainees to perform the
same skills
Evaluated their performance using the Performance
Criteria Checklist.

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 INFORMATION SHEET 2.3-2
STRATEGIES IN PROVIDING FEEDBACK MECHANISM

Learning Objectives:
After reading this information sheet, you must be able to:
1. Identify the types of feedback
2. Enumerate the different feedback strategies
3. Determine the importance of feedback for effective
learning process

What is Feedback?

Feedback is a dialogue between people which reflects back how

another person sees someone else behavior or performance. As people we get
feedback from the way people react to us. As managers, coaches, trainers
and peers we may have more formal conversations about performance, or
how someone could carry out an aspect of their job role more effectively.

Types of Feedback
Positive Feedback – serves to sustain behavior that is
appropriate and effective.
Negative or coercive Feedback – serves to change behavior that
is inappropriate or ineffective.

Principles in Giving Effective Feedback

 Give feedback only when asked to do so or when your offer is
accepted.
 Give feedback as soon after the event as possible.
 Focus on the positive.
 Feedback needs to be given privately wherever possible, especially
more negative feedback.
 Feedback needs to be part of the overall communication process and
‘developmental dialogue’. Use skills such as rapport or mirroring,
developing respect and trust with the learner.
 Stay in the ‘here and now’ don’t bring up old concerns or previous
mistakes, unless this is to highlight a pattern of behaviors.
 Focus on behaviors that can be changed, not personality traits.
 Talk about and describe specific behaviors, giving examples where
possible and do not evaluate or assume motives

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  Use ‘I’ and give your experience of the behavior (‘when you said…, I
thought that you were…’).
 When giving negative feedback, suggest alternative behaviors.
 Feedback is for the recipient, not the giver – be sensitive to the
impact of your message.
 Consider the content of the message, the process of giving feedback
and the congruence between your verbal and non- verbal messages.
 Encourage reflection. This will involve posing open questions such
as:
(a) Did it go as planned? If not why not?
(b) If you were doing it again what would you do the same
next time and what would you do differently? Why?
(c) How did you feel during the session? How would you feel
about doing it again?
(d) How do you think the patient felt? What makes
you think that?
(e) What did you learn from this session?
 Be clear about what you are giving feedback on and link this to the
learner’s overall professional development and/or intended
programme outcomes.
 Do not overload – identify two or three key messages that you
summarize at the end.

Feedback Strategies

Characteristics Purpose

Timing For students to get feedback while they are still

mindful of the learning target.
For student to get feedback while there is still time
for them to act on it.
Amount For students to get enough feedback so that they
understand what to do but not so much that the work
has been done for them (differs case by case).
For students to get feedback on “teachable moment”
points but not an overwhelming number.

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Mode To communicate the feedback message in the most
appropriate way.
The following tools provides written feedback about a
trainee’s performance:
Answer Key
Accomplished Performance Criteria Checklist
Evaluative Feedback(Examination Result)
Progress chart
Achievement chart
Trainees record book
Audience To reach the students with specific
appropriate feedback.
To communicate, feedback, that student
through learning is
valued.
Focus To describe specific qualities of the work in relation to
the learning targets.
To make observation about students’ learning
processes and strategies that will help them figure out
how to improve.
To foster student-efficacy by drawing connections
between students’ work and their mindful, intentional
efforts.
To avoid personal comments.
Comparison Usually, to compare student work with established
criteria.
Sometimes, to compare a student’s work with his or
her own past performance.
Rarely, to compare a student’s work with the work of
other students.

Function To describe student work.

To avoid evaluating or “judging” student work in a way
that would stop students from trying to improve.

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 Valence To use positive comments that describe what is well
done.
To make suggestions about what could be done for
improvement.

Barriers in Giving Feedback

 A fear of upsetting the trainee or damaging the trainee–trainer
relationship
 A fear of doing more harm than good
 The trainee being resistant or defensive when receiving criticism. Poor
handling of a reaction to negative feedback can result in feedback being
disregarded thereafter
 Feedback being too generalized and not related to specific facts or
observations
 Feedback not giving guidance on how to rectify behavior
 Inconsistent feedback from multiple sources
 A lack of respect for the source of feedback.

The Role of Feedback in Learning

Learning involves the interaction of new information provided by
instruction with existing information already in the trainee’s memory.
Feedback’s role in the learning process is not simply information
processing, but a more complex milieu with feedback having an influence
on the learner’s affective and motivational processes, along with cues,
participation, and reinforcement as one of his four elements to
determine the quality of instruction. It is an important construct for
improving instruction and performance.
Feedback is an essential part of education and training programs.
It helps learners to 1) maximize their potential at different stages of
training,
2) raise their awareness of strengths and areas for improvement, and 3)
identify actions to be taken to improve performance. It is part of the
overall dialogue or interaction between trainer and trainee and not a one-
way communication. Feedback can be seen as informal (e.g. day to day
encounters between trainer and trainee, between peers or colleagues) or
formal (for example as part of written or clinical assessment). It is very
important to ensure that the feedback given to the learner is aligned with
the overall learning outcomes of the program/teaching session in which
the learner is engaged.

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Feedback in Competency-Based Learning
Feedback is vital to success of competency-based training, we all
know that this is a self-paced approach, continuous and instantaneous.
The learning materials provide the means for continuous progress
checks. Results are known quickly, correction and reinforcement are
immediate. It is giving specific information about a trainee’s current
behavior in order to help him/her either continue the behavior or
modify the behavior.
Providing regular feedback to the trainee regarding his/her work
with you is the most powerful teaching tool a trainer has. It is also the
area most commonly cited as lacking when trainees evaluate trainers.
Quite simply, feedback is the sharing of information about the trainee’s
performance. The feedback should be specific enough that the trainee
understands which behaviors are appropriate and which ones need to
be changed. It is most meaningful when it is based on solid data
obtained while observing or interacting with the trainee. An experienced
trainer who has worked on developing this skill can incorporate
feedback comfortably and quickly into regular interactions with a
trainee.

Tools in providing feedback

In CBT, feedback should be immediate and continuous. When
using the modular self-paced method, the trainer is not always there
to give face- to-face feedback but the following tools are used so that
the trainee can evaluate the progress of his learning:

1. Answer key – the answer key in the module is a way of checking

whether the trainee is learning what he has to learn from the
Information Sheet. You should instruct your trainees to always
compare his answers to self-checks with the answer key provided
in the CBLM. Apprehensions on developing dishonesty will be
resolved if your trainees know that there will be a written test given
as a part of your institutional competency evaluation. Motivate
them to learn knowledge on their own through this process.
2. Performance criteria checklist – this tool is provided in the
CBLM. This is a tool that a trainee can use to evaluate his own
performance when practicing skill. This is a list of criteria which
you should see in the performance of the task or job. Motivate
your trainee to use this as a tool for self-evaluation, peer evaluation
and ultimately for trainer evaluation. Self-evaluation is only good if
the criteria is well-written and well planned.
The Performance Criteria Checklist should include on the list
the four dimensions of competency so that Knowledge, Skills and

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 Attitude is checked against this list while the task/job is being
practiced.
3. Evaluative feedback – this are feedback given by the trainer as a
result of evaluation. This can be given in a written form as in the
use of the Competency Assessment Result or giving back the
checked and scored test papers. This can also be given orally while
evaluating the performance of a task or job or after a competency
evaluation.
Feedback about the result of competency assessment such as
scores and acquired competency are very important information
which the trainee should be notified of as soon as possible.
Immediate feedback is very critical in learning. The trainee should,
therefore, be informed about his performance, his mistakes and the
gaps in his performance just after the assessment.
4. Other monitoring tool – monitoring tools such as the progress
chart, achievement chart, trainees record book can also be effective
feedback and constant reminders on the learning activities of a
trainee.

Characteristics of Effective Feedback

• It is specific and performance based.
• It is descriptive, not labeling.
• It focuses on the behavior, not the trainee.
• It is based on observations, repeated if possible.
• It begins with "I" statements.
• It balances negative and positive comments.
• It is well timed.
• It is anchored to common goals (for example, the trainee’s
learning or performance).
• It provides for two-way communication, soliciting, and
considering the receiver’s input.
• It is brief. (Be alert to signs of resistance).
• It is based on trust, honesty, and concern.
• It is private, particularly if it is negative.
• It is part of your regular teaching process, not an exception to
the norm.
• It provides for follow-up.

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Guidelines for Providing Constructive Feedback
• All comments should be based upon observable behavior and
not assumed motives or intents.
• Positive comments should be made first in order to give the
trainee confidence and gain his/her attention.
• Language should be descriptive of specific behaviors rather than
general comments indicating value judgments.
• Feedback should emphasize the sharing of information. There
should be opportunities for both parties to contribute.
• Feedback should not be so detailed and broad. It should not
"overload" the trainee.
• Feedback should deal with the behaviors the trainee can control
and change.
• Feedback requires the ability to tolerate a feeling of discomfort.

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 SELF – CHECK 2.3-2
Enumeration:
Enumerate the following:
Importance of Feedback in Training

1.
2.
3.
Modes of Providing Feedback

4.
5.
6.
7.

Explain the purpose of the following feedback characteristics

1. Timing
2. Amount
3. Focus
4. Function

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 Answer Key 2.3-2

Enumeration:

Importance of Feedback in Training

1. maximize their potential at different stages of training,
2. raise their awareness of strengths and areas for improvement,
3. identify actions to be taken to improve performance.

Modes of providing feedback:

4. Oral
5. Answer key
6. Performance criteria checklist
7. Evaluation Results
8. Monitoring tools such as the

progress chart

achievement chart

trainees record book

Purpose of feedback characteristics

Characteristi Purpos
c e
Timing For students to get feedback while they are still
mindful of the learning target.
For student to get feedback while there is still time
for them to act on it.
Amount For students to get enough feedback so that they
understand what to do but not so much that the work
has been done for them (differs case by case).
For students to get feedback on “teachable moment”
points but not an overwhelming number.
Focus To describe specific qualities of the work in relation
to the learning targets.

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 To make observation about students’ learning
processes and strategies that will help them figure
out how to improve.
To foster student-efficacy by drawing connections
between students’ work and their mindful,
intentional efforts.
To avoid personal comments.
Function To describe student work.
To avoid evaluating or “judging” student work in a
way that would stop students from trying to
improve.

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 INFORMATION SHEET 2.3-3
DIFFERENT MONITORING TOOLS UTILIZED IN CBT

Learning Objectives:
After reading this information sheet, you must be able to:
1. Enumerate the monitoring tools used in CBT
2. Differentiate a progress chart from an achievement chart
3. Identify the contents that should be in the monitoring tools

Monitoring is a very important activity in CBT. As a trainer, you should

be able to monitor daily activities of each trainee so that their training
progress is recorded. In this lesson, you will learn how to make and use the
monitoring tools.

Monitoring Tools used in CBT

1. Progress chart – This chart is a monitor of the Learning Outcomes

and competencies achieved by each trainee. It is displayed on a place
within the training area frequented by the trainees.
2. Achievement chart – This chart is a monitor of the required projects
and activities usually in the job sheets of the CBLM. These
requirements are needed in the attainment of the skills of the
competency.
The achievement chart is most recommended specially for
qualifications that requires many activities and requirements to finish
a learning outcome. Oftentimes, if this happens your trainees will
not see progress on the progress chart. The achievement chart is made
so that you can monitor daily accomplishments of trainees.
3. Trainees Record Book – this is the monitoring tool for trainees in the
Supervised Industry Training or On-the-Job training. This monitoring
tool is kept by the trainee but the supervisor signs the TRB for every
accomplishment he has within the training period.
4. Trainees Progress Sheet - this is also a monitoring sheet for industry
training. It is however, kept by the industry coordinator as a of the
trainee’s accomplishment reflected from the TRB. This monitor is
accomplished during the monitoring visits.

Guidelines in Making the Progress Chart

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 1. Recommended dimensions of the chart is 4 feet by 6 feet in
dimension so that it can be glanced at by the trainee from any
corner of the workshop
2. The Qualification Title should be written on top
3. It should contain all the Learning Outcomes as reflected in the
Training Regulation.
4. The names of the trainees are reflected on the second column
in alphabetical order.
5. The training duration reflects the nominal duration of
the qualification.
6. All trainers involved in the training are reflected in space
provided.
7. Write the legend for recording the accomplishments of
trainees.
8. To accomplish the chart, put a check on every learning outcome
finished and a letter “C” on the column for the competency if the
trainee passes the Institutional Competency Evaluation.

Guidelines in making the Achievement Chart

1. Recommended dimensions of the chart is 4 feet by 6 feet in
dimension so that it can be glanced at by the trainee from any
corner of the workshop
2. The qualification title should be written on top.
3. Instead of the Learning Outcomes, the required activities and
outputs are written.
4. The names of the trainees are reflected on the second column
in alphabetical order.
5. The training duration reflects the nominal duration of
the qualification.
6. All trainers involved in the training are reflected in space
provided.
7. Write the legend for recording the accomplishments of
trainees.
8. To accomplish the chart, put a check on every requirement
satisfied by the trainee and a letter “C” on the column for the
competency if the trainee passes the Institutional Competency
Evaluation.
Note: The guidelines in making the Trainees Record Book and the Trainees
Progress Sheet shall be discussed in the competency Supervise Work-based
Learning

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 SELF – CHECK 2.3-3
Multiple Choice: Choose the letter of the best answer. Write the letter of
your choice on your answer sheet.

1. Which of the following does not belong to the group?

a. Progress Chart
b. Achievement Chart
c. Session Plan
d. Trainee’s Record Book

2. What monitoring tool is used when monitoring the outputs of

learning?
a. Progress Chart
b. Achievement Chart
c. Session Plan
d. Trainee’s Record Book

3. What chart contains the learning outcomes of a competency?

a. Progress Chart
b. Achievement Chart
c. Session Plan
d. Trainee’s Record Book

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 ANSWER KEY 2.3-3
1. C
2. B
3. A

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 TASK SHEET 2.3-3a
Title: Prepare Progress Chart

Performance Objective: Given the TR of the qualification assigned

to you, you should be able to prepare the progress chart following the
guidelines for preparing a progress chart.
Supplies/Materials : TR, CBC, Bond papers

Equipment : PC, printer with ink

Steps/Procedure:
1. Acquire the TR or CBC of the qualification assigned to you.
2. Prepare the Progress Chart of the qualification including the
LOs of the Basic and Common Competencies using the
recommended format.
3. Follow the guidelines in Information Sheet 2.3-3 in preparing
the progress chart.
4. Evaluate your work using the Performance Criteria Checklist.
5. Present your work to your trainer.
Assessment Method:
Portfolio

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 PERFORMANCE CRITERIA CHECKLIST 2.3-3A

CRITERIA YES NO
Did you..

lift the Competencies from the TR or the CBC?

include basic competencies in the chart?

include Common competencies in the chart?

include Core competencies in the Progress Chart?

reflect all LOs of the Core Competencies in the chart?

write a legend for recording achievements to the

progress chart?

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 TASK SHEET 2.3-3B
Title: Prepare Achievement Chart

Performance Objective: Given the CBLM of the qualification

assigned to you, you should be able to prepare the progress chart.

Supplies/Materials : TR, CBC, Bond papers

Equipment : PC, printer with ink

Steps/Procedure:
1. Acquire the TR or CBC of the qualification assigned to you.
2. Prepare the Achievement Chart of the qualification using
the recommended format.
3. Follow the guidelines discussed in Information Sheet 2.3-3.
4. Write all outputs and Tasks/Jobs to be performed in
a competency.
5. Evaluate your work using the Performance Criteria
Checklist.
6. Present your work to your trainer.
Assessment Method:
Portfolio

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 PERFORMANCE CRITERIA CHECKLIST 1.3-3B
CRITERIA YES NO
Did you..

lift the Competencies from the TR or the CBC

include required tasks/Job to be performed as a part of

the learning activities?
include required outputs/projects for the competency?

lift base the outputs and tasks/Jobs to be performed

from your CBLM?

write a legend for recording accomplishments?

base your chart on recommended format?

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 INFORMATION SHEET 2.3-4
COMPETENCY-BASED ACTUAL TRAINING PROCEDURE

Learning Objectives:
After reading this information sheet, you must be able to:
1. Identify the summarized procedure of CBT procedures
2. Discuss the procedures in managing CBT
3. Enumerate the aspects of the training that needs to be
discussed during the orientation

In the previous discussions, you gathered information about the

characteristics of trainees, their current competencies and their training
needs. You were also presented with different modes and methods of
teaching in the first competency of the Teaching Methodology course.
Our main concern now is how to make use of this information in actual
training. How do we handle trainees with varied characteristics and different
training needs considering the Principles of Competency Based Training?

Delivery and Evaluation Activities

To effectively carry out the delivery of learning the following steps are
hereby recommended:
Pre-training activities
1. Construct pre-assessment instruments
2. Prepare TNA instruments
3. Prepare session plan
4. Develop CBLM for your qualification
5. Layout your workshop by workstation following the CBT
Principles
6. Organize training resources
7. Monitoring of attendance
Although attendance is not a basis in evaluating trainees in CBT, the
trainer should still monitor the attendance of his trainees. This serves as a
basis for the planning of the activities for the day specially if there are
limited training resources. Monitoring attendance need not use the
traditional way of checking attendance but the trainer can devise a way in
which attendance (time-in and time-out) are recorded. Log books, biometric
system or Bundy clock are some ways of recording.

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 Conduct TNA and pre-assessment
Training Need Analysis (TNA) reveals important data such as the
current competencies and trainees’ characteristics. These are basis for the
planning and scheduling of training sessions.
Schedule training sessions
Training schedule is based on trainees’ characteristics and current
competencies. Trainer should be creative enough to maximize use of
available resources to facilitate learning. Training methodologies may vary
trainee by trainee. Small group maybe formed for some competencies
wherein fast learners may serve as leaders. In some cases a trainee may opt
to learn alone.
Trainees choose competency
For TM, Plan Training Session is a prerequisite to all other
competencies except the competency Utilize Multi-Media Materials in
Facilitating Session. It is, therefore, the first competency that trainees
should learn. You have to design your first training sessions for the
attainment of the learning outcomes of Plan Training Sessions.
Prepare training facilities and resources

Assign Trainees in their workstations

Assign trainees depending on Trainees current
competencies and the availability of training resources

Orient Trainees
Orientation of Trainees to Competency Based Training
To acquaint trainees of the environment in Competency Based
Training, an orientation program is very important. It is during
orientation that trainers motivate students about the program and its
benefits to trainees. This is the time when you get trainees excited about
the prospects of getting real occupational training and confident that
they can succeed in the training program.
There are two levels of the orientation program, the orientation
about the institution and the orientation about your particular
qualification.

Orientation about the institution

Usually, training institutions that start qualifications at the same time
orient students about the institution during the Trainees’ Induction
Program. It is during this time that trainees get acquainted with the
school faculty and staff, facilities, programs and services. If
arrangements warrants, this orientation is a responsibility of an

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orientation committee preferably headed by the guidance counselor. But
if schedules do not allow for a mass orientation, it is your responsibility
as the assessor to orient them about the institution.

Orientation about the qualification or training program

Aside from orienting the trainees about the Competency Based
Training System, the following elements of CBT needs to be discussed
before the start of any training program:
1. The role of the trainee
2. The role of the trainer
3. Basic operations in which the training operates
4. The competencies that has to be covered based on TR
5. The use of the CBLM
6. The CBLM basically has instructions in itself but trainees need
to be acquainted with its parts to ensure that every part will
not be neglected. Orient trainees on the importance of each part
in the training.
7. Instructional Facilities and Resources
8. A tour of the workshop during the orientation maybe needed to
familiarize the students about facilities existing in the
workshop and how they will be accessed and returned. Their
role in the maintenance of the tools is reiterated during this time
9. The workshop and its stations
10. The evaluation system
11. The trainees will always be interested on how they will be
rated. They should know what to be and how they will be
evaluated, how achievements will be recorded and what credits
to get after the training.

Guide Trainees in doing the activities of the session

The trainee is guided by the CBLM about the activities to be
undertaken through the learning activities page. All instruction sheets
are also provided with necessary sections which will serve as a guide in
undertaking the activities such as the Occupational Health and Safety
practices, tools and materials needed, standards to be met and speed.

Provide feedback on the on-going activities

Self-Checks, Task/Job Sheet, Operation Sheets, and assignment
sheets are provided with Performance Criteria Checklist or Procedural

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Checklist to serve as a guide for trainees in checking their own work but
it is also important that trainers check the performance of each trainee.
Always remember that immediate feedback is critical in training.

Provide remedial activities such as

lecture/discussions for knowledge or additional
Task/Job Sheets for practice as the need arises.
Since learning is self-paced, trainees are expected to finish at
different times and maybe doing different things at a time. Slow learners
would need more guidance than the others. The trainer should be very
sensitive about the needs of trainees with special needs such that of
the slow learners. In some cases, several task sheets to practice would
be needed before they are ready for more complex activities such that in
the Job Sheet. The trainer should use his judgment and ingenuity in
providing these to his trainees. This would eventually increase the
materials in the CBLM and improve the efficiency of the training
program.
Record achievement of trainees on the Progress Chart
and Accomplishment Chart
A Progress Chart and an Accomplishment Chart is a record of all
the accomplished activities and acquired Learning Outcomes of the
trainee. They are essentially references for both the trainer and the
trainee about the on-going training. The progress chart and the
Accomplishment chart reflect important feedback which may be bases
for the adjustments in the teaching learning process. If the progress
chart shows that a trainee is too slow, for example, the trainee would be
motivated to catch up with the others. The trainer, on the other hand,
could be alarmed and find ways in guiding the trainee to achieve better.
Evaluate trainees’ performance
The performance of the task and job sheets are venues for
practicing a task or a skill based on the criteria in the Performance
Criteria Checklist. The Performance checklist for the particular
Job/Task Sheet is likewise the basis for formative evaluation of the
trainee’s performance. A well prepared Competency Assessment
(Institutional) for each competency is however, encouraged for
summative evaluation.

Provide Feedback on the result of the evaluation

Results of evaluation should be immediately communicated to the
trainees.

Decide whether the trainee advances to the next competency or

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 to do more practice activities

In doing the activities above, take note of the following principles:

Effective facilitation involves acquiring relevant knowledge about
students and using that knowledge to develop our course design and
training session.
Effective facilitation involves aligning the three major components of
instruction: learning objectives, assessments and instructional activities.
The CBLM as the primary learning material is provided with the
following to allow self-paced learning:
 Information sheet – learning objectives are stipulated at the
start of each information sheet.
 Job/task/operation Sheets - provides opportunity for
trainees to practice skills related to the learning objective.
 Performance Criteria/Procedural Checklist – provides
feedback on the performance of the activities in the
Instructional Sheets. It is a benchmark of performance
criteria for the trainee for self- assessment and for the trainer
to assess trainee’s performance.
Effective facilitation involves articulating explicit expectations
regarding learning objectives and policies.
Being clear about the objectives of learning and communicating
them explicitly to the trainees learn more and perform better. It gives
trainees a clear target to aim and to monitor.
Effective facilitation involves prioritizing the knowledge and skills
we choose to focus on.
Too many topics work against learning so you have to decide what
you will not include in the course. This involves (a) recognizing the
parameters of the course (b) setting priorities (c) determining course
content that will be useful in attaining objectives set by the Competency
Standards.
Effective facilitation involves recognizing and overcoming our expert
blind spots.
We are not our trainees. Experts tend to perform acquired skills
unconsciously that they tend to become inherent in the trainer so we
tend to skip or combine critical steps when we teach. The trainer should
be keen enough to break skills into smaller tasks so that trainees can
practice them well before they can combine them with other tasks.
Effective facilitation involves adopting appropriate teaching roles to
support our learning goals

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 SELF – CHECK 2.3-4
Enumeration:

Enumerate the aspects of the training that needs to be explained

during the orientation.

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 ANSWER KEY 2.3-4
Your answers should include the following:
1. CBT Procedures
2. The role of the trainer
3. The role of the trainee
4. The competencies that has to be covered based on TR
5. The use of the CBLM
6. Instructional Facilities and Resources
7. Workshop and its stations
8. The evaluation system

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 JOB SHEET 2.3-4
Title: Facilitate Training Session

Performance Objective: Given trainees for your qualification,

YOU MUST be able to facilitate one training session
using
the Competency Based Training delivery approach.
Supplies/Materials : TR, CBC, CBLM, Bond papers,

Equipment : PC, printer with ink

Steps/Procedure:
1. Prepare training facilities and resources
2. Monitor the attendance of trainees
3. Orient Trainees on a condition that this is the first time
you meet a group of trainees and TNA has been previously
conducted.
4. Assign trainees in their workstations
5. Guide trainees in undergoing the activities
6. Provide feedback as the training is going on
7. Evaluate performance of trainees based on Performance
Criteria Checklist
8. Record trainees’ achievement on Progress Chart
and Accomplishment Chart.
Assessment Method:
Demonstration, Portfolio Assessment, Questioning

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 PERFORMANCE CRITERIA CHECKLIST 2.3-4
Criteria YES NO
Did the Trainer prepare
 Workstations?
 Facilities/resources?
Was attendance monitored?
Was there a full utilization of work areas/resources?
Did the trainer orient the trainees on
 CBT?
 The role of the trainer?
 The role of the trainee?
 The competencies that has to be covered based on
TR
 The use of the CBLM
 Instructional Facilities and Resources
 Workshop and its stations
 The evaluation system
Did the trainer conduct pre-assessment (RPL)?
Did the trainer schedule individual and small-
group
activities as appropriate?
Did the trainer use a variety of teaching techniques,
designed to match learner capabilities with the
requirements of the task?
Did the trainer monitor the activities?
Did the trainer allow students to assume
individual
responsibility for learning?
Did the trainer evaluate the performance of the trainees
based on Performance Criteria Checklist?
Did the trainer record the achievements of the
trainees in
The
 Progress chart?
 Accomplishment chart?
Did the trainer personally provide continual feedback to
trainees.
Were slow learners assisted in their activities?

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 INFORMATION SHEET 2.3-5
CONDUCT OF FOCUSED GROUP DISCUSSION
Learning Objectives:
After reading this information sheet, you must be able to:
1. Identify the relevant parts of the minutes of the meeting
2. Explain how focus group discussion can be useful in processing
observation results
3. Enumerate ways of encouraging members of the focus group to
participate in the discussion
4. Explain how focus group discussion can be helpful in the
program evaluation

As expert trainers in TVET and through the knowledge and skills you
acquired from the other competencies of TM1, you can now evaluate the
performance of others in facilitating learning sessions.
In this lesson, you will learn how to use Focus Group Discussion as a
tool in evaluating the demonstration of a trainer.

Observation Results and Focus Group Discussion

The observation results are best discussed by the observer, oftentimes
the VIS, and the trainers who were observed. The purpose of the discussion
is to be able to identify the strengths and weaknesses of the trainers in
facilitating sessions and to improve the resources, materials and facilities so
that CBT is continuously enhanced. It will also help in standardizing
maintenance systems and other processes involved in training within an
institution.
In our quest for quality, it is always a good practice to sit together,
discuss the processes and set course of actions towards the improvement of
CBT.

Focus Group Discussion

The purpose of focus group discussions is to gain knowledge about a

particular topic or need by interviewing a group of people directly affected by
the issue. Focus group data can be used to collect information for many
purposes, such as conducting a needs assessment or evaluating a program.
In training, we would like to use this method to discuss the result of
evaluation on the demonstration of trainers, to improve their skills in
facilitating training sessions, the training resources, Shop layout and CBT
implementation as a whole.

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Approaching Focus Group Facilitation

For this activity you should have a moderator and a secretaty. The
moderator leads the discussion, keeps the conversation flowing and takes a
few notes to remember comments that you may want to use later. The
secretary takes comprehensive notes, handles the environmental conditions
and logistics, responds to unexpected interruptions and keeps track of time.

Two approaches are essential to facilitating focus groups.

 The first is being a “blank slate.” This means approaching the

focus group with an open mind and as few preconceptions as
possible about what participants are likely to say or not say.
 The other essential approach is to be aware of potential biases
as a moderator. Differences in race/ethnicity, qualification
handled and education levels between the moderator and
participants can bring unforeseen biases to how a facilitator runs
a focus group.
.
Anticipate running out of time—think about what you would do to
modify the agenda.

Encourage discussion

To facilitate useful, free-flowing discussion during the focus

group, follow some of these tips:

 Ask participants to think about an issue for a few minutes and write
down their responses.
 Ask each participant to read, and elaborate on, one of their
responses.
 Note the responses on a whiteboard.
 Once everyone has given a response, participants will be asked for a
second or third response, until all of their answers have been noted.
 These responses can then be discussed.
 Don’t ask more than one question at a time, even if the questions go
together. Participants usually cannot remember several questions at
one time, and asking multiple questions makes it hard for them to
know where to start.
 Frequently repeat key phrases from the question. Participants tend to
lose focus on the question after 2-3 other participants have
responded to it. Repeating key phrases from the question at strategic
times, or asking participants to link their response to key terms in

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 the question will help participants stay focused.
 Be Comfortable with Silence. It is also important that moderators be
comfortable with silence and “pregnant pauses.” Some participants
may participate more if they have more time to consider the question
before they speak.
 Use probes when you need more information.

When participants are not providing enough information, try the

following probes:

a. Would you explain further?

b. Would you give me an example of what you mean?
c. Would you say more?
d. Tell us more.
e. Is there anything else?
f. Please describe what you mean.
g. I don’t understand.
h. Does anyone see it differently?
i. Has anyone had a different experience?

Managing risks

A number of potential problems could arise during focus groups,

which will all need addressing:

 If one participant tries to dominate the session, the

moderator should invite each person to speak in turn
 Avoid interviewing friends in the same group as they can form
cliques - if cliques do form, suggest taking a break and
changing seating positions upon returning from the break
 Avoid personal confrontation - allow the group to police itself
(e.g. "do others in the group agree?")
 Respect someone's right to be quiet, but do give them a
chance to share their ideas 1-to-1 (e.g. during a break)
 Use differences of opinion as a topic of discussion - the
moderator should avoid taking sides
 In order to avoid “leading” participants with any reaction to
their comments, we suggest that reactions should be warm
but value-neutral. Ways to be value-neutral are: information
seeking (e.g. “tell me more about that…”), clarifying (e.g. “Can
you explain what you mean?”) and acknowledging (“I hear
what you are saying…”).

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 To evaluate the performance of a trainer, demonstration
observation is usually done by the Vocational Instruction Supervisor
(VIS). After the demonstration, a meeting which will discuss the result of
evaluation should follow. It is recommended that a focus group
discussion will be used to discuss demonstration observations. The focus
of the discussion is primarily to improve CBT implementation which
shall include improvements on the skills of the trainers and the
resources of the training, and the layout of the workshop.
To discuss the results of the observations the following should be
observed:

1. The VIS should act as the moderator.

2. Assign a secretary who will take the minutes.
3. Use the Performance Criteria Checklist on Facilitate Training
Session as a basis. Other observation items maybe included but
discussions should focus on how CBT is implemented.
4. Avoid referring to a particular person. Refer to the performance
of the items included in the criteria.
5. After discussing the observation, focus on how the performance
of the item should be improved.
6. After the discussions, always make it a practice to have
agreements on the topics discuss. Course of actions to improve
on the CBT implementation should be agreed upon by the
participants.

Minutes of the meeting

Minutes of the meeting is a documentation of the discussions and
agreements/resolutions on topics discussed in a meeting.
Meeting minutes are important. They capture the essential
information of a meeting – decisions and assigned actions. They keep
attendees on track by reminding them of their role in a project/endeavor
and clearly define what happened in a group session.

Meeting minutes shouldn’t be an exact recording of everything that

happened during a session. Minutes are meant to record basic
information such as the actions assigned and decisions made. Then, they
can be saved and used for reference or background material for future
meetings relating to the same topic.
The following instructions will help you take useful and concise
meeting minutes.

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Before the Meeting

If you are recording the minutes, make sure you aren’t a major
participant in the meeting. You can’t perform both tasks well.

Create a template for recording your meeting minutes and make

sure you leave some blank space to record your notes. Include the
following information:

 Date and time of the meeting

 The purpose of the meeting
 The meeting lead or chair’s name
 Assigned action items
 Decisions made

Before the meeting, gather as much information from the host as

you can. Ask for a list of attendees, as well as some information on the
purpose of the meeting. This way you won’t need to scramble to
understand what’s going on while you’re recording notes.

Decide how you want to record your notes. If you aren’t comfortable
relying on your pen and notepad, try using a tape recorder or, if you’re a
fast typist, take a laptop to the meeting.

During the Meeting

Check the attendance. Ask the meeting moderator to introduce you

to meeting attendees you aren’t familiar with. This will be helpful later
when you are recording assigned tasks or decisions.

Don’t try to record notes verbatim – it’s not necessary. Minutes are
meant to give an outline of what happened in the meeting, not a record
of who said what. Focus on understanding what’s being discussed and
on recording what’s been assigned or decided on.

Record action items and decisions in your template as they happen

– don’t wait until after the meeting to pull them out of your notes or you
could make a mistake. If you don’t understand exactly what decision has
been made or what action has been assigned, ask the meeting lead to
clarify.

After the Meeting

Review the notes and add additional comments, or clarify what you

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didn’t understand right after the meeting. Do this while the information
is fresh in everyone’s mind. Type your notes out in the template you
created before the meeting – this will make the notes easier for everyone
to read and use.

When you’re writing out your notes, use some of the following tips
from the International Association of Administrative Professionals
(IAAP).

 Number the pages as you go so you aren’t confused later.

Remember, though, that the minute-taker is responsible for
providing good flow. Don’t force yourself to write the minutes
in the actual chronological order of the discussion - it may
not work.
 Focus on action items, not discussion. The purpose of
minutes is to define decisions made and to record what
actions are to be taken, by whom and when.
 Be objective. Write in the same tense throughout and avoid
using people’s names except for motions or seconds. This is
a business document, not about who said what.
 Avoid inflammatory or personal observations. The fewer
adjectives or adverbs you use, the better. Dull writing is the
key to appropriate minutes.
 If you need to refer to other documents, attach them in an
appendix or indicate where they may be found. Don’t rewrite
their intent or try to summarize them.

When you finish typing the minutes, ask the meeting moderator to
review the document for errors. Send the final copy of the minutes to
attendees right away. Keep a copy of the notes (and the template) for
yourself in case someone wants to review them later.

Recording meeting minutes ensures that the decisions and

actions resulting from a meeting aren’t lost or forgotten. By taking the
time to record proper meeting notes you’ll make sure the time and
effort that goes into a meeting isn’t wasted. (Effective Meetings.com)

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 SELF – CHECK 2.3-5
Multiple Choice: Choose the letter of the best answer. Write the letter of
your choice on your answer sheet.

1. In a focus group discussion, he leads the discussion.

a. Moderator
b. Secretary
c. Trainer
d. Assistant leader

2. A member of the focus group who takes notes of the discussions and
decisions made.
a. Moderator
b. Secretary
c. Trainer
d. Assistant
leader

3. The documentation of the discussions and decisions made in a

focus group discussion is the
a. Minutes of the meeting
b. Observation result
c. Moderator’s notes
d. Pictures

II. Enumeration:
Enumerate the following:

1. Tips on how to encourage a member’s participation in a focus group

discussion. (give at least 5)

2. Questions which may be asked to get more information on the

responses of a member. (give at least 5)

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 ANSWER KEY 2.3-5
Multiple Choice:

1. A
2. B
3. A

Enumeration
1. Tips on how to encourage a member’s participation in a focus group
discussion.

o Ask participants to think about an issue for a few minutes

and write down their responses.
o Ask each participant to read, and elaborate on, one of their
responses.
o Note the responses on a whiteboard.
o Once everyone has given a response, participants will be
asked for a second or third response, until all of their
answers have been noted.
o These responses can then be discussed.
o Don’t ask more than one question at a time, even if the
questions go together. Participants usually cannot remember
several questions at one time, and asking multiple questions
makes it hard for them to know where to start.
o Frequently repeat key phrases from the question.
Participants tend to lose focus on the question after 2-3 other
participants have responded to it. Repeating key phrases
from the question at strategic times, or asking participants
to link their response to key terms in the question will help
participants stay focused.
o Be Comfortable with Silence. It is also important that
moderators be comfortable with silence and “pregnant
pauses.” Some participants may participate more if they have
more time to consider the question before they speak.
2. Questions which may be asked to get more information on the
responses of a member.
a. Would you explain further?
b. Would you give me an example of what you mean?
c. Would you say more?
d. Tell us more.

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e. Is there anything else?
f. Please describe what you mean.
g. I don’t understand.
h. Does anyone see it differently?
i. Has anyone had a different experience?

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 JOB SHEET 2.3-5
Title: Undergo Focus Group Discussion on Facilitate Training
Session
Performance Objective: After observing the Job Sheet 2.3-4
(Facilitate Training Session), you should be able to undergo a focus
group discussion with a group of trainees and list down
observations about the activity
Supplies/Materials : CBLM, Bond papers

Equipment : PC, printer with ink

Steps/Procedure:

1. Form a group of five.

2. Observe the demonstration of each member on Job Sheet
2.4-4 (Facilitate Training Session).
3. As the demonstration is going on each member shall act as
a trainee and at the same time an evaluator. You should
fill-up the Performance Criteria Checklist and list down
observations about the demonstration.
4. After the demonstration, assign a leader and a secretary
from among the trainees to facilitate the discussion.
5. Use the Performance Criteria Checklists as a guide during
the discussion.
6. The secretary shall take the minutes of the meeting.
7. The secretary should list down common observations and
recommendations that arise during the group discussion.
8. Submit the minutes of the meeting to your trainer.

Assessment Method:

Questioning, Portfolio

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 PERFORMANCE CRITERIA CHECKLIST 2.3-5
CRITERIA YES NO
Were all the members of the group present during the
discussion?
Did each member have the performance criteria
checklist filled-up?
Is there a maximum participation of all members?
Are the members encouraged and motivated in giving
their observations?
Is there a minutes of the meeting?
Is the template for minutes of the meeting used?
Did all members sign the minutes to agree on the
contents?
Are the courses of action or decisions made properly
stated in the specified column?
Are suggestions and recommendations included in
the summary?

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 LEARNING OUTCOME 4: CONDUCT COMPETENCY
ASSESSMENT
CONTENTS:
1. Conduct of Institutional Competency Assessment
ASSESSMENT CRITERIA

 Learners are oriented on the evidence requirements relevant to

the evidence plan
 Competency assessment tools, materials and equipment are
provided to learners
 Evidences are gathered and documented using relevant
assessment tools
 Assessment results are recorded in accordance with the
approved rating system
 Appropriate feedback mechanism is used to inform learner of
his/her progress

CONDITION:
Students/trainees must be provided with the following
 Equipment
Projector/ LCD
-
Computer or Laptop
-
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

ASSESSMENT METHODS

1. Written Test
2. Portfolio
3. Demonstration
4. Oral Questioning

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 LEARNING EXPERIENCES
Learning Outcome 4
CONDUCT COMPETENCY ASSESSMENT
Learning Activities Special Instructions
Read information Sheet 2.4-1 on This Learning Outcome deals with
Conduct of Institutional
conducting the institutional
Competency Assessment
competency evaluation. This
Answer Self – Check 2.4-1
evaluation is done every after a
trainee finishes all learning
Compare answers to the Answer
activities of a competency using the
Key 2.4-1
Institutional Competency
Perform Job Sheet 2.4-1 on
Evaluation Tool you prepared in
Conduct of Institutional
LO4 of Plan Training Session.
Competency Assessment
The learning activities on the right
Evaluate performance using will guide you through learning this
Performance Criteria Checklist 2.4- LO.
1 Upon the accomplishment all the
activities and task, and acquire the
desired result you can now proceed
to the next Learning Outcome on
Review Delivery of Training
Sessionmodule

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 INFORMATION SHEET 2.4-1
CONDUCT OF INSTITUTIONAL COMPETENCY ASSESSMENT

Learning Objectives:
After reading this information sheet, you must be able to:
1. Define the meaning of Institutional Competency Assessment
and its relevance
2. Identify the methods used in conducting Institutional
Competency Assessment
3. Determine the steps in conducting learning evaluation.

Learning evaluation’s primary goal is to assess trainee’s performance

with the purpose of adjusting the training process so that it meets the
trainees’ training needs. Learning evaluation may take place anytime during
the training. Self-evaluation is done by the trainee based on the
performance criteria for each activity, formative evaluation is done by the
trainers to check the accomplishments and to evaluate the level of
competencies for purposes of adjustments in the training and a summative
evaluation is done at the end of the training to assess trainees’ performance
and knowledge of trainees.
In this Information Sheet we shall be discussing about the Institutional
Competency Evaluation which is done for every competency. Remember that
in CBT, you are training trainees by competency. Before he advances to
another competency or before assigning him to another competency you
should test his current competency using the Evaluation Tools previously
prepared.
In competency based training, learning evaluation essentially measures
the sufficiency of trainees’ performance, knowledge and attitudes compared
to a set competency standard. Institutional Competency Evaluation is done
to check whether the competencies set in the Training Regulations and the
Competency Based Curriculum is met by the trainee. It is one of the bases
for giving the Certificate of Achivement to the trainee.
Since training is self-paced, institutional assessment may be done
anytime a trainee is ready to be assessed.

The Assessment Logbook

The assessment logbook is a schedule of trainees ready to be assessed
for the day. You should prepare this logbook and have it accomplished by
your trainees anytime they are ready to be assessed. This tool will help you
schedule the limited equipment that you have in your workshop. In case
your equipment is used for both training and institutional assessment,
trainees should be assigned to other learning areas of the competency they
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are training on to give way for assessment.
This tool is very important when more than one trainee is to be assessed
in a particular day considering that normally the trainer is also the assessor
of the institutional competency evaluation and you are doing training and
assessment at the same time.

Preparations for Institutional Competency Assessment

Prior to institutional assessment, the trainer should prepare the
following:
 Competency Evaluation tool
 Answer sheet for written test
 Marking sheets
 Tools, materials and equipment needed for assessment
 A well lighted and well-ventilated assessment area within
the workshop
Methods used in Institutional Competency Evaluation

1. Written test – the written test is usually given to test the

knowledge aspect of the competency. This type of test is
therefore a must in the evaluation. It is usually administered
first before the performance test. It is recommended that the
passing score for the written test is 70% of the total test items.
This is to ensure that trainees learn the concepts of the
competency as they learn the skills.
2. Demonstration with questioning – this method is viewed to
be the most appropriate method of evaluation for institutional
competency evaluation as long as the materials, supplies and
equipment mimic those that are in the actual work area. This
method allows you to set the procedures of the performance
test, the time allotment and the assessment activities so that all
criteria in the evidence plan will be observed.
You should follow-up the performance with questions. In
case, you are not sure that the criteria in the evidence plan are
substantially evident, you should ask follow-up questions using
your questioning tools. Usually, there is a need for you to ask
questions on Job Role and environment and contingency
management skills. You are not required to ask all questions in
the assessment tool.
3. Observation with questioning – this is a method used in the
actual work area. This method maybe applicable to some
competencies especially if assessment cannot be done within
the workshop. If your materials and equipment are not

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 appropriate or insufficient, it is wiser to use this method.
An example of an assessment which may use this method is
“laying brick/blocks for structure”. Assessment for this
competency can never be done inside the workshop since you
cannot lay blocks then remove it after. You have do the
assessment in an area where there is a need to lay blocks. In
this way you will be able to observe the trainee perform the
competency and gather the evidences in the evidence guide.
Sometimes Observation method has an advantage over
demonstration method because you can directly observe Job
Role and environment management skills because the
customer, the boss(the owner), and the environment are there.
Adjustments maybe needed because of factors of the inclination
of the ground and customer’s request which will eventually test
the contingency management skill of the trainee.
Other methods of assessment maybe used as you deem
more applicable and may vary from competency to competency.

Before the test

1. Give a short description of the assessment
2. Orient the trainees about:
 the evidence requirements that has to be observed during
the assessment process
 what type of tests will be given
 how the evidences of competencies will be gathered
 time allotted for each activity
3. Give specific instruction as slowly and as clearly
4. Specify the do’s and don’ts specially on concerns of safety
5. Issue tools and materials in orderly manner.
6. Assign each trainee to an assessment area.

During the test

1. Make all necessary announcements just before the test.
2. Help trainees overcome their nervousness, distractions
and irritation.
3. Administer the written test. A passing score should be attained
by the trainee before he proceeds to the performance test.
4. Ensure that trainees are in appropriate working attire during
the performance test.

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 5. Explain thoroughly the procedures of the performance test.
6. Be present at the test area during the entire test.
7. Observe carefully the specified time limits.
8. Stop the trainee if they destroy equipment or work in
hazardous manner.
9. Give follow up questions in case a performance criteria is not
demonstrated.
10. Closely watch the demonstration of critical aspects of
competency
11. Tick on the performance criteria on the rating sheets
observed as demonstrated as the performance test is going
on.

After the test

1. Provide immediate feedbacks starting with positive feedback to
the performance that needs improvement.
2. In case the trainee is not yet competent on an area, advice him
to go back to the particular task he failed to perform for more
practice.
3. Re-assess the candidate on the competency that he did not
perform well.
4. Record the result to the Institutional Evaluation Record Sheet
and the Progress Chart.
5. You may award the Certificate of Achievement the following day.

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 SELF – CHECK 2.4-1

Enumeration
Enumerate the things that a trainer should prepare prior to the
conduct of institutional assessment

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 ANSWER KEY 2.4-1

 Competency Evaluation tool

 Answer sheet for written test
 Marking sheets
 Tools, materials and equipment needed for assessment
 A well lighted and well-ventilated assessment area within the workshop

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 JOB SHEET 2.4-1
Title: Conduct Institutional Competency Assessment

Performance Objective: Given an assessment package and the

materials needed for assessment, you should be able to conduct
institutional competency evaluation following the standard
procedures.
Supplies/Materials : CBLM, Bond papers

Equipment : PC, printer with ink

Steps/Procedure:
1. Secure Institutional Competency Evaluation Tool.
2. Prepare the supplies and materials.
3. Orient the trainees based on the given guidelines above.
4. Conduct the assessment
a. Check Portfolio (if applicable)
b. Administer and score written test
c. Conduct performance test
d. Interview the trainee using the questioning tools in the package
5. Analyze assessment result
6. Provide feedback to the trainees
7. If not yet competent, ask trainee to go back to
corresponding work station for the tasked not performed
satisfactorily.
8. If competent, record the result of the assessment on
progress chart.
9. Award the Certificate
Assessment Method:
Written and Demonstration with questioning

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 PERFORMANCE CRITERIA CHECKLIST 2.4-1

CRITERIA YE NO
Did the trainer… S

monitor the attendance?

prepare enough supplies and materials for each

candidate?
orient the trainees being assessed on the following:

 the evidence requirements that has to be observed

during the assessment process

 what type of tests will be given

 how the evidences of competencies will be

gathered
 time allotted for each activity

specify safety precautions during the assessment?

observe trainee in his activity?

record observations on the rating sheets?

check the written test?

ask follow-up questions?

give immediate feedback?

notify the trainee about the result of the assessment?

record the result of the assessment on the progress

chart?
notify the trainee about the other requirements of the
course such as the National Competency Assessment
and the SIT/OJT?

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 LEARNING OUTCOME 5: ORGANIZE LEARNING AND
TEACHING RESOURCES
CONTENTS:
1. Competency – Based Training Evaluation
2. Analysis of Pre-Test and Post-Test Results
3. Training Evaluation Results Analysis and Adjustments
ASSESSMENT CRITERIA


Appropriate training session evaluation instruments are used

Interpretation is made on the results of evaluation on delivery of
training session
 Adjustments on delivery of training session are made based on
the results of evaluation
CONDITION:
Students/trainees must be provided with the following
 Equipment
-Projector/ LCD
-Computer or Laptop
 Training supplies/materials
- Bond paper
- Ball pen
- Learning Packages
- Manuals
- Training Regulations
- Competency Standards
 Tools
- White Board
- CD’s
- Power point Presentation
 Workshop

ASSESSMENT METHODS

- Written test
- Portfolio
- Demonstration
- Oral Questioning

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 LEARNING EXPERIENCES
Learning Outcome 5
REVIEW DELIVERY OF TRAINING SESSION
Learning Activities Special Instructions
Read information Sheet 2.5-1 on The review of the training session for
Competency-Based Training purposes of evaluating the success
Evaluation of CBT for purposes of improving the
Answer Self – Check 2.5-1 methods and processes involved is
the focus of this learning outcome.
Compare answers to the Answer
Key 2.5-1 The evaluation of Knowledge, Skills
Read Information Sheet 2.5-2 on and attitude as a result of the
Analysis of Pre-test and Post-test training and the implementation of
Results the training program will be
Answer Self – Check 2.5-2 discussed and practiced by going
through the learning activities
Compare answers to the Answer
outlined in the left column.
Key 2.5-2
Perform Task Sheet 2.5-2 on
Your outputs for this LO shall be
Analyze pre-test/post-test results
the following:
Evaluate performance using 1. Analysis of a hypothetical
Performance Criteria Checklist 2.5- data on pre-test posttest
2 result.
Read Information Sheet 2.5-3 on 2. Analysis of hypothetical data for
training Evaluation Results program evaluation sample
Analysis and Adjustments write-up of a program evaluation
Answer Self Check 2.5-3 report

Compare answer to the Answer key

2.5-2
Perform Job Sheet 2.5-3 on
Analyze Training Evaluation

Evaluate performance using

Performance Criteria Checklist 2.5-
3

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 INFORMATION SHEET 2.5-1
COMPETENCY – BASED TRAINING EVALUATION

Learning Objectives:
After reading this information sheet, you must be able to:
1. Determine the components of the training that needs to be evaluate
2. Enumerated ways to review and evaluate training sessions
3. Identify the importance of evaluating a training session

Competency based Training, like any training, should evolve

dynamically. The drive for continuous improvement will only be possible if
training is reviewed, measured and evaluated. Adjustments can be made
based on the results of the evaluation.
In this lesson you will learn how to evaluate training session.

Training Evaluation
The evaluation of training refers to any attempt to obtain information
or feedback on the effects of a training program and to assess the value of
the training in the light of that information. The primary purpose evaluation
is to improve training by determining which training processes achieved
their objectives.
It is important after you deliver a training session that you review your
delivery and look at what went well and what might be improved.
In your review, the following components shall be included:
a. Knowledge – refers to what we know. It is the cognitive domain of
human behavior
- the acquisition of knowledge is measured through the pre-
test and post test. A pre-test posttest analysis is a very
effective and objective method of analysis.
b. Skills – refers to what we do correctly and accurately. It is also the
psychomotor domain of human behavior.
– the acquisition of skills is measured through the
performance test. But since we do not have a grading
system, rating the performance of trainees for purposes
of program evaluation will not be as effective. An
evaluation of how the training enhanced their skills shall
be used to analyze the effectivity of the training program.
c. Attitude – refers to what we feel. It is also known as the affective
domain of human behavior.

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 – positive attitude towards work, co-workers and the
environment is a very important component of training
that needs to be evaluated. A rating system on how the
training program developed their positive work attitude
maybe helpful in evaluating the effectiveness the training
program.
d. Program Implementation – the approach of implementing the
training program.
– CBT implementation review and evaluation will be most
effective if the methods on how the following categories of
program implementation are analyzed:
d.1 Program Design and implementation
d.2 Course Content
d.3 Training Methodology
d.4 Program Administration and Management
d.5 Trainer’s Competence
We will be using pre-test/post test method to test for knowledge and
Questionnaire will be used to gather data for skill, attitude and program
implementation.

Feedback
In order to review your training you will need to gather feedback. It is
useful to gather this feedback at the end of each session so that you can
think about whether you need to make any changes to your next session. For
reporting
Feedback can be obtained from participants, other people like other
trainers or supervisor and yourself.
Sometimes you need to report feedback in order to help management
make decisions about whether to continue the program as it was, change it
or stop it. Feedback can be gathered in a number of ways. The table lists
the most commonly used methods, their advantages and disadvantages

Method Advantages Disadvantages

Evaluation Cheap and easy to use Cannot identify skills
sheets Identifies areas for acquired Gives limited
improvement information
Interviews Provides useful Time consuming
with information Explores Effectiveness
trainees or depends
problems in depth
supervisor on the
skills of the interviewer
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Supervisor’s Can use checklist May influence
observation Provides expert performance Time
opinion consuming
Evaluation Provides useful in-depth Time consuming,
workshops information costly Results
Provides opportunity for difficult to report
open discussion
Need an experienced
facilitator

CBT Evaluation Tools

The table below shows some information gathering tools:

Information Required Evaluation Tool

1. seek expression of Rating scale
satisfaction with the training Written
process from the trainees
comments
2. examine his/her own Rating scale (self-
perceptions of the success of evaluation) Written
the training process comments from trainees
3. examine success of the Focus group discussion on
training program in the light specific criteria
of the subject criteria
4. examine success of the Passing rates in assessments
training program in light of Average training time to
the area of the objective achieve satisfactory
criteria level performance
5. review success of training Rating scale on applicability
program in meeting of competencies acquired
enterprise goals Written comments
Impact of
evaluation
6. examine own performance Evaluation of preparation,
timeliness, thoroughness,
attitude towards trainees,
closing training session.

Rating Sheets
In preparing a rating sheet to evaluate competency based training, a
trainer must recall the characteristics of an ideal competency based training

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(CBT). Group the characteristics into the following aspects, preparation,
delivery, support system and facilities. For ease of analysis a recommended
rating scale should be used such as the Likert scale.
A sample evaluation tool and an analysis follow in the succeeding pages.
The rating sheet will however depend on what the trainer need to know or
verify about his performance as a trainer or the appropriateness of the
methodologies that are used.

Focus Group Discussion

To use a focus group discussion as a form of evaluation, you will have
to list down discussion questions, which focuses on the areas you want to
evaluate. Examples or questions for discussion are the following:
1. What are the competencies you have acquired from the
training that are very useful?
2. Do you think the training prepared you with the competencies
required in the workplace?
3. What do you think are the weaknesses and strength of the
CBT program?
4. What improvements can you suggest for the program?
Once questions are prepared you can organize a meeting where all
respondents will be present to give their opinions and come up with a
concession.

Document review
This is done to gather information relating to the average training time
of learners to acquire the desired level of competency, to identify the success
rates in national and institutional assessment, and to summarize the
written comments of participants, supervisor and other stakeholders.
Available data such as the individual records of trainees, national
assessment results as in RWAC and results of focus group discussion or
satisfaction surveys and other related researches that covers a certain
period of time.

Self Evaluation

An important part of the evaluation process is self evaluation. Self

evaluation can take place during your training session as you reflect on how
things are going. This will help you make any instant changes to your plan
in response to the situation.
Self evaluation can also take place after training session when you ask
yourself in-depth questions about whether there are things to be changed or
problems to be solved.

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 The following strategies can be used for evaluating your own training and
help you improve:
1. Take a video of the CBT and look for ways to improve yourself
2. Ask for feedback from colleagues and other trainers
3. Compare your training methods and techniques
with other trainers.

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 SELF – CHECK 2.5-1

I. Enumeration:
Enumerate the 5 ways of evaluating and reviewing the effectivity of
training sessions

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 ANSWER KEY 2.5-1

1. Training Evaluation
2. Focus Group Discussion
3. Document Review
4. Self-Evaluation
5. Feedback

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 INFORMATION SHEET 2.5-2
ANALYSIS OF PRE-TEST AND POST-TEST RESULTS

Learning Objectives:
After reading this information sheet, you must be able to:
1. Define the importance of giving pre-test and post-test to test
the knowledge
2. Identify the statistical tool used to analyze pre-test and post-
test scores
3. Determine the procedures on deriving the pre-test and post-
test results

The acquisition of knowledge is one of the most important components

of training. To test the effectiveness of a competency-based training
program this component should be evaluated.
In this lesson, you will be introduced to this method of evaluation which
is one important aspect of program review and evaluation.

Pre-Test Post Test

Tests administered upon an agreed upon "entry point" and "exit point."
These tests can be standardized or locally-developed.
Pre-test is a preliminary test administered to determine a student's
baseline knowledge or preparedness for an educational experience, course or
qualification.
Posttest is a test given to trainees after completion of the course or
qualification and used in conjunction with a pre-test to measure their
achievement and the effectiveness of the training program.
Pre-Test/Post test is not limited to written test. Performance test can
also be used. But for our purpose, we will use the written test as a measure
of knowledge.
To serve our purpose, we shall be using a trainer-made test that is item-
analyzed. True or False and Multiple Choice Type of written test is therefore
most appropriate.

Advantages:

 Useful method for measuring the "value-added" by a program of study

 The "after-only" design of documenting learning is a weak approach
because positive change cannot necessarily be attributed to the
effectiveness of a program.

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  Pre-tests serve several purposes: knowledge of the current status of
a group may provide guidance for future activities as well as the basis
of comparison for a post-test results; administering a test of entry
behavior can determine whether assumed prerequisites have been
achieved.

Disadvantages:

 Hard to discern if the positive change charted in a pre-post test is

due to learning in the workshop or simply natural maturation.
 Due to trainee’s dropping out, the post-test results may be higher
because those who remain are more successful or persistent.
 Problems with statistics: if the control group scored so low that they
can only go up, or the control group that scored so high little
improvement will be indicated in the post-test scores.
 If using the same test for both the pre- and post-test, some argue
that trainees will absorb knowledge just from taking the test and will
attend more readily to the content. To avoid this, we shall be using
other evaluation instruments to back-up our analysis.
 Concentrates on value-added rather than outcomes assessment.
 Tendency to teach to the post-test

Statistical Analysis

The statistical tool which is most appropriate to analyze data on pre-

test and post test shall be paired t-test.
T-test is an inferential test that determines if there is a significant
difference between the means of two data sets.
t-test (For Paired Samples) - Use this test to compare two small
sets of quantitative data when data in each sample set are related in a
special way.

Criteria

 The number of points in each data set must be the same, and they
must be organized in pairs, in which there is a definite relationship
between each pair of data points
 If the data were taken as random samples, you must use the
independent test even if the number of data points in each set is
the same
 Even if data are related in pairs, sometimes the paired t is still
inappropriate
 Here's a simple rule to determine if the paired t must not be used

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 - if a given data point in group one could be paired with any data
point in group two, you cannot use a paired t test

Since statistical software are now ready available, we shall be using the
computer to compute for the p-value which shall be basis of our analysis.
Since majority of the trainers are using Microsoft Office Applications, we
shall be using Microsoft Excel Analysis Toolpak to analyze our data.

At this point, you shall now install the application on your computer.
Please have your computer around while you do the following steps:

1. Click the Microsoft Office Button ,

2. then click Excel Options.

Note: These steps are for a Microsoft

Office 2007 version, if you are using
another version, please consult your
trainer.

3. Click Add-
ins, and
then in the
Manage
box, select
Excel Add-
ins.
4. Click Go.

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 5. In the Add-Ins available
box, select the Analysis
ToolPak check box, and
then click OK.

Tip If Analysis ToolPak

is not listed in the Add-
Ins available box, click
Browse to locate it.

6. If you are prompted that the Analysis ToolPak is not currently

installed on your computer, click Yes to install it.

After installing Analysis Toolpak you will see the data analysis
icon on your Data Toolbar

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 In our example above, the average for post test is equal to 60.37 and
53.74 for pre-test. The t-statistic is equal to 4.24 and t-crical value = 2.55.
Since t-statistic is greater than t-critical value, we reject the null
hypothesis

In this case the null hypothesis is “the are no significant differences

between pre-test and posttest scores” and the alternate hypothesis is “there
are significant differences between pre-test and post test scores”. Stated in
layman’s language the null hypothesis means that pre-test score is equal to
the posttest scores or the scores did not increase. The alternate hypothesis
on the other hand, means that pre-test scores are not equal to the post test
scores or the scores increased.
Analyzing the result of the above example, since the null hypothesis is
rejected, we accept the alternate hypothesis which is “there are significant
differences between the pre-test and post test scores”. Conclusion is the
scores increased.
Instead of comparing the t-critical and t-statistical values to determine
significant difference, you may also compare the alpha level and p-values. In
our example, because the p-value is less than the alpha level, the alternate
hypothesis is accepted. However, if the p-value was greater than the alpha
level, p>α, the null hypothesis would be retained. If your alpha is .01 and
your p-value = 0.00025 there are significant differences between treatment
means at .01 level of significance.

An alpha level represents the number of times out of 100 you are
willing to be incorrect if you reject the null hypothesis. If you choose an alpha
level of 0.05, 5 times out of 100 you will be incorrect if you reject the null
hypothesis. Those five times, both means would equal, but that's about it.
95 times out of 100, you will be correct because it is more likely that the
means are not equal.

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 Sample Analysis
Presented below is a hypothetical data of
the pretest and posttest scores which will be
the basis of our discussions and example for
analyzing the results of a pretest and post test.

Graph of the Pretest and Post Test Scores

From the pretest and post test scores above, the graph
is generated. The blue line represents the pretest scores of
the trainees and the red line represents posttest scores.
Generally, the red line is higher that the blue line which
means that post test scores are generally higher than the
pretest scores although some students did not show an
increase in score like in the case of trainee 15, 16 and 17.
To establish that there is an increase in scores
statistically, we test the null hypothesis “there are no
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 significant differences between the pre and post test scores”
using paired t-test.

Note: An average, say 25 and 26 may obviously be different but may not differ statistically. There
is a need to statistically analyze data, to test whether test scores are statistically different.

Microsoft Excel provides statistical tools to do this

Using Excel to analyze data

1. Type your data in excel

To perform paired t-test, select Data

1. Click on
the icon
Data
Analysis
(the
dialog
box on
Analysis
Tools will
appear)

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 1. Click t-Test: paired Two
sample for means Then
click OK

2. Click on the red arrow beside the blank area for Variable 1
Range, select the range of scores for posttest, then click on
the arrow again.
3. Click on the red
arrow beside the
blank area for
Variable 2 Range,
select the range
for pretest
scores, then click
on the red arrow
to go back to the
dialog box.
4. On the blank
area for
Hypothesized
Mean Difference
type 0.
5. Select the output
range( or the
range where the
table will appear)
6. Then click OK

Note: In case you cannot do this on your own ask the

assistance of your trainer. A sample analysis is
provided in your CD.

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 SELF – CHECK 2.5-2

Multiple Choice: Choose the letter of the best answer. Write the letter of
your choice on the space provided before the number.

1. The test or examination that is used to get data on the baseline

knowledge of a trainee is the
a. Pre-test
b. Post-test
c. Performance test
d. Written test
2. The test given to test the achievement of trainees is the
a. pre-test
b. post-test
c. performance test
d. written test

3. The statistical tool that is used to test the significant differences

between two treatment means.
a. Paired t-test
b. T-test
c. Analysis of variance
d. Alpha
4. Which of the following is a null hypothesis?
a. There are significant differences between the pre-test
and post test score
b. There is an increase in the yield of a variety of rice
organic fertilizer is used.
c. There are no significant differences between the growth
rate of sample A and sample B
d. The average scores of group A is not equal to the average
scores of group B

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 ANSWER KEY 2.5-2
1. A
2. B
3. B
4. C

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 TASK SHEET 2.5-2
Title: Analyze pre-test/post test results
Performance Objective: Given a set of hypothetical pre-test and
post test score, you should be able to analyze the data using paired
t-test.
Supplies/Materials : CBLM, Bond papers

Equipment : PC, printer with ink

Steps/Procedure:

1. Acquire a hypothetical data from your trainer.

2. Graph the data using the line graph.
3. Using the analysis tool pak of MS Excel or any other
statistical software, generate the t-test table.
4. Prepare an analysis with the following parts:
a. Interpretation of data
b. Statistical analysis
c. Conclusions
d. recommendations
5. Present your work to your trainer

Assessment Method:
Portfolio

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 PERFORMANCE CRITERIA CHECKLIST 2.5-2

CRITERIA YES NO
Did you…
get the hypothetical data from your trainee?
draw a graph showing the line for pre-test and
post test score?
use t-test as the statistical analysis?
did you use a statistical software to generate
you t- test table?
did you write an analysis of the computed
values with the following parts:
a. Interpretation of data
b. Statistical analysis
c. Conclusions
d. recommendations

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 INFORMATION SHEET 2.5-3
TRAINING EVALUATION RESULTS ANALYSIS AND
ADJUSTMENTS

Learning Objectives:
After reading this information sheet, you must be able to:
1. describe how to use the 5 point Likert scale in analyzing data
from a questionnaire;
2. enumerate the data of a training evaluation that can be
measured by the questionnaire suggested.
3. explain how the acquisition of skills and attitudes may be
measured using a questionnaire

In the previous Information Sheet we discussed how to analyze the

effectivity of the training program in terms of the knowledge domain using
the pre-test/posttest analysis.
In this lesson we will discuss how to use a questionnaire in measuring
the effectivity of a program in training skills and attitude. The training
program evaluation form prepared herein also measures how CBT was
implemented.

Training Evaluation
Training evaluation is designed to determine the effectiveness of the
training in achieving its objectives.
Among the importance of having a training evaluation are the
following:
1. Training evaluation tells us about the effectiveness or quality
of training in terms of achieving its effects, outcomes and
impacts.
2. Training evaluation tells us if a training activity needs to be
continued, redesigned, or discontinued.
3. Knowing the effects of training is very important in objective
setting
4. The expected effects found in the objectives help us decide on
the choice of method, design and tool to use in evaluating
training

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Training Evaluation Objectives
Training evaluation objective is a statement of what changed in the
trainees are expected to be achieved and the cause of such change. The
training objective should be SMART(Specific, Measurable, Achievable,
Realistic and Time bound). It should also possess the “cause and effect”.
The cause maybe one of the indicators of the input(budget),
activity(training) or output(trained staff), and the effort may be one of the
effects like knowledge, attitude or skills.
The practical purpose of training evaluation is to verify if the training
objectives were achieved at the end of a training activity.
The training evaluation objective may use the following verbs:
 To determine + cause + effect + subject
 To find out + cause + effect + subject
 To assess + cause + effect + subject
 To evaluate + cause + effect + subject
 To investigate + cause + effect + subject

Example:
1. To determine if CBT approach effectively enhance
the skills of the trainees in Computer Hardware
servicing
2. To assess if the use of computer based learning
materials effectively enhance the knowledge of
trainees in Trainers methodology

Parts of a Training Evaluation Report

1. Title of the Report
The title should be explicit and concise. It should give the general idea
about what the training evaluation is all about. The title should give
interest on the content of the report.
2. Executive summary
This part of the report is a summary of the objectives, methods used,
results of the evaluation, conclusions and the recommendations.
3. Rationale
The purpose of evaluating the training program is written on this part
of the report.
4. Objectives
The general objective and the specific objectives should contain this
part of the report.

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 5. Methodology
The research method used in evaluating the training program is
usually discussed here. The number of participants and how they were
selected should also be included in the report.

6. Results and discussion

This is the body of the report. It should contain the following parts:
a. Data interpretation – data that are presented in tables and
graphs are interpreted. Interpretation is a verbal
documentation of the numerical and graphical data.
b. Data analysis
The results of the statistical treatment are interpreted and
explained.
c. Conclusion
The statements of the results which answer the objectives of the
training evaluation are summarized here.
7. Recommendation
As a result of the conclusions derived from the evaluation,
recommendations are then clearly stated. These are the course of
actions that arises from the results and conclusions.

Training Evaluation Instrument

The attached training program evaluation form was developed by the
National TVET Trainers’ Academy (NTTA) as a part of their Training Program
Evaluation for purposes of improving the training programs using the CBT
approach.
This instrument aims to evaluate how effectively the training program
enhanced the capability of the trainer participants in Trainer’s Methodology
I in terms of the following:
1. The perception of the trainees on the effectiveness of the training
program in enhancing their:
a. skill
b. work attitude
2. How well the programs were implemented was divided into the
following program components:
A. Program Design and Organization

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 B. Course Content
C. Training Methodology
D. Program Administration and Management
E. Facilitator/Trainer

A sample questionnaire that follows is recommended but

revisions and enhancement is allowed depending on the training programs
offered and on the objectives of your training evaluation

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Training Program Evaluation

OBJECTIVE:
This evaluation instrument aims to gather remarks and comments of the
participants related to the conduct of the Trainers Methodology Level
I_. This will serve as a tool in the improvement and strengthening of the
program.
Part I. Program Evaluation

INSTRUCTIONS:
Please rate the following program components in terms of the indicators
provided below by ticking (√) the column that best describes your
evaluation of each program component. Your rating will be treated
confidentially.

Adjectival Rating Numerical

Rating
Outstanding 5
Very Good/Very Adequate 4
Good/Adequate 3
Fair/Satisfactory/Average 2
Inadequate/Unsatisfactory/Poor 1
NAME:
POSITION/DESIGNATION:
ORGANIZATION/INSTITUTION:
DATE:
RATING
PROGRAM COMPONENT INDICATORS
5 4 3 2 1
A. Program Design and Organization
1. Clarity of program objectives
2. Organization of course activities
3. Scheduling of activities and time allotment
4. Attainment of program objectives
B. Course Content
1. Course content vis-a-vis the program objectives
2. Sequencing of the course contents
3. Sufficiency of information

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 4. Relevance of course content vis-à-vis need
RATING
PROGRAM COMPONENT
5 4 3 2 1
INDICATORS
C. Training Methodology
1. Effectiveness of selected method
2. Appropriateness to the course activities
D. Program Administration and Management
1. Adequacy of provided supplies and
materials
2. Timeliness of provision of supplies and
materials
3. Availability of training equipment and
materials
4. Conduciveness of the training venue to
learning
5. Appropriateness of the physical layout of
the
Venue
6. Overall accommodation
7. Secretariat service
E. Facilitator/Trainer
Instructions: Write the corresponding number to
(Name of

(Name of

(Name of

(Name of

(Name of
rate each Facilitator/Trainer:
trainer)

trainer)

trainer)

trainer)

trainer)
5 Outstanding 4 Very Good 3
Good
2 Average 1 Poor NA Not Applicable
1. Knowledge of the subject matter
2. Ability to communicate ideas
3. Ability to arouse interest
4. Ability to encourage participation
5. Ability to organize lecture
6. Ability to answer questions
7. Openness to suggestions and comments
8. Ability to encourage critical and/or creative
thinking
9. Spontaneity in expression of ideas
10.Use of training equipment
11.Comprehensiveness of lecture
12.Ability to provide adequate feedback

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 13.Ability to provide practical exercises

Part II. Skills

Instruction:
Please rate your acquired skills on the following learning
outcomes as a result of this training program:
Use the following rating scales:
5 – Excellent

4 – Very good

3 – Good
2 – Fair
1 – Poor

Learning Outcomes Ratin

g
Common Competency 1 2 3 4 5

Operate word processing software?

Operate spreadsheet processing
software?
Operate presentation software?
Core Competency
Plan Training Session
1.1 Identifying learner’s training
requirements?
1.2 Prepare session plans?

1.3 Prepare instructional materials?

1.4 Prepare assessment instruments?

1.5 Organize teaching and learning

resources?
Facilitate Learning Session
2.1 Prepare training facilities/resources?

2.2 Conduct pre-assessment?

2.3 Facilitate training session?

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 2.4 Conduct competency assessment?
2.5 Review delivery of training session?
Learning Outcomes Ratin
g
Core Competency 1 2 3 4 5
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?
Maintain Training Facilities
4.1 Plan Maintenance activities?
4.2 Prepare schedule of maintenance?

4.3 Implement housekeeping activities?

4.4 Maintain training equipment and
tools?
4.5 Document maintenance inspections?
Utilize electronic media in facilitating training
5.1 Present a lesson through
direct video footage/capture
5.2 Present lesson via film viewing
method?
5.3 Utilize computer and multi-media
technology to present a lesson?
Conduct Competency Assessment
6.1 Organize assessment Activities?
6.2 Prepare the candidates?
6.3 Gather evidence?

6.5 Record assessment result?

6.4 Make the assessment decision?
6.6 Provide feedback to candidates?

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Part III. Attitude
Instructions:
Please rate your attitude towards work as a trainer resulting from the
activities of this training program. Use the following rating scale:
5 – Excellent

4 – Very good

3 – Good
2 – Fair
1 – Poor

Rating

Work 1 2 3 4 5
Attitudes
punctuality/attendance

resourcefulness/creativity

Obedience, respect to authority, rules

and regulations
commitment to work

adaptability to change

cooperation with co-workers

concern to environmental preservation

THANK YOU FOR YOUR COOPERATION

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 The above sample of rating sheet for the evaluation of
training session uses the 5 point Likert Scale
Adjectival Ratings corresponding to the numeric
ratings were described as follows:

5 – Outstanding/Excellent
4 – Very Good/
Very Satisfactory 3
– Good/Adequate
2 – Fair/ Satisfactory
1 – Poor/Unsatisfactory

For purposes of analysis, the following ratings will be used

4.5 - 5.00 - Outstanding/Excellent

3.5 - 4.49 - Very Good/ Very
Satisfactory
2.5 - 3.49 - Good/ Adequate
1.5 - 2.49 - Fair/Satisfactory
0.0 - 1.49 - Poor/ Unsatisfactory

Note that we chose a 5 point Likert scale to allow the evaluator to have
a neutral stand about the items being rated.

For the analysis of the data, an excel template is made for you. All
you have to do is enter the data from the rating sheets and the template will
compute averages and are linked to adjectival ratings.
The use of this template shall be explained to you by your trainer. Please
ask the assistance of your trainer when you reach this part of the module.

The results from these methodologies are legitimate sources of

information and basis for adjusting training sessions. Self assessment and
self reflections, if properly recorded, in the provided space in the session
plan would give the trainer an idea what to adjust to improve the attainment
of knowledge and skills.
Trainee’s satisfaction on the training session, activities that are
unsuccessful, feedback from trainees among others are sources of important
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information which will lead to a successful adjustment in the training
sessions.
Proper documentation and analysis of these important data should be
done to serve as a basis for more scientific modifications in training.
Documentations should be submitted to proper authorities to serve as
a basis for decision making about training methodologies and curriculum.
These documents maybe very useful to the following:
1. Other instructors
2. The research team
3. The Vocational Instruction Supervisor
4. The administrators
5. Industry partners

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 SELF – CHECK 2.5-3
Multiple Choice: Choose the letter of the best answer. Write the letter of
your choice on your answer sheet.

1. Which of the following are evaluated in training program

evaluations?
A. Attitude
B. Knowledge
C. Skill
D. All of the above

2. Which of the following parts of the report state the

purpose of evaluating the training program?
A. executive summary
B. methodology
C. objectives
D. rationale

3. What part of the training evaluation report contains a

brief of the objectives, methods, conclusions and
recommendations?
A. Conclusions
B. Executive summary
C. Rationale
D. Results and discussion

4. In what part of the report will the tables and graphs be presented?
A. Conclusions
B. Executive summary
C. Rationale
D. Results and discussion

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 ANSWER KEY 2.5-3

1. D
2. D
3. B
4. D

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 JOB SHEET 2.5-3
Title: Analyze Training Evaluation
Performance Objective: Given a set of hypothetical ratings, you must
be able:
1. to interpret and analyze the data;
2. prepare a training evaluation report following the recommended
procedures.
Supplies/Materials : CBLM, Bond papers

Equipment : PC, printer with ink

Steps/Procedure:
1. Acquire a hypothetical data from your trainer.
2. Compute for the average ratings of each item.
3. Make a table of averages for each item.
4. In the last column, write the corresponding adjectival ratings
based on the suggested table of values.
5. Make generalizations about the following areas of evaluation:
Part I. Program Evaluation
Part II. Skill Part
III. Attitude
6. Prepare the training evaluation report with the following parts:
Title of the Report
Executive summary
Rationale Objectives
Methodology
Results and discussion
a. Data interpretation
b. Data analysis
c. Conclusion
Recommendation
7. Present your work to your trainer
Assessment Method:
Portfolio Evaluation

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 PERFORMANCE CRITERIA CHECKLIST 2.5-3

CRITERIA YES NO
Did you…
get the filled-up forms from your trainer?
encode the data from the filled-up forms to the excel
template
compute the average of each item?
compute the average of each category?
use the corresponding table of values following the
Likert Scale for the adjectival ratings?
interpret the results?
summarize and analyze the results by parts?
prepare a training evaluation report with the following
parts:
Specific and concise title?
Executive summary with objectives, methods,
interpretation of results, conclusion and
recommendations?
Rationale stating the purpose of evaluating?
General and specific objectives?
Methods?
Results and discussions with tables/graphs and
their interpretation?
Conclusions?
Recommendations?

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