COMPETENCY-BASED TRAINING

INTRODUCTION

Getting the idea on structure and principles embedded in training is important

before designing a session plan.
The framework in teaching skill-based lesson is called Competency Based
Training (or CBT). It focuses on skills development that is why its approach
differs from the traditional education.
In traditional education, the teacher controls the environment (or called
teacher-centered approach); while in CBT, the learners control and
manipulate the tools and equipment with the guide of a teacher (also known
as student-centered approach).
In addition to that, learners are not compared among
each other, instead their skills are compared against the
norms or standard set by the industry. The training is
also self-paced; an example of this is when the trainer
allows the students to study the materials & practice the
skill on their own. Lastly, the focus of CBT is on the
outcome or the end product.
CBT TERMINOLOGIES

The need to understand commonly used terminologies is important

before starting this courseware. Comprehending these terminologies will
empower you to understand easily the next lessons.
• Knowledge is the cognitive representation of ideas, events, activities or
tasks derived from practical or professional experience as well as from
formal instruction or study, e.g. memory, understanding, analysis.
• Skill refers to the acquired and practiced ability to carry out a task or
job.
• Competency, as used in TESDA, is a) the application
of knowledge, skills and attitude required to complete
a work activities to the standard expected in the
workplace; or b) the possession and application of
knowledge, skills and attitudes to the standard of
performance required in the workplace.
THE 4 DIMENSIONS OF COMPETENCY THAT DESCRIBES
ASPECT OF WORK PERFORMANCE ARE.

I. Task Skills – undertaking a specific workplace task.

II. Task Management Skills – managing a number of different tasks to
complete the entire work activity.
III. Contingency Management Skills – responding to problems,
irregularities and breakdown in routine when undertaking the work
activity.
IV. Job/Role Environment Skills – dealing with the responsibilities and
expectations of the work environment when undertaking a work activity.
• Competency Standard are industry-determined specification of
competencies required for effective work performance. They are
expressed as outcomes and they focus on work place activity rather
than training or personal attributes, and capture the ability to
apply skills in new situations and changing work organization.
• Recognition of Prior Learning (RPL) is the acknowledgement of
an individual’s skills, knowledge and attitudes gained from life and
work experiences outside registered training programs
• Qualification is cluster of units of competency
that meets job roles and is significant in the
workplace. It is also a certification awarded to a
person on successful completion of a course
and/or in recognition of having demonstrated
competencies relevant to an industry.
IT HAS THREE COMPONENTS:

• Basic Competency – skills and knowledge that everyone

needs for work
• Common Competency – skills and knowledge needed by
people working in a particular industry
• Core Competency – specific skills and knowledge needed in
a particular area of work-industry sector/occupation/job
role.
• Competency-Based Training (CBT) is a system by which the student is
trained on the basis of demonstrated ability rather than on that of elapsed
time.
CBT includes:
• Competency-Based Curriculum (CBC) is the specification for a course or
subject (module) which describes all the learning experience a student or
learner undergoes. It specifies outcomes which are consistent with the
requirements of the workplace as agreed through industry or community
consultations.
• Competency-Based Learning Material (CBLM) refers to the
print and non-print instructional media used as guide in
learning workplace activities.
THE FLOW OF CBT DIFFERS FROM THE TRADITIONAL EDUCATION
APPROACH. TO SEE THE BIG PICTURE IS IMPORTANT BEFORE PLANNING A
SESSION PLAN. BELOW IS THE CBT DELIVERY FRAMEWORK:

1.Trainee enters the program. Trainer conducts pre-training assessment to

identify learner’s training needs. Orientation of CBT program
on Recognition of Prior Learning (RPL) and roles of trainer & trainee
follows.
2.Trainee selects competency from the identified training needs and receives
instruction from the trainer. The trainer administers learning contract or
agreement between him and his trainees, then provides CBLM materials
and introduces the use of progress and achievement chart.
3. With the selected competency, the trainee studies the module by doing
the following learning activities (in any order): review learning package,
view multimedia materials, use manuals, observe demonstration,
practice skills in workshop, and receive assistance and advice.
4. While the trainee practices the skill, the trainer observes and records
the performance on the Progress Chart. Student will attempt the task
until he masters the skill with the help of trainer’s immediate and
constructive feedback.
5. Once the trainee determines by himself that he is competent to do the skill, he will
call the attention of trainer. The trainer will observe and rate the performance based
on the Performance Criteria Checklist and will record the result on the Achievement
Chart. If the skill is satisfactorily performed, he will then select another unit of
competency. If the skill is not satisfactorily performed, the trainee will study again the
module.
6. To exit the training program, trainee must satisfactorily perform the skill and must
have enough units of competencies (or has completed all the modules). If the trainee
doesn’t have enough units of competencies, he will then select another unit of
competency, and repeat the competency-based training process.
WATCH THE VIDEO.

https://www.youtube.com/watch?v=9Z89XowQBa8
WATCH THE VIDEO

https://www.youtube.com/watch?v=ApK7cHB-gWg
COMPETENCY-BASED TRAINING DELIVERY ANCHORS IN ITS PRINCIPLES.
THESE TEN (10) PRINCIPLES OF CBT SERVES AS GROUND RULES FOR
TRAINERS AND TRAINEES. MEMORIZE, APPLY AND PROMULGATE THE
LISTED PRINCIPLES BELOW:

• Principle One: The training is based on curriculum (CBC) developed

from the competency standards (CS).
• Principle Two: Learning is competency-based or modular in structure.
Principle Four: Training is based on work that must be performed.
• Principle Three: Training delivery is individualized and self-paced.
• Principle Five: Training materials are directly related to the competency
standards and the curriculum modules.
• Principle Six: Assessment is based on the collection of pieces of evidence of the
performance of work to the industry required standard.
• Principle Seven: Training is based both on and off the job components.
• Principle Eight: The system allows Recognition of Prior Learning (RPL) and or
current competencies.
• Principle Nine: Training allows multiple entries and exit in the training program.
• Principle Ten: Approved training programs are nationally accredited. Programs of
each institution or training center are registered with UTPRAS (Unified TVET
Program Registration and Accreditation System).
Now it is your turn to refresh memory on how your teacher
taught you and compare it to how Competency-Based Training
works. How will you teach skill-based session? Does it have
any difference? Will you make that change for the better? Get
a paper and take down notes on its differences.
REPORTING

• Understanding Adult Learners

• Characteristics of Learners
• How Learners Learn?