FACILITATING

LEARNING
SESSION
 “
2

TOPICS
○ CBT
○ 10 principles of CBT
○ Analysis between Traditional Education and CBT
○ Role of Trainer
○ Role of Trainee
○ Qualification overview
○ Competency-based Learning Material or CBLM.
 3

CBT – or Competency-Based Training is a

What is CBT? training delivery approach which focuses on the
competency development of the learner as a result
of the training. The unit of progression is mastery of
specific knowledge and skills and is learner-
centered
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10 Principles of CBT
 The training is based on curriculum
developed from the competency
standards.
 Learning is competency-based or
modular in structure.
 Training delivery is individualized
and self-paced.
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10 Principles of CBT
 Training is based on work that must be
performed.
 Training materials are directly related to
the competency standards and the
curriculum.
 The system allows Recognition of Prior
Learning (RPL)
 6

10 Principles of CBT
 Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards.
 Training is based on the job
components and off the job
components.
 7

10 Principles of CBT
 The system allows for learner to enter
and exit programs at different times and
levels and to receive an award for
competencies attained at any point.
 Approved training programs are
nationally accredited.
 Analysis
between
Traditional
Education and
CBT
 9

Traditional Education Competency-based

Comparative Training
analysis between  Instructors focus on  Trainers focus on
Traditional managing instruction managing learning
Education and  Most students enter at  Trainees enter at various
CBT. about the same time times throughout the
year
 All students cover the  Different trainees may
same material be trained for different
unit of competency
within the same
program
 10
Traditional Education Competency-based
Training
Comparative  Students all proceed  Each trainee moves on
analysis between from one topic to the the next task only after
Traditional next at the same time mastering the task he or
she is currently working
Education and on
CBT.
 The instructor controls  Each trainee progress at
the learning pace his or her own pace
 All students are usually  Each trainee is tested
tested once when ready to
demonstrate mastery
 11

Traditional Education Competency-based

Comparative Training
analysis between  Very little continuous  Immediate feedback is
Traditional feedback is given given to each trainees at
critical points in the
Education and learning
CBT.
 The instructor is  The instructor must be
involved in teaching able to answer questions
only one topic at a time on many diff. tasks each
day
 Retesting is discouraged  Retesting is encourage
or not allowed at all to reach mastery
 12
Traditional Education Competency-based
Training
Comparative  Materials, tools and  The trainer must see that
analysis between supplies for only one all materials needed for
Traditional topic are needed at a many tasks are readily
Education and time available
CBT.  The number of students  As vacancies are filled,
enrolled is maximum trainees enrolment
capacity at the remains at capacity all
beginning of the year year long
and declines to half or
less towards the end
 13
Traditional Education Competency-based
Training
Comparative
analysis between  Most instructions are  The trainer must
delivered by or manage the use of wide
Traditional dependent upon the variety of instructional
Education and instructor media and material each
CBT. day
 The programs is usually  The program is usually
closed down or operated year round
shortened during the
summer months
 14
Traditional Education Competency-based
Training
Comparative
analysis between  The evening program is  Day and evening
usually separated and program both have
Traditional distinct from the day access to all learning
Education and program guides and resources
CBT.  The instructor controls  If possible, trainee
the sequence in which determine the sequence
topics will be covered of the tasks
 Role of
Trainer and
Trainee
 “
16

Roles of Trainer
Team Session
Counselor Teacher
Member Planner

Curriculum
Motivator Evaluator Actor
Developer

Coordinato
Facilitator Model Negotiator
r
 “
17
Trainees learn
according to their
interest, needs and
abilities – not

Roles of Trainee
Trainees may Trainees may choose Trainees help
according to teacher
timelines
expediency.
and
Trainees know they
will be rated mainly
select what they how they want to develop on performance,
learn individually, on
want to learn and a one-to-one basis, in
personalized while paper and
when they want to a small group, in large prescription for pencil tests will be
learn it, within groups or with audio- learning worked used mainly to check
reason. visuals. out cooperatively their knowledge of
Trainees are Trainees complete Trainees
the task. move
Trainees learn at
responsible for against pres job freely in the
their own rate
what they learn standards and not workshop,
within program against other
and when they laboratory and or
guidelines. students.
learn it. Trainees know “up training center.
Trainees decide
Trainees may when they are front” before
Trainees evaluate
instruction begins
request to receive ready to perform their own progress
what they are
credit for what they each task or expected to know to see how well
already know. demonstrate and do to complete they are doing.
mastery of learning the program.
 18

EVENTS
MANAGEMENT
SERVICES NCIII
Qualification Overview
 19

EMS is a short TESDA course in the

Philippines that will train you in planning
and organizing events in different venues
such as conference centers, hotels, motels,
restaurants, clubs, resorts, and luxury
liners.
 20

Events
Coordi
Career nator

Opportunities Confer
ence
Coordi
nator
Functi
on
Coordi
nator
 21

Basic Competency
Develop and Use
Lead workplace practice mathematical
communication negotiation concepts and
skills techniques
Solve workplace
Lead small problems related Use relevant
teams to work technologies
activities
 Common 22

Competency
Train small
Roster staff
groups

Establish and
Control and conduct
order stock business
relationships
 23

Core Competency
Plan and Develop and Manage
Develop event update event
develop event industry
contractors for
program
proposal or bid knowledge indoor events

Provide on-site Develop and

Develop an Select event event update
event concept venue and site management knowledge on
services protocol
 Parts of C B L M
24

References/Further Reading
Performance Criteria Checklist
Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module Content
List of Competencies
Front Page
 25

Lect
ure
Methodologies Discu
ssion

Demons
tration

Practi
cal
Exerc
ises
 26

Monitoring Tools
 27

Evaluation Tools
Writte Perfor
Pre-
n Test mance
test
test

Direct Oral
Post
Obser questi
test
vation oning
Pre-Test
 SHOP LAYOUT  
29

COMFORT
ROOM
9. DISTANCE LEARNING
  AREA
1. TRAINERS RESOURCE
CENTER

2. CONTEXTUAL  

HALLWAY
LEARNING AREA
8. INSTITUTIONAL
ASSESSMENT AREA
3. SUPPORT SERVICES AREA

4. QUALITY 5.
LABORATORY    
CONROL 6.
AREA AREA
COMPUTER
RESOURCE
7. LEARNING
AREA RESOURCE
AREA
INFORMATION
DESK
 30

Thanks!
Any questions?
 Developing and
updating events
industry knowledge
 32

The Events
Industry
 33

 Define an event;
 Identify the event protocols;
Learning  Distinguish the different event management types
Objectives: and staging elements.
 List the major industry bodies/associations on an
event industry;
 Explain the impacts of events on local economies;
and
 Enumerate the different career opportunities.
 34

Planned and Avenue for

What is an organized two-way
occasion interaction
EVENT?

Deliver
meaningful
encounters
 35
SOCIAL CORPORATE
Weddings Seminars and Conferences
Family Events Symposia
Types of Cocktail Parties
Intimate Dinners
Exhibitions
Festivals
EVENT Promotions
Trade Shows
Sporting Event
Parades
Executive Retreats and Incentive
Programs
Appreciation Events
Company or Organization Milestones
Team-Building Events
Product Launch Events
Board Meetings and Shareholder
Meetings
Charitable, fund raising events
 Staging Elements
SETTING: EXPERIENCES: MANAGEMENT: PEOPLE:
Unique, Systems, staff, volunteers,
location, guests,
Satisfying, Programming,
design, sense Services participants; co-
Memorable
of place creators

36
Event Protocols

37
 Bodies &
Associations

38
Impacts in the
Economy

39
 Career 40

Event
Opportunities
Caterin
g Volunte
Venue
Planne Service er
Manag s Coordi
r ers Manag nator
er

Weddi Sponso Social Marke

ng rship Media ting
Planne Coordi Coordi Manag
r nator nator er
Maintaining the
currency of
knowledge
 42

Learning  Determine the trends on the event industry;

Objectives:  Enumerate the ways on how to maintain the
currency of knowledge;
 Identify the legal and ethical issues that impact
on the event management
Key Stakeholders

43
 44

Industry Structure
Event
Gov’t Manag Event
Agenc Service
ement
Provide
y Comp r
anies

Event Event
Promo
Organi Suppli
ters
zation ers
 Legal & Ethical 45

Authe
Issues
Abuse
ntic Origin
of
Represe ality FAM
ntation

Incenti Misha Rewar

ves for ps on ds &
Particip Social Incenti
ants Media ves
 Current & Emerging 46

Real-
Technology
Live
Convers
time Audie ational
Manag nce Experie
ement Engage nce
ment

Person All-in-
Event
alized one
Experi Analyt
Platfor
ence ics
ms
 Maintaining Industry 47

Currency
Enlist a Browse online Take
Subscribe to Attend
mentor or forums or professional
online Professional
industry discussion development
newsletters Events
buddy boards courses

Invest in
Build your
Read, listen & Utilize online Continuing
skills with Network
watch resources Education &
study
Certification
 48

Thanks!
God Bless