UnitLearninng

tended Characteristics of CBT

2.2 Outcomes: At the end of this chapter, the students are expected to:
1.

Intended Learning Outcomes: At the end of this chapter, the students are
expected to:

1. Determine and explain the characteristic of CBT.

CBT has distinct characteristic as a delivery approach. These characteristics make

it very appropriate in training skills.

2.2.1 Characteristics of CBT

According to Foyster (1990), Delker (1990) and Norton (1987) there are a number
of characteristic of competency-based programs. Key characteristics are summarized as
follows.
• Competencies are carefully selected
• Supporting theory is integrated with skill practice. Essential knowledge is
learned to support the performance of skills.
• Detailed training materials are keyed to the competencies to be achieved and
are designed to support the acquisition of knowledge and skills.
• Methods of instruction involved mastery learning, the premise that all
participants can master the required knowledge or skill, provided sufficient
time and appropriate training methods are used.
• Participant’s knowledge and skills are assessed as they enter the program and
those with satisfactory knowledge and skills may bypass training or
competencies already attained.
• Learning should be self-pace.
• Flexible training approaches
including large group methods,
small group activities and
individual study are essential
components.
• A variety of support materials
including print, audiovisual and
simulation (models) keyed to
the skills being mastered are
used.
• Satisfactory completion of
training is based on
achievement of all specified
competencies.
2.2.2 Implications of Using CBT

In a 1990 study of three operating competency – based programs, Anthony

Watson identified a number of implications for organizations considering implementing
a CBT system.
• Organizations must be
committed to providing
adequate resources and
training materials.
• Audiovisual materials need to
be directly related to the
written materials.
• Training activities need to
match the objectives.
• Continuous participant
interaction and feedback must
take place.
• Trainers must be trained to
conduct competency-based
training course.
• Individuals attending training must be prepared for CBT as this approach is
likely to be very different from their past educational and training
experiences.

2.2.3 Advantages and Limitations of CBT

One of the primary advantages of CBT is that the focus is on the success of each
participant. Watson (1990) states that the competency-based approach “appears
especially useful in training situation where trainees have to attain a small number of
specific and job-related competencies” (page 18). Benefits of CBT identified by Norton
(1987) include:
• Participants will achieve competencies required in the performance of their
job.
• Participants build confidence as they succeed in mastering specific
competencies.
• Participants receive a certificate of achievement of every competency they
have achieve.
• Training time is used more efficiently and effectively as the trainer is a
facilitator of learning as opposed to a provider of information.
• More training time is devoted to working with participants individually or in
small groups as opposed to presenting lectures.
• More training time is devoted to evaluating each participant’s ability to
perform essential job skills.

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 While there are a number of advantages of competency-based training, there
also are some potential limitations. Prior to implementing CBT, it is important to
consider these limitations:
• Unless initial training and follow up assistance is provided for the
trainers, there is a tendency to “teach as we were taught” and CBT
trainer quickly slip back into the role of the traditional teacher.
• A CBT course is only as effective as the process use to identify the
competencies. When little or no attention is given to identification of
the essential job skills, then the resulting training course is likely to be
ineffective.
• A course may be classified as competency-based, but unless specific CBT
materials and training approaches (e.g., learning guide, checklist and
coaching) are designed to be used as part of CBT approach, it is unlikely
that the resulting course will be truly competency based.

Please watch videos that further explain CBT with the links provided below:

https://www.youtube.com/watch?v=YaRjaBcvTSw
https://www.youtube.com/watch?v=RschZFj3vHI
https://www.youtube.com/watch?v=In0qjHXruM0

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Module 2 (Prof Ed 212) Name: ____________________________________________
Activity No. 2.2 Program/Year: ____________Date Submitted: ___________

Self – Check Test

TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is not correct.
1. In CBT, learning is self-paced.
2. CBT is dependent on the Training Regulations.
3. The availability of training materials limits the efficiency of CBT.
4. Learning activities in CBT is always individualized.
5. The trainer is the provider of information in CBT.

Activity

Instruction: With the characteristics, advantages and limitations of Competency

Based Training, compare and contrast Competency Based Training and
Traditional Education (the form of education you have experienced since
your elementary to tertiary education) with the use of a Venn Diagram.
Use at least a word or phrases in giving descriptions. (20 pts.)

• For further understanding of a Venn diagram, you may watch a video with
the link below
https://www.youtube.com/watch?v=CkV_uRErIqk

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