Competency-Based Training

Completion requirements
In a traditional educational system, the unit of progression is time and it is teacher-centered. In a
Competency Based Training system, the unit of progression is mastery of specific knowledge and skills
and is learner- or participant-centered.

Two key terms used in competency-based training are:

• Skill—A task or group of tasks performed to a specific level of competency or proficiency

which often use motor functions and typically require the manipulation of instruments and
equipment (e.g., use of vacuum cleaner in cleaning carpeted floor). Some skills, however, such as
counseling, are knowledge- and attitude-based.
• Competency—A skill performed to a specific standard under specific conditions.
Trainers Methodology I is a training program for TVET trainers in using the Competency-Based
Training
Delivery Approach for training and assessment.

Competency-Based Training
• It is a training delivery approach that focuses on the competency development of the
learner as a result of the training;
• Emphasizes most on what the learner can actually do;
• Focuses on outcomes rather than the learning process within specified time;
• It is concerned with the attainment and application of knowledge, skills and attitude to a
specific level of competency.

Dimensions of competency
1) Task Skills
• This requires performance of the task[s] to the required standard as described in the unit of
competency and expected in the workplace.
• Trainer needs to provide activities to develop individual actions as well as the whole task.

2) Task Management Skills

• Captures the skills used as people plan and integrate a number of potentially different tasks
to achieve a complete work outcome.
• Trainees should be provided with learning activities that develop skills to be able work
efficiently to meet deadlines, handle a sequence of interrelated tasks and progress smoothly
between tasks.

3) Contingency Management Skills

• The requirement to respond to irregularities and breakdowns in routines.
• Activities that develop skills of trainees in dealing with contingencies should be well planned.
For example:
a. breakdown
b. irregularities
c. imperfections
d. the unknown.
 Exposure to these conditions during the in-house training should be a part of the practice of the
skills.

4) Job/Role Environment
• The requirement to deal with the responsibilities and expectations of the work
environment.
• The capacity to work with others and adapt to different situations is central to
successful performance
• Does the trainee comply with workplace procedures and standard methods in
performing the task?
• Does the trainee communicate effectively?
• Does the trainee observe enterprise and regulatory requirements?