Competency – Based

Learning Material

PLAN TRAINING
SESSIONS
 PLAN TRAINING
SESSIONS
CORE COMPETENCIES:

No. Unit of Competency Module Title Code

1. Plan Training Planning Training TVT232301
Sessions Sessions

2. Facilitate Learning Facilitating Learning TVT232302

Sessions Sessions

3. Supervise Work-Based Supervising Work-Based TVT232303

Learning Learning

4. Conduct Competency Conducting Competency TVT232304

Assessment Assessment

5. Maintain Training Maintaining Training TVT232305

Facilities Facilities

6. Utilize Electronic Utilizing Electronic TVT232305

Media in Facilitating Media in Facilitating
Training Training

MODULE CONTENT
UNIT OF COMPETENCY : PLAN TRAINING SESSION
MODULE TITLE : PLAN TRAINING SESSION
MODULE DESCRIPTOR : This module covers the knowledge, skills and
attitudes in planning a training session. It includes
identifying learner’s requirements, preparing
session plan, preparing instructional materials and
organizing learning and teaching and assessment
resources.
NOMINAL DURATION : 40 hours
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the students/trainees will be able to:
LO1. Identify learner’s training requirements
LO2. Prepare session plans
LO3. Prepare instructional materials
LO4. Prepare assessment instruments (Institutional)
LO5. Organize learning and teaching resources
 LEARNING OUTCOME NO. 5

Organize Learning and Teaching Resources

CONTENTS:

● Training Resources
● Workshop Layout

ASSESSMENT CRITERIA

1. Resources required for training are checked for availability

2. Appropriate training locations/venue are identified and arranged

according to training needs

3. Training resources requirements are documented and access is arranged

in accordance with organization procedures and appropriate staff.

CONDITIONS

The participants will have access to:

necessary supplies and materials/tools/equipment in the

preparation of training facilities/resources

learning materials

ASSESSMENT METHOD:

● Portfolio evaluation
● Written Test/Oral interview
 LEARNING EXPERIENCES

LEARNING OUTCOME 5

ORGANIZE LEARNING AND TEACHING RESOURCES

Learning Activities Special Instructions

1. Read Information Sheet 1.5-1on Training Your workshop layout
will
Resources reflect your
2. Answer Self- Check 1.5-1 understanding of
Competency-based
Compare answers to Answer Key 1.5-1
Training.
3. Perform Task Sheet 1.5-1 on how to Prepare
an
Inventory of Training Resources In this Learning Outcome

4. Read Information Sheet 1.5-2 on Workshop you shall plan how to

layout your training
Layout
resources.
5. Answer Self-Check 1.5-2
Compare answers to answer key 1.5-2 The output of your
activities of this LO will
be
6. Perform Job Sheet 1.5-2 on how to Plan a an Inventory of your
workshop Layout resources by competency
Evaluate performance using the performance and the workshop layout.
criteria checklist
These outputs shall be a
part of your portfolio for
your institutional
competency evaluation
for
 Plan Training Sessions.
Seek the guidance of
your
trainer while you are
accomplishing these
outputs.

Information Sheet 1.5-1

Training Resources

Learning Objective: After reading this INFORMATION SHEET,

YOU MUST be able to

identify learning resources for CBT;

classify learning resources;

check the availability of learning resources against TR requirements.

In planning your learning sessions, learning materials and

resources are very important. These will help you impart knowledge in
a more effective way. Learning resources and materials are directly
related to methods of learning you will be able to use in CBT.

In this lesson you will learn how to identify and monitor the
availability of needed resources for each competency of your
qualification.

Training Materials and Resources

Learning resources are information represented, accessible, or

stored in a variety of media and formats.

A. Training materials for the knowledge

 1. Print Materials

Competency Based Learning Materials (CBLM)

Textbooks, references, etc.

Technical, shop, and manufacturer’s manual

Magazines, journals, trade publications, pamphlets, and periodicals

2. Non-Print Materials

Still visuals (with & without sound), slides, film strips, flip
charts, photograph

Motion visuals (with & without sound) video tape, video discs

Interactive e-learning materials

B. The materials that are used for skills practice

Tools and Instruments

Materials and Supplies

Equipment

Simulators/Mock-ups

Templates

Sample outputs/projects

Job Sheets

Activity Sheets

Operation Sheets

Resources used for skills feedback

Performance Criteria Checklists

 Procedural Checklists

Evaluation Checklists

Achievement/Progress Charts

Resources used for knowledge practice

Self-checks

Post-tests

Written tests

Review questions

Oral quizzes

Resources used for knowledge feedback

Answer key or solutions to compare answers with

Model answer

How will you gather and consolidate materials?

When gathering the needed materials and resources, it will be

better if you can prepare beforehand a list of all the needed resources
that you will use for a certain session or unit of competency. The list
surely will identify the specific resources, how many are available, how
many are required for the session and remarks.

Each group of resources should have a separate list; let us say

for print materials, it should have a checklist different from list for
non-print and so with the other types of resources. This system will
ensure that all the resources will be available when you conduct the
training program.

The Inventory of Training Resources

 The Training Regulations (TR) gives a guide on the training
resources needed for CBT of your qualification. The list of the training
resources was grouped as tools, equipment and materials.

An inventory of training resources by competency would be very

helpful in planning your workstations and your learning activities.
Group your resources by competency so that you can plan for the use
resources shared by 2 or more competencies (e.g. in housekeeping
vacuum cleaner and floor polisher are shared in “provide housekeeping
for guests” and “clean premises”).

The inventory would help you decide which mock-ups,

simulators or workstation can be duplicated to accommodate more
trainees practicing particular skills.

The inventory will help you in many ways: 1) it will serve as a

monitor of resources that need to be replenished, repaired or
purchased; 2) predict the supplies and materials needed in a year; 3)
plan the use of resources shared among competencies; and 4) serves
as the basis for purchase requests and annual procurement plan.
Templates for Inventory of Training
Resources Resources for presenting
instruction

Remark
• Print Resources As per TR As per s
Inventory

Remark
• Non Print Resources As per TR As per s
Inventory

o
Resources for Skills practice f Competency #1
______________________________

As per
• Supplies and Materials TR As per Remarks
Inventory

• Tools As per TR As per Remarks

Inventory

• Equipment As per TR As per Remarks

 Inventory

Note: In the remarks section, remarks may include for

repair, for replenishment, for reproduction, for maintenance
etc.
 Information Sheet 1.5-2
Workshop Layout

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to

enumerate components of a CBT facility;

explain the characteristics of a good workshop layout;

A good understanding of every aspect of competency-based

training is a must for every trainer who will use this training modality.
Let us now study one of the important aspects of competency based
training delivery, the competency-based training workshop.

In this lesson, the principles behind the arrangement or layout of

a good workshop will be discussed so that it will help you plan for the
layout of your learning resources and areas.

Workshop Layout

In CBT, this is a well organized physical learning environment. A

well organized and managed workshop is critical to the acquisition of
skills.

When planning to layout your shop, consider the following

principles of CBT:

Training materials are directly related to the competency

standards and the curriculum.
Your workshop should more or less mimic the equipment that
are in the industry. It should be able to provide for the
practice of the trainees on competencies of the job.

Selection of learning resources in CBT is based solely on the

competencies of the qualification. Competencies should
dictate the learning resources to be laid out, not the other
way around. Availability of learning resources should not
dictate the competencies to be achieved.

There is no need to provide one piece of equipment, tool,

instrument, or other resource per trainee.

Training delivery is individualized and self-paced.

In CBT, the trainees learn at their own pace. Your workshop

layout must provide for this principle. In conventional
training programs it is the trainer who is using the materials
as he lectures and demonstrates skills as trainees sit or
stand, watch or listen passively. The focus of the layout is
providing individuals or small groups with high-quality
learning materials that provide for individualized training. The
components of the workshops should, therefore, be layed out
in such a way that trainees will be able to use the learning
resources individually. A lecture room is not necessary.

Trainee may not have same training needs even within the
same qualification, trainees would be not be working on the
same competency.

Trainees should be given sufficient learning time to perform

the competency successfully. The workshop should provide
for trainees working on the different competencies in one
given time.

The system allows for learners to enter and exit

programs at different times and levels and to receive an
award for competencies attained at any point.

Multiple starting points is allowed in CBT. Depending on the

prior learning of the trainee, he may start learning any
competency of the qualification. Your workshop layout must
allow any trainee to transfer from one competency to another
after passing the institutional competency evaluation.
 A trainer would tend to go back to his conventional shop
arrangement. To avoid this, you may consider the following differences
between conventional workshop arrangements and that of a CBT
workshop layout.

Differences between Conventional and CBT layout

CB
Conventional T
Many students are working on the On a typical day, trainees may be
same task at the same time working on several different tasks
requirin materials
g different ,
resources, and spaces.
The entire class usually takes
written An individual trainee or small group
tests as group. takes self-checks when ready,
requiring a separate, quiet, secure
area.
Theory is usually covered in a Theory is usually integrated directly
classroom with the total into
group. the individualized learning
f
material o learni
s r ng tasks,
requiring individual study pace.

The instructor has to prepare the The trainer must make available to
learnin resource
teaching aids, consumable supplies, trainees the g s
othe
learning materials, and r needed to receive instruction in and
 to practice several tasks on any
resources for a single lesson on a given
given day. day.

The instructor is the primary user of Individual trainees set up and use
instruction computer
instructional media (e.g. overhead or al media(e.g. ,
projector) DVD player) requiring booths or
tables; and storage areas for
hardware and software.
Mos student tak
t s e performance Each individual trainee can take
tests in pairs or small groups at each performance test when he or
she is
approximately the same time. ready.

When testing of a topic or unit is A trainee can work on a task as

complete, the group usually moves necessary to reach competence. He
on to the next topic. may need the resources for more
than or less than the number of
time
others may require.
instruct
The or provides extra Trainees start working on a new
assignments
or responsibilities for competency as soon as they have
successfull achieved precedin
students who complete the unit y the g
before the rest of the group. one.

For competency-based training, your trainees have to master all

the required competencies of their training qualification. For this
reason, TESDA has identified the different components of competency-
based training facilities.

The different components or areas of a competency-based facility are:

Practical Work Area - This area is where the learner acquires

the skills and knowledge components of the competencies
prescribed by the standard. This area must be subdivided into
work stations, which are arranged in order according to
hierarchy of competencies, such as work stations for auto
electrical, for engine overhauling, etc.

Learning resource area - This area is proximate to the heart -

the practical work area. This area provides the learner with the
knowledge requirements in the various modules responding to
the competencies. It is a place where projects can be planned
and self-paced learning is based. This area has an array of
learning materials in print or soft-copies for a multimedia
environment.

Institutional assessment area - It is located very proximate to

the practical work area. This is where Recognition of Prior
Learning is done by the trainer. This component also provides
the mechanism of assessing the completion of competencies of a
learner. Upon completion of all modules within a competency,
the trainee is handed a Certificate of Achievement by the
institution. This facility is provided with a computer system that
houses and manages learners’ individual records. The skills
assessment is conducted at the practical work area.

Contextual Learning Laboratory - This facility ensures that the

underpinning knowledge, science, mathematics and
communication principles as applied to the technology are
provided to the learner.

Quality Control Area - Various tests aside from metrology and

calibration are conducted in this area including in-process
quality control.

Trainers Resource Center - This area houses the learning

materials, the training regulations and curriculum exemplars.
This is, also, the place where instructors produce courseware or
training materials.

Distance Learning - One major issue of TVET is accessibility.

This is the major objective of this component – enhance
accessibility of TVET. This is to enable the learning provision
outside and away from the training institution in terms of print
and non-print media.

Computer Laboratory - This area depicts the major physical

change in the delivery – the use of Information Technology. This
laboratory has an array of computer units of which learners are
 provided for them to learn and gain appropriate IT competencies
that may include Word, Excel even Desktop Publishing as may
be prescribed in the competency standard and curriculum.

Support Service Area - This area provides value-adding

competencies as such for Automotive Service Technician NC II,
welding competency address underpinning skills in the
particular competency.

These different CBT areas are being presented to you, in order

for you to convert and prepare your traditional workshops into CBT
workshops. This is one of the requirements before introducing CBT in
your institution.

On the other hand, you must have a good grasp of the different
activities to be undertaken in each area, for you must orient your
learners on these different areas before their formal training starts or
they will be at a loss.

Characteristics of a good workshop layout

Safe – a safe learning environment is one of the most important

considerations a trainer should consider in every layout.
Remember that a CBT layout should allow trainees on their own.

Accessible – a good layout provides for a circulation area both for

the trainer and trainee. If possible, divisions or partitions are
limited to reduce obstruction to the sight of the trainer as the
training is going on. Layout your work stations to allow easy
monitoring.

Complete components – layout the nine components of CBT

prescribed by TESDA. Depending on the functionality of the
components in your qualification, layout related components
next to each other (e.g. learning resource area, contextual area
and distance learning area).

Aligned with the competencies of the qualification – workstations

such as mock-ups should mimic those of the industry where
your competencies are directly related. Each competency should
have at least one workstation for you to be able do CBT.

Well-sequenced – workstations that are sequenced from simple

to complex tasks is recommended. Within a competency’s
 workstation, activities that will practice small tasks to achieve
the main skill to be mastered should be provided for.

Depending on what is being delivered, the training environment

may vary quite a lot, from a workstation to an onsite location,
outdoors, indoors or in several locations. You should, always, ensure
that all learners have access to a safe environment and are trained
appropriately.

Some qualifications may have workstations that are impossible

to set-up inside a building such as in the case of agriculture related
qualifications and those of the construction sector. In these cases,
however, some skills or tasks maybe practiced inside a workstation. A
corresponding work area should therefore be set-up so that these tasks
will be practiced by trainees before going to the worksite outside the
workstation/laboratory.

The Training Regulations

To ensure a quality CBT, the Training Regulations promulgated

by TESDA for every qualification provides a list of Tools, Equipment
and Materials and Training Facilities based on 25 trainees. Space
requirement is, also suggested for the different areas or components of
CBT. This is a good benchmark when laying out your workshop.