TRAINERS' METHODOLOGY I

TRAINER / FACILITATOR
Arch. Jan Nikolai D. Gongora, rmp

Module: Plan Training Session

 Competency Based Learning Materials
Introduction
The Trainers Methodology Level 1 (TM-1) Plan Training
Session-Competency Based Learning Materials (PTS-
CBLM) under information sheet 1.3-2 defines the
components of a CBLM, on page 138, it enumerated the
parts of the CBLM, grouped in two, these are:
 Competency Based Learning Materials
A. Preliminary pages B. Instruction Sheets
Front Page Information Sheet
Trainee’s Guide on How to Use Self-Check
the CBLM Task Sheet
List of Competencies Operation Sheet
Competency Summary Job Sheet
Learning Outcome Summary Performance Criteria Checklist
Learning Experiences
 Competency Based Learning Materials
The Front Page
 Competency Based Learning Materials
Although there is no defined standards as to how the front page is
supposed to be formatted in regards to a well developed CBLM,
the PTS-CBLM has a recommended format that a Trainers
Methodology Level 1 Trainee is advised to follow.
The recommended layout is self explanatory and has been properly
explained in page 139 and will no longer be covered by this walk-
through. The entire PTS template can be downloaded as a zip file
at the template area or you can click here to download the cover
page.
Tip: For your CBLM portfolio requirements, use the Core
competency that you have chosen for your Session Plan.
 Competency Based Learning Materials
Trainee Guide on How to
Use the CBLM
 Competency Based Learning Materials
For the Trainee Guide (figure 2), you are required to develop your
own, however, given that there is some similarity in regards to
what a CBLM is supposed to be, you can use pre-developed
Trainee Guide as a reference or as a starting point for the
development of your own, just ensure that its contents conforms
to your respective qualification and meets what you intend for
your respective CBLM. The Trainee guide templates can be also
be downloaded at this link.
Tip: For your portfolio requirements, use the Core competency that
you have used when developing your Session Plan.
 Competency Based Learning Materials
List of Competencies

Tip: Ensure that you

highlight the Core
Competency that you
have chosen to use
for your session plan
as shown in figure 3b.
 Competency Based Learning Materials
Competency Summary
Also known as Module Content / Module of
Instructions. All its contents are taken from
the TR or the CBC.
Tip: For your portfolio requirement, use the
core competency that you used in the
development of your Session Plan and
write down all Performance Criteria as
Assessment Criteria of the entire Core
Competency.
 Competency Based Learning Materials
Learning Outcome Summary
Similar to Competency Summary, most of its
contents are taken from the TR or the
CBC.

Tip: For your portfolio requirements, from the

Session plan that you have recently
developed, select one of your Learning
Outcomes with an Information Sheet, and
a task, a job, an operation sheet or any
combination of these three.
 Competency Based Learning Materials
Learning Experiences

For this last part of your preliminary pages,

you are required to list down all content of
your session plan under presentation,
practice and feedback. Aside from this you
can also include special guidelines that
your Trainee needs to know, as shown in
this Sample Learning Experience (figure5).
 Competency Based Learning Materials
Writing your Instructions Sheets
The PTS-CBLM defines Instruction sheets as a document "designed to guide the trainee on
the different things to be done to learn a unit of competency, different instruction sheets will
be required for different learning activities."

These different Instruction Sheets are:

• Information Sheet
• Task Sheet
• Operation Sheet
• Job Sheet
 Competency Based Learning Materials
Information Sheet
"Information sheet is not a copy or duplicate
of an article from magazine, newspaper or
book. An information sheet is developed
when there are no resources available to
explain the required information or to
summarize an article that illustrate new
trends and technology and present hard-
to-find data. An information sheet is
primarily designed to deliver pertinent
information needed in the attainment of a
learning outcome."
A good information sheet has the following
characteristics or conforms to the following
criteria:
• 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
 Competency Based Learning Materials
Tips in writing Information
Sheets

Make sure that the reading level matches that

of your trainees
Use short paragraphs
Use short, concise sentences
Position illustrations to the side or just below
the sentences referring to the illustrations
Keep information sheet brief
- From PTS-CBLM page 150.
 Competency Based Learning Materials

For this Learning Outcome of the old

CES NC II TR, it focuses more on
learning how to assemble an
electronic project, given that most of
the prerequisites have already
been discussed before, there is
longer any other topic to learn
except for the actual assembly of an
Electronic Project, thus, there is no
longer a need to write for a self
check, but instead, after this
Information Sheet follows a Job
sheet (Figure 8)
 Competency Based Learning Materials
Referring to figure 8a and b, As you can see,
in order to assemble the Electronic project,
the trainee is required to perform different
task, from checking all the required
materials, individual testing of components
and then the actual assembly which makes
the assembly a Job, since it's a
combination of multiple task. Notice too
how the required safety needs was
emphasize in the Job Sheet
 Competency Based Learning Materials
Every after Job, Task, Operation Sheets
follows the performance Criteria Checklist
(Figure 9), to develop this document, you
need to copy all steps and procedures that
you wrote in your job sheet, aside from
these, you can also add parts of your
performance objectives such time and
checked if the trainee has finished the
required task/job on time, so that the
trainee will be able to check his/her own
performance.
Tip: If you want to include portfolio as a
requirements before the Trainee can
undergo Institutional Assessments, you
can collect the performance criteria
checklist and include it as part of your
portfolio requirements.
Task / Operations Sheets
The same format is utilized when developing
a task sheet and an operation sheet, the
only difference is that, a task sheet
focuses in the the performance of a single
task. Example, "Test components" is a
single task, which will only require the
trainee to test the functionality of
components, while for an operation sheet,
it should contain the different procedures
that the trainee needs to perform to use
(operate) an equipment. Example, "How to
use a multi-tester."
 Writing Your First Information Sheets
The Plan Training Session-
Competency Based Learning
Material (PTS-CBLM) have
discussed the preferable format for
an Information Sheet. The
prescribed format was the one that I
used for all my Competency Based
Learning Materials.
For this document (figure 1), two
rejoinders were available, the first
one explains the relationship of this
content to the past topics that I had
already discussed, while the second
rejoinder, explains this topics
connection with the other topics that
will be taken as the Trainees moves
forward in their respective lessons.
 Writing Your First Information Sheets
It has always been my style to write a
separate sheet for my introduction,
for this allows me to group my
contents properly, and gives me
more space to write my objectives,
rejoinders and introduction. (figure
2)
 Writing Your First Information Sheets
The main content topic (Figure 3), is where I
wrote all the needed information that the
Trainee needs to learn about the basics of
computers. Worth noting is how the
contents were cited and properly referred
to as my sources using footnotes.

The included diagram was something that I

made my self thus, no referencing is
needed since it is my own work.
 Writing Your First Information Sheets
Note:

It is worth noting that most of the contents

were referred to wikipedia as its source.
To some people, wikipedia can not be
trusted as a reliable source due to its
characteristic that its contents can be
easily changed by anyone who wants to
contribute to the topic. Be warned
therefore, to ensure the correctness of the
contents before using it, this is the same to
any contents that can be found over the
Internet. Not everything that can be found
on the Internet can be considered reliable.
 Writing Your First Information Sheets
For this page (Figure 4), what I wanted to
focus on are the proper referencing of
where the images that I had utilized.
Although one can easily notice that it was
taken on wikicommons, which is a free
source of images that anybody can use,
despite of this however, proper attribution
is still needed here since these were the
requirements of the original owners.
Another thing that I would like to point out is
the proper captioning of these images and
how these images were referred to in my
topic. We do not simply place images in
our contents, but we must also properly
utilized it to better present our intended
topic to our Trainees.
 Writing Your First Information Sheets
Worth noting too is the proper formatting of the entire document, which is very important to
entice our trainees to read our contents.

Writing your own information sheet can be a daunting task, specially if we find it hard
constructing our own sentences. But do note that we can utilized other peoples work,
provided that we do not claim it to be our own, and properly attribute the said work to its
rightful owners.

Lastly, When you find it hard to write your own content, search your contents over the Internet
and look for written topics under creative commons, and or copyleft, contents written under
these two are free provided that proper attribution is given to the original owner.
Different Ways of Writing Information Sheets
How do you write an Information Sheet when what you intend to do is ask your Trainee to read
a book?

Many methods can be utilized in order to write your information sheet depending on how you
intend to present your lessons/topics. For this example, I've written an information sheet to
inform the Trainee of what he/she should do for this training session. In this case, the
trainee is required to read a reference book.

For this particular example, the Trainee needs to read one of my available reference material
to continue his/her learning session. Thus, the instructions to read the book. Notice that I
had actually included the Book title, Author and the pages that needs to be read by the
Trainee.
Different Ways of Writing Information Sheets
Since the trainee is required to read a topic, a
self check is required so that the Trainee
can practice what he/she has just read.
This instruction was also included in the
Information Sheet, so that the Trainee will
know what he/she needs to do after
reading the topic. For this example the
Trainee is to answer the self check that
follows. the photo copied topic that was
attached to the CBLM. If for some reason
the Trainee prefers to read the book itself,
an instruction where the trainee can find
the book was also given.
Different Ways of Writing Information Sheets
Worth noting with this sample is the activities'
relationship to the stated Objectives in the
Information sheet, which are the
expectation from the Trainees to
enumerate:
general safety precautions; and
the seven basic precautions.
All of these can be answered only if the
Trainee has read the documents as
instructed in the Information Sheet. What
follows after the self check is the answer
key that the Trainee can use to check if
he/she was able to enumerate the
requirements correctly.
Different Ways of Writing Information Sheets
This way of developing an information sheet is allowed provided that, you develop the self
check and that the self check is directly related to the document that you have asked your
trainees to read.

A similar method can be used if what you want to do is to ask your Trainee to watch a video,
view a presentation, read information form the Internet, etc.

Just make sure that whatever it is that you want your Trainees to do, all the needed information
is written in the information sheet so that the Trainee knows what to do to continue his/her
session.
 Institutional Assessment Tool - Evidence
Plan
Before we proceed, let us look at the Plan Training Session-Competency Based Learning
Materials (PTS-CBLM) on page186 onwards and see what does Institutional Competency
Evaluation means.

"Institutional Competency Evaluation is the assessment of the knowledge, skills and attitudes
acquired from the training.

"In CBT, evaluation is the systematic collection and analysis of data needed to make decisions
whether a trainee is competent or not yet competent."

"The Institutional Competency Evaluation is administered by the trainer within the training
duration."

"Trainees should be evaluated every after competency. No trainee should be allowed to transfer
to another competency without having been assessed."
 Institutional Assessment Tool - Evidence
Plan
"For the purpose of CBT, assessments are usually given for the following reasons:
To validate the current competencies of trainees
To measure how much trainees have learned in the training sessions given
To help diagnose trainee’s problems and guide future instruction
To decide whether trainees are competent or not"
To properly evaluate our Trainees and determine their level of competency, we, as the Trainer
needs to develop a tool that would allow us to properly assess and decide if our Trainees
have already met the desired competency by meeting the required outcomes as stated in the
Training Regulations (TR).

The contents of Competency Evaluation Tool always depends on how we designed our Training
based from the Competency Based Curriculum (CBC) or from the TR. This is were our
Assessment Plan as we have written in our Session Plan comes in.
 Institutional Assessment Tool - Evidence
Plan
Normally the composition of a Competency Evaluation Tool are as follows:
Evidence Plan;
Table of Specifications for our written test;
The written test (not lower than 40 items;
Performance Test;
Rating Sheet for the Performance Test; and
Questioning tool / interview Questions with answer.
Given that you are under Training, you are required to submit all of the above for your portfolio.
NOTES:
The common mistake that a TM trainee normally commits when developing their respective
Institutional Assessment Tool (IAT) is designing the tool for a given Learning Outcome and
not for the entire core competency. Worth noting is that as per PTS-CBLM it stated that the
"Trainees should be evaluated every after competency. No trainee should be allowed to
transfer to another competency without having been assessed."
 Institutional Assessment Tool - Evidence
Plan
With this, when developing your IAT, bear in mind to design it to test and assess the Trainees'
Learning of the entire core competency.

Should you wish to evaluate your Trainees Performance for every LO, my suggestion is to use
portfolio assessment by collecting a record of all skills and written test performed by your
trainees during the training proper. You can then make it as a prerequisite before your
Trainee can undergo an Institutional Assessment (IA).
 Institutional Assessment Tool - Evidence
Plan
Developing your Institutional Assessment Tool Package
The Evidence Plan / Guide
The PTS-CBLM explains the evidence plan on page 192-195,

" In developing evidence gathering tools for an institutional assessment, the first stage is to
prepare an evidence plan. Evidence plans are designed to –
Serve as a planning tool
Support the assessment process
Assist with the collection of evidence
Inform the learners of what is expected of them before they begin the assessment
Serve as a guide for the trainer in determining the method of assessment to be used
 Institutional Assessment Tool - Evidence
Plan
Referring to Figure 1, and Looking on how the
Performance Criteria was included in the
document, one will notice that it was
rephrased in order to answer the
statement " the evidence must show that
the trainee..." for the first example it was
rephrased as "determined and planned in
accordance with network design and
actual installation site." which was
originally written under the Performance
Criteria as "Cable routes are determined
and planned in accordance with network
design and actual installation site." This
rephrasing of the Performance Criteria is
needed through out the evidence plan.
 Institutional Assessment Tool - Evidence
Plan
The Different Methods of Gathering Pieces of Evidence
Observation and Questioning - this method is normally utilized by a third party when the
Trainee is undergoes, industry immersion / On-the-job Training, where the Trainer or the
Industry Supervisor observes the Trainee while performing assigned task / job. The
questioning follows, to validate what was observed.

Demonstration and Questioning - this method is very much similar to Observation and
Questioning, but is performed at the School. Specifically at the Practical Work Area /
Institutional Assessment Area (Laboratory). Where the Trainee is required to Demonstrate
a task / job and then rated by the Trainer. This is also the common method utilized in
Institutional Assessment.
 Institutional Assessment Tool - Evidence
Plan
Third Party Report - this is needed if the Institution has an ongoing Dualized Training,
Industry immersion Program, this refers to the overall evaluation that the Industry
Supervisor / Trainer made for the Trainee.

Portfolio - This method can be used for the Recognition of Prior Learning but can also be
used by the Trainer as a means of determining if the Trainee has performed all the
requirements during the training before the Trainee undergoes institutional Assessment.

Written test - the method that can used to test the Knowledge, Skills and Attitude of the
Trainee. But is a power tool in knowing what the trainee can do in areas were actual skills
test will not suffice. Example, contingency questions, application of rules and regulations.
Note however that same goes too for oral questioning and interview.
 Institutional Assessment Tool - Evidence
Plan
Designing your Evidence Plan
Designing an evidence guide is not simply rephrasing performance criteria and selecting
methods of gathering evidence. In fact the effectiveness of your IA depends on how you
designed your evidence plan/guide.
Looking at the TR for CSS NC II, the evidence guide indicates that there are four critical
aspect of competencies, Two of those criteria were indicated in the evidence guide by
italicization and highlighting it in bold, aside from this an asterisk was placed after the
criteria.
In the first LO, where one of the critical aspect can be found, the method of testing shall be
via: actual performance demonstration and questioning; and written test. While the
Second critical aspect found in the second LO will only be tested via performance
demonstration and questioning. For the non critical aspect, it is a combination of almost all
the different methods.
The different Performance criteria and methods that were selected in the evidence plan will
now serve as guide in designing the written test, performance test, and Questioning Tool
for the given sample IA.
 Institutional Assessment Tool - Table of
Specfications
The Plan Training Session-Competency Based Learning Material (PTS-
CBLM) of the Trainers Methodology Level 1(TM-1) Training explains the
Table of Specifications as,

"A table that shows what will be tested (taught) is the table of specifications.
For our purpose of institutional evaluation, we shall be preparing a table of
specifications for our written test.

This will help us plan how many items we need to prepare to cover all the
contents or objectives that we need to assess based on the evidence plan
you previously prepared.
 Institutional Assessment Tool - Table of
Specfications
A table of specifications is a two-way table that matches the objectives or
content you have taught with the level at which you expect students to
perform. It contains an estimate of the percentage of the test to be
allocated to each topic at each level at which it is to be measured. In effect
we have established how much emphasis to give to each objective or
topic."

Aside from this, it also described that a ToS has three parts, these are:
Objectives/Content/Topic – these are the content
Levels of learning – your questions shall be divided into the levels of learning:
knowledge, comprehension and application.
Percentage/number of items
Institutional Assessment Tool - Table of
Specfications
 Institutional Assessment Tool - Table of
Specfications
Developing a Table of Specifications
The question that we need to answer now, before we proceed is where do
we get the topics that we will use to write our written test?
In part 1, I had mentioned that I will relate some of the covered topics in the
development of an Evidence Plan with upcoming topics. Remember that
one of the column that we need to place a check mark when we were
developing our Evidence plan was written test.
The reason why we need to select which of the Performance Criteria requires
a written test is because it can now serve as our guide in selecting the
topics when writing our test questions.
To do this, all that we need to do is to look at our Evidence Plan and select all
those criteria that we had checked to have a written test and copy them
one by one to the "objectives/content area/topics" of our TOS.
 Institutional Assessment Tool - Table of
Specfications
After this, select the levels of learning
that you wish to use for your
questions and write the number of
items per level of learning as shown
in Figure 2.
 Institutional Assessment Tool - Table of
Specfications
Same is true with the next criteria which can also be found under the first
Learning Outcome (LO). For this criteria only one question under
Knowledge will be written, which is 20% of the total questions.

This is how we use the evidence plan for our TOS. we use it as our reference
in determining the kind questions that we are to write for our written test.
After this you can now start writing your written test based on the topics that
you had selected.

In Summary and referring to the given example, the written test have a total of
five (5) items, in which three (3) are knowledge and two (2) are
comprehensions, 80% will come from the Criteria marked as critical aspect
while 20% will come from the other criteria.
 Institutional Assessment Tool - Table of
Specfications
Same is true with the next criteria which can also be found under the first
Learning Outcome (LO). For this criteria only one question under
Knowledge will be written, which is 20% of the total questions.

This is how we use the evidence plan for our TOS. we use it as our reference
in determining the kind questions that we are to write for our written test.
After this you can now start writing your written test based on the topics that
you had selected.

In Summary and referring to the given example, the written test have a total of
five (5) items, in which three (3) are knowledge and two (2) are
comprehensions, 80% will come from the Criteria marked as critical aspect
while 20% will come from the other criteria.
Institutional Assessment Tool - Performance
Test
Performance Test can be defined as the formal determination of the actual
skills learned by the Trainee, normally validated by interview questions to
test the knowledge and corresponding Attitude. With this testing method, it
allows the Trainer to determine corresponding outcomes using prescribed
performance criteria and earned competencies.

The Plan Training Session - Competency Based Learning Material (PTS-

CBLM) describes the major parts of the Performance Test Document, these
are:
General Instructions;
Specific Instructions; and
List of Materials, tools and equipment.
Institutional Assessment Tool - Performance
Test
The PTS-CBLM on page 217 has listed pointers that you can follow in the
development of your Performance Test, these are:
• The test coverage must be consistent with the job description and skills requirements.
• The test must not take more than 8 hours to complete.
• The test statement must specify the exact time within which the Trainee is expected to
finish the task and the tools/equipment that will be needed to perform the test.
• The work performance/specimen or whatever is being tested must be observable and
measurable.
• The test should be feasible. Do not design tests which makes use of rare or too expensive
equipment.
• Where applicable there must be a working drawing which is clear and accurate.
• The standard performance outcome if possible, should be stated such as surface finish,
clearance or tolerance and number of allowable errors.
• Directions must be clear, simple, concise and accurate.
Institutional Assessment Tool - Performance
Test
The template that I had made was designed
to guide the Trainee of the details that the
Trainee needs to include in the
Performance test.

Let us look however on how the PTS-CBLM

on page 216-217, describes the three main
parts of the Performance Test Document.

GENERAL INSTRUCTIONS - "This refers to

the overall conduct of the test (before,
during and after) which concerns both the
testing officer and the examinee. This part
of the competency assessment specifies
the does and don’ts inside the testing area.
Institutional Assessment Tool - Performance
Test
The format of general instructions include:
Performance or what must be done
The conditions or what is given
The standard of performance expected of the examinee
SPECIFIC INSTRUCTIONS - " This provides the instructions which the examinee must follow in
the performance of the test.
LIST OF MATERIALS, EQUIPMENT - "This provides the listing of the materials, equipment/tools
needed in the performance of the skills test. This contains also the complete specifications of
each item in the listing."
The provided example in figure one do not show the list of Materials, since it is in the second
page of the performance test.
The development of the performance test is very much similar to the development of your
respective task / job sheets. Do note however, that when it comes to the Performance test of
Institutional Assessments, the test must cover all the performance criteria that you have
previously defined in your Evidence Guide / Plan.
 Institutional Assessment Tool - Questioning
Tool
The PTS-CBLM explains further that in cases where gathered pieces of evidence from the
written and the performance test were not enough to determine the level of competency of the
trainee, the questioning tool should be used.

Further, the document stresses that "the questioning tool is a must in an institutional competency
evaluation tool package." Since this can be utilized to verify pieces of evidence "... that were
not clearly [shown nor] demonstrated in the other methods of assessment," for both the
written and performance test.
 Institutional Assessment Tool - Questioning
Tool
"To be able to do this your questioning tool should contain questions:"
• to follow-up the demonstration of task skills and task management skills. All possible questions should
be written here. Although the trainer is not required to ask questions that are already observed in the
demonstration of skills, you should write all possible questions so that these questions are ready for use.
• to verify OHS practices. Safety practices are very important aspect of the demonstration. List down
questions on safety related to the competency being assessed. Questions should concentrate on safety
practices for the competency being assessed.
• to verify Job Role and Environment management skills. Questions that will verify the responsibility of the
worker towards his customers, co-employee, employer and the environment are very important because
oftentimes this dimension of competency needs to be verified using these questions. They are not
demonstrated in most demonstration test.
• to gather evidences for contingency management skills. Infrequent events may arise from the job that
would need the worker to adjust. These are the contingency management skills questions that you need
to construct to verify this dimension of the competency.
• on knowledge of laws, rules and regulations. Knowledge of Laws, rules and regulations critical to the job
should also be verified. Prepare questions to gather evidences for the specific competency
 Institutional Assessment Tool - Questioning
Tool
To determine the questions that we can ask, again
the previously developed evidence guide comes
in handy. What we only need to do know is to
determine which among the performance
criteria that we have previously marked for
questioning will fit the five areas that were
mentioned above. Just make sure that the type
of question that you will make will allow the
trainees to think and analyze their answers.
Do note that aside from the questions that we need
to develop, we also need to provide an
acceptable answer, This is to ensure, that even
if another trainer will be conducting the
Institutional Assessment, the answers that will
be accepted will always be based on what you
have provided
 Competency Based Training Resources
Section Three - Training Standards of the Training The PTS-CBLM states that " In planning your
Peculations (TR), under 3.4 - List of Tools, learning sessions, learning materials and resources
Equipment and Materials, contains the list of the are very important. These will help you impart
minimum quantity of tools, equipment and knowledge in a more effective way. Learning
materials that a qualification must have for a resources and materials are directly related to [the]
specific number of students. Although at times methods of learning [that] you will be able to use in
the list might be incomplete, or might even have CBT."
outdated list, it still remains authoritative and
must be followed. According to the PTS - CBLM, Training Materials
When the list lacks some of the tools, or equipment and Resources is defined as " ... information
that a qualification will require for training, the represented, accessible, or stored in a variety of
Trainer can simply add these to his / her list of media and formats," that were classified as:
Training resources without problem. However,
when an outdated equipment or tools is the
question, the Trainer is obliged to inform the
TESDA Provincial Office and explain why it is
no longer needed and should be removed from
the list.
 Competency Based Training Resources
A. Training materials for the knowledge
B. The materials that are used for skills practice
1. Print Materials
• Materials and Supplies
• Competency Based Learning Materials (CBLM)
• Templates
• Textbooks, references, etc.
• Job Sheets
• Technical, shop, and manufacturer’s manual
• Activity Sheets
• Magazines, journals, trade publications,
pamphlets, and periodicals • Operation Sheets
2. Non-Print Materials C. Resources used for skills feedback
• Still visuals (with & without sound), slides, film • Performance Criteria Checklists
strips, flip charts, • Procedural Checklists
• photograph • Evaluation Checklists
• Motion visuals (with & without sound) video • Achievement/Progress Charts
tape, video discs D. Resources used for knowledge practice
• Interactive e-learning materials • Self-checks
• Post-tests
• Written tests
• Review questions
 Competency Based Training Resources
List of Tools, Equipment and Materials

The PTS-CBLM Suggest that "When gathering the

needed materials and resources, it will be better
if you can prepare beforehand a list of all the
needed resources that you will use for a certain
session or unit of competency. The list surely
will identify the specific resources, how many
are available, how many are required for the
session and remarks."

Accordingly it also emphasizes that " Each group of

resources should have a separate list; let us
say for print materials, it should have a checklist
different from list for non-print and so with the
other types of resources. This system will
ensure that all the resources will be available
when you conduct the training program. "
 Competency Based Training Resources
List of Tools, Equipment and Materials

The PTS-CBLM Suggest that "When gathering the

needed materials and resources, it will be better
if you can prepare beforehand a list of all the
needed resources that you will use for a certain
session or unit of competency. The list surely
will identify the specific resources, how many
are available, how many are required for the
session and remarks."

Accordingly it also emphasizes that " Each group of

resources should have a separate list; let us
say for print materials, it should have a checklist
different from list for non-print and so with the
other types of resources. This system will
ensure that all the resources will be available
when you conduct the training program. "