competency-based training Presentation.pptx

competency-based training

1. COMPETENCY BASED TRAINING (CBT)

2. It is a training 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 OF THE 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 Serve as 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? Competency involves applying knowledge skills and attitudes to perform work activities to the standard expected in the workplace.

6. Being able to do 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. Dimension of competency

8. This requires performance 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 the skills 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 requirement to 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 requirement to 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 BASED TRAINING 1 2 3 4 5 6 7 8 9 10

13. PRINCIPLES #1 The training is based on curriculum developed from the competency standards. BACK

14. PRINCIPLES #2 Learning is competency – based or modular in structure BACK

15. PRINCIPLES #3 Training delivery is individualized and self – paced BACK

16. PRINCIPLES #4 Training is based on work that must be performed BACK

17. PRINCIPLES #5 Training materials are directly related to the competency standards and the curriculum. BACK

18. PRINCIPLES #6 Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards. BACK

19. PRINCIPLES #7 Training is based on and off the job components BACK

20. PRINCIPLES #8 The system allows Recognition of Prior Learning (RPL) BACK

21. PRINCIPLES #9 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. BACK

22. PRINCIPLES #10 Approved training programs are nationally accredited by UTPRAS. BACK

23. Comparative Analysis between Traditional Education and CBT

24. TRADITIONAL CBT INSTRUCTORS FOCUS ON MANAGING LEARNING TRAINEES ENTER AT VARIOUS TIMES THROUGHOUT THE YEAR INSTRUCTORS FOCUS ON MANAGING INSTRUCTION MOST STUDENTS ENTER AT ABOUT THE SAME TIME

25. TRADITIONAL CBT DIFFERENT TRAINEES MAYBE TRAINED 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

26. TRADITIONAL CBT EACH TRAINEE PROGRESS AT 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

27. TRADITIONAL CBT VERY LITTLE CONTINUOUS FEEDBACK IS GIVEN. IMMEDIATE FEEDBACK IS GIVEN AT CRITICAL POINTS IN THE LEARNING PROCESS.

28. TRADITIONAL CBT THE INSTRUCTOR MUST BE ABLE TO ANSWER QUESTIONS ON MANY DIFFERENT TASKS EACH DAY. THE INSTRUCTOR IS INVOLVED IN TEACHING ONLY ONE TOPIC AT A TIME.

29. TRADITIONAL CBT RETESTING IS DISCOURAGED OR NOT ALLOWED. RETESTING IS ENCOURAGED TO REACH MASTERY

30. TRADITIONAL CBT MATERIALS, TOOLS AND SUPPLIES FOR ONLY ONE TOPIC ARE NEEDED AT A TIME. THE TRAINER MUST SEE THAT ALL MATERIALS NEEDED FOR MANY TASKS ARE READILY AVAILABLE .

31. TRADITIONAL CBT THE PROGRAM IS USUALLY CLOSED DOWN OR SHORTENED DURING THE SUMMER MONTHS THE PROGRAM IS USUALLY OPERATED ALL YEAR ROUND

32. CBT Delivery Modalities

33. Role of CBT Trainer

34. Teacher Negotiator Facilitator Coordinator Curriculum Developer Instructional Material Developer Counselor Actor Session Planner

35. Roles of the Trainee 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.

36. Roles of the Trainee 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.

37. Roles of the Trainee 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.

38. Roles of the Trainee 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.

39. Roles of the Trainee 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.

40. Roles of the Trainee 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.

41. Roles of the Trainee 10. Trainees evaluate their own progress to see how well they are doing.

42. TNA/ ORIENTATION LEARNING ACTIVITIES COMPETENCY ASSESSMENT AWARDING OF CERTIFICATES REGISTER FOR THE 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 Demonstrations Observations Video presentations Task/Job sheets in CBLM 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

43. RATING SYSTEM COMPETENT NOT YET COMPETENT

44. C B L M

45. a simply a well-designed and carefully developed learning materials that give trainees detailed instructions to guide them through the learning process. WHAT IS CBLM?

46. Training workshop and stations 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 .

47. 2. Learning resource area - 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.

48. 3. Institutional assessment area - 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.

49. 4. Contextual Learning Laboratory - This facility ensures that the underpinning knowledge, science, mathematics and communication principles as applied to the technology are provided to the learner.

50. 5. Quality Control Area - Various tests aside from metrology and calibration are conducted in this area including in-process quality control.

51. 6. Trainers Resource Center - This area houses the learning materials, the training regulations and curriculum examples.

52. 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.

53. 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.

54. 9. Support Service Area – This area provide value-adding competencies as such for Automotive Service Technician NC II, welding competency address underpinning skills in the particular competency.

55. Overview of the Training 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

56. Overview of the Training 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.

57. Evaluation You will be evaluated by: Performance Criteria Progress Chart Achievement Chart Self-Check and written exams Observation, demonstration and oral questioning