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Mission:Capiz State University is committed to
provide advance knowledge and innovation; develop skills, talents and values; undertake relevant research, develop and extension services, promote entrepreneurship and environmental consciousness; enhance industry collaboration and linkages with partner agencies.
Competency Based Training Delivery (CBT)
- Approach that focuses on the competency development of the learner as a result of the training.
Principles of CBT1. The training is based on
curriculum developed from the competency standards.
2. Learning is competency-based or modular in structure.
3.Training delivery is individualized and self-paced.
4. Training is based on work that must be performed.
Principles of CBT
5. Training materials are directly related to the competency standards and the curriculum.
6. Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards.
Principles of CBT
Principles of CBT7. Training is based both on and off the job components.
8. The system allows Recognition of Prior Learning
(RPL)
Principles of CBT9. The system allows for learners to enter and exit programs at different times and levels and to receive an award for competencies attained at any point.10. Approved training programs are nationally accredited
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
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
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
TRADITIONAL CBT
VERY LITTLE CONTINUOUS FEEDBACK IS
GIVEN.
IMMEDIATE FEEDBACK IS
GIVEN AT CRITICAL
POINTS IN THE LEARNING PROCESS.
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.
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.
TRADITIONAL CBT
THE PROGRAM IS USUALLY
CLOSED DOWN OR SHORTENED
DURING THE SUMMER MONTHS
THE PROGRAM IS
USUALLY OPERATED ALL YEAR ROUND
Teacher Negotiator
Facilitator Coordinator
Curriculum Developer
Instructional Material
Developer
Counselor
Actor
Session Planner
Roles and Responsibilities of a trainer
Roles of the Trainee1. 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.
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.
Roles of the Trainee4. 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.
Roles of the Trainee6. 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.
Roles of the Trainee7. 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.
Roles of the Trainee8. 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.
Competencies based on the TRBasic –knowledge necessary to be acquired for whatever qualification
you want to achieveParticipate in workplace
communicationWork in a team environmentPractice career professionalismPractice occupational health and safety procedures
Competencies based on the TRCommon –competencies necessary to
enhance the core competenciesDevelop and update industry
knowledgeObserve workplace hygiene proceduresPerform computer operationsProvide effective customer servicePerform workplace and safety practices
Competencies based on the TRCore –competencies specific to a
certain qualificationPrepare and produce bakery productsPrepare and produce pastry productsPrepare and present gateaux, tortes
and cakesPrepare and display petits foursPresent desserts
Competency Based Learning Materials
CBLM – well designed and carefully developedLearning materials that give trainees detailed instructions to guide them through the learning process.
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.
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.
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.
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.
5. Quality Control Area - Various tests aside from metrology and calibration are conducted in this area including in-process quality control.
6. Trainers Resource Center - This area houses the learning materials, the training regulations and curriculum examples.
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.
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.
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.
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
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.
Evaluation• You will be evaluated by: Performance Criteria Progress Chart Achievement Chart Self-Check and written exams Observation, demonstration and
oral questioning