Competency Based Training Delivery

Learning Object: After reading this INFORMATION SHEET, YOU MUST be

able to:

1. illustrate the sequence of activities in a CBT workshop;

2. enumerate the roles of the trainer;
3. enumerate the roles of a trainee; and

The Module on Planning Training Session presents your session plan

which is a documentation of how you will be undergoing the training. In
this module, Facilitating Learning Session you will be implementing your
plan. However, before the sessions, different learning management tools
should be prepared to help you manage your learning session.

In CBT approach the trainees are given opportunities to learn in their

own pace but the trainer, like in any teaching-learning approach, is still an
integral part in the success of the trainees. All trainees may require
guidance and support to actively participate in the learning process. It is,
therefore, very important for the trainee to know exactly what you expect
them to do.

The Competency Based Training Delivery approach should be explained so that

the trainee will know exactly what activities he needs to undergo to acquire the
required competencies. The diagram above shows the CBT process.
Managing CBT versus Traditional Programs
There is always a tendency for you, the trainer, to go back to the traditional
approach of teaching because of the Law or Primacy in learning. That is, the things
that are learned first are very difficult to re-learn but if you are aware of the
advantages of CBT you would be more conscious about this tendency.

The following table differentiates Traditional Approach and CBT Approach.

Traditional Approach CBT Approach

Instructors focus on managing Trainers focus on managing learning
instruction
Most students enter at about the Trainees enter various times
same time throughout the year
Students all cover the same material Different trainees may be training for
different occupations within the
same program
Students all proceed from one topic Each trainee moves on to next task
to the next at the same time only after mastering the task he she
is currently working on.
The instructor controls the learning Each trainee progresses at his or her
pace own pace
All students are usually tested once Each trainee is tested when ready to
demonstrate mastery
Very little continuous feedback is Immediate feedback is given to each
given trainee at critical points in the
learning process
The instructor is involved in teaching The trainer must be able to answer
only one topic at a time questions on many different tasks
each day
Retesting is discouraged or not Retesting is encouraged for mastery
allowed at all
Materials, tools and supplies for only The trainer must see that all
one topic are needed at a time. materials needed for many tasks are
readily available.
The number of students enrolled is As vacancies are filled, trainees
maximum capacity at the beginning enrollment remains at maximum
of the year or term and declines to capacity all year long
half or less toward the end
Most instruction is delivered by or The trainer must manage the use of
dependent upon the instructor a wide variety of instructional media
and materials each day
The program is usually closed down The program usually operates year
or shortened during the summer round
months.
The instructor controls the sequence If possible, trainees determine the
in which topics will be covered. sequence of tasks.
The evening program is usually Day and evening programs both have
separate and distinct from day access to all learning guides and
program. resources.
Role of the CBT Trainer

Your major role as the trainer is one of “coordinating learning

activities” other than traditional “dispensing of information”. Trainer in a
CBT system spend the major portion of training time giving demonstrations,
assigning tasks to students, providing individual and small group
assistance, evaluating trainee’s progress and providing individual
consultation. The following functions outline the role of the trainer in
learner-centered instructional situations.
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 of the 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 tasks
performance 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.

Role of the CBT Trainee

Competency Based Training is individualized and “Learner-centered”.

Trainees, therefore, pursue instructions for their personal goals and
objectives. The trainee spends most of his time in directed self-study and
practice, supervised by the trainer who can provide immediate assistance
and feedback.

In CBT, Trainees have the following roles:

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 o a 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 a 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 style and other needs.
8. Trainees compete against pres 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 according to their interest, needs and abilities – not
14. according to teacher timelines and expediency.

The diagram on the Competency Based Training Delivery would show how
learning in a CBT approach is undergone. After discussing the Trainer’s and
the Trainee’s Role in the acquisition of learning, the trainee should be
oriented on his training environment which include the workshop, the
facilities and the training resources available.