Rate a Competency-Based Training (CBT) Program
steps, in their proper sequence, in
Introduction
The “ideal” CBT program is very
hard to find. Most programs can
only meet some of the criteria
listed here. The purpose of this
Skill Card, however, is to de-
scribe the components of an ideal
CBT program. The following
criteria are listed on the checklist
on the back of this Skill Card.
CBT Criteria
Student Selection
1. Based on potential for suc-
cessful completion/Job place-
ment. Only those students with a
good chance of success should be
admitted into a program.
Program Content
2. A list of skills and compe-
tencies is available. See 3.
3. Skills and competencies are
derived from a recent analysis of
the occupation. A DACUM chart
would provide the task list. From
the tasks, specific competencies
should be developed and pub-
lished.
4. The skills and competencies
are given to students at the start
of the Program. There should be
no surprises in a CBT program.
Students know exactly what is
expected of them.
5. Occupational exit-points are
available where appropriate.
Exit-points are places in the pro-
gram where students may choose
to exit the program and seek job
placement.
Evaluation
6. Primarily focuses on per-
formance of Program skills. The
primary evaluation tool is NOT
written tests.
7. Performance levels required
match or exceed industry stan-
dards. Criteria for each task are
based on industry performance
levels (including time required to
perform the task.)
8. Checklists are available for
each skill. A checklist lists the
© Developed by Dr. John Collum
Skill Card
available including books and
performing a task.
9. Required performance stated
to student prior to instruction.
Checklists and other important
criteria are provided at the begin-
ning of instruction.
10. Students are pre-assessed for
advanced placement. Knowledge
and performance tests are avail-
able for advanced placement.
Record Keeping
11. Individual student records
show skills achieved. Each
learner has a record showing skill
mastered and date.
12. Records are maintained on
the time to master each skill.
Such records are necessary to
determine if learners are having
difficulty.
13. Certificates show skills at-
tained. These are normally listed
on the back of the formal certifi-
cate.
Management
14. Program is open-entry.
Learners enter the program the
first day a position is available.
15. Program is open-exit.
Learners graduate the day they
complete the last skill.
16. Variable time scheduling is
allowed. Learners can set their
own schedule to meet their spe-
cific needs.
17. Individual learning prescrip-
tions are allowed. Learners can
specify which skills they wish to
learn.
18. Advanced placement is pos-
sible. Written and performance
tests are used to grant credit for
advance placement.
19. Students are counseled regu-
larly on their progress. Progress
charts are discussed with each
learner, typically on a weekly
basis.
Instructional Methodol-
ogy
20. Multiple instructional mo-
dalities are available for each
skill. Instructional materials are
audio-visuals.
21. Instructor demo-Student
practice is the primary teaching
method. Lectures are limited in
scope and time.
22. Enrichment/remedial activi-
ties are available for the fast/slow
learner. The fast learner is pro-
vided with advanced topics or
skills. The slow learner is pro-
vided with remedial skills.
Instructor
23. Evidence of recently main-
taining technical expertise. This
could include industry OJT,
trainings or workshops attended.
24. Evidence of recently main-
taining teaching expertise. This
could include in-service training
courses focusing on instructional
techniques.
Facilities
25. Replicate equipment/ sup-
plies used in industry. Programs
eliminate out-of-date equipment.
26. Adequate for the number of
students enrolled. Work stations
are designed to minimize learners
waiting.
Success Criteria
27. 70% of students entering,
complete and find long term em-
ployment. This employment is
directly related to the content of
the training program.
Conclusion
Again, it is unusual to find a pro-
gram that meets all of the criteria.
When you do, you have discov-
ered a program designed to
match individual needs with in-
dustry demands. That is a pow-
erful combination.
 CBT PROGRAM CHECKLIST
School:
Inspector: DATE
:

Note Critical Steps with a "C" in this column.

# IDEAL CRITERIA NO YES
Student Selection
1 Based on potential for successful completion/Job placement
Program Content
C 2 A list of skills and competencies is available
C 3 Skills are derived from a recent analysis of the occupation
C 4 The skills and competencies are given to students at the start of the Program
5 Occupational exit-points are available where appropriate
Evaluation
C 6 Primarily focuses on performance of Program skills
C 7 Performance levels required match or exceed industry standards
C 8 Checklists are available for each skill
9 Required performance stated to student prior to instruction
10 Students are pre-assessed for advanced placement
Record Keeping
11 Individual student records show skills achieved
12 Records are maintained on the time to master each skill
13 Certificates show skills attained
Management
14 Program is open-entry
15 Program is open-exit
16 Variable time scheduling is allowed
17 Individual learning prescriptions are allowed
18 Advanced placement is possible
19 Students are counseled regularly on their progress
Instructional Methodology
20 Multiple Instructional modalities are available for each skill
21 Instructor demo-Student practice is the primary teaching method
22 Enrichment/remedial activities are available for the fast/slow learner
Instructor
23 Evidence of recently maintaining technical expertise
24 Evidence of recently maintaining teaching expertise
Facilities
25 Replicate equipment/supplies used in industry
26 Adequate for the number of students enrolled
Success Criteria
27 70% of students entering, complete and find long term employment

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