PART 1

INFORMATION SHEET 1.1-6

Trainees’ Current
Competencies
 Learning Objetctives :
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;

University Education Template www.website.com

 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.
 how can the Current competencies be
determined

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”
 how can the Current competencies be
determined

* 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.
how can the Current competencies be determined

* 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

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.

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 factors that need consideration. These factors, which will be
discussed in MODULE 4, include:

* The requirements of the specific competency unit(s) or

learning outcome
* The needs of the assessor and the trainee being assessed
* 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.

* Sufficiency of the evidence to demonstrate competency

The currency of evidence.

* That the evidence is still relevant and current according to competency

standard requirements.

* Whether the task being assessed or the location of the assessment

involve a strong element of OH & S or environmental risk
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.
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)

 PART 2
INFORMATION SHEET 1.2-1

Trainees’ Design
Learning objectives:
After reading this INFORMATION SHEET, YOU MUST be able to identify
the factors to be considered in developing training design.
• In LO1 you learned how to develop materials to determine training
characteristics and needs. The Competency Standards which is the
main basis of Competency-Based Training was discussed so that you
will be able to determine the competencies required of your
qualification. The assessment criteria is also the basis for assessing
the skills of a trainee during the pre-assessment and in recognizing
prior learning.

In this lesson, we will discuss the factors that we should consider when
designing a training program so that we make our session plan .
training
> is a set of a systematic
processes designed to meet
learning objectives related to
trainees' current or future jobs.
These processes can be grouped
into the following phases; needs
analysis, design, development,
implementation, and evaluation.
The phases are sequential, with
the outputs of the previous phases
providing the inputs to those that
follow.
Training design
> is a systematic process that is employed to develop
education and training programs in a consistent and reliable
fashion.

Instructional design
> (also called Instructional Systems Design (ISD)) is the practice of creating
"instructional experiences which make the acquisition of knowledge and
skill more efficient, effective, and appealing." The process consists broadly
of determining the current state and needs of the learner, defining the end
goal of instruction, and creating some "intervention" to assist in the
transition. There are many instructional design models but many are based
on the ADDIE model with the five phases:
Analysis
> Analyze learner characteristics, task to be learned, etc. Identify
Instructional Goals, Conduct Instructional Analysis, Analyze Learners and
Contexts

Design
> Develop learning objectives, choose an instructional approach Write
Performance Objectives, Develop Assessment Instruments, Develop
Instructional Strategy

Development
> create instructional or training materials
Design and selection of materials appropriate for learning activity, Design
and Conduct Formative Evaluation
Implementation
> deliver or distribute the instructional materials

Evaluation
> make sure the materials achieved the desired goals Design and
Conduct Summative Evaluation

The analysis of the CS is a very important step in the design of

your training program. In the analysis you need to establish the
following:
1. The main skill to be mastered;

2. The learning contents of the competencies

including the underpinning knowledge and skills.

3. Assessment criteria for the skill to be mastered.

In the structure of the CS, each competency was divided into

learning outcomes. Learning outcomes describe the task needed to
complete the competency. You should always establish the main
competency and the tasks involved.
• In analyzing the assessment criteria of the Learning Outcome
always look for the task to be mastered. Combining the tasks of the
Los and the underpinning skills would complete the competency.

Designing your training session would involve developing

learning objectives, choosing an instructional approach, develop
assessment instruments and develop instructional strategy. In
making your design you should consider the following:

1. Characteristics of your trainees – basic characteristics that

maybe potential barriers in training should be identified and
addressed on a trainee per trainee basis when planning training
sessions.
2. Adult learning principles – adults learn differently from elementary
and high school students. In choosing your methods and structuring the
training materials therefore, you should consider how adult trainees learn

3. Learning styles of your trainees – varied learning styles would

require variations in the methodologies to be employed with CBT. Your
training design should be able to provide learning activities for every
trainee considering his learning style.
 Applying the principles of adult learning

Learner Motivation
* Adults must want to learn
In addition to communicating the learning objectives we need to
show how the learner and their work will benefit from the training.

• Use overviews to engage the learner

• State benefits in the outline of each topic and including learning
activities that reinforce the benefits
• Providing self assessments as a prelude to the module or topic
• Create personas to assist you to focus on the learners
 Applying the principles of adult learning

Learning orientation
* Adults will learn only what they feel they need to learn
Adults must feel the things they are learning are relevant and will be
useful. So make the links to the work they are doing or could be doing in
the future by:
• Including examples and case studies on how others have
used the knowledge or skills
• Provide opportunities for the learner to control their learning
environment
• Using a problem – solution approach
 Applying the principles of adult learning

experience

* Adults learn by comparing past experience with new

experience

* Adults bring to a wealth of experience and knowledge into their learning

activities. When they learn something new most check how this fits in or
is different from what they already know

* In developing and using learning materials we should devise way

to tap into this knowledge and to provide frameworks or models that
assist the learner to establish relationships between what they know
and the new knowledge or skill
 Applying the principles of adult learning

Orientation to Learning

* Adults need immediate feedback concerning their

progress

* We need to provide opportunities for learners to track their progress

and to get constructive feedback on their learning. Providing self
assessment questionnaires or check lists and quizzes are useful
techniques for learners to track their progress. Make sure answers are
readily available.
 Applying the principles of adult learning

Orientation to Learning

* Adults want their learning to be practical

* Adult interest in learning surges when we can provide exercises that

provide the experience of applying a new concept or skill to a ‘real
life’ situation.

* Try to provide opportunities for learners to link their learning with

people, issues or activities in their lives.
 Applying the principles of adult learning

Dispositional barrier

* Adults try to avoid failure

* Adults often perceive the trial and error approach to learning as too
risky and resist exploring this approach to learning. This is especially
true if the person has experienced learning difficulties in the past.
Consider the learners fears and emotional safety when developing
training or learning activities. Ensure the ‘real’ consequences of failure
are low. Begin with easy learning activities and build complexity once
learners have experienced success.
 Why determine current competencies?

Orientation to Learning

* Adults do not all learn the same way

* Adults have their own styles of learning. So ensure the design of

your program and the way you write learning materials features
activities, content and language that appeals to a broad range of
learning styles. Use visual auditory and kinesthetic language.
Include graphics and diagrams. Consider using role plays, case
studies, games, simulations, essays and readings etc.
 Why determine current competencies?

When planning your training session, consider the following

deductions:

• People will learn more effectively when using their preferred style

• People improve their capacity to learn when they can expand

their preferences

• When learning materials and activities accommodate a range of

preferences, more learners will be successful

• Training materials can be developed that appeal to learning

preferences
 Why determine current competencies?

* In making your session plan you combine knowledge of competencies, content,

learning outcomes, instructional techniques and learning activities. Putting these
together into a structured training program is a challenge for trainers
* Robert Gagné’s (1999) model useful in providing a structured approach
of learning. This provides a nine steps that can assist you in your plan:

1. Gain Attention – to orientate and motivate the learner

2. Inform Learners of Objectives – to guide learners and to assist
them to organize their thoughts around what they are about to learn
3. Stimulate Recall of Prior Knowledge – because adults learn by
establishing relationships with what they know and a new knowledge or
skill
 Why determine current competencies?
When planning your training session, consider the following
deductions:
4. Present the material – in a way that appeals to the different learning
preferences and is easy to digest
5. Provide guidance for learning – by providing opportunities to
integrate new information into their existing knowledge base
6. Elicit performance – by providing safe opportunities to practice
7. Provide feedback – to reinforce or correct learning
8. Assess performance – learners should be given the opportunity for
assessment to gain recognition of their success in learning
9. Enhance retention and transfer – by encouraging learner to plan the
application of what they have learnt
 Information Sheet 1.2 2

Training delivery
modes and
methods
Learning objectives :

After reading INFORMATION SHEET, YOU MUST be able to:

1. enumerate the training delivery modes recommended for use in CBT;

2. differentiate the training methods

* In the design of training program, there are 5 steps: analysis, design,
development, implementation and evaluation. Analysis and design were
discussed in the previous information sheet. In designing your training program
it is very important that you choose effective training delivery modes and
methods. In this information sheet we shall discuss training modes and
methods. You should be able to choose training modes and methods
appropriate for the knowledge content and skills to be trained in your
competencies.

* In Philippine TVET, we are required to follow the competency-based training

approach. To be able to employ this approach the training regulations
recommends training modalities.
Training delivery modes

The competency-based TVET system recognizes various types of

delivery modes both on and off-the-job as the learning is driven by the
competency standards specified by the industry. The following training
modalities may be adopted when designing training programs

1. The dualized mode training delivery is preferred and

recommended. Thus, programs would comprise both, in-school and in-
industry trainings or fieldwork components. You may refer to the Dual
Training System (DTS) Implementing Rules and Regulations for the
details.
Training delivery modes

2. Modular/self-paced learning is a competency-based training

modality where the trainee is allowed to progress at his own pace. The
trainer just facilitates the training delivery.

3. Peer teaching/mentoring is a training modality where fast

learners are given the opportunity to assist the slow learners.

4. Supervised-industry-training or on-the-job training is a training

approach designed to enhance the knowledge and skills of the trainee
through actual experience in the workplace. It, also,enables the
trainee to acquire specific competencies prescribed in the training
regulation.
Training delivery modes

5. Distance Learning is a formal education process in which majority of

the instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, audio, video or
computer technologies.

Training delivery methods consist of the techniques and materials used by

trainers to structure or design learning experiences. Different training delivery
methods may be better or worse at achieving various learning objectives

There are three categories of learning objectives: knowledge, skills,

and attitudes (KSAs)
KCAs
Knowledge objectives are of three types: declarative, procedural, and
strategic.

Declarative knowledge is the person's store of factual information.

Procedural knowledge is the person's understanding about how and

when to apply the facts.

Strategic knowledge is used for planning, monitoring, and revising

goal-directed activities.

A skill reflects one's proficiency at specific tasks such as operating a

piece of equipment, giving a presentation, or making a business
decision.
The various training delivery methods can be divided into cognitive and
behavioral approaches:

Cognitive methods provide information, maybe in oral or written form,

demonstrate relationships among concepts, or provide the rules for how to
do something. They stimulate learning through their impact on cognitive
processes and are associated most closely with changes in knowledge
and attitudes.

Conversely, behavioral methods allow the trainee to practice behavior in

a real or simulated fashion. They stimulate learning through experience
and are best at skill development and attitude change.
Training Methods:

- Lecture - Modular self-paced

- Role Playing - Debate

- Group Discussion - Demonstration

- Forum - SLE

- Buzz Group - Practice

- Brainstorming - Public Speaking

- Case Study - Study Circle

- Field Trip
Active Lecture (With questions and discussions):

• Used to present information and ensures that it is understood and

remembered.

• Questions allow for involvement of participants and clarification of points

made.

• It is flexible and informal, avoids boredom and takes advantage of

experience and different backgrounds.

• It needs a confident and effective trainer to respond to questions and keep

discussion in course.
 * Modular self-paced method requires a trainee to read and follow
instructions on a Competency Based Learning Material and learns on his own
pace. The CBLM should be carefully crafted materials that can help the trainee
learn both knowledge and skill.

* This method requires the trainer to have a complete CBLM and other learning
materials.

Debate
• Used to examine alternative views on a contentious subject, to give
practice in preparation and presentation of such views.
• It is done through alternating one-way communication by a series of
speakers on a set topic.
• There is no guarantee, however, of materials being adequately covered.
• GROUP SIZE CAN BE ANY SIZE.
Group discussion
• Uses active involvement of participants in the learning process.

• Improves self confidence and takes advantage of existing knowledge

and experience of group.

• Stimulates group to think, question, and express themselves and to

clarify their problems and ideas.

• Done through interactive situation, usually with appointed leader, there

is a set topic, main points and conclusions are usually reported back to
large group.

• GROUP SIZE IS FROM 6-10 PARTICIPANTS

Forum
• Used to present a range of expert’s opinion on a topic, and interaction
between conflicting views.

• This provides information and stimulates interest in a topic.

• Here, experts seat in front of a group and present their views

consecutively.

• It uses one-way communication; although; occasionally questions

maybe addressed to the panel.

• It is difficult to ensure balance of views and needs a competent

chairperson.
Buzz Group
• Usually used in conjunction with structure to sound out interest, views,
opinions in any audiences.

• Involves everyone. Breaks up lecture, increases participant activity and

alertness

• This maybe used to provide feedback

• After a segment of information presentation, the lecturer asks participants

to talk among themselves for a short time (no more than 5 minutes) in
response to a question or topic he/she presents

• SIZE IS USUALLY 3 OR 4 PARTICIPANTS

 Brainstorming

• Used to develop creative thinking. Maybe used as part of a planning exercise

or to get ideas in order to solve a problem.

• All participants contribute their ideas on a subject or problem.

• All ideas are recorded. Participants are urged to be as open as possible.

• Contributions are not discussed or evaluated until recording stage is complete.

• As to its limitation, may ideas may not be subsequently used, it is necessary to

be critical on some suggestions, needs time for full process to occur.
Case Study
• Provides discussion and aids understanding of real issues, aids listening and
discussions skills. Helps in problem analysis.

• Provides participants with learning which maybe directly applied to a similar

situation in their work.

• Detailed information about a situation or event which illustrates a particular

problem is necessary. The group addresses the problem in any way which
they feel, constructive.

• This however needs careful preparation. A case may not be relevant to

everyone. Participants and contributions vary. It is time-consuming and careful
guidance and intervention maybe required.
• GROUP SIZE SHOULD BE 3-6 MEMBERS.
Role Playing
• It is the best-known way to help participants both experience certain
feelings and practice certain skills.

• You can set up a dramatic situation in which participants are required

to confront someone else and then discuss the feelings generated by
the role-playing experience.

• In addition, you can design a role-playing exercise to enable

• participants to practice constructive methods of confrontation.

 Field Trip

• Field work, site work, outside visit

• Allows participants to observe the operation of an activity or process on site

and record their observation for later analysis

Demonstration
• Used to explain and demonstrate a process or skills, so that each group
member can understand and reproduce the action.

• Immediate practice is a necessary part of this technique;

otherwise, the process or skill maybe forgotten.
Structured Learning Exercise
• Exercises are used to simulate real-life situations or incidents in order to
highlight interaction and group process or to focus on problem solving.

• The purpose, structure and operation of exercise are outlined by the

trainer.

• Roles of various participants are described and allocated to various

people.

• Observers may be appointed, recording of the activity is vital and the

trainer usually does not intervene during operation.

• Review and evaluation form a critical part of the learning process.

Practice
• Used to provide learners with an opportunity to demonstrate their
mastery of new skills or knowledge in a real life situation

Public speaking
• Every time a participant is called to present or offer to say something in
front of the other participants, it is actually public speaking.

• This does not make it an easy skill to perform. Besides, different people
have different ways to communicate. The bottom line is that, if a person
feels confident when addressing a crowd, he or she usually
communicates more effectively.

• This confidence can be enhanced through practice

Study Circle
• When a group of workers decide that they want to study or learn from
each other’s experience, they form a study circle.

• The group can meet in private homes in the workplace or in any private
function room (secluded area). The circle assigns a study circle leader
who is responsible for minutes and organizing of the meetings.
Guiding principles in method selection
• A method suitable in one situation may not be appropriate in another.

• The value of a method and the quality of tools used depends on how it is
applied.

• Methods must complement one another.

Training Advantage Limitations Tips for
method Improvement

Lecture * Is time- efficient for * Lack of active * Build interest

addressing a subject and Use a lead-off story or
Involves imparting imparting a large amount of * Participation interesting visual that
information through information quickly Facilitation centered, captures audience’s
the spoken word, essentially one-way attention.
sometimes * Facilitates structuring the learning
supplement ed with presentation of ideas and * Present an initial case
audio or visual aids information * No way to use problem around which the
experience of group lecture will be structured.
* Allows the facilitator to
members
control the classroom by * Ask participants test
directing timing of questions questions even if they
Is ideal for factual topics * Can be limited by have little prior
facilitators’ perception of knowledge to motivate
experience them to listen to the
lecture for the answer.
Training Advantage Limitations Tips for
method Improvement

Small group * Can be done any time and * Strong personalities can * Outline the purpose of
discussion anywhere dominate the group. the discussion and write
questions and tasks
is a group of no * Allows two-way * Some group members clearly to provide focus
more than 7 communication can divert the group from and structure.
participants who its goals.
discuss and * Lets group members learn * Establish ground rules
summarize a given each other’s views and * Some participants may (e.g., courtesy, speaking
subject or theme. sometimes makes consensus try to pursue their own in turn, ensuring
The group selects a easier everyone agrees with
agenda.
chairperson, a conclusions) at the
recorder, and/or * Allows group members to beginning.
take on different roles (e.g., * Conflicts can arise and
someone to report be left unresolved.
to plenary leader, recorder) to practice * Allow enough time for
facilitation techniques all groups to finish the
* Ideas can be limited by task and give feedback.
* Involves active participation participants’ experience
and prejudices. * Announce remaining
time at regular intervals
Training Advantage Limitations Tips for
method Improvement

Role-play * Helps start a discussion * Possibility of *Structure the role-play

misinterpretati on well, keeping it brief and
is an imitation of a * Is lively and participatory, clear in focus.
specific life situation breaking down barriers and * Reliance on goodwill and
that involves giving encouraging interaction trust among group * Give clear and concise
participants with members instructions to
details of the * Can help participants participants.
“person” they are improve skills, attitudes, and * Tendency to oversimplify
asked to play perceptions in real situations or complicate situations * Carefully facilitate to
deal with emotions that
* Is informal and flexible and arise in the follow-up
requires few resources discussion.

* Is creative * Make participation

voluntary.
* Can be used with all kinds
of groups, regardless of their
education levels
Training Advantage Limitations Tips for
method Improvement

Case study * Allows rapid evaluation of * Sometimes not all * Make the situation,
trainees’ knowledge and trainees participate. event or incident real and
Pairs or small skills focused on the topic.
groups are given,
orally or in writing, a * Provides immediate * Initiate with simple case
specific situation, feedback studies and gradually add
event, or incident more complex situations.
and asked to * Increases analytical and
analyze and solve. thinking skills * Speak or write simply.

* Is the best realistic

alternative to field practice
Training Advantage Limitations Tips for
method Improvement

Demonstration * Provides a step-by-step * Explain different steps

process to participants of the procedure.
The trainer performs
a specific operation * Allows immediate practice * Demonstrate an
or job, showing and feedback inappropriate skill, then
others how to do it. an appropriate skill, and
The participants, * Checklist can be developed discuss the differences.
then, practice the to observe participants’
task. progress in acquiring the * Return appropriate
skill demonstration by
participants and give
feedback.

* Practice.
Selecting training methods (instructional techniques)

• There is no best way to help people learn.

• Take these 8 factors into consideration when choosing training

methodology/instructional techniques (Robinson 1979; Apps
1991;

1. Learning outcomes/objectives

• Acquiring new knowledge?

• Enhancing thinking skills?

• Developing psychomotor skills?

• Or changing attitudes, values and/or feelings?

2. Trainers (instructor)
• Are they capable of using the method?
• Are they comfortable doing so?

3. Content
• Is the content abstract or concrete?
• How complex and comprehensive is the
material?
4. Participant
• How many participants are there?
• What are their characteristics?
• Are they capable of learning through those techniques? ?
5. Training techniques
• What can realistically be done with the techniques?
• How difficult are the techniques to use?

6.Time
• What time or period is available?

7. Cost
• Are the costs associated with the techniques realistic?

8. Space, equipment, and materials

• Are these all readily available?
JEAN MURIEL OCON JOHN MICHAEL CANTILLAS ALTHEA ELUMBA KEVIN HACILDO

TRICIA MAE DIVINA RALPH JUSTINE SACUEZA ZAIRHON DELACRUZ MARK DANIEL SANCHEZ

ZEDRICK JAMES DELACRUZ MEYAGI CABRERA NICOLE JEAN INDAB