School

TRAINERS METHODOLOGY (TM)

LEVEL 1
 School Mission and Vision

Mission
1. To become the center of excellence in the field of
technical training and education.
2. Produce high caliber and globally competitive
professionals and skilled workforce.
3. Enhance technical trainees’ development and continuing
professional and technicary-based professional skills
training.
4. Become the reliable and credible supplier of
competitive workforce locally and internationally.
5. Produce professional and skilled workforce whose
competence are tailored to the preference and desired
level of professionalism and skills of the industry.
6. Ensure a hundred percent employability of all the
assessed and certified professional and skilled workers.
 Trainers Methodology I
Certificate of Certificate of
Competency in Competency in
Delivering Training Conducting Competency
Session (COC1) Assessment (COC2)

TVET Trainer /Technical Trainer

 Training Facilitator /Coordinator
 Competency Assessor
Trainee Requirements
• A  Graduate of baccalaureate degree or
equivalent in training/experience along
1 the field of Technical -Vocational
Education  and Training (TVET

• Certified at the same or higher NC Level in

2 the qualification that will be handled (for
technical trainers);

• Able to communicate orally and in writing;

• Physically fit and mentally healthy;
3 • Proficient in quantitative and qualitative
analysis; and
• Proficient in verbal reasoning.
Competency Based Training
(CBT)
• 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
.
Competency
Competency involves applying knowledge,
skills and attitudes to perform work activities to
the standard expected in the workplace.
DIMENSIONS OF COMPETENCY

TASK TASK
MANAGEMENT
SKILLS
SKILLS

DIMENSIONS OF
COMPETENCY

CONTINGENCY JOB/ROLE
MANAGEMENT ENVIRONMENT
SKILLS SKILLS
Trainee’s Evaluation
Written Examination

Demonstration

Oral Questioning

GRADING SYSTEM

Competent

Not Yet Competent:

 Principles of Competency Based
Training (CBT)
1. The training is based on curriculum developed
from the competency standards

Training Regulations Competency

(TR) Standard (CS)

Competency Based
Curriculum (CBC)
2. Learning is modular in its structure.

Unit of Competency

Module Module
Module 1
2 3
3. Training delivery is individualized and self-paced.

4. Training is based on work that must be

performed.

5. Training materials are directly related to the

competency standards and the curriculum.

CS CBC LMs
6.Assessment of learners is based in the collection of
evidences of work performance based on industry or
organizational required standards.

Traditional Students CBTVET

are judged Each Student is assessed
against each other against the evidences
(norm referenced based on standard
Assessment)
 
7. Training is based on and off the job
components and off the job components.

8.The system allows Recognition of Prior

Learning (RPL).

9. Training allows for multiple entry and

exit.

 
10. Training programs are registered with the
UTPRAS. Unified TVET (Technical and Vocational
Education and Training) Program Registration and
Accreditation System)
 

UTPRAS

Program Program
Registration Accreditation
Roles of the CBT Trainer

Acts as Accepts
Motivates Facilitator
Team responsibilities
trainees
Member

Manages Solves Interacts Serves as a

learning problems with trainees model

Assists Evaluates Installs

trainees achievement confidence
TRAINING REGULATION

It is the basis in the formulation of

competency assessment and the
development of curriculum and instructional
materials for CBT.
www.tesda.gov.ph
 PLAN
TRAINING
SESSION
 PLAN TRAINING SESSION
In planning for competency-based training, the
following should be determined by the trainer:
1. The competencies as required
by the Competency standards
2.Trainee’s characteristics
3.Trainees current competencies
4.Trainee’s Training Needs
PLAN TRAINING SESSION
1.Questionnaire To Determine Learner’s Style
2.Data Gathering Instrument
3.*SELF -ASSESSMENT CHECKLIST (Form 1.1)

4.Proof of Current Competencies

Current Competencies are determined by using the following
forms:
1.Self-assessment Check (Form 4.1)
2.Validation of Competency evidences(Form 4.2)
3.Summary of Current competencies versus required
competencies(Form 4.3)
4.Training Needs(Form 4.4)
5.Summary of Current Competencies
6.*TRAINING NEEDS
7.*SESSION PLAN
ELEMENTS OF A SESSION PLAN
1. Industry Sector
2. Qualification Title and Level
3. Unit of Competency
4. Module Title
5. Learning Outcomes
6. Introduction
7. Learning Activities
8. Evaluation
9. Teacher’s Reflection
8.*CBLM
Principle of CBT that have to be considered
in developing the CBLM

1. Learning is based on competency required in a

workplace;
2. Training materials are directly related to the
competency standards and the curriculum;
3. Training is geared toward performance
activities;
4. Criteria for assessing is based on workplace
standard;
5. Assessment uses actual performance or
evidence related to work requirement;
Learning is done by the learner at own pace.
 PARTS OF THE CBLM
Preliminary pages
Front Page
Trainee’s Guide on How to Use the CBLM
List of Competencies
Competency Summary
Learning Outcome Summary
Learning Experiences

Instruction Sheets
Information Sheet
Self-Check
Task Sheet
Operation Sheet
Job Sheet
Performance Criteria Checklist
Factors to be considered when developing

the CBLM

• Principles of CBT

• Training regulations

• Trainees characteristics

• Characteristics of Adult Learners

PRINCIPLES OF ADULT LEARNING
• Learning is most productive when the student is ready to
learn. Although motivation is internal, it is up to the clinical
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 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
9.*EVIDENCE PLAN

Evidence plans are designed to –

• Serve as a planning tool
• Support the assessment process
• Assist with the collection of evidence
• Inform the learners of what is expected of them
before they begin the assessment
• Serve as a guide for the trainer in determining the
method of assessment to be used
10.*TABLE OF SPECIFICATIONS

11.*WRITTEN TEST WITH MODEL

ANSWERS
10.*SPECIFIC INSTRUCTION TO THE
CANDIDATE

 12.*DEMONSTRATION/ OBSERVATION
CHECKLIST WITH ORAL QUESTIONING
AND MODEL ANSWERS

13.SHOP LAYOUT
SHOP LAYOUT
Training Workshop and
Stations
The different components or areas of a
competency-based facility are:
1. Practical Work Area - This area is where
the learner acquires the skills and knowledge
components of the competencies prescribed
by the standard.
2. Learning Resource Area - This area is
proximate to the heart - the practical work
area. This area provides the learner with
the knowledge requirements in the various
modules responding to the competencies.
Training Workshop and
Stations
 3. Institutional Assessment Area - It is
located very proximate to the practical
work area. This is where Recognition of
Prior Learning is done by the trainer.
This component also provides the
mechanism of assessing the completion
of competencies of a learner.
Training Workshop and
Stations
4. Contextual Learning Laboratory - This
facility ensures that the underpinning
knowledge, science, mathematics and
communication principles as applied to
the technology are provided to the learner.

5. Quality Control Area – Various

product output such as cocktails and
garnishes are checked to determine
correctness and accuracy.
Training Workshop and
Stations
 6. Trainers Resource Center - This
area houses the learning materials,
the training regulations and
curriculum exemplars.
 7. Distance/E Learning - This is to
enable the learning provision outside
and away from the training institution
in terms of print and non-print media.
Training Workshop and
Stations
8. Computer Laboratory/Data encoder -
This laboratory has an array of computer
units of which learners are provided for
them to learn and gain appropriate IT
competencies that may include Word, Excel
even Desktop Publishing and others.
9. Support Service Area - The component
provides value-adding competencies such
flairing competency address underpinning
skills in particular competency.
14. INVENTORY OF TRAINING RESOURCES

Training materials for the knowledge

 
Print Materials
 
Competency Based Learning Materials (CBLM)
Textbooks, references, etc.
Technical, shop, and manufacturer’s manual
Magazines, journals, trade publications, pamphlets, and periodicals
Non-Print Materials
 
Still visuals (with & without sound), slides, film strips, flip charts,
photograph
Motion visuals (with & without sound) video tape, video discs
Interactive e-learning materials
 
The three factors to be considered in using
evidences submitted by a prospective
trainee as proof of his current
competencies

authenticity of the document

date when the competencies were

acquired (currency)

standing of the company/employer

who issued the certificate (validity)
ON RECOGNITION OF PRIOR
LEARNING

If the student/trainee has had prior experience

and/or knowledge in a particular competency, he is
asked to demonstrate the activity to his trainer. If
found competent, he is no longer required to undergo
the module in that competency. Related Certificates
of Competencies completed or Certificates of related
work experience/s are also required for submission.
 Facilitate
Training Session
 Facilitate Training Session
 Pre-test will be given
 Monitor attendance of trainees during training
 Assigned respective competencies
 Guide Trainees in undergoing the activities
 Provide feedback as the training is going on
 After completion of the requirements for each competency, a
post-test will be given.
 Trainee could also request for an institutional assessment
when ready as required by certain competency.
 Record trainees “achievement on Progress Chart and
Accomplishment Chart.
 PARTS OF THE CBLM.
 
Parts of the CBLM
A. Preliminary pages
1. Front Page
2. Trainee’s Guide on How to Use the CBLM
3. List of Competencies
4. Competency Summary
5. Learning Outcome Summary
6. Learning Experiences
 
A. Instruction Sheets
1. Information Sheet
2. Self-Check
3. Task Sheet
4. Operation Sheet
5. Job Sheet
6. Performance Criteria Checklist
TEXT FORMAT
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MAINTAIN
 The 5S Housekeeping Systems
 
5S is the name of a workplace organization methodology
that uses a list of five Japanese words which are seiri,
seiton, seiso, seiketsu and shitsuke. Transliterated or
translated into English, they all start with the letter "S". It
is synonymous with standardized clean up. The list
describes how items are stored and how the new order is
maintained.
 Seiri (Sort)
• TIDINESS, ORGANIZATION
• Taking out and disposing of
unnecessary items.
• Unneeded items are thrown away or
disposed.
• Refers to the practice of
sorting and through all the
tools, materials, etc., in the
work area and keeping only
essential items.

Everything else stored

or discarded. This
leads to fewer
hazards and less
clutter to interfere
with productive work.
 Seiton (Systematize)
• ORDERLINESS: Tools,
equipment, and materials
must be systematically
arranged for the easiest and
most efficient access.
• Arrangement/Organization of
necessary items in good order
• Assign a place for everything.
The most often used item
should be nearest and
ergonomically situated,
meaning – there should be
little effort required in
accessing, using and returning
the equipment, tools and
parts, even documents. There
must be a place for
everything, and everything
must be in place.
g even if things are NOT DIRTY. A regular cleaning schedule prevents things from getting too dirty that it would be difficult to making it clean and sp
ep the work place clean as well as neat. Cleaning in Japanese companies is a daily activity. At the end of each shift, the work area is cleaned up and
 Seiketsu ((Standardize)
• STANDARDS: Maintaining
the workplace in high
standard housekeeping.
• Allows for control and
consistency. Basic
housekeeping standard apply
everywhere in the facility.
Everyone knows exactly what
his or her responsibilities are.
Housekeeping duties are part
of regular work routines.
• Prepare Housekeeping
Standard Checklist. Checklist
should be very detailed and
stringent. Remember that
thoroughness is a requirement
of EXCELLENCE.
• EVALUATE workstation
according to the Housekeeping
Standard Checklist.
• IMPLEMENT a periodic clean-
up schedule; and an award and
sanction scheme.
 Shitsuke (Self-discipline)
• SUSTAINING DISCIPLINE:
Doing things spontaneously
without having to be told.
• “Teach by doing”
• It is good discipline to leave
the workplace cleaner than
when it is found.
• Refers to maintaining
standards and keeping the
facility in safe and efficient
order day after day, year after
year.