INTERNACIONAL COLEGIO

DE TECNOLOGIA

GARCINES, MARY JANE T.

T RA I N E R- D R I VI N G N C II
Objective of this Session:

To share and familiarize

the trainees on Philippine
CBT delivery practice
COMPETENCY – BASED TRAINING

▪ A training delivery approach that focuses

on competency development
▪ Emphasizes on what the learner can
actually do.
▪ Focus on outcome rather than process
within specified time
▪ Concerned with the attainment and
application of knowledge, skills and
attitude to a specific level of competency
 10 Principles of CBT
1. The training is based on curriculum developed from the competency
standards
2. Learning is modular in its structure
3. Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies
4. Training is based on work that must be performed.
5. Training materials are directly related to the competency standards and
curriculum modules.
6. Assessment is based in the collection of evidence of the performance of
work to the industry required standard
7. Training is based both on and off the job components.
8. Training program allows for recognition of prior learning (RPL) or
current competencies.
9. Training allows for multiple entry and exit.
10. Training program are registered with the UTPRAS
 Comparison Between
Traditional Approach and CBT Approach
 Unit of Competencies
BASIC
COMPETENCIES
COMMON
COMPETENCIES
CORE
COMPETENCIES
 Core Competencies

1. Carry Out Minor Vehicle Maintenance and

Servicing
2. Drive Light Vehicle
3. Obey and Observe Traffic Rules and Regulations
4. Implement and Coordinate Accident-Emergency
Procedures
 CBT Process Flow

Review learning
Trainee enters
package YES
program

• Administer RPL Satisfactorily

• Orientation View multimedia Performed
Competency?
• Role of trainer/trainee materials Trainer Trainer
observes Rates NO
performance performance

Use manuals Have completed YES

all the
NO competencies?

Trainee selects Observe Trainee

Trainee
competency demonstration Rates own
practices task
and receive performance
Have enough
instructions Competency/ies
Practice skills in NO been
achieved?
• Administer Learning Contract workshop
• Organize learning strategy YES
• Provide materials Trainee exits
• Introduce CBLM materials Receive program
• Introduce the Use of assistance and
Achievement Progress advise Trainee exits Undergo Nat’l
Report program Assessment
 Training Modalities
Dualized Training System
Modular/ Self-paced Learning
Peer Teaching/Mentoring
Supervised Industry Training Or On-the-job
Training
Distance Learning
Project-based Instruction
 Learning Activities
 How to learn knowledge?
– CBLM
– Books/ references
– Videos
– Other materials
 How to learn skills?
– Demonstration
– Observation
– Task sheets, operation sheets, job sheets
– other
 Competency –Based
Learning Material (CBLM)

A well-designed and carefully

developed learning materials that
give trainees detailed instructions
to guide them through the
learning process.
Roles of CBT
Trainer
 Roles of the CBT Trainer

Facilitator
Motivator
Evaluator
Solves learning problems
 Roles of the CBT Trainer

Serves as a team member to determine what is to be learned

Stimulates trainees’ motivation.
Manages learning; a consultation rather than a provider of
information; a facilitator of the learning
Diagnose an solves learning problems
Evaluates student achievement Assist learners to obtain
individualized rewards
Assist each trainee in designing a personalized plan of study
Installs confidence in the learner by providing experiences
where learner may succeed.
 Roles of the CBT Trainer (cont.)

Serves as a model for desirable work

habits, attitudes and tasks performance in
the occupational field
Spend more time interacting with students
on a 1:1 or small group basis
Helps those students who really need help
Accepts responsibility along with the
student for the tasks learned or not learned
ROLES OF
CBT
TRAINEE
 Roles of CBT Trainee

 Trainees may select what they want to learn and when they want to
learn it, within reason.
 Trainees learn at their own rate within program guidelines. They
may speed up, slow down, stop or even repeat a task.
 Trainees may request to receive credit for what they already know.
This is done either through pre-testing or through a review of task
list completed at another training site
 Trainees may choose how they want to learn-individually, on a
one-to-one basis, in small group, in large groups or with audio-
visuals.
 Trainee are responsible for what they learn and when they learn it
 Roles of CBT Trainee (cont.)
 Trainees decide when they are ready to perform each task or
demonstrate mastery of learning to a job-like level of
proficiency before receiving credit for the task
 Trainees help develop personalized prescription for learning
worked out cooperatively and based upon what the students
already knows, his preference for learning, learning style and
other needs.
 Trainees compete against pres job standards and not against
other students and are graded on achievement of the standards
or criteria of each task
 Trainees know “up front”, before instruction begins what they
are expected to know and do to complete the program.
 Roles of CBT Trainee (cont.)

Trainees evaluate their own progress to see how

well they are doing
Trainees move freely in the workshop, laboratory
and or training center.
Trainees know they will be rated mainly on
performance, while paper and pencil tests will be
used mainly to check their knowledge of the task.
Trainees learn according to their interest, needs
and abilities not according to teacher timelines
and expediency
 CBT Monitoring Tools
 Progress Chart
 monitor the learning outcomes and competencies
achieve by each trainee.
 Achievement chart
 monitor the required projects and activities usually in
the job sheets of the CBLM
 Trainee Record Book
 monitoring tool for trainees

 Training Activity Matrix

 guide on daily activities of the trainee
ACHIEVEMENT CHART
 TRAINERS RECORD BOOK

MISSION: To Capacities
and Empower young
VISSION: To be the
Filipino’s through
Center of the
Technical Vocational
Excellence in
Education and Training in
Developing Human
the Context of Dualized
Resource needed by a
Training System for
Dynamic Economy
National and International
  Development.  

GOAL: The College is going an

Extra Mile to Ensure Highly
Skilled and Globally Competitive
Graduates
 
 D
ay 1

Training Activity Matrix

FOOD AND BEVERAGE SERVICES NC II
WORKSHOP LAYOUT
 Evaluation System
Demonstration with
Interview
Observation
Oral questioning
Written Test
 Adjectival Rating in CBT

Competent
Not Yet Competent