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competency-based training Presentation.pptx
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- 2. It is atraining delivery approach that focuses on the competency development of a learners as a result of a training.
- 3. COMPETENCY BASED TRAINING • TRAINING DELIVERY APPROACH FOCUS COMPETENCY DEVELOPMENT OFTHE LEARNER AS A RESULT OF THE TRAINING OUTCOMES RATHER THAN LEARNING PROCESS WITHIN SPECIFIED TIME EMPHASIS WHAT LEARNER CAN DO ATTAINMENT AND APPLICATION OF KNOWLEDGE SKILLS AND ATTITUDE TO A SPECIFIC LEVEL OF COMPETENCY CONCERN
- 4. COMPETENCY BASED TRAINING TRAINING REGULATION COMPETENCY STANDARD COMPETENCY BASED CURRICULUM Serveas basis in the formulation of competency assessment and the development of curriculum and instructional materials of the CBT. Written Specification of the knowledge, skills, attitudes required for the performance Guide in developing learning activities; Specification of the course that a trainee will undertake to attain workplace competencies; Based from TR.
- 5. What is Competency? Competencyinvolves applying knowledge skills and attitudes to perform work activities to the standard expected in the workplace.
- 6. Being able todo the job Knowing how and why things are done Knowing what to do if things go wrong Having the right approach to do a job properly and safely Key Features of Competency
- 7. Task Skills Task Management Skills Contingency ManagementSkills Job/Role Environment Skills Competency Dimension of competency
- 8. ● This requiresperformance of the task(s) to the required standard as described in the unit of competency and expected in the workplace ● Assessor needs to collect evidence that the candidates can do the individual actions as well as the whole task. Task Skills
- 9. ● Captures theskills used as people plan and integrate a number of potentially different tasks to achieve a complete work outcome. ● Candidates should provide evidence that they can work efficiently to meet deadlines, handle a sequence of interrelated tasks and progress smoothly between tasks. Task management Skills
- 10. ● The requirementto respond to irregularities and breakdown in routines. ● Candidates should show evidence of dealing with contingencies. For example: ○ Breakdowns ○ Irregularities ○ Imperfections ○ The unknown Contingency Management Skills
- 11. ● The requirementto deal with the responsibilities and expectations of the work environment. ● The capacity to work with others and adapt to different situations is essential to successful performances ○ Does the candidate comply with workplace procedures and standard methods in performing the task? ○ Does the candidate communicate effectively? ○ Does the candidate observe enterprise and regulatory requirements? Job/Role Environment Skills
- 12. 10 PRINCIPLES OF COMPETENCY BASEDTRAINING 1 2 3 4 5 6 7 8 9 10
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- 14. TRADITIONAL CBT INSTRUCTORS FOCUS ON MANAGING LEARNING TRAINEESENTER AT VARIOUS TIMES THROUGHOUT THE YEAR INSTRUCTORS FOCUS ON MANAGING INSTRUCTION MOST STUDENTS ENTER AT ABOUT THE SAME TIME
- 15. TRADITIONAL CBT DIFFERENT TRAINEES MAYBETRAINED FOR DIFFERENT UNIT OF COMPETENCY WITHIN THE SAME PROGRAM EACH TRAINEE MOVES ON THE NEXT TASK ONLY AFTER MASTERING THE TASK HE OR SHE IS CURRENTLY WORKING ON STUDENTS ALL COVER THE SAME MATERIAL STUDENTS ALL PROCEED FROM ONE TOPIC TO THE NEXT AT THE SAME TIME
- 16. TRADITIONAL CBT EACH TRAINEE PROGRESSAT HIS OR HER OWN PACE EACH TRAINEE IS TESTED WHEN READY TO DEMONSTRATE MASTERY THE INSTRUCTOR CONTROLS THE LEARNING PACE ALL STUDENTS ARE USUALLY TESTED AT ONCE
- 17. TRADITIONAL CBT VERY LITTLE CONTINUOUS FEEDBACKIS GIVEN. IMMEDIATE FEEDBACK IS GIVEN AT CRITICAL POINTS IN THE LEARNING PROCESS.
- 18. TRADITIONAL CBT THE INSTRUCTOR MUST BEABLE TO ANSWER QUESTIONS ON MANY DIFFERENT TASKS EACH DAY. THE INSTRUCTOR IS INVOLVED IN TEACHING ONLY ONE TOPIC AT A TIME.
- 19. TRADITIONAL CBT RETESTING IS DISCOURAGED ORNOT ALLOWED. RETESTING IS ENCOURAGED TO REACH MASTERY
- 20. TRADITIONAL CBT MATERIALS, TOOLS AND SUPPLIESFOR ONLY ONE TOPIC ARE NEEDED AT A TIME. THE TRAINER MUST SEE THAT ALL MATERIALS NEEDED FOR MANY TASKS ARE READILY AVAILABLE.
- 21. TRADITIONAL CBT THE PROGRAM ISUSUALLY CLOSED DOWN OR SHORTENED DURING THE SUMMER MONTHS THE PROGRAM IS USUALLY OPERATED ALL YEAR ROUND
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- 30. Roles of theTrainee 1. Trainees may select what they want to learn and when they want 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.
- 31. Roles of theTrainee 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.
- 32. Roles of theTrainee 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-visuals. 5. Trainees are responsible for what they learn and when they learn it.
- 33. Roles of theTrainee 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.
- 34. Roles of theTrainee 7. Trainees help develop personalized prescription for learning worked out cooperatively and based upon what the students already knows, his preference for learning, learning style and other needs.
- 35. Roles of theTrainee 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.
- 36. Roles of theTrainee 10. Trainees evaluate their own progress to see how well they are doing.
- 37. TNA/ ORIENTATION LEARNING ACTIVITIES COMPETENCY ASSESSMENT AWARDING OF CERTIFICATES REGISTER FORTHE PROGRAM RPL/TNA LEVELING OF EXPECTATION/ ORIENTATION: 1. The training institution 2. The qualification A. Introduction B. Competencies of the Qualification 3. How to learn the competencies A. learning activities B. Requirements per competency C. assessment methods 4. How to use the competency- based Learning Materials 5. Tour to the Workstations PRE-TEST Sign Learning Contract Assign/ Choose Competency Learn Knowledge contents using the: a. CBLMs b. References c. Videos, other materials Learn SKILLS A. Demonstrations B. Observations C. Video presentations D. Task/Job sheets in CBLM E. Others Practice Task/Skill of the Learning outcome Perform Task Skill for evaluation/ trainer feedback based on Performance Criteria passed Learn next Learning outcome/ skill All LO’s/ skills learned? Take Institutional Competency Assessment COMPETENT Awarding of Certificate of Achievement for the COMPETENCY Earned all COA’s? Take the POSTTEST Choose another competency Fill-up program Evaluation forms Take the National Assessment Receive Training Certificate Exit Program TRAINING FLOW
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- 40. a simply awell-designed and carefully developed learning materials that give trainees detailed instructions to guide them through the learning process. WHAT IS CBLM?
- 44. Training workshop andstations 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.
- 45. 2. Learning resourcearea - 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.
- 46. 3. Institutional assessmentarea - 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.
- 47. 4. Contextual LearningLaboratory - This facility ensures that the underpinning knowledge, science, mathematics and communication principles as applied to the technology are provided to the learner.
- 48. 5. Quality ControlArea - Various tests aside from metrology and calibration are conducted in this area including in-process quality control.
- 49. 6. Trainers ResourceCenter - This area houses the learning materials, the training regulations and curriculum examples.
- 50. 7. Distance Learning- This is to enable the learning provision outside and away from the training institution in terms of print and non- print media.
- 51. 8. Computer Laboratory- 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.
- 52. 9. Support ServiceArea – This area provide value-adding competencies as such for Automotive Service Technician NC II, welding competency address underpinning skills in the particular competency.
- 53. Overview of theTraining 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
- 54. Overview of theTraining 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.
- 55. Evaluation • You willbe evaluated by: Performance Criteria Progress Chart Achievement Chart Self-Check and written exams Observation, demonstration and oral questioning
Editor's Notes
- #40 TEACHER: PROVIDE INFORMATION, YOU ARE SOURCE OF INFO NEGOTIATOR: NEGOTIATE WITH STAFF, TRAINEE COORDINATOR: COORDINATE TO LEARNERS SESSION PLANNER: PLAN OUT DEVELOPER: DEVELOP LEARNING MATERIALS SUCH AS INSTRUCTIONA SHEET, CBLM PROVIDE GUIDANCE AND COUNCILING