1. The document discusses training delivery modes and methods recommended for competency-based training, including dualized mode training, modular/self-paced learning, peer teaching/mentoring, supervised industry training, and distance learning. 2. Various training methods are described, such as lectures, role playing, group discussion, case studies, demonstrations, and field trips. Factors like group size and the purpose of each method are provided. 3. Guiding principles for selecting appropriate training methods are outlined, and a research on perceived effectiveness of different methods is summarized. Enactive learning strategies like role playing and self-experiential work are seen as most effective.

1. INFORMATION SHEET 1.2-2

2. 1. Enumerate the training delivery
modes recommended for use in CBT.
2. Differentiate the training methods.

3. • In designing your training program it is very
important that you choose EFFECTIVE &
APPROPRIATE training delivery modes and
methods for the knowledge content and
skills to be trained in your competencies.
• In Philippine TVET, we are required to follow
the competency-based training approach.

4. 1. Dualized Mode Training Delivery
2. Modular/self-paced learning
3. Peer teaching/mentoring
4. Supervised-industry-training or on-the-job training
5. Distance Learning is a formal education

5. -programs would comprise both, in-school
and in-industry trainings or fieldwork
components.

7. -trainee is allowed to progress at his own
pace. The trainer just facilitates the
training delivery.

8. -fast learners are given the opportunity to
assist the slow learners.

9. -designed to enhance the knowledge and
skills of the trainee through actual
experience in the workplace.

10. -majority of the instruction occurs when
the students and instructor are not in the
same place.

12. Consists of the techniques and materials
used by trainers to structure or design
learning experiences.

13. Three categories of learning objectives:
Learning
Objectives
Knowledge
Objectives
Declarative
Knowledge
Procedural
Knowledge
Strategic
Knowledge
Skills Attitudes

14. the intended learning aims or goals of
the Learning Element identified and
grouped in terms of the primary focus of
each aim or goal

15. Knowledge Objectives
Declarative
Knowledge
•Is the person’s store of factual information.
Procedural
Knowledge
•Is the persons understanding about how and
when to apply the facts.
Strategic
Knowledge
•Used for planning, monitoring and revising
goal-directed activities.

16. Reflects ones proficiency at specific
tasks such as operating a piece of
equipment, giving a presentation, or
making a business decision.

17. Defined as a “learned tendency to act in
a consistent way to a particular object
or situation” (Fishbein-Reference 1)
Affective Cognitive
Behavioral
Intention

18. Cognitive
Methods
Behavioral
Methods

19. Provide information, maybe in oral or
written form, demonstrate relationships
among concepts, or provide the rules for
how to do something.
e.g. lecture, discussion, e-learning, case
studies

20. Allow the trainee to practice behavior in
a real or simulated fashion.
e.g. equipment simulators, business games,
role plays, the in-basket technique,
behavior modelling, case studies

23. Training Methods
Lecture
Role Playing
Group Discussion
Forum
Buzz Group
Brainstorming
Case Study
Field Trip
Modular self-paced
Debate
Demonstration
SLE
Practice
Public Speaking
Study Circle

24. • Used to present information & ensures that it is
understood and remembered.
• Questions allow for involvement of participants and
clarification of points made.
•It is flexible and informal, avoids boredom and takes
advantage of experience and different backgrounds.
•It needs a confident and affective trainer to
respond to questions and keep discussion in course.
•GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE

25. • Requires a trainee to read and follow instructions
on a Competency Learning Material and learns on his
own pace.
• The CBLM should be carefully crafted materials
that can help the trainee learn both knowledge and
skill.
• This method requires the trainer to have a
complete CBLM and other learning materials.

26. • Used to examine alternative views on a
contentious subject, to give practice in preparation
and presentation of such views.
• It is done through alternating one-way
communication by a series of speakers in a set
topic.
• There is no guarantee, however, of materials
being adequately covered.
• GROUP SIZE CAN BE ANY SIZE.

27. • Uses active involvement of participants in the
learning process.
•Improves self confidence and takes advantage of
existing knowledge and experience of group.
•Stimulate group to think, question, and express
themselves and to clarify their problems and ideas.

28. •Done through interactive, situation, usually with
appointed leader, there is a set topic, main points
and conclusions are usually reported back to large
group.
•GROUP SIZE IS FROM 6-10 PARTICIPANTS.

29. •Used to present a range of expert’s opinion on a
topic, and interaction between conflicting views.
•This provides information and stimulates interest in
a topic.
•Here, experts seat in front of a group and present
their views consecutively.
•It uses one-way communication; although; occasionally
questions maybe addressed to the panel.
•It is difficult to ensure balance of views and needs
a competent chairperson.

30. •Usually used in conjunction with structure to sound
out interest, views, opinions in any audiences.
•Involves everyone. Break up lecture, increases
participant activity and alertness.
•This maybe used to provide feedback.
•After a segment of information presentation, the
lecturer asks participants to talk among themselves
for a short time (no more than 5 mins.)in response to
a questions or topic he/she presents.
•SIZE IS USUALLY 3 OR 4 PARTICIPANTS.

31. •Used to develop creative thinking. Maybe used as
part of a planning exercise or to get ideas in order
to solve a problem.
•All participants contribute their ideas on a subject
or problem.
•All ideas are recorded. Participants are urged to be
as open as possible.
•Contributions are not discussed or evaluated until
recording stage is complete.

32. •As to its limitation, many ideas may not be
subsequently used, it is necessary to be critical on
some suggestions, needs time for full process to
occur.

33. •Provides discussion and aids understanding of real
issues, aids listening and discussions skills. Helps in
problem analysis.
•Provides participants with learning which maybe
directly applied to a similar situation in their work.
•Detailed information about a situation or event
which illustrates problem in any way which they
feel, constructive.

34. •Needs careful preparation. A case may not be
relevant to everyone. Participants and contributions
vary. It is time-consuming and careful guidance and
intervention maybe required.
•GROUP SIZE SHOULD BE 3-6 MEMBERS.

35. •It is the best known way to help participants both
experience certain feelings and practice certain
skills.
•You can set up a dramatic situation in which
participants are required to confront someone else
and then discuss the feelings generated by the role-
playing experience.
•You can design a role-playing exercise to enable
participants to practice constructive methods of
confrontation.

36. •Field work, site work, outside visit.
•Allows participants to observe the operation of an
activity or process on site and record their
observation for later analysis.

37. •Used to explain and demonstrate a process or skills,
so that each group member can understand and
reproduce the action.
•Immediate practice is a necessary part of this
technique; otherwise, the process or skill maybe
forgotten.

38. •Exercises are used to simulate real-life situations
or incidents in order to highlight interaction and
group process or to focus on problem solving.
•The purpose, structure & operation of exercise are
outlined by the trainer.
•Roles of various participants are described and
allocated to various people.

39. •Observers may be appointed, recording of the
activity is vital and the trainer usually does not
intervene during operation.
•Review and evaluation form a critical part of the
learning process.

40. •Used to provide learners with an opportunity to
demonstrate their mastery of new skills or
knowledge in a real life situation.

41. •Every time a participant is called to present or
offer to say something in front of the other
participants, it is actually public speaking.
•This does not make it an easy skill to perform.
Besides, different people have different ways to
communicate. The bottom line is that, if a person
feels confident when addressing a crowd, he or she
usually communicates more effectively.
•This confidence can be enhanced through practice.

42. •When a group or workers decide that they want to
study or learn from each other’s experience, they
form a study circle.
•The group can meet in private homes in the
workplace or in any private function room (secluded
area). The circle assigns a study circle leader who is
responsible for minutes and organizing of the
meetings.

43. GUIDING PRINCIPLES IN
METHOD SELECTION

44.  A method suitable in one situation may
not be appropriate in another.
 The value of a method and the quality
of tools used depends on how it is
applied.
 Methods must complement one another.

45. James Bennett-Levy et.al in their research
entitled “ ACQUIRING AND REFINING CBT SKILLS
AND COMPETENCIES: WHICH TRAINING METHODS
ARE PERCEIVED TO BE MOST EFFECTIVE?

46.  Different training methods were
perceived to be differentially effective.

47. 1. Reading
2. Lecture/Talks
3. Modeling

48. 1. Role playing
2. Self-experiential work
3. Modelling
4. Reflective Practice
Enactive learning strategies

49. 1. Self experiential work
2. Reflective practice