Approach

The
APPROACH
TRADITIONAL
CBT APPROACH
APPROACH
Instructors focus on Trainers focus on

managing instruction managing learning
Trainees enter various
Most students enter at
times throughout the
about the same time
year
Different trainees may
Students all cover the be training for different
same material occupations within the
same program
TRADITIONAL
CBT APPROACH
APPROACH
Each trainee moves on
Students all proceed to next task only after
from one topic to the mastering the task he/
next at the same time she is currently working
on.
The instructor controls Each trainee progresses
the learning pace at his/her own pace
Each trainee is tested
All students are usually
when ready to
tested once
demonstrate mastery
TRADITIONAL
CBT APPROACH
APPROACH
Immediate feedback is
Very little continuous given to each trainee at
feedback is given critical points in the
learning process
The trainer must be able
The instructor is
to answer questions on
involved in teaching only
many different tasks each
one topic at a time
day
Retesting is discouraged Retesting is encouraged

or not allowed at all for mastery
TRADITIONAL
CBT APPROACH
APPROACH
Materials, tools and The trainer must see that
supplies for only one all materials needed for
topic are needed at a many tasks are readily
time available
The number of students

enrolled is maximum As vacancies are filled,
capacity at the trainees enrolment
beginning of the year or remains at maximum
term and declines to half capacity all year long
or less toward the end
TRADITIONAL
CBT APPROACH
APPROACH
The trainer must
Most instruction is
manage the use of a
delivered by or
wide variety of
dependent upon the
instructional media
instructor
and materials each day
The program is
usually closed down The program usually
or shortened during operates year round
the summer months
TRADITIONAL
CBT APPROACH
APPROACH
The instructor
If possible, trainees
controls the sequence
determine the
in which topics will be
sequence of tasks
covered
The evening program Day and evening

is usually separate programs both have
and distinct from day access to all learning
program guides and resources
1. Serves as a team member to determine what is
to be learned
2. Stimulates trainees’ motivation
3. Manages learning: a consultation rather than a
provider of information; a facilitator of the
learning
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized
plan of study
8. Installs confidence in the learner by
providing experiences where learners may
succeed
9. Serves as a model for desirable work habits,
attitudes and task performances in the
occupational field
10. Spends more time interacting with students
on a 1:1 or small group basis
11. Helps those students who really need help
12. Accepts responsibility along with the
student for the tasks learned or not learned
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.
3. Trainees may request to receive credit for
what they already know. This is done either
through pre-testing or through a review of
task list completed at another training site.
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.
6. Trainees decide when they are ready to
perform each task or demonstrate mastery
of learning to s job-like level of proficiency
before receiving credit for the task.
7. Trainees help develop personalized prescription
for learning worked out cooperatively and
based upon what the students already knows,
his preference for learning, learning styles and
other needs.
8. Trainees compete against 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.
10. Trainees evaluate their own progress to see
how well they are doing.
11. Trainees move freely in the workshop,
laboratory and/or training center.
12. Trainees know they will be rated mainly on
performance, while paper and pencil tests will
be used mainly to check their knowledge of the
task.
13. Trainees learn not according to their interest,
needs and abilities not according to teacher
timelines and expediency.

Approach

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Approach

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The

Instructors focus on Trainers focus on

Retesting is discouraged Retesting is encouraged

The number of students

The evening program Day and evening

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