A GUIDE TO TRAINERS METHODOLOGY I

MODULE 1: PLAN TRAINING SESSION  Proficient in quantitative and qualitative analysis

 Proficient in verbal reasoning
1 TESDA Circular No. 14 Series of 2011
Lesson 1: Who is Trainer and/or Assessor?
2 TESDA Circular No. 14 Series of 2011
3 TESDA Circular No. 13 Series of 2011
Session Objectives
At the end of the session, you should be able to:
 Distinguish a trainer from an assessor Lesson 2: Competencies of a Trainer and/or Assessor
 Determine roles of trainer and/or assessor in assuring quality technical-vocational
courses Session Objectives
At the end of the session, you should be able to:
Introduction  Determine the skills and knowledge that a trainer or assessor should have
Plan Training Session is one of the six competencies to be mastered in Trainers Methodology  Explain required skills as a trainer and or assessor
I (TM I). But before we focus on planning, let us have an overview of the whole training
program. In this lesson, you will learn the role as trainer or assessor. As a trainer or assessor, Introduction
you need to know what and how to teach, and how to work effectively with others. We look As you progress through this lesson, you should keep in mind the skills and knowledge
forward to see you competent enough as you study this course. required to become a competent trainer. Remember that awareness of your skills and
capabilities will help you make informed choices.
Trainee’s Entry Requirements
It is expected that you will be a Trainer and/or Assessor as you finish this course, Trainers Basic and Core Competencies
Methodology I (TM I). Listed are the knowledge, skills, and attitudes required of Trainers Methodology (TM) Lev I 1:

What is a TVET Trainer? Basic Competencies (or skills and knowledge that everyone needs for work):
TVET Trainer is a professional who enables a learner or a group of learners to develop  Lead workplace Communication
competencies to performing a particular trade or technical work. Towards this end, a TVET  Apply math and science principles in technical training
Trainer may assume various roles such as training facilitator, competency assessor, training  Apply environmental principles and advocate conservation
designer, developer or training supervisor 1.
 Utilize IT applications in technical training
What is a Trainer / Assessor?  Lead small teams
From the Training Regulation, a Trainer is a person who enables group of learners to develop  Apply work ethics, values and quality principles
competencies toward performing a particular trade or technical work while an Assessor is an  Work effectively in vocational education and training
individual accredited and authorized to evaluate or assess competencies of a candidate  Foster and promote a learning culture
applying for certification or any one of the purpose of assessment.  Ensure a healthy and safe learning environment
 Maintain and enhance professional practice
Trainer/Assessor is at least NC II holder and who has achieved all the required units of
 Develop and promote appreciation for cost-benefits of technical training
competency identified in the Trainers Methodology Level I (TM Level I) under the PTTQF. He
is also a holder of National TVET Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor;
 Develop and promote global understanding of labor market
an Assessor is a Trainer 3.
Core Competencies (or specific skills and knowledge needed in TM1):
To qualify for this course, a candidate or trainee must satisfy the following requirements:  Plan training sessions
 Graduate of baccalaureate degree or equivalent in training or experience along the field  Facilitate learning sessions
of Technical Vocational Education and Training  Supervise work-based learning
 Certified at the same or higher NC Level in the qualification that will be handled (for  Conduct competency assessment
technical trainers)  Maintain training facilities
 Able to communicate orally and in writing  Utilize electronic media in facilitating training
 Physically fit and mentally healthy 1 Training Regulation Framework
 A GUIDE TO TRAINERS METHODOLOGY I
Lesson 3: Competency-Based Training
 Competency Standard are industry-determined specification of competencies
Session Objectives required for effective work performance. They are expressed as outcomes and they
At the end of the session, you should be able to: focus on work place activity rather than training or personal attributes, and capture
 Define commonly used Competency-Based Training terminologies the ability to apply skills in new situations and changing work organization 6.
 Explain ten principles of Competency-Based Training
 Recognition of Prior Learning (RPL) is the acknowledgement of an individual’s
 Differentiate traditional education with Competency-Based Training
skills, knowledge and attitudes gained from life and work experiences outside
registered training programs 7.
Introduction
Getting the idea on structure and principles embedded in training is important before
designing a session plan. Do you know how to teach a Technical-Vocational Education and
 Qualification is cluster of units of competency that meets job roles and is
significant in the workplace. It is also a certification awarded to a person on
Training (TVET) program? That will be the focus of today’s lesson.
successful completion of a course and/or in recognition of having demonstrated
The framework in teaching skill-based lesson is called Competency Based Training (or CBT). It
competencies relevant to an industry 7.
focuses on skills development that is why its approach differs from the traditional education.
In traditional education, the teacher controls the environment (or called teacher-centered
It has three components:
approach); while in CBT, the learners control and manipulate the tools and equipments with
the guide of a teacher (also known as student-centered approach).
o Basic Competency – skills and knowledge that everyone needs for work
In addition to that, learners are not compared among each other, instead their skills are
o Common Competency – skills and knowledge needed by people working
in a particular industry
compared against the norms or standard set by the industry. The training is also self-paced;
an example of this is when the trainer allows the students to study the materials & practice
o Core Competency – specific skills and knowledge needed in a particular
area of work-industry sector/occupation/job role
the skill on their own. Lastly, the focus of CBT is on the outcome or the end product.

CBT Terminologies  Competency-Based Training (CBT) is a system by which the student is trained on
the basis of demonstrated ability rather than on that of elapsed time 7.
The need to understand commonly used terminologies is important before starting this
courseware. Comprehending these terminologies will empower you to understand easily the
CBT includes:
next lessons.
o Competency-Based Curriculum (CBC) is the specification for a course or
 Knowledge is the cognitive representation of ideas, events, activities or tasks
subject (module) which describes all the learning experience a student or
derived from practical or professional experience as well as from formal instruction
learner undergoes. It specifies outcomes which are consistent with the
or study, e.g. memory, understanding, analysis 1.
requirements of the workplace as agreed through industry or community
consultations.8
 Skill refers to the acquired and practiced ability to carry out a task or job 2. o Competency-Based Learning Material (CBLM) refers to the print and
non-print instructional media used as guide in learning workplace
 Competency, as used in TESDA, is a) the application of knowledge, skills and activities.
attitude required to complete a work activities to the standard expected in the
workplace 3; or b) the possession and application of knowledge, skills and attitudes 1 CEDEFOP 2008, Europe 2 RA 7796/TESDA Law 3 Procedures Manual on TR Development 4
to the standard of performance required in the workplace 4. Guidelines on Assessment and Certification under the Philippine TVET Competency
Assessment and Certification System – PTCACS 5 CBT Primer 6 Training Regulations
The 4 dimensions of competency that describes aspect of work performance are 5: Framework 7 ILO 8 Quality Procedures Manual – CBC Development
I. Task Skills – undertaking a specific workplace task
II. Task Management Skills – managing a number of different tasks to Delivery of Competency-Based Training (CBT)
complete the entire work activity The flow of CBT differs from the traditional education approach. To see the big picture is
III. Contingency Management Skills – responding to problems, irregularities important before planning a session plan. Below is the CBT delivery framework:
and breakdown in routine when undertaking the work activity 1. Trainee enters the program. Trainer conducts pre-training assessment to identify
IV. Job/Role Environment Skills – dealing with the responsibilities and learner’s training needs. Orientation of CBT program on Recognition of Prior Learning
expectations of the work environment when undertaking a work activity (RPL) and roles of trainer & trainee follows.
 A GUIDE TO TRAINERS METHODOLOGY I
Ten (10) Principles of CBT
2. Trainee selects competency from the identified training needs and receives instruction Competency-Based Training delivery anchors in its principles. These ten (10) principles of CBT
from the trainer. The trainer administers learning contract or agreement between him serves as ground rules for trainers and trainees. Memorize, apply and promulgate the listed
and his trainees, then provides CBLM materials and introduces the use of progress and principles below:
achievement chart.  Principle One: The training is based on curriculum (CBC) developed from the
competency standards (CS).
3. With the selected competency, the trainee studies the module by doing the following
learning activities (in any order): review learning package, view multimedia materials,  Principle Two: Learning is competency based or modular in structure.
use manuals, observe demonstration, practice skills in workshop, and receive assistance
and advice.
 Principle Three: Training delivery is individualized and self-paced.
4. While the trainee practices the skill, the trainer observes and records the performance
on the Progress Chart. Student will attempt the task until he masters the skill with the  Principle Four: Training is based on work that must be performed.
help of trainer’s immediate and constructive feedback.
 Principle Five: Training materials are directly related to the competency standards and
5. Once the trainee determines by himself that he is competent to do the skill, he will call the curriculum modules.
the attention of trainer. The trainer will observe and rate the performance based on the
Performance Criteria Checklist and will record the result on the Achievement Chart. If  Principle Six: Assessment is based in the collection of evidences of the performance of
the skill is satisfactorily performed, he will then select another unit of competency. If the work to the industry required standard.
skill is not satisfactorily performed, the trainee will study again the module.
 Principle Seven: Training is based both on and off the job components.
6. To exit the training program, trainee must satisfactorily perform the skill and must have
enough units of competencies (or has completed all the modules). If the trainee doesn’t  Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current
have enough units of competencies, he will then select another unit of competency, and competencies.
repeat the competency-based training process.
 Principle Nine: Training allows multiple entry and exit in the training program.

 Principle Ten: Approved training programs are nationally accredited. Programs of each
institution or training center are registered with UTPRAS (Unified TVET Program
Registration and Accreditation System).

Now it is your turn to refresh memory on how your teacher taught you and compare it on
how Competency-Based Training works. How will you teach skill-based session? Does it have
any difference? Will you make that change for the better? Get a paper and take down notes
on its differences.
A GUIDE TO TRAINERS METHODOLOGY I