Trainers Method

ology Level I

Competency-Based Learning Materials

Planning Training
Sessions
Printed by:
National TVET Trainers Academy
Technical Education and Skills Development Authority ISBN 978-

971-95388-0-6 000-0000-00-0 April 2012

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

For further information, please

contact

The Director
National TVET Trainers Academy
Marikina City
Telefax No.: (02)655-6577
Tel. No. : (02)655-7065
e-Mail Add. : nttatesda@yahoo.com

HOW TO USE THIS COMPETENCY- BASED LEARNING

MATERIALS

Welcome!
The unit of competency, "Plan Tra is one of the competencies of TRAINERS
METHODOLOGY LEVEL I (TM) 1, a course that comprises the knowledge, skills and
attitudes required for a TVET trainer to possess.
The module, Planning Training Session, contains training materials and
activities related to identifying learner’s requirements, preparing session plan, preparing
basic instructional materials and organizing learning and teaching activities for you to
complete.
In this module, you are required to go through a series of learning activities in
order to complete each learning outcome. In each learning outcome are Information
Sheets, Self-Checks, Task Sheets and Job Sheets. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your
facilitator.
Remember to:
∙ Read information sheets and complete the self-checks. Suggested references are
included to supplement the materials provided in this module.
∙ Perform the Task Sheets and Job Sheets until you are confident that your
 outputs conform to the Performance Criteria Checklist that follows the
sheets.
∙ Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation
and recording in the Accomplishment Chart. Outputs shall serve as your
portfolio during the Institutional Competency Evaluation. When you feel confident
that you have had sufficient practice, ask your trainer to evaluate you. The results
of your assessment will be recorded in your Progress Chart and
Accomplishment Chart.
You must pass the Institutional Competency Evaluation for this competency before
moving to another competency. A Certificate of Achievement will be awarded to you
after passing the evaluation.
You need to complete this module before you can perform the module on
Facilitating Learning Sessions.
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Date Revised:
Level I March 2012 Issued by: Page i of
viii
Planning Training NTTA
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Sessions Redilyn C. Agub
Revision # 01

TRAINERS METHODOLOGY LEVEL 1

COMPETENCY-BASED LEARNING MATERIALS List of

Competencies

No. Unit of Competency Module Title Code

1. Plan Training Planning Training TVT232301

Session Session

2. Facilitate Learning Facilitating TVT232302

Session LearningSession

3. Supervise Work- Supervising Work- TVT232303

BasedLearning BasedLearning

4. Conduct Conducting TVT232304

CompetencyAssess CompetencyAssessmen
ment t
 5. Maintain Training Maintaining TVT232305
Facilities TrainingFacilities

6. Utilize Electronic Utilizing Electronic TVT232306

Media in Media in
FacilitatingTrainin Facilitating
g Training

CBLMs on Date Developed: Document No.

TrainersMethodology July 2010
Date Revised:
Level I March 2012 Issued by: Page ii of
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Table of Contents

HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIAL ...................................i

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

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

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

LEARNING OUTCOME # 1 DETERMINE LEARNER’S TRAINING REQUIREMENTS....... 1 LEARNING

EXPERIENCES .............................................................................................................. 3

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

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

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

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

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

1.1-3 ............................................................................................................................................... 26 Answer Key 1.1-
3 ............................................................................................................................................. 28
INFORMATION SHEET 1.1-4 Competency – Based Curriculum........................................................................29 SELF CHECK
1.1-4 ............................................................................................................................................. 34 ANSWER KEY 1.1-
4........................................................................................................................................... 36

INFORMATION SHEET 1.1-5 Characteristics of Learners.................................................................................37 Self –Check

1.1-5.............................................................................................................................................. 48 Answer Key 1.1-
5 ............................................................................................................................................. 50

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

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

1.1-6 ............................................................................................................................................... 68 Answer Key 1.1-
6 ............................................................................................................................................. 69

JOB SHEET 1.1-6 Prepare Training Needs Analysis Forms...............................................................................70 Performance

Criteria Checklist 1.1-6............................................................................................................... 71
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Date Revised:
Level I March 2012 Issued by: Page iii of
viii
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Revision # 01

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

EXPERIENCES ............................................................................................................74

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

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

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

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

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

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

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

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

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

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

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

LEARNING OUTCOME # 3 PREPARE BASIC INSTRUCTIONAL MATERIALS…………123 LEARNING

EXPERIENCES ......................................................................................................... 124

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

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

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

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

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

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

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

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

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

Criteria Checklist 1.3-3 ............................................................................................................. 159

Information Sheet 1.3-4 Task Sheet.............................................................................................................160 Self Check

1.3-4.............................................................................................................................................. 166 Answer Key 1.3-
4 ........................................................................................................................................... 167

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

Criteria Checklist 1.3-4 ............................................................................................................. 169
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Date Revised:
Level I March 2012 Issued by: Page iv of viii

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Information Sheet 1.3-5 OPERATION SHEET ................................................................................................170

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

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

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

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

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

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

LEARNING OUTCOME NO. 4 PREPARE ASSESSMENT INSTRUMENTS

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

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

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

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

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

1.4-2 ............................................................................................................................................. 196

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

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

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

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

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

Criteria Checklist 1.4-3 ............................................................................................................. 209
 Information Sheet 1.4-4 Written Test .........................................................................................................210

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

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

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

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

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

Information Sheet 1.4-6 Questioning Tool ..................................................................................................222 Self-Check1.4-

6 .............................................................................................................................................. 224 Answer Key 1.4-
6 ........................................................................................................................................... 225

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

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

JOB SHEET 1.4-6 Construct an Institutional Competency Evaluation Tool ....................................................228 Performance
Criteria Checklist 1.4-6 ............................................................................................................. 229
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Date Revised:
Level I March 2012 Issued by: Page v of viii

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Revision # 01

LEARNING OUTCOME NO. 5 ORGANIZE LEARNING AND

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

EXPERIENCES ......................................................................................................... 232

Information Sheet 1.5-1 Training Resources …………………………………………………………………………………………….231 Self-Check 1.5-

1 …………………………………………………………………………………………………………………………………… 232 Answer Key 1.5-1
……………………………………………………………………………………………………………………………………. 233

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

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

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

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

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

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

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

CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Date Revised:
Level I March 2012 Issued by: Page vi of
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MODULE CONTENT
UNIT OF COMPETENCY Plan Training Session

MODULE TITLE Planning Training Session

MODULE DESCRIPTOR:
This unit covers the knowledge, skills and attitude in planning a training session. It
includes identifying learner’s requirements, preparing session plan, preparing basic
instructional materials and organizing learning and teaching resources

NOMINAL DURATION:

LEARNING OUTCOMES:
At the end of this module you MUST be able to:

1. Identify learner’s training requirements

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

ASSESSMENT CRITERIA:
• Curriculum documents is reviewed and analyzed for training purposes
• Current competencies of target group are determined
• Competencies required to be attained are compared with current competencies
of target group
• Results of comparison is used to determine training requirements • Training
requirements are validated with appropriate people.

• Training delivery modes are identified appropriate for the training

• Training methods that pertains to the required competencies are addressed
• Sequence of training activities are determined based on competencies standards
• Resources to support training are identified
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Level I Date Revised:
Issued by: Page vii of viii
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• Session plan is finalized according to required format

• Instructional materials are prepared and focused on a key concept or idea
related to work activity.
• Text and illustrations are made clear and legible appropriate for the training
requirements of the trainees
 • Languages , style and format of the materials are appropriate for the trainees
characteristics and needs
• Relevant modules of instruction are identified, read and interpreted to identify
required evidence
• Evidence requirements are determined which will show full coverage of the
training module to be assessed and consistent to the performance of the
training activities
• Suitable assessment methods are identified which are appropriate with the
learning outcome of the module of instruction.
• Assessment instrument are prepared in accordance with the content and learning
outcome specified under the assessment criteria of the module of instruction.
• Assessment instruments are checked for validity, fairness, safety and cost
effectiveness.
• Resources required for training are checked for availability
• Appropriate training locations/venue are identified and arranged according to
training needs
• Training resources requirements are documented and access is arranged in
accordance with organization procedures and appropriate staff.
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Level I Date Revised:
Issued by: Page viii of viii
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LEARNING OUTCOME # 1 DETERMINE LEARNER’S TRAINING

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

ASSESSMENT CRITERIA:
1. Curriculum documents is reviewed and analyzed for training purposes 2.
Current competencies of target group are determined
3. Competencies required to be attained are compared with current
competencies of target group
4. Results of comparison is used to determine training requirements 5. 5.
Training requirements are validated with appropriate people.

CONDITION:
 Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
- Computer
- LCD
3. TOOLS, ACCESSORIES AND SUPPLIES
- White board
- CD
- Tapes
4. TRAINING MATERIALS
- Learning Packages
- Ball pens
- Whiteboard marker
- Manuals
- The Philippine TVET Trainers-Assessors Qualification Framework - Procedures
Manual on Developing Competency-Based Curriculum
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
Level I Date Revised:
Issued by: Page 1 of 251
March 2012

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Revision # 01

ASSESSMENT METHOD:
1. Portfolio
2. Written Test
CBLMs on Date Developed: Document No.
TrainersMethodology July 2010
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 DETERMINE LEARNER’S TRAINING
REQUIREMENTS
Learning Activities

1. Read Information Sheet 1.1-1on Competency-Based Training

2. Answer Self-Check 1.1-1

Compare answers with AnswerKey 1.1-1

3. Read Information Sheet 1.1-2on Training

Regulations t

4. Answer Self-Check 1.1-2

Compare answers with AnswerKey 1.1-2

5. Read Information Sheet 1.1-3on Competency

Standards

6. Answer Self-Check 1.1-3

Compare answers with AnswerKey 1.1-3

7. Read Information Sheet 1.1-3on

Competency-BasedCurriculum

8. Answer Self-Check 1.1-4

Compare answers with AnswerKey 1.1-4
T
9. Read Information Sheet 1.1-5on
Characteristics of Learners

10. Answer Self-Check 1.1-5

Compare answers with AnswerKey 1.1-5

11. Perform Task Sheet 1.1-5 onhow to develop

a data gatheringtool for trainees characteristics

Learning Experiences
Learning Outcom

12. Evaluate your own output using

Performance Criteria
Checklist 1.1-5 TrainersMethodology J
Level I Date R
Marc
13. Read Information Sheet 1.1-6
Planning Training
Deve
Sessions

CBLMs on Date Developed:

on Trainees’
CurrentCompetencies

14. Answer Self-Check 1.1-6

Compare answers with
AnswerKey 1.1-6

15. Perform Job Sheet 1.1-6

onhow to prepare TNA forms

16. Evaluate your own output After doing all activities of this
using Performance Criteria LO, you are ready to proceed to
Checklist 1.1-6 the next LO on preparing
session plans.

CBLMs on Date Developed: Document No.

TrainersMethodology July 2010
Level I Date Revised:
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INFORMATION SHEET 1.1-1

Competency-Based Training

Learning Objectives
After reading this information sheet, you must be able to:
1. define Competency-Based Training;
2. enumerate and explain the ten principles of CBT;

In a traditional educational system, the unit of progression is time and it is teacher-

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

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

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

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

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

Competency-Based Training
• It is a training delivery approach that focuses on the competency development of
the learner as a result of the training;
• Emphasizes most on what the learner can actually do;
• Focuses on outcomes rather than the learning process within specified time;
• It is concerned with the attainment and application of knowledge, skills and
attitude to a specific level of competency.
In CBT, the education and training system should begin and end with the
customer needs.
CBLMs on Date Document No.
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Competency
Competency involves applying knowledge, skills and attitudes to perform work
activities to the standard expected in the workplace.
Competencies are gained through:
• life experience
• formal education
• apprenticeship
• on-the-job experience
• self-help programs
• training and development programs

Key features of competency

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

Dimensions of competency

TASK

TASK MANAGEMENT SKILLS

MANAGEMENT SKILLS

DIMENSIONS OF COMPETENCY

CONTINGENCY MANAGEMENT SKILLS JOB/ROLE ENVIRONMENT SKILLS

CBLMs on Date Document No.

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Level I 2010 Date Issued by: Page 6 of 251
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1) Task Skills

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

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

2) Task Management Skills

• Captures the skills used as people plan and integrate a number of potentially
different tasks to achieve a complete work outcome.
• Trainees should be provided with learning activities that develop skills to be able
work efficiently to meet deadlines, handle a sequence of interrelated tasks and
 progress smoothly between tasks.

3) Contingency Management Skills

• The requirement to respond to irregularities and breakdowns in routines.

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

4) Job/Role Environment

• The requirement to deal with the responsibilities and expectations of the work
environment.
• The capacity to work with others and adapt to different situations is central to
successful performance
• Does the trainee comply with workplace procedures and standard methods in
performing the task?
• Does the trainee communicate effectively?
• Does the trainee observe enterprise and regulatory requirements?
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 7 of 251
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Just
Ten (10) Principles of CBT

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

Learning is based on the

Competency-based Curriculum

The Competency Standard (CS) is the written specification of the knowledge,

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

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

Unit of Competency

Module
Module 2 Module 3
1

Generally one competency is one module but some competencies maybe divided
into training modules. A qualification is composed of a set of competencies a worker
should have. When planning your training, your trainees should learn one competency
after another until they attain all competencies of the qualification.
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Level I 2010 Date Issued by: Page 8 of 251
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3) Training delivery is individualized and self-paced.

Learning is done by the learner at own pace

As trainers, you should provide activities that will allow each trainee to advance
on his own without waiting for the other trainees in his class to finish. Facilities,
resources and materials should also be structured so that trainees could learn
competencies at their own pace.

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

 Learning is based on the actual
industry practice

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

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

The Competency-Based Curriculum will be your guide to plan for both training and
assessment of your trainees. Your learning materials should be developed to attain the
assessment criteria in the CBC.

The CBC will be further discussed in the succeeding information sheet.

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Level I 2010 Date Issued by: Page 9 of 251
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6) Assessment of learners is based in the collection of evidences of work performance

based on industry or organizational required standards.

Traditional CBTVET
Students are judged
Each Student is assessed
against each other (norm
against the evidences
referenced Assessment) based on standard

7) Training is based on and off the job components and off the job components.
 Better learning with industry and
school partnership

8) The system allows Recognition of Prior Learning (RPL).

Workers and Students can

have prior skills recognized
CBT focuses on the competencies that are not yet acquired by the trainee in any
learning situation. Competencies acquired as a result of previous training, employment
and life experiences should be recognized so that trainees will not waste time doing the
learning activities of the competencies that they already have. It is one of your task to
identify these prior learning of your trainees and plan for the training of each trainee
based on this data.

9) The system allows for learner to enter and exit programs at different times and
levels and to receive an award for competencies attained at any point.

There is flexibility for entry and

exit from programs

10) Approved training programs are nationally accredited.

Training programs are registered

within UTPRAS
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Level I 2010 Date Issued by: Page 10 of 251
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Any program offered in TVET should be registered with the Unified TVET Program
Registration and Accreditation System (UTPRAS). This covers the following:
1. Program Registration is a compulsory compliance with minimum requirement
 prescribed in the Training Regulations(TRs) and anchored on competency-based
system. Program registration prescribes full compliance with prevailing training
standards, correction of sub-standard ones and denial of registration of registration
for those who fail to comply. An integral part of program registration is the
monitoring of registered programs for continuous compliance to standards.
2. Program Accreditation is a voluntary process of demonstrating quality
assurance to programs and institutional processes that shall lead to the
recognition and conferment of awards various levels of exemplary
performance.
Compliance to UTPRAS would include training approaches, curriculum, learning
materials, facilities, resources and other training materials. You should therefore learn
how to plan and implement Competency-Based Training to comply with UTPRAS.
This training on Trainers Methodology is one of the requirements of UTPRAS.
CBLMs on Date Document No.
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Comparative Analysis between Traditional

Education and CBT
Traditional
∙ Instructors focus on
managinginstruction
CBLMs on Date
TrainersMethodology Develope
∙ Most students enter at about 2010 Dat
Level I
thesame time Revised:
March
Planning Training
∙ Students all cover the same material Sessions Develop
Redilyn
Agub

∙ Students all proceed from one

topicto the next at the same time

∙ The instructor controls the

learningpace

∙ All students are usually tested once

∙ Very little continuous feedback

isgiven

∙ The instructor is involved

inteaching only one topic at a time

∙ Retesting is discouraged or
notallowed at all

∙ Materials, tools and supplies

foronly one topic are needed at a
time

∙ The number of students enrolled

ismaximum capacity at the
beginningof the year and declines
to half orless towards the end

∙ Most instructions are delivered by

 Traditional Competency Based

or dependent upon the instructor media and materials each day

∙ The programs is usually ∙ The program usually operated

closeddown or shortened during yearround
thesummer months

∙ The evening program is ∙ Day and evening program bothhave

usuallyseparated and distinct from access to all learning guides
the dayprogram and resources

∙ The instructor controls the

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

CBLMs on Date Document No.

TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 13 of 251
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SELF CHECK 1.1-1

TRUE OR FALSE:
Tell whether the given statement about CBT is true or false. Write (T) if the statement
True and (F) if the statement is False. Write your answer to a separate sheet.

_________ 1. The CBT approach is useful in determining the capability of the trainers
to apply into practice the obtained knowledge, skills and attitude from
the training.
________ 2. CBT focuses on the learning process within a specified time or duration
rather than on the expected outcome.

________ 3. The same with the traditional approach it begins with the
demand/needs of the customer, specifically the industry.

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

Authority before a training program is implemented.

_______ 5. Evidences are used in the evaluation of the obtained skills and knowledge of
the trainee according to the standard.

_______ 6. Group work/team is the main training delivery necessary in the conduct of
CBT.

_______7. Various trainees could be trained for different unit of competency in one
program.

_______ 8. CBT concentrates on managing instructions.

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

10. Trainers/instructor encouraged trainees for re-evaluation.

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

described in the situations. (Task Management Skills, Task Skills, Contingency
Management Skills or Job/Role Environment Skills)
_____ 1. Notification of shift availability, or non attendance for shift, is given without
undue delay and according to store policies and procedures.
______2. Relevant safety systems information is accessed, analyzed and used in
responding to an identified hazard.
______3. Following presentation, feedback on product design is obtained from the
appropriate personnel. Any modifications are identified and incorporated into
the final design.
______ 4. Tools and equipment are cleaned and stored in accordance with workplace
requirements.
______ 5. Trainers manage unexpected circumstances happened during the actual
conduct of the tasks.
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ANSWER KEY 1.1-1

I. TRUE OR FALSE
1. T
2. F
3. F
4. T
5. T
6. F
7. T
8. F
9. F
10. T

II.IDENTIFICATION

1. JOB/ROLE ENVIRONMENT SKILLS

2. CONTINGENCY MANAGEMENT SKILLS

3. TASK MANAGEMENT SKILLS

4. TASK SKILLS

5. CONTINGENCY MANAGEMENT SKILLS

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INFORMATION SHEET 1.1-2

Training Regulations

Learning Objectives:

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

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

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

The mandate
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, “Establishment and Administration of the National Trade Skills
Standards” of the RA 7796 known as the TESDA Act mandates TESDA to establish
national occupational skill standards. The Authority shall develop and implement
a certification and
accreditation program in which private industry group and trade association are
accredited to conduct approved trade tests, and the local government units to
promote such trade testing activities in their respective areas in accordance with
the guidelines to be set by the Authority

Training Regulations

The Training Regulation (TR) is the document that serves as a basis in the
formulation of competency assessment and the development of curriculum and
instructional materials for competency-based technical education and skills development
(TESD). The training Regulations consist of two components: the occupational skills
standard and the training standards.
The Training Regulations serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
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3. Development of curriculum and assessment instruments.

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

Sections of the TR
Section 1:
Definition of the Qualification – refers to the group of competencies that describes
the different functions of the
qualification.
This section enumerates the Basic
Competencies, Common Competencies and
Core Competencies of the qualification
It also enumerates the job titles of workers who
qualified for this qualification.
Section 2:
Competency Standards – gives the specifications of competencies required for effective
work performance.
This section will be further discussed in the
succeeding information sheets.
Section 3:
Training Standards – contains information and requirements in designing training
program for certain Qualification. It
includes:
1. Curriculum design,
2. Training delivery;
WeNational Assessment and Certification Arrangement – describes the policies
governing assessment and certification
procedure.
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Self-Check 1.1-2

Multiple Choice: Choose the letter of the best answer. Write the letter of your
choice on the your answer sheet.

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

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

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

1. A
2. B
3. A
4. C
5. B
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INFORMATION SHEET 1.1-3

Competency Standard

Learning Objectives
After reading this information sheet, you must be able to:
 1. define competency standard;
2. identify the parts of the Competency Standard;
3. identify the elements and performance criteria of your competency;

The Competency Standard is the main basis of Competency-Based Training. All

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

Competency Standard
Competency Standard (CS) is the written specification of the knowledge, skills
and attitudes and values required for the performance of a job, occupation or trade and
the corresponding standard of performance required for these in the workplace.

Unit of Competency
Together all the parts of the unit of competency:
• Describe a work activity
• Guide the trainer in determining whether the learner is competent.
Each part of the unit of competency was written with the purpose of achieving
these two aims.
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Parts of Competency Standard

 UNIT OF COMPETENCY

UNIT OF DESCRIPTOR

ELEMENTS PERFORMANCE CRITERIA

RANGE OF VARIABLES

EVIDENCE GUIDE

1. Unit Title
• Defines the area of competency
• Written in output terms - ‘obtain, prepare and supply materials for production’
[verb]
• Comprise a manageable component of work

2. Unit Descriptor

• Outlines what is done in the workplace

• Expands on information in the title
• Clarifies scope and intent of the unit
• Helps to differentiate competencies with similar titles

3. Elements and Performance Criteria

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

• Building blocks of a unit of competency

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

5. Performance Criteria

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

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

6. Range of Variable

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

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

7. Evidence Plan

• The purpose of the evidence guide is to guide the assessor in the collection of
evidence
• It must be related directly to: the elements and performance criteria and range of
variables.

8. Critical Aspect of Competency

• Tells the assessor what evidence is essential for successful performance.
• It identifies the essential:
⮚ Productive evidence – completes workplace/service to specification
⮚ Knowledge evidence – things that must be known
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⮚ Process evidence
⌖ Complies with industry practice and procedures
⌖ Complies with OH&S practice
Examples:
❖ Sets up tools and equipment
❖ Handle tools, materials and equipment
❖ Identifies and solves faults and problems
❖ Communicate with others to ensure safe and effective operations

9. Underpinning Knowledge
• knowledge or concepts involved in performing skills of the competency.
• It includes: Specific knowledge that is essential to the performance of the
competency and evidence of knowledge of legislation, regulations and Codes of
Practice

10. Underpinning Skills

• skills needed to achieve the elements and performance criteria in the unit of
competency.
• It includes both: generic skills (communication) and industry specific skills (hand
tools)
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Self-Check 1.1-3

Multiple Choice:
Choose the letter of the best answer. Write the letter of your choice on your answer
sheet.
1. The written specification of the knowledge, skills and attitudes and values required
for the performance of a job, occupation or trade and the corresponding standard
of performance required for these in the workplace is the
A. Training Regulations
B. Competency Standards
 C. Competency-Based Curriculum
D. Competency Based Learning Materials
2. The building blocks of a unit of competency that describes the worker is able to
perform are the
A. Elements
B. Skills
C. Tasks
D. Performance criteria
3. This part of the competency standard identifies the knowledge evidence,
productive evidence and process evidence that are essential for successful
performance of the competency.
A. Evidence plan
B. Underpinning knowledge
C. Underpinning skills
D. Critical aspects of the competency
4. This part of the competency standards defines boundaries within which the unit of
competency applies
A. Evidence Plan
B. Nominal duration
C. Range of variables
D. Critical aspects of the competency
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5. Generic and industry specific skills needed to achieve the elements and
performance criteria are listed in this part of the competency standards.
A. Evidence plan
B. Underpinning knowledge
C. Underpinning skills
D. Critical aspects of the competency
6. This part of the CS describes in output terms the functions that a person who
works in a particular area of work is able to do.
A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge
7. These are the evaluative statements that specify what is to be assessed and the
required level of performance.
 A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge
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Answer Key 1.1-3

1. B
2. A
3. D
4. C
5. C
6. A
7. C
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INFORMATION SHEET 1.1-4

Competency – Based Curriculum

Learning Objectives
After reading this INFORMATION SHEET, YOU MUST able to: 1. explain the
relationship of the Training Regulations and the Competency-Based Curriculum;
2. identify and discuss the parts of the CBC.

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

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

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

Competency-Based Curriculum (CBC)

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

Components of CBC
Module of Instruction
Course Design
Unit Title
Course Title Module Title
Nominal Duration
Module Descriptor
Qualification Level
Nominal Duration
Course Description

Entry Requirements Summary of Learning

Course Structure OutcomesAssessment

Resources Criteria
Assessment Method
Contents
Course of Delivers
Condition
Trainer’s Qualification

Assessment Method

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

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

Course Design Format

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

course and the corresponding module title- its learning outcomes and nominal
duration.
Example:
computer
systems 2.1.2 Diagnose faults of
Units Module Learning Outcomes
ofCompetency Title computer systems

1.Install 1.1Installing 1.1.1 Plan and prepare

computer computer forinstallation
systems systems 2.1.3 Repair defects in
andnetworks andnetwor computersystems and networ
ks 1.1.2 Install equipment/device
2.1.4 Test systems and netwo
system

1.1.3 Conduct test

2.Diagnose 2.1 2.1.1 Plan and prepare

andtroubleshoot Diagnosing fordiagnosis of faults of
computer and computersystems
systems troublesho
oting
 6. Assessment Methods – A listing of all the methods of gathering evidences used
in the course to measure the attainment of the learning outcomes.
Example: Observation/questioning, demonstration/questioning,
written examination
7. Course Delivery – the training modes used to implement the course Example:
dual training, apprenticeship, distance education

Module of Instruction
1. Unit Title – a unit of competency which when applied a work situation can
logically stand alone. It express in outcome terms.
Example: Install Computer Systems and Networks
2. Module Title – the name given to curricular unit, it should be associated with
the unit of competency.
Example: Installing Computer Systems and Networks
3. Module Descriptor – brief description of the intention of the module, its
scope and delimitation.
Example: this module covers the outcomes required in installing,
assembling and testing computers and common peripherals.
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4. Nominal Duration- estimated/suggested number of training hours per module

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

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

with others involved on the worksite

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

established procedures and to comply with requirements

7. Content – list of specific knowledge, skills, attitudes and safety that are
necessary in order to achieve the specific learning outcomes.
Example:
• Safety procedures
• Basic terms, concepts, functions and characteristics of PC Hardware
components
• Structure of operating systems
• Familiarization with the various computer systems’
Components and peripherals
• system configuration/ settings of computer systems and
Devices

8. Conditions – specifies the context of the training, this include list of tools and
equipment, access to learning resources and equipment manuals, and types of
facility.
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Example: The students/trainees must be provided with the following:

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

∙ Electronic laboratory hand tools (assorted pliers, assorted screw drivers,

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

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

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

infrastructure and other materials required both for training and assessment
strategies is the
A. Competency Standards
B. Qualification Title
C. Training Regulations
D. Competency Based Curriculum
2. This is a statement of one or combinations of different learning approaches,
methods and techniques to deliver learning activity/ies for the qualification
which are consistent with CBT principles.
A. conditions
B. contents
C. methodologies
D. learning outcomes
3. The statement on the coverage of the course, its relevance in the industry
sector, and the possible occupations the trainee will have after completion is
written in the
A. Assessment criteria
B. Course content
C. Course descriptor
D. Course title
4. This part of the CBC specifies the performance outcome the learner will be
expected to demonstrate at the conclusion of the learning outcome.
A. Assessment criteria
B. Course content
C. Learning outcome
D. Performance criteria
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5. What part of the CBC specifies the context of the training, this include list of
tools and equipment, access to learning resources and equipment manuals, and
types of facility?
A. content
B. outline
C. condition
D. descriptor
6. It is a statement that specifies what learner will be able to do as result of the
learning process. It is written in
A. Assessment criteria
B. Learning outcome
C. Module content
D. Module descriptor
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ANSWER KEY 1.1-4

1. D
2. C
3. C
4. A
5. C
6. B
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INFORMATION SHEET 1.1-5

 Characteristics of Learners

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

CHARACTERISTICS OF LEARNERS
One important part of planning a training session is to analyze trainees so that
the training suits their:
1. ability level
2. learning styles & preferences
3. motivations and
4. interests because they are the bases in choosing the methodologies to be used by
the trainer.
It is important to note that:
a. One of the key features of competency-based training is that, it is customized and
personalized. This is difficult to achieve if trainers are not aware of, either, the
differences among trainees, or, how they may be able to work with these trainees
to address their specific needs to allow them to demonstrate competence.
b. While the issues are diverse, the solutions are frequently applicable across
different topics.
c. Not all issues for trainers are issues for trainees.
d. By altering some simple components of training, issues can be resolved; e.g.
language issues - having assessment in the local language rather than in
English.
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TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING

SESSION

Characteristics What does this mean to the plan?

oftrainees
 Language, This influences the methods you can use
literacy and andthe activities and tasks that are suitable
numeracy (LL&N) tothe training and the trainee. You must be
prepared for different LL&N levels and
musthave numerous resources available for
different requirements.

Cultural Be aware of different cultural

background backgroundsand practices.
There maybe activities that you choose
whichare inappropriate because of cultural
background and practices.

Education and General education levels are helpful for

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

Gender The whole plan is affected if you have a

groupof all female, all male or a mixture if
there areactivities that involve
demonstration, roleplay and so on

Age Age can affect the plan depending on what

isdelivered, how it is delivered and at
whatpace it is delivered

Physical ability Be aware of any trainee who is less able

thanothers to perform physical tasks before
thebeginning of the session

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Previous Different levels of experience can be

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

Previous It is helpful if you have knowledge of

 learningexperie trainees’general attitudes towards learning
nce

Training level This helps you identify other trainings

completed attended by your prospective students

Special courses You may use their special training and

abilityin some special
arrangements/assignmentsduring training

Learning style A trainee could be auditory, visual or

kinesthetic

Other needs This refers to special needs that would

berequested by the trainees. e.g. schedule
forworking student, single parent, etc

LEARNING STYLES
Some trainees sit through hours of lectures and retain all the information
presented while others benefit more from hands-on lab classes. Reason? Trainees have
different learning styles, which present both trainers and students with a problem when
classes are taught in one set way that might only benefit one kind of learner. Trainees
can however, help themselves by finding out what kind of learner style they belong to
and customize their study habits to that particular style.
 There are three major groups of learners, which are Kinesthetic, Visual and
Auditory. These groups represent three very different kinds of trainees, who are all
presented with difficulties during their education.
Most of the time trainees have combinations of these learning styles.

I. Visual Learner
The visual learner will often lose focus during long oral lectures, especially if these are not
accompanied by drawings and illustrations. The visual learner takes mental pictures of
information given, so in order for this kind of learner to retain information, oral or written,
presentations of new information must contain diagrams and drawings, preferably in color.
The
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visual learner can't concentrate with a lot of activity around him and will focus better
and learn faster in a quiet study environment.

Visual learners are often:

1. Good spellers
2. Fast readers
3. Great at seeing the big picture but often forget smaller details 4. Good at
remembering faces but have a hard time remembering names

The visual learner will benefit from:

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

II. Kinesthetic Learner

Kinesthetic learners are described as the students in the classroom, who have
problems sitting still and who often bounce their legs while tapping their fingers on the
desks. They are often referred to as hyperactive students with concentration issues.
Kinesthetic learners are often:
Gifted performers
Naturally athletic

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

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

For the auditory learner, oral presentations are crucial for understanding a
subject, as this kind of learner has the ability to remember speeches and lectures in
detail but has a hard time with written text. Having to read long texts is pointless and
will not be retained by the auditory learner unless it is read aloud.

The auditory learner often has:

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

For the auditory learner to get the most out of classes it can be helpful to:
1. Record lectures
2. Use word associations
3. Listen to audiotapes
4. Read notes aloud
5. Sit in the front of the class where the teacher can easily be seen and heard.
6. Study and
discuss
subjects with
other students

The structured questionnaire below was prepared as a data gathering tool

to help determine trainees’ characteristics. Let trainees answer these questions
before answering the data gathering instrument for determining trainees’
characteristics.
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What's Your Learning Style?

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

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

A. read notes, read headings in a book, and look at diagrams and
illustrations?
B. have someone ask you questions, or repeat facts silently to yourself?
C. write things out on index cards and make models or diagrams?

2. Which of these do you do when you listen to music?

A. daydream (see things that go with the music)
B. hum a along
C. move with the music, tap your foot, etc.

3. When you work at solving a problem do you

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

4. When you read for fun, do you prefer

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

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

A. watch a movie about it?
B. listen to someone explain it?
C. take the computer apart and try to figure it out for yourself?
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6. You have just entered a science museum, what will you do first?
A. look around and find a map showing the locations of the various
exhibits.
B. talk to a museum guide and ask about exhibits.
C. go into the first exhibit that looks interesting, and read directions later.
7. What kind of restaurant would you rather not go to?
A. one with the lights too bright
B. one with the music too loud
C. one with uncomfortable chairs
8. Would you rather go to
A. an art class?
B. a music class?
C. an exercise class?
9. Which are you most likely to do when you are happy?
A. grin
B. shout with joy
C. jump for joy
10. If you were at a party, what would you be most likely to remember the next day?
A. the faces of the people there, but not the names
B. the names but not the faces
C. the things you did and said while you were there
11. When you see the word "d - o - g", what do you do first?
A. think of a picture of a particular dog
B. say the word "dog" to yourself silently
C. sense the feeling of being with a dog (petting it, running with it, etc.)
12. When you tell a story, would you rather
A. write it?
B. tell it out loud?
C. act it out?
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13. What is most distracting for you when you are trying to concentrate? A. visual
distractions
B. noises
C. other sensations like, hunger, tight shoes, or worry
14. What are you most likely to do when you are angry?
A. scowl
B. shout or "blow up"
C. stomp off and slam doors
15. When you aren't sure how to spell a word, which of these are you most likely to
do?
A. write it out to see if it looks right
B. sound it out
C. write it out to see if it feels right
16. Which are you most likely to do when standing in a long line at the movies?
A. look at posters advertising other movies
B. talk to the person next to you
C. tap
your
foot
or
move

around in some other way

TO DETERMINE YOUR LEARNING STYLE:

Total your a's, b's, and c's. If you scored mostly
A's you may have a visual learning style.
B’s you may have an auditory learning style.
C’s you may have a kinesthetic learning style
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Kolb's Learning Inventory

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

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Activist
Learns by having a go
They perceive information concretely and process it actively. They integrate experience
and application. They learn by trial and error. They believe in self discovery. They are
enthusiastic about new things. They are adaptable, even relish change. They excel when
flexibility is needed. They often reach accurate conclusions in the absence of logical reason.
They are risk takers. They are at ease with people. They enrich reality by taking what is and
adding to it. Sometimes they are seen as manipulative and pushy.
Their philosophy is: “I’ll try anything once.”

Reflector

Learns most from activities where they can watch, listen and then review what has
happened.
They perceive information concretely and process it reflectively. They integrate
experience with the Self. They learn by listening and sharing ideas. They are
imaginative thinkers who believe in their own experience. They excel in viewing direct
experience from many perspectives. They value insightful thinking. They work for
harmony. They need to be personally involved, seek commitment. Are interested in
people and culture. They are thoughtful people who enjoy observing others. They
absorb reality. They seem to take in the atmosphere almost like osmosis.
Their philosophy is to be cautious, to consider all possible angles and implications
before making a move. “I need more information.”

Theorist

Learns most when ideas are linked to existing theories and concepts.
They perceive information abstractly and process it reflectively. They form theories
and concepts by integrating their observations into what is known. They seek continuity.
They need to know what the experts think. They learn by thinking through ideas. They
value sequential thinking. Need details. They critique information and collect data. They
are thorough and industrious. They will re-examine the facts if situations perplex them.
They enjoy traditional classrooms. Schools are made for them. They are more interested
in ideas then people. They prefer to maximise certainty and are uncomfortable with
subjective judgements.
Their philosophy prizes rationality and logic: “If it’s logical, it’s good.”
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Pragmatist
Learns most from learning activities that are directly relevant to their situation.
They perceive information abstractly and process it actively. They integrate
theory and practice. They learn by testing theories and applying common sense. They
are pragmatists, they believe if something works, use it. They are down-to-earth
problem solvers who resent being given answers.
They do not stand on ceremony but get right to the point. They have a limited tolerance for
fuzzy ideas. They value strategic thinking. They are skills-oriented. They experiment and
tinker with things. They need to know how things work. They edit reality, cut right to the
heart of things. Sometimes they seem bossy and impersonal.
Their philosophy is: “There is always a better way.” “If it works, it’s good.”
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Self –Check 1.1-5

Instruction: Write the letter of the correct answer on your answer sheet. 1.
Which of the following characteristics affect learning outcome? A.
educational attainment
B. learning styles
C. previous experiences
D. all of the above
2. What is the learning style of a learner who has a strong language skills?
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
3. A learner who likes manipulating devices has a ___________ learning style.
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
4. Which of the following is not important in planning a session? A. ability
level
B. learning preferences
C. Training method
D. none of the above
5. A trainee that perceives things abstractly and process them actively and
learns by testing theories and applying common sense is an
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
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6. Imaginative thinkers who believe and reflects on their experiences are A. Activist
B. Pragmatist
C. Reflector
D. Theorist
7. A trainee who form theories and concepts by integrating his observations into
what is known. He needs to know what the experts think.
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
8. A trainee who perceive information concretely and process it actively and by
trial and error.
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
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Answer Key 1.1-5

1. D
2. C
3. B
4. D
5. B
6. C
7. D
8. A
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Task Sheet 1.1-5

Title : Develop a data gathering tool for trainees characteristics

Performance Objective:
Given the qualification you are assigned to you should be able
todevelop a data gathering tool for trainees’ characteristics that
issuitable for the learners that you have in your region or area
ofoperation.

Supplies : Bond paper

Equipment : PC, printer with ink

Steps/Procedure:
1. Search for the sample data gathering tool for trainees’
characteristics in the CD that was provided to you.
2. Based on the clients that you have and the qualification assigned
toyou, edit the file to make a data gathering tool for trainees
characteristics which is suitable to your qualification and area
ofoperation.
3. Present your work to your trainer.
Note: the sample given below is a formatted for TM1. You have
tomake a questionnaire that you can use with your prospective
trainees.

Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
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Performance Criteria Checklist 1.1-5

CRITERIA YES NO
Does your output have the following?

trainees characteristics discussed in this information

sheetin making your questionnaire

section for gathering the basic profiles of your trainees

choices for ease of accomplishing the form

ethnic groups belonging to your area of operation in

thecultural and language background category

previous learning experiences suited for your qualification

special courses that are related to your qualification

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 The structured questionnaire below was prepared as a data gathering tool to help the trainer
collect data on trainee’s characteristics. This questionnaire maybe filled up by each trainee and
validated by the trainer from possible sources like the Trainee’s Profile and through personal
interview of each trainee.

Sample Data Gathering Instrument for Trainee’s

Characteristics
Please answer the following instrument according to the characteristics
described below. Encircle the letter of your choice that best describes you as a learner.
Blank spaces are provided for some data that need your response.
Characteristics of learners

Language, Average grade in: Average grade in:

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

Cultural and Ethnicity/culture:

language
a. Ifugao
background
b. Igorot

c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________

Education & Highest Educational Attainment: a.

general High School Level
knowledge
b. High School Graduate

c. College Level
d. College Graduate
e. with units in Master’s degree f.
Masteral Graduate
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Characteristics of learners

g. With units in Doctoral Level

h. Doctoral Graduate

Sex a. Male
b. Female

Age Your age: _____

Physical ability 1. Disabilities(if any)_____________________

2. Existing Health Conditions (Existing illness
ifany)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________

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

Previous List down trainings related to TM

learning
experience ___________________________
___________________________
___________________________

Training Level National Certificates acquired and NC level

completed
___________________________
 ___________________________

Special courses Other courses related to TM a. Units in education

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 Characteristics of learners

b. Master’s degree units in education c.

Others(please specify)
_________________________

Learning styles a. Visual - The visual learner takes

mentalpictures of information given, so in
order forthis kind of learner to retain
information,oral or written, presentations of
newinformation must contain diagrams
anddrawings, preferably in color. The
visuallearner can't concentrate with a lot of
activityaround him and will focus better and
learnfaster in a quiet study environment.
b. Kinesthetic - described as the students inthe
classroom, who have problems sittingstill
and who often bounce their legs
whiletapping their fingers on the desks.
They areoften referred to as hyperactive
studentswith concentration issues.
c. Auditory- a learner who has the ability
toremember speeches and lectures in detailbut
has a hard time with written text. Havingto
read long texts is pointless and will not
beretained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities
wherethey can watch, listen and then review
whathas happened.
f. Theorist - Learns most when ideas are
linkedto existing theories and concepts.
g. Pragmatist - Learns most from
learningactivities that are directly relevant
totheirsituation.

Other needs a. Financially challenged

b. Working student
c. Solo parent
d. Others(please specify)
___________________________
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 INFORMATION SHEET 1.1-6
Trainees’ Current Competencies
Learning Objectives:

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

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

Current Competencies
Current competencies are the skills and knowledge of your new trainees obtained
through formal training, work experience or life experience. These should be determined
before you can prepare your session plan, so as not include the same competencies where
the trainees are already competent.

How can the Current Competencies be Determined

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

to ensure the content of the subsequent training will meet the learners’
needs.
The pre-test is a written test that would initially test the
 knowledge of your trainees on the competencies that they need to learn

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

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

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

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

Why determine current competencies?

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

Assessment Methodologies

Observation Checklist
This is a checklist completed by a trainer or the workplace assessor while
observing the learner’s performance on relevant
tasks.

Practical Demonstration
Demonstrates competence by showing steps or process used to produce a
product or service
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Project
Demonstration of skills and knowledge in the completion of a project.

360º Feedback
Using a structured process to gather and analyse feedback from peers,
supervisors and people who are supervised.
 Case Study
Response to a situation which is presented to the learner. Used to ascertain the
learners problem solving techniques and underpinning knowledge.

Oral presentation
Learners give an oral presentation about an area of knowledge or their projects
to a small group, usually including a trainer, their assessor, their colleagues and any
other interested parties.

Journal
A journal that records learning activities, skills and knowledge
acquisition.

Problem Solving
Implementing problem solving techniques to analyse a product or process
for problems or errors.

Project
Demonstration of skills and knowledge in the completion of a project.

Video or Audio Tapes

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

Certificate of Award or Employment

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

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

more than one type of evidence is used to fairly and reliably determine competence.
When selecting an appropriate strategy for the collection of evidence in determining
trainees’ current competency, there are
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factors that need consideration. These factors, which will be discussed in MODULE 4,
include:
o The requirements of the specific competency unit(s) or learning outcome
o The needs of the assessor and the trainee being assessed
o The authenticity of the evidence. That is, that it actually relates to the
performance of the person being assessed, and not that of another person.
o Sufficiency of the evidence to demonstrate competency
 o The currency of evidence. That the evidence is still relevant and current
according to competency standard requirements.
o Whether the task being assessed or the location of the assessment involve a
strong element of OH & S or environmental risk
In cases of doubtful proof or evidence submitted, it will always be the right of the
Trainer to investigate.

For Certificates of Award or Employment:

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

For submitted projects/videos/photos:

2. The Trainer can visit the company to prove the existence of the workplace where
the task/job was done.
In the example above, the Trainer must be assured that the documents are valid
and authentic. In this case he needs to call the company that issued the certificates
to confirm the validity and authenticity of the documents. Careful consideration
should be given to the collection of evidences to ensure that all components of the
competency being assessed are effectively addressed.
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This section presents sample methods and instruments in identifying current

competencies and training need of trainees.

Current Competencies are determined by using the following forms:

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

Trainers may use their ingenuity to develop other instruments that

may validate proofs/evidences of current competencies such as assessment
instruments.
 FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or
information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES

CAN I…? YE NO
S

1. Plan Training Session

1.1 Identifying learner’s training requirements?

1.2 Prepare session plans?

1.3 Prepare instructional materials?

1.4 Prepare assessment instruments?

1.5 Organize teaching and learning resources?

2. Facilitate Learning Session

2.1 Prepare training facilities/resources?

2.2 Conduct pre-assessment?

2.3 Facilitate training session?

2.4 Conduct competency assessment?

2.5 Review delivery of training session?

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CORE COMPETENCIES

CAN I…? YE NO
S

3. Supervise Work-Based Learning

3.1 Establish training requirements for trainees?

3.2 Monitor work-based training?

 3.3 Review and evaluate work-based learning
effectiveness?

4. Conduct Institutional Assessment

4.1 Orient the trainee?

4.2 Gather evidence?

4.3 Make assessment decision?

4.4 Record assessment results?

4.5 Provide feedback to trainees?

5. Maintain Training Facilities

5.1 Plan Maintenance activities?

5.2 Prepare schedule of maintenance?

5.3 Implement housekeeping activities?

5.4 Maintain training equipment and tools?

5.5 Document maintenance inspections?

6. Utilize electronic media in facilitating training

6.1 Inspect electronic media equipment?

6.2 Operate electronic media equipment to deliver

alesson?

6.3 Maintain electronic media?

 Note: In making the Self-Check for your Qualification, all required competencies should be
specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the
program qualification he is teaching.
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March 2012
Planning Training NTTA
Sessions Developed by:
Redilyn C.
Agub Revision # 01

Evidences/Proof of Current Competencies(Sample)

Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation

Prepare basic Complete CBLM w

instructional theprescribed for
materials prepared by the t

Organize Picture of actual

teachingand workshoplayout o
learning trainer
resources

Use Personal National Certifica

Computer in PCOperations
Educational
Technology
Projects such as
presentations, CB
session plans, fly
andother instruct
materials
Current Proof/Evidence
competencies

Prepare Complete session

SessionPlan planwith the prescribed
formatprepared by the CBLMs on Date
TrainersMethodology Develope
trainer Level I 2010 Dat
Revised:
March
Planning Training
Sessions
 Developed by:
Redilyn C.
Agub

Identifying Training Gaps

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

Form 1.3 Summary of Current Competencies Versus Required Competencies

(Sample)

Required Units of Current

Competency/Learning Competencies
Outcomes based on
CBC

1. Plan Training Session

1.1 Determine
trainee’s training
requirements

1.2 Determine
relevant training
methods, training
activities and
training delivery
modes

1.3 Prepare session Prepare session plans

plans

1.4 Prepare basic Prepare basic

instructional instructional
materials materials

1.5 Organize Organize teaching

teaching and and learning
learning resources resources
 CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 63 of 251
Revised:
March 2012
Planning Training NTTA
Sessions Developed by:
Redilyn C.
Agub Revision # 01

2. Facilitate Learning Session

Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on
CBC

2.1 Orient trainers 2.1 Orient trainers

on the CBT onthe CBT delivery
delivery system
system

2.2 Use appropriate 2.2 Use

methods based on appropriatemetho
the level and ds based on
characteristics of the level and
trainees characteristics of
trainees

2.3 Assist trainers in Assist trainers in

achieving learning achieving
outcomes learningoutcome
s

2.4 Provide necessary Provide

feedback to necessaryfeedback
improve trainer’s to improvetrainer’s
competence competence

3. Supervise Work-Based Learning

3.4 Establish Establish

training trainingrequire
requirements for ments for
trainees trainees

3.5 Monitor work- Monitor work-

based training basedtraining

3.6 Review and Review and

evaluate work- evaluatework-
based learning based
effectiveness learningeffectivene
ss
4. Conduct Competency Assessment

4.1 Orient trainees 4.1 Orient

on the evidence traineeson the
requirements in evidence
the relevant
evidence plan requirements in
the
relevant evidence
plan

CBLMs on Date Document No.

 TrainersMethodology Developed:July Issued by: Page 64 of 251
Level I 2010 Date
Revised: NTTA
March 2012
Planning Training
Sessions
Developed by:
Redilyn C.
Agub Revision # 01

Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on
CBC

4.2 Gather and 4.2 Gather and

document document
evidences using evidencesusing
relevant relevant
assessment tools assessment tools

4.3 Evaluate and 4.3 Evaluate and

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

rating system

4.4 Use appropriate Use appropriate

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

5. Maintain Training Facilities

5.1 Implement 5.1 Implement

housekeeping housekeeping
activities activities

5.2 Maintain training 5.2 Maintain

equipment and training
tools equipmentand
tools

6. Utilize Electronic Media In Facilitating Training

6.1 Inspect electronic Inspect

media equipment electronicmedia
equipment
 6.2 Operate Operate
electronic media electronicmedia
equipment equipment

6.3 Maintain Maintain

electronic media electronicmedia
equipment equipment
 Using Form No. 1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of Competency
of the training needs identified.
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 65 of 251
Revised:
March 2012
Planning Training NTTA
Sessions Developed by:
Redilyn C.
Agub Revision # 01

Form No. 4.4: Training Needs (Sample)

Training Needs Module Title/Module
of
(Learning Outcomes)

Identify trainees’ training requirements 1. Plan Training Session

Prepare assessment Instruments

Conduct Pre-assessment 2. Facilitate Learning

Facilitate training session

Review delivery of training session

Establish training requirements for 3. Supervise work-

trainees basedlearning

Monitor work-based training

Review and evaluate work-based

learningeffectiveness

Use appropriate feedback mechanism 4. Conduct

toinform learner of his/her progress InstitutionalAssess
ment

Maintain training equipment and tools 5. Maintain Training

Facilities

Inspect electronic media equipment 6. Utilize Electronic

mediain facilitating
Operate electronic media equipment
todeliver lesson

Maintain electronic media

 Note:

This Form 1.4 is just a sample instrument showing the training needs in the core
competencies
CBLMs Date Document No.
on Develo
Trainers ped:Ju Issu Page 66
Methodol ly 2010
of 251
ogy Level Date
Revise
ed
I
d:
March by:
Plannin 2012
g NTT
Training Devel
Ses oped A
sio by:
ns Red
ilyn
C. Revisi
Agu on #
b 01

Summary

In planning for competency-based training, the following should be

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

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

following:

1. Analyze the competency standard

2. Prepare the TNA forms
3. Prepare the pre-test
4. Prepare the Institutional Competency Evaluation
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 67 of 251
Revised:
March 2012
Planning Training NTTA
Sessions Developed by:
Redilyn C.
Agub Revision # 01

Self-Check 1.1-6

On your answer sheet, answer the following questions:

 1. Why is it necessary to determine the current competencies of your
trainee before preparing your Session Plan?
2. What are the three factors to be considered in using
evidences submitted by a prospective trainee as proof of his current

competencies?
3. What are the ways of determining current competencies of a trainee?
4. What is a training gap?
CBLMs on Date Document No.
TrainersMethodology Developed:July
Level I 2010 Date Issued by: Page 68 of 251
Revised:
March 2012
Planning Training NTTA
Sessions Developed by:
Redilyn C.
Agub Revision # 01

Jim