Facilitate Learning Sessions

Competency-Based Learning Materials
Facilitating
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LearningSessions
National TVET Trainers Academy
Technical Education and Skills Development Authority ISBN
978-971-95388-1-3 000-0000-00-0 April 2012
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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
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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. : [email protected]
Date Developed:
CBLMs on Trainers July 2010
Document No. Issued by:
Methodology I
Date Revised:
NTTA Page i of x
March 2012
Facilitating Learning
Redilyn C. Agub Revision # 01
Sessions
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HOW TO USE THIS COMPETENCY BASED LEARNING
MATERIALS
Welcome to the module in Facilitating Learning Sessions. This module
contains training materials and activities for you to complete.
The unit of competency "Facilitate Learning Sessions" contains knowledge, skills
and attitudes required for TRAINERS METHODOLOGY LEVEL I.
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. Information Sheets consists of
learning contents that you need to learn. Each Information sheet has a learning
objective that you need to attain while reading the Information Sheets. After each
Information Sheet is a Self-Check that will help you test yourself if you have attained
the learning objectives.
Task Sheets and Job Sheets are activity sheets that will help you practice the
skills previously discussed in the Information Sheets or demonstrated by your trainer.
A Performance Criteria Checklist is provided with the Task Sheets and Job Sheets
which will allow for self evaluation or peer evaluation. This Performace Criteria may be
used by your trainer to evaluate your performance. Follow these activities on your own.
If you have questions, don’t hesitate to ask your trainer for assistance.
The goal of this course is the development of practical skills. To gain these skills,
you must learn basic concepts and terminology. For the most part, you'll get this
information from the Information Sheets and TESDA Website, www.tesda.gov.ph
This module was prepared to help you achieve the required competency, in
"Facilitating Learning Sessions".
This will be the source of information for you to acquire knowledge and skills in
this particular competency independently and at your own pace, with minimum
supervision or help from your instructor.
Remember to:
∙ Work through all the information and complete the activities in each section.
∙ Read information sheets and complete the self-check. 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. OutputsDate Developed:
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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.
Date Developed:
Methodology I
Date Revised:
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TRAINERS METHODOLOGY LEVEL 1
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

Planning Training Sessions TVT232301
1. Plan Training
Sessions
TVT232302
2. Facilitate Learning
Sessions Facilitating Learning Sessions
TVT232303
3. Supervise Work-Based
Learning Learning
Supervising Work-Based
5. Maintain Training Facilities
4. Conduct Competency
TVT232304 6. Utilize Electronic
Assessment
Conducting Competency
Assessment
TVT232306
Maintain Training Facilities TVT232305
Utilizing Electronic Media in
Media in Facilitating
Facilitating Training
Training
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Table of Contents
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL .............................................................................. i List of
Competencies..............................................................................................................................................iii Table of
Contents....................................................................................................................................................v MODULE
CONTENT ................................................................................................................................................vi
LEARNING OUTCOME #1 Prepare Training Facilities/Resources............................................................................. 1

Learning Experiences............................................................................................................................................. 3
Information Sheet 2.1-1 The Principles of Competency Based Training ........................................................... 4 Self-Check
2.1-1 ........................................................................................................................................... 7 Answer Key
2.1-1......................................................................................................................................... 8 Information Sheet 2.1-2
Characteristics of CBT ............................................................................................... 9 Self-Check 2.1-2
..........................................................................................................................................12 Answer Key
2.1-2........................................................................................................................................13 Information Sheet 2.1-3
Principles of Adult Learning .....................................................................................14 Self-Check 2.1-3
..........................................................................................................................................16 Answer Key
Delivery Plans..........................................................................................................18 Self-Check 2.1-4
..........................................................................................................................................24 Answer Key
Learning Stations.....................................................................................................26 Self-Check 2.1-5
..........................................................................................................................................28 Answer Key
Training Activity Matrix ...........................................................................................30 Self-Check 2.1-6
..........................................................................................................................................33 Answer Key
2.1-6........................................................................................................................................34 Task Sheet 2.1-6 Prepare
Training Matrix ......................................................................................................35 Performance Criteria Checklist
2.1-6...........................................................................................................36
LEARNING OUTCOME #2 Conduct Pre-assessment................................................................................................37

Learning Experiences............................................................................................................................................38
Information Sheet 2.2-2 Recognition of Prior Learning ..................................................................................39 Self-Check
2.2-1 ..........................................................................................................................................42 Answer Key
Pre-assessment........................................................................................................44 Self-check
2.2-2...........................................................................................................................................49 Answer Key
2.2-2........................................................................................................................................50 Job Sheet 2.2-2 Conduct
Pre-assessment........................................................................................................51 Performance Criteria Checklist
2.2-2...........................................................................................................53
LEARNING OUTCOME #3 Facilitate Training Session .............................................................................................54

Learning Experiences............................................................................................................................................56
Information Sheet 2.3-1 Competency Based Training Delivery .......................................................................58 SELF-CHECK
2.3-1........................................................................................................................................63
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Answer Key 2.3-1........................................................................................................................................64 Job
Sheet 2.3-1 Prepare a Demonstration-Performance Method Training Session .........................................65 Information
Sheet 2.3-2 Feedback Mechanism ..............................................................................................66
Self-Check 2.3-2 ..........................................................................................................................................73 Answer
Key 2.3-2........................................................................................................................................74 Information Sheet
2.3-3 CBT Monitoring Tools...............................................................................................76 Answer Key
2.3-3........................................................................................................................................81 Task Sheet 2.3-3a
Prepare Progress Chart......................................................................................................82 Task Sheet 2.3-3b Prepare
Achievement Chart...............................................................................................84 Performance Criteria
2.3-3b........................................................................................................................85 Information Sheet 2.3-4 The
Competency Based Training Procedures............................................................86 Self-Check 2.3-4
..........................................................................................................................................91 Self-Check 2.3-4
..........................................................................................................................................92 Job Sheet 2.3-4 Facilitate
Training Session ...................................................................................................93 Performance Criteria Checklist
2.3-4...........................................................................................................94 Information Sheet 2.3-5 Focused Group
Discussion ........................................................................................95 Self-Check 2.3-5
........................................................................................................................................101 Answer Key
2.3-5......................................................................................................................................102 Job Sheet 2.3-5
Focused Group Discussion fo Facilitate Learning Session .....................................................105 Performance Criteria
Checklist 2.3-5.........................................................................................................106
LEARNING OUTCOME #4 Conduct Competency Assessment................................................................................107

Learning Experiences..........................................................................................................................................108
Information Sheet 2.4-1 Institutional Competency Evaluation .....................................................................109 Job Sheet
2.4-1 Conduct Institutional Competency Evaluation .....................................................................113 Performance Checklist
2.4-1 .....................................................................................................................114
LEARNING OUTCOME #5 Review Delivery of Training Session.............................................................................116

Learning Experiences..........................................................................................................................................117
Information Sheet 2.5-1 CBT Review and Evaluation....................................................................................118 Self-Check
2.5-1 ........................................................................................................................................123 Answer Key
2.5-1......................................................................................................................................124 Information Sheet 2.5-2
PRE-TEST POST-TEST Analysis ................................................................................125 Self-Check 2.5-2
........................................................................................................................................136 Answer Key
2.5-2......................................................................................................................................137 Task Sheet 2.5-2 Analyze
pre-test/post test results......................................................................................138 Performance Criteria Checklist
2.5-2.........................................................................................................139 Information Sheet 2.5-3 Training Evaluation
Analysis..................................................................................140 Self-Check 2.5-3
........................................................................................................................................150 Answer Key
2.5-3......................................................................................................................................151 Job Sheet 2.5-3 Analyze
Training Evaluation ................................................................................................152 Performance Criteria Checklist
2.5-3.........................................................................................................153 Information Sheet 2.5-4 Training Session
Adjustment..................................................................................154 Self-Check 2.5-4
........................................................................................................................................155 Answer Key
2.5-4......................................................................................................................................156
Date Developed:
Methodology I
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MODULE CONTENT
Qualification Title : Trainers Methodology Level I
Unit of Competency : Facilitate Learning Sessions
Module Title : Facilitating Learning Sessions
Introduction
This unit covers the knowledge, skills and attitude required in facilitating
learning session in trainers methodology level I. This module includes facilitating
learning session in the delivery of TM I, such as preparing the workshop venue and
resources needed in facilitating learning session. This also include the learning on how
to conduct effective learning session.
Learning Outcomes :
Upon completion of this module , you must be able to:
1. Prepare training facilities/resources
2. Conduct pre-assessment
3. Facilitate learning sessions
4. Conduct competency assessment
5. Review training delivery
Assessment Criteria:
1. Appropriate training facilities/resources are prepared based on the session
requirement.
2. Learning stations are prepared & set-up according to learning activities.
3. Tools and equipment are prepared and set-up according to learning
activities
4. Pre-assessment instruments are prepared in accordance with the number of
learners.
5. Contents and procedures of pre-training assessment are explained
according to guidelines.
6. Evidence is gathered using the assessment tools specified in the evidence
plan.
7. Evidences are evaluated and feedback are discussed based on the
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results of the pre-training assessment.
8. Current competencies and prior learning are determined and credited.
9. Characteristics and profile of learners are established. 10.
CBT delivery system is explained to the learners
11. Appropriate training methods are used based on the level and
characteristics of the learners.
12. Learning session is conducted according to session plan 13.
Learners are assisted to achieve session outcomes.
14. Enough opportunities to participate in the session are provided for the
learner
15. Works and learning activities are monitored based on training plan.
16. Feedback are provided to improve learners competence.
17. Learners records are maintained and stored according to institutional
policy
18. Competency assessment procedures is explained to the learners according
to guidelines
19. Competency assessment tools, materials and equipment are provided to
the learners.
20. Evidences are gathered and documented using relevant assessment
tools
21. Appropriate feedback mechanism is used to inform learner of his/her
progress
22. Assessment results are documented and records are and kept in
according to guidelines
23. Appropriate training session evaluation instruments are used.
24. Interpretations are made on the results of training session evaluation.
25. Adjustments on training session are made based on the results of
evaluation.
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LEARNING OUTCOME #1 PREPARE TRAINING
FACILITIES/RESOURCES
CONTENTS:
1. The Principles of Competency Based Training
2. Characteristics of CBT
3. Principles of Adult Learning
4. Delivery Plans
5. Learning Stations
6. The Training Activity Matrix
ASSESSMENT CRITERIA:
1. Appropriate training facilities/resources are prepared based on the session
requirement
2. Learning stations are prepared & set-up according to learning activities
3. Tools and equipment are prepared and set-up according to learning activities
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
Computer
LCD
2. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Power point Presentation
3. TRAINING MATERIALS
Competency Based Learning Materials
Bond Paper
Competency Standards
Training Regulations
Competency Based Curriculum
Labels
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ASSESSMENT METHOD:
Evaluation of Outputs(Portfolio)
Questioning
Written Test
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Learning Experiences
Learning Outcome 1
Prepare Training Facilities/Resources
Learning Activities Special Instructions
1. Read Information Sheet 2.1-1 on the
Principles of Competency-Based Training The Competency Facilitate
2. Answer Self-Check 2.1-1 delivery of
Learning Sessions deals with the
Compare answers to Answer Key 2.1-1
Competency-Based Training
(CBT).
Characteristics of CBT 4. Answer the preparation of the workshop,
training
Self-Check 2.1-2
This Learning Outcome will discuss
resources and the training
Principles of Adult Learning 6. activity matrix which are essential
Answer Self-Check 2.1-3 in the delivery of CBT.
The Information Sheets
gives you information on the
7. Read Information Sheet 2.1-4 on Delivery
Plans delivery.
8. Answer Self-Check 2.1-4 The Training Activity Matrix
training principles in the CBT
is the output of this LO.
This matrix should more or
Learning Stations workshop. It shall be used as one of
your portfolio for your Institutional
10. Answer Self-Check 2.1-5
less how CBT will flow in your
Competency Evaluation for
Facilitate Learning
Training Activity Matrix 12. Answer Feel free to ask for the guidance of
Self-Check 2.1-6 your facilitator as you undergo the
learning
Sessions.
Compare answers to Self-Check 2.1-6
activities outlined for you on
13. Perform Task Sheet 2.1-6 on how to
the left column.
prepare the Training Activity Matrix
Evaluate output using the Performance
Criteria Checklist 2.1-6
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Information Sheet 2.1-1
The Principles of Competency Based Training
Learning Objectives:
After reading this Information Sheet, you should be able to:
1. enumerate the 10 principle of CBT
2. explain the principles of CBT
Competency Based Training (CBT) is a training delivery approach that focuses
on the competency development of the learner as a result of the training.
Competency Based Training emphasizes on what the learner can actually do;
focuses on outcomes rather than the learning process within specified time; is
concerned with the attainment and application of knowledge, skills and attitude to a
specific level of competency.
CBT is based on the following basic principles:
1. The training is based on curriculum developed from the competency
standards;
The trainer should be aware that all training activities are done towards the
attainment of the assessment criteria set in the competency based curriculum.
2. Learning is modular in its structure;
One competency is generally considered as one module. Since learning is
modular in instruction, a trainee should be competent in the module currently being
trained before going to the other competency. Competency Based Learning Materials
are prepared per competency which shall serve as the main material and guide in
training. Information in the attainment of
knowledge and skills are provided for in the CBLM. In case other training materials
such as videos, computer-based learning materials and other references are needed,
the CBLM usually gives direction on how these materials can be accessed and used.
3. Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
Trainees are treated as individual learners with different characteristics, learning
styles and training needs. The sessions should therefore provide for varied activities,
employing different methods of training. Considering that trainees are being trained
simultaneously on different competencies, activities should always allow trainees to
work independently or in small groups with minimum supervision. Learning Materials
should provide for self-evaluation or peer evaluation so that
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immediate feedback on the performance of each trainee is sought for in every learning
activity. Answer keys, model answers and performance criteria checklist are very
important tools to attain these objectives.
4. Training is based on work that must be performed;
Training is always based on actual industry practices. Training should provide
for a simulated work environment.
5. Training materials are directly related to the competency standards and
curriculum modules;
The Competency Based Learning Materials used during the training should
conform to the competency based curriculum and the competency standards. The
trainer should always check his session plans and CBLMs to make sure that all
assessment criteria are attained. The Competency Standards always provide the
minimum requirements of the competency. A
trainer should always aim for the attainment of every criteria. Enhancements are
also encouraged.
6. Assessment is based in the collection of evidence of the performance of
work to the industry required standard;
Assessment is done to test whether the trainee is able to perform the job based
on the required criteria in the competency standards. This should be done before a
trainee can advance to another competency. A carefully prepared Institutional
Evaluation Tool should be used to assess the competency of the trainee. In CBT, grades
are the not the basis of his competency; it is based on the satisfaction of the
criteria/evidences which are collected through an institutional competency evaluation.
7. Training is based both on and off the job components;

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

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

Trainees do not need to wait for others to be competent before he can exit either
a competency or the qualification. Fast learners may graduate faster than others.
10. Training programs are registered with the UTPRAS.
All programs should be registered to the Unified TVET Program Registration and
Accreditation System. UTPRAS registratrion assures the quality of training.
The competency-based TVET system recognizes various types of delivery
modes, both on and off-the job as long as the learning is driven by the competency
standards specified by the industry. The following training modalities may be
adopted when designing training programs:
The dualized mode of training delivery is preferred and recommended. Thus
programs would contain in-school and in-industry training or fieldwork components.
Details can be referred to the Dual Training System (DTS) Implementing Rules and
Regulations.
Modular/self-paced learning is a competency-based training modality
wherein the trainee is allowed to progress at his own pace. The trainer just facilitates
the training delivery.
Peer teaching/mentoring is a training modality wherein fast learners are
given the opportunity to assist the slow learners.
Supervised industry training or on-the-job training is an approach in training
designed to enhance the knowledge and skills of the trainee through actual experience
in the workplace to acquire specific competencies prescribed in the training
regulations.
Distance learning is a formal education process in which majority of the
instruction occurs when the students and instructor are not in the same place.
Distance learning may employ correspondence study, or audio, video or computer
technologies.
Project-based instruction is an authentic instructional model or strategy in
which students plan, implement and evaluate projects that have real applications.
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Self-Check 2.1-1
TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is not
correct.
1. In CBT, the trainer is a facilitator.
2. Competency Based Learning Material is a must in CBT.
3. Supervised Industry Training is a must in CBT.
4. In peer teaching, fast learners are the trainer/facilitator of training.
5. Multiple entry and multiple exit means a trainee can enter a class in any
time he wishes and learns in his own pace.
6. Assessment is always done after every activity.
7. The Job Sheet is a tool used to assess the competency of a trainee.
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Answer Key 2.1-1
1. True
2. True
3. False
4. False
5. False
6. False
7. False
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Characteristics of CBT
After reading this INFORMATION SHEET, you should be able to enumerate and
explain the characteristics of CBT.
CBT has distinct characteristics as a delivery approach. These characteristics make it
very appropriate in training skills. Information in this information sheet will serve as a
guide for you when facilitating a learning session
Characteristics of CBT
According to Foyster (1990), Delker (1990) and Norton (1987) there are a number
of characteristics of competency-based programs. Key characteristics are summarized
as follows:
∙ Competencies are carefully selected.
∙ Supporting theory is integrated with skill practice. Essential knowledge is
learned to support the performance of skills.
∙ Detailed training materials are keyed to the competencies to be achieved and are
designed to support the acquisition of knowledge and skills.
∙ Methods of instruction involve mastery learning, the premise that all participants
can master the required knowledge or skill, provided sufficient time and
appropriate training methods are used.
∙ Participants’ knowledge and skills are assessed as they enter the program and
those with satisfactory knowledge and skills may bypass training or
competencies already attained.
∙ Learning should be self-paced.
∙ Flexible training approaches including large group methods, small group

activities and individual study are essential components.
∙ A variety of support materials including print, audiovisual and simulations
(models) keyed to the skills being mastered are used.
∙ Satisfactory completion of training is based on achievement of all specified
competencies.
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Implications for Using CBT
In a 1990 study of three operating competency-based programs, Anthony
Watson identified a number of implications for organizations considering
implementing a CBT system:
∙ Organizations must be committed to providing adequate resources and training
materials.
∙ Audiovisual materials need to be directly related to the written materials.
∙ Training activities need to match the objectives.
∙ Continuous participant interaction and feedback must take place.
∙ Trainers must be trained to conduct competency-based training courses.
∙ Individuals attending training must be prepared for CBT as this approach is likely
to be very different from their past educational and training experiences.
Advantages and Limitations of CBT
One of the primary advantages of CBT is that the focus is on the success of each
participant. Watson (1990) states that the competency- based approach “appears
especially useful in training situations where trainees have to attain a small number of
specific and job-related competencies” (page 18). Benefits of CBT identified by Norton
(1987) include:
∙ Participants will achieve competencies required in the performance of their
jobs.
∙ Participants build confidence as they succeed in mastering specific
competencies.
∙ Participants receive a certificate of achievement for every competency they have
achieved.
∙ Training time is used more efficiently and effectively as the trainer is a facilitator
of learning as opposed to a provider of information.
∙ More training time is devoted to working with participants individually or in
small groups as opposed to presenting lectures.
∙ More training time is devoted to evaluating each participant’s ability to perform
essential job skills.
While there are a number of advantages of competency-based training,
there also are some potential limitations. Prior to implementing CBT, it is
important to consider these limitations:
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∙ Unless initial training and follow up assistance is provided for the trainers, there
is a tendency to “teach as we were taught” and CBT trainers quickly slip back
into the role of the traditional teacher.
∙ A CBT course is only as effective as the process used to identify the
competencies. When little or no attention is given to identification of the
essential job skills, then the resulting training course is likely to be ineffective.
∙ A course may be classified as competency-based, but unless specific CBT
materials and training approaches (e.g., learning guides, checklists and
coaching) are designed to be used as part of a CBT approach, it is unlikely that
the resulting course will be truly competency-based.
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Self-Check 2.1-2
TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is not correct.
1. In CBT, learning is self-paced.
2. CBT is dependent on the Training Regulations.
3. The availability of training materials limits the efficiency of CBT. 4.
Learning activities in CBT is always individualized.
5. The trainer is the provider of information in CBT.
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Answer Key 2.1-2
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. FALSE
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Principles of Adult Learning
After reading this information sheet, you should be able to enumerate and
explain the principles of adult learning.
Trainees of TVET are generally adults. In planning and delivery of training
therefore, you should consider this principles so that appropriate activities and
materials are prepared and used during the delivery of training.
Key Characteristics of Adult learner

Adult learners desire that learning be:
∙ relevant;
∙ task-oriented;
∙ participatory (two-way communication);
∙ friendly (controlled stress, positive feedback);
∙ varied (demonstrations, case-studies, role play; not just lectures); and
∙ built on past experience.
These characteristics are based on the following eight principles of adult learning
(Sullivan et al 1995):
∙ Learning is most productive when the student is ready to learn. Although
motivation is internal, it is up to the trainer to create a climate that will
nurture motivation.
∙ Learning is most effective when it builds on what the student already
knows or has experienced.
∙ Learning is most effective when students are aware of what they need to
learn.
∙ Learning is made easier by using a variety of training methods and
techniques.
∙ Opportunities to practice skills initially in controlled or simulated
situations (e.g., through role play or use of anatomic
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models) are essential for skill acquisition and for development of skill
competency.
∙ Repetition is necessary to become competent or proficient in a skill.
∙ The more realistic the learning situation, the more effective the learning.
∙ To be effective, feedback should be immediate, positive and

nonjudgmental
Training delivery is based on different principles of education and training. As a
trainer, should have a clear understanding of these principles and the characteristics
of your trainee so that you can provide activities most appropriate to them. Integrating
these principles of education and training should make your training more efficeint
and most effective.
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Self-Check 2.1-3
TRUE OR FALSE
Write TRUE if the statement is correct and FALSE if the statement is not correct.
1. Repetition is needed when training adults.
2. Demonstration of skill is needed by adults in order to learn skills. 3.
Demonstration is the only method appropriate for adult learners. 4.
Adult learners do not like feedback coming from the trainer. 5. The
trainer in CBT should be a person of authority.
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Answer Key 2.1-3
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. FALSE
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Delivery Plans
After reading this INFORMATION SHEET, you should be able to:
1. enumerate and explain important activities that a trainer should do to
make facilitation of learning effective.
2. outline the 9 events of instruction and
3. describe how the nine events of instruction are being done to ensure
efficient learning
CBT is a learner-centered and a learner based approach to training. The

delivery should, however, be well-prepared and well-planned for it to become effective
since it is different from the traditional approach that trainees experienced from their
education outside of TVET.
This information sheet provides you with trainers’ guides to make teaching and
learning more effective using the Competency-Based Training delivery approach.
These guides will help you plan the delivery of training.
Your role as a trainer in CBT is more of a facilitator. More than a presenter of
contents, you serve as a guide that teaches trainees how to learn. You should seek
and provide suitable opportunities, resources and guidance to your trainees. The
success of the teaching-learning activities depends very much on how you have
prepared and how you delivered. “If the learner have not learned, it’s because you
have not prepared and failed to perform your role.”
The following activities will useful guides for a facilitator like you:
Explain the objectives and the outcomes of the training

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

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

The TNA forms you developed in the module Plan Training Sessions should be
used to know the learning styles, capabilities and aptitudes of your individual
trainees. This will help you select the right methods and materials to be used by the
individual trainee. Since CBT is individualized learning, a method for one trainee may
not be appropriate for the other. Inappropriate method used may have adverse effects
on your trainees.
Use training equipment and materials correctly

Training equipment when used correctly adds value and efficiency in the
learning experiences. When they see and actually practice proper use of these
equipment, their learnings will be enhanced. Visuals and other learning materials
should be properly used and reviewed so that they can be enhanced periodically.
Provide frequent advice and feedback to facilitate the learning process

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

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

Monitoring achievements of trainees is a very important aspect of the delivery
of training. Your role as a trainer here is to see to it that the activities and
requirements are properly sequenced and accomplished to achieve outcomes desired.
Recording of accomplishments would motivate trainees to achieve learning outcomes
based on standards set. If the trainees sees that you are closely monitoring their
achievements, this will give them the signal that you are serious about your set goals
and standards in the training program.
You can establish the trainee’s readiness for assessment only if you monitor
achievements of your individual trainee.
As a guide, the nine events of instruction should be considered when planning
for delivery of training.
The Nine Events of Instruction

In 1965, Robert Gagné published The Conditions of Learning, which identified the
mental conditions for learning. These were based on the information processing model
of the mental events that occur when adults are presented with various stimuli.
Gagné’s theory stipulates that there are several different types or levels of learning and
that each specific type requires unique types of instruction.
1. Gain attention
The first step is to arouse the student’s interest with novelty or surprise. You
may also want to appeal to the learner by asking questions, so that they will be
further motivated to engage with the content.
In CBT, it is then essential to gather trainees every morning to achieve this
purpose. Orientation every start of the competency is also an essential part of the
training in order to motivate trainees to learn and achieve learning outcomes.
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2. Inform learner of objectives
It is important to inform the learner of the expectations that you have of them.
This will help reduce anxiety in students who would otherwise not know what they
should be studying.
During the morning activities trainees are reminded of the overall goal of their
training as well as the objectives of the days activities. Since they are working on
different competencies and different activities, the Competency Based Learning
Material should have objectives, learning objectives for Information Sheets and
Performance Objectives for the activities that need practice of skill.
3. Stimulate recall of prior learning

Trainees, especially adult learners, retain concepts and new information better if
the concepts are related to something they already know. In this way, they can make the
connection to their personal experiences and the learning will be more meaningful.
This step is essentially the recall and rejoinder. The facilitator should be able to
point out the interconnection between the concepts previously learned to the skill that
needs to be practiced and the importance of single tasks with the bigger Job that
needs to be honed. Relationship of the competency to the overall qualification should
also be emphasized to motivate trainees to learn all concepts and skills of the
qualification.
4. Present stimulus material
At this point in the learning process, the content is presented to the students.
For the student to retain information it is preferable that the content be organized
into meaningful chunks, and that a variety of methods appealing to all learning
styles be used. Using examples and real-life situations is also a great way to enhance
the retention of information, as learners can apply the material to their own life
experiences and internalize the content.
Contents that are directly related to the attainment of the learning outcomes
are carefully selected.
5. Provide learner guidance
Communication between the instructor and the learner is an essential means of
providing guidance. Not only does communication help the learner stay on track, but it
also ensures that the instructor has an idea of how the trainees are doing.
This step is the development of the lesson. Different methodologies should be
prepared by the trainer to capture the trainees with different learning styles.
Trainers should provide every opportunity for trainees to
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actually see how skills are done. Actual demonstration of skills either by the trainer,
by advanced students or through video presentations are essential methods in the
acquisition of skills.
Step number 4 and 5 are carefully planned in the session plan. These steps
are dependent on what content is presented and what method of training is
employed. It is recommended that methods should vary depending on the learning
styles of the trainee. These would allow learning to fit to the trainee and would
provide for self-paced learning.
6. Elicit performance
The contents in your session plan is classified as knowledge based and skills
based. Contents that are classified as knowledge are practiced through the self-checks
or through face to face questioning depending on the the method used. For modular
self-paced method, self-shecks are provided every after Information Sheet to provide
frequent and immediate practice.
Skills that need to be practiced are presented in the CBLM as Task Sheets for
single Tasks, Operation Sheet for the operation of equipment and Job Sheets for
combination of tasks and operations required in performing a Job which usually
requires an output or a service.
7. Provide feedback
Immediate, frequent and continuous feedback is essentially additional
guidance. If the learner has not yet grasped a concept or idea, this is the time to
provide more information and different examples.
In CBT, you provide feedback for the practice of knowledge using the
self-check answer keys. Asking trainees to check their own answers against a key
would allow self-paced learning of knowledge.
While practicing skills, the trainees should be able to check against standards
whether he is doing the skill as required. The performance criteria checklist is a list of
required standards for judging both performance and outputs. Instruct your trainees
to always check the criteria while they are practicing. When they are confident that
they can perform the task based on set criteria, the trainee should be instructed to let
you check his performance. During this time, additional feedback can be provided by
you.
8. Assess performance
Assessment should be a very important step in the teaching learning process.
In CBT it is recommended that written test, performance test and interview are the
methods of assessment for every competency learned. Assessment should cover the
four dimensions of competency – task skills, task management skills, job role and
environment and contingency management skills.
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9. Enhance retention and transfer
Learning should not stop with the institutional competency evaluation.
Integration of knowledge learned from other competencies to skills in the other
competencies of the qualification should be provided to enhance retention and
transfer.
Providing for supervised industry training or On-the-Job training would be a
very important practice.
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Self-Check 2.1-4
Ordering: Arrange the following events in its correct sequence by rewriting them on
your answer sheet.
1. Gaining attention
2. Stimulating recall of prior learning
3. Informing the learner of the objective
4. Providing learner guidance
5. Providing Feedback
6. Assessing performance
7. Eliciting performance
8. Presenting the stimulus
9. Enhancing retention and transfer
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Answer Key 2.1-4
1. Gaining attention
2. Informing the learner of the objective 3.
Stimulating recall of prior learning 4.
Presenting the stimulus
5. Providing learner guidance
6. Eliciting performance
7. Providing Feedback
8. Assessing performance
9. Enhancing retention and transfer
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Learning Stations
Learning Objective:
After reading this INFORMATION SHEET, you should be able to identify
different set-up appropriate for the competencies of your qualification.
Learning station set-up is essential in training. In this lesson you will identify
learning stations appropriate for the acquisition of skills in each competency of your
qualification. Learning station set-up will depend on the skills to be practiced and the
activities to be performed.
Reading Area
Reading modules to acquire knowledge, for example, would only need the CBLM, a
table and chairs which are located in the components of the your workshop such as the
Learning Resource Area. The Computer Area may also provide additional reading materials
which can be searched from the internet or a part of your e-Learning Materials.
Simulators
Norton (1987) believes that participants in a competency-based training course
should learn in an environment that duplicates or simulates the work place. Richards
(1985) in writing about performance testing indicates that assessment of skills
requires tests using simulations (e.g., models and role plays) or work samples (i.e.,
performing actual tasks under controlled conditions in either a laboratory or a job
setting). Finally, Delker (1990) in a study of business and industry found that the best
approach for training involved learner-centered instruction using print, instructional
technology and simulations.
Training simulators or mock-ups – this learning stations should closely
micmic or model the equipment and materials that are usually in a work area. You
should be able to identify what simulators needs to be set- up so as to provide actual
practice of skills within a competency.
The number of simulators or mock-ups will depend on the number of
machines used in your qualification.
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Role-play Area
Role-play areas should mimic the actual work area. As in a restaurant, the
essential parts and workstation arrangements should be a prime consideration in
setting-up the role-play area. The role-play area may not be the set-up of a whole
restaurant but the area where a Task is being done, as in serving a guest, including
the furnitures and other utensils should be physically present in order that the
performance of the trainee will not be limited by the absence of these materials.
Benchwork Area
Some qualifications would require a benchwork area to be set-up. This maybe
the common area where benchwork maybe done before the actual performance of a
task, operation or a job.
Other learning stations maybe set-up depending on the need of the qualification
you are teaching. Always consider setting-up at least one learning station particularly
for each competency. As much as possible avoid using the same station for two or
more competencies. Duplication of workstations or mock-ups is recommended to
allow trainees to have more practice of the skills.
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Self-Check 2.1-5
Multiple Choice:
1. Which of the following learning station is used when the use of a machine
is necessary?
Role-play area
Reading area
Simulation area
Bench work area
2. Which of the following area is most appropriate when you need to practice
customer service?
Role-play area
Reading area
Simulation area
Bench work area
3. Which of the following learning stations will you set-up when a trainee
needs to learn the knowledge aspect of your competency?
Role-play area
Reading area
Simulation area
Bench work area
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Answer Key 2.1-5
1. C
2. A
3. B
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Training Activity Matrix
After reading this Information Sheet you should be able to:
1. Plan the activities of each trainee using the training activity matrix 2.
Prepare training facilities and resources for training sessions
Training Facilities/Resources
In LO 5 of the Module on Planning Training Session you learned how to make an
inventory of your training resources and how to layout your workshop and your training
facilities. You also learned how to organize these resources for easy access and
maintenance. In this module, you will learn how to prepare training facilities and
resources based on session requirements.
In this section we will discuss how you will prepare the training facilities and
resources for your sessions for ease of access and use.
Your shop layout specified locations for your CBT areas and the learning stations
for each competency. Resources were also specified in your Job Sheets. These are your
reference materials in preparing them for your training sessions. Since your trainees
are working with different competencies at the same time, you should design a way
such that materials needed by trainees for their learning activities can easily be
accessed. This is the reason why each instructional sheet should have a list of training
Facilities and Resources. This will be the main basis for the preparation of training
materials for the day or the session.
Proper scheduling and management is the answer for the use of limited
equipment. The trainer should therefore schedule training activities based on both
current competencies of trainees and the availability of training resources making
sure that no trainee is idle.
The following Training Activity Matrix is recommended to schedule and monitor
the use of the facilities and resources. This Training Activity Matrix should work hand
in hand with your session plan. The session plan is a plan for the whole qualification
and for trainees with different learning styles while the training activity matrix is a
daily plan which will show the activities of each trainee.
This Matrix is a monitoring tool of trainees’ activities for the trainer. The Vocational
Instruction Supervisor and the administrators may also look for this matrix when
monitoring competency based trainings. This matrix, along with a well-prepared
session plan, is a good indicator that the training
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being implemented is using the CBT approach. The trainer may print a copy of this
plan or he may keep it to his computer. It is recommended that this matrix is
updated daily.
Training Activity Matrix
Venue
Date &
Training Activity Trainee Facilities/Tools and
Equipment Time Remarks
(Workstation/
Area)
Prayer
Recap of Activities 8:00 AM
to 8:30
Unfreezing Activities All AM
trainees
Feedback of Training
Rejoinder/Motivation observations
on the
(List down all
Facilities/Tools
(Specific Activities of and Equipment Name of progress of
each Trainee for the day here) needed for the each trainee for the day will be
Workstation1 written here observations
workstation and
(Specific Activities of activities here)
each Trainee here)(List down all Facilities/Tools on the progress of
and Equipment each trainee
Name of
needed for the Facilities/Tools
Workstation 2 for the day will be
workstation and written here
activities here)
observations on the
(List down all
each Trainee for the day here) each trainee for the day will be
needed for the written here
Workstation 3 (List down all
workstation and Facilities/Tools observations on the
activities here)
each Trainee for the day here) Workstation 4 each trainee for the day will be
needed for the workstation and written here
activities here)
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Guidelines in making the Training Activity Matrix
1. Write the training activities for the session based on training needs and on
trainee’s chosen competency.
2. Based on the instructional sheet needed in the activity (Job Sheet, Task
Sheet, and Information Sheet) list down the facilities/Tools and Equipment
needed for the activity. The inventory of training supplies, tools, equipment
and facilities is very useful when planning for the activities of trainees in a
class.
3. Instructional Sheet number should be specific.
4. Trainees should not be crowding in a workstation/area. Limit the number
of trainees to 5 and below per work station/learning area.
5. Ensure full utilization of equipment/work area. Avoid limited number of
equipments to be idle to prevent crowding of trainees.
6. Date and time of use should be specified.
7. Remarks should be made on the activity of each trainee. This will be your
guide in planning for the activities of your trainees the next sessions. You
may include the following remarks “for assessment”, “to be assisted by
(name of a peer mentor)”, “needs more practice of Job Sheet #” and any
other comments pertaining to the training of each trainee.
8. The number workstations will vary depending on the number of
workstations in the CBT Layout. Number of workstations may also be
dependent on the number of mock-ups per competency.
It is recommended that this training matrix be accomplished as guide in

scheduling trainees every training session. This is an additional tool in monitoring
trainee’s activities and the use of facilities, tools, supplies and materials.
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Self-Check 2.1-6
TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is not
correct. Write your answers in your answer sheet.
1. The Training Activity Matrix is updated daily.

2. The session plan is a plan prepared daily.
3. Activities in the Matrix are different from the activities in the session plan.
4. The Matrix is a monitoring tool for the trainees.
5. The Matrix is used to schedule the use of equipment.
6. Limited number of equipment maybe allowed to idle when no trainees need
the equipment.
7. More than 5 trainees maybe scheduled in a workstation during a group
work.
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Answer Key 2.1-6
1. True
2. False
3. False
4. False
5. True
6. False
7. False
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Task Sheet 2.1-6
Title: Prepare Training Matrix
Performance Objective:
Given a qualification of your choice, you should be able to prepare a training
matrix for a day of Competency-Based Training session.
Supplies/Materials : a template for Training Matrix Equipment : PC,

printer with ink
Steps/Procedure:
This activity is an implementation of the materials you prepared in Plan Training
Session. You should have the following with you when preparing this Matrix.
a. CBT layout
b. Inventory of Training Materials
c. Session plans
1. Determine the workstations in your workshop.
2. Secure a copy of the template of the Training Activity Matrix. 3.
Fill-up the column on Workstations.
4. Determine the activities to be done on each workstation. Write them down
on the column for activities.
5. Fill-up the column of Materials needed based on the activity and the
inventory of training materials. Be sure that materials are available. In case
materials are needed in 2 different workstations, you should schedule the
time of its use. Write the time down on the column for date and time.
6. Consider the use of the material in case the same is used for assessment.
Assessment should also be an activity to be scheduled.
7. Write the names of the trainees on the column for Trainees. You should have
at least 15 to 25 trainees.
8. Fill-up remarks column.
Assessment Method:
Portfolio Evaluation using the Performance Criteria Checklist, Questioning
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Performance Criteria Checklist 2.1-6
CRITERIA YES NO
Training activities are based on the activities in the session plan
Instructional sheets needed for the activity have specific number
All equipment, facilities, supplies and materials listed in the instruction
sheets are reflected in the specified column
Not more than 5 trainees are in a station/area at one time
Total number of facilities listed should not exceed the number of the
specific tool, materials or facilities in the inventory
Date and time of use is specified
Number of workstations reflects that in the CBT Layout
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LEARNING OUTCOME #2 CONDUCT PRE-ASSESSMENT
CONTENTS:
Recognition of Prior Learning
Pre-assessment
1. Pre-assessment instruments are prepared in accordance with the number of
applicants
2. Context and procedures of pre-training assessment are well explained
according to guidelines.
3. Evidence is gathered using the assessment tools specified in the evidence
plan.
4. Evidences are evaluated and feedbacks are discussed based on the results of
the pre-training assessment.
5. Current competencies and prior learning are determined and credited.
6. Characteristics and profile of learners are evaluated.
CONDITION:
EQUIPMENT
Computer
LCD
White board
CD
RPL Materials
Bond Paper
Competency Standards
ASSESSMENT METHOD:
1. Demonstration & Oral Questioning
2. Written Test
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Learning Outcome 2
Conduct Pre-assessment
Learning Activities Special Instructions 1. Read Information

Sheet 2.2-1 on the
This learning outcome will
Recognition of Prior Learning 2. deal with your practice on how to use
the forms prepared in Plan Training
Answer Self-Check 2.2-1
Sessions to recognize prior
learning of trainees and to
3. Read Information Sheet 2.1-2 on Pre-
assessment characteristics.
4. Answer Self-Check 2.2-2 You will be asked to use a
establish their training needs and hypothetical data to
produce your output in Job
Sheet 2.2-2.
5. Perform Job Sheet 2.2-2 on how to
Conduct Pre-assessment
Demonstration of this skill
Evaluate performance using Performance
Criteria Checklist Evaluation for Facilitate Learning
will be a part of your performance test Session.
during the Institutional Competency
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After reading this INFORMATION SHEET, you should be able to: 1.
define RPL;
2. enumerate the advantages of RPL;
3. determine evidences of competency; and
4. identify the criteria for assessing evidences of prior learning.
Before starting training, you should recognize prior learning of your trainees
so that skills previously learned will not be trained anymore. Training should focus
on the things that are not yet known by the trainee. This will make CBT more
interesting to your trainees.

Recognition of Prior Learning (RPL) refers to the acknowledgement of skills and
knowledge held as a result of formal training, work experience and/or life
experience.
Recognition of prior learning or experience is a form of assessment used to determine
whether a person has achieved, through informal and formal learning and experience,
the required competence for entry and/or credit in a recognised course or training
program. (Rumsey 1994, p.15)
RPL is an essential component of competency-based training. It focuses on
current competency standards gained by individuals through:
∙ Work experience
∙ Life experience
∙ Formal training
∙ Informal training
Advantages of RPL
∙ RPL allows you to complete formal education in a shorter period of time
and at less cost.
∙ RPL means that you do not have to repeat or waste time learning what
you have already learned.
∙ RPL increases your career and education options through recognized skills
and knowledge.
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∙ RPL allows for fairer access to studies that you wish to undertake.
Evidences for RPL
A trainee needs to provide sufficient evidence of his knowledge and skills by
submitting relevant documents and/or materials. The integrity of the RPL process
cannot be compromised, therefore the burden is on the trainee to supply as much
evidence as possible but it is with the trainer to confirm trainee’s competence.
Evidence could consist of any or all of the following:

∙ formal statements of results
∙ examples of work or resources which you have produced ∙
performance appraisal reports
∙ references from current or previous employers
∙ position descriptions/job role
∙ details of formal training, seminars, conferences and workshops you have
attended
∙ which are relevant to this qualification
∙ certificates of participation/achievements/awards/letters of
commendation
∙ video tapes, tape recordings and/or photographs of work activities
∙ specific details of work and/or participation in projects ∙ written
testimonials from managers or colleagues
∙ written validation from workplace supervisor
∙ documented workplace demonstration
RPL assessment
The process includes an assessment of skills and knowledge against the
elements and performance criteria of the relevant unit. Trainee’s competence will be
assessed against the following six criteria.
∙ Authenticity Does the trainee have evidence of his skills and knowledge?
(Include formal qualifications, position descriptions, references and any
other material to support the claim. The evidence must be authenticated by
the appropriate authority.)
∙ Currency Are the skills and knowledge used in the work force now?
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∙ Quality Are the skills and knowledge at a standard appropriate for current
requirements as per Competency Standards?
∙ Relevance Are the skills and knowledge relevant to the particular
qualification?
∙ Transferability Are the skills and knowledge gained elsewhere relevant to
the particular qualification?
∙ Validity Can the applicant demonstrate a skill required for the course?
(This may be necessary for practical units.)
The perceived benefits of RPL for participants:

∙ formal recognition of work and life skills
∙ elimination of redundant learning
∙ reduction in time spent in college
∙ boosted self-esteem
∙ more rapid access to higher paid and higher status jobs
The perceived benefits for the Training Institution:

∙ avoidwasting resources on retraining students who already ∙ possess
relevant skills and experience
∙ maximising places for those people who need training ∙ in the
longer term, closer liaison with industry
The perceived benefits for employers:

∙ speedier training of employees
∙ continuity of staff
∙ more effective and efficient use of skills in the industry resulting in a
balance between labour supply and demand
∙ employees'study leave requirements and time away from the workplace
being kept to a minimum
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Self-Check 2.2-1
Matching Type:
Match the questions on the column A to the criteria for assessing evidences on the
Column B. Write the letter of your choice on your answer sheet.
particular qualification?
3. Are the skills and knowledge at a
standard appropriate for current
Column A requirements as per Competency
Standards?
1. Are the skills and knowledge used 4. Can the trainee demonstrate a
in the work force now? skill required for the competency?
2. Are the skills and knowledge 5. Does the trainee have evidence of
gained elsewhere relevant to the his skills and knowledge?
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relevant to the particular Methodology Level I
qualification? Date Revised:
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C. Transferability D. Quality
E. Currency
F. Validity
G. Reliability
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Answer Key 2.2-1
1. A
2. C
3. D
4. F
5. A
6. B
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Pre-assessment
After reading this information sheet you should be able to:
1. identify and explain the purposes of pre-assessment;
2. enumerate the materials needed for pre-assessment.
In LO 1 of the module for Planning Training Sessions you were able to prepare
the gathering tools to determine trainee’s characteristics and their training needs. In
this module you will use the pre-assessment tools you prepared in Plan Training
Session.
Pre-assessment is a very important process in CBT. This is very critical for the
identification of training needs and appropriate methods of training for each
individual trainee.
Purposes of pre-assessment
The following are some of the purposes of pre-assessment:
1. To determine trainee’s characteristics
Trainee’s characteristics are inputs in the preparation and scheduling of the
activities of each trainee. Training methods appropriate for the trainee will be
dependent on his characteristics and learning styles. In the Plan Training
Session, you were asked to prepare the Data Gathering Instrument for
Trainees Characteristics. This should be administered to each trainee for
reference.
2. To recognize prior learning
CBT recognizes prior learning. This is especially important when planning the
learning activities of each trainee. A pre-assessment is necessary to recognize the skills
that are already learned previously through training or experience of the trainee.
Before recognizing the prior learning however, pre-assessment should be done. It is
recommended that the following methods of assessment shall be done to ensure that
prior knowledge are recognized:
a. Self-assessment (use Form 4.1)
b. Portfolio assessment (use Form 4.2)
c. Interview (use the institutional competency evaluation tools) After the
self-assessment and portfolio assessment, it is necessary to
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make sure the trainee has a prior learning for recognition. If in doubt about the
portfolio submitted, the ultimate test is to let him demonstrate the skill. Before the
demonstration however, it is more cost efficient to interview the trainee to
establish the possibility that he can demonstrate. The Institutional Competency
Evaluation Tool is the best source of the interview questions since these questions
were based on the evidence plan.
d. Demonstration method (use the institutional evaluation tools)
The ultimate test of competency is demonstration of skills.
The Institutional Competency Evaluation Tool is most
appropriate for this purpose.
Note: A Certificate of Achievement should be awarded to a trainee who has prior
learning. The Certificate is the proof of recognizing the prior learning.
3. To determine training needs (use Form 4.3 & Form 4.4)
After assessing the skills of the trainee, Forms 4.3 and 4.4 are used. This
will summarize the training needs of each trainee.
Pre-assessment Activities
1. Determine the time for each student to accomplish all forms. Write them
down on the board before the pre-assessment starts.
Nitko(2001, p.117) provides some estimates of time to complete various types
of questions for junior and senior high school students. Oosterhof(2001, p. 117),
gives similar estimates but indicates poor readers might need more time.
Type of Test Time to finish a question True-False 15-30 seconds

Multiple Choice(recall questions that
30-60 seconds
are brief)
More complex multiple choice 60-90 seconds
Multiple choice problems with
2-5 minutes
calculations
Short answer(one word) 30-60 seconds
Short answer(longer than one word) 1-4 minutes
Matching(5 premises, 6 responses) 2-4 minutes
Short essays 15-20 minutes
Data analyses/graphing 15-25 minutes
Drawing models/labeling 20-30 minutes
Extended essays 35-50 minutes
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2. Explain the purpose of the pre-assessment which are the following: a.
To determine the learner’s characteristics
b. To determine current competencies
c. To recognize prior learning
d. To determine training needs
e. The data gathered will be used to adjust learning methods,
facilities/resources to fit individual training needs
3. Plan adjustments for trainees special needs such as the following:
i. Providing written instructions for students with hearing problems
ii. Using large print, reading or recording the questions on audiotape
(The student could record the answers on tape.)
iii. Having an aide or assistant write/mark the answers for the student
who has coordination problems, or having the student record the
answers on audiotape or type answers
iv. Using written assessments for students with speech problems
v. Administering the test in sections if the entire test is too long.
vi. Asking the students to repeat the directions to make sure they
understand what to do
vii. Starting each sentence on a new line helps students identify it as a
new sentence Including an example with each type of question, showing
how to mark answers
4. Check to see that directions for marking or scoring (point values, etc.)
are included with each type of item.
5. Decide if students are to mark answers on the test, use a separate answer
sheet, or use a blank sheet of paper.
6. Make an answer key. (This is easy to do as you write the questions.)
7. Prepare the following forms for the pre-assessment for each student:
∙ Form 4.1
∙ Form 4.2
∙ Form 4.3
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∙ Form 4.4
∙ Questionnaire for determining learner’s characteristics
Pre-assessment
Before the pre-assessment
∙ Written Pre-assessment Instrument (pre-test)
A trainer’s test administration procedures can have great impact on trainee’s test
performance. As you will see in the guidelines below, test administration involves more
than simply handling out and collecting the test.
1. Avoid instilling anxiety
2. Give as many of the necessary oral directions as possible before distributing
the tests, but keep them to a minimum.
3. Explain the purpose of the test.
4. Give test-taking hints about guessing, skipping and coming back, etc.
5. Tell students the amount of time allowed for the test. You may want to put
the length of time remaining for the test on the board. This can be changed
periodically to help students monitor their progress. If a clock is prominently
available, an alternative would be to write the time at which they must be
finished.
6. Tell the students how to signal you if they have a question.
7. Tell the students what to do with their papers when they are finished (how
papers are to be collected).
8. Tell the students what they are to do when they are finished, particularly if
they are to go on to another activity (also write these directions on the
chalkboard so they can refer back to them).
9. Rotate the method of distributing papers so you don't always start from
the left or the front row.
10. Make sure the room is well lighted and has a comfortable temperature.
11. If a student is absent, write his/her name on a blank copy of the test
as a reminder that it needs to be made up.
During Pre-assessment
1. Distribute the following:
a. Data Gathering Tool for Trainees Characteristics
b. Form 4.1
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c. Form 4.2
2. Ask trainees to fill-up the questionnaire and forms. Time allotment is to
be determined by the trainer.
3. Administer the pre-test.
After the Test

1. Collect the test paper and answer sheets immediately after a trainee finishes.
2. Check the answers of the pre-test. This will be one of your basis in assigning
trainees in their work stations. This is also an input for the RPL.
3. Base on the data collected from Form 4.2 and the pre-test scores,
determine trainees who possibly have RPL.
4. Set a schedule for interview and demonstration for trainees who are
candidates for RPL.
5. After the interview and demonstration of skill, recognize prior learning by
awarding Certificate of Achievement.
6. Record results to the progress chart.
7. Identify individual training needs using Form 4.3 and 4.4.
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Self-check 2.2-2
Identification: Identify the words or group of words described by the phrases. Write
your answers on your answer sheet.
________________1. The form that is used to determine learners characteristics which

is adminstered during pre-assessment
________________2. The form that is used for self- assessment ________________3.
The form used to collect data on the profile of the trainee
________________4. The form where the trainee writes the evidences of his
competency.
________________5. The test given during pre-assessment to measure prior learning
of trainees.
________________6. The form that summarizes the trainee’s training needs
________________7. Three forms that are needed as bases for recognition of prior
learning.
________________8. It is the proof that prior learning was recognized.
Enumeration: Enumerate the purposes of pre-assessment 1.

_______
2. _______
3. _______
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Answer Key 2.2-2
Identification:
1. Gathering Tool for Trainees Characteristics 2.
Form 4.1(Self Assessment Form)
3. Trainee’s Profile
4. Form 4.2
5. Pre-assessment
6. Form 4.4
7. Form 4.1, 4.2, 4.3
8. Certificate of Achievement
Enumeration:
1. recognition of prior learning
2. gather trainees characteristics
3. establish training needs
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Job Sheet 2.2-2
Title: Conduct Pre-assessment

Performance Objective: Given the TNA instruments, you must be able to:
1. conduct pre-training assessment and
2. produce the following:
a. Pre-assessment result
b. Individual trainee’s characteristics
c. Individual Trainee’s training needs
Supplies/Materials : TR and CBC

Equipment : PC, printer with ink
Steps/Procedure:
1. Get copies of the pre-assessment instrument of the qualification
assigned to you, Forms 1-4 you developed in LO1 of Plan Training and
the Gathering Instrument of Trainees’ Characteristics.
2. Prepare copies enough for every trainee.
3. Distribute the following:
a. Data gathering tool for trainee’s characteristics
b. Form 4.1 and 4.2
4. Orient the trainees on the following:
b. Purpose for collecting the data through these forms and
questionnaire
c. Instruction on how to accomplish the form
5. Let trainees accomplish the forms.
6. Collect the forms for analysis.
7. Administer the pre-test
7.1 Distribute the test papers and answer sheets.
7.2 Orient the trainees on the following:
a. Purpose of the test
b. Type of test
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c. Test instructions
d. Time allotment
e. Scoring
7.3 Solicit feedback from trainees about instructions to ensure of their
understanding.
7.4 Be at the testing room all the time as the test is going on to assist
trainees.
7.5 Collect the test papers and the answer sheet.
8. Check the answers for pre-test.
9. Score each paper.
10. Secure 3 filled-up forms (Form 4.1 & 4.2) from your trainer. This will
be the basis for your analysis in preparing the training needs of your
trainees.
11. Based on the Self-assessment Form (Form 4.1) and the Validation of
Competency Evidences (Form 4.2) decide who among the trainees are
qualified for recognition of prior learning (RPL).
12. Recommend actions on how RPL should be administered to trainees
who are candidates for RPL as per your analysis.
13. Prepare the summary of Current Competencies versus required
competencies(Form 4.3) and the Training Needs Form(4.4) for each
trainee
14. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning
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Performance Criteria Checklist 2.2-2
∙ Scoring?
CRITERIA Prepare the answer key before the
Did you assessment? Check and score the test
Orient the trainees on the following: immediately? Analyze Forms 4.1 and 4.2?
∙ Purposes of the pre-assessment? ∙ Type of
Identify trainees who are candidate for
test? RPL?
∙ Instructions
YES NO
∙ Time allotted for the test?
Recommend methods of assessment for trainees who are candidate for
RPL?
Prepare Form 4.3 and 4.4 for each trainee?
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LEARNING OUTCOME #3 Facilitate Training Session CONTENTS:
1. Competency Based Training Delivery
2. Feedback Mechanism
3. CBT Monitoring Tools
4. Competency-Based Training Procedures
5. Focused Group Discussion
1. CBT delivery system is explained to the learners
2. Appropriate training methods are used based on the level and characteristics of
the learners.
3. Learning session is conducted according to session plan 4. Learners
are assisted to achieve session outcomes.
5. Enough opportunities to participate in the session are provided for the
learner
6. Works and learning activities are monitored based on training plan.
7. Feedback are provided to improve learners competence.
8. Learners records are maintained and stored according to institutional policy
CONDITION:
EQUIPMENT
Computer
LCD
White board
CD
Tapes
Learning Packages
Bond Paper
Ball pens
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Manuals Portfolio
Competency Standards Written Test
ASSESSMENT METHOD:
Demonstration & Oral Questioning
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Learning Outcome 3
Facilitate Training Session
Learning Activities Special Instructions

Competency-Based Training Delivery This learning outcome
2. Answer Self-Check 2.3-1 competency-
deals on your practice in delivering
Compare answers with Answer Key 2.3-1
based training.
3. Perform Job Sheet 2.3-1 on how to prepare
You shall use the tools
a Demonstration-Performance Method
and plans that you
Training Session
prepared in Plan Training Sessions to be
Evaluate performance using the performance
able to deliver CBT.
criteria checklist following:
Your delivery shall consist of the
4. Read Information Sheet 2.3-2 on Feedback
Mechanism ✔ Pre-assessment ✔ Orientation ✔
Training ✔ monitoring ✔ Evaluation
A video of a sample
6. Read Information Sheet 2.3-3 on CBT
Monitoring Tools you by your facilitator. You may view
it on your laptop or on the LCD
7. Answer Self-Check 2.3-3 projector.
demonstration shall be provided to
Outputs of this LO aside
8. Perform Task Sheet 2.3-3a on how to
from the actual delivery
prepare the progress chart of your
qualification ✔ achievement chart ✔ progress chart
shall be the following:
Evaluate performance using performance
criteria checklist ✔ minutes of the meeting for the FGD
9. Perform Task Sheet 2.3-3b on how to prepare the
achievement chart of your
qualification In some learning activities you need to
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Evaluate performance using the performance
create a small group of
criteria checklist alternately act as
at most 5 members who shall
10. Read Information Sheet 2.3-4 on
trainees and trainers.
Competency-Based Training Procedures
You will need your
11. Answer Self-Check 2.3-4 in all of the learning activities of
overall understanding of CBT approach
this Learning Outcome.
12. Perform Job Sheet 2.3-4 on how to
facilitate training session facilitator for guidance.
Feel free to consult your
Evaluate performance using the performance criteria
checklist
13. Read Information Sheet 2.3-5 on Focused Group
Discussion
15. Perform Job Sheet 2.3-5 on how to undergo focus
group discussions
Evaluate performance using performance criteria
checklist
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Competency Based Training Delivery
Learning Object: After reading this INFORMATION SHEET, YOU MUST be able to:
1. illustrate the sequence of activities in a CBT workshop;
2. enumerate the roles of the trainer;
3. enumerate the roles of a trainee; and
The Module on Planning Training Session presents your session plan which is a
documentation of how you will be undergoing the training. In this module, Facilitating
Learning Session you will be implementing your plan. However, before the sessions,
different learning management tools should be prepared to help you manage your
learning session.
In CBT approach the trainees are given opportunities to learn in their own pace
but the trainer, like in any teaching-learning approach, is still an integral part in the
success of the trainees. All trainees may require guidance and support to actively
participate in the learning process. It is, therefore, very important for the trainee to
know exactly what you expect them to do.
Review learning
YES
Student enters
program Orientation
Satisfactorily
package
View multi-media
Role of trainer/trainee Administer
RPL/TNA Identify training Needs materials
Instructor Instructor performance
observes rates performance
performed Organize learning Strategy
Competency
NO
Use manuals
Observe Student rates attempts task
demonstration own
Student selects Competency and
Student Have
receive instructions performance competency
enough been
Practice skills in workshop
Administer Learning Agreement Provide Materials achieved?
Receive assistance and feedback EXIT PROGRAM
Introduce CBLM materials
YES
Use of Achievement/ Progress
Report
Competency Based Training Delivery

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

There is always a tendency for you, the trainer, to go back to the traditional
approach of teaching because of the Law or Primacy in learning. That is, the things
that are learned first are very difficult to re-learn but if you are aware of the
advantages of CBT you would be more conscious about this tendency.
The following table differentiates Traditional Approach and CBT Approach.
Traditional Approach CBT Approach
Instructors focus on managing
Trainers focus on managing learning
instruction
Most students enter at about the
Trainees enter various times
same time throughout the year
Students all cover the same material Different trainees may be training for different
occupations within the same
program
Students all proceed from one topic
Each trainee moves on to next task
to the next at the same time only after mastering the task he she is
currently working on.
The instructor controls the learning
Each trainee progresses at his or her
pace own pace
All students are usually tested once Each trainee is tested when ready to demonstrate
mastery
Very little continuous feedback is
Immediate feedback is given to each
given process.
trainee at critical points in the learning
The instructor is involved in teaching
The trainer must be able to answer
only one topic at a time questions on many different tasks each day.
Retesting is discouraged or not
Retesting is encouraged for mastery
allowed at all
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Traditional Approach CBT Approach
Materials, tools and supplies for only
The trainer must see that all materials
one topic are needed at a time. available.
needed for many tasks are readily
The number of students enrolled is
As vacancies are filled, trainees
maximum capacity at the beginning
enrollment remains at maximum
of the year or term and declines to
capacity all year long.
half or less toward the end
Most instruction is delivered by or
The trainer must manage the use of a
dependent upon the instructor materials each day
wide variety of instructional media and
The program is usually closed down
The program usually operates year
or shortened during the summer
round
months.
The instructor controls the sequence
If possible, trainees determine the
in which topics will be covered.sequence of tasks.
The evening program is usually
Day and evening programs both have
separate and distinct from day
access to all learning guides and
program. resources.
Role of the CBT Trainer
Your major role as the trainer is one of “coordinating learning activities” other
than traditional “dispensing of information”. Trainer in a CBT system spend the major
portion of training time giving demonstrations, assigning tasks to students, providing
individual and small group assistance, evaluating trainee’s progress and providing
individual consultation. The following functions outline the role of the trainer in
learner-centered instructional situations.
1. Serves as a team member to determine what is to be learned 2.
Stimulates trainees’ motivation.
3. Manages learning: a consultation rather than a provider of information;
a facilitator of the of the facilitator of the learning
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized plan of study. 8. Installs
confidence in the learner by providing experiences where
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learners may succeed
9. Serves as a model for desirable work habits, attitudes and tasks
performance in the occupational field
10. Spends more time interacting with students on a 1:1 or small group
basis
11. Helps those students who really need help
12. Accepts responsibility along with the student for the tasks learned or not
learned.
Role of the CBT Trainee
Competency Based Training is individualized and “Learner-centered”. Trainees,
therefore, pursue instructions for their personal goals and objectives. The trainee
spends most of his time in directed self-study and practice, supervised by the trainer
who can provide immediate assistance and feedback.
In CBT, Trainees have the following roles:
1. Trainees may select what they want to learn and when they want to learn it,
within reason.
2. Trainees learn at their own rate within program guidelines. They may speed
up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already know. This is
done either through pre-testing or through a review o a task list completed at
another training site.
4. Trainees may choose how they want to learn-individually, on a one
to-one basis, in small group, in large groups or with audio-visuals.
5. Trainees are responsible for what they learn and when they learn it.
6. Trainees decide when they are ready to perform each task or demonstrate
mastery of learning to a job-like level of proficiency before receiving credit
for the task.
7. Trainees help develop personalized prescription for learning worked out
cooperatively and based upon what the students already knows, his preference
for learning, learning style and other needs.
8. Trainees compete against pres job standards and not against other
students and are graded on achievement of the standards or criteria of
each task.
9. Trainees know “up front”, before instruction begins what they are expected
to know and do to complete the program.
10. Trainees evaluate their own progress to see how well they are
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doing.
11. Trainees move freely in the workshop, laboratory and or training center.
12. Trainees know they will be rated mainly on performance, while paper and
pencil tests will be used mainly to check their knowledge of the task.
13. Trainees learn according to their interest, needs and abilities – not
14. according to teacher timelines and expediency.
The diagram on the Competency Based Training Delivery would show how learning
in a CBT approach is undergone. After discussing the Trainer’s and the Trainee’s Role in
the acquisition of learning, the trainee should be oriented on his training environment
which include the workshop, the facilities and the training resources available.
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SELF-CHECK 2.3-1
Identification: Identify which of the following statement is a characteristic of a CBT
approach. On your answer sheet, write down the number of the item which
characterizes CBT.
1. Trainers focus on managing learning
2. Very little continuous feedback is given.
3. As vacancies are filled, trainees’ enrollment remains at maximum capacity all year
long.
4. Retesting is discouraged or not allowed at all
5. The trainer must be able to answer questions on many different tasks
each day.
6. All trainees are usually tested once.
7. Each trainee progresses at his or her own pace
8. Trainees enter various times throughout the year
9. If possible, trainees determine the sequence of tasks.
10. Trainees all proceed from one topic to the next at the same time
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Answer Key 2.3-1
1, 3, 5, 7, 8, 9
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Job Sheet 2.3-1
Job Sheet 2.3-1
Job Sheet 2.3-1
Title: Prepare a Demonstration-Performance Method Title:
Prepare a Demonstration-Performance Method
Title: Prepare a Demonstration-Performance Method Training
Session
Training Session
Training Session
Performance Objective: Given a skill in the qualification assigned to Performance
Objective: Given a skill in the qualification assigned to
Performance Objective: Given a skill in the qualification assigned to you, you
should be able to demonstrate how to use demonstration method
you, you should be able to demonstrate how to use demonstration method
you, you should be able to demonstrate how to use demonstration method in
training following recommended steps.
in training following recommended steps.
in training following recommended steps.
Steps/Procedure:
Steps/Procedure:
Steps/Procedure:
1. Select a skill for demonstration from the skills of the qualification 1. Select a
skill for demonstration from the skills of the qualification
1. Select a skill for demonstration from the skills of the qualification assigned
to you.
assigned to you.
assigned to you.
2. Using the following steps, prepare the plan:
4. Prepare the equipment, facilities, supplies and materials needed 4. Prepare
the equipment, facilities, supplies and materials needed
4. Prepare the equipment, facilities, supplies and materials needed for the
demonstration.
for the demonstration.
for the demonstration.
5. Demonstrate the skill. Explain to trainees how to use the 5. Demonstrate
the skill. Explain to trainees how to use the
5. Demonstrate the skill. Explain to trainees how to use the Performance
Criteria Checklist as a self-evaluation tool or a peer-
Performance Criteria Checklist as a self-evaluation tool or a peer-
Performance Criteria Checklist as a self-evaluation tool or a peer-
evaluation instrument.
6. Select a trainee or a pair of trainees to perform the same skills. 6. Select a
trainee or a pair of trainees to perform the same skills. 6. Select a trainee or a
pair of trainees to perform the same skills. 7. Evaluate their performance
using the Performance Criteria
7. Evaluate their performance using the Performance Criteria
7. Evaluate their performance using the Performance Criteria Checklist.
Checklist.
Checklist.
Assessment Method:
Assessment Method:
Assessment Method:
Portfolio Assessment, Questioning, Demonstration
CBLMs on Trainers
CBLMs on Trainers
July 2010
July 2010
July 2010
Date Developed: Document No. Document No.
Date Developed:
Date Developed: Document No. Issued by:
CBLMs on Trainers
Date Revised:
Date Revised:
Issued by:
Methodology Level I Issued by:
Methodology Level I NTTA Page 65 of 160 NTTA Page 65 of
Methodology Level I
Date Revised:
160 Developed by:
Developed by:
March 2012 Developed by:
March 2012 Sessions
March 2012 Sessions
Facilitating Training Sessions
Facilitating Training NTTA Page 65 of 160
Redilyn C. Agub Revision # 01 Redilyn C.
Agub Revision # 01 Redilyn C. Agub
Revision # 01
Feedback Mechanism
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to: 1.
explain the importance of feedback in effective learning process; 2.
enumerate and explain feedback strategies.
What is Feedback?
Feedback is a dialogue between people which reflects back how another person
sees someone else behavior or performance. As people we get feedback from the way
people react to us. As managers, coaches, trainers and peers we may have more formal
conversations about performance, or how someone could carry out an aspect of their job
role more effectively.
Types of Feedback
Positive Feedback – serves to sustain behavior that is appropriate and
effective.
Negative or coercive Feedback – serves to change behavior that is
inappropriate or ineffective.
Principles in Giving Effective Feedback

∙ Give feedback only when asked to do so or when your offer is accepted.
∙ Give feedback as soon after the event as possible.
∙ Focus on the positive.
∙ Feedback needs to be given privately wherever possible, especially
more negative feedback.
∙ Feedback needs to be part of the overall communication process and
‘developmental dialogue’. Use skills such as rapport or mirroring,
developing respect and trust with the learner.
∙ Stay in the ‘here and now’ don’t bring up old concerns or previous
mistakes, unless this is to highlight a pattern of behaviors.
∙ Focus on behaviors that can be changed, not personality traits.
∙ Talkabout and describe specific behaviors, giving examples where
possible and do not evaluate or assume motives.
July 2010
Date Revised:
March 2012
Developed by:
Sessions
∙ Use ‘I’ and give your experience of the behavior (‘when you said…, I thought
that you were…’).
∙ When giving negative feedback, suggest alternative behaviors.
∙ Feedback is for the recipient, not the giver – be sensitive to the impact of
your message.
∙ Consider the content of the message, the process of giving feedback and
the congruence between your verbal and non- verbal messages.
∙ Encourage reflection. This will involve posing open questions such as:
(a) Did it go as planned? If not why not?
(b) If you were doing it again what would you do the same next time
and what would you do differently? Why?
(c) How did you feel during the session? How would you feel about
doing it again?
(d) How do you think the patient felt? What makes you think that?
(e) What did you learn from this session?
∙ Be clear about what you are giving feedback on and link this to the learner’s
overall professional development and/or intended programme outcomes.
∙ Do not overload – identify two or three key messages that you summarize at
the end.
CBLMs on Trainers
July 2010
Methodology Level I
Date Revised:
Document No.
Issued by:
NTTA Page 67 of 160
Date Developed:
March 2012
Developed by:
Sessions
Feedback Strategies
Characteristics Purpose
Timing For students to get feedback while they are still mindful of the learning
target.
For student to get feedback while there is still time for
them to act on it.
Amount For students to get enough feedback so that they understand what to do
but not so much that the work has been done for them (differs case by case).
For students to get feedback on “teachable moment”
points but not an overwhelming number.
Mode To communicate the feedback message in the most appropriate way.
The following tools provides written feedback about a trainee’s
performance:
Answer Key
Accomplished Performance Criteria Checklist
Evaluative Feedback(Examination Result)
Progress chart
Achievement chart
Trainees record book
Audience To reach the appropriate students with specific feedback.
To communicate, through feedback, that student
learning is valued.
Focus To describe specific qualities of the work in relation to the learning targets.
To make observation about students’ learning processes and
strategies that will help them figure out how to improve.
To foster student-efficacy by drawing connections between
students’ work and their mindful, intentional
efforts.
To avoid personal comments.
Document No.
CBLMs on Trainers
Methodology Level I
Date Revised:
March 2012
Developed by:
Sessions
Characteristics Purpose
Comparison Usually, to compare student work with established criteria.
Sometimes, to compare a student’s work with his or her
own past performance.
Rarely, to compare a student’s work with the work of
other students.
Function To describe student work.
To avoid evaluating or “judging” student work in a way that
would stop students from trying to improve.
Valence To use positive comments that describe what is well done.
To make suggestions about what could be done for
improvement.
Barriers in Giving Feedback

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

Learning involves the interaction of new information provided by instruction with
existing information already in the trainee’s memory. Feedback’s role in the learning
process is not simply information processing, but a more complex milieu with
feedback having an influence on the learner’s affective and motivational processes,
along with cues, participation, and reinforcement as one of his four elements to
determine the quality of
Date Revised:
Document No.
CBLMs on Trainers
Methodology Level I
March 2012
Developed by:
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Competency-Based Learning Materials

978-971-95388-1-3 000-0000-00-0 April 2012

All rights reserved

For further information, please

No. Unit of Competency Module Title Code

HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL .............................................................................. i List of

LEARNING OUTCOME #1 Prepare Training Facilities/Resources............................................................................. 1

LEARNING OUTCOME #2 Conduct Pre-assessment................................................................................................37

LEARNING OUTCOME #3 Facilitate Training Session .............................................................................................54

LEARNING OUTCOME #4 Conduct Competency Assessment................................................................................107

LEARNING OUTCOME #5 Review Delivery of Training Session.............................................................................116

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

8. Training program allows for recognition of prior learning(RPL) or

9. Training allows for multiple entry and exit;

∙ Flexible training approaches including large group methods, small group

∙ Training activities need to match the objectives.

∙ Continuous participant interaction and feedback must take place.

∙ Trainers must be trained to conduct competency-based training courses.

Key Characteristics of Adult learner

∙ To be effective, feedback should be immediate, positive and

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

Explain the objectives and the outcomes of the training

Explain the learning and assessment process

Ensure that presentation and training methods are appropriate

Use training equipment and materials correctly

Provide frequent advice and feedback to facilitate the learning process

Provide ample practice opportunities

Monitor trainees’ readiness for assessment

The Nine Events of Instruction

3. Stimulate recall of prior learning

It is recommended that this training matrix be accomplished as guide in

1. The Training Activity Matrix is updated daily.

Supplies/Materials : a template for Training Matrix Equipment : PC,

Learning Activities Special Instructions 1. Read Information

Recognition of Prior Learning

Evidence could consist of any or all of the following:

The perceived benefits of RPL for participants:

The perceived benefits for the Training Institution:

The perceived benefits for employers:

Type of Test Time to finish a question True-False 15-30 seconds

After the Test

________________1. The form that is used to determine learners characteristics which

Enumeration: Enumerate the purposes of pre-assessment 1.

Title: Conduct Pre-assessment

Supplies/Materials : TR and CBC

Learning Activities Special Instructions

Competency Based Training Delivery

Date Developed: Document No.

Managing CBT versus Traditional Programs

Role of the CBT Trainer

Principles in Giving Effective Feedback

Barriers in Giving Feedback

The Role of Feedback in Learning

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