Competency Based

Training and Assessment

(CBT&A)

Day 1
 learning outcomes

At the end of the session you will be able to

Identify
the trainers roles and responsibilities
Promote inclusive learning in a Learning environment
 Teachers/Trainers Roles and
Responsibilities
 Perform the job task
 Prepare the session carefully
 Sequence information logically
 Inform the learner what is expected from
them
 Develop learning materials that encourage
learners to participate
 Teachers/Trainers Roles and
Responsibilities (Cont…)
 Use a variety of delivery methods that
acknowledge different learning styles
 Encourage open discussion
 Make learning fun
 Provide appropriate constructive feedback
 Provide opportunities for practice
 Identify linkages for further learning
 Adults as Learners
Bring with them to training:
 Past experiences + and –
 Values, beliefs, opinions & emotions
 Individual likes and dislikes
 Motivations & expectations
 Learning preferences
 Outside influences & commitments

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 Adult learners NEED to

 Be self-directed and involved

 Connect to the reality
 Need a reason to learn
 Have learner focused training
 Be actively involved

6
Adult Learning Model

 “I hear and I forget

 I see and I remember
 I do and I understand”

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 Learning Retention

1. What I HEAR - I forget

2. What I HEAR & SEE – I remember – a little
3. What I SEE, HEAR, QUESTION and
DISCUSS – I acquire
4. What I teach – I master

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Learning RETENTION Rates
 Lecture 5%
 Reading 10%
 Audiovisuals 20%
 Demonstration 30%
 Discussion 50%
 Practice by doing 75%
 Teaching others 90%

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9
Inclusivity
 Inclusivity means recognising, accommodating
and meeting the learning needs of all your
learners.
An inclusive learning environment
 Values and respects difference
 Promotes learning
 Explores the benefits of learning with
colleagues and clients
 Recognizes and rewards learning in
the workplace
 Provides opportunities to develop
your own and others' generic skills
 Practice inclusivity

 Building on individual differences;

 Integrating the principles of inclusivity into your
work practices; and
 Using your institution’s access and equity policy
to guide your work practice
 Using language that is sensitive to difference.
 Modeling inclusiveness in work performance
 Practice inclusivity
 Prepare its learners to work more effectively
and flexibly in diverse workplaces and
communities
 Provide more learners and clients with better
quality services in an increasingly competitive
market
 Ensure it meets its obligations arising out of
legislation and standard
Using verbal and body language
that is sensitive to difference
 Recognises and values individual
differences;
 Supports inclusivity;
 Is non-discriminatory;
 Does not devalue,
 Does not suggest fear, mistrust or lack
of understanding; and
 Does not label or suggest
assumptions about capabilities
Reasonable adjustments to your
learning methods and tools
 Ground Rules for Participation and
Behaviour
Give your undivided attention to people when they are
Be respectful
interacting with you
Ensure discussions with the learning environment remain
Be confidential
confidential
Feel free to talk openly without disclosing personal or
Be open and honest
private issues
Avoid judging others by their age, gender, sexuality,
Be non-judgmental
religious practice, culture or socio-economic background
Avoid insensitive or careless remarks about age, gender,
Be sensitive sexuality, religious practice, culture and socio-economic
background
Listen attentively to the ideas and opinions of others (and
Be accepting avoid put-downs)
 Each and every shell is unique.

 It was carried to shore by the ocean…just for

you. What will you do with it now that it is yours?
Each student is unique too. Each one is in your
hands now. How you handle them and take care
of them will give you outcome just as PEARL…..

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