TRAINERS METHODOLOGY NOTES

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.

Trainee’s Entry Requirements

It is expected that you will be a Trainer and/or Assessor as you finish this course, Trainers
Methodology I (TM I).

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.

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.

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
 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
Introduction

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.

Basic and Core Competencies

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

Basic Competencies (or skills and knowledge that everyone needs for work):

 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
 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

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 today’s 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 equipment 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.

 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.

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
 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 individual’s 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:

o Basic Competency – skills and knowledge that everyone needs for work
o Common Competency – skills and knowledge needed by people working in a particular
industry
o Core Competency – specific skills and knowledge needed in a particular area of work-
industry sector/occupation/job role

 Competency-Based Training (CBT) is a system by which the student is trained on the basis of
demonstrated ability rather than on that of elapsed time 7.

CBT includes:

o 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
o Competency-Based Learning Material (CBLM)refers to the print and non-print
instructional media used as guide in learning workplace activities.
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 learner’s training
needs. Orientation of CBT program on Recognition of Prior Learning (RPL) and roles of trainer &
trainee follows.
2. 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.
3. 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.
4. While the trainee practices the skill, the trainer observes and records the performance on the
Progress Chart. Student will attempt the task until he masters the skill with the help of trainer’s
immediate and constructive feedback.

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 doesn’t have enough units of
competencies, he will then select another unit of competency, and repeat the competency-based
training process.

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 related to the competency standards and the
curriculum modules.
 Principle Six: Assessment is based on the collection of pieces of evidence of the performance of
work to the industry required standard.
 Principle Seven: Training is based both on and off the job components.
 Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current
competencies.
 Principle Nine: Training allows multiple entries and exit in the training program.
 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).

Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of prior
learning (RPL). This assessment is done before the training starts. Listed are reasons why it is needed:

 It allows us to see their mastered competencies.

 It serves as a point of reference in assessing our trainees.
  It gives student quick look at the future lesson.

Pre-Training Assessment can be done either of the following:

 Learners’ assess themselves using the self-assessment guide

 A trainer assesses learners’ previous experience through portfolio assessment
 The trainer assesses learners’ skills and knowledge through pre-test or diagnostic test

Self-Assessment Guide is a pre-assessment tool to help the candidate and assessor determine what
evidence is available, when gaps exist, including readiness for assessment 1.

Portfolio Assessment refers to the process of determining whether an applicant is competent through
evaluation of his or her records of achievement 2.

You can confirm the authenticity of evidence of competency by:

 Calling or asking personally the signatories and confirm the information listed in the certificate
of award/employment.
 Calling or visiting the workplace where projects are done.

Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to
diagnose or identify a training need or performance problem. (NVSC Handbook) Prepare the
pre-test/diagnostic test according to the guidelines written in the lesson ‘Preparing Assessment
Instruments’.

An assessor can use the portfolio assessment and pre-test results as a source of evidence and a tool for
verifying learner’s current competency and prior learning. Pre-training assessment and analysis is done
prior to the actual training program.

Determining Training Gap through Training Needs Analysis (TNA)

Under the CBT approach, each learner is assessed to find the gap between the skills they need (as
described in the Training Package) and the skills they already have. The difference between the two is
called the training gap.

Skills Required* – Current Skills** = Training Gap = Training Needs

‘Skills Required’ refers to the competencies listed in the competency standards and specified by the
industry; On the other hand, ‘Current Skills’ referred to as validated competencies gathered in the pre-
training assessment.

A training program is then developed to help the learner acquire the skill deficiency. Therefore,Self-
Assessment Guide (SAG) with Training Needs Analysis (TNA) Tool is an important tool to use in
determining training gap.