Designing Training Program for Competency Based Training

A PPT for Designing a Training Program for Competency Based Training.

1. Attendance Check

2. TRUE OR FALSE

3. Competency-Based Training It is a training delivery approach that focuses on the competency development of the learner as a result of the training

4. Competency-Based Training It is a training delivery approach that focuses on the competency development of the learner as a result of the training

5. Current Competencies are the skills and knowledge of your new trainees obtained through formal training, work experience or life experience.

6. Current Competencies are the skills and knowledge of your new trainees obtained through formal training, work experience or life experience.

7. ADDIE MODEL MEANS A - analysis D - design D - descriptive I - integration E - evaluation

8. ADDIE MODEL MEANS A - analysis D - design D - development I - implementation E - evaluation

9. Training Process Training Evaluation Training Delivery Training Plan Training Design Training Needs

10. The Training Process

11. Training Regulations It is the documents that serves as a basis in the formulation of competency assessments and the development of curriculum and instructional materials for competency-based technical education and skills development.

12. Training Regulations It is the documents that serves as a basis in the formulation of competency assessments and the development of curriculum and instructional materials for competency-based technical education and skills development.

13. Designing Engaging Training Programs

14. Learning Objectives Explain the CBT as a program designed for adult learners. Identify the role of current competencies in designing a training program. Demonstrate understanding on Training Design.

15. Competency-Based Training It is a training delivery approach that focuses on the competency development of the learner as a result of the training

16. Competency-Based Training Emphasizes most on what the learner can actually do and focuses on outcomes rather than the learning process within the specified time.

17. Two key terms used in CBT Skill – a task or group of tasks performed to a specific level of competency or proficiency which often use motor functions and typically require the manipulation of instruments and equipment.

18. Two key terms used in CBT Competency – A skill performed to a specific standard under specific condition.

19. Competency It involves applying knowledge, skills and attitudes to perform work activities to the standard expected in the workplace. Competencies are gained through: life experiences formal education apprenticeship on-the-job experience self-help programs training and development programs

20. Dimension of Competency TASK MANAGEMENT

21. Dimension of Competency TASK MANAGEMENT BEING ABLE TO DO THE JOB

22. Dimension of Competency TASK MANAGEMENT KNOWING HOW AND WHY THINGS ARE DONE

23. Dimension of Competency TASK MANAGEMENT KNOWING WHAT TO DO IF THINGS GO WRONG

24. Dimension of Competency TASK MANAGEMENT KNOWING THE RIGHT APPROACH TO DO A JOB PROPERLY AND SAFELY

25. Training Regulations It is the documents that serves as a basis in the formulation of competency assessments and the development of curriculum and instructional materials for competency-based technical education and skills development.

26. Competency Standard It is a written specification of the knowledge, skills and attitudes and values required for the performance of a job, occupation or trade and the corresponding standard of performance required in a workplace.

27. Characteristics of Learners One of the most important data that you must have when planning training sessions is the characteristics of your trainees. The design of training and instructional materials should therefore suit characteristics of each trainee.

28. Characteristics of Learners One important part of planning a training session is to analyze trainees so that the training suits their: Ability level Learning styles and preferences Motivations Interests because they are the bases in choosing the methodologies to be used by the trainer.

29. Trainees’ Current Competencies

30. Trainee’s Training Needs is another important data that you need to collect as a trainer so that you will be able to identify the skills and competencies needed by individual trainees.

31. Current Competencies are the skills and knowledge of your new trainees obtained through formal training, work experience or life experience.

32. How can the Current Competencies be Determined?

33. Current Competencies can be determined by using the following: Self-Assessment Checklist Proof of Competencies Pre-Assessment Result

34. Why it is necessary to determine the current competencies?

35. To identify the competencies to be covered in the training plan To assess the trainee’s current competency in comparison to the stated standards of competence required. To identify which relevant skills the trainee possesses and does not possess, so that the training program can be tailored accordingly.

36. Assessment Methodologies Observation Checklist Practical Demonstration Project 360 Feedback Case Study Oral Presentation Journal Problem Solving Project Video or Audio Tapes Certificate of Award or Employment

37. Current Competencies are determined by using the following forms: Self-Assessment Check (Form 1.1) Validation of Competency evidences (Form 1.2) Summary of Current competencies versus required competencies (Form 1.3) Training Needs (Form 1.4)

38. Identifying Training Gaps From the accomplished Self-Assessment Check (Form 1.1) and the evidences of current competencies (Form 1.2), the Trainer will be able to identify what the training needs of the prospective trainee are.

39. In planning for CBT, the following should be determined by the trainer; The competencies as required by the competency standard. Trainee’s characteristics Trainees current competencies Trainee’s Training Needs

40. To determine learner’s training needs the trainer need to do the following; Analyze the competency standard Prepare the TNA forms Prepare the Pre-Test Prepare the Institutional Competency Evaluation

41. Training Design

42. Training It is a set of a systematic processes designed to meet learning objectives related to trainees’ current and future jobs.

43. The Training Process

44. Training Design It is systematic process that is employed to develop education and training programs in a consistent and reliable fashion.

45. Instructional Design (ISD) It is the practice of creating instructional experiences which make the acquisition of knowledge and skill more efficient, effective and appealing.

46. Instructional Design (ISD) Ideally the process is informed by pedagogically (process of teaching) and andragogically (adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings.

47. Analysis Analyze learner characteristics, task to be learned. -Identify Instructional Goals -Conduct Instructional Analysis -Analyze Learners and Contexts

48. Design Develop learning objectives, choose an instructional approach -Write Performance Objectives -Develop Assessment Instruments -Develop Instructional Strategy

49. 9 Events of Instruction (Robert Gagne) Gain Attention Inform Learners of Objectives Stimulate Recall of Prior Knowledge Present the material Provide guidance for learning Elicit performance Provide feedback Assess performance Enhance retention and transfer

50. 9 Events of Instruction (Robert Gagne) Gain Attention - Orient and motivate the learner

51. 9 Events of Instruction (Robert Gagne) Inform Learners of Objectives - To guide learners and to assist them to organize their thoughts around what they are about to learn.

52. 9 Events of Instruction (Robert Gagne) Stimulate Recall of Prior Knowledge - Adults learn by establishing relationship with what they know and a new knowledge or skill.

53. 9 Events of Instruction (Robert Gagne) Present the Material - In a way that appeals to the different learning preferences and is easy to digest.

54. 9 Events of Instruction (Robert Gagne) Provide Guidance for Learning - Provide opportunities to integrate new information into their existing knowledge base.

55. 9 Events of Instruction (Robert Gagne) Elicit Performance - By providing safe opportunities to practice.

56. 9 Events of Instruction (Robert Gagne) Provide Feedback - To reinforce or correct learning.

57. 9 Events of Instruction (Robert Gagne) Assess Performance - Learners should be given the opportunity for assessment to gain recognition of their success in learning

58. 9 Events of Instruction (Robert Gagne) Enhance Retention and Transfer - Encourage learner to plan the application of what they have learnt.

59. Development Create instructional or training materials -Design and Selection of appropriate materials for learning activity -Design and conduct formative evaluation

60. Implementation Deliver or distribute the instructional materials

61. Evaluation Make sure the materials achieved the desired goals -Design and Conduct Summative Evaluation