TRAINERS METHODOLOGY 1 I.

PLAN TRAINING SESSION (PTS)

This unit covers the knowledge, skills and attitude in planning a training
Definition of Terms
session. It includes identifying learner’s requirements, preparing session
Technical Education and Skills Development Authority (TESDA) – plan, preparing basic instructional materials and organizing learning
mandated to manage and supervise technical education and skills and teaching resources.
development in the Philippines. It uses competency assessment and
Trainers Methodology I is a training program for TVET trainers in using
certification as both the means and the end of competency and skills
the Competency-Based Training Delivery Approach for training and
development.
assessment.
Unified TVET Program Registration and Accreditation System (UTPRAS)
COMPETENCY-BASED TRAINING
Recognition of Prior Learning (RPL) – a form of assessment in which prior
 It is a training delivery approach that focuses on the
skills and knowledge is being recognized as a result of training, work
competency development of the learner as a result of the
experience and/or life experience. This is to determine whether a
training;
trainee has achieved the required competence for entry and/or credit
 Emphasizes most on what the learner could actually do;
in a course or training program.
 Focuses on the outcome rather than the learning process within
Training Needs Analysis (TNA) - reveals data such as current specified time;
competencies and trainee’s characteristics. These are the basis for  It is concerned with the attainment and application of
planning and scheduling of training sessions. knowledge, skills and attitude to a specific level of competency.

Learning Outcomes (LO) – these are the Elements found in Training DIMENSIONS OF COMPETENCY
Regulations (TR).
1. Task Skills- requires performance of task to the required standard
Information Sheet Code – contains the Core Competency Number-LO 2. Task Management Skills- integrate a number of potentially
Number-Information Sheet Number Ex. Information Sheet 2.3-5 different tasks to achieve a complete work outcome
3. Contingency Management Skills- requirement to respond to
irregularities and breakdowns in routines.
4. Job Role Environment- deal with the responsibilities and
expectations of work environment
TEN (10) PRINCIPLES OF CBT 7. Session Plan
8. CBLM
1. The training is based on curriculum developed from the
9. Evidence Plan
competency standards.
10. Specific Instruction for the Candidate (Performance Test)
2. Learning is competency-based or modular in structure.
11. Demonstration/Observation Checklist with Oral Questioning
3. Training is individualized and self-paced.
and Model Answers
4. Training is based on work that must be performed.
12. Table of Specifications
5. Training materials are directly related to the competency
13. Written Test
standards and the curriculum.
14. Shop Lay-out
6. Assessment of learners is based in the collection of evidences of
15. Inventory of Training Resources
work performance based on industry or organizational required
standards. In designing a training session, a trainer should consider the ff.:
7. Training is based in on and off the job components.
1. Characteristics of the trainees;
8. The System allows Recognition of Prior Learning (RPL).
2. Adult Learning Principles;
9. The system allows multiple entry and exit.
o Learn when they feel the need to learn
10. Approved training programs are nationally accredited.
o Learning must be relevant and useful
o Learn by comparing past experience with new experience
Pre-requisites in Planning Training Session: o Need immediate feedback concerning their progress
o Learning must be practical
 Determine Learner’s Training Requirements
o Try to avoid failure
 Determine Characteristics of Trainees
o Do not all learn the same way
 Administer Learning Styles Test
3. Learning Styles of the trainees.
 Training Needs Analysis
 Identify Trainee’s Current Competencies Sequence of Activities in the Session Plan is based on these 9 Events of
FORMS IN PTS (BOLD forms are needed for National Assessment) Instruction (Robert Gagne, 1999)

1. Gain Attention
1. Questionnaire to determine learner’s style
2. Inform Learners of Objectives
2. Data gathering instrument
3. Stimulate Recall of Prior Knowledge
3. Self-assessment checklist (Form 1.1)
4. Present the material
4. Proof of Current Competencies
5. Provide guidance for the learning
5. Summary of Current Competencies
6. Elicit Performance
6. Training Needs (Form 1.4)
 7. Provide feedback Competency-Based Learning Materials (CBLM) – well-designed and
8. Assess Performance carefully developed learning materials that give trainees detailed
9. Enhance retention and transfer instructions to guide them through the learning process.

Session Plan – aid for conducting a session and it is based on the Parts of CBLM
curriculum of the unit of competency.
1. Preliminary Pages
ELEMENTS OF A SESSION PLAN  Cover Page
 Trainees Guide on How to Use the CBLM
1. Industry Sector
 List of Competencies
2. Qualification Title and Level
 Module Content
3. Unit of Competency
 Learning Outcome Summary
4. Module Title
 Learning Experiences
5. Learning Outcomes
2. Instruction Sheets
6. Introduction
 Information Sheets – designed to deliver pertinent
7. Learning Activities
information needed in the attainment of a learning
8. Evaluation
outcome.
9. Teacher’s Reflection
Parts of Information Sheet
 Learning Objectives
In planning for Competency-based training, the following should be
 Introduction/Overview
determined by the trainer:
 Body/Text
 The competencies required by the competency standards;  Task Sheet/Job Sheet/Operation Sheet
 Trainee’s characteristics;
Task Sheet – set of instructions to perform a single task.
 Trainee’s current competencies;
 Trainee’s Training Needs Operation Sheet – set of instructions for the operation or use of a
To determine the learner’s training needs, the trainer need to do machine/equipment.
the following: Job Sheet - set of instructions for the performance of a job
(combination of tasks).
 Analyze the competency standard
 Prepare the TNA forms
 Prepare the pre-test
 Prepare the Institutional Competency Evaluation
 CONDUCTING INSTITUTIONAL COMPETENCY EVALUATION Specific Instructions- instructions which the examinee must
follow.
Institutional Competency Evaluation – assessment of knowledge, skills,
and attitudes acquired from the training.
List of Materials and Equipment – provides the listing of the
- administered by the trainer every after competency to make
decisions whether a trainee is competent or not yet competent materials, equipment/tools needed in the performance of skills test.

Parts of the Competency Evaluation Tool 3. Written Test- to test the acquisition of knowledge. Usually a
Multiple Choice type of test and not less than 20 items.
1. Evidence Plan- serves as a planning tool and guide for the trainer
in determining the method of assessment to be used.
Table of Specifications – a table that shows what will be tested,
Methods of Assessment – (at least 2 methods should be chosen for each how many items are needed to cover all the contents or
criterion) objectives and to ensure the validity of the test.
Parts:
2. Performance Test – to test the demonstrated skills.
 Objectives/Content/Topic
 Levels of Learning
 Observation- performance to be assessed on the actual job site
1. Knowledge – recall of facts
 Demonstration – performance to be assessed within the
2. Comprehension – interprets, summarizes, paraphrases
workshop
3. Application- uses information in a situation using original
 Portfolio – projects or outputs are required to collect evidences
learning content.
 Third Party Report- gathered from workplace supervisors, peers
 Percentage/Number of items
and others to support an assessment decision

PERFORMANCE TEST 4. Interview/Questioning (with answers) – to verify evidences which

are not clearly demonstrated during performance test.
- is used to effectively assess the skills and attitude acquired by the o Extension/Reflection Questions - to follow up the
trainee. demonstration of tasks
o Safety Questions- to verify OHS (Occupational Health &
Guidelines:
Safety) practices
General Instructions – overall conduct of the test (before, during o Job Role and Environment Questions- to verify the
and after) which concerns both the testing officer and the responsibility of the worker towards his/her customers, co-
examinee. It specifies the does and don’ts inside the testing area. employee, employer and environment
 o Contingency/Infrequent Events Question – FEEDBACK
infrequent/unexpected events
- a dialogue between people which reflects back how another
o Rules and Regulations – verify knowledge on laws, rules
person sees someone else behavior or performance.
and regulations that are critical to the job.
TYPES:

1. Positive- to sustain behavior that is appropriate and effective.

II. FACILITATE LEARNING SESSION (FLS)
2. Negative-to change behavior that is inappropriate and
This unit covers the knowledge, skills and attitude required in facilitating ineffective. Suggest alternative behaviors.
learning session in trainers methodology level 1. It includes the delivery All comments should be based on observable behavior.
of facilitating learning session using Competency-Based Training and Positive comments should be made first in order to give the
how to monitor and process and achievement of the trainees. trainee confidence and gain his/her attention.

TRAINING ACTIVITY MATRIX MONITORING TOOLS used in CBT

- is a daily plan which shows the activities of each trainee. 1. Progress Chart – monitors the Learning Outcomes and
competencies achieved by each trainee.
Guidelines in making the Training Activity Matrix
2. Achievement Chart – monitors the required projects and
1. Write the training activities for the session based on training activities in the job sheets of the CBLM.
needs and on trainee’s chosen competency. 3. Trainees Record Book – monitors the trainees in the Supervised
2. Based on the instructional sheet needed in the activity list down Industry Training or On-the-Job Training.
the facilities/tools and equipment needed for the activity. 4. Trainees Progress Sheet – a monitoring sheet for industry training
3. Instructional Sheet number should be specific. and accomplished during the monitoring visits.
4. Trainees should not be crowding in a workstation/area. Limit the
number of trainees to 5 and below per work station.
5. Ensure full utilization of equipment/work area. Pre-Test/Post Test
6. Date and time of use should be specified.
Pre-Test – a preliminary test administered to determine a trainee’s
7. Remarks should be made on the activity of each trainee.
baseline knowledge or preparedness for an educational experience,
8. The number of workstations will vary depending on the number
course or qualification.
of workstations in the CBT layout.
Post Test – a test given to trainees after completion of the course or  Learnership Program – a practical training on-the-job for
qualification and used in conjunction with a pre-test to measure their approved learnable occupations, for a period not exceeding
achievement and the effectiveness of the training program. three months.
 Dual Training System – an instructional mode of delivery for
Pre-Test/Post Test Analysis (Refer to PDF File)
technology-based education and training in which learning
III. SUPERVISE WORK-BASED LEARNING (SWBL) takes place alternately in two venues: the school or training
center and the company.
This unit covers the knowledge, skills and attitudes required in order  School-Based Enterprise (SBEs) – involve trainees in the
to supervise work-based learning process. This approach ensures management of a business that produces or sells goods and
learning through work activities, strategies and to support services as part of a school program.
workplace learning and work-based monitoring.
Systematic Procedures in Establishing Industry Linkage
Work Based Training – is a training delivery mode by which trainees are
exposed in the workplace. Training shall be done in coordination with 1. Search for prospective industry partners
2. Send proposal letters (follow-up and visitation)
Industry/Training Provider thru a Memorandum of Agreement/Training
Agreement by ILDO. It involves a Training Plan agreed and approved 3. Set an Appointment for Presentation
4. Presentation
by both parties.
5. Conduct Site Visit for work-based training plan
Types of Work-Based Training 6. Finalize the Training Plan and Memorandum of Agreement of
Agreement (MOA) or Memorandum of Understanding (MOU).
 Job Shadowing – a school-supervised career exploration activity
7. Present the Training Plan and MOA/MOU for approval
wherein trainees visit worksites and “shadow” employees as they
8. Placement of the trainees in the Industry
perform their jobs. Trainees are observing the workplace, not
9. Coordination and Monitoring
participating as a productive worker.
10. Work-based training Evaluation
 Internships – trainees move from school to the workplace by
offering “hands-on learning”, in real work settings, over a Steps in Preparing the Training Plan
relatively long period of time.
 Apprenticeship Program - a training and employment program 1. Identify the trainee’s training requirement.
2. Sequence the training modules in a logical order so that each
involving a contract between an apprentice and an employer
on an approved apprenticeable occupation. It aims to provide element of the job is learned.
mechanism that will ensure availability of qualified skilled workers 3. Identify the training activity or task that the trainee would
perform to learn the training requirement.
based on industry requirements. It covers a minimum of four
months and a maximum of six months.
4. Identify the person who will be involved in the training IV. MAINTAIN TRAINING FACILITIES (MTF)
(trainer/supervisor/etc..)
5. Identify the facilities/tools and equipment needed. This unit of competency covers the knowledge, skills and attitude
6. Identify the venue of the training. required of a trainee to perform task and activities to keep the
7. Schedule the training (date and time). training environment in a functional and safe condition.

Monitoring Tools for Work-Based Training SHOP LAY-OUT

1. Training Plan – a description of how the training will be done, the - a well-organized physical learning environment.
flow of training from input to end results, including the resources Training Facilities and Equipment
that will be used. It is the objective of the training plan to define
the strategies, tasks, and methods that will be used to meet the Training Facilities – are structures provided for learning purposes. It
training requirements. include classrooms, workshops, laboratory, library and utilities such as
lighting, water, drainage and sewage, as required in carrying out the
2. Trainee’s Record Book (TRB) – record the achievement of transfer of knowledge and skills.
competencies agreed within the training plan while the in the
1. Practical Work Area - This area is where the learner acquires the
industry. This record should be kept by the trainee throughout the
skills and knowledge components of the competencies
training and given to the trainer/industry trainer or supervisor,
prescribed by the standard.
when requested, for inspection and to have entries updated, on
2. Learning resource area - This area is proximate to the heart - the
a regular basis.
practical work area. This area provides the learner with the
knowledge requirements in the various modules responding to
the competencies.
3. Trainee’s Progress Sheet – monitor of individual accomplishments
3. Institutional Assessment Area - It is located very proximate to the
as per training plan. This is accomplished by the training
practical work area. This is where Recognition of Prior Learning is
supervisor and is monitored by the trainer or the industry
done by the trainer. This component also provides the
coordinator of the training institution. It summarizes the data in
mechanism of assessing the completion of competencies of a
the Trainees Record Book.
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 Maintenance Schedule - a list of allocating specific maintenance of an
calibration are conducted in this area including in-process area, including equipment and tools to a specific period. The
quality control. maintenance schedule is just a part of the maintenance program.
6. Trainers Resource Center - This area houses the learning
Maintenance Checklist – a list of maintenance tasks
materials, the training regulations and curriculum examples.
(preventive/predictive) typically derived through some form of
7. Distance Learning Area - This is to enable the learning provision
analysis, generated automatically as work orders at a predetermined
outside and away from the training institution in terms of print
frequency.
and non-print media.
8. Computer Laboratory - This laboratory has an array of computer Equipment Maintenance Inspection Checklist – confirms if the
units of which learners are provided for them to learn and gain maintenance activities have been performed in order to prolong the
appropriate IT competencies that may include Word, Excel even life of particular equipment or workshop. The inspection items are
Desktop Publishing. stated in a question form as these serve as the criteria or standards of
9. Support Service Area – This area provide value-adding maintenance.
competencies as such for Automotive Service Technician NC II,
welding competency address underpinning skills in the particular 5S Housekeeping Systems
competency.
Seiri (Sort) – tidiness/organization
Seiton (Systematize) – Orderliness
Maintenance – means of improving the performance and condition
Seiso (Sweep) – cleanliness
of equipment and facilities.
Seiketsu (Standardize) – standards
Maintenance Program - is a comprehensive list of maintenance and Shitsuke (Discipline) - Sustaining Discipline
its incidents. This would include all maintenance activities to be
Tag-out System – a system to warn or let you know whether something
undertaken, manpower needed, maintenance methods to be in your workplace should either be operated with extra or left alone. It
used, all the materials and supplies needed and cost involved in the consists of placing labels or hanging tags on equipment or a part of
maintenance. big equipment.

5 Ms in Implementing Maintenance Program Waste Management – collection, transport, processing, recycling or

disposal of waste materials usually ones by human activity, in an effort
Manpower
to reduce their effect on human health or local aesthetics or amenity.
Money (Financial Resources)
Methods and System
Machines (Facilities)
Material and Supplies
 V. UTILIZE ELECTRONIC MEDIA IN FACILITATING LEARNING 6. Do not look into the projector’s lens when the lamp is on. The
bright light may hurt or damage your eyes.
This unit of competency covers the skills, knowledge and attitude 7. Do not use lens cap when projector is in operation.
required in advance training environment using electronic media in 8. Refer servicing to qualified service personnel.
facilitating training, including operation and maintenance of the
equipment. Personal Computers

Safety Handling of Electronic Equipment 1. Place your computer in a flat, sturdy and clean face.
2. Avoid eating and drinking beside your computer.
Handling Video Camera Recorders 3. Properly shutdown your computer and make it sure that you
1. Do not expose video camera recorders to rain, water nor have closed all open applications before shutting down.
moisture. 4. Always perform virus scan to your computer at least once a
2. Do not expose video camera recorders to temperature more week.
than 60 degrees centigrade. 5. Always perform disk cleanup to remove unwanted files.
3. Do not carry the video camera by its microphone, LCD, 6. Have the unit cleaned twice a year to remove internal dust.
viewfinder, battery pack or by its cable.
4. Do not directly expose lens and viewfinder directly to strong light
or sunlight.
5. Handle it with care. Do not subject the video camera recorder
to shocks or vibrations as this will cause damage.
6. Do not disassemble the camcorder. If it does not function
properly, consult qualified service personnel.

HANDLING LCD Projectors

1. Place the LCD projector in a sturdy flat surface.

2. Do not block opening (ventilation) of the projector.
3. Do not drop liquid or object to projectors.
4. Do not install projectors near the source of heat.
5. Do not unplug projectors after turning it OFF. LCD projectors are
equipped with cooling fans that automatically turn OFF after
meeting the projectors cooling temperature: this will prolong the
life of the expensive powerful lamp of your projector.
 VI. CONDUCT COMPETENCY ASSESSMENT (CCA)  Rating Sheet

This unit covers the knowledge, skills and attitudes in conducting FORMS OF EVIDENCE
assessment. It details the requirements for organizing assessment
1. Direct Evidence
activities, preparing the candidate, gathering and evaluating
Observation of the assessor
evidence, recording assessment outcomes and providing
Oral Questioning
feedback.
Demonstration of the Candidate
PROCEDURE 2. Indirect Evidence
Written Test
1. Prepare candidate Review of previous work performed
2. Gather evidence Testimonials or report from employers, colleagues, clients
3. Make assessment decision or supervisors
4. Record assessment results Evidence of training
5. Provide feedback to candidates
Rules of Evidence
ASSESSMENT FORMS
1. Valid
 Candidates Application Form 2. Authentic
 Attendance Sheet – record of candidates who are present 3. Current
during the conduct of competency assessment 4. Sufficient
 Competency Assessment Agreement - 5. Consistent
 Registry of Workers Assessed and Certified (RWAC) – a 6. Recent
record that contains the documentation of the results of
assessment and as a basis for national certification. Evidence Gathering Tools
 Competency Assessment Result Summary – consolidated
1. Observation Checklist – use in observing performance in both
assessment decisions made by the competency assessor
real-work situations or in simulated environments where
which indicates the overall performance of the
candidates are able to demonstrate skills, application of
candidate.
workplace procedures including OHS.
 Assessment Package
2. Questioning – to probe to obtain clarification, confirmation or
 Assessor’s Guide
supplementation.
 Competency Assessor’s Script
3. Third Party Report – gathered from workplace supervisors
 Candidate’s Guide
 4. Portfolio - collection of materials prepared by a candidate to
demonstrate their knowledge, skills and understanding.

Procedure in Recording and Reporting Assessment Results

1. Record the assessment outcome using the prescribed rating

sheet.
2. Ensure Rating Sheets are signed by the candidate after
providing feedback.
3. Maintain records of the assessment procedures, evidence
collected and assessment outcome.
4. Accomplish the Competency Assessment Results Summary
 Recommend issuance of national certificate/certificate of
competency if candidate is found Competent
 Recommend re-assessment if candidate is found Not Yet
Competent
5. Submit to CAC Manager assessment reports and documents
including:
 Rating Sheets corresponding to the number of copies
issued
 Accomplished Attendance Sheet
 CARS

PROVIDING FEEDBACK

1. Provide feedback on the outcome of assessment process.

Provide clear and constructive feedback.
2. Reinforce positive aspects of the assessment.
3. Suggest areas for improvement and practice to fix the gaps.