NATURE, MEANING, AND SCOPE OF ANDRAGOGY OF LEARNING

Who is an adult learner?

Adult learners are a diverse group – typically age 25 and older (Southern
Regional Education Board, 2020).

Adult Learners are at least 21 years of age and have taken a break of three or
more years from formal education.(The University of Winnipeg, 2020).

Learning process for adult learners can be formal education, informal education,
or corporate sponsored education.

What is Andragogy?
means the understanding of the science and practice of adult learning. This contrasts to
pedagogy, which is the understanding of the science and practice of children learning.
Andra = Peda = adult child In the Greek, andragogy means "man-leading" while
pedagogy means "child-leading."

Andragogy 
also known as adult learning theory. 
synonymous to adult education. 
was proposed by Malcom Shepard Knowles (1913-1997) in 1968. 
According Malcolm Knowles, andragogy is the art and science of adult learning, thus
andragogy refers to any form of adult learning (Kearsley, 2010).

The term "andragogy" was first coined all the way back in 1833 by a German
teacher named Alexander Knapp in an effort to categorize and describe Plato's theory of
education.

Why adults learn?

1. The primary objective of adults is to augment their career prospects, generate income
and promote well-being of their families (Kapur, 2019). 2. They often return to school to
stay competitive in the workplace or prepare for a career change. And they usually study
on a part-time basis, taking one or two courses a term while maintaining work and family
responsibilities (Southern Regional Education Board, 2020).

Knowles’ Six Assumptions of Adult Learners

Knowles theory of andragogy identified six assumptions that teachers should make about
adult learners.
1. The Need to Know. Adults want to know why they need to learn something before
undertaking learning (Knowles et al., 2005). Facilitators must help adults become aware
of their "need to know" and make a case for the value of learning.
2. Self-Concept. Because adults are at a mature developmental stage, they have a more
secure self-concept than children. This allows them to take part in directing their own
learning.
3. Adult Learner Experience. Adults have a vast array of experiences to draw on as
they learn, as opposed to children who are in the process of gaining new experiences.
4. Readiness to Learn. Many adults have reached a point in which they see the value of
education and are ready to be serious about and focused on learning.
5. Orientation to Learning. Adults are looking for practical, problem-centered
approaches to learning. Many adults return to continuing education for specific practical
reasons, such as entering a new field.
6. Motivation to Learn. While many children are driven by external motivators – such
as punishment if they get bad grades or rewards if they get good grades – adults are more
internally motivated.
Malcolm Knowles’ skill was then to put the idea of self-direction into packaged forms of
activity that could be taken by educators and learners. He popularized these through
various books and courses. His five-step model involved:
1. diagnosing learning needs.
2. formulating learning needs.
3. identifying human material resources for learning.
4. choosing and implementing appropriate learning strategies.
5. evaluating learning outcomes.

Learning Styles of Adult Learners

Educators have determined that most adults, adolescents, and children learn best
by experiencing a blend of activities that promote the three learning domains: cognitive,
affective, and behavioral. Cognitive refers to knowledge or a body of subject matter,
affective refers to attitudes and beliefs, and behavior refers to practical application.

The table below shows examples of activities in each of the three domains.
The three primary learning styles are: visual, auditory, and kinesthetic.

Characteristics of Adult Learners

1. Self-direction Adults feel the need to take responsibility for their lives and decisions
and this is why it’s important for them to have control over their learning. Therefore, self-
assessment, a peer relationship with the instructor, multiple options and initial, yet subtle
support are all imperative.
2. Practical and results-oriented Adult learners are usually practical, resent theory, need
information that can be immediately applicable to their professional needs, and generally
prefer practical knowledge that will improve their skills, facilitate their work and boost
their confidence. This is why it’s important to create a course that will cover their
individual needs and have a more utilitarian content.
3. Less open-minded And therefore more resistant to change. Maturity and profound life
experiences usually lead to rigidity, which is the enemy of learning. Thus, instructional
designers need to provide the “why” behind the change, new concepts that can be linked
to already established ones, and promote the need to explore.
4. Slower learning, yet more integrative knowledge Aging does affect learning. Adults
tend to learn less rapidly with age. However, the depth of learning tends to increase over
time, navigating knowledge and skills to unprecedented personal levels.
5. Use personal experience as a resource Adults have lived longer, seen and done more,
have the tendency to link their past experiences to anything new and validate new
concepts based on prior learning. This is why it’s crucial to form a class with adults that
have similar life experience levels, encourage discussion and sharing, and generally
create a learning community consisting of people who can profoundly interact.
6. Motivation Learning in adulthood is usually voluntary. Thus, it’s a personal choice
to attend school, in order to improve job skills and achieve professional growth. This
motivation is the driving force behind learning and this is why it’s crucial to tap into a
learner’s intrinsic impetus with the right thought-provoking material that will question
conventional wisdom and stimulate his mind.
7. Multi-level responsibilities Adult learners have a lot to juggle; family, friends, work,
and the need for personal quality time. This is why it’s more difficult for an adult to make
room for learning, while it’s absolutely crucial to prioritize. If his life is already
demanding, then the learning outcome will be compromised. Taking that under
consideration, an instructional designer needs to create a flexible program, accommodate
busy schedules, and accept the fact that personal obligations might obstruct the learning
process.
8. High expectations Adult learners have high expectations. They want to be taught
about things that will be useful to their work, expect to have immediate results, seek for a
course that will worth their while and not be a waste of their time or money. This is why
it’s important to create a course that will maximize their advantages, meet their individual
needs and address all the learning challenges.

Pedagogy Vs Andragogy

The terms “andragogy” and “pedagogy” are of Greek origin, both including the
Greek verb “ago”, which means “guide”, and the Greek words “andras” (man) and
“paidi” (child) respectively. Thus: Pedagogy = paidi (child) + ago (guide) Andragogy =
andras (man) + ago (guide)

It can be concluded from the above that pedagogy is a child-focused teaching

approach, whereas andragogy an adult-focused teaching approach; or, formally,
pedagogy is the art and science of helping kids learn, whereas andragogy is the art and
science of helping adults learn.

5 Main Differences
1. Learning behavior. Adult learners are self directed; they have control over their
learning experience and they are 100% responsible for their own learning. They are also
deeply involved not only in planning, but also in evaluating their learning, as they know
what knowledge they want to acquire. On the contrary, young learners are not self-
directed; they still depend on their teachers throughout the learning process. Therefore,
their teachers should be responsible not only of what will be taught, but also of how it
will be taught and evaluated.
2. The role of learners’ experience. Adult learners have clearly more experience than
young learners. Their experience becomes the main resource of both their learning and
the personal identity they have developed, as the richer and more diverse their
experience, the more the diversity they can bring to their own learning. Young learners,
on the other hand, present little personal experience by default, and so it is impossible for
this experience to serve as a learning resource; it can be only used to build upon.
3. Orientation to learning. What kind of knowledge adult learners are most interested
in? Naturally, adult learners seek information that is useful in their personal lives and
work environment. This audience demands that their learning is relevant to their real life
issues, problems, and tasks, and that their education will boost their performance levels
and help them live their lives in a better, and more satisfying way. Young audience’s
learning, on the contrary, is subject centered, meaning that the subject determines the
sequence according to which the learning content units will be presented and taught.
4. Readiness to learn. Adult learners’ readiness to learn can be triggered by literally
anything; a sudden change in their lives, a need for dealing with life tasks and problems
more successfully, the desire for self-improvement and self-development, and so on.
Adults need to know why to learn something; as soon as they answer this question, they
are ready to start. Children, on the other hand, are usually told what to learn; the reason
behind their learning is developing their skills to achieve the next level of mastery.
5. Motivation for learning. What motivates adults to find time for their learning in their
busy schedule? Mostly intrinsic motivators; self-esteem, self-confidence, desire for better
quality of life, curiosity, self-development, and recognition are only a few factors that
motivate adult learners to learn. Needless to say, intrinsic incentives are much more
powerful than extrinsic ones, and thus adult learners, more often than not, are more
satisfied with the learning process, more focused, more persistent, and more eager to
apply their knowledge more frequently and successfully than younger learners. On the
other hand, children and teenagers are mostly motivated by extrinsic factors, such as
getting good grades or other perks, or avoiding the consequences of failure.

How to Adapt Training to Adult Learners’ Needs

1. Make Training Specific Among the various adult learners' characteristics and needs,
one of the most consistent traits is that adults don't care about abstract theories, but
practical results. Being able to see the immediate tangible benefits from their training is
what draws them to learning. In other words, their training has to enable them to perform
tasks faster and better, or to do things that they couldn't do before.
2. Make Training Self-Paced The workplace training program should let adult learners
study at their own pace, and allow them to dive in their courses whenever they can find
some free time and from wherever they happen to be.
3. Make Learning Outcomes Clear Make the learning outcomes clear. In other words,
the training program should show that it will help them improve their actual skills they'll
need in their everyday lives. Letting them know that their training success will be a factor
in the advancement of their career.
4. Teach Through Experience Most adults learn through experience. Adults also love to
share their experience in a subject matter—which you can leverage to have your adult
learners to teach one another.
5. Create A Buzz The older you get, the less open you are to change. Game elements,
like setting points for successful course completion, will make the training experience
more challenging and definitely more compelling for the adult learners.

Technical Education and Skills Development Authority (TESDA)

 - was established through the enactment of Republic Act No. 7796 otherwise
known as the "Technical Education and Skills Development Act of 1994"
- was signed into law by President Fidel V. Ramos on August 25, 1994.
-This Act aims to encourage the full participation of and mobilize the industry,
labor, local government units and technical-vocational institutions in the skills
development of the country's human resources.

The merging of the National Manpower and Youth Council (NMYC) of the
Department of Labor and Employment (DOLE). The Bureau of Technical and Vocational
Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave
birth to TESDA.

The fusion of the above offices was one of the key recommendations of the 1991
Report of the Congressional Commission on Education, which undertook a national
review of the state of Philippine education and manpower development. It was meant to
reduce overlapping in skills development activities initiated by various public and private
sector agencies, and to provide national directions for the country's technical-vocational
education and training (TVET) system. Hence, a major thrust of TESDA is the
formulation of a comprehensive development plan for middle-level manpower based on
the National

Technical Education and Skills Development Plan. This plan shall provide for a reformed
industry-based training program that includes apprenticeship, dual training system and
other similar schemes.

TESDA is mandated to:

1. Restructure efforts to promote and develop middle-level manpower;
2. Approve skills standards and tests;
3. Develop an accreditation system for institutions involved in middle-level manpower
development;
4. Fund programs and projects for technical education and skills development; and
5. Assist trainers training programs.

At the same time, TESDA is expected to:

1. Devolve training functions to local governments;
2. Reform the apprenticeship program;
3. Involve industry/employers in skills training;
4. Formulate a skills development plan;
5. Develop and administer training incentives;
6. Organize skills competitions; and
7. Manage skills development funds.

Vision The transformational leader in the technical education and skills development of
the Filipino workforce.
Mission TESDA sets direction, promulgates relevant standards, and implements
programs geared towards a quality assured and inclusive technical education and skills
development and certification system.
Values Statement We believe in demonstrated competence, institutional integrity,
personal commitment, culture of innovativeness and a deep sense of nationalism.
Quality Policy "We measure our worth by the satisfaction of the customers we serve"
Through: Strategic Decisions, Effectiveness, Responsiveness, Value Added
Performance, Integrity, Citizen focus, Efficiency

Mandate The Technical Education and Skills Development Authority (TESDA) is the
government agency tasked to manage and supervise technical education and skills
development (TESD) in the Philippines. It was created by virtue of Republic Act 7796,
otherwise known as the “Technical Education and Skills Development Act of 1994”. The
said Act integrated the functions of the former National Manpower and Youth Council
(NMYC), the Bureau of Technical-Vocational Education of the Department of Education,
Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of
Labor and Employment (DOLE).
‘

TRAINERS METHODOLOGY I
TRAINING REGULATION
- is based from Technical Education and Skills Development Act of 1994 (Republic Act
No. 7796)
-Section 22, “Establishment and Administration of the National Trade Skills Standards”
of the RA 7796 known as the TESDA Act mandates TESDA to establish national
occupational skill standards. The Authority shall develop and implement a certification
and accreditation program in which private industry group and trade associations are
accredited to conduct approved trade tests, and the local government units to promote
such trade testing activities in their respective areas in accordance with the guidelines to
be set by the Authority.

The Training Regulations (TR) serve as basis for the:

1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.

Each TR has four sections:

Section 1 Definition of Qualification - refers to the group of competencies that describes
the different functions of the qualification.
Section 2 Competency Standards - gives the specifications of competencies required for
effective work performance.
Section 3 Training Standards - contains information and requirements in designing
training program for certain Qualification. It includes curriculum design, training
delivery; trainee entry requirements; tools equipment and materials; training facilities;
trainer’s qualification and institutional assessment.
Section 4 National Assessment and Certification Arrangement – describes the policies
governing assessment and certification procedure.

SECTION 1 TRAINERS METHODOLOGY (TM) LEVEL I

The TRAINERS METHODOLOGY LEVEL I consists of competencies a TVET trainer
performing functions of trainer and assessor must achieve. A TVET trainer is a person
who enables a learner or a group of learners to develop competencies to performing a
particular trade or technical work.

Skill - group of task performed to specific level of competency

Competency - performed to specific standard under specific condition. Applying
knowledge and skills
Trainer’s Methodology 1- training program
CBT - Delivery approach, learner can actually do, focus on outcome

Competencies are gained through:

a. life experiences
b. formal education
c. apprenticeship
d. on-the-job experiences
e. self-help programs
f. training and development programs
 Dimension of competency
1. Task skills - this requires performance of the task/s to the required standards
2. Task Management skills - captures the skills used as people plan and integrate a
number of potentially different tasks
3. Contingency Management skills - the requirement to respond to irregularities and
breakdown in routines.
4. Job/Role Environment Skills – the requirement to deal with the responsibilities and
expectations of the work environment.

The Mandate
Technical Education and Skills Development Act of 1994 (Republic Act No. 7796)

Section 22, “Establishment and Administration of the National Trade Skills

Standards” of the RA 7796 known as the TESDA Act mandates TESDA to establish
national occupational skill standards. The Authority shall develop and implement a
certification and accreditation program in which private industry group and trade
association are accredited to conduct approved trade tests, and the local government units
to promote such trade testing activities in their respective areas in accordance with the
guidelines to be set by the Authority.

Training Regulation (TR) is the document that serves as a basis in the

formulation of competency assessment and the development of curriculum and
instructional materials for competency based technical education and skills development
(TESD). The training Regulations consist of two components: the occupational skills
standard and the training standards.

The Training Regulations serve as basis for the:

a. Competency assessment and certification;
b. Registration and delivery of training programs; and
c. Development of curriculum and assessment instruments.

Sections of the TR
Section 1: Definition of the Qualification – refers to the group of competencies that
describes the different functions of the qualification. This section enumerates the Basic
Competencies, Common Competencies and Core Competencies of the qualification. It
also enumerates the job titles of workers who qualified for this qualification.
Section 2: Competency Standards – gives the specifications of competencies required for
effective work performance.
Section 3: Training Standards – contains information and requirements in designing
training program for certain Qualification. It includes:
• Curriculum design,
• Training delivery;
• Trainee entry requirements;
• Tools equipment and materials; Training facilities;
• Trainer’s qualification and
• Institutional assessment.
Section 4: National Assessment and Certification Arrangement assessment and
certification procedure.

Competency Standard (CS) – describes the policies governing is the written specification
of the knowledge, skills and attitudes and values required for the performance of a job,
occupation or trade and the corresponding standard of performance required for these in
the workplace.

Unit of Competency
Together all the parts of the unit of competency:
a. Describe a work activity
b. Guide the trainer in determining whether the learner is competen
Each part of the unit of competency was written with the purpose of achieving these two
aims.

Parts of CS
1. Unit title - defines the area of competency
2. Unit Descriptor – outlines what is done in the workplace
3. Elements and Performance Criteria
Elements – describe in output terms the function that a person who works in a particular
area of work is able to do.
Performance criteria – are evaluative statements that specify what is to be assessed and
the required
4. Elements – building blocks of a unit of competency.
5. Performance Criteria – specifies what is to be assessed and the required level of
performance.
6. Range of Variables – describes the curriculum or context in which the work is to be
performed.
7. . Evidence Plan– the purpose of the evidence plan is to guide the assessor in the
collection of evidence.
8. Critical Aspects of Competency– tells the assessor what evidence is essential for
successful performance.
9. underpinning Knowledge– knowledge or concepts involved in performing skills of
the competency.
10. Underpinning Skills– skills needed to achieve the elements and performance criteria
in the unit of competency.

Course Design - is an overall description of the course.

Course design format

1. Course Title/ Qualification Level – a name rising out of the qualification and NC level
in the PTQF. Example: Computer Hardware Servicing NC II.
2. Nominal Duration – the approximate length of time the course will be finished.
Example: 329 hours
3. Course Description – statement on the coverage of the course, its relevance in the
industry sector, and the possible occupations the trainee will have after completion.
4. . Entry Requirements – qualifications of a trainee who intend to enter the course.
5. Course Structure – tabulated presentation of units of competency covered by the course
and the corresponding module title – its learning outcomes and nominal duration.
6. Assessment Methods – a listing of all the methods of gathering evidences used in the
course to measure the attainment of the learning outcomes.
7. . Course Delivery – the training modes used to implement the course.

Module of instruction

1. Unit Title – a unit of competency which when applied a work situation can logically
stand alone. It express in outcome terms.
2. Module Title – the name given to curricular unit, it should be associated with the unit
of competency.
3. Module Descriptor – brief description of the intention of the module, its scope and
delimitation.
4. Nominal Duration – estimated/ suggested number of training hours per module (time
tachieve the module).
5. Learning Outcome– it is a statement that specifies what learner will be able to do as a
result of the learning process.
6. Assessment Criteria– list of criteria by which the achievement of the learning
outcome will be judged based on evidence.
7. Content– list of specific knowledge, skills, attitudes and safety that are necessary in
order to achieve the specific learning outcomes.
8. Conditions – specifies the context of the training, this include list of tools and
equipment, access to learning resources and equipment manuals, and types of facility.
9. Methodologies – one or combinations of different learning approaches, method and
techniques to deliver learning activity/ies which are consistent with CBT principles.
10. Assessment Method – the methods used to gather evidences of sufficient quantity on
which to make sound judgement about trainee’s competency.

Characteristics of Learners/ Trainees

 Language literacy and numeracy
 Cultural background
 Education and general knowledge
 Previous experience with the topic
 Previous learning experience
 Training level completed
 Gender
 Age
 Physical ability
 Special courses
 Learning styles
 Other needs

Learning styles
1. Visual learner - takes mental pictures of information given, so in order for this kind
of learner to retain information, oral or written, presentations
2. Kinesthetic learners are described as the students in the classroom, who have
problems sitting still and often bounce their legs while tapping their fingers on their
desks.
3. Auditory learner has the ability to remember speeches and lectures in detail but has a
hard time with written text.

Kolb’s learning inventory of learning styles

1. Activist Learns by having a go. They perceive information concretely and process it
actively
2. Reflector Learns most from activities where they can watch, listen and then review
what has happened. They perceive information concretely and process it reflectively.
3. Theorist Learns most when ideas are linked to existing theories and concepts. They
perceive information abstractly and process it reflectively.
4. Pragmatist Learns most from learning activities that are directly relevant to their
situations. They perceive information abstractly and process it actively.

Trainees’ Current Competencies

Current competencies are the skills and knowledge of your new trainees obtained
through formal training, work experiences or life experiences

How can Current Competencies be determined?

1. Self-Assessment Checklist
2. Proof of Competencies
3. Pre-assessment result

• Diagnostic - intended to diagnose areas of weakness, or misunderstanding, and strength.

It involves collecting evidence to diagnose or identify a training need or performance
problem. The pre-test is a written test that would initially test the knowledge of your
trainees on the competencies that they need to learn.
• Formative - This type of assessment assists and supports learning by providing feedback
about performance and progress towards the achievement of competency. It is also a
method for the collection of evidence, and determining a candidate’s readiness for her or
his final assessment. For our purpose, this type of assessment will be used to assess
whether a trainee is ready to be assessed for purposes of Recognition of Prior Learning
• Summative Assessment – In case the trainee is ready to be assessed for a competency as
a result of his employment and life experiences, you may finally give him a summative
assess

Assessment Methodologies

1. Observation Checklist This is a checklist completed by a trainer or the workplace

assessor while observing the learner’s performance on relevant tasks.
2. Practical Demonstration Demonstrates competence by showing steps or process used
to produce a product or service
3. Project Demonstration of skills and knowledge in the completion of a project.
4. 360˚ Feedback Using a structured process to gather and analyse feedback from peers,
supervisors and people who are supervised.
5. Oral Presentations Learners give an oral presentation about an area of knowledge or
their projects to a small group, usually including a trainer, their assessor, their colleagues
and any other interested parties.
6. Case Study Response to a situation which is presented to the learner. Used to ascertain
the learners problem solving techniques and underpinning knowledge.
7. Journal A journal that records learning activities, skills and knowledge acquisition.
Problem Solving Implementing problem solving techniques to analyze a product or
process for problems or errors.
8. Certificate of Award or Employment Certificate of awards or employment that
reflects the responsibilities of the trainee maybe proof of his competencies.
9. Video or Audio Tapes Recording performance in the workplace that is subsequently
reviewed by an assessor.

Training is a set of systematic processes designed to meet learning objectives related to

trainee’s current or future jobs.

Training Design is a systematic process that is employed to develop education and

training programs in a consistent and reliable fashion.

Instructional Design (also called Instructional Systems Design) is the practice of

creating “instructional experiences which make the acquisition of knowledge and skill
more efficient, effective, and appealing.

Designing your training session would involve developing learning objectives, choosing
an instructional approach, develop assessment instruments and develop instructional
strategy

In making your design you should consider the following:

 Characteristics of your trainees
 Adult learning principles
 Learning styles of your trainees

There are many instructional design models but many are based on the ADDIE model
with the five phases:
1. Analysis - analyze learner characteristics, task to be learned, etc. Identify Instructional
Goals, Conduct Instructional Analysis, Analyze Learners and Contexts
2. Design - develop learning objectives, choose an instructional approach Write
Performance Objectives, Develop Assessment Instruments, Develop Instructional
Strategy
3. Development - create instructional or training materials Design and selection of
materials appropriate for learning activity, Design and Conduct Formative Evaluation
4. Implementation - deliver or distribute the instructional materials 5. Evaluation - make
sure the

Applying the Principles of Adult Learning

 Learner motivation -Adults must want to learn
 Learner orientation- Adults will learn only what they feel they need to learn
 Experience -Adults learn by comparing past experience with new experience.
 Orientation to learning- Adults need immediate feedback concerning their progress.
 Dispositional barrier- Adults try to avoid failure
 Laerning styles - Adults do not all learn the same way

Training delivery methods consist of the techniques and materials used by trainers to
structure or design learning experiences
1. . The Dualized Mode Training Delivery is preferred and recommended. Thus,
programs would comprise both, in-school and in-industry trainings or fieldwork
components
2. Modular/ Self-paced Learning is a competency-based training modality where the
trainee is allowed to progress at his own pace.
3. Peer Teaching/ Mentoring is a training modality where fast learners are given
opportunity to assist the slow learners.
4. Supervised-industry Training or On-the-Job Training is a training approach
designed to enhanced the knowledge and skills of the trainee through actual experience in
the workplace.
5. Distance Learning is a formal education process in which majority of the instruction
occurs when the students and instructor are not in the same place.

There are three categories of learning objectives: knowledge, skills, and attitudes (KSAs).
1. Knowledge objectives are of three types: declarative, procedural, and strategic.
a. Declarative knowledge is the person's store of factual information.
b. Procedural knowledge is the person's understanding about how and when to apply the
facts.
c. Strategic knowledge is used for planning, monitoring, and revising goal-directed
activities.
2. A skill reflects one's proficiency at specific tasks such as operating a piece of
equipment, giving a presentation, or making a business decision.
3. The various training delivery methods can be divided into cognitive and behavioral
approaches:

Cognitive methods provide information, maybe in oral or written form, demonstrate

relationships among concepts, or provide the rules for how to do something. They
stimulate learning through their impact on cognitive processes and are associated most
closely with changes in knowledge and attitudes.
The lecture, discussion, e-learning and, to some extent, case studies are cognitive
methods. Though these types of methods can influence skill development, it is not their
strength.
Conversely, behavioral methods allow the trainee to practice behavior in a real or
simulated fashion. They stimulate learning through experience and are best at skill
development and attitude change. Equipment simulators, business games, role plays, the
in-basket technique, behaviour modelling and, to some extent, case studies are
behavioural methods.

Training Methods:
1. Active Lecture (With questions and discussions): Used to present information and
ensures that it is understood and remembered.
2. Modular self-paced method requires a trainee to read and follow instructions on a
Competency Based Learning Material and learns on his own pace.
3. Debate. Used to examine alternative views on a contentious subject, to give practice in
preparation and presentation of such views.
4. Group Discussion. Uses active involvement of participants in the learning process.
5. Forum. Used to present a range of expert’s opinion on a topic, and interaction between
conflicting views.
6. Buzz Group. Usually used in conjunction with structure to sound out interest, views,
opinions in any audiences.
7. Brainstorming. Used to develop creative thinking. Maybe used as part of a planning
exercise or to get ideas in order to solve a problem.
8. Case Study. Provides discussion and aids understanding of real issues, aids listening
and discussions skills. Helps in problem analysis.
9. Role Playing. It is the best-known way to help participants both experience certain
feelings and practice certain skills.
10. Field Trip. Allows participants to observe the operation of an activity or process on
site and record their observation for later analysis.
11. Demonstration. Used to explain and demonstrate a process or skills, so that each
group member can understand and reproduce the action.
12. Structured Learning Exercise. Exercises are used to simulate real-life situations or
incidents in order to highlight interaction and group process or to focus on problem
solving.
13. Practice. Used to provide learners with an opportunity to demonstrate their mastery of
new skills or knowledge in a real-life situation
14. Public Speaking. Every time a participant is called to present or offer to say
something in front of the other participants, it is actually public speaking.
15. Study Circle. When a group of workers decide that they want to study or learn from
each other’s experience, they form a study circle.

Selecting Training Methods (instructional techniques) 

There is no best way to help people learn. 
Take these 8 factors into consideration when choosing training methodology/instructional
techniques (Robinson 1979; Apps 1991; Rothwell and Kanzanas 1992;Tracey 1992):
1. Learning outcomes/objectives
2. Trainers (instructors)
3. Content
4. Participants
5. Training techniques
6. Time
7. Cost
8. Space, equipment, and materials
Session Plan is a simply stated, clearly written and flexible trainer aid for conducting a
session or module. It is: 
based on the curriculum of the unit of competency. 
accomplished according to the suggested format.

Benefits of a Session Plan

1. Gives the trainers an idea of where they are and where they are going
2. Gives the trainers and the learners a clear idea of what they are doing
3. Records the training sessions the trainers have taken
4. Gives the trainers a starting point if they have to do the training again with another
learner or group of learners
5. Gives the trainers a firm base to review their performance

Eight Steps for Designing an Effective Session Plan

Step 1. Define the purpose of the training and target audience
Step 2. Determine participants’ characteristics and training needs
Step 3. Define training goals and objectives
Step 4. Outline training content
Step 5. Develop instructional activities
Step 6. Prepare the written session plan
Step 7. Prepare participants’ evaluation forms
Step 8. Determine follow-up activities for the event

Elements of a Session Plan

1. Industry Sector/ Qualification and Title Every qualification belongs to a sector. To

know what sector a particular qualification belongs to, refer to the TR or CBC of the said
qualification.
2. Unit of Competency The Unit of Competencies comprise a Qualification. Basically
they grouped into three: Basic Competencies Common Competencies, and Core
Competencies
3. Module Title This is actually the unit of competency. (Ending in –ing)
4. Learning Outcomes These are learning blocks/ units that comprise the module.
5. Introduction This is the part of the session plan that intends to motivate the students
to learn.
6. Learning Activities These are actions the students will do to achieve the learning
outcomes stated in the module of instruction.
7. Learning Resources These are materials that will be needed to support and facilitate
learning of the students/ trainees.
8. Trainee’s Evaluation This indicates the method of evaluating the achievement of the
Learning Outcome.
9. Trainer’s/ Teacher’s Reflection This part of the session Plan serves as the
documentation of the conduct of the training on a unit of competency.

Learning resources are the things the student will use when carrying out the instructions
outlined in the learning activities.

Learning resources can be used to present instruction, and for practice and feedback.

Types of Learning Resources for Presenting Instruction

 Print Materials
 Non-Print Materials
 Human Resources