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FACILITATING LEARNER-CENTERED TEACHING:

The Learner-Centered Approaches with Emphasis on TM 1

EDUC 251
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TSU VMGO

VISION Tarlac State University is envisioned to be a premier university in Asia and

the Pacific.

MISSION Tarlac State University commits to promote and sustain the offering of quality
and programs in higher and advanced education ensuring equitable
access to education for people empowerment, professional
development, and global competitiveness.

Towards this end, TSU shall:

1. Provide high quality instruction trough qualified, competent

and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research
undertakings in the fields of technology and sciences and
strengthening collaboration with local and international
institutions.
Be a champion in community development by strengthening partnership
with public and private organizations and individuals.

The six(6) core values institutionalize as a way of life of the university

community are:
CORE VALUES
E – xcellence and Enhanced Competence

Q – uality

U – nity

I – ntegrity and Involvement

T – rust in God, Transparency and True Commitment

Y – earning for Global Competitiveness

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TARLAC STATE UNIVERSITY

College of Teacher Education
Technology Education Department
Bachelor of Technology and Livelihood Education major in Industrial Arts

Self-Learning Modules
FACILITATING LEARNER-CENTERED TEACHING -
EDUC 251
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Module 1: Prepare Training Facilities and Resources

Objectives:

At the end of this Lesson, you are expected to do the following:

 enumerate the 10 principles of CBT

 explain the principles of CBT

Unit 1: The Principles of Competency Based Training

Competency Based Training (CBT) is a training delivery approach that

focuses on the competency development of the learner as a result of the
training.

Competency Based Training emphasizes on what the learner can

actually do; focuses on outcomes rather than the learning process within
specified time; is concerned with the attainment and application of
knowledge, skills and attitude to a specific level of competency.

CBT is based on the following basic principles:

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

standards;

The trainer should be aware that all training activities are done towards the
attainment of the assessment criteria set in the competency based
curriculum.

2. Learning is modular in its structure;

One competency is generally considered as one module. Since learning is

modular in instruction, a trainee should be competent in the module
currently being trained before going to the other competency.
Competency Based Learning Materials are prepared per competency
which shall serve as the main material and guide in training. Information in
the attainment of knowledge and skills are provided for in the CBLM. In
case other training materials such as videos, computer-based learning
materials and other references are needed, the CBLM usually gives
direction on how these materials can be accessed and used.

3. Training delivery is learner-centered and should accommodate individualized

and self-paced learning strategies;
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Trainees are treated as individual learners with different characteristics,

learning styles and training needs. The sessions should therefore provide for
varied activities, employing different methods of training. Considering that
trainees are being trained simultaneously on different competencies,
activities should always allow trainees to work independently or in small
groups with minimum supervision. Learning Materials should provide for
self-evaluation or peer evaluation so that immediate feedback on the
performance of each trainee is sought for in every learning activity. Answer
keys, model answers and performance criteria checklist are very important
tools to attain these objectives.

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

Training is always based on actual industry practices. Training should provide

for a simulated work environment.

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

curriculum modules;

The Competency Based Learning Materials used during the training should
conform to the competency based curriculum and the competency
standards. The trainer should always check his session plans and CBLMs
to make sure that all assessment criteria are attained. The Competency
Standards always provide the minimum requirements of the competency. A
trainer should always aim for the attainment of every criteria.
Enhancements are also encouraged.

6. Assessment is based in the collection of evidence of the performance of

work to the industry required standard;

Assessment is done to test whether the trainee is able to perform the job
based on the required criteria in the competency standards. This should
be done before a trainee can advance to another competency. A
carefully prepared Institutional Evaluation Tool should be used to assess
the competency of the trainee. In CBT, grades are the not the basis of his
competency; it is based on the satisfaction of the criteria/evidences
which are collected through an institutional competency evaluation.

7. Training is based both on and off the job components;

Training is done in a simulated work environment (the laboratory) and/or in an

actual work environment such as in training cum production, enterprise
based training, supervised industry training and on-the-job training.
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8. Training program allows for recognition of prior learning (RPL) or current

competencies;

Current competencies acquired through training or work experience are

recognized before training through a validation process so that the trainer
can provide activities that match the learning level of each trainee. Prior
learning is recognized by giving them a Certificate of Achievement for the
competencies acquired previously. Data on other acquired skills should be
carefully recorded to serve as data for planning the training activities of a
particular trainee. A trainee who has prior experiences as a janitor but is
not yet competent in “Providing Housekeeping Services to Guest”, for
example, may not practice how to use cleaning equipment anymore but
would concentrate on other activities that would help him satisfy the
assessment criteria of the competency. This would shorten the training
hours of the particular trainee.

9. Training allows for multiple entry and exit;

Trainees do not need to wait for others to be competent before he can exit
either a competency or the qualification. Fast learners may graduate faster
than others.

10. Training programs are registered with the UTPRAS.

All programs should be registered to the Unified TVET Program Registration

and Accreditation System. UTPRAS registratrion assures the quality of training.

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.
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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 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.
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Unit 2: Characteristics of CBT

Characteristics of CBT

According to Foyster (1990), Delker (1990) and Norton (1987) there

are a number of characteristics of competency-based programs. Key
characteristics are summarized as follows:

 Competencies are carefully selected.

 Supporting theory is integrated with skill practice. Essential knowledge
is learned to support the performance of skills.
 Detailed training materials are keyed to the competencies to be
achieved and are designed to support the acquisition of knowledge
and skills.
 Methods of instruction involve mastery learning, the premise that all
participants can master the required knowledge or skill, provided
sufficient time and appropriate training methods are used.
 Participants’ knowledge and skills are assessed as they enter the
program and those with satisfactory knowledge and skills may
bypass training or competencies already attained.
 Learning should be self-paced.
 Flexible training approaches including large group methods, small
group activities and individual study are essential components.
 A variety of support materials including print, audiovisual and
simulations (models) keyed to the skills being mastered are used.
 Satisfactory completion of training is based on achievement of all
specified competencies.

Implications for Using CBT

In a 1990 study of three operating competency-based programs,

Anthony Watson identified a number of implications for organizations
considering implementing a CBT system:

 Organizations must be committed to providing adequate resources

and training materials.
 Audiovisual materials need to be directly related to the written
materials.
 Training activities need to match the objectives.
 Continuous participant interaction and feedback must take place.
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 Trainers must be trained to conduct competency-based training

courses.
 Individuals attending training must be prepared for CBT as this
approach is likely to be very different from their past educational
and training experiences.

Advantages and Limitations of CBT

One of the primary advantages of CBT is that the focus is on the

success of each participant. Watson (1990) states that the competency-
based approach “appears especially useful in training situations where
trainees have to attain a small number of specific and job-related
competencies” (page 18). Benefits of CBT identified by Norton (1987)
include:

 Participants will achieve competencies required in the performance of

their jobs.
 Participants build confidence as they succeed in mastering specific
competencies.
 Participants receive a certificate of achievement for every
competency they have achieved.
 Training time is used more efficiently and effectively as the trainer is a
facilitator of learning as opposed to a provider of information.
 More training time is devoted to working with participants individually or
in small groups as opposed to presenting lectures.
 More training time is devoted to evaluating each participant’s ability to
perform essential job skills.

While there are a number of advantages of competency-based training,

there also are some potential limitations. Prior to implementing CBT, it is
important to consider these limitations:

 Unless initial training and follow up assistance is provided for the trainers,
there is a tendency to “teach as we were taught” and CBT trainers
quickly slip back into the role of the traditional teacher.
 A CBT course is only as effective as the process used to identify the
competencies. When little or no attention is given to identification of
the essential job skills, then the resulting training course is likely to be
ineffective.
 A course may be classified as competency-based, but unless
specific CBT materials and training approaches (e.g., learning
guides, checklists and coaching) are designed to be used as part of
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a CBT approach, it is unlikely that the resulting course will be truly

competency-based.
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Unit 3: Principles of Adult Learning

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.

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 efficient and most
effective.
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Unit 4: Delivery Plans

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.

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
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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
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.
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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

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
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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

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
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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.
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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 the the
method used. For modular self-paced method, self-shecks 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 t he
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.
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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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Unit 5: Learning Stations

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 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.
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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.

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
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for the whole qualification and for trainees with different learning 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.

Training Activity Matrix

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

Prayer
Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training

Rejoinder/Motivation
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be
activities here)
written here

(Specific Activities of observations

(List down all
each Trainee here) on the
Facilities/Tools
progress of
and Equipment Name of
each trainee
needed for the Workstation 2
for the day
workstation and
will be
activities here)
written here
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observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation 3
day here) for the day
workstation and
will be
activities here)
written here

observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation 4
day here) for the day
workstation and
will be
activities here)
written here

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.
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9. 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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Module 2: Conduct Pre-Assessment

Objectives:

At the end of this Lesson, you are expected to do the following:

 define RPL;
 enumerate the advantages of RPL;
 determine evidences of competency; and
 identify the criteria for assessing evidences of prior learning.

Unit 1: Recognition of Prior Learning

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 learning
what you have already learned.
 P a g e | 25

 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,
references and any other material to support the claim. The evidence
must be authenticated by the appropriate authority.)
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 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
 maximising 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 labour supply and demand
 employees' study leave requirements and time away from the
workplace being kept to a minimum


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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.
 P a g e | 28

Unit 2: 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 1-4 minutes

word)

Matching(5 premises, 6 responses) 2-4 minutes

Short essays 15-20 minutes

Data analyses/graphing 15-25 minutes

Drawing models/labeling 20-30 minutes

Extended essays 35-50 inutes

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

 To determine the learner’s characteristics
 To determine current competencies
 P a g e | 29

 To recognize prior learning

 To determine training needs
 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:

 Providing written instructions for students with hearing problems
 Using large print, reading or recording the questions on audiotape
(The student could record the answers on tape.)
 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
 Using written assessments for students with speech problems
 Administering the test in sections if the entire test is too long.
 Asking the students to repeat the directions to make sure they
understand what to do
 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

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.
 P a g e | 30

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

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.
 P a g e | 31

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.
 P a g e | 32

Module 3: Facilitate Training Sessions

Objectives:

At the end of this Lesson, you are expected to do the following:

 illustrate the sequence of activities in a CBT workshop;

 enumerate the roles of the trainer;
 enumerate the roles of a trainee; and

Unit 1: Competency Based Training Delivery

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.
 P a g e | 33

YES
Student enters
Review learning
program
package Satisfactorily
 Orientation
 Role of trainer/trainee View multi-media performed
 Administer RPL/TNA materials Competency
 Identify training Needs Instructor Instructor
 Organize learning Strategy
observes rates
performance performance
Use manuals
NO

Student Student rates

Observe
Student selects demonstration Have
Competency and attempts task own
receive instructions performance enough
competency
Practice skills in been
 Administer Learning Agreement
Provide Materials
workshop achieved?
 Introduce CBLM materials
Receive assistance
 Use of Achievement/ Progress and feedback EXIT PROGRAM YES
Report

Competency Based Training Delivery

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.
 P a g e | 34

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 focus on managing Trainers focus on managing

instruction learning

Most students enter at about Trainees enter various times

the same time throughout the
year

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

topic to the next at the same task only after mastering the task
time he she 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 is Immediate feedback is given to

given each trainee at critical points in the
learning process.

The instructor is involved in The trainer must be able to

teaching only one topic at a answer questions on many
time different tasks each day.

Retesting is discouraged Retesting is encouraged for

or not allowed at all mastery
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Traditional Approach CBT Approach

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 is As vacancies are filled, trainees

maximum capacity at the enrollment remains at maximum
beginning of the year or term and capacity all year long.
declines to half or less toward the
end
Most instruction is delivered by or The trainer must manage the use of
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 program is usually Day and evening programs both
separate and distinct from day have access to all learning guides
program. and resources.

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
 P a g e | 36

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
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.
 P a g e | 37

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 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.
 P a g e | 38

Unit 2: Feedback Mechanism

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.
 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.
 P a g e | 39

 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.
 P a g e | 40

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 appropriate students

with specific feedback.

To communicate, through feedback,

that student 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.
 P a g e | 41

Function To describe student work.

To avoid evaluating or “judging” student work in

a way that would stop students from trying to
improve.

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

programmes. It helps learners to

1) maximize their potential at different stages of training,

2) raise their awareness of strengths and areas for improvement,
and
 P a g e | 42

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 programme/teaching
session in which the learner is engaged.

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 behaviour in order to help him/her either continue
the behaviour 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 behaviours 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.
 P a g e | 43

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 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
 P a g e | 44

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.

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.
 P a g e | 45

Unit 3: CBT 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.
3. 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.
4. 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.
5. 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

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.
 P a g e | 46

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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Unit 4: The Competency Based Training Procedures

Delivery and Evaluation Activities

To effectively carry out the delivery of learning the following steps are
hereby recommended:

Pre-training activities

 Construct pre-assessment instruments

 Prepare TNA instruments
 Prepare session plan
 Develop CBLM for your qualification
 Layout your workshop by workstation following the CBT Principles
 Organize training resources
 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.

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
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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
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:
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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
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.
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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.
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Decide whether the trainee advances to the next competency or 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
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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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Unit 5: Focused Grouped Discussion for Facilitate Learning Session

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.

Approaching Focus Group Facilitation

For this activity you should have a moderator and a secretary. 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.
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 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 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.
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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?

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…”).

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.
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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.

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
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 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
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.
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 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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Module 4: Conduct Competency Assessment

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 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.
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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
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
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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.
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.
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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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Module 5: Review Delivery of Training Session

Objectives:

At the end of this Lesson, you are expected to do the following:

 determine the components of training that needs to be evaluated;

 enumerate and describe ways of reviewing and evaluating training
sessions

Unit 1: CBT Review and Evaluation

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 Adminstration 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.
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Rating sheets

In preparing a rating sheet to evaluate competency based training, a

trainer must recall the characteristics of an ideal competency based training
(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.
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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.

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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