TRAINERS METHODOLOGY I

MODULE 1: PLAN TRAINING SESSION

Lesson 1: Who is Trainer and/or Assessor?
Session Objectives
At the end of the session, you should be able to:

Distinguish a trainer from an assessor

Determine roles of trainer and/or assessor in assuring quality technicalvocational courses

Introduction
Plan Training Session is one of the six competencies to be mastered in
Trainers Methodology I (TM I). But before we focus on planning, let us have
an overview of the whole training program. In this lesson, you will learn the
role as trainer or assessor. As a trainer or assessor, you need to know what
and how to teach, and how to work effectively with others. We look forward
to see you competent enough as you study this course.
Trainees Entry Requirements
It is expected that you will be a Trainer and/or Assessor as you finish this
course, Trainers Methodology I (TM I).

Certified at the same or higher NC Level in the qualification that will be

handled (for technical trainers)

Able to communicate orally and in writing

Physically fit and mentally healthy

Proficient in quantitative and qualitative analysis

Proficient in verbal reasoning

1
TESDA Circular No. 14 Series of 2011
2
TESDA Circular No. 14 Series of 2011
3
TESDA Circular No. 13 Series of 2011

Lesson 2: Competencies of a Trainer and/or Assessor

Session Objectives
At the end of the session, you should be able to:

Determine the skills and knowledge that a trainer or assessor should

have

Explain required skills as a trainer and or assessor

Introduction

What is a TVET Trainer?

TVET Trainer is a professional who enables a learner or a group of
learners to develop competencies to performing a particular trade or
technical work. Towards this end, a TVET Trainer may assume various roles
such as training facilitator, competency assessor, training designer,
developer or training supervisor 1.

As you progress through this lesson, you should keep in mind the skills and
knowledge required to become a competent trainer. Remember that
awareness of your skills and capabilities will help you make informed
choices.

What is a Trainer / Assessor?

From the Training Regulation, a Trainer is a person who enables group of
learners to develop competencies toward performing a particular trade or
technical work while an Assessor is an individual accredited and
authorized to evaluate or assess competencies of a candidate applying for
certification or any one of the purpose of assessment.

Basic and Core Competencies

Listed are the knowledge, skills, and attitudes required of Trainers
Methodology (TM) Lev I 1:

Trainer/Assessor is at least NC II holder and who has achieved all the

required units of competency identified in the Trainers Methodology Level I
(TM Level I) under the PTTQF. He is also a holder of National TVET Trainer
Certificate Level I (NTTC I) 2. A Trainer is an Assessor; an Assessor is a
Trainer 3.
To qualify for this course, a candidate or trainee must satisfy the following
requirements:

Graduate of baccalaureate degree or equivalent in training or

experience along the field of Technical Vocational Education and
Training

Basic
work):

Competencies (or skills and knowledge that everyone needs for

Lead workplace Communication
Apply math and science principles in technical training
Apply environmental principles and advocate conservation
Utilize IT applications in technical training
Lead small teams
Apply work ethics, values and quality principles
Work effectively in vocational education and training
Foster and promote a learning culture
Ensure a healthy and safe learning environment
Maintain and enhance professional practice
Develop and promote appreciation for cost-benefits of technical
training

TRAINERS METHODOLOGY I

Develop and promote global understanding of labor market

Core Competencies (or specific skills and knowledge needed in TM1):

Plan training sessions

Facilitate learning sessions

Supervise work-based learning

Conduct competency assessment

Maintain training facilities

Utilize electronic media in facilitating training

1
Training Regulation Framework

Knowledge is the cognitive representation of ideas, events,

activities or tasks derived from practical or professional experience
as well as from formal instruction or study, e.g. memory,
understanding, analysis 1.

Skill refers to the acquired and practiced ability to carry out a task
or job 2.

Competency, as used in TESDA, is a) the application of

knowledge, skills and attitude required to complete a work
activities to the standard expected in the workplace 3; or b) the
possession and application of knowledge, skills and attitudes to the
standard of performance required in the workplace 4.

Lesson 3: Competency-Based Training

Session Objectives
At the

end of the session, you should be able to:

Define commonly used Competency-Based Training terminologies
Explain ten principles of Competency-Based Training
Differentiate traditional education with Competency-Based Training

The 4 dimensions of competency that describes aspect of work

performance are 5:
I.
Task Skills undertaking a specific workplace task
II.
Task Management Skills managing a number of
different tasks to complete the entire work activity
III.
Contingency Management Skills responding to
problems, irregularities and breakdown in routine when
undertaking the work activity
IV.
Job/Role Environment Skills dealing with the
responsibilities and expectations of the work environment
when undertaking a work activity

Introduction
Getting the idea on structure and principles embedded in training is
important before designing a session plan. Do you know how to teach a
Technical-Vocational Education and Training (TVET) program? That will be
the focus of todays lesson.
The framework in teaching skill-based lesson is called Competency
Based Training (or CBT). It focuses on skills development that is why its
approach differs from the traditional education.
In traditional education, the teacher controls the environment (or called
teacher-centered approach); while in CBT, the learners control and
manipulate the tools and equipments with the guide of a teacher (also
known as student-centered approach).
In addition to that, learners are not compared among each other, instead
their skills are compared against the norms or standard set by the industry.
The training is also self-paced; an example of this is when the trainer
allows the students to study the materials & practice the skill on their own.
Lastly, the focus of CBT is on the outcome or the end product.

CBT Terminologies

The need to understand commonly used terminologies is important before

starting this courseware. Comprehending these terminologies will empower
you to understand easily the next lessons.

Competency Standard are industry-determined specification of

competencies required for effective work performance. They are
expressed as outcomes and they focus on work place activity
rather than training or personal attributes, and capture the ability
to apply skills in new situations and changing work organization 6.

Recognition of Prior Learning (RPL) is the acknowledgement of

an individuals skills, knowledge and attitudes gained from life and
work experiences outside registered training programs 7.

Qualification is cluster of units of competency that meets job

roles and is significant in the workplace. It is also a certification
awarded to a person on successful completion of a course and/or in
recognition of having demonstrated competencies relevant to an
industry 7.
It has three components:
I.
Basic Competency skills and knowledge that everyone
needs for work
II.
Common Competency skills and knowledge needed by
people working in a particular industry

TRAINERS METHODOLOGY I
III.

Core Competency specific skills and knowledge needed

in a particular area of work-industry sector/occupation/job
role
o

I.

II.

CBT includes:
Competency-Based
Curriculum
(CBC)
is
the
specification for a course or subject (module) which
describes all the learning experience a student or learner
undergoes. It specifies outcomes which are consistent with
the requirements of the workplace as agreed through
industry or community consultations.8
Competency-Based Learning Material (CBLM) refers
to the print and non-print instructional media used as
guide in learning workplace activities.

CEDEFOP 2008, Europe 2 RA 7796/TESDA Law 3 Procedures Manual on TR

Development 4 Guidelines on Assessment and Certification under the
Philippine TVET Competency Assessment and Certification System
PTCACS 5 CBT Primer 6 Training Regulations Framework 7 ILO 8 Quality
Procedures Manual CBC Development

Delivery of Competency-Based Training (CBT)

The flow of CBT differs from the traditional education approach. To see the
big picture is important before planning a session plan. Below is the CBT
delivery framework:
1. Trainee enters the program. Trainer conducts pre-training assessment
to identify learners training needs. Orientation of CBT program on
Recognition of Prior Learning (RPL) and roles of trainer & trainee
follows.

3.

4.

5.

Once the trainee determines by himself that he is competent to do

the skill, he will call the attention of trainer. The trainer will observe
and rate the performance based on the Performance Criteria Checklist
and will record the result on the Achievement Chart. If the skill is
satisfactorily performed, he will then select another unit of
competency. If the skill is not satisfactorily performed, the trainee will
study again the module.

6.

To exit the training program, trainee must satisfactorily perform the

skill and must have enough units of competencies (or has completed
all the modules). If the trainee doesnt have enough units of
competencies, he will then select another unit of competency, and
repeat the competency-based training process.

Competency-Based Training (CBT) is a system by which

the student is trained on the basis of demonstrated ability
7
rather
than
on
that
of
elapsed
time
.

2.

the task until he masters the skill with the help of trainers immediate
and constructive feedback.

Ten (10) Principles of CBT

Competency-Based Training delivery anchors in its principles. These ten

(10) principles of CBT serves as ground rules for trainers and trainees.
Memorize, apply and promulgate the listed principles below:

Principle One: The training is based on curriculum (CBC) developed

from the competency standards (CS).

Principle Two: Learning is competency based or modular in structure.

Principle Three: Training delivery is individualized and self-paced.

Principle Four: Training is based on work that must be performed.

Principle Five: Training materials are directly

competency standards and the curriculum modules.

related

to

the

Trainee selects competency from the identified training needs and

receives instruction from the trainer. The trainer administers learning
contract or agreement between him and his trainees, then provides
CBLM materials and introduces the use of progress and achievement
chart.

Principle Six: Assessment is based in the collection of evidences of

the performance of work to the industry required standard.

Principle Seven: Training is based both on and off the job

components.

With the selected competency, the trainee studies the module by

doing the following learning activities (in any order): review learning
package, view multimedia materials, use manuals, observe
demonstration, practice skills in workshop, and receive assistance and
advice.

Principle Eight: The system allows Recognition of Prior Learning (RPL)

and or current competencies.

Principle Nine: Training allows multiple entry and exit in the training
program.

While the trainee practices the skill, the trainer observes and
records the performance on the Progress Chart. Student will attempt

TRAINERS METHODOLOGY I

Principle Ten: Approved training programs are nationally accredited.

Programs of each institution or training center are registered with
UTPRAS (Unified TVET Program Registration and Accreditation System).

Now it is your turn to refresh memory on how your teacher taught you and
compare it on how Competency-Based Training works. How will you teach
skill-based session? Does it have any difference? Will you make that
change for the better? Get a paper and take down notes on its differences.

TRAINERS METHODOLOGY I