CHS NC II Training Program Covers Installation, Diagnosis, Configuration & Maintenance
•Download as PPT, PDF•
0 likes•951 views
Recommended
More Related Content
What's hot
What's hot (20)
Similar to CHS NC II Training Program Covers Installation, Diagnosis, Configuration & Maintenance
Similar to CHS NC II Training Program Covers Installation, Diagnosis, Configuration & Maintenance (20)
CHS NC II Training Program Covers Installation, Diagnosis, Configuration & Maintenance
- 2. CHS NC II Install computer system and networks 3 DAYS Diagnose and troubleshoot computer system and networks 3 DAYS Configure computer system and networks 2DAYS Maintain computer system and networks 2DAYS
- 3. CHS NC II Install computer system and networks Written examination Demonstration Interview Diagnose and troubleshoot computer system and networks Written examination Demonstration Interview Configure computer system and networks Computer based examination Demonstration Interview Maintain computer system and networks Computer based examination Demonstration Interview
- 4. DAILY SCHEDULE 7:00 – 7:30 Breakfast 7:30 – 9:30 START OF THE TRAINING 9:30 – 10:00 Break Time 10:00 – 12:00 RESUME TO TRAINING 12:00 – 1:00 LUCNH BREAK 1:00 – 3:00 RESUME 3:00 – 3:30 Break Time 3:30 _ 5:30 RESUME
- 6. CBT Process Flow Trainee enters program • Administer RPL • Orientation • Role of trainer/trainee Review learning package View multimedia materials YES Trainer observes performance Trainer Rates performance Satisfactorily Performed Competency? NO Use manuals NO Trainee selects competency and receive instructions • Administer Learning Contract • Organize learning strategy • Provide materials • Introduce CBLM materials • Introduce the Use of Achievement Progress Report Observe demonstration Trainee practices task Trainee Rates own performance Have enough Competency/ies been achieved? NO YES Practice skills in workshop Receive assistance and advise Have completed all the competencies? Trainee exits program Trainee exits program Undergo Nat’l Assessment YES
- 7. 1. The training is based on curriculum developed from the competency standards. 2. Learning is modular in structure. 3. Training delivery is learner centered and should accommodate individualized and self-paced learning strategies.
- 8. 4. Training is based on work that performed. must be 5. Training materials are directly related to the competency standards and curriculum modules. 6. Assessment is based in the collection of evidence of the performance of work to the industry required standard; 7. Training is based both on and off components the job
- 9. 8. Training program allows for recognition of prior learning or current competences; 9.Training allows for multiple entry and exit and; 10.Training programs are registered UTPRAS. with the
- 10. CHS NC II Competencies 1. Install computer system and networks 2. Diagnose and troubleshoot computer system and networks 3. Configure computer system and networks 4. Maintain computer system and networks
- 11. ROLE OF THE CBT TRAINER Stimulates trainee’s motivation. Manages learning a consultation rather than a provider of information. Diagnose and solves learning problems. Evaluates student achievement Assist learners to obtain individualized rewards
- 12. ROLE OF THE CBT TRAINEE Trainees may select what they want to learn and when they want to learn it. Trainees learn at their own rate within program guidelines Trainees may choose how they want to learn-individually. Trainees are responsible for what they learn and when they learn it.
Editor's Notes
- Flowchart in delivering CBT CONDUCT PRE ASSESSMENT Trainee enters the program. Recognition of prior learning should be administered in-order to determine if he/she needs to undergo all the competencies or he/she should proceed with the assessment. For instance if he has previous work experience and he can provide portfolio and other documents sufficient enough to support his claim, then he can proceed with the assessment. In the orientation, the trainer explains the CBT. The trainees will also be orient to familiarize the locations of different facilities and equipment, know whom to ask for assistance, what are the necessary tools to be used for learning, (tools pertains to different materials such as modules, books as reference, the internet if necessary, hand held gears and others.) WORKSHOP RULES AND REGULATIONS. Explain the role of trainers and trainees. (Explain that the training is competency based and it is self-paced). The trainer is there to guide, facilitate, check his work and evaluate his performance. Training is trainee-centered. FACILITATE TRAINNG SESSION The student selects one competency he wants to undergo first. Then instructions will be given. Trainer will administer learning contract, trainee to read the contract. Trainer and trainee will sign the contract (binding agreement) Strategies for learning should properly organized and explained to the trainee. Provide and explain the use of learning materials needed (curriculum based learning modules). Introduce and explain the use of Achievement Progress Report. The trainer and trainee monitor the progress per Los/Unit of Competency Learning takes place (View multimedia materials, Use manuals, Observe demonstrations, Practice skills in workshop and if necessary receive assistance and advice). CONDUCT INSTITUTIONAL ASSESSMENT Once trainee feels that he is ready to perform the task, then he can proceed. Two ways: While performing, the trainer observes his performance, check if the procedure is correct and appropriate in-order for him not to commit mistakes that will lead to equipment damage or injury to the trainee. Trainee attempts the task and rates himself and then the trainer rates the trainee. OUTPUT Competency 1: competent, selects competency 2 Completed all competencies: Undergo mandatory national assessment Whatever the result of national assessment, the trainee may exit the program Competency 1 and 2 completed: may exit the program (work experience). Enter again to take remaining competencies (may take RPL again) Not yet competent-perform/practice the activities/tasks then undergo institutional assessment