Nine (9) areas in a competency-based training facility are the following:

1. Practical Work Area is an area where trainees rehearse specific skill. It is sectioned into
workstations that are arranged according to hierarchy of competencies.
2. Learning Resource Area is an area where trainees do their self-paced learning. It is where
learning materials - print or soft-copies - can be found. Projects can also be done in this
area.
3. Institutional Assessment Area is an area where trainer assess trainees’ knowledge – either
by Recognition of Prior Learning, or upon gaining competency from the module/s given.
Skills assessment is done at the Practical Work Area. Note: Institutional Assessment Area
and Practical Work Area can be adjacent room so they can be merged depending on the
layout of the room.
4. Contextual Learning Laboratory is an area where lecture-discussion is done. This is where
learner would stay to study basic and common competency in the context of their
qualification.
5. Quality Control Area is an area where metrology, calibration and in-process quality control
are being held.
6. 6. Trainers Resource Center is an area where trainer’s resources materials are kept. It is
also a place where trainer generates training materials.
7. Distance Learning is an area where trainees can access modules aside from the usual print
and non-print media. Example is studying the learning module by accessing TESDA
website.
8. Computer Laboratory is an area where trainees are given chance to develop their IT
competencies, as recommended in CBC. Example of IT competency is the use of
Microsoft Office Application.
9. Support Service Area is an area that offers value-adding competencies to address required
skills.

Guidelines in Organizing CBT Training Facility:

 Equipments or machines should be installed by work station considering the unit of

competencies and movement of the trainees
 Trainer or Assessor Qualification and National Certificates of trainer, and shop layout shall
be posted inside the workshop area
 Labels, signage and posters like 5S, safety reminders, forms and schedules should observe
uniform size and color and should be posted appropriately and properly
 TRs, CBC, CBLMs should be available at the Resource Area and Learning Resource Center
Facilitating a class which promotes self-paced learning and focuses on different learning activities is
one tough job for a trainer.

Thus, a trainer is expected to organize learning and teaching resources with the use of the Training
Activity Matrix. The Training Activity Matrixis a tool used to schedule training activities, tools or
equipment, and workstation area. It also serves as a guide for learners to know what to do and where
to go.

To prepare the Training Activity Matrix, the trainer must identify first the basis in organizing and
preparing resources. These are the following:

 Session Plan
 Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)
 Learning Guide
 Competency-Based Curriculum

Procedure in Preparing Training Activity Matrix:

 1. Review the session plan and look for the common activities.
2. For each activity recognized, identify the teaching and learning resources specifications.
3. Assign an appropriate learning area for each activity.
4. List teaching-learning resources to use for each activity. Ensure that variety of materials
will be given to the fit one’s learning style.
5. Finalize and review the Training Activity Matrix.

A Strategy to Facilitate Different Activities

A trainer, as a facilitator of different activities, should have the ability to “withitness” or to be aware
of what’s going on in the class while doing something. It is compared to having eyeballs at the back
of your head. It is the ability of a trainer to continually monitor and manage the class at all times.

Following the Training Activity Matrix while having that ‘withit’ will help greatly in managing a
class. These and more will be taught on another unit of competency - ‘Facilitating Training Session’.