PTS Reviewer for INTERVIEW

Ten (10) Principles

1. The training is based on curriculum developed from the competency standards;

Training activities are done towards the attainment of the assessment criteria set in the
competency based curriculum.

2. Learning is modular in its structure;

Competency Based Learning Materials are prepared per competency which shall serve as the
main material and guide in training. Information in the attainment of knowledge and skills are
provided for in the CBLM.

3. Training delivery is learner-centered and should accommodate individualized and self-

paced learning strategies;

Trainees are treated as individual learners with different characteristics, learning styles and
training needs. The sessions should therefore provide for varied activities, employing different
methods of training.

4. Training is based on work that must be performed;

Training is always based on actual industry practices. Training should provide for a simulated
work environment.

5. Training materials are directly related to the competency standards and curriculum
modules;

The Competency Based Learning Materials used during the training should conform to the
competency based curriculum and the competency standards. The trainer should always check
his session plans and CBLMs to make sure that all assessment criteria are attained. The
Competency Standards always provide the minimum requirements of the competency. A trainer
should always aim for the attainment of every criteria.

6. Assessment is based in the collection of evidence of the performance of work to the industry
required standard;

Assessment is done to test whether the trainee is able to perform the job based on the required
criteria in the competency standards. A carefully prepared Institutional Evaluation Tool should
be used to assess the competency of the trainee. In CBT, competency is based on the
satisfaction of the criteria/evidences which are collected through an institutional competency
evaluation.  

7. Training is based both on and off the job components;

 Training is done in a simulated work environment (the laboratory) and/or in an actual work
environment such as in training cum production, enterprise based training, supervised industry
training and on-the-job training.

8. Training program allows for recognition of prior learning(RPL) or current competencies;

Current competencies acquired through training or work experience are recognized before
training through a validation process so that the trainer can provide activities that match the
learning level of each trainee. Prior learning is recognized by giving them a Certificate of
Achievement for the competencies acquired previously. Data on other acquired skills should be
carefully recorded to serve as data for planning the training activities of a particular trainee. A
trainee who has prior experiences as a janitor but is not yet competent in “Providing
Housekeeping Services to Guest”, for example, may not practice how to use cleaning equipment
anymore but would concentrate on other activities that would help him satisfy the assessment
criteria of the competency. This would shorten the training hours of the particular trainee.

9. Training allows for multiple entry and exit;

Trainees do not need to wait for others to be competent before he can exit either a competency
or the qualification. Fast learners may graduate faster than others.

10. Training programs are registered with the UTPRAS.

All programs should be registered to the Unified TVET Program Registration and Accreditation
System. UTPRAS registration assures the quality of training.

Training needs is determined by comparing the current competencies of the trainee to those
required by the Competency Standards of the qualification

Training is based both on and off the job component is a training be done in a simulated
work environment (the laboratory) and/or in an actual work environment such as in training
cum production, enterprise based training, supervised industry training and on-the-job
training.

Current competencies acquired through training or work experience are recognized before
training through a validation process so that the trainer can provide activities that match the
learning level of each trainee. Prior learning is recognized by giving them a Certificate of
Achievement for the competencies acquired previously. Data on other acquired skills should be
carefully recorded to serve as data for planning the training activities of a particular trainee. A
trainee who has prior experiences as a janitor but is not yet competent in “Providing
Housekeeping Services to Guest”, for example, may not practice how to use cleaning
equipment anymore but would concentrate on other activities that would help him satisfy the
assessment criteria of the competency. This would shorten the training hours of the particular
trainee.

3 4 adult learning principles.

• Learning is most productive when the student is ready to learn. Although

motivation is internal, it is up to the trainer to create a climate that will
nurture motivation.

• Learning is most effective when it builds on what the student already knows or
has experienced.

• Learning is most effective when students are aware of what they need to
learn.

• Learning is made easier by using a variety of training methods and techniques.

Opportunities to practice skills initially in controlled or simulated situations (e.g.,

through role play or use of anatomic models) are essential for skill acquisition
and for development of skill competency.

Repetition is necessary to become competent or proficient in a skill.

The more realistic the learning situation, the more effective the learning.

• To be effective, feedback should be immediate, positive and nonjudgmental.

4. What is a session plan?

A session plan is a tool in planning training sessions. It contains the objectives of the course, the training
activities, assessment method and the reflections of the trainer on the training session.  

5. What is the main basis in sequencing the contents in your session plan?

Contents should be based on the attainment of the assessment criteria and should be sequenced based
on the hierarchy of learning.

Trainer should identify the main skill to be mastered and determine the contents and activities needed
towards the attainment of this skill.  

6. What are your bases in sequencing the learning events or activities in your session plan? *

The sequence of the training activities is based on the nine events of instruction namely:

1. Gaining attention

2. Stimulating recall of prior learning

3. Informing the learner of the objective

4. Providing learner guidance

5. Providing Feedback

6. Assessing performance

7. Eliciting performance

8. Presenting the stimulus

9. Enhancing retention and transfer

7. What factors should you consider in choosing the training methods?

 Content

 Objective

 Cost

 Target audience

 Time

 Resources

 Size of audience

 Capability of the trainer

8. What are the characteristics of a good information sheet?

 Free from violation of copyright law

 Contains information essential to the attainment of the learning outcomes

 Has a title that gives some idea of the coverage of the sheet

 Approach in terms of content and presentation is appropriate to the interest and reading level
of the learner

 The layout, text and drawings are attractive in appearance and legible

 Has uncommon terms marked for further defining

 Has acknowledgement per copied part of the sheet

 Reading level matches that of trainees

 Use short paragraphs

 Use short, concise sentences

 Illustrations are positioned to the side or just below the sentences referring to the illustrations
 
9. What are the elements of a good performance objective?

 Condition

 Performance

 Criterion  

10. What is the purpose of preparing an evidence plan? The evidence plan:

1. Serves as a planning tool

2. Support the assessment process

3. Assist in the collection of evidences

4. Inform the learners of what is expected of them before they begin the assessment

Serves as a guide for the trainer in determining the method of assessment to be used

11. What is the basis of your evidence requirements in your evidence plan?

The assessment criteria of the learning outcomes of the competency are the basis of the evidence plan.

12. How do you characterized a good actual CBT layout?

1. Safe

2. Accessible

3. Complete components

4. Aligned with the competencies of the qualification

Well-sequenced

When is observation method more appropriate than demonstration method?

When equipment and materials are limited and performance need the actual work environment,
observation is most appropriate.

How do you plan for trainees with different learning styles?

Prepare for varied methods

What will you do if a trainee claims that he has evidences that shows his competence on most of the
competencies of the qualification he is training on?
Subject the trainee to an institutional assessment for Recognition of Prior Learning.

Job Role/Environment Questions

How do you plan for skills practice of your trainees?

Use the Task Sheets for smaller skills towards the attainment of the bigger skill, then use the Job Sheet
to integrate tasks into the bigger skill.

When can you conclude that a trainee is competent?(four dimensions of competency)

If he satisfies assessment criteria of the competency and demonstrates the four dimensions of
competency.

To ensure the validity /reliability of your test items?

Make an evidence plan, table of specification for written test and make test items not so easy but not
too difficult

Safety Questions

When preparing your shop layout, how do you plan for the safety of your trainees?

Make available provisions for OHS such as the fire extinguishers, medicine cabinets and fire exits.

The question that I used to ask before preparing session plans are what are the Training
Needs of my student, what are the Learning Outcomes, Time, Resources needed the Target group and
Trainees Characteristics.

The answer to my questions is based from training needs analysis TNA forms/Pre-training
forms or recognition of prior learning RPL forms, competency-based curriculum CBC/module of
instruction MOI, competency standard CS/training regulation TR.

The components of Session plan are Sector, Qualification, Unit of Competency, Learning
Outcomes, Introduction, Learning Activities, Assessment Plan.

The factors I consider in selecting training methods are Content, Objective, Cost, Target
audience, Time, Resources

The learning events are based on Gagne’s Theory on 9 learning events (Gain attention, State
objectives, Stimulate recall of prior learning, Present stimuli, Guide learning, Elicit performance, Provide
feedback, Assess performance and Enhance transfer) Simple to complex, Hierarchy of learning.

I use Demonstration, Written test, Interview and Portfolio evaluation in assessing my trainees. In
Demonstration to measure Underpinning skills, Written test to measure Underpinning knowledge,
Portfolio measure Underpinning knowledge and skills as attested by external party, Interview to probe on
the

breadth and depth of Underpinning knowledge and skills.

I Prepare assessment tools and consider validity in reference to Relevant to competency

standard CS and Dimensions of competency I consider cost effectiveness using by maximizing the of
resources and assessment tools scope including all dimensions of competency given limited resources.
 I prepare table of specifications in making written test to distribute the number of test items
based on the objectives, time allotment and learning content stated in my session plan.

The adult learning style that always in my mind are as follows; Goal oriented and needs
immediate feedback, Practical, Demands respect, Seeks Relevance and value, Learns independently and
in variety of ways, Uses past experiences, Seeks personal growth & development,