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Competency-Based P

Training (CBT)
Q

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Objectives C

E
At the end of the session, you should be able F
to: G

Define commonly used Competency-Based J

Training terminologies K

L
Explain ten principles of Competency-Based
M
Training N
Differentiate traditional education with O
Competency-Based Training P

GREA Q

R
AWES T S
OME! JOB! T

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Competency Based Training (or CBT) C

● Framework
F

● Skill-based lesson H

● Skills development focused J

● Differs from traditional K

approach M

● Students manipulate the tools

N

and equipment with help of P

the teacher R

● Learners are not compared S

with each other U

V
● Self-paced training W

● Outcome or end product X

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Traditional Education C

●Teacher-centered
F

approach- teacher I

controls the K

environment M

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CBT Terminologies C

●Knowledge is the
F

cognitive representation of
H

ideas, events, activities or J

tasks derived from L

practical or professional N

experience as well as from

O

formal instruction or study, Q

e.g. memory, S

understanding, analysis U

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CBT Terminologies C

●Skill refers to the acquired

F

and practiced ability to

H

carry out a task or job J

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CBT Terminologies C

● Competency, as used in
F

TESDA, is a) the application H

of knowledge, skills and J

attitude required to complete

K

a work activities to the M

N
standard expected in the O

workplace 3; or b) the P

possession and application of R

knowledge, skills and

S

attitudes to the standard of U

performance required in the W

workplace X

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CBT Terminologies C

● The 4 dimensions of competency that F

G
describes aspect of work H

performance are: I

● Task Skills – undertaking a specific J

K
workplace task L

● Task Management Skills – managing M

a number of different tasks to N

O
complete the entire work activity P
● Contingency Management Skills – Q

responding to problems, R

irregularities and breakdown in S

T
routine when undertaking the work U

activity V

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CBT Terminologies C

● Job/Role Environment Skills – F

G
dealing with the responsibilities and H

expectations of the work I

environment when undertaking a J

K
work activity L

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CBT Terminologies C

● Competency Standard are industry- F

G
determined specification of H

competencies required for effective I

work performance. They are J

K
expressed as outcomes and they L

focus on work place activity rather M

than training or personal attributes, N

O
and capture the ability to apply skills P
in new situations and changing work Q

organization R

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CBT Terminologies C

● Recognition of Prior Learning (RPL) F

G
is the acknowledgement of an H

individual’s skills, knowledge and I

attitudes gained from life and work J

K
experiences outside registered L

training programs M

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CBT Terminologies C

● Qualification is cluster of units of F

G
competency that meets job roles and H

is significant in the workplace. It is I

also a certification awarded to a J

K
person on successful completion of a L

course and/or in recognition of M

having demonstrated competencies N

O
relevant to an industry P

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CBT Terminologies C

F
It has three components: G
● Basic Competency – skills and H

knowledge that everyone needs for I

work J

K
● Common Competency – skills and L

knowledge needed by people M

working in a particular industry N

● Core Competency – specific skills

O

P
and knowledge needed in a particular Q

area of work-industry R

sector/occupation/job role S

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CBT Terminologies C

F
Competency-Based Training (CBT) is G
a system by which the student is H

trained on the basis of demonstrated I

ability rather than on that of elapsed J

K
time L

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CBT Terminologies C

F
CBT includes: G
 Competency-Based Curriculum H

(CBC) is the specification for a I

course or subject (module) which J

K
describes all the learning experience L

a student or learner undergoes. It M

specifies outcomes which are N

O
consistent with the requirements of P
the workplace as agreed through Q

industry or community R

consultations.8 S

T
 Competency-Based Learning U

Material (CBLM)refers to the print V

and non-print instructional media W

X
used as guide in learning workplace Y
activities. Z
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Delivery of Competency-Based Training C

D
(CBT) E

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CBT Terminologies C

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Determining Trainee’s P

Characteristics
Q

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Lesson Objectives C

At the end of the session, you should be able F

to: G

J
Identify learners’ characteristics and learning
K
styles for trainees’ profile L
Determine adult learners’ characteristics M

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Introduction C

True or False F

1. Competency-based training without G

planning and without determining trainees H

characteristics will lead to a successful I

J
session plan.
K
2. It is a must for teachers to know the L
students. M
3. Knowing students is necessary for us to file N
the data about them. O

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Understanding Adult Learners C

1. understand our trainees as adult learners F

2. training enables adult learners attain skills G

for them to land a job H

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Characteristics of Adult Learner C

1. Adults are autonomous & F

self-directed. H

2. Adults bring life J

experiences & knowledge

K

to learning experiences. M

3. Adults are goal-oriented. O

4. Adults are relevancy- Q

oriented. S

5. Adults are practical. T

6. Adults like to be respected. V

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Situated Learning Experience (SLE) C

A best example of strategy F

especially in developing H

working with teams. J

It would be a very good

K

application of adult learning M

principles since they are O

given specific instruction to Q

achieve and explore S

solution and course of T

actions to attain it. V

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Learning Styles C

Learning style is one’s own F

way of learning new H

information and ideas. J

It will give us an idea on

K

how a person receive and M

transfer information. O

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•Visual, Auditory, Read/Write and C

D
Kinesthetic (VARK) Learning Style E
Model F

VARK Learning styles, as G

proposed by Fleming and Mills H

(1992), is a model that describes J

how a person takes-in and gives- K

L
out information while learning. M

These learning styles are visual N

O
(learns best by seeing graphs, P

charts, and other symbols), Q

auditory (learns best by listening),

R

read/write (learns best by reading T

text-based information) and

U

kinesthetic (learns best by doing). W

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• PART Learning Styles C

It is developed by Honey & E

Mumford but the idea originated G

from Kolb’s Learning Style H

Model. J

The four learning styles are: K

L
pragmatist M

activists N

O
reflectors P

theorists Q

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• PART Learning Styles C

It is developed by Honey & E

Mumford but the idea originated G

from Kolb’s Learning Style H

Model. J

The four learning styles are: K

L
pragmatist M

activists N

O
reflectors P

theorists Q

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• Pragmatists C

‘putting theory into practice’ or E

’needs to know how to apply the G

information in real world’ H

I
tends to integrate or put together J

theory and practice as they K

L
perceive information abstractly M

and process it actively. N

O
they always think problems and P

opportunities as challenges. Q

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• Pragmatists C

‘putting theory into practice’ or E

’needs to know how to apply the G

information in real world’ H

I
tends to integrate or put together J

theory and practice as they K

L
perceive information abstractly M

and process it actively. N

O
they always think problems and P

opportunities as challenges. Q

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• Activists C

having an experience’ or ’needs to E

do’ Activists put together G

experience and application as they H

perceive information concretely J

and process it actively. K

They would likely tackle problems N

O
by brainstorming. Activists learn P

by trial and error, & by self- Q

discovery method.
R

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• Reflectors C

‘reflecting on it’ or ’needs time to E

think over information’ G

I
Reflectors integrate or put J

together experience within oneself K

L
as they perceive information M

concretely and process it N

O
reflectively. P

They learn by listening and

R

sharing ideas. T

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• Theorists C

‘drawing out own conclusion’ or E

’needs to know theory behind G

information’ H

Theorists put together K

L
observations into complex but M

logically sound theory as they N

O
perceive information abstractly P

and process it reflectively. Q

They learn by thinking through T

ideas. U

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Pre-Training Assessment P

and Analyssi
Q

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• Lesson Objectives C

At the end of the session, you E

should be able to: G

I
Describe pre-training assessment J

and training needs analysis K

L
Realize the importance of having M

pre-training assessment before N

O
starting the session P

Disengage current competency Q

from the skills required to

R

determine training gap T

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• Introduction C

“In differentiated classroom, E

teachers begin where students are, G

not the front of a curriculum H

guide”. J

L
 Carol Ann Tomlinson, 1999. M

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• Pre-Training Assessment C

Pre-Training Assessment is F

conducted to recognize current G

competency (RCC) and I

recognition of prior learning J

K
(RPL). This assessment is done L

before the training starts. Listed M

N
are reasons why it is needed: O

It allows us to see their P

mastered competencies.
Q

It serves as a point of reference S

in assessing our trainees. T

It gives student quick look at V

the future lesson. W

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• Pre-Training Assessment C

Pre-Training Assessment can be F

done either of the following: G

H
Learners’ assess themselves I

using the self-assessment guide J

K
A trainer assesses learners’ L

previous experience through M

N
portfolio assessment O

The trainer assesses learners’ P

skills and knowledge through

Q

pre-test or diagnostic test S

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• Self-Assessment Guide (SAG) C

a pre-assessment tool to help the F

candidate and the assessor G

determine what evidence is I

available, where gaps exist, J

K
including readiness for L

assessment. M

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• Self-Assessment Guide (SAG) C

This document can E

F
1. identify the candidate’s skills and G

knowledge; H

2. highlight gaps in the candidate’s I

J
skills and knowledge; K

3. provide critical guidance to the L

assessor n the evidence that needs M

to be presented; N

O
4. provide guidance to the candidate P

on the evidence that needs to be Q

presented; and R

S
5. assist the candidate to identify key T

areas in which practice is needed U

or additional information or skills V

should be gained prior to the

W

X
assessment. Y

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• Portfolio Assessment C

 refers to the process of determining E

F
whether an applicant is competent G
through evaluation of his or her H

records of achievement I

You can confirm the authenticity of L

evidence of competency by:

M

N
 Calling or asking personally the O

signatories and confirm the P

information listed in the Q

R
certificate of award/employment. S
 Calling or visiting the workplace T

where projects are done. U

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• Pre-Test or Diagnostic Test C

 is a type of formative assessment that E

F
involves collecting evidence to G
diagnose or identify a training need or H

performance problem. (NVSC I

Handbook) J

 An assessor can use the portfolio M

assessment and pre-test results as a N

O
source of evidence and a tool for P

verifying learner’s current competency Q

and prior learning. R

T
 Pre-training assessment and analysis is U

done prior to the actual training V

program. W

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• Determining the Training Gap C

 Under the CBT approach, each learner E

F
is assessed to find the gap between the G
skills they need (as described in the H

Training Package) and the skills they I

already have. J

 The difference between the two is M

called the training gap. N

Skil s Required* – Current Skil s* = Training Gap = Training Needs

P

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Understanding the Training P

Regulation
Q

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• Lesson Objectives C

 At the end of the session, you should E

F
be able to: G

 Describe the sections of Training I

Regulations J

K
 Describe components of Competency L

Standards M

 Explain importance of Competency N

O
Standard in planning a training session P

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• Inroduction C

 Now that you have established the E

F
training gap of the learner, you are G
now ready to prepare the session plan. H

In preparing session plan, it is essential I

to understand the structure of Training J

K
Regulation. L

 Training Regulations contains the N

O
prescribed minimum program P

standards. It is developed by experts Q

and practitioners from public or R

private sector (or called as Experts S

T
Panel) and is promulgated by the U

TESDA Board after national validation V

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• Training Regulation C

 is a TESDA promulgated document E

F
that serves as basis for which the G
competency-based curriculum, H

instructional materials and competency I

assessment tools are developed. J

 This document represents specific M

qualification. How the competencies in N

O
this qualification can be gained, P

assessed and be given recognition is Q

detailed in this promulgated document R

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• Training Regulation C

D
 It has four sections: E
 Section 1 – Definition of Qualification refers to the F
group of competencies that describes the different G
functions of the qualification. It enumerates the job H
titles of workers who are qualified. I

J
 Section 2 - Competency Standards (CS) gives the K
specifications of competencies required for effective L
work performance. M

N
 Section 3 - Training Standard (TS) contains
O
information and requirements in designing training
P
program for certain Qualification. In includes
Q
curriculum design, training delivery; trainee entry
R
requirements; tools equipment and materials; training
S
facilities; trainer’s qualification and institutional
T
assessment.
U

 Section 4 – National Assessment & Certification V

W
Arrangement describes the policies governing
assessment and certification procedure. X

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Understanding the P

Competency-Based Q

Curriculum R

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• Lesson Objectives C

At the end of the session, you E

should be able to: G

Determine elements of Course J

K
Design and Module of L

Instruction M

Analyze importance of Module O

of Instruction in constructing
P

session plan R

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• Introduction C

framework or guide for the E

F
subsequent detailed development ofG

competencies, associated H

methodologies, training and

I

assessment resources. K

specifies the outcomes which are L

consistent with the requirements of

N

the workplace as agreed through the

O

industry or community Q

consultations. R

S
can be developed immediately when T

competency standards exist. U

Consists of Course Design and

V

Module of Instruction X

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• Course Design C

serves as the blueprint and sets the E

F
structure in delivering the training G

program H

is based on competency standards

I

set by the industry or recognized K

industry sector. Learning system is L

driven by competencies written to N

the industry standards O

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• Module of Instruction C

is the description of training E

F
requirements for every unit of G

competency. A unit of competency H

can make one or more modules of

I

training. K

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