Orientation on Qualification

or Training Program
Orientation on Qualification or Training Program

 Competency Based Training

System
 The Role of the Trainee
 The Role of the Trainer
 The Competencies that has to be
Covered Based on Training
Regulations (TR)
 Orientation on Qualification or
Training Program

The Use of CBLM

Instructional Facilities and
Resources
Workshop and Its Stations with
Tour in the Workshop
The Evaluation System
What is CBT all about?
Competency Based Training (CBT)

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

It emphasizes on what the

learner can actually do;
focuses on outcomes
rather than the
learning process within
specified time.
Competency Based Training (CBT)

It is concerned with the

attainment and
application of
knowledge, skills, and
attitude to a specific
level of competency.
 Competency Based Training Flowchart

Review learning
Trainee enters
package YES
program
Satisfactorily
Administer RPL View multimedia Performed
Orientation Competency?
materials Trainer Trainer
Role of trainer/trainee
observes Rates
performance performance

Use manuals NO Have completed YES

all the
competencies?

Trainee selects Observe Trainee

Trainee
competency demonstration Rates own
attempts task
and receive performance
Have enough
instructions Competency/ies
Practice skills in been
achieved?
Administer Learning Contract workshop
Organize learning strategy
YES
Provide materials Trainee exits
Receive program
Introduce CBLM materials
Introduce the Use of assistance and
Achievement Progress advise Trainee exits Undergo Nat’l
Report program Assessment
What are your roles as a
trainee?
 In CBT, Trainees have the following roles:

 Select what they want to learn and when

they want to learn it, within reason.
 Learn at their own rate within program
guidelines.
May request to receive credit for what they
already know.
 May choose how they want to learn-
individually, on a one-to-one basis, in small
group, in large groups or with audio-visual.
 In CBT, Trainees have the following roles:

 Responsible for what they learn and when they

learn it.
 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 task.
 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.
In CBT, Trainees have the following roles:

Compete against prescribed job

description and not against other
students and are graded on
achievement of the standards or
criteria of each tasks.
Know “up front”, before instruction
begins what they are expected to know
and so to complete the program.
Evaluate their own progress.
 In CBT, Trainees have the following roles:

Move freely in the workshop, laboratory,

and/or training center.
Know they will be rated mainly on
performance, while paper and pencil tests
will be used mainly to check their knowledge
of their task.
Learn according to their interest, needs, and
abilities --- not according to teacher’s
timelines and expediency.
What are the roles of the
trainer?
The following functions outline of the trainer:

Serves as a team member to determine

what is to be learned.
Stimulates trainees’ motivation.
Manages learning; a consultation
rather than a provider of information; a
facilitator of the learning.
Diagnose and solves learning
problems.
The following functions outline of the trainer:

Evaluates student’s achievement.

Assists learners to obtain
individualized rewards.
Assist each trainee in designing a
personalized plan of study.
Installs confidence in the learner by
providing experiences where learners
may succeed.
The following functions outline of the trainer:

Serves as a model for desirable work habits,

attitudes, and tasks performance in the
occupational field.
Spends more time interacting with students
on a 1:1 or small group basis.
Helps those students who really need help.
Accepts responsibility along with the
student for the tasks learned or not learned.
What are the competencies
in the training program?
 COMPUTER HARDWARE SERVICING NC II

The COMPUTER HARDWARE

SERVICING NC II Qualification consists of
competencies that must possess to enable to
diagnose and troubleshoot problems in
personal computer systems, software, replace
parts and get the system back to normal
operation.
This Qualification is packaged from the
competency map of the Information and
Communication Technology (ICT) Industry.
 The Units of Competency comprising this
Qualification include the following:

Code BASIC COMPETENCIES NO.

OF
HRS
500311105 Participate in workplace
communication 18
500311106 Work in a team environment 102
500311107 Practice career professionalism 24
500311108 Practice occupational health and
safety procedures 268
 The Units of Competency comprising this
Qualification include the following:
CODE COMMON COMPETENCIES NO. OF HRS.
ICT315202 Apply quality standards 18
ICT311201 Perform computer operations
ELC311201 Perform mensuration and calculation
ELC311202 Prepare and interpret technical
drawing
ELC724201 Use hand tools 102
ELC724202 Terminate and connect electrical
wiring and electronic circuits 24
 The Units of Competency comprising this
Qualification include the following:
CODE CORE COMPETENCIES NO. OF

HRS
ELC724318 Install computer systems
and networks 268
ELC724319Diagnose and troubleshoot
computer systems 112
ELC724320Configure computer
systems and networks 300
ELC724321Maintain computer systems
and networks 524
What is the use of CBLM?
Competency-Based Learning Material (CBLM)

It is simply a well-designed
and carefully developed
learning materials that give
trainees detailed instructions
to guide them through the
learning process.
Competency-Based Learning Material (CBLM) refer to:

media that contain information

related to work requirement;
learning that is guided toward
achieving the competency required
in a workplace;
tools that facilitate individual
learning process;
instruments that measure the
What are the different forms
of learning materials?
Different Forms of Learning Materials

Learning Guides
Assessment Materials
Workbook with Activities, Tasks, and Content
Background Reading Materials or Documents
Hand Outs and Other Audi Visual Materials
Industry Competency Standards
Organizational Policies, Procedures or
Legislations
Instructional Facilities and Resources
 The Different Components of a Competency-Based
Facility

1. Practical Work Area

2. Learning Resource Area
3. Institutional Assessment Area
4. Contextual Learning Laboratory
5. Quality Control Area
6. Trainers Resource Center
7. Distance Learning
8. Computer Laboratory
9. Support Service Area
 Practical Work Area

This area is where the learner

acquires the skills and knowledge
components of the competencies
prescribed by the standards.
This area is subdivided into work
stations.
 Learning Resource Area

This area is proximate to the heart –

the practical work area.
This provides the learner with
knowledge requirements in the
various modules responding to the
competencies.
 Institutional Assessment Area

It is located very proximate to the

practical work area.
This is where the Recognition of
Prior Learning is done by the trainer.
This component also provides the
mechanism of assessing the completion
of competencies.
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.
 Quality Control Area

Various tests aside from the

metrology and calibration are
conducted in this area
including in-process quality
control.
 Trainers Resource Center

This area houses the learning

materials, the training regulation,
and curriculum exemplars.
This is also the place where
instructors produce courseware or
training materials.
 Distance Learning

This area enable the learning

provision outside and away
from the training institution in
terms of print and non-print
media.
 Computer Laboratory

This area depicts the major physical

change in the delivery – the use of
Information Technology.
 Support Service Area

This area provides value-adding

competencies.
Shop Lay out
How does the Evaluation
System works?
Institutional Competency Evaluation

Learning evaluation’s primary goal is

to assess trainees’ performance
with the purpose of adjusting the
training process so that it meets the
trainee’s training needs.
Methods Used in Institutional Competency Evaluation

Written Test
Demonstration with
Questioning
Observation with Questioning
 Written Test

 This test is to evaluate the

knowledge aspect of the competency.
This ensures that trainees learn the
concepts of the competency as they
learn the skills.
70% of the total test items-is the
recommend passing score
 Demonstration with Questioning

This method is viewed to be the most

appropriate method of evaluation for
institutional competency evaluation
as long as the materials, supplies, and
equipment mimic those that are in
the actual work area.
 Observation with Questioning

This is a method maybe

applicable to some
competencies especially if
assessment cannot be done
within the workshop.
THANK YOU!!!