Professional Documents
Culture Documents
RASHED P. CACAL
TRAINER
ISABELA STATE UNIVERSITY
Establish in 1978 Aim to deliver of top quality technical/vocational
training and education. Provide motivation for the above performance
to our manpower resources and continuously trained students and
trained them to enter the workforce
Trainers Methodology I
Agricultural Crop Production NC III
Animal Health Care and MANAGEMENT NC III
Animal Production NC II
Horticulture NC II
Food & Beverage Services NC II
Food Processing NC II
Bartending NC II
Housekeeping NC II
Caretaker NC II
Caregiver NC II
Domestic Works NC II
COMPETENCY BASED TRAINING DELIVERY
Not competent
Complied all
competencies
Student rates own
Student enters
program CBLM1 Student attempts
task performance
Satisfactorily
performed
competency
Review Learning Instructor rates
Package performance
________________
- Orientation Complying remaining competencies
- Role of trainer/trainee Multi-Media
- Administer RPL/TNA Materials
- Identify training needs
- Organize learning strategy CBLM1
Manuals
________________
Observe
Demonstration CBLM2
Student selects
Competency & receive Practice Skills in
instructions Workshop
Other CBLMs
________________
Receive
Assistance and
Feedback Exit program (for
institutional
assessment)
10 BASIC PRINCIPLES OF COMPETENCY BASED TRAINING
Each trainee progresses at his or her own pace The instructor controls the learning pace
The trainer must see that all materials needed Materials, tools and supplies for only one topic are needed at
for many tasks are readily available. a time.
ROLE OF A CBT TRAINEE
1. Trainees may select what they want to learn and when 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 or 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-visual.
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 know, his preference for learning, learning style and other needs.
8. Trainees compete against present 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 doing
ROLE OF A CBT TRAINER
1. Serves as a team member to determine what is to be learned.
2. Stimulates trainees motivation.
3. Manage learning: A consultation rather than a provider of information. A facilitator of learning.
4. Diagnose and solves learning problems.
5. Evaluates students achievements.
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 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 a small group basis.
RULES AND REGULATIONS
Nominal Number
No. Unit of Competency Module Title
of Hours
1,LECTURE /DISCUSSION
2.DEMONSTRATION
3.RETURN DEMONSTRATION
4.ROLE PLAYING
5.ORAL TEST
6.SELF PACED
7.DISTANT LEARNING
ASSESSMENT ARRANGEMENT
a.Written Test
b.Demonstration with Oral Questioning
c.Observation with Oral Questioning
GRADING SYSTEM
PERFORMANCE TEST
WRITTEN TEST
PWA
E NTRANCE
LE GE ND:
PWA Practical Working Area
F - Fire E xting uisher M- Med icine Cabinet T - Trash Bin
PRE-ASSESSMENT
Thank you!